八年级新目标(下)Unit2WhatshouldIdo教案.doc

Unit 2 What should I do?I Teaching objectives 单元教学目标SkillFocusTalk about problems.Give advice with could / should. Write about problems and advice.Read a passage about childrens problem of being too busy.LanguageFocus功能句式Talk about problemsWhats wrong?Whats the matter?I argued with my best friend. My clothes are out of style.Ask for advice and give adviceWhat should I do?You could write him a letter.Maybe he should say hes sorry. They shouldnt argue.Why dont you .?Why not .?Comment on adviceThats a good idea.Maybe thats not a good idea.Its a bad idea.Its an okay idea.词汇1. 重点词汇 play, loud, argue, wrong, could, ticket, surprise, either, except, fail, football, until, fit, include, send, themselves, should2 认读词汇 style, bake, tutor, original, nicer, haircut, upset, pressure, complain, pushy, compare, crazy, adult, Teen Talk, organized3 词组keep out, out of style, call sb. up, on the phone, pay for, the same as, in style, get on, as much as possible, complain about, all kinds of, compare . with ., on the one hand, on the other hand语法How to use “should / could / shouldnt” to give adviceStrategyFocusListening for specific informationCooperating2. 教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c) Function Period 2 (Section A: 2a, 2b, 2c) GrammarPeriod 3 (Section A: 3a, 3b, 4) Reading and speakingPeriod 4 (Section B: 1a, 1b, 2a, 2b, 2c) Listening and speakingPeriod 5 (Section B: 3a, 3b, 3c, 4, Self check) Integrating skills Period 6 (Reading: Section 1-Section 4) Extensive reading III. Teaching plans for each period 分课时教案Period 1 FunctionTarget 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. 3. 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. Period 2 GrammarTarget language 目标语言1. Words and expressions重点词汇和短语could, should, surprise, call up, on the phone2. Key sentences重点句子What should I do? (Maybe) you could / should .They shouldnt . Ability goals 能力目标Enable students to ask for and give advice. Learning ability goals 学能目标Help students learn how to ask for and give advice with the target language.Teaching important and difficult points 教学重难点How to tell the slight difference between “could” and “should”. Teaching aids 教具准备 : Tape recorder.Teaching procedures and ways 教学过程与方式Step I Revision T: Yesterday, I talked to my neighbor upstairs about the problem, do you know what happened? He said sorry to me. He told me that he wouldnt do that again. I had a good sleep last night. So thank you for your advice. Yesterday, I asked you to write your problems on the paper. Now I will collect your paper. Collect the paper; choose some samples and read the problems one by one to the class. Let students give advice by saying “Maybe he or she should/could .” to review the target language. For example, teacher reads, “This Friday is my mothers birthday, but I dont have money to buy gift for her.” Then a student may offer his/her advice like, “Maybe he/she could sing a song for his/her mother.”tep II ListeningThis activity provides listening practice using the target language. T: Now you will hear a conversation between Peter and a friend. Peter talks about his problems and his friend gives him advice. Listen and circle the word “could” or “should” you hear.Play the recording for the first time and students circle the words Peters friend uses to give advice. Check the answers. Then play the recording again, let students repeat the sentences of giving advice. Then move on to activity 2b.T: Now look at the sentences in activity 2b. There are two groups of sentences. The group on the left are sentences of advice, and the group on the right are reasons that Peter doesnt like the advice. We will listen to the recording again, draw lines to match the advice with the reasons. Play the recording again. Then check the answers. Step III GroupworkIn this step, students will do some oral practice with the target language. Point to the example in the sample dialogue. Ask two students to read the conversation to the class.eg. A: Whats the matter, Peter?B: I argued with my best friend.A: Maybe you could call him up.B: I dont want to talk about it on the phone. Ask students to role play the conversation between Peter and his friend using the two sets of sentences in activity 2b. Check the answers by calling on different pairs to say their conversation to the class. Step IV Grammar focusReview the grammar box and give a summary.T: These days, we learned how to use “could” and “should” to give advice. In fact, there is a little difference between these two words. “Could” is a less serious word than “should”. We use the word “could” when we are not sure of our advice. We use “should” when we are very sure of our advice. So you should remember this rule when you give advice. By the way, what do we say when we ask for advice?Ss: What should I do?T: Right! But we dont say “what could I do”. Remember? Ok, so much for today. Language tips:surprise v. to make someone feel surprised His strange question surprised her. His death surprised me. call sb up (informal; especially American English) to telephone someoneHe called me up to tell me about it.Ill call you up later. on the phone 用电话交谈，在通话You cant see her now, she is on the phone. They have been on the phone for an hour. Period 3 Reading and speakingTarget language 目标语言1. Words and expressions重点词汇和短语either, tutor, good idea, bad idea, okay idea, pay for, part-time job2. Key sentences重点句子Thats a good idea (bad idea/okay idea).Maybe thats not a good idea.Ability goals 能力目标Enable students to make comments on advice with the target language.Learning ability goals 学能目标Help students learn how make comments on advice with the target language.Teaching important and difficult points 教学重难点How to make comments on advice. Teaching aids 教具准备No special teaching material is needed. Teaching procedures and ways 教学过程与方式Step I Free talk and lead-inPresent a problem to the class and let students give some advice. Make comments on their advice with “bad idea”, “good idea” or “okay idea”. Then let students read a conversation and make comments on some advice in it with these words.T: Womens Day is coming. Li Lei wants to buy a gift for his mother. But he doesnt have any money. What should he do?S1: He could borrow some money from his brother.T: Thats a bad idea (write “bad idea” on the board). His brother doesnt have any money, either.S2: Maybe he could get a part-time job.T: Thats an okay idea (write “okay idea” on the board). But he doesnt have too much free time.S3: I think he should ask his father for help. T: Good