初二下英语教案全.doc

Unit 2 What should I do?Target language 目标语言1. Words and expressions重点词汇和短语play, loud, argue, wrong, out of style, keep out2. Key sentences重点句子Whats wrong?My clothes are out of style.Maybe you should buy some new clothes. Ability goals 能力目标Enable students to talk about problems and give advice with the target language. Learning ability goals 学能目标Help students learn how to give advice with should and could.Teaching important and difficult points 教学重难点How to give advice with could and should.Teaching aids 教具准备A tape recorder. Teaching procedures and ways 教学过程与方式Step I Function presentationThis activity introduces some new vocabulary about problems and the new function of giving advice. T: Hello, everyone, Im very tired today. Can you guess why I am so tired today?S1: I think you worked very hard yesterday.T: No.S2: I think you read a book yesterday evening till midnight.T: Oh, no.S3: I think you watched TV yesterday evening.T: No. Because the man upstairs played his CDs too loud and I couldnt go to sleep. Do you have such problems in your life? What problems do you have?Give students about 2 minutes to talk about the problems they have in their life. Then let them turn to page 10 and look at activity 1a.T: Here are some problems in activity 1a. Read the problems and tell if they are serious or not serious. Then put them in the right column below. Then play the tape, let students listen and circle the problems they hear in activity 1a. Then check the answer and let them repeat the problems after the tape.T: In the conversation, a girl talks about her problems and another girl gives her advice. Lets listen and write down the sentences of giving advice. Play the tape again, give time for students to write down the advice. Stop for answers. And play the tape more times if necessary. Then let them say the sentences and write them on the board.Sentences of giving advice:Maybe you should buy some new clothes. Maybe you could get a part-time job in the evenings. You shouldnt argue with your parents. You should talk about your problems. Then make a summary of the functional structure. T: Look at the blackboard, which words are commonly used in these sentences?Ss: Should, shouldnt and could. T: Yes, you are right. We use them to give advice. There are more structures that we can use to give advice. Ill write them on the board. Write “Why dont you .” and “Why not .”on the board. Then present a problem to them, and let students give advice using “should” or “could”. T: At the beginning of the class, I told you about my problem. My neighbor played his CD too loud and I couldnt sleep well. Now could you give me some advice?Ss: You could talk to him about that.Maybe you should call the police.Step II Pair workThen let students work in pairs and practice talking about problems and giving advice. T: Now whod like to read the conversation in activity 1c? Ask two students to read the sample conversation and then let students make similar conversations with the problems in activity 1a. Sample conversation:A: Whats wrong?B: I argued with my best friend.A: Maybe you should say sorry to him. Then let students do more practice about giving advice. Instructions:1. Make a two-column chart on the board with the heading Problem at the top of column 1 and the heading Advice at the top of column 2.2. Divide the whole class into two groups. Let each student from group A writes a problem in the first column. ProblemsAdvice3. Then write the words could, should, and shouldnt on the board next to the chart. Read the problems to the class and ask students in group B to give advice using the words given. e.g.T: I argued with my best friend. What should I do?S: You could / should say sorry to him.Or let students practice in pairs like that.Language tips:Serious problem is a very bad problem, a very big problem. Out of style means not in fashion.argue v. to disagree with someone in words, often in an angry way argue with sb. I dont want to argue with you. argue about sth. They were arguing about how to spend the money.style n. 流行、风格in style 流行的out of style 过时的play v. 播放 play a record / CD / tape etcStep III. HomeworkLet each student writes three or more problems they have on a piece of paper. Unit 3 What were you doing when the UFO arrived?Target language 目标语言1. Words and expressions 重点词汇和短语barber, bathroom, bedroom, kitchen, UFO, alien, kidding, barber shop, get out2. Key sentences 重点句子What were you doing when the UFO arrived?I was standing in front of the library.What were you doing at 11:30 am last Sunday morning?I was doing my homework.Ability goals 能力目标Learn the past progressive tense.Learn to talk about past events using the target language.Learning ability goals 学能目标Help students understand the situations when past progressive tense is used.Help students learn how to talk about past events with the target language. Teaching important and difficult points 教学重难点How to talk about past events using adverbial clauses with when/while.Teaching aids 教具准备Tape recording. Teaching procedures and ways 教学过程与方式Step I Lead-inShow some pictures of UFO and aliens and let students talk about them. T: Boys and girls, here I have some pictures. Look, what are they? Do you know anything about them? Show the pictures to students.S: I know. It is UFO. T: Yes, you are right. Have you seen one with your own eyes?S: No, I read some news reports about it. T: How about the three pictures? Who are they? They look so strange, dont they? In English, they are called “alien” (write the word on the blackboard). They come from other planets and they travel by UFO. Do you believe in alien?S: I dont believe in it, because I have never seen one. T: But some people in a small town saw it. The