邹馥榕
威海市第七中学 山东 威海264203
一、教材分析
本课时是鲁教版初中英语八年级上册Unit2 Section A第三课时，课型为语法课。
本单元话题为人际交往。要求学生能够陈述自己的困难和麻烦、寻求帮助，并能针对他人的困境提出解决的办法和建议。本课时语法内容有：巩固复习关于询问困难和问题的句型；巩固复习如何使用情态动词could，should来征求或提供建议；学习使用Why don’t you...?句型来表达建议；学习连接词until, although, so that的用法以及掌握新单词“return”和“copy”。重点语法项目是学习Why don’t you...?句型和三个连接词的用法。课本提供的活动为通过4a控制性练习、4b半开放式练习、过渡到4c 开放性强的口语交际活动，3个练习有层次、有重点、循环地操练全部语法项目，使学生能够使用相关句型提出问题、寻求帮助、以及给与他人建议。因此我设计了选词填空，选句补全对话，语篇中归纳问题、提建议以及开放性的学生之间分享问题、给建议四个环节依次递进地整合了课堂活动，以便于对学生进行语法渗透和练习。
三、学情分析
◆ 认知经验方面，初三学生经过了两年的学习，已经接触了陈述问题，询问问题以及提建议的话题，并且学过了多种提建议的句式，已有相关词汇句型的储备，具备一定的语言组织与表达能力，能够对特定问题给出建议。
◆ 个性特征方面，八年级学生思维活跃，求知欲强，乐于形成自己的观点，易于接受新鲜的事物，所以在本课时提建议时他们乐于积极踊跃的思考，给出自己的建议，同时也能虚心接纳别人提出的意见。
◆ 生活背景方面，本课话题贴近学生生活，同时所生成及获取的知识又具有十分现实的应用价值，易于学生进行真实表达。
四、教学目标
根据课标要求，基于教材及学情分析，确定本课时教学目标如下：
1. 学生能陈述自己的问题，并能借助于真实的语境，学会灵活运用You could/should及Why don’t you…?等句型来对他人的问题提出解决的办法和建议。掌握until, so that, although的用法以及注意事项，并学会在真实的语境中灵活运用。掌握新单词“return”和“copy”的意思及用法。
2. 通过给同学提建议，激发自身学习兴趣、动机、自信和合作精神。通过相互讨论，互帮互助，学生能够建立和谐的人际关系。
3.通过创设情境，切实的解决辅导班过多和学英语有困难的问题，学生可以学以致用。
五、教学重点
◆ 教学重点：掌握Why don’t you...?句型表达建议，学习although,so that, until三个连接词的用法。
◆ 教学难点：能够使用多种句式提出个人建议，切实掌握3个连词用法并加以运用。
六、教学过程
◆ Warm-up
Before class：Free-talk
T: How was your weekend? What did you do last weekend?
【设计意图】通过询问学生的周末生活，了解其近况，进而引出他们最近遇到的麻烦或困惑。
◆ Lead-in
T: Can you give him/her some advice ?
【设计意图】在free-talk中，学生陈述了自己遇到的问题，本环节通过让学生给与建议，引出提建议的句型“You should/could” “Why don’t you...?” 等, 板书学生使用的句型和连接词。
◆ Grammar Focus:
1.Sentence patterns.
T：We can use these patterns (on the blackboard) to give advice. And
what else can we use?
Ss: ...
T: Let’s read them together.
Let’s ....
Shall we...?
You should/could....
Would you mind(not) doing...?
Why don’t you/Why not...?
What/How about ...?
You’d better (not）....
Ss: ...
T: Let’s continue to give advice to xxx. Use these patterns, please.
【设计意图】教师通过询问提建议的句型，带领学生回顾已学知识
“How/What about...？”等，教师进行总结，之后继续给同学提建议，以操练多种提建议方式。
2.Conjunction words.
T：I have noticed that you used these conjunction words, they can make our sentences more fluent and logical. (If students use “although”, “until”, “so that”, I should explain carefully and let students make some sentences.)
T: Ok, let’s try to fill in the blank with them.
◆ Practice:
Task1 Fill in the blanks.
1. A: What's wrong?
B: My sister borrows my clothes without returning. What should I do?
A: Well, you could tell her that this makes you angry ______ she'll
return you next time.
2. A: I don't have any friends at my new school. What should I do?
B: _______ you don't have any now, you will soon make some.
3. A: I'm worried about my school grades. What's your advice?
B: You shouldn't wait _____ the last minute to study for a test.
4. A: Mike is my best friend, but he always copies my homework.
What should I do?
B: _______ he's your best friend, you should still tell him that copying
others' homework is wrong.
T：Let’s check the answers. Please read the conversations with your deskmate.
【设计意图】操练3个连词的使用，学生得以在具体语境中理解其用法。将本课新单词编入对话中，学生在语境中更利于理解并记忆单词。通过同桌对话的形式来核对答案，可以检测学生的口语水平。
Task2 Complete the conversation.
T: In the conversations, people give good advice, have you got it? Recently, in our class, many students have problems, I’m worried about that. Here is a conversation between a boy and me, please complete the conversation.
T: You look tired, what’s the matter?
S: I did my homework until midnight last night so I didn't get enough sleep.
T: ______________________________
S: I have two after-school classes, and I have to take them first.
T: ______________________________
S: Well, it depends on my parents. What should I do?
T: ______________________________
S: Could you please tell me how I should talk with them?
T: ______________________________
S: Thank you for your advice, Miss Zou. I'll try it.
Check the answers.
T：What’s the matter with the boy?
T: Maybe many of you have the same problem as him. I hope the conversation can help you, so please read it by yourself.
【设计意图】该练习是个控制性的提建议活动，改编自课本Grammar Focus 的句子，难度适中，训练学生提建议的方式和逻辑性思维。选材为当下学生普遍存在的补习班过多的问题，希望能通过这一对话，给学生提供一些方法建议，达到缓解压力的目的。
Task3 Give advice.
T：Besides the boy, a girl in our class also needs your help. Last night, I received her letter. So please read the letter and find out what her problem is.
Dear Miss Zou,
My problem is that I 'm not good at learning English. I always make mistakes in grammar. And my pronunciation is not good so I am afraid of speaking in front of public. Although I study hard, but it doesn't work. My family are worried about my grades. I know that I need to learn English well. I can go to university. My mom tells me to ask you for help, but I am afraid to talk with you. 直到上节课你友好地对我微笑，我才给你写信了。You are a good English teacher. Please tell me what I should do. I'm looking forward to your reply.Thank you.
Yours,
XXX
T: She says that she always make mistakes in grammar. So, maybe there are some mistakes in this letter. Please look through it and find them out.
【设计意图】教师在这一环节进行德育渗透：Trouble shared is trouble halved. 让学生分享自己的问题，并让其他同学对其提建议。这是一个开放式练习，学生可以陈述自己的问题并能写出给他人的建议，是对整节课所学的归纳。且在提出建议时，要求学生至少选择一个问题提建议，提尽可能多的建议，培养学生动脑思考能力，体现英语学科核心素养。并且采用了分层教学，让每个孩子都能学有所获。
◆ Homework
T：Everyone has problem, including me. My problem is that I don’t know how to make my English class more interesting. Can you give me some advice?
【设计意图】告诉学生每个人都有困惑，老师也不例外，减轻其心理压力，并拉近师生距离。作业的布置，整合本单元和本节课的教学重点，促进学生的表达能力的提升。