初中《Why don’t you talk to your parents?》

1.题目：Why don’t you talk to your parents?

2.内容：

3.基本要求：

(1)朗读所给语篇;

(2)试讲时间10分钟，采用英语授课;

(3)设计成听力课;

(4)配合教学内容适当板书;

教案

Teaching objectives:

1. Students can get the main idea of the conversation between Dave and Kim. Students can listen, read and understand the sentences “What’s wrong? What should I do? Why don’t you do something?”

2. Students can learn to talk about the problems and advice with the sentences “What’s wrong? What should I do? Why don’t you do something?” They also can improve the listening ability.

3.Students can learn to solve the problems rationally when faced with difficulties and can get along with others.

Key point:

Students can learn to talk about the problems and advice with the sentences “What’s wrong? What should I do? Why don’t you do something?”

Difficult point:

Students can learn to solve the problems rationally when faced with difficulties and can get along with others.

Teaching Procedures:

I. Lead-in

1. Greeting

2. Teacher plays a video Kong Rong Yielded the biggest pear to the students, after watching, teacher asks students questions: What do you think of Kong Rong?

3. Teacher invites students to discuss questions: Do you have brothers or sisters? How do you get along with them?

II. Pre-listening

1. Teacher shows a picture about Dave and Kim and asks students problems: Who are they? What can you see from the picture? What are they talking about? Can you guess?

2. You can have a discussion in groups and answer these questions.

III. While-listening

1. Teacher asks students to listen to the tape to check the answers. Meanwhile, students answer a question: What’s wrong with Kim?

2. Teacher asks students to listen to the tape once again and answer the questions: Did Kim’s sister give the new magazines and CDs back to Kim? What should Kim do? How does Dave help Kim?

3. Students listen to the tape and pay attention to the pronunciation of key words to improve their speaking ability.

IV. Post-listening

1. In this activity, two students are one group, one acts Dave, and the other acts Kim to role play the conversation.

2. In this activity, teacher asks students to make a survey: If you have some problems in daily life like Kim. After the surveying, students can summarize the problems and then give the advice. Teacher gives students 10 minutes to prepare. After that, teacher will invite some students to share their problems and others give advice.

V. Summary

Teacher will invite some students to summarize what they have learnt today, and they can express their opinions. After that, if necessary, teacher will make supplements. Moreover, teacher encourages students learn to solve the problems rationally when faced with difficulties and can get along with others.

VI. Homework

After class, students can write down your problems and advice in dairy.

VII. Blackboard design

试讲逐字稿：

I. Lead-in

T: Good morning, boys and girls. Welcome back to school. Nice to see you, again.

Ss: Nice to see you, too.

T: Ok, please watch the video: Kong Rong Yielded the biggest pear. What do you think of Kong Rong?

S1: He could care for the young.

S2: He is warm-hearted.

S3: He is modesty.

T: You are right! Kong Rong can get along with his brothers. Do you have brothers or sisters? How do you get along with them?

S4: I have a brother; we are the friends.

S5: I have an elder sister. We love each other. We can do many things together.

S6: I have a little brother; I often play games with him.

T: Wow, you also can get along with your family members. That’ good.

II. Pre-listening

T: Ok, now, please look at the PPT! Who are they?

S7: Our friends Dave and Kim.

T: Yes! What can you see from the picture?

S8: Kim is so angry. He talks something with Dave.

T: What are they talking about? Can you guess? You can have a discussion in groups, 4 minutes.

S9: Maybe Kim asks help for Dave.

T: Yes, very good. Anyone?

S10: Dave encourages Kim.

T: Very good. Who is right? Let’s listen to the tape.

III. While-listening

T: Now, please listen to the tape to check the answer: What are they talking about?

S11: Kim complained about his sister took some of his new magazines and CDs and he asked help for Dave.

T: So, Lucy is right. More questions: Did Kim’s sister give the new magazines and CDs back to Kim? How does Dave help Kim? Let’s listen to the tape once again, please carefully. 3 minutes, go.

