初中英语Section A教学设计

这是一份初中英语Section A教学设计，文件包含解析第三单元小数除法检测卷C卷·拓展卷-2023-2024学年五年级数学上册人教版pdf、学生第三单元小数除法检测卷C卷·拓展卷-2023-2024学年五年级数学上册人教版pdf等2份试卷配套教学资源，其中试卷共15页， 欢迎下载使用。
1. 能正确认读并使用下列词汇：
get n well, relatin, cmmunicatin, argue, clud, elder, instead, whatever, nervus, ffer, prper, secndly, cmmunicate, explain, clear, and althugh, s that, until
2.功能：能针对别人的困境提出解决问题的办法和建议：
A: What shuld I d?
B: Well, yu shuld call him s that yu can say yu’re srry.
3. 语法：
1）能正确使用情态动词culd, shuld表达建议或劝告
Yu culd g t his huse.
He shuld talk t his friend s that he can say he’s srry.
2) 能正确使用Why dn’t yu ..? 句型表达建议
Why dn’t yu g t sleep earlier this evening?
Why dn’t yu frget abut it s that yu can be friends again?
Why dn’t yu talk abut these feeling with yur family?
3）能正确使用连词 until，s that, althugh
The tired children dn’t get hme until after 7:00 p.m.
Maybe yu culd d mre jbs arund the huse s that they have mre time fr prper cmmunicatin.
Althugh it’s nrmal t want successful children, it’s even mre imprtant t have happy children
二、学习策略：
积极与他人合作，注意倾听，积极思考遇到问题，主动向老师或同学请教。
三、情感态度：
通过对本课的学习，使学生们懂得要学会关心他人，增进学生之间的情感。
四、教学重难点
1. 教学重点：
能够熟练的谈论自己或他人的烦恼，积极与让人合作，注意倾听，以及给他人提出合理的建议。
2. 教学难点：
灵活掌握本课遇到的句型和短语，并能学以致用。
Teaching and learning steps:
Ⅰ. Previewing
Put the fllwing int English rally, and then write them dwn withut lking at the bk.
A. 短语互译
1. cpy ne’s hmewrk__________ 2. feel lnely___________
3. be wrried abut ______________4. 交流___________
5. 拒绝做某事_________________
B. 翻译句子
1. 我的问题是我跟家人相处得不好。
My prblem is that I can’t _______ _______ _______ my family.
2. 当他们吵架的时候, 就像有一块又大又黑的乌云罩在我们家。
_______they argue, it’s like a big, black clud_______ _______ur hme.
3. 相反, 他看他想看的电视一直到晚上很晚。
_______ he watches _______ he wants until late at night.
4. 你应该解释一下你从来都不介意他看电视。
Yu shuld explain that yu dn’t _______ him _______ TV _______ _______ _______.
(设计意图：通过翻译短语和句子对所学内容进行预习检测，了解学生自主学习情况。体现了以学生为中心的思想，强调学生的参与、实践和交流，以学定教。)
Ⅱ. Warming up and leading-in

nt allw have a fight argue with each ther
T: D yu get n well with yur family?
S1: Yes, I d. But smetimes I had a fight with my brther.
T: D yur parents ften argue with each ther? (板书：get n well with, argue)
S1: Yes, they d. They smetimes get int fights.
T: What abut yu? (Ask anther student.)
S2: My parents hardly ever argue. But my parents dn’t allw me t watch TV.
T: Hw d yu think we might feel when ur parents are arguing?
S1: I think we will be wrried.
T: I agree with yu. I think we will be nervus, t. ( 板书：nervus)But what shuld we d?
Ss: We shuld talk with ur parents.
T: Well, I agree yu. It’s imprtant t have prper cmmunicatin. (板书：prper，cmmunicatin) Well, we’ll learn these wrds first.
Shw sme pictures and learn ther wrds: clud elder, relatin, clear.
T: Well, at hme hw d we get n well with ur family remembers? Let’s cme t 3a.
(设计意图：通过师生互动交流，导入本课话题。图片的呈现引导学生预测课文内容，根据猜测提出自己的建议，同时也引入了新单词的学习。)
Ⅲ. Reading 3a Activities
Step1. Pre-reading Activities
1) Befre reading, ask the students t read cmmand language, the beginnings and signatures f letters in 3a. and clse their bks. And then answers the teacher’s questins.
