-
Unit4 SectionA
（
3a-3c<
/p>
）教案
1.0
Teaching
analysis
教情分析
1.1
Teaching
objectives
教学目标
1.1.1
Language
goals
语言目标
1.1.1.1 Key Words and
Chunks
1.1.1.1.1 For
applying: relation, communication, argue, cloud,
elder, instead, whatever,
nervous, offer, proper, secondly,
explain, clear, get on with, elder brother, refuse
to
do sth, instead, feel
lonely and nervous, mind sb. doing sth.
1.1.1.1.2
For
comprehending: copy, return, anymore
1.1.1.2 Sentence Structures
1)
M
y
problem is that I can
’
t get
on with my family. P27
2)
I
don
’
t know if I should say
anything to them about this. P27
3)
W
hen they argue,
it
’
s just like a big, black
cloud hanging over our home. P27
4)
A
lso, my elder brother is
not very nice to me. P27.
5)
H
e always refuses to let me
watch my favorite TV show. P27
6)
I
nstead he watches whatever
he wants until late at night. P27
7)
I
t
’
s
not easy being your age, and
it
’
s normal to have these
feelings. P27
8)
I
f your parents are having
problems, you should offer to help. P27
9)
M
aybe you could do more jobs
around the house so that they have more time for
proper
communication. P27
10)
You should
explain that you don
’
t mind
him watching TV all the time. P27
1.1.1.3 Grammar Focus
1) My problem is that I
can
’
t get on with my family.
get on
with
和睦相处；关系良好。相当于
get along
with
。
2)Instead
he watches whatever he wants until late at night.
instead adv.
代替；
反而；却。
instead
是副词，常置于句子末尾。
instead of
是介词
短语，后接名词、
代词、动名词等。
whatever pron.
任何；无论什么。相当于
no
matter what
。
3)
If your parents are having problems, you should
offer to help.
1
/
8
offer v.
主动提出；自愿给予。
offer
侧重主动或愿意
给予，主动提出做某事。常
用结构：
offer sb.
sth.
或
offer to do sth.
4) Secondly, why
don
’
t you sit down and
communicate with your brother?
communicate v.
交流；沟通。
communicate with sb.
与某人交流
5) Can you
explain to me how to do this math problem?
explain v.
解释；说明。
explain + that / what/
why
等从句。
explain sth. (to sb.)
（向某人）解释某事。
1.1.2 Ability goals
能力目标
1.1.2.1
To
enable
Ss
to
learn
some
of
the
key
words
and
expressions
in
the
reading
passage.
1.1.2.2
To cultivate Ss to read for
main idea and details of the passage.
1.1.2.3
To lead
Ss enjoy the beautiful sentences of the passage.
1.1.2.4
Try to let Ss debate to let them
express their different ideas.
1.1.3 Emotional goals
情感目标
1.1.3.1
To guide Ss to be brave
enough to solve problems.
1.1.3.2
To
encourage Ss to communicate with their family
about their worries.
1.2
Important
and difficult teaching points
教学重难点
1.2.1 Enable Ss to learn
and apply the sentence patterns.
1.2.2 Enable Ss to express
different ideas based on a specific topic.
2.0
Student
analysis
学情分析
2.1
Fundamental State
基本情况
通过本单元第一课时的学习，学生基本上激活了已有的语言知识，对本单元的话题（
< br>Why
don
’
t you
talk to your parents?
）已经有所感知，对于描述问题以及提出
建议等内容有了更加深
入的学习，
让学生有了学习英语更加强烈
的愿望和兴趣。
同时，
为本课时的信件的阅读和理解、
以及谈论如何提高英语的听说读写、
语音和词汇等搭建了足够的语言支架
。
本篇文章话题主要
关于一个名叫
Sa
d
and
Thirteen
的学生
在家庭生活中遇到的困惑和忧虑，其话题贴近学生的实
际生活，
能够让学生在阅读、
学习的过程中产生共鸣。
此外，
不同于以往见到的信件阅读文章，
本篇文章采用了两封信件同时呈现的方式
（一封去信，一封回信）。特别是回信中对该学生的
问题进行了建议式地回复，为接下来
让学生讨论他们是否赞同回信中的建议做好了铺垫。
2
/
8
2.2 Knowledge
Reserve
知识储备
第一课时的学习，围绕单元话题
Why
don
’
t
you
talk
to
your
parents?
