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1、八年级下册英语教案授课时间： 年 月 日课题Unit 4 Why dont you talk to your parents? Section B (1a-1d)班级备课教师课型听说课课时4核心素养与思政渗透本课主要学习有关学习生活、人际交往中的困难、麻烦和解决办法的表达方式，话题对接中国学生发展核心素养中的“自主发展”之“健康生活”素养中，包括有“健全人格”一项，要求学生能够具有积极的心理品质，能调节和管理自己的情绪，具有抗挫折能力。通过本课学习，可以引导学生以积极的心态面对压力，遇事不走极端，热爱生活，并与同伴互相帮助。课标分析 新课标要求八年级学生能听懂发音清晰、语速较慢的简短口头表达，
2、获取关键信息；积累常用的词语搭配；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；能多角度、辩证地看待事物和分析问题；有积极主动的学习态度和较强的自信心；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流。教学目标语言能力能够在一节心理健康课的情境中正确使用新学词汇表达学习和生活上的压力，以听说等方式理解他人描述压力和恰当表达自己关于解压的建议；文化意识能够学会正确看待生
3、活和学习上的压力，逐步建立正确、积极的生活态度；思维品质 能够在听说活动中准确获取并清晰表达有关压力和解决建议的信息，提高思维的逻辑性和缜密性；学习能力能够通过谈论生活中的压力和解压的解决方法，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；通过小组合作，提升协作能力。教材内容分析本课是一节听说课。活动1a-1e呈现了一个贴近学生生活的话题：如何面对学习压力。这部分的听说训练的目的在于巩固前面所学的语言项目，包括描述困难、表达建议等，同时还输入了新的词汇和短语。这部分的学习将有利于学生合理减轻自己的压力并帮助他人减轻压力。重点正确使用在听说活动中学到的
4、新词汇和表达方式；通过不同方式的练习，熟练运用询问及提建议的表达方式；难点针对不同困难问题提出合理建议，能有逻辑地、清楚地表达；让学生了解每个人在生活中都有可能遇到一些挫折与不幸，要多去表示爱心，多去理解和帮助他们，多替他人想想解决问题的建议，而不是去嘲笑他们。学情分析通过A部分的学习，学生对如何描述困难及提出建议的表达方式有了一定的词汇积累，他们也和乐意将自己学业、生活等方面的所遇到的困难和困惑讲出来与同学老师一起分享、讨论。本课时把话题引到学生的学习压力上，学生们感同身受，有话可说，教师可尽可能多地创造机会鼓励学生表达，引到学生帮助他人找到解决的办法。设 计 教 学 过 程设 计 意 图学
5、 生 活 动教 师 导 学Step 1. Lead in.1. Free talkSs: Unhappy, terrible, .Ss: I should listen to music to relax./ .Talk about their problems and advice according to the pictures.Sa: You should be more confident. Sb: You should play sports with your friends after class. Ss: too much schoolworktoo many examina
6、tionscant get good gradeshave to get up too earlyhave no time to watch TVhave an argument with friendsSa: I usually talk to family members.Sb: I usually go shopping.Step 2. Pre-listening.Work on 1a. Order the activities 1-8 with 1 being the most favorite thing they do to lower stress.Work in pairs t
7、o share their favorite activities and reasons.3.Listening predictionQ1: Who are the speakers?Q2:Whats the relationship between them?Q3: What are they talking about?Q4: What expressions do you think they will use?Step 3. While-listening. Read the sentences in 1c and 1d first.Listen and check ()the pr
8、oblems Wei Ming talks about.Listen again. What advice does Alice give to Wei Ming? Fill in the blanks.Read the typescript together.Step 4. Post-listening.1. Pair work. Two students make a model for the Ss. Then work in pairs to practice their conversations Sa: I think you should.Sb: Why?Sa: Because.
9、2. Group work.Discuss in groups of four and then share their opinions in class.Step 5. Conclusion.T: How do you feel when you are under pressure?T: What should you do?Present some pictures to guide Ss to learn some problems and advice.T: Im a little bit shy. Im afraid of speaking in front of people.
10、 What should I do?T: What problems do you have at school and home?T: What do you usually do to help lower your stress?T: What activities do you like to do to help lower your stress? Guide Ss to read the sentences together, make sure every student knows the Chinese meaning.Invite some Ss to talk abou
11、t their ideas and reasons in class.T: Do you have enough sleep? / Do you argue with your parents? / Do your parents give you some pressure? How about Wei Ming? Play the recording and ask Ss to finish 1c and 1d. Guide Ss to sum up the listening tip - Try to grasp the key words Call some Ss to read th
12、eir answers aloud in class.Work on 1e.T: Suppose your partner is Wei Ming. What is your advice for him? You try to tell her some advice and say why. Walk around the classroom, and give some help to the Ss. T: Do you like pressure? Why or not? Have an emotional education: Think about if the problem c
13、omes from ourselves. Its normal to have problems. We could help each other to solve problems. Be positive about pressure, love life. We should keep a balance between pressure, our study and life.通过交谈开门见山导入话题，引导学生谈论面对压力的感受，帮助学生明确本课即将所学内容。听前引导学生观察图片，讨论图中人物出现的困难和所面对的压力，以及应对的建议措施，复习、学习相关词汇，为听力活动解决部分生词障碍
14、，做好铺垫。注意音形义的结合，引导学生根据读音规则和音标拼读单词。引导学生两人一组，根据自己的排序情况，互相询问和回答彼此最喜欢的活动内容，并说出原因。再邀请几个学生做班级分享。尽可能多地为学生创造表达的机会。这样的听前预测，不仅仅是为学生接下来的听做好心理准备，更重要的是让学生提前思考如何有针对性地听取信息。充分的听前准备可以帮助学生在听录音时更有效地将流动的语音信息进行过滤、分类、抽取和加工。听中进行听力策略的渗透，引导学生利用关键词获取主要信息和具体细节。要求学生两人一组，结对开展对话活动。基础好的学生可以发表自己的观点和建议，灵活运用目标语言进行口语交流；针对基础较弱的学生，教师可列出
15、一些短语或句型供学生进行表达。在巡视指导时，适时选择学生上台示范表演，以供大家借鉴学习。适时点评，对表现突出的学生要给予表演，对积极参与者做出肯定，对有欠缺者提供帮助、提出希望。总结升华，引导学生以积极的心态面对压力，遇事不走极端，热爱生活，并与同伴互相帮助。板 书 设 计Unit 4 Why dont you talk to your parents? (Section B 1a-1d)作 业 设 计Level AThere are many difficulties in our life. Get over them, you are the winner. Write an E-mail or a short massage to the teacher, talk about the serious problem for you, and what you will do to solve the problem.Level BWrite three conversations about your problems and your friends suggestions.教 学 反 思