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Unit 4 Why don’t you talk to your parents?--Grammar Focus( 4a-4c) Learning aims:语言目标：1.通过不同的方式训练，能够针对问题给出建议。
2.正确使用连词although,so that,until.情感价值目标：让学生了解每个人在生活中都有可能遇到一些挫折与困难，我们要多向这些有困难的人们表示自己的关心，多向他们提出问题的建议。
重点：提建议的几种句型的掌握；although,so that, until的运用教学步骤：Step 1: Warming－up1. Greeting2. Tell students I’m nervous. Ask student to give some advice.3. Learn about the studying aims and divide groups.Step 2:1创设情景, 复习She could /She should...2再创情景，复习操练Why don’t/ You should/ You could...小组作业，每个小组帮助解决一个不同的问题。
然后以对话的形式展示。
Step 3: Play a small magic trick and lead in the conjunctions.在玩魔术中，给学生提建议导入“although”、“so that”“until”。
Step 3: Practice the conjunctions .Make sentences with the conjunctions and Finish 4a on the book.Step 4:创设情景，学生们写建议，并在小组内分享，选出最好的建议在卡纸上展示。
(鼓励学生在给予建议时用连词）Step 5: Summary。
Unit 4 He said I was hard-working本单元重点句型短语1. soap opera 肥皂剧，电视（连续）剧2. on Friday night 在星期五晚上3. be mad at=be angry with 生……的气4. have a surprise party for sb 为某人举行一个惊喜晚会5. not … anymore=not … any longer 不再，再也不6.get nervous 变得紧张7.direct speech 直接引语reported speech 间接引语8. first of all 首先9. do a homework project 做家庭作业10. pass on 传递pass sth to sbpass on the message to sb 向某人传递信息11. work on 从事，设计，演算，操作12. be supposed to do sth. 被期望（要求）做……，应该做……13. be good at doing sth= do well in 擅长……15. report card 成绩单16. have a (bad) cold 患（重）感冒17. be in good health=keep/ stay healthy 身体健康18. end-of-year exams 学年考试19. have a big fight with= fight with sb. 和…大打一架21. forget to do sth. 忘记要做某事forget doing sth. 忘记做了某事22. get over 克服，恢复，原谅23. a poor mountain village 一个贫穷的山村24. sound like +n 听起来像25. graduate from 从……毕业26. in the mail 在邮箱里27. It's a good idea for sb. to do sth. 某人去做某事是一个好主意28. China‟s rural areas中国的偏远地区29. sea level 海平面above sea level海拔30. the thin air 稀薄的空气31. agree with sb./sth. 同意, 与……相符（一致）32. both … and … 两者都33.finish doing sth 完成做某事34. open up 打开，展开，开发，揭露open up one's eyes to 开拓某人的视野到......35. a good start 一个良好的开端36. care for＝look after=take care of 照料，照顾，计较，关心37. in danger 处于危险之中38.start a bad habbit 养成一个坏习惯39.copy one‟s homework抄袭某人的做业40.send one‟s love 问好41.find science really difficult发现科学真的很难42.make a decision to do sth.=decide to do sth. 决定做某事43.decide to do sth决定做某事44.there is no difference between ...and...在...和...之间没有区别45.it's just that... 只不过，只是46.be over 结束，完成47.in the city of ......市48.a one-year program 一个一年期的项目49.people who need help 需要帮助的人50.something we can do for them 我们能为他们做本单元目标句型：转述他人话语:What did sb. say? He said I …She said she…They said…1. 许老师告诉我徐梦蝶会说二种语言。
Unit 4 语法篇___________________________________________________________________________ __________________________________________________________________________________ _______学生通过本讲学习，能够掌握本单元的重点语法，并在综合能力上有一定的拓展。
1.Why don’t you do sth?=why not do sth 为什么不做…?2.在带有till或until引导的时间状语从句的主从复合句里，如果主句用肯定式，其含义是“一直到……时”谓语动词只能用延续性动词。
如果主句用否定式，其含义是“直到……才……”, “在……以前不……”, 谓语动词可用瞬间动词。
例如：The young man read till the light went out（熄灭）.Let’s wait until the rain stops.We won’t start until Bob comes.Don’t get off（从下来） until the bus stops.【Till是指直到某一特定事件发生的时候，而在那个时刻之后，该事情或状况仍将持续。
Until是指直到某一特定事件发生的时候，而讲话的人在自己心里认为，在那个时刻之后，该事情或该状况将中止（不怎么可能持续）。
固定组合里from morning till night，till/until是不能替换的，】3. so that(1)目的状语从句通常由 so that, in order that（为了，以便）引导。
例如：We started early so that we could catch the first train.He studies hard so that he could work better in the future.We used the computer in order that we might save time.(2) so… that既可引导目的状语从句，又可引导结果状语从句。
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：。
