Unit2WhatshouldIdo导学案.doc

Unit 2Teaching goals : 1.Words & phrases : keep out , loud , argue , Whats wrong ? football , either , except , themselves , include ,etc . 2.情态动词could /shoold 的用法。 3.Why dont you ?结构表建议的运用。 4.如何谈论问题及提出建议。 5.在处理问题中学会自省与人际交往。Important and difficult points :1.should /could 情态动词的用法。2.如何提出建议。Teaching aids : a tape recorder , 5cards .Period1备课 3.1 上课3.2Teaching goals :Talk about problems and give advice.Listening practice.enough+名词 形容词+enoughargue with SB about Sth =have an argument with SB about SthWrite a letter to him =write him a letter Give him a ticket=give a ticket to himStep 1 Leading in1 Greetings and free talk .2 Check the homework .Step 2 Pre-taskT: I want to buy a new guitar but I dont have enough money .What should I do ?Ss think it over , and try to give his/her advice .Write their advice on the Bb .3 Borrow one .4 Buy a second-hand guitar .5 Get a part-time job .6 Dont buy a guitar .7 Wait until next year .Practice reading the advice by the Ss .导入: In this unit we are going to talk about problems people have and learn how to give these people advice to tell people what we think they should do .Step 3 While-taskSB Page 10 , 1a .8 Read the instructions to the Ss .9 Read the problems by the Ss .10 Ask Ss to write the problems in the “Serious” or “Not serious” columns .11 Explain .enough+名词 形容词+enough argue with SB about Sth =have an argument with SB about Sth Write a letter to him =write him a letter Give him a ticket=give a ticket to himTalk about the answers with the class .Practice reading .SB Page 10 , 1b .Make sure the Ss understand what shoold they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .Step 4Post-taskSB Page 10 , 1c .Look at the problems in activity 1a and make conversations .Step 5While-taskSB Page 11 , 2a .12 Read the instructions .Make sure the Ss understand what shoold they do .13 Point to the sentences below .14 Play the tape the first time .Ss only listen .Pay attention to Peters friends advice .15 Play the tape again .Ss circle “coold” or “shoold” .16 Correct the answers .SB Page 11 , 2b .Read the instructions .Pay attention to Peters answers .Play the tape again .Check the answers .surprise Sb surprising surprised Be surprised atStep 7Post-taskMake conversations with peter and his friend with the help of 2a & 2b .Step 8Grammar FocusReview the grammar box .Ss say the questions and the responses .Explain the differences between coold/shoold .Homework:17 Go over the words .18 My clothes are out of style ,what shoold I do ? Please give the advice .Write on the Bb Section A (I)Whats wrong with you?I argued with my best friend.What should I do?You should/could.课后反思：本节课主要让学生掌握如何谈论问题，如何给出建议，比较简单易懂。但由于学生语言的积累不够，所以本节课主要是对书本内容掌握熟练，不做过多扩展，学生掌握情况还是比较好的，下一节课对书本内容进行更深一步的拓展。Period2备课 3.2 上课3.3Teaching goals:1. Talk about the problems and give advice.2. Writing practice.3.Either borrow .from. Ask.for. Buy.for.Teaching procedures :Step 1Leading inGreeting and free talk .Check the homework .Collect the students advice .Write it down on the Bb .Step 2Pre-taskReview the differences between “coold /shoold” .Learn the new words in Page 12 .Step 3While-taskSB Page 12 , 3a .Read the instructions .Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .Talk about the students answers .Make sure the students understand the dialogue.Practice readingPay for borrow.from. Either ask.for.Buy.for. Get a tutorStep 4Post-taskSB Page 12 , 3b .Read the instructions .Point out the example conversation and ask two students to read it to the class .Use your head .Find some other ways to get money that arent in the book .Ask Ss to work with partner as they ask for and give advice .Pairwork .Act out the conversations to the class .Step 5While-taskSB Page 12 , Part 4 .Read the instructions .Make sure the Ss understand what they shoold do .Let students read the dialogue .Practice reading .Ask another pair to give their advice on another topic .Pairwork .Homework :将下列短语或句型译为汉语1. keep out2. out of style3. Whats wrong ?4. call sb up5. pay for6. ask for something7. summer camp8. stay at homeWrite on the BbSection APay for borrow.from. Either ask.for.Buy.for. Get a tutor课后反思：本节课课前复习了昨天的建议，学生说的还比较好，通过学习3a 掌握了没有钱的建议，学生根据这个建议进行了对话，拓展的得很好。第四部分让学生小组讨论了学普通话的建议，学生的思维很开阔。这个活动不错。