资源简介

(共36张PPT)
Unit 4 Why don't you talk to your parents
人教新目标版 八年级下
SectionA 1a-2c 听说优质课
Learning objectives
1.正确使用情态动词could，should和连词until, so that, although以及Why don’t you... 句型，以听说等方式询问、陈述自己或他人的困难和麻烦，并针对别人的困境提出解决的办法和建议；
2.能够在听说活动中准确获取并表达有关生活学习中的困难与所提建议的信息。
3.能够学会保持乐观的心态，直面困难并积极寻求解决办法；同时，能够关心他人，善于提出合理建议帮助别人解决问题。
Enjoy the video and discuss what problem they have.
They don’t get enough sleep.
Do you have the same problem
Warming-up
What’s the trouble with him
He has too many___________ _______so he doesn’t have any free time to do things he likes.
after-school
classes
too many 太多（+可数）
What’s wrong with him
too much homework
He has ___ ____ __________
so he doesn’t get enough sleep.
too much 太多（+不可数）
What’s wrong with them
They ___ ___ ___ ___.
got into a fight
have/get into a fight with sb.
＝fight with sb.
What’s the matter with them
Their parents don't allow them to _____ _____with friends.
hang out with sb
和某人闲逛
hang out
allow sb (not) to do sth
允许某人(不)做某事
Problems
At home
At school
have difficulty in studying
argue with classmates
can’t get on with classmates
study until midnight
refuse to communicate with parents
be not allowed to use phones
argue with parents
What else
与某人交流
与...争吵
与...相处好
不允许...
1a
Look at these problems. Do you think they are serious or not Write them in the appropriate box.
Serious Not serious
1. I have to study until really late, so I don’t get enough sleep.
2. I have too much homework so I don’t have any free time
to do things I like.
3. My parents don’t allow me to hang out with my friends.
4. I have to take more lessons after school.
5. I got into a fight with my best friend.
1. I have too much homework.
too much ①作形容词词组，修饰不可数名词。 ②作副词词组，修饰动词。 ③作名词词组。 The students have too much homework.
Don't watch TV too much.
He has given me too much.
too many 意为“太多的”，用来修饰名词复数形式。 There are too many people in the station.
much too 意为 “太”，用于加强语气，常用来修饰形容词或副词。 The question is much too difficult for me.
Language points
2. My parents don't allow me to hang out with my friends.
allow v. 允许；准许
Point
My parents don't allow me to watch TV on school nights.
We don't allow eating in the classroom.
In Britain, people are not allowed to use plastic bags except in hospitals.
allow
allow sb. to do sth. 允许某人做某事
allow doing sth. 允许做某事
be allowed to do sth. 被允许做某事
※Is the girl studying
or sleeping
※Is she happy or
unhappy
※Is the girl playing the piano or the violin
※Is she happy or
unhappy
What problems does she have
Pre-listening
1b
Listen and circle the problems you hear in 1a.
1. I have to study until really late, so I don’t get enough sleep.
2. I have too much homework so I don’t have any free time to do things I like.
3. My parents don’t allow me to hang out with my friends.
4. I have to take more lessons after school.
5. I got into a fight with my best friend.
Listen again and finish the chart.
Problems Advice
You should start _________ _____ tonight and you can _______ _____.
I have to study until really late, so I don’t get enough sleep.
I have to take more lessons after school.
I’m so tired.
Maybe you should _____ _____ _____ that you can't do _____ _____ _____.
You should _____ _____ _____ _____.
Explain to them that you need to get _____ _____ _____ _____ _____.
enough sleep to stay healthy
talk to your parents again
tell your parents
so many things
sleep earlier
studying earlier
Girl 1: You look really tired. What’s the matter
Girl 2: Well, I had an art lesson after school yesterday. Then I did my
homework until really late last night, so I didn’t get enough sleep.
Girl 1: Oh, so you should start studying earlier tonight, and then you can sleep
earlier.
Girl 2: But I have a piano lesson after school today,
so I can only study later tonight.
Girl 1: Maybe you should tell your parents that you can’t do so many things.
Read loudly and check your answers.
Asking problems and trouble询问困难和麻烦
Giving solutions and advice 给出解决办法和建议
Girl 2: I did, but they think it’s important that I learn new things. I started
learning the piano when I was six!
Girl 1: Oh, that’s a really long time! You must be really good now.
Girl 2: Yes, but I’m so tired.
Girl 1: Why don’t you talk to your parents again
Explain to them that you need to get enough sleep to stay healthy.
Girl 2: Yes, that’s a good idea.I’ll try to talk to them again.
why don’t you +动词原形… = Why not + 动词原形+其他成分？
What’s wrong (with sb. / sth.)
