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1、Why dont you talk to your parentsUnit 4Why dont you talk to your parents?Period 3Content Section A Grammar Focus, 4a, 4b, 4c教学目标要求1能询问别人遇到什么困难和麻烦。如：Whats the matter?2能向别人求助。如：What should I do? What should he do? 等。3能针对具体问题给别人提出合理解决办法和建议。如：Why dont you ? You could You should 等。4能结合自身情况评价别人提出的建议。如：I g
2、uess I could, but I dont want to surprise him. 等。5能正确运用词汇：although, so that, until等。6能认读并能工整书写所学单词：copy, return, anymore等。教学过程 活动步骤教与学活动目的及其操作教学资源运用复习时间3 m1复习已学目标语并导出本课重点语法。Lets read the conversations together. 导入时间1 m2导入新课话题。Today we are going to learn grammar about “until, although, so that”.Gramm
3、arFocus时间10 m3找出目标句型，初步感知。Read the conversations again and find out the sentences with “until, although, so that”让两名学生朗读找出的句子。 4讨论句子，掌握目标词汇的含义和词性。Now discuss the meanings and parts of speech of the three words.学生讨论之后汇总讨论结果。教师给予评价：肯定或纠正这些词的词性及含义。5朗读，深化理解该词汇的含义和词性。Now lets read the sentences together.
4、学生朗读。6问答，理解连词的表意功能。1Read the sentence together, please. (学生朗读Bob talked although the class began.) 教师提问：Did the class begin? (学生回答：Yes!) 教师提问：Did Bob talk in the class? (学生回答： Yes, he still talked after class began.)2Lets read this sentence together. (学生朗读Bob talked until the class began.) 教师提问：Did
5、the class begin? (学生回答：Yes!) 教师提问：Did Bob talk in the class? (学生回答： No, he didnt talk after the class began.)3Read together, please. (学生朗读You should do more jobs around the house so that your parents have more time for proper communication.) 教师提问：Why should I do more jobs around the house? (学生回答：Bec
6、ause your parents need more time to communicate with each other.)7朗读，内化目标词汇。Read grammar focus together.4a时间8 m8完成4a，练习目标词汇。Fill in the blanks in 4a with although, so that or until. 学生笔头完成4a。核对答案：请学生逐一朗读对话并翻译成汉语。 9大声朗读，进一步加强对目标词汇的理解。Read the conversations aloud together. 10拓展词汇用法。1Lets look at these
7、 sentences: 教师呈现句型。 What does each sentence mean? (学生翻译句子并总结：although和but不能同时 使用，但是although和but都可以和still同时使用。)2Lets look at these sentences: 教师呈现句型。 What does each sentence mean? (学生翻译句子并总结：so that意思是“以便”，so 意思是“所以”，so that 意思是“太以至 于”)3Lets look at these sentences: 教师呈现句型。 What does each sentence me
8、an? (学生翻译句子并总结：until意思是“直到”，before 意思是“在之前”，after意思是“在之后”) 11朗读，进一步加强对目标词汇的理解。Read the sentences together loudly.4b时间7 m12写出建议，练习目标句型和目标语言。Write one piece of advice for each problem.学生独立完成，教师巡视指导，提供必要的帮助。 13互相朗读，对比提高。Please read your advice in your groups and choose the best advice.学生小组之间互相朗读对比，互相评改
9、，选出最好的建议。14心理咨询活动，将目标语言应用于生活。Each group chooses one student to be a psychologist to give advice to students. Then choose which advice is viable.学生多人活动，教师鼓励学生将问题开放，不仅仅限于4b的问题。4c时间7 m15针对目标语言进行实践活动。Lets have a competition. Each group chooses one of the problems and gives advice. You cant give similar advice. Lets see which groups advice is the best and the most viable.1小组代表抽签。2Now discuss your advice in groups and write it down. (学生讨论建议，记录汇总)3汇总建议，其他人补充。4评价。 小结时间3 m16总结本课所学目标语。学生跟读Grammar Focus中的句子。作业1 m17Homework(布置作业)1大声朗读4a的对话。2工整抄写并熟读记忆所学单词。3工整抄写并熟读记忆Grammar Focus中的句子。第 页