Period3备课 3.3 上课3.4Teaching goals:1. talk about problems and give advice.2. Listening practice.3.The same as in style be different from tell Sb to do Sth Teaching procedures:Step 1Leading inGreetings and free talk .Check the homework .Step 2Pre-taskSB Page 13 , 1a .The same as Be different from Tell Sb to SthRead the instructions to the students .Read the sentences and ask a student to read the sentences to the class .Write NI , I , VI for each statement .“What is important to you when you choose clothes ?”Write one or more of their statements to the class .Talk about the answers with the class .Step 3While-taskSB Page 13 , 2a .Read the instructions .Make sure the Ss understand what they shoold do .Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .Play the tape twice .Ss check the problem they hear .Play the tape again ,Ss correct the answers .SB Page 13 , 2b .Read the instructions .Make sure Ss understand what they shoold pay attention to .Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the text.I think Erin should tell her friend to get different clothes.Because friends shouldnt wear the same clothes.3.To train students ability expression.To train listening and writing skills.To train the communicative competence.Write on the Bb：Section B The same asBe different fromTell Sb to Sth课后反思： 本节课还是在以往的基础上练习问题和建议，话题是好朋友和自己的衣着问题，比较好理解，但是由于听力内容较复杂，学生不容易听出来，所有改为让学生通过阅读听力材料找出答案，对听力的练习来时不得不说是个遗憾。The Fourth Period备课 3.4 上课3.7Teaching Aims and Demands1.Key vocabulary:Original; the same as; in style; nicer; haircut; get-got-gotten2. Key structuresTeaching Key Points1. Key vocabulary original; the same as; in style; nicer; haircut2.Key structures: I think Erin should tell her friend to Because friends shouldnt wear the same clothes.Teaching DifficultyHow to make correct sentences.Teaching AidA computer for multimedia use. Teaching Methods1. Listening and writing methods2. Oral practice method3.Communicative approachTeaching ProceduresStepGreeting and Free talkGreet the class as usual and make the students talk about the problems and others give advice.教学设计说明：利用free talk复习提出问题并让同伴帮助解决。Step Lead-in and Section B 1aShow my new clothes.T: Yesterday I bought new clothes, because my old clothes were out of style. What do you think of these clothes?S1: They are beautiful.S2: They are in style.T: Yes, I think they are in style. So I bought them. When you choose clothes, what is important to you? Here are six statements.They are original.They are comfortable.They are the same as my friends clothes.They are inexpensive.They are colorful.Then ask students to repeat these sentences.Ask students to explain in their own words what each sentence means. Give students an example. For example,T: What does original mean? Who can tell me? OK. You please.S1: Different from the others. Not the same.T: Quite right. When something is original, it is not like all the others. Who can give us an example?S2: My watch doesnt have numbers on it. It has pictures of faces instead of numbers. So my watch is original.T: Very good. Its really not like all the others.(Show the watch to the class.)Encourage students to explain other sentences.Write some words and phrases on the board: the same as, in style, inexpensive, colorful, and explain them. Tell students to write “VI” on line in front of each sentence if the statement is very important to you. Write “I” if it is important and write “NI” if it is not important.Talk about the answers with the whole class. Discuss which answers most students marked as very important.(This activity introduces more key vocabulary.)教学设计说明：用实物引导到1a，连接自然。Step 1b Pair workHave students use the answers to Activity 1a to talk with their partners.Ask students to work with a partner. Have them make their own statements about the items in Activity 1a.A: “They are original” is important. “They are inexpensive” is very important. And “They are colorful” is not important. What about you?B: As students talk, move around the classroom checking their work. Offer language and pronunciation support as needed.Then after they practice a little while, ask several students to say one or more of their statements to the class. Give them little presents if they do their work better.(This activity provides guided oral practice using the target language.)