What’s the matter (with sb. / sth. )
What’s the trouble (with sb. / sth.)
What’s your trouble
What happened to you
What’s up
询问个人问题的句型：
归纳小结
Ways to
ask about problems
Why don’t you +动词原形... 你为什么不……
Why not +动词原形... 为什么不…..
What/How about +动词ing... …怎么样？
You’d better (not) +动词原形.... 你最好(不)…….
You should +动词原形... 你应该…
You could +动词原形.... 你可以…
表建议的句型：
归纳小结
Ways to
give advice
What’s wrong
I’m really tired because I studied until really late last night, so I didn’t get enough sleep.
Why don’t you go to sleep earlier this evening
1c
Look at the problems in 1a and make conversations.
Peter had a fight with his best friend.
What should he do
Pre-listening
Advice
1. You _______ write him a letter.
2. You _______ call him up.
3. You _______ talk to him so that you can say
you’re sorry.
4. You _______ go to his house.
5. You _______ take him to the ball game.
could
should
should
could
could
could 和 should都可以表示建议，但could表示比 should更加委婉的建议，意思是“可以”。
should语气比较强烈，意思是“应该”
2a
Listen. Peter's friend is giving him advice. Fill in the blanks with could or should.
Why Peter doesn’t like the advice
a. It’s not easy.
b. I don’t want to wait that long.
c. I don’t want to surprise him.
d. I’m not good at writing letters.
e. I don’t want to talk about it on the phone.
2b
Listen again. Why doesn't Peter like his friend's advice Write the letters(a-e) next to the advice in 2a.
等那么久
使他感到吃惊
擅长，善于
通过电话
Advice
1. You _______ write him a letter. ( )
2. You _______ call him up. ( )
3. You _______ talk to him so that you can say
you’re sorry. ( )
4. You _______ go to his house. ( )
5. You _______ take him to the ball game. ( )
could
should
should
could
could
d
e
a
c
b
2b
Listen again. Why doesn't Peter like his friend's advice Write the letters(a-e) next to the advice in 2a.
Boy 1: Hey, Peter, what’s wrong
Boy 2: I had a fight with my best friend. What should I do
Boy 1: Well, you could write him a letter.
Boy 2: I don’t think so, although it’s a good idea. I’m just not
very good at writing letters.
Boy 1:Maybe you should call him up.
Boy 2: No, I don’t want to talk about it on the phone.
Listen and repeat
Boy 1: But you really should talk to him so that you can say
you’re sorry.
Boy 2: Yes, I know I should, but it’s not easy.
Boy 1: Maybe you could go to his house.
Boy 2: I guess I could, but I don’t want to surprise him.
Boy 1: Hey, I know. You could take him to the ball game.
Boy 2: But the ball game is next week. I don’t want to wait until
then to talk to him.
Listen and repeat
Fill in the blanks according to the conversation.
Peter had a ______ with his best friend. He could ______ him a letter. But he isn’t good at writing letters. He ______ call him ____, but he doesn’t want to talk about it on the ______. He ______ talk to him so that he can say he’s sorry but it’s not ______. He ______ go to his house but he doesn’t want to _________ him. He could take him to the __________, but he doesn’t want to wait that long.
fight
should
write
up
phone
easy
could
should
surprise
ball game
Can you give
Peter some advice
write him a letter
call him up
talk to him
go to his house
take him to the ball game
Advice
send his friend a card to say sorry
write an-email to apologize
invite his friend to his house
Discussion
Why Peter doesn’t like the advice
Advice
Retell the conversation. You can start like this:
Peter had a fight with his best friend. He could...
write him a letter
is not good at...
call him up
not want, talk about, on the phone
talk to him
not easy
go to his house
not want, surprise
take him to the ball game
not want, wait, until
also
besides
moreover
meanwhile
in addition
what’s more
Retelling time
Peter had a fight with his best friend. He could write a letter to his best friend. But he thinks he is not good at writing. What’s more, he should call his friend up. However, Peter doesn’t want to talk about it on the phone. In addition, Peter should talk to his friend. But it’s not easy.
Moreover, Peter could go to his friend’s house. Peter doesn’t want to surprise him. Meanwhile, Peter could take his friend to the ball game. However, the ball game is next week. Peter doesn’t want to wait until then to talk to his friend.
A possible version
What’s the matter, Peter
I had a fight with my best friend. What should I do
Well, you should call him so that you can say you’re sorry.
2c
Role-play a conversation between Peter and his friend.
