成都七中育才学校2014-2015学年度青年教师汇报课教案设计上课教师：施琪上课班级：八年级2班教学标题：Unit4 Why don’t you talk to your parents?一、教学内容分析：本单元的教学主要内容：社会人群中，青少年学生是既独立又突出的一个群体，他们既不像儿童依赖家长成人、服从管教，又不如成人那样有较强的独立性，可以自我独挡一面，因此他们不断尝试自我的价值，形成自己的世界观，构建自己的社会圈子及生活方式，这样，便于既有的传统观念形成对立，在家庭、学校及社会上产生矛盾冲突，本单元贴近学生的实际生活，谈论了青少年学生常见的烦恼与问题，例如：学业的压力、学校与老师和同学形成的矛盾、自身人格方面的障碍等等，帮助学生学会在人际交往中，能询问、陈述自己或他人的困难和麻烦，同时能针对别人的困境提出解决的办法和建议。
本堂课是八年级下Unit4 Why don’t you talk to your parents?的第三课时，是一堂语法课，在前两个单元，学生已经学习过了询问困难和问题的句型，以及could和should用来征求和提供建议的句型，本课时的重点在于学生通过学习w hy don’t you…?句型来丰富提建议的方式，并且掌握until, so that, although三个连词，学会在日常交际中得体地运用英语语言向别人提出合理的建议。
二、总体设计思路：深度教学强调课堂教学必须为学生建构知识并获得意义而教学，须把更有价值的知识教给学生，并且强调纵深和整体推进，旨在把学生自身的内源性力量挖掘出来，因此，在深度教学理念的指引下，本节语法课尝试翻转课堂：1. 在微课中帮助学生构建有价值的知识：即如何针对别人的困境提出解决的办法和建议，同时引导学生看完微课后，利用Mind-map 自己去发现、总结更多提建议的表达方式，激发了学生学习的主动性和积极性，挖掘了学生自身的内源性力量；2. 在实体课堂中，扩大了课堂容量，在已有的知识背景下，深度挖掘教材，将评价建议的好坏不只停留在了表面形式，即good or bad的基础上，而是更深层次的总结出提合理建议的几个注意事项，注重了纵深和整体的推进，最后在真实的情景中，谈论自身存在的问题，并借助同伴的帮助，寻求问题的解决办法。
1.微课讲解新知：2.实体课练习和运用：教师的Mind-map 学生的Mind-map三、学情分析：本班学生经过两年的教学，学生已熟悉教师的教学风格，能明确教师的课堂指令，并认真执行。
但本班两级分化严重，部分同学英语基础知识较好，具备了听、说、读、写的技能，能较快吸收课堂输入的目标语言，并在课下作业环节予以正确运用，能比较充分完整地表达自己的想法，然而班上还存在一部分同学，英语功底薄弱，不能有效的进行听说读写的训练，较难跟上全班的教学进程，只能回答部分控制性的习题答案，这无疑加大了教学的难度。
针对学生现有的心理特征和知识储备，我在教学中设计了小组分享Mind-map和小组讨论合理建议标准的活动，旨在让优生帮助差生，生生互动，让每一个学生都充分参与到课堂活动中来，达到学以致用的目的。
四、教学目标：1. 知识目标：1）学习提建议的重要句型: You should do…/ You could do…/ Why don’t you do…?2）学习三个连词的使用：until, although, so that.2. 能力目标：1)学生能针对别人的困境提出解决的办法和建议；2)学生能正确使用情态动词could, should表达建议和劝告；3)学生能正确使用连词until, so that, although;3. 情感态度目标：1)增强小组合作，让学生在小组学习中与他人积极交流，互帮互助，提高共同完成学习任务的意识；2)让学生在真实的交际中学会有陷入困境的人提出合理的建议；3)通过绘制Mind-map，锻炼学生归纳与总结的能力，激发学生主动学习的意识。
五、教学重难点：1. 重点：正确使用You should do…/ You could do…/ Why don’t you do…?三种句型，结合until, so that, although三个连词给出合理的建议2. 难点：1)三个连词until, so that, although的正确使用；2)在一定的交际情景中，正确运用目标语言向别人提出合理的建议。
六、重难点突破方式：1. 利用Mind-map总结出提建议的不同表达方式，并让学生自己绘制Mind-map，找出提建议的多种表达方式；2.小组讨论总结提合理建议的注意事项，以便在真实的情景中，给予对方有效的问题解决办法；七、教学方法：1. 翻转课堂教学法: 利用微课讲解新知，实体课堂进行语言的练习和运用;2. 情景教学法: 创造真实的语境来激发学生听、说、写的积极性。
八、教学辅助手段：微课，PPT，电子白板九、教学流程Procedures Teacher’s Activities Students’ Activities ExplanationPre-classFlip teaching Play a video which is about how to giveadvice and how to use conjunctions.Watch the video and draw amind-map about how to giveadvice.Move mostinformation-transmissionteaching out of class;Use class time forlearning activities thatare active and social.In-classStep 1 Feedback T: Share your mind-map with your groupmembers.T: We learned three conjunctions in the video.What are they? Do you have any questionsabout the three exercises?Ss: Group work to share themind-map.Ss: Although, until and so that.Discuss what they learnin the video and helpeach other to find moreways to give advice.Solve Ss’ problemsabout the conjunctions.Step 2 Practice Fill in the blanks with although, until and sothat.Check the answers in pairs.Finish 4a on the book.Work in pairs to check theanswer.To focus on the use ofalthough, so that anduntil to join ideas in asentence.Step 3 Presentation T: Mike knows copying others’ homework iswrong but he can’t finish his homework ontime. Can you give him more advice? Work inpairs to give him more advice.Work in pairs to give Mikeadvice.Set the scene, test Ss’knowledge.Step 4 Group work How to give good advice to others so thatthey can take your advice?Work in groups to discuss howto give good advice.Show us the answers.Let Ss summarize thestandards of how to giveadvice by themselves.Step 5 Presentation Here are my answers about how to give goodadvice:1. Be a good listener.2. Try to imagine yourself in the otherSs: Yes.Learn how to give goodadvice.persons’ situation.3. Use conjunctions to explain your advice more clearly.Do you think so?Step 6 Practice T: You know how to give advice now. It’stime for you to help others solve theproblems. There are more students havingproblems. Write down one piece of advice foreach problem.Write down the advice.Practice the targetlanguage.Step 7 Pair work T: Check the answer with your partneraccording to the following things:1. Give advice in the right way.2. Use the conjunctions in the advice.3. Pay attention to your grammar.Check the answer with thepartner.Let Ss find the mistakesby themselves.Step 8 Presentation T: Which problem do you want to talk aboutfirst?What do you think of this piece of advice?Give one piece of advice todifferent problem.Learn to use the targetlanguage of this lessonto give advice.Step 9 Presentation T: Here are more common problems Studentshave. Do you have these problems? If youdon’t have these problems, you can write yourown problem. Then discuss the problem withyour partners and ask them to give youadvice.Choose one of their problemsto discuss.Learn to use the targetlanguage of this lessonto give advice in order tosolve their ownproblems.Step 10 Group work Work in groups to practice the conversation.Work in groups to givedifferent advice.To reinforce the targetlanguage for talkingabout problems andgiving advice.Step 12 Presentation T: If you have problems, don’t worry aboutthem. You can use different ways to solvethem. If others have problems, you could alsogive some advice to help them solve theproblems.ListenLet Students know howto solve problems andhelp others.十、板书设计：十一、教学流程图：十二、教学反思：。