Ss: Yes.

T: Finished? Who can share the answers?

S12: Kim’s sister gave the new magazines and CDs back to Kim.

T: Yes! How does Dave help Kim?

S13: Kim told his sister to say sorry.

T: Yes, anything else?

S13: Dave asked Kim forget about this thing.

T: Ok! Why did Dave give Kim the advice?

S13: They can be friends again.

T: Ok! How do you know the answer?

S13: I heard a sentence “Why don’t you forget about it so that you can be friends again?”

T: Yes, good. Anyone?

S14: Because Kim’s sister gave the new magazines and CDs back to Kim and this thing is not a big deal, Kim can forgive his sister.

T: Good, they are family, they are friends. In daily, we also could advocate mutual tolerance. Ok?

Ss: Ok.

T: Finally, please listen to the tape and pay attention to the pronunciation of key words to improve your speaking ability.

Ss: Yes.

T: Yeah. Your pronunciation is beautiful. Good!

IV. Post-listening

T: Now, let’s do some activities. The first activity: two students are one group, one acts Dave, and the other acts Kim to role play the conversation. Clear?

Ss: Yes

T: Now, the second activity: “If you have some problems in daily life like Kim, what should you do?” You can work in groups to make a survey. After the surveying, you can summarize the problems and then give the advice. I give you 10 minutes to prepare. After that, I will invite some students to share their problems and others give advice. Clear?

Ss: Yes.

T: Ok, time is up! Who wants to have a try? Judy’s group, you please.

Judy: Parents hope us get the high score, but we can’t.

T: It doesn’t matter. What should you do?

Judy: Of course, we should study hard. But we can have a discussion with parents and tell them we try our best, you can encourage us.

T: Yes, a good idea. Communication is a good way. Anyone? Tom’s group.

Tom: Someone doesn’t know how to get along with brothers and sisters.

T: What should you do?

Ss: Maybe we can try to make friends with each other.

T: Yes, respect each other. You are all right. Now, you can vote for the best group.

Ss: Judy’s group.

T: Congratulations! In our daily life, we should respect others, right?

Ss: Ok.

V. Summary

T: Who can tell me what we have learned in this class?

S15: We learned some how to solve problems and give advice.

S16: we learn how to get along with others.

T: You all learnt a lot. Students can learn to solve the problems rationally when faced with difficulties and can get along with others.

VI. Homework

T: After class, you can write down your problems and advice in your dairy. Ok? Class is over, bye!

VII. Blackboard design

答辩：

1.请简述形容词它所修饰的名词之后的情况。

【参考答案】

(1)形容词修饰由 some，any，every，no等构成的复合不定代词。

There is something wrong with my back. 我的背有点疼。

(2)以a-为前缀的表语形容词修饰名词。

The teacher alone knows what happened. 只有老师知道发生了什么事。

(3)带后缀-able 和-ible的形容词和all，every，only 或形容词最高级连用。

I think Tom is the best person available. 我认为汤姆是现有的最好人选。

(4)形容词词组修饰名词。

Do you know the man clever at painting? 你认识那个擅长画画的人吗?

2. How to create a relaxing teaching atmosphere?

【参考答案】

only in a relaxing environment, the knowledge they have learnt can consolidate and rapidly convert to their capacity. In the teaching process, teacher can make full use of time to create a relatively relaxing teaching atmosphere in order to mobilize students’ learning situation. This method can make students have a sense of relief when they are studying in the class.

Firstly, teacher should have correct goal and make a goal-oriented according to the requirement of each textbook and each student. Above all, teacher can point out the key words, sentences or grammar by using humorous way and repeating the same knowledge. This will draw students’ attention and it also can consolidate the knowledge.

Secondly, teacher can make suspense to lead to students’ interest. Senior students are all in a time full of strong curiosity, which can arouse their thirst for knowledge and let them form a positive state in their mind. To set suspense is to take advantage of this curiosity through which students’ thinking will be guided to solve the problem that they may meet in the class.

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