1. Where d yu usually find these letters?
2. Wh d yu think has a prblem?
3. Wh is giving advice？
[ Answers: 1. A magazine. 2. Sad and Thirteen. 3. Rbert Hunt ]
2) Read fr the general idea f 3a. The general idea f the article is abut ________.
a. parents ften argue. b. a teenager’s prblems and Rbert Hunt’s advice.
c. Hw t cmmunicate with brther.
Step2. While-reading Activities
A. Read fr the specific ideas f 3a.
Get the students pen the bks and read the first letter in silence and find San and thirteen’s main prblem and sme derails. And then fill in the chart (the left part).
The teacher and students check the answers.
(设计意图：根据第一封信所提供的信息提出自己的建议或预测Rbert Hunt可能在信中提出的建议)
B. G n reading fr the specific ideas f 3a.
1. Ask Ss t cver the secnd letter which is the reply t the first letter. Have Ss wrk in pairs t predict what advice the schl cunselr might give. Invite a few pairs t share their predictins with the class.
2. Ask Ss t read thrugh the secnd letter and cmplete the chart (the right part).
3. Check answers as a class.
(设计意图：将3a的表格略做调整，提供一些提示或补充，这样做不仅帮助学生更准确地获取信息，还可以很好地理解信件的组织结构以及内容的逻辑联系。)
4. Play the tape and ask the Ss t read after the tape t crrect the ways f reading abut sme sentences.
Step3. Pst-reading Activities
A . Read the article again and fill in the blanks.
1. Sad and Thirteen has sme _________. He can’t __________ his family. His parents _____ a lt. It’s the nly _______________ they have. When they ______, it’s like a big black clud ____________ their hme. He desn’t like it.
His brther always watches whatever he wants until midnight. He _______ t let him watch his favrite TV shw. S He always feels ______ and ________ at hme.
2. Rbert Hunt thinks Sad and Thirteen shuld _________ these feelings t his family. He shuld ____ t help. Maybe he _________ _____ jbs arund the huse s that they have mre time _______________________ . Secnd, he culd sit dwn and ____________ ____ his brther. He culd ________ that he _________ him watching TV all the time, hwever, he shuld let him watch his _____________.
Five minutes later, tell them t check each ther.
(设计意图：巩固学生对课本掌握的熟练程度，照顾不同层次的学生。使之都有所得，有所获。)
B. After that, say “let’s cme t 3b. D yu agree r disagree with Mr. Hunt’s advice? Why?” T encurage Ss t express their pinins and give reasns t supprt these pinins.
1. After Ss have cmpleted activity 3b and discussed the answers, have them wrk in grups t imagine different scenaris in the writer’s hme when he/ she fllws the cunselr’s advice.
2. Ask ne f their grups t shw wn advice. And then ask the Ss t cnsider ppsing advice.
Answers:
C. Activity 3c. Which wrds r phrases in the letters have the same r similar meanings as the fllwing? Write a sentence using each wrd r phrase
Have the Ss d 3c in tw stages:
1. First, give Ss sme time t read the letters again t identify the wrds/ phrases with the same r similar meanings as the wrds in the exercise. Check answers as a class.
2. Next, ask Ss t underline the sentences which cntain these wrds/ phrases in the letter. Remind them that can use these sentences as mdels when they write their wn sentences. Have Ss write their wn sentences in class r at hme. Cllect the sentences fr checking.
Ⅳ Grammar fcus
Step1. Shw the picture and have Ss rle-play a cnversatin between Peter and his friend t review these drills: What’s the matter? What’s wrng? and What shuld I / he / she d? Why dn’t …?
(设计意图：通过图片复习上节课内容，引导学生巩固复习有关询问困难和问题的句型以及如何使用情态动词来征求湖提供建议的语言功能。)
Step2. Get students t read the sentences in Grammar Fcus, and ask students t circle these wrds in the grammar fcus sectin f their bks, such as: until, althugh, s that and shuld, culd
(设计意图：引导学生尝试发现并归纳语言的规律，结合本单元的重点语法知识，学会如何使用“语法聚焦”)
Step3. After reading Grammar Fcus, have them t cmplete the fllwing sentences withut lking bk .
1. 你看上去很疲劳，怎么了？
Yu ________ tired. What’s _________ __________?