1.有空闲时间
2.允许某人做某事
3.与某人闲逛
4.课外活动课
5.与某人吵架 / 打架
6.太多
7.学得过多
8.有足够的睡眠
9.给某人写信
10.打电话给某人
11.令某人惊讶
have free time
allow sb. to do sth.
hang out with sb.
after-school classes
get into a fight with sb.
too many /much
study too much
write sb. a letter
call sb. up
surprise sb.
get enough sleep
Summary
At home
problems
What’s wrong
What’s the matter
What’s the trouble
What’s your problem
What’s up
What happened to you
Ask
advice/
solutions
...
too many exams,
take more lessons after school…
...
too much homework,
have no time to ...
At school
have a fight with sb...
don’t allow to hang out
Why don’t you…
You should…
You’d better…
Summary
一、单项选择
(重庆中考) Their parents don't allow them _____ in the river because it's really dangerous.
A. swim B. swimming C. to swim D. swam
(广东中考) If you want to know more about space, please _____ the book A Brief History of Time.
A. look through B. look around C. look after D. look down upon
Laura is an 11-year-old girl. She is good _____ playing the guitar.
A. at B. for C. to D. with
A
C
1
2
3
A
在学校我们不能打架。
We shouldn't _____ _____ _____ ______ _____each other at school.
你可以给他写一封信。
You ______ write him a letter.
你为什么不打个电话向他道歉呢
_____ _____ you call him and say you're sorry
1
2
3
get into a fight with
Why don't
could
二、完成句子
https://www.21cnjy.com/help/help_extract.php中小学教育资源及组卷应用平台
Unit4 Why don't you talk to your parents SectionA 1a-2c 课时教学设计
课型 听说课 课时 1
教材分析
本课谈论人际关系遇到的困扰并且能够提出合适的建议，从编排设计上看，1a-1c通过图文及听力活动导入单元话题。1a用不同句式呈现了学生常见的各种烦恼或抱怨；1b通过听输入目标语言；1c则要求学生针对本单元话题词汇和句型进行简单的口头操练，完成最基本的语言输出；2a-2c通过听和说的互动方式深化和拓展本单元话题内容，增加了不喜欢各种劝告的理由，是对话更生动、更真实。
学情分析
八年级的学生已经有了一定的词汇基础，同时前三单元结束之后，对询问他人状况和困扰的句型已经给建议的话题也较熟悉，这对本节课奠定了良好的基础。但对于连词although，until，so that 引导状语从句的的语用功能，由于英汉差异，学生掌握起来是有一定难度的，因此在设计课堂教学活动时，本节课利用情境体验和课堂活动，提高学习兴趣，从而引入到实际生活中，知识多次复现，从而达到运用掌握。
课时教学目标
语言能力：能掌握本课时出现的新词汇；能够运用学过的句型人际交往方面的困扰；围绕日常活动编写对话，能以角色扮演的形式，以正确的语音、语调运用恰当的结构提供建议。 学习能力：学生能够听前看主题图推测话题；听中，运用微策略-“理解细节”和“信息多层处理”策略，获取活动信息，了解对话中人的所遇到的压力和困扰；听后，模仿输出Role-play 巩固所学；在学习中善于利用图片等非语言信息理解主题；能够运用任务链听力活动谈论人际交往遇到的困扰，口头输出目标语言，综合输出目标语言。 思维品质：学生通过主人公和朋友发生矛盾的情境，学会和朋友一同探讨人际交往所遇到的困扰并且给出适当的建议，感受英美国家不同的文化差异，可以从跨文化视角去观察和认识社会与生活，分析和解决一些人际交往方面中遇到的问题，培养逻辑性和创新性。 文化意识：在学校生活的情境下，学生能够体验不同的人际交往的矛盾和困扰，在放松之余收获更多的知识，提高社会交往，学会自我提升。
教学重难点
教学重点：有关实际生活中面临的种种压力和困难的词汇表达；关于征求和给予对方建议的表达用语； 教学难点：能根据对方所提出的问题，给出一些合理的建议。 学会表达建议的一些方式。
教学方法
情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
设 计 教 学 过 程
教师导学 学生活动 设计意图
Step1: Warming-up Let’s watch a video and talk about what problem they have in the video.(Key expression:They don’t get enough sleep. ) Step2: Presentation Ask the students to tell each other their problems. And write them on the blackboard. Sa: don’t sleep well Sb: have too many after-classer have too much homework … Brainstorm:What else Finish 1a.Look at these problems. Do you think they are serious or not Write them in the appropriate box. Language points Step3: Listening Task1 Pre-listening 展示1b图片展开讨论： What problems does she have Is the girl studying or sleeping Is she happy or unhappy Is the girl playing the piano or the violin 2.完成课本1b听力任务。. 3.Listen again and fill in the chart. 4.Read loudly and check your answers. 5.