教学设计说明：让学生说出自己的观点，练习口语。Step 2aT: Weve solved our problem. Now Erin meets a problem. He needs help. So she is calling “Teen Talk”. Lets listen and check the problem. And you can think what advice you can give her. Who reads these problems for us? You please.S: My friend has nicer clothes than I do. My friend wears the same clothes and has the same haircut as I do. I dont like my friends clothes and haircut.T: Well listen to a radio advice program. Please call in for help with a problem and other people call up with advice. They will talk about one of these problems. Please check the problem they talk about.Play the recording for students. First time students only listen. And then play the recording for a second time. As they listen to the recording this time, ask students to put a check in front of the problem.Then check the answers.Answers:My friend wears the same clothes and has the same haircut as I do.Tapescript:Host: Hi, Erin. Thanks for calling Teen Talk 109.1 FM. Whats the problem?Erin: Well, see. I always wear fashionable clothes, and I have a really neat haircut.Host: Yes?Erin: Its my friend, Jasmine. She buys the same clothes as I do, and she even gets the same haircut. She copies everything I do. I want to be original. I want to have my own clothes and my own haircut.Host: Lets see if a listener has some advice for you. Kim is calling. Hello, Kim.Kim: Hello.Host: What advice do you have for Erin?Kim: I think she should tell her friend to get different clothes and a different haircut.Host: Thank you for your advice, Kim. OK, we have another caller on the line. Nicole is calling.Nicole: Hi. I think Erin should be happy that her friend likes her clothes and haircut. I dont think Erin has a problem!Host: Thats an interesting opinion. Thank you, Nicole. OK, we have time for one more caller. Emilio is on the line.Emilio: Well, um, I think that Erin should find a new best friend. No one wants a friend who isnt original.(This activity gives students practice in understanding the target language in spoken conversation.)教学设计说明：锻炼学生能够听出对方表达的主要意思。Step 2bT: What advice do you give Erin?S1: He can tell her friend not to wear the same clothes as her.T: Very good. Now there are three people give her advice. Lets listen what advice they are. Lets look at the chart in Activity 2b. Now listen to the recording again and write what each person said after the persons name.Then play the recording again. Allow plenty of time for students to write their answers. If students cant finish writing, play the recording more than once.Then correct the answers.AnswersKim: tell your friend to get different clothes and a different haircut.Nicole: be happy that your friend likes your clothes and haircut.Emilio: find a new best friend.(This activity provides listening and writing practice using the target language.)Step 2c Pair workT: Lets talk about what Erins problem is. You may say: Erins problem is that her friend wears the same clothes and has the same haircut as she does. Then you ask your partner what he/she thinks Erin should do. Give your advice and say why.A: Erins problem is that her friend wears the same clothes and has the same haircut as she does.B: I think Erin should tell her friend to get different clothes.A: Why?B: Because friends shouldnt wear the same clothes.Ask students to work with a partner. As they talk, move around the room checking their work. Tell them they can use the example in the sample dialogue.After a few minutes, ask several different pairs of students to say part of their conversation to the class.Encourage students who are shy to say their conversations. Give then little presents to praise them for their work no matter how their work is.(This activity provides guided oral practice using the target language.)教学设计说明：培养学生的助人为乐的品质，并让学生带着这份爱心来完成听力任务。Step An ActivityHelp each otherThe students take this activity in a group. The students in a group write their own problems in a chart. Then take to other students, let them write their advice in the chart. Or tell the others in a group write the advice in the chart.They can use the language structures1. You could do 2. Maybe you should do3.I think you should do4.I think youd better do5.You shouldnt do教学设计说明：我们的周