湖南省株洲市天元区八年级英语《Unit 2 What should I do》单元教案 人教新目标版.doc

备 课 正 文个案设记 iii. teaching methods: audio-lingual methodsiv. teaching aids: a tape recorderv. this unit is divided into seven periods.the first periodi. teaching aims and demands:students learn to talk about problems and give advice.ii. teaching key and difficult points: vocabulary keep out , play, loud, argue, wrong, whats wrong ? out of style , could, should, target languagemy brother plays his cds too loud.maybe you should buy some new clothes. iii. teaching methods: audio-lingual methods iv. teaching aids: a tape recorderv. teaching procedurestep warming upgreet the class as usual. check the homeworkstep1aread the instructions to the students. point to the problems and ask a student to read the problems to the class. point out the headings in the box to the class. ask students to write the problems in the serious or not serious columns. talk about the answers with the class. ask, who put my parents want me to stay at home every night. in the serious column? ask the same questions about the other items. discuss which problems students thought were the most serious.step 1bpoint to the pictures in activity la. ask different students to say what they see in each picture. read the instructions to students. say, listen to the conversation. in the chart, circle the problems that you hear the girls talking about. play the recording the first time. students only listen. play the recording a second time. students circle the problems they hear. correct the answers.step 1cread the problem to the class again. then write the words could, should, and shouldnt on the hoard next to the chart. read the problem to the class again and help the class give advice using the words could, should, and shouldnt. repeat each piece of advice in your own words to help students understand it.at the end of the practice say, in this unit we are going to talk about problems people have and learn how to give these people adviceto tell people what we think they should do.step summarythis class weve learned some key vocabulary. and weve learnt how to give somebody advice if he or she has some problems. if you are interested in joining all kinds of activities in class, youll make great progress.step homeworkplease ask your parents or friends what problems they have in order to see if you can give them some good advice.step blackboard designunit 2 what should i do?should/could you should talk with he about your problems.shouldnt you shouldnt argue with her.argue with sb. out of stylethe second periodi. teaching aims and demands :students learn to talk about problems and give advice.ii. teaching key and difficult points:vocabulary call sb. up, ticket, surprise, on the phone, whats the matter?target languageyou could go to his house.you could give him a ticket to a ball game.what should i /he/they do ?iii. teaching methods: audio-lingual methods and pppiv. teaching aids: a tape recorderv.teaching procedurestep greetings and revisiongreet the class as usual and check the homework. ask some students to report their parents, or friends problems and the advice they gave them.step2a this activity provides students listening practice using the target language. read the instructions. point to the sentence, below. say, you will hear a conversation between nari and a friend.play the recording the first time. students only listen. play the recording a second time. as they listen to the recording this time, ask students to circle the word, naris friend uses to give advice. correct the answer.step 2b this activity provides listening practice using the target language. read the instructions. show students the example match. play the recording again. correct the answers.step 2c this activity provides guided oral practice using the target language. read the instructions for the activity. point to the example in the sample dialogue. ask two students to read the conversation to the class. point out the sentences in activity 2b. ask two students to role play a conversation between nari and his friend using these two sets of sentences. help the students as necessary. then have students work in pairs. first one student is nari and the other is naris friend. then the two students change their places. check the answers by calling on different pairs to say a conversation to the class.step grammar focus review the grammar in the box. ask the students to say the questions and the responses. point out the word should is always used to ask for advice, but the word could, should, and shouldnt are used to give advice. explain that the word could is a less serious word than should. say, when you say someone could do something, it means that your advice is just one idea of many different ideas. when you say someone should do something, it means that your advice is the best idea or the only idea. use the word could when you are not very sure of your advice. use should when you are very sure of your advice.step summary and homeworkstep blackboard designunit 2 what should i do?whats the matter? i argued with my best friend.maybe you could call him up. i dont want to talk about it on the phone.he should say hes sorry. they shouldnt argue.the third periodi. teaching aims and demands :students learn to talk about problems and give advice.ii. teaching key and difficult points:a. vocabulary