让学生
的知识得到了扩
展，
学生学到了如何针对对方的问题提出个性化
的建议，
为本节课的阅读理解和表达积累了语
言基础。此外，在
本册书第一单元
What
’
s the
matter?
中，学生也曾学习过针对日常生活中常见
健康问
题给出建议，
与本单元有异曲同工的地方。
因此，
学生在学习本课时的时候应该会觉得
较为轻松。
2.3 Class
data
本班实际
本班学生有比较明
确的学习目的，
能够在小组活动中互相帮助，
积极与他人合作，
敢于用
英语进行表达。
由于在本册书第
一单元学生也接触过表达建议的话题，
因此本课时的学习应该
在
以往基础上加强学生对固定搭配、
优美句型的学习。
在读后活动
的辩论中引导学生勇于对某
一话题提出自己不同的见解。
3.0
Teaching
methods
教法建议
3.1 Task-based
method
任务教学法
3.2 Self-directed learning
method
自主学习法
3.3 Discussion
method
讨论法
4.0
教学辅助
blackboard and chalk, computer or iPad,
projector
5.0 Teaching procedures
教学进程
5.1 Revision
复习
5.1.1 Some Ss give some problems. Other
Ss give advice.
Problems and advice:
1. I have to
study too much so I don
’
t
get enough sleep.
Why
don
’
t you go to sleep
earlier this evening?
2. I have too much homework so I
don
’
t have any free time to
do things I like.
Why
don
’
t you go camping with
your friends this weekend?
3. My parents
don
’
t allow me to hang out
with my friends.
Why not read
some interesting books at home?
4.
I have too many after-school classes.
Why
don
’
t you talk about it with
your parents?
5.
I got into a fight with my best friend.
3
/
8
Why not call him up?
5.1.2
Role-play the conversation of 2d.
5.2
Reading
Practice
阅读训练
5.2.1
Pre-
reading
读前导入
5.2.1.1 Ask Ss some
questions about their family life:
Q1.
Can you get on well with your family?
Q2.
Are the relations between your parents good?
Q3. Do you have any brothers or
sisters? Can you get on well with him/her?
Q4. Who do you ask for help when you
have problems?
5.2.1.2 Present the new words before
reading.
5.2.1.3 Introduce the writer of the
letter (Sad and Thirteen).
5.2.2
While-reading
读中理解
5.2.2.1 Skimming Ask Ss toread the
first letter quickly and choose the answer. In
this way can
theexercise help the Ss
understand the main idea of the letter.
Q:What
’
s Sad and
Thirteen
’
s problem about?
A. His study
B. His friends
C. His family
Answer: C
After
finishing
skimming,
introduce
Ss
the
reading
skill:
To
get
information,
you
don
’
t needto read
word by word, just learn to
skim(
跳读
).
5.2.2.2 Scanning Ask Ss to scan the
letters and finish True or False questions.
5.2.2.3 Careful reading Ask Ss to read
the article again and fill in the chart about the
problems
andadvice.
5.2.2.4 Guide Ss to read
one of the beautiful sentences very carefully and
share their ideas.
Sentence: When they argue,
it
’
s just like a big, black
cloudy hanging over our home.
After reading
the sentence, encourage Ss to make up their own
sentences.
5.2.2.5 Work on 3b Do you
agree or disagree with Mr.
Hunt
’
s advice? Why?
1.
让学生们讨论罗波特先生对问题的建议，并发表自己的看法。
4
/
8
-
-
-
-
-
-
-
-
-
上一篇：天干地支年份对照表
下一篇：大学英语(一)Unit1课文译文和练习