北师大版（三起）六年级下册Unit 7 Vacation-Lesson 5 Get it right.-ppt课件-(含教案)(编号：3048c).zip

Whats the matter with the boy? He looks very tired , he has too much homework to do . A: I have to study too much so I dont get enough sleep . B : I cant hang out with my friends . C: I have too much homework so I cant do anything I like . D: I have too many after-school classes . E: I got into a fight with my best friend . Problems Advice You should so that I guess you could Why dont you ? Why not ? How / What about doing ? Youd better (not) 1. You ______ write him a letter. ( ) 2. You ______ call him up. ( ) 3. You ______ talk to him so that you can say youre sorry. ( ) 4. You _____ go to his house. ( ) 5. You _____ take him to the ball game. ( ) could should should could could Listen. Peters friend is giving him advice. Fill in the blanks with could or should . 2a Why Peter doesnt like the advice a. Its not easy. b. I dont want to wait that long. c. I dont want to surprise him. d. Im not good at writing letters. e. I dont want to talk about it on the phone. 1. ____ 2. _____ 3. _____ 4. ____ 5. _____ deac Listen again. Fill in the blanks. b 2b Boy 2 had a ______ with his best friend. He could ______ him a letter. But he isnt good at writing letters. He ______ call him ____, but he doesnt want to talk about it on the ______. He ______ talk to him so that he can say hes sorry but its not ____. He ______ go to his house but he doesnt want to _______ him. He could take him to the __________, but he doesnt want to wait that long. Listen again. Fill in the blanks. fight should write up phone easycould should surprise ball game Whats the matter, Peter? Well, you should write him a letter call him up /go to his house I had a fight with my best friend. What should I do? Pairwork : I know I should, but Competition : collecting advice Problems 1. I left my homework at home. 2. My cousin borrows my things without returning them. 3. I am afraid of speaking in front of people. 4. My classmates often copy others homework. 5. My parents always argue. How about Why dont you You should talk with put up, hand out, call up, cheer up, come up with, give out, put off教学案例 初二英语备课组：赵丽娟 教学内容：英语新目标八下 Unit 4 Why dont you talk to your parents ? 第一课时， 课时内容： 包含 Section A 1a 1b 1c 2a 2b 2c 4b 4c Grammar focus Language goals : talk about problems , give advice . Grammar : 能正确使用情态动词 could should 表达建议或劝告 You could go to his house . You should talk to to his friend so that he can say he is sorry . 