pay for, part-time job, okay, either, bake, teen talk, tutor, need, maybe, good idea, bad idea, okay ideab. target languagewhat should i do ?then i think you should get a part- time job.iii. teaching methods: audio-lingual methods and control-reading and writing.iv. teaching aids: a picturev.teaching procedurestep greeting and revisionstep3a this activity provides reading and writing practice using the target language. read the instructions. write the three possible responses on the board and ask a student to read the response to the class. discuss the three responses and be sure students understand how the responses are used. ask four students to read the conversation to the class. ask students if there are any parts they dont understand. explain the sentences or ask other students to do this. now ask students to label each piece of advice as either good idea, okay idea or bad idea. talk about the students answers.step 3b this activity provides oral practice using the target language. read the instructions. point out the example conversation and ask two students to read it to the class. ask students say some ways to get money that arent in the book. ask students to work with parents as they ask for and give advice. ask two or three pairs of students to say their conversations to the class.step 4 pairworkthis activity presents an opportunity for students to use the language of the unit to give advice. read the instructions. ask two students to read the dialogue. ask another pair of students to give their advice on another topic. ask students to complete the work in pairs. ask a few students to list their advice. write a list of the best advice on the blackboard.step summarytoday weve learnt how to give somebody advice. i hope you can learn to communicate with others and help somebody if he or she has some trouble.step homeworkpreview the next page. finish off the workbook exercises.step blackboard designunit 2 what should i do?i need to get some money to pay for summer camp.1. you could get a parttime job.2.you could borrow some from your brother.3. you could ask your parents for some.the fourth periodi. teaching aims and demands :students practice using the target language.ii. teaching key and difficult points: a. vocabulary original , the same as, in style, nicer, haircut, inexpensive, comfortableb. target languagei think erin should tell her friend to get different clothes.friends shouldnt wear the same clothes.they are the same as my friends clothes.iii. teaching methods: audio-lingual methods iv. teaching aids: a tape recorderv. teaching procedurestep greetings and revisionstepla this activity introduces some key vocabulary. read the instructions to the students. point to the sentences and ask a student to read the sentences to the class. read each sentence again and ask the students to repeat it. ask students to explain in their own words what each sentence means. they may say other words that mean the same as the target word, or give a sentence or two of explanation. point out the write-on line in front of each sentence. then point to the sample answer. say write vi if the statement is very important to you, write i if it is somewhat important, and write ni if it is not important. talk about the answers with the class. discuss which answers most students marked as very important.step 1b this activity provides guided oral practice using the target language. read the instructions. say, you will use the answers to activity la as you talk with your partner. say, work with a partner. make your own statements about the items in activity la. as students talk, move around the room checking their work. offer language and pronunciation support as needed. ask several students to say one or more of their statements to the class.step 2a this activity gives students practice in understanding the target language in spoken conversation. read the instructions. point to the three items students will be listening for. say, you will be listening to a radio advice program. people call in/or help with a problem and other people call up with advice. they will be talking about one of these problems. please check the problem they talk about. play the recording the first time. students only listen. play the recording a second time. as they listen to the recording this time, ask students to put a check in front of the problem. correct the answer.step 2b this activity provides listening and writing practice using the target language. read the instructions. point to the three lines in the chart with the persons names on the lines. say, write what each person said after the persons name. play the recording again. allow plenty of time for students to write their answers. you may also wish to play the recording more than once if students ask for this. correct the answers.step 2c this activity provides guided oral practice using the target language. read the instructions. point out the example in the sample dialogue. ask two students to read it to the class.say, now work with a partner. say what you think erin should do. as they talk, move around the room checking their work. after a few minutes, ask several different pairs of students to say part of their conversation to the class.step summary and homeworkthe fifth periodi. teaching aims and demands :students practice the target language