初中英语人教新目标 (Go for it) 版八年级下册Section A公开课ppt课件

课题名

Unit4 Why don’t you talk to your parents？（Section A 3a-3c）

教学目标

1.Language ability: To learn the usage of some conjunctions such as until,

although ,so that.

2.Learning ability:  ① Be able to give someone advice. ② Be able to talk about problems. 

3.Thinking ability: ①Let the students know how to give advice. ②Let the students know how to do it when they meet problems in his/her life.

教学重点

The vocabulary:

get on/along with; relation; communication; argue; elder; instead; whatever; nervous; offer; proper; secondly; communicate; explain; clear; cloud; be nice to; refuse to do.

Target language:

1. My problem is that I can’t get on with my family.

2. I don’t know if I should say anything to them about this.

3. Instead he watches whatever he wants until late at night.

教学难点

To learn how to use “could ” and “should” to give advice.

教学准备

Teacher Preparation: multimedia courseware, textbook recordings

Student Preparation: pre-class preparation

教学过程

1.Review words

relation                   /rɪ'leɪʃn/      n.关系;联系;往 

communication      /kəˌmjuːnɪˈkeɪʃn/       沟通

argue                     /ˈɑː(r)ɡjuː/    v.争吵;争论

cloud                   /klaʊd/         n.云;云朵 

elder                    /'eldə(r)/      adj.年纪较长的 

instead                 /ɪn'sted/        adv.代替;反却 

whatever             /wɒt'evə/,/wɑːt'evər/    何;每一 

nervous                /ˈnɜː(r)vəs/      adj.焦虑的;担忧的

offer                   /'ɒfə/,/'ɑːfər/     v.主动提出;自愿

proper           /'prɒpə/,/'prɑːpər/        adj.正确的;恰当的 

secondly         /'sekəndli/          adv.第二;其次

communicate   /kə'mjuːnɪkeɪt/          v.交流;沟通 

explain          /ɪk'spleɪn/            v.解释;说明 

clear           /klɪə/,/klɪr/           adj.清楚易懂的;晴朗的

2.lead in

(1)Show some pictures and ask students: Do you have these problems about family relations?If you have these problems, who would you ask for help?

3.Pre-reading

(1)Look at the picture and guess:①What’s the relationship between them?

②What’s the problem with them?

(2)Ask students some questions:How do you feel when your parents argue?

4.While-reading

(1)Skim the story and think about the general idea of the story.

(2)skimming and choosing the main idea

The letter from Sad and Thirteen _________ 

The letter from Robert Hunt __________

   A. advice on solving family problems

   B. advice on how to communicate with others

   C. problems on how to get on well with family

(3)Read the Letter 1 and find out the key words to finish the mind map.

(4)Read the Letter2 and find out the key words to finish the mind map.

(5)scanning and judging

(       ) 1. The kid’s problem is that he can’t get on with his family.

(       ) 2. The kid’s parents don’t fight.

(       ) 3. The kid’s elder brother is friendly to him.

(       ) 4. The kid feels lonely and nervous at home.

(       ) 5. Robert thinks he could talk about his feelings with his parents.

(       ) 6. Robert thinks he should argue with his brother.

5.Post-reading

(1)Finish 3a,3b,3c and check the answers.

(2)Fill in the blanks according to the letters.

Sad and Thirteen has some __________. He can’t _____ ____ _____ his family. His parents _____ a lot. It’s the only ______________ they have. When they ______, it’s like a big black cloud ________ _____ their home. He doesn’t like it. His brother always watches whatever he wants until midnight. He _______ to let him watch his favorite TV show. So he always feels ______ and ________ at home.

Robert Hunt thinks Sad and Thirteen should ______ _____ these feelings to his family. He should ______ to help. Maybe he ______ ____ _____ jobs around the house so that they have more time ____ ______ _____________. Secondly, he could sit down and ____________ _____ his brother. He could ________ that he ______ _____ him watching TV all the time. However, he should let him watch his ________ _____.

(3)Watch a video and share the feeling with classmates.

6.Summary

1.与某人和睦相处                    get on with sb

2.对某人友好                        be nice to sb

3.拒绝干某事                        refuse to do sth

4.主动提供帮助                      offer to help

5.适当的交流                        proper communication

6.在你这个年龄是不容易的            It’s not easy being your age

7. Language points

(1)get on with

(2)argue

(3)until

(4)offer

(5)explain

8.Exercises

Ⅰ.单选

1.I wanted to see the Bejing Opera, so Lingling offered _____ me to watch an opera.

A. took     B. takes     C. to take     D. taking

2.The speaker showed some _____ examples to make the science report easy to understand.

A. awful     B. stupid     C. proper   D. thick

3.I’m going to take a vacation. Could you please _____ me ____ some information about interesting places to travel?

A. offer; to              B. offer; for         

C. provide; with        D. provide; for

4.Don’t try to _____why you were late again. I no more believe

you.

A. introduce     B. explain         C. show       D. check

5.Jenny is afraid to travel by plane. She always feels _____ when getting on it.

A. nervous     B. interested       C. relaxed     D. happy

Ⅱ.完成句子

1.有礼貌能使人们相处得很好。

Good manners can make people ____ ____ _____ _____ each other.

2.她经常用电话和妈妈交流。

She often _____________ _____ her mother on the phone.

3.她在学校常常感觉孤独和紧张。

She often feels _______ _____ _______ at school.

4.你最好去向老师解释清楚。

You’d better go and _______ _____ the teacher.

板书设计

1.与某人和睦相处                    get on with sb

2.对某人友好                        be nice to sb

3.拒绝干某事                        refuse to do sth

4.主动提供帮助                      offer to help

5.适当的交流                        proper communication

6.在你这个年龄是不容易的            It’s not easy being your age

课后作业

Do the exercises in students’ book.

教学反思

We first lead in the passage by asking “①What’s the relationship between them?②What’s the problem with them?”. After that, we can ask the students to find problems in the first letter and advice in the second letter in 3a. These activities stimulate students’ interest in discussing problems in English, train students’ comprehensive ability of using language, and mobilize students’ enthusiasm for reading and exploring. In addition, the teacher can get the students to practice in groups. One says what problem she or he has, and the others give advice. This activity can consolidate their mastery of knowledge and make teaching process lively and rigorous.