北師大版英語八年級下冊 Unit 4 Dealing with Problems Lesson 10 Problem Page 教案（表格式）

1、 5/5Unit 4 Dealing with ProblemsLesson 10 Problem Page學習目標在本節(jié)課結(jié)束時，學生能夠：1.運用話題相關(guān)的詞匯和表達法來陳述建議和看法。2.運用if/unless條件狀語從句給出建議、要求或警告。3.自主運用網(wǎng)絡(luò)媒體資源擴展自己的知識面和詞匯量。4.在小組活動中與他人積極合作，對他人作品給出客觀公正評價。5.對同齡人面臨的學習生活困惑表達出自己的態(tài)度和認識并給出口頭或書面的合理化建議。學習重點1模仿上一課時閱讀的文段，對上節(jié)課暫未解決的相應(yīng)問題寫出合理化建議的提綱及完整回復。2通過小組討論對自己的寫作提綱和初稿進行診斷和完善，通過診斷過程中

2、的語法聚焦活動對條件狀語從句進行內(nèi)化。學習難點1.由于學生在小組活動中利用iPad進行實時網(wǎng)絡(luò)資源查閱，對冗雜網(wǎng)絡(luò)資源的檢索和篩選的經(jīng)驗不足，造成某些課堂活動環(huán)節(jié)的不可控性。2.如何在寫作課堂上聚焦語法教學并凸顯學生的主體地位和教師主導作用，如何引導學生合理高效地進行小組合作寫作也是一項教學挑戰(zhàn)。學習內(nèi)容學習步驟學習過程學習意圖互動模式&時間Pre-writingStep 1Step 2Step 3Go over the background of the writing task.T starts a free talk to lead in.Q1: Are you happy to be

3、a problem solver?Q2: How many problems have we solved last class? What are they? Ss tick on the worksheet.Q3: Do you have any more problems that you want to solve in this class?Organize the group and assign the task. Q4: Who wants to be a group leader?Q5: Which problems would your group like to solv

4、e? After confirming seven group leaders and assigning the problems to solve, the group leaders ask the other students to join them according their own willing. Each group leader gathers their group member to sit in a certain area.Learn about the rules for the group activity.Check if the students und

5、erstand the rules.回顧上節(jié)課的寫作情況，以及上節(jié)課前問卷的問題，激活學生已知。現(xiàn)場結(jié)合學生實際生成問題，進行真實的語言知識架構(gòu)。確定小組長，由小組長根據(jù)自己意愿選擇自己想要解決的問題，再由小組長召集和自己偏好相同的同學組成“專家組”，最大限度實現(xiàn)現(xiàn)場生成。明確小組活動規(guī)則，確保小組活動效率CWIW10While-writingStep 1Step 2Step 3Step 4Write the outline.T starts a discussion about how to make a good reply.Q6: Should we should an outline

6、first?Q7: Do you know what to write in your reply?Ss try to summarize the key points included in the outline.T writes on the board. Ss work out the outline together.（use iPad to search for ideas or look up new words if needed.）T asks some group leader to present their outline. (use iPad to show the

7、pictures of their work)Write the whole reply.Ss write the whole reply according to the outlines of their group.T offers help if needed.Diagnose the trial work.T presents one of the Ss replies and asks Ss to evaluate the reply according to key points summarized before. Focus on the grammar. Ask Ss to

8、 pay attention to whether they use if or unless to make suggestions. Learn the grammar rules together if they dont use it properly or they dont use it at all. T write the summary on the blackboard.Modify the writing.Ss modify their reply individually first and then modify it in pairs or in group, at

9、 last discuss their replies and choose the best one for the final presentation.引導學生寫作前構(gòu)思提綱，關(guān)注在回復中需要寫的內(nèi)容要素。學生們通過討論總結(jié)出“A good reply”的要素：同感、安慰、建議、原因、鼓勵等待。小組合作完成提綱。展示寫作提綱，互相取長補短。診斷學生的初稿：教師展示個例寫作樣本，由學生發(fā)現(xiàn)問題，大家集思廣益為完善自己的回復做準備。根據(jù)學生的初稿情況進行語法聚焦。過程中由學生自己歸納出條件狀語從句的用法和功能。學生自己先根據(jù)要點進行修改，然后在小組內(nèi)相互修改，討論選擇出最好的一篇回復在全班展

10、示。GW5 IW8IWCW5IW 5Post-writingStep 1Step 2Present the final writing and evaluate it.Group leaders use an iPad to present their reply one by one. After each presentation, ask those who have such problem to evaluate the reply.Evaluate the reply.Q8: Do you think the reply reasonable? Acceptable? Useful

11、? Why do you think so?各小組展示本小組的最終最佳作品。由有對應(yīng)問題的學生進行評價，判斷是否是一篇合情合理易于接受的好回復。IWPWCW7Board-writingUnit 4 Lesson 10 Problem PageAcceptable Reasonable 條件句： suggestions if + 一般現(xiàn)在時，祈使句。 supports 一般將來時否定句+ unless +一般現(xiàn)在時。comforts & encouragements 直接建議或（指明后果）間接建議Homework1. 熟讀本課課文，將本課的重點詞匯和表達法以及有用的語句整理到筆記本中。2. 根據(jù)

12、課本，寫一篇解決朋友間爭吵問題的建議文稿?！具_標檢測】ITick() the problems unsolved.I cannot pay attention in class.( )I always get nervous before exams. ( )Im shy to talk to stranger. ( )I cannot control bad moods. ( )I wonder how to manage so much school work. ( )I always quarrel with parents. ( )I cannot get on well with classmates. ( )I dont want to do homework at home. ( )I cannot do as planned.( )I cannot focus on my homework. ( )II. Choose one