Lesson 41 Jenny’s Good AdvicePPT配套教学设计内容

LESSON 41 Jenny’ good

advice 一、课标教材分析

本课课题为Unit4 Why don’t you talk to your parents?选自义务教育课程标准教科书Go for it!（新目标）八年级下册。本单元主要是围绕problems和advice的话题展开，集中呈现了大量情态动词和until, so that, although引导状语从句的用法。本节课主要是通过学习孩子们在日常生活中所面临的种种压力和困境，并针对这些问题给予合理的建议来进一步学习情态动词的用法。本单元承接八年级下第一单元What’s the matter?中有关情态动词should的用法并做进一步的扩展和综合运用。本课是这一单元的第一课时，集中呈现了本单元的基本词汇和语言结构。因此本课教学有举足轻重的地位。

二、学生分析

孩子们经过七年级英语语言环境的熏陶与语言知识、技能的系统训练，已经具备了一定的英语听说读写能力。能听懂学习活动中连续的指令和问题；在课堂活动中能用简短的英语进行交际；在阅读中能读懂简短的短文并抓住大意，具备的这些能力，都能很好地帮助他们完成本节课的任务。尤其是他们在七年级下册的Unit1以及八年级下册Unti1、Unit3,已经学了一些常见的情态动词（can、could...）的基本用法以及学问原因并提出一些合理性的建议，这些知识都为他们学习本节课做好了铺垫。

三、教学目标：

语言知识目标：

1) 能掌握以下单词：allow, wrong, guess, deal, work out

能掌握以下句型：

①

—What’s wrong?

—I’m really tried because I studied until midnight last night.

② You could give him a ticket to a ball game.

③ I think you should ask your parents for some money.

④ Why don’t you talk to him about it?

2) 能了解以下语法：

(1）能够运用所学知识谈论问题和困难、提出建议并做出选择；

（2）能根据对方所提出的问题，给出一些合理的建议。

2. 情感态度价值观目标：

|m

培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。

四、教学重难点

1. 教学重点：

1) Talk about the problems.

2) Learn the new language points.

2. 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。

五、教学过程..

Step 1 Warming up 1. Look at the pictures and talk about them. T: What’s the matter/ What’s wrong?

S: He has too much homework to do.

T: Do he like to do it? S1：No, he doesn’t. Because he doesn’t have any free time to do things he likes.

…

Step 2 Talking

1. Look at these problems. Do you think they are serious or not? Ss discuss with their partners and give some advice.

①

I have to study too much 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 too many after-school classes.

⑤ I got into a fight with my best friend. Step 3 Listening

1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning of the sentences.

2. Play the recording for the Ss to listen and circle the problems you hear in 1a.

3. Play the recording again. Check the answers with the Ss.

Step 4 Pair work

1. Let Ss read the conversation in the box.

2. Use the information in 1a to make other conversations.

3. Let some pairs act out their conversations.

e.g.

A: What’s wrong?

B: I’m really tied because I studied until midnight last night.

A: Why don’t you go to sleep earlier this evening?

4. Language points

1) allow v.

允许；准许

allow sb. （not）to do sth. (不)允许某人做某事

e.g. My parents don’t allow me to stay up late.

我父母不允许我熬夜。

Mr. Smith allowed Mike to drive there. 史密斯先生允许迈克开车去那里。

2) wrong adj.

错误的；不对的

= not right e.g. Some words on the advertisement are wrong.

广告上的一些字错了。

Step 5 Listening

Work on 2a:

T: Peter has some problems. What advice does his friend give him? Fill in the blanks with could or should.

1. Let Ss read the sentences in 2a.

2. Play the recording for the Ss to listen and write the words in the blank.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know the meaning of each sentence.

2. Play the recording for the Ss to write the letters (a-e) next to the advice in 2a.

3. Play the recording again to check the answers.

Answers:

1. d

2. e

3. a

4. c

5. b

Exercise: Listen again. Fill in the blanks.

Boy 2 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.

Step 6 Pair work

1. Tell Ss to make a conversation using the information in 2a and 2b.

2. Let one pair to read out their conversation first.

3. e.g. A: What’s the matter, Peter?

W w . x K

b 1.c

o M

B: I had a fight with my best friend. What should I do?

A: Well, you should call him so that you can say you’re sorry.

B: But I don’t want to talk about it on the phone.

4. Ss act the conversation in pairs. Ask some pairs to act out their conversations.

Step 7 Role-play

1. Ss read the conversations and try to understand the meaning.

2. Read the conversation after the teacher.

3. Practice the conversation with their partner. Then let some pairs to act out the conversation.

4. Explain some new words and main points in the conversation.

Homework: Write three conversations about your problems and your friends’ suggestions.

A: I have too many after-school classes.

What could I do?

B: You could …

教学反思：我是以新课程理念为依据进行教学设计和课堂活动的。本节课的教学活动层层递进，并贴近生活，具有可实践性。作为这节课的教学反思，我想谈谈自己在教学过程中比较满意的地方，以及自己的教学不足。

首先，本人以学生的发展为本。新课程的价值取向是以人的能力和个性发展为核心。在本教学设计中本人先精心准备贴近实际生活的任务活动，深入简出，让学生根据生动活泼的图片进行会话，学生很快就可以在真实的语境中熟练运用现在进行时。在教学过程中本人坚持以学生的需要为出发点，坚持让学生学会用语言做事，在用中学，在学中用，学有所得，学有所用。

其次，本人注重小组合作。我让学生先在小组内讨论，练习，两个人明确分工，做动作，有问，有答，他们精彩的表演反馈出他们合作的成功与喜悦。小组学习的目的是在有限的时间内，让每一个学生都主动参与学习，让学生在自主学习中得到发展树立信心，养成良好的习惯形成有效的学习策略。我认为，小组学***的优点在于，培养了学生们的合作精神，使他们学会了与他人合作，具备了合作完成问题的能力。

最后，我来谈谈本节课的不足之处。虽然本人设计了多个任务让学生来运用所学的句型，学生也能熟练掌握，但缺乏设置大情景和没有主线，导致环节与环节之间过渡得很生硬。还有，本人所采用的任务，对授课班而言，相对简单，挑战性不够，使得学生的参与有广度但没深度。此外，我认为我对课堂的调控能力还有待提高。

在今后的教学工作中，我还要继续和同行们探讨如何提高课堂效率的有效方法