能正确使用 Why dont you ? Why not ? How / What about doing ? Lets do Youd better do 句型表达建议 Why dont you go to sleep earlier this evening ? Why not call him up ? You d better write him a letter . Vocabulary : wrong guess allow argue nervous whats wrong ? 教学步骤 ： 一Warming up Show a picture : a boy with lots of homework ,Whats the matter with the boy ? Students talk about the boys problems , then give advice . 设计目的 ：以学生较熟悉的图片入手，由简到难吸引学生的注意力， 二Problems and advice （Pairwork ） Talk about teenagers s problems 设计目的 ： 由导入部分的图片内容，学生已会针对问题提出建议，本环节就 是要输入更丰富的词汇和语言表达. 三 Listening (2a 2b ) 1 听完成 2a , 2 听完成 2b , 3 听完成一个补全对话。 设计目的：听的环节是“输入”过程，让学生在听的过程中，有的放矢，有效 捕捉信息。听和说的互动方式拓展了本单元的话题内容，增加了不喜欢各种劝 告的理由。 四 Exercise (4b) 设计目的：由听、说到写，学生写的过程也是整理思路，用英语思考的过程， 有助于加强语言表达的准确性。 五Competition list some problems ,4-5 students a group and collect advice. 设计目的：开展游戏竞赛，评选最佳建议小组。发挥每个同学的特长，增强小 组合作的意识。 六Homework 目的设计 ：学会针对各种问题提出合适的建议。 外语课在听、说、读、写各方面都有别于其他课，学生无论在听说还是读写方面都不可避 免地会遇到许多困难和麻烦。尤其是在领会和表达方面，如果他们听不懂，说不出，他们 就会不自觉地表现出恐惧、紧张、烦躁和抵触心理。长期下去，学生就会害怕上英语课， 讨厌上英语课，兴趣是一种兴奋剂，人一旦对学习发生了兴趣，他就不会把学习看成沉重 的负担，相反，他将以积极主动的姿态出现，把大量的精力投入到愉快的学习中去。 在英语学习中，许多学生总觉得其他同学的语言基础比自己好，在讲英语时或是回答问 题时，顾虑重重，担心自己的语音语调不好，或者难听，怕同学笑话，怕老师挑毛病。因 此他们会在回答时声音很小或者拒绝回答。因担心老师和同学的否定评价，他们会出现害 羞、回避、自我封闭、过分依赖或逆反等心理障碍。具体表现为上课不敢发言，不提问也 不敢回答；有的学生有表现自己的愿望，想争取锻炼的机会，但机会来时又因缺乏自信而 放弃了；有的学生在课堂上特别是在老师面前寡言少语、一言不发，课后却生龙活虎，谈 笑自如，跟课堂上判若两人；有的学生因回避课堂活动，上课注意力不集中，表面上看似 文静、守纪，实际上是“心在曹营身在汉” ；有的学生依赖性强，一遇到困难就退缩，不愿 独立思考问题, 甚至抄作业；有的学生喜欢凭自己的兴趣做事，一觉得不合自己口味，就变 得兴趣索然，尊重热爱学生是消除学生情感障碍的先决条件。爱是人们普遍存在的一种心 理需要，每个人都有热爱他人并愿意接受别人喜爱的倾向。如果每一个学生能经常感受到 老师对他的爱，对他个性的尊重，便会激发出健康的情感，容易使他们产生积极学习英语 的动机，对自己学习英语的能力充满自信。学生总是喜欢“亲切、充满师爱”的老师上课。 那么学生就会产生强大的情感动力，变要我学为我要学，变厌学为乐学、勤学。 我力求尊重学生，信任学生，主动关心学生，满足学生求知的需要。这样，才能真正成 为学生可亲、可敬、可近、可信任的知心人，才能真正教育达到预期的目的。正确评价学 生，捕捉学习英语的闪光点，多运用激励教育和成功教育，培养学生的自信心。老子说过， “自胜之谓强” 。自信、自强是学习获得成功的重要因素。教师不但要善于正确评价学生， 还要教学生学会客观地评价自己，能找出自己的不足之处，也能看到自己的长处，相信自 己有一得之长、一专之长，树立“别人能做到我也能做到”的观念，逐步培养自信心。 不可否认，缺乏语言学习环境也是学生产生情感障碍因素之一，这是客观存在的，关键 在于教师如何去人为地改变，努力使“学生在愉快，安全的环境中学习，注意力高度集中， 从而加速掌握语言交际能力，增强信心和上进心”我努力做到： 1、充分利用实物、挂图、投影、多媒体电脑等组合教学，使学生置身于语言环境中； 2、适当到语音室上课，让学生感受到强烈的语言氛围； 3、创设良好的课外学习环境。包括搞好教室布置、设英语角、定期出好板报和手抄报、开 设课外兴趣小组、介绍补充读物等，提高听说能力，开阔视界，培养兴趣；收集和展览英 语图片、标记、广告和物品的说明书，说明英语和我们现实生活密切相关，强调英语的重 要性。让他们感觉到学好英语是升学所需、成才所需、工作所需，它更是一个人的素质所 需，使学生意识到学有所用、学有所得，从而激发他们的情感动机。教学必须以人为本， 以学生为本,用最优化的途径和方法进行英语教学，花较少的时间和精力取得最佳教学效果， 提高教学质量，就必须深入了解学生的心理，消除学生英语学习中的情感障碍，鼓励学生 积极进取。这样，我们的学生就有望树立对英语学习的信心、产生浓厚的兴趣，并能学有 所乐、学有所得、学有进步。