2. 昨晚，我一直学习到午夜，因此我没有睡足觉。
I studied __________ _________ last night s I didn’t ________ _________sleep.
3. 我应该做什么？
___________ __________I d?
4. 你为什么不忘掉此事呢？尽管她错了，但那不是一件大事。
_________ _________yu frget abut it? _________ she’s wrng, it’s nt _________ ________.
5. 他应当如何做？
_________ _______ he d?
6. 他应当和他的朋友谈一下，以便他能向他道谦。
He __________ _________ _______ his friend________ _________ he can say he’s srry.
7. 或许你应当去他家。
_________ yu ________ g t his huse.
8. 我猜我可以，但是我不想让他吃惊。
I guess I _________, but I dn’t want t __________ __________.
Step4 . Summary
After cmpleting steps1-3, nw let’s see the circled wrds and cnclude them, and then mainly explain the use f althugh, s that and until. Befre giving the explaining, ask Ss t read the sentences in the grammar
Ⅴ Cmpleting 4a.
Step1 .. After cmpleting step IV. and cme t 4a.. Fill in the blanks with althugh, s that r until.
Step2 . Five minutes later, ask sme Ss in grups t read these cnversatins and check their answers tgether: 1. s that 2. Althugh 3. until 4. Althugh. After that, All the class read r re-play it.
Step3. If Ss have sme difficulties cmpleting 4a, the teacher culd ffer t help.
【点拨疑难】
1. s that 意为“因此”，引导目的状语从句，表示前一句所表述的动作的目的。在从句中常使用can /culd / will/ may/ shuld等词。
2. althugh 意为“尽管……但是”，不能说，thugh…but。句意“尽管你现在没有朋友，但不久你就会有朋友的。”
3. until 用于否定句中，表示句子的动作直到until短语所表示的时间才开始发生，即表示动作的起点。一般译为“直到……才” 。
4. 句意“尽管他是你的最好的朋友，但你还是应当告诉他，抄袭别人的作业是不对的。”，可知空格处应用althugh。
(设计意图：这项练习是属于控制性的语法练习，重点在于训练学生对连接词表意功能的理解和运用。)
【趁热打铁】
一、用until, s that和althugh填空。
1. ___________he is eight, he lks strng and health.
2. He sat in the dark _______he culdn’t be seen(被看见).
3. I dn’t get up ________nine every day.
4. He was a rest every half an hur ________he can d better in his exams.
5. He keeps n wrking, __________he is badly ill.
二、根据汉语提示完成句子。
1. 为了能够参军，她女扮男装。
She dresses like a man ______ ______ she culd jin the army.
2. 我昨晚直到12点才睡觉。
I______ g t sleep _______12 last night.
3. 为什么不跟他一起去？
______ ______ g with?
4. 尽管她很虚弱，她仍然在工作。
_________ she is weak, she is still wrking.
5. 你为什么不呆在家里。
Why ______ yu _______ ______ _______?
VI.. Cmpleting 4b.
4b Write ne piece f advice fr each prblem. Then cmpare yur advice with yur partner’s and decide whether the advice is gd r bad.
Get them t d 4b by themselves. They culd write in their exercise bk and then have a discussin in a grup. After having a discussin, SS shuld chse the best advice and share it with the class.
1. I’m very shy. Advice: Why dn’t yu talk ludly in frnt f yur classmates fr many times?
2. My sister and I fight all the time. Advice: Maybe yu shuld think abut what yu always fight abut and try t have a talk with her abut it.
3. My sister spends all evening n the phne. Advice: Yu culd tell her yu need a gd rest t study well at schl tmrrw.
4. My cusin brrws my things withut returning them. Advice: Maybe he’s frgetful. Yu culd call him and tell him yu need them recently.
5. My parents wn’t be let me have a pet. Advice: Perhaps they think yu wn’t lk after the pet yurself. Why dn’t yu explain why yu keep a pet?
(设计意图：是半开放式的练习，要求学生根据不同人物所面临的问题提出建议，写出完整的表达建议的句子)
VII. Cmpleting 4c.
Let’s cme t 4c. Chse ne f the prblems and ask yur classmates fr advice. Decide which classmate has the best advice.
Befre starting n the activity, have Ss chse the ne prblem that they want t use. They fllw the steps belw:
Step1. Ask Ss t write their prblem n a new piece f paper. They can chse t draw a table r a mind map.