归纳小结 询问个人问题的句型： What’s wrong (with sb. / sth.) What’s the matter (with sb. / sth. ) What’s the trouble (with sb. / sth.) What’s your trouble What happened to you What’s up 表建议的句型： Why don’t you +动词原形... 你为什么不…… Why not +动词原形... 为什么不….. What/How about +动词ing... …怎么样？ You’d better (not) +动词原形.... 你最好(不)……. You should +动词原形... 你应该… You could +动词原形.... 你可以… 6.完成1c.Look at the problems in 1a and make conversations. Step4:Listening Task2 Pre-listening Peter had a fight with his best friend. What should he do 2.完成2a听力任务. 3.完成2b听力任务. 4.Listen and repeat. 5.Fill in the blanks according to the conversation. Peter had a ______ with his best friend. He could ______ him a letter. But he isn’t good at writing letters. He ______ call him ____, but he doesn’t want to talk about it on the ______. He ______ talk to him so that he can say he’s sorry but it’s not ______. He ______ go to his house but he doesn’t want to _________ him. He could take him to the __________, but he doesn’t want to wait that long. 6.Discussion:Can you give Peter some advice 7.完成2c任务.Role-play a conversation between Peter and his friend. 8.Try to retell the conversation. You can start like this: Peter had a fight with his best friend. He could... Step 5. Summary. 词组和句子总结。 Exercise. (重庆中考) Their parents don't allow them _____ in the river because it's really dangerous. A. swim B. swimming C. to swim D. swam (广东中考) If you want to know more about space, please _____ the book A Brief History of Time. look through B. look around C. look after D. look down upon Laura is an 11-year-old girl. She is good _____ playing the guitar. A. at B. for C. to D. with 在学校我们不能打架。 We shouldn't _____ _____ _____ ______ _____each other at school. 你可以给他写一封信。 You ______ write him a letter. 你为什么不打个电话向他道歉呢 _____ _____ you call him and say you're sorry 观看动画视频并回忆自己人际关系或者学校生活中遇到的困扰和压力。 谈论图中人物在遇到的压力和烦恼。 思考如何用英语提出问题和给出建议并总结要点。 和搭档一起完成课本1a. 重点知识点做笔记。 观察1b图片并参与讨论。 完成听力1b任务。 再听一遍，完成对应的听力任务。 听对话并跟读。 尝试总结本课要点：如何谈论遇到的困扰，以及如何给他人提供建议。 和搭档一起角色扮演听力内容。 根据图片猜测peter的遭遇，思考假如你是Peter，你应该怎么做。 完成课本2a的听力任务。 完成课本2b的听力任务。 再听一遍，完成对应的听力任务。 集思广益：给Peter一些建议、 结对编对话。并展示对话内容。 用自己的话复述听力内容。 对本课时词组句子作总结归纳。 完成课堂练习。 利用视频，引出本课主题，引导学生思考并头脑风暴，在思考的过程中自然的感知目标语言，激发学生学习兴趣。 创设易于理解的语用情景，逐步引导学生谈论自己生活中的问题，促使他们关注本课的学习内容，加深学生对本课的了解。 听前将新单词和句型进行操练，为听力训练降低难度。 书本任务有利于学生更好的掌握词汇和句型的用法。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。 通过听力策略的教授，帮助学生更好的把握听力侧重点。 循序渐进的两个听力活动可以帮助学生更好地理解听力内容。听力之后的角色扮演，为学生创设了较为真实的语用环境，可以使其体会到所学的语言是真实可用的。 在课堂条件允许的情况下，多播放录音，让学生多朗读，并在朗读时注意模仿语音和语调。 鼓励学生进行角色扮演并进行示范性表演，给予适当点评和鼓励。 本部分内容重在培养学生听寻细节信息的能力，两个活动各有侧重，2a强调两种情态动词的不同含义，2b侧重听取建议不采纳的原因。 继续沿用所创设情景，适当加入更丰富的表达，提供适当的语言支架，帮助学生掌握更多提建议句型，以及对不同建议的不同回应方式。同时，通过此环节的设置，让学生思考那种建议更好，为什么好，以及是否有更好的建议，锻炼了学生的思维能力和口头表达能力。 鼓励学生进行角色扮演并复述对话内容，给予适当点评和鼓励。 总结本课所学内容，巩固加深印象。 让学生在课上练习消化知识点，及时操练。
课时教学板书设计
Unit4 Why don’t you talk to your parents Section A 1a-2c
课时作业设计
Level A:Interview three of your classmates or friends about their problems. Write them down and try to give some advice. Level B:Design a chart to sum up the problems, advice and the reasons why the advice is not good you have learned this class.
课后反思（实施后填写）
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