idea! (write “good idea” on the board)Step II Reading In this step, students will read a conversation and label the advice in it as “good idea”, “okay idea” or “bad idea”. Show the following table on the board. T: Now we are going to read a conversation. In this conversation, Eve asks her friends for some advice on summer camp. Find out their advice and fill it in the table. Give students 2 minutes to read the conversation. Then ask a student to fill in the table with advice.T: What do you think of their advice? Are they “good idea”, “okay idea” or “bad idea”?Show the pictures below to explain what “good idea”, “okay idea” and “bad idea” mean.Step III Pairwork Get students do some oral practice about asking for advice and giving advice with the target language. T: Now Id like two of you to read the sample conversation in activity 3b. (after reading) Can you give any other advice of getting more money?Write what students may say on the board. Then let them make similar conversations with the advice on the board. Then move on to activity 4. This activity provides an opportunity for students to use the target language to give advice for given situation.First read the instructions. Then ask students to give at least five pieces of advice.T: What advice will you give to Jim to practice his Putonghua? Think about how you practice your English. Then write down your advice on the blank, and share it in groups. By the way, what is tutor? I know some of you have tutors. A tutor helps you with your study at home, understand? Sample advice:Make friends with Chinese people; Listen to some Chinese radio or watch Chinese TV programs; Go to Chinese school; Live with a Chinese family Then ask two students to read the sample conversation.A: Jim could join a club.B: But hes very shy. Maybe thats not a good idea.A: Well, then, he could get a tutor to come to his home.B: Yes, thats a good idea.Then let students work in pairs and practice making conversation with the advice they have written. T: Now make similar conversation with your partner. First, you offer your advice, then the partner says his/her idea about the advice. Understand? Ok, here we go!Finally, let two pairs of students to say their conversations to the class.Sample conversation:A: I think Jim could live with a Chinese family.B: But he is shy. Thats not a good idea.A: Well, then, he could listen to some Chinese radio programs or watch Chinese TV programs. B: Yes, thats a good idea. Period 4 Listening and speakingTarget language 目标语言1. Words and expressions重点词汇和短语original, the same as, in style, haircut2. Key sentences重点句子I think Erin should tell her friend to get different clothes.Friends shouldnt wear the same clothes. They are the same as my friends clothes.Ability goals 能力目标：Enable students to listen for problems and talk about advice. Learning ability goals 学能目标Help students learn how to give advice and tell the reason.Teaching important and difficult points 教学重难点Use of some key vocabulary.Teaching aids 教具准备：Tape recorder and a projector.Teaching procedures and ways 教学过程与方式Step I Word studyThis activity introduces some key vocabulary about clothes. First, teacher can have a free talk with students about clothes.T: Oh! You look smart (beautiful) in this suit. Where did you buy it? . Is it expensive? . I have a question for you: when you choose clothes, what is important to you, girls?Gs: Color, price, style, material .T: How about boys? Bs: .T: It seems that boys and girls have different choices. Now turn to page 13. Look at the sentences in 1a. Ask a student to read the six sentences. Then give some explanations about some new words and phrases. Language tips:original: new; completely new and different from anything that anyone has thought of beforeThats not a very original suggestion. a highly original design His work is truly original.the same as: used to say two or more people, things, events etc are exactly like each otherHe gets the same pay as me but he gets his own office. She was born on the same day as me.in style: done in a way that people admire, especially because it is unusual; fashionable (opposite: out of style)They lived in an expensive hotel and really lived in style. Long skirts are back in style.T: When something is original, it is not like all the others. Can you give an example?S: My alarm clock doesnt have numbers on it. It has pictures of faces instead of numbers. My alarm clock is original.T: Good. Xiao Wang, is your penci-box the same as your desk mates?S: No, my pencil-box is not the same as his. T: I see. Whose clothes are in style in our class? Can you tell me? Ss: .T: Now look at statements in 1a again. Read the instructions and finish the activity. After students finish the activity, let them exchange their answers. Step II Listening This step provides listening practice with the target language. T: From the survey, we know that most of you dont like the same clothes as your friends. But if you have a friend who always wears the same clothes as you do, what should you do?S: I will ask him to wear different clothes.T: Thats a good idea. Erin has the same problem as you do. She called a radio advice program “Teen Talk” for help. Lets listen and see what her problem is. First let students read the three statements in the box of activity 2a. Then play the recording. Students listen and check the problem. T: What is Erins problem?Ss: Her friend wears the same clothes and has the same haircut as she does.T: You are right. So what should she do? What advice will you give her?S: Maybe she should talk to her friend and tell her friend that she is not happy about that. T: Thats a good advice. In the programme, some listeners gave her some advice. Look at the chart in 2b. Lets listen to the recording again and fill in it. Play the recording again. Stop for the answers. Then play the recording for a third time for students to check their answers. T: What advice does Kim give? What did he say?S: He thinks Erin should tell her friend to get different clothes and a different haircut.T: Right. How about Nicole?S: He thinks Erin should be happy that her friend likes her clothes and haircut.T: What about Emilio?S: She thinks that Erin should find a new best friend.T: OK. Do you agree with them? Please talk about your ideas in pairs.Step III Pairwork In this step, students will work in pairs and talk about the advice to Erin.T: What do you think of Kim, Nicole, and Emilios advice? Whom do you agree with? Why? Talk about these advice with your partner. First, Id like two of you to read the sa