Step2 When Ss g arund the classrm asking their classmates fr advice, they are t write the advice n the paper, with the classmate’s name next t it.
Step3. When they cmplete their task, Ss shuld g back t their desks with their paper and lk thrugh the different advice that they have received frm their classmates.
Step4 Invite three vlunteers t read the given cnversatin alud. Encurage Ss d discuss which piece f advice is better and why they think it is better.
Step5 Ask each grup t think f ne mre prblem and tell the class what the prblem is. The ther grups have t respnd by giving a piece f advice. Decide as class which grup has the best advice.
(设计意图：这项是一个开放性较强的口语练交际活动，要求学生选择语境，灵活运用所学语言自编对话，为他人提出合理建议，并鼓励创造性的表达。)
VIII. Inquiry int knwledge by translatin
1. When they argue, it’s like a big, black clud hanging ver ur hme.
翻译：_________________, 就像有一块又大又黑的乌云罩在我们家。
【合作探究】argue作动词, 意为“________, ________, ________”, 其过去式和过去分词都是argued。其用法如下:
argue with sb. 意为“为……与某人争辩”。
例如: 玛丽经常和朋友辩论数学问题。
Mary ften _______ ________her friends _________ math prblems.
(2) argue abut/n sth. “争论某事”。例如: 下节课我们辩论家庭活动。
Next class we’re_________ _________ family activities.
【当堂训练】
1) —What’s wrng with yu?
—Yesterday I argued __________Tny _________the thing.
A. t; abut B. fr; abut C. with; abut D. at; with
2) 我们说服他加入音乐俱乐部。
We argued him_________ _________the Music Club.
2. Instead he watches whatever he wants until late at night.
翻译：________________________________________.
【合作探究】 (1)instead作副词, 意为“_______, _______”, 常用作状语。
例如： 他睡了，让我替他去吧。He is sleeping. Let me g__________.
whatever作连接代词, 意为“任何的事物”、“__________”, 由“________+ever”构成。并且可以跟“n matter +_________”进行同义句转换。类似的词还有whenever, wherever, hwever, whever, 意思分别是“_________”、“_________”、“无论什么方式”、“_________”的意思。
例如: 无论我什么时候遇见他, 他都微笑着和我打招呼。
_______________, he says hell t me with a smile.
无论他妈妈去哪里, 这个小男孩都跟着。
The little by went_______________________.
【当堂训练】
1) 你喜欢什么就拿什么吧。
Yu can take _________yu like.
2) 她从不学习, 而是整天玩电脑游戏。
She never studies. _________, she plays cmputer games all day.
3. My cusin brrws my things withut returning them.
翻译：________________________________________
【合作探究】 return意为“_______”, 为及物动词, 相当于__________其后可接双宾语, return sb. sth. =______________.
例如: 别忘了把钥匙还给我。
Dn’t frget t _________me the keys. = Dn’t frget t _________ the keys ________me.
【归纳拓展】return的不同含义
return还可意为“返回”, 不及物动词, 相当于__________, 后接地点时需接介词_____。例如: 一周前他回到上海。He ________ _______Shanghai a week ag.
本节课亮点：
1.话题导入：通过师生互动交流，导入本课话题。图片的呈现引导学生预测课文内容，根据猜测提出自己的建议，同时也引入了新单词的学习。
2.先学后导：首先联系实际，以学生的亲身感受，来更多感知语法的运用。教师再加以引导学生拓宽思路，让学生能把学到的语言知识有效输出。
3. 合作探究：每一步的学和练，都是感知语言不可缺的环节，然后逐步过渡到观察、归纳，体现了学生们对语法探究的过程。
不足之处：说写练习多，很难照顾中等以下的学生。很少有交际语言，很可能使部分学生注意力分散。
使用建议: 因为各种语言知识的呈现和学习都应该从语言使用的角度出发，为提升学生用语言做事情的能力服务。语法要在语言运用中习得和内化。教师要通过创设接近实际生活的各种语境，采用循序渐进的语言实践活动， 培养学生观察、探究、归纳的能力和用语言做事情的能力。因此教案中每一步都要在课堂上进行检验和实践，根据学生的程度层次加以修改。 get n well with, argue , nervus, nervus, prper，cmmunicatin, culd elder, relatin, clear.