UFO arrived at the town. A TV reporter heard about that, and he went to the town to have an interview. Do you want to know what happened there? Please turn to page 18. Look at the picture.Step II Function presentation (Section A: 1a, 1b)Talk about the picture with students. And let them finish activity 1a. T: This is the small town. What can you see in the picture?S: The UFO, the reporter, some people and buildings. T: Yes, the reporter is asking the people “Where were you when the UFO arrived?” Read the picture carefully and match the statements with the people in the picture. Before we do the match, first lets deal with some new words.Explain the new words bathroom, bedroom, kitchen, barber and barber shop to students in simple English. Or show some related pictures to help them understand the meanings of these words.bathroom: the place where you wash your bodybedroom: the room where you go to sleepkitchen: the place where you prepare your breakfast, lunch and dinnerbarber shop: the place where you have your hair cutAfter students understand the meanings of these words, the match work will be very easy.Check their match and then move on to 1b.T: Then the reporter asked the people another question, “What were you doing then the UFO arrived?” Now look at the phrases in 1b. Well listen to the tape and circle the correct responses. Write the question on the blackboard. Play the tape twice, for the first time, students just listen, and for the second time, circle the correct answers. Then let students work in groups of six. One is the reporter, and the others are a, b, c, d, e. They do the practice as follows. (R=reporter)R: What were you doing when the UFO arrived?a: I was standing in front of the library.R: What were you doing when the UFO arrived?b: I was sleeping late.R: What were you doing when the UFO arrived?c: I was cooking dinner.R: What were you doing when the UFO arrived?d: I was getting out of the shower.R: What were you doing when the UFO arrived?e: I was cutting hair.Step III Oral practice (Section A: 1c)Talk about what people were doing when the UFO arrived. Point to the man who had his hair cut. T: Where was he when the UFO arrived? S: He was in the barber shop.T: What was he doing when the UFO arrived? S: He was cutting hair.Repeat this by pointing to the other people in the picture. Then let students ask and answer the same question in pairs. Show the following structures on the blackboard or screen. Where was he/she when the UFO arrived?He/she was in .What was he/she doing when the UFO arrived?He/She was . when it arrived. Then ask some pairs to present their conversations in front of the class. Step IV Groupwork (Section A: 4)Deal with activity 4 on page 20. T: Now lets do a group work. Turn to page 20, look at activity 4. Here is a table. You can see a time list on the left. What were you doing at these times last Sunday? Fill in the first column of the table. After students finish the table.T: What were your classmates doing at these times? Now lets have an interview. So what kind of questions should we use in the interview? Now, look at the sample conversation. Id like two of you to read it. (after reading) Good! Now work in groups of three and practice making conversations with your partners and fill in the rest of the table. kidding: to say something that is not true, especially as a jokejust/only kidding e.g. Dont get mad, I was only kidding.No kidding?/Are you kidding?(spoken) used when you are so surprised by what someone has told you that you do not completely believe theme.g. Shes 39 years old? No kidding?Sample conversations:1. A: What were you doing at 11:30 am last Sunday morning?B: I was playing basketball with my friends. A: What were you doing at 11:30 am last Sunday morning?C: I was having lunch with my parents.2. A: What were you doing at 1:00 pm last Sunday morning?B: I was playing computer games.A: What were you doing at 1:00 pm last Sunday morning?C: I was listening to music.3. A: What were you doing at 4:00 pm last Sunday morning?B: I was having fun on the street with my friends.A: What were you doing at 4:00 pm last Sunday morning?C: I was reading a newspaper.4. A: What were you doing at 6:00 pm last Sunday morning?B: I was cooking dinner.A: What were you doing at 6:00 pm last Sunday morning?C: I was watching TV.5. A: What were you doing at 9:00 pm last Sunday morning?B: I was doing my homework.A: What were you doing at 9:00 pm last Sunday morning?C: I was playing the piano. Unit 4 He said I was hard-working.Target language 目标语言1. Words and expressions重点词汇和短语soap opera, ever, mad, anymore 2. Key sentences重点句子What did Marcia say?She said she was having a surprise party for Lana on Friday night.Ability goals 能力目标Enable students to report what some said.Learning ability goals 学能目标Help students learn how to report what some said with reported speech.Teaching important and difficult points 教学重难点How to report what someone said.Teaching aids 教具准备A tape recorder and some pictures.Teaching procedures and ways 教学过程与方式Step I Lead-inT: Hello, everyone! I know many of you like doing sports after school. Right? What other things do you like to do in your free time? Now I will ask some of you.Then ask some of the students and write their sentences on the blackboard.T: These students talk about what they are going to do after school, if you want to tell a friend what they said, how would you tell him? Write the words “He said” and “She said” on the blackboard.T: We can use the words “He said” and “She said” to tell your friend like this: He/She said he/she was going to play basketball after school.Get the students to repeat.Ask four students to stand in front of the class, and the teacher asks them the following