by reading and writing.ii. teaching key and difficult points:a.vocabulary except, upset, find out, do wrong, what to do, lonely, argueb.target languagewhat should i do ?you could be more friendly.you should try to be funny.everyone else in my class was invited except me.im very upset and dont know what to do.i just found out that my friends were planning a birthday party for my best friend,iii. teaching methods: audio-lingual methods and control-writing.iv. teaching aids: a tape recorderv.teaching procedurestep 1. revisiontask1. check the homework. ask and answer.task2.revise the vocabulary.step 2. reading and writingtask 1.teach these words: except: everyone has a bike except jim.everyone has a bike besides jim.find out: learn, please find out where they live.i cant think what i did wrong.i dont know what to do.task 2. ask the students to read the instructions.task 3. ask the students to read the letter and underline the problem on their own. correct the answers.step 3. writing task 1. read the instructions.ask a student to say some of the advice they might give. write the key words on the board.task 2. ask the students to write the letters on their own.task 3. ask some students to read their letters to the class.step 4. writing on your own.read the instructions. ask the students to say some problems they might write about. ask some students to read their letters.step 5. groupworkask the students to read the instructions. ask two students to read the dialogue. ask another pair of students to give their advice for one of the problems. ask students to complete the work in groups. ask a few students to share the sample conversations.step 6.self checkask the students to do the exercises on their own .then check the answers. read the letter and then write some advice. ask a few students to read their letters of advice. just for fun. ask two students to read the conversation to the class.homework1.review the vocabulary .2.finish off the writing exercises. the sixth period.teaching aims and demands1.knowledge objects(1)new words (2)writing practice(3)just for fun! (4)exercises of the workbook2.ability objectsto train self check skill.to train students ability of reading and writing.3.sensibility and valueto be able to understand the feelings of other people in communication.teaching key pointsnew words.just of fun.teaching difficultywriting practice.teaching methodsself check method. writing method.teaching aida projector.teaching proceduresstep greet the class and check the homework.step show the new words on the screen.ask students to read first and correct their pronunciation.aunty n.(=auntie)(昵称)姑；姨；伯母；婶；舅母 get on (与某人)相处fight /fat/,/fat/ n. 打斗；打架；交战look for 寻找step self check 1 and 2 this activity focuses on vocabulary introduced in the unit. first ask students to read the words in the box.then ask students to fill in the blanks on their own. check the answers. then ask students to make their own sentences with the words. write a number of students answers to each word on the board.correct any mistakes in the sentences.step 3 this activity presents an opportunity for students to engage in open ended writing. have a student read the letter to the class first.and make sure each student can underst and the letter.then ask students to give their advice.first orally.then write their advice in the answer paper. ask some students to read their letters of advice.have students vote on the best advice.step just for fun! this activity provides reading practice with the target language. tell students there are many penguins in the picture.write penguin on the board. then ask two students to read the conversation to the class.sa:he has the same clothes as i do.i want to be original.sb:you should tell him to get different clothes.sa:i did,but he wont listen to me.make sure all students can understand the conversation.step summary and homeworktoday we reviewed the target language in this unit.and weve done three exercises of the workbook.next class well learn the reading.preview the new words after class.step blackboard designunit 2 what should i do?just for fun!penguin n. seabird of the antarctic with wings used for swimmingthe seventh period.teaching aims and demands1.knowledge objectsreading:maybe you should learn to relax!section 1 before you readsection 2 while you readsection 3 after you readsection 4 go for it!2.ability objectsto train students reading comprehension ability.to train students writing ability.3.sensibility and valuelearn how to work and how to relax.teaching key pointskey vocabularysection 1. section 2.teaching difficultiessection 3. section 4.teaching methodspre-reading method. reading method. writing method. survey method.teaching aidsa tape recorder. a projector. survey papers.teaching proceduresstep greet the class as usual and check the homework.ask students to read the new words first and then correct the pronunciation.teach the new words and make sure each student can understand the meanings.step section 1 before you read1a first ask students to say their after-school activities.then have students complete the boxes.1b show the following words on the screen and ask students to look up these words in a dictionary. have them check()each one when they understand.step section 2 while you read。reading strategyyou will learn to use new words better if you use