《Section A 1a-2d》新课标教案下载-梧州市优质课

【教学重难点】Talk?about?the?problems?and?give?advice.??

【教学过程】?

StepⅠ：Warming-up?and??Leading-in??

A?piece?of?news:On?March?11th,in?Shanghai,a?student?slept?on?the?floor?of? the?subway.Many?people?said?they?felt?love?dearly.Why?did?she?sleep?on?the?subway?Why?was?she?too?tired?As?a?student?at?her?age,do?you?have?any?problems?What?problems?do?you?have??

【设计意图：通过向学生播报一则新闻导入，这则新闻的主要内容是在3月11号，上海的一名学生在地铁上席地而坐，满脸疲惫的睡着了，从而引发网友们的热议。这则新闻意在说明当代中小学生课业负担沉重，压力与烦恼日益增多，由此顺理成章的导入新课.】?

StepⅡ:Presentation? 1a??Let’s?play?a?game:?It’s?me!?

【设计意图：通过It’s?me!这个游戏来呈现1a中的五个问题，对于比较长的句子可以先进行分解，由易入难，便于学生掌握。呈现完毕之后，让学生进行速记，之后再通过图片进行检查，通过不断的诵读记忆，让学生将这几个问题的表述朗朗上口。】

?1b?Listening? Task1?Listen?and?circle?the?problems?you?hear?in?1a.?Task2?Listen?and?fill?in?the?blanks.?Can?you?tell?me?how?to?give?advice??Have?a?try!Give?your?advice!?

【设计意图：对2b的处理设计了两个任务任务一是让学生在熟读这五个问题的基础上听听力，圈出听到的问题，任务二是让学生填出给出建议的句型Why?don’t?you...?/You?should...以此让学生自己总结如何提建议,之后为学生设置情景，让学生根据刚刚总结的给出建议的方式来针对给 出问题提出自己的建议。】

?1c?Pairwork? 通过幻灯片出示本节课重点句型：?

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?? ?

【设计意图：?选择几组学生进行展示，?最大限度开发他们的记忆力，?将重点句型、?字词搭配内化为自己的知识，能够在以后的交流中才能脱口而出。】?

2a??Listening?

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.?

【设计意图：?让学生先将给出的建议读熟，并重点强调could和should的发音，为之后的听力做好铺垫。】?

?2b:? ?

T:Peter?doesn’t?like?this?advice,Why??

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

3.?Check?the?answers?like?this:?

A:I?think?you?should?write?hime?a?letter.?

B:But?I’m?not?good?at?writing.?

A:Then?you?could...?

B:But...? ??

【设计意图：核对本部分的听力答案时，采用对话的形式，这既给了学生再次练习目标语言的机会，同时又为之后的分角色朗读做了示范。】

2c?Role-play?a?conversation?between?Peter?and?his?friend.