questions as a reporter.1. What are you going to do when you grow up?2. What are you going to do next week?3. What are you going to do after school?Step II Function presentation (1a, P26)T: Do you know what a soap opera is? Explain what soap opera is, what things happen on soap operas. Then let them name some soap operas they know.Soap opera: a television or radio story about the daily lives and relationships of the same group of people, which is broadcast regularlyList of some soap operas: 东北一家人我爱我家编辑部的故事成长的烦恼闲人马大姐Then ask about their opinions on soap operas. T: Do you like watching soap operas? Why or why not?S: Yes. They are full of fun. They make you laugh and relaxed. S: No. They are too long and boring.Ask the students to look at the pictures, point at the TV screens in the picture. T: Look at the picture. Two girls are watching a soap opera. They are talking about it.Ask one girl: “Please read what Marcia said.”S: She said she was having a surprise party for Lana on Friday night. Repeat the other pictures in the same way.T: So when we report what someone said, we should use reported speech. Today, we will learn about it. Step III Listening and speaking (1b, 1c, P26)In this step, students will do some listening and oral practice about the reported speech in activity 1a.First, play the tape and let students listen and number the statements in the picture. Then play the tape again and let them repeat the sentences with reported speech.Repeat: She said she was having a surprise party for Lana on Friday night.She said Lana thought she was coming to her house to study.She said she was mad at Marcia. She said she wasnt going to Marcias house on Friday night. T: Who said the first two sentences? S: Marcia.T: And who said the last two sentences?S: Lana.T: Good. Now lets do a pairwork. Use the question on the blackboard and the sentences you repeated to make conversations. Write “What did Marcia/Lana say?” on the blackboard. First Ss work in pairs, then ask some pairs to present their dialogues to the class.Sample structure: What did Marcia/Lana say?She said .T: Very good. Can you report what I said? First, He said to Tom, “We have made a mistake.”S: He said to Tom that they had made a mistake.T: Very good. Next, they said, “We are going to see Lily now.”S: They said they were going to see Lily then.T: He said to me, “which do you like better, this or that?”S: He asked me which one I liked better.Step IV Listening (2a, 2b, P27)This step provides listening practice with the target language. Students will learn more about the use of tense in direct speech and indirect speech. First, point to the five sentences in 2a and ask different students to read them to the class. T: You will hear a conversation between two people who are talking about a soap opera on TV. Circle true or false after each statement according to what you hear.Play the recording. For the first time, Ss just listen for main idea. Play it again, Ss circle their answers. Then check the answers. Then play the tape again, and let students circle the correct answers in 2b. They should pay attention to the use of tense. Then let them compare the use of tense in direct speech and reported speech. T: Now, work in pairs, one reads the sentences in the pictures and the other reads the sentences below the pictures. (after reading) The sentences in the pictures are called “direct speech”, and those below the pictures are called “reported speech”. What tenses are used in each speech? Have you noticed the difference?Ss: The direct speech uses present tense, and the reported speech uses past tense. T: Good point. This is very important. You should remember it. Lets do some oral practice. Step V Pairwork (2c, P27)In this step, students will do some oral practice with the target language. T: Look at the sample conversation in 2c. Id like two of you to read it. Volunteers?Ask two students to read the conversation. Then let students make conversations according to what they hear in the listening material. T: Now I will play the tape recording again. Listen and make some notes. You will use the notes to make conversations. Are you ready? Play the recording again. Give students several minutes to prepare. Check the students work by asking several pairs to present their conversations to the class.A sample conversation:A: What happened on “Young Lives” last night?B: Ben told Lana that Marcia was going to have a surprise party for her.A: Then what did Lana say?B: She said she would go to Marcias house on Friday night.A: Then what?B: Marcia called everyone and told her that she could bring some drinks and snacks to her house on Friday night. B: What did Marcia say?A: She told Lana she would be glad. Step VI Grammar focusReview the grammar box. Give students a summary of the grammar point. T: You can answer the question What did he/she say? In two ways: 1) by repeating the words spoken (direct speech) 2) by reporting the words spoken (indirect or reported speech). Show the following explanations on the screen.Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken between inverted commas (“.”) and there is no change in these words.Unit 5 If you go to the party, youll have a great time!Target language 目标语言1. Words and expressions重点词汇和短语jeans, organize, have a great time, go to the party, have a party2. Key sentences重点句子I am going to the party.If you do, you will have a great time.What will happen if they have the party today?Ability goals 能力目标Enable students to talk about consequences with conditional adverbial clause.Enable students to make plan with present progressive tense. Learning ability goals 学能目标Help students learn how to make a plan with present progressive as future and talk about consequen