San and Thirteen’s main prblem:
____________________________________
Rbert Hunt’s advice: ____________________
_______________________________________
Abut
his parents


Abut his
elder brther


Abut himself

San and Thirteen’s main prblem:
He can’t get n with his family.
Rbert Hunt’s advice: _____________________
________________________________________
Abut
his parents
His parents fight a lt, he desn’t knw what t d.

Abut his
elder brther
His elder brther is nt nice t him. He refuses t let him watch his favrite TV shw.

Abut himself
always feels lnely and nervus at hme
Prblems
Advice
His parents fight a lt, he really desn’t like it.
Talk abut the feelings with his family. D mre jbs arund the huse.
His brther isn’t nice t him. He refuses t let him watch his favrite TV shw.
Sit dwn and cmmunicate with his brther.
Agree: I agree with his advice. Because mre cmmunicatin can make family members understand each ther better and knw abut the feelings they have.
Disagree: I dn’t agree with his advice. I dn’t think their parents shuld fight any mre. They shuld care mre abut their children and spend mre time with them.
Wrd/ phrase
Wrd/phrase with the same r similar meaning
Sentence
make sth. clear
explain
Can yu explain t me hw t d this
math prblem?
talk
cmmunicate
The tw friends hasn’t cmmunicated with each ther fr tw years
nt allw
refuse
The wrkers refused t wrk n weekends.
wrried
nervus
He was very nervus during his first jb interview.
get alng with
get n with
Linda can’t get n well with her elder sister.
Cnversatin 1
A: What’s the matter, Peter?
B: I had a fight with my best friend.
What shuld I d?
A: Well, yu shuld call him s that yu
can say yu’re srry.
Cnversatin 2
A: What’s wrng?
B: I’m really tired because I studied
until midnight last night.
A: Why dn’t yu g t sleep earlier this
evening?
1.掌握提出问题的方法，
What’s wrng?
What’s the matter? with sb.
What’s the prblem/the truble?
并能讨论所给出的建议。
2. 情态动词shuld, culd
shuld，shuldn’t “（不）应该”，常用来提出请求和建议 culd “可以”可也用来给出建议。
【区别】
用culd 给出建议一般是指自己不太肯定，或者只是很多建议中的某一个，仅供；而shuld就是自己很肯定的或唯一的最好的一个建议。
3. shuld (shall) 、 culd (can) 情态动词 + v, 可表示说话人的语气，
可表达建议、要求、可能和意愿等，没有人称和数的变化 。
4. Why dn’t yu +动词原形+其他？表达建议。
5. s that 意为“因此”，引导目的状语从句，表示前一句所表述的动作的目的。在从句中常使用can /culd / will/ may/ shuld等词。
6. althugh 既可以放句首也可放句中，意为“尽管……但是”，不能说，thugh…but。
7. until 用于否定句中，表示句子的动作直到until短语所表示的时间才开始发生，即表示动作的起点。意为“一直到……时候？”和nt构成“nt… until”意为“直到……才”。
1.A：What’s wrng?
B：My sister brrws my clthes withut asking. What shuld I d?
A：Well, yu culd tell her that this makes yu angry______ she’ll ask yu next time.
2.A：I dn’t have any friends at my new schl. What shuld I d?
B：______ yu dn’t have any nw, yu will sn make sme.
3.A：I’m wrried abut my schl grades. What’s yur advice?
B：Yu shuldn’t wait ______ the last minute t study fr a test.
4.A：Mike is my best friend, but he always cpies my hmewrk. What shuld I d?
B：______he’s yur best friend, yu shuld still tell him that cpying thers’ hmewrk is wrng.
Prblems
Yu left yur hmewrk at hme.
Yur best friend is mre ppular than yu.
Yu are afraid f speaking in frnt f peple.
Yur best friend des nt trust yu any mre.
Yu parents always argue.
What prblems d yu have?
at schl
at hme
Give advice t yur partner’s prblems and make cnversatins
t much hmewrk
t many examinatins
can’t get gd grades
have t g t schl early
have t wear the schl unifrm
t many rules t bey at schl
have t get up t early
have n enugh mney
have n time t watch TV
argument between parents
discuss with teachers t have fewer exams
try t d things quickly and g t bed early
try t spend less mney
wrk harder at schl