英语八年级(下)教学设计Unit2WhatshouldIdo
Unit2WhatshouldIdo？教案教学设计（新目标版英语八年级）
Unit2WhatshouldIdo？教案教学设计（新目标版英语八年级）单元教材分析学会should ,Why don’t you和 could在英语中的习惯用法。
使用这些习惯用法，就自己生活、学习中存在的某些实际问题提出建议；拒绝、接受别人的建议。
在学习贴近学生生活实际的语言知识的同时，特别关注学生生活和学习中的真实困难和烦恼。
进一步引导学生对自我和周围世界进行比较客观的认识、评价，发展学生主动解决问题的自我意识和行为能力。
发展学生与人和谐交往的能力；培养在学生交流中寻求帮助。
既坚持自己观点、又听取别人建议。
单元目标1知识目标：学会使用情态动词should、could，学习并使用新单词1. The students will learn to talk about problems.2. The students can help people in trouble and how to give advice.3. Practice the sentences with “could, couldn’t, shouldn’t”.3. To learn the words and expressions about reading passage.2能力目标：（1）能够谈论自己的麻烦和问题。
（2）能够为他人的问题找到合理的解决办法，提出相应的建议。
（3）能够从他人的建议中为自己的问题找到解决办法。
3情感目标：通过共同探讨、解决各种烦恼和困惑，学会反思自己，体谅他人，树立合作精神，培养积极乐观的情感态度。
单元重难点一览重点难点1．词汇：serious, stereo, loud, argue, could, argument, either, bake, teen, family, tutor, original, trendy, haircut, caller, except, upset, lose, aunty, fight2．词汇： out of style, keep out, call up, pay for, ask for, the same as, at school, leave out, get on well with, look for, want sb to do sth, argue with, write sb a letter, a ticket to a ball game, have a bake sale, get a tutor, find out, invite sb to d o sth, leave… at home, be angry with, give sb some advice3．句型：What’s wrong?My parents want me to stay at home every night.My brother plays his stereo too loud.What should I do?Why don’t you talk to him about it?You could give him a ticket to a ball game.I think you should ask your parents for some money.My friend wears the same clothes and has the same haircut as I do.1．语法：could, should的用法。
八年级英语：Unit2WhatshouldIdo教案
初中英语新课程标准教材英语教课方案( 2019—2020学年度第二学期)学校：年级：任课教师：英语教课方案 /初中英语/八年级英语教课方案编订： XX文讯教育机构Unit 2 What should I do教课方案教材介 : 本教材主要用途通学英的内容，提升学生的言技术，增添一言能力，有益于国化的平时沟通、生活、工作等，本教课料合用于初中八年英科目 , 学后学生能获得全面的展和提升。
本内容是依据教材的内容行的写，能够放心改正整或直接行教课使用。
unit 2 what should i do?教课方案元教课目与要求安排5① 在学校和家庭中碰到的各种麻和；② 别人找到合理的解决法, 提出相的建；③ 自己的找到解决法。
period 1 section a（1a—2）teaching aims1. knowledge aims① key vocabularies:play cds, argue with sb, too loud out of style, what ’s wrong? surprise, ticket.② key sentences: what’s the matter with⋯? / what’ s wrong⋯ ? /what should i/ he / they do? you could / should /⋯you’ d better⋯ why not⋯2. ability aimsto train students’ ability of judgment.to have ss give adviceto improve students’ ability of listening and speaking.3. emotion aimsto teach them to understand others.to teach them to help others when they are in trouble. important difficult pointsto know about others’ troubleto use different sentences to give some adviceteaching aidstape recorderteaching steps( 一) step 1. lead-ingreet with ssask some of them:are you happy today? why?is the icy happy today?what’s the matter with him?is it serious?what should he do?由what’ s the matter with⋯? what should he do?两个学生熟习的句式入新，学生有可，也下文作。
初中英语八年级下册Unit 2 What should I do全英文说课稿教学设计
八年级英语下Unit 2说课What should I do ?I. Teaching aims and teaching demands:In this unit students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularyargue, loud, original ,out of style, tutor, upset, adult,Recycling: problem, sorry, part-time, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someone’s house, every nightB. Target languageMy brother plays his CD too loud.What should I do ?Why don’t you talk to him about it?C. StructuresModals could, shouldWhy don’t you …?(formulaic)III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. This unit is divided into seven periods.Lesson 1 Speak and listenSection A 1a---1cI. Teaching aims and demands:Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularykeep out , play, loud, argue, wrong, What’s wrong ? out of style , c ould, should,B. Target languageMy brother plays his CDs too loud.Maybe you should buy some new clothes.III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionTask 1. DictationTask 2. Ask and answer.Questions about future with will.Activity 2. PresentationThis activity introduces some new vocabulary.Task 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 .Then ask the students to tell you what you could do about it.Task 2. Then read the problem to the class again. Then write the words could ,should ,and shouldn’t on the board next to the chart. Read the problem to the class again and help the class give advice using the words could, should ,and shouldn’t.Task 3. Ask the students to finish the task in 1a.Teach : Serious problem is a very bad problem, a very big problem. Out of style means not in fashion.enough money : I don’t have enough money to buy a bike.Ask the students to write the problems in the serious or Not serious column.Task 4. Talk about the answers.Ask ,Who put “My parents want me to stay at home every night?” the serious column? Ask the same questions about the other items. Discuss which problems students thought were the most serious.Activity3. Listen and circle the problems you hear in activity 1a.Task 1.Point to the pictures in activity 1a. Ask different students to say what they see in each picture. Read the instructions to students.Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time. Students circle the problems they hear. Then check the answers.Step4. PairworkAsk the students to look at the problems in activity 1a and make conversations. Homework1. Make up your own conversations.2. Make ten sentences with could, should and shouldn’t.Lesson 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands :Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularycall sb. up, ticket, su rprise, on the phone, What’s the matter?B. 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 procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.Task2. Revise the vocabulary.Activity 2. Listening and circling .Task1.Read the instructions. Learn the key vocabulary.Read and repeat the phrases.Task2.You will hear a conversation between Nari and a friend.Play the recording twice and students circle the word ,Nari’s friend uses to give advice. Then check the answers.Activity 3.ListeningTask 1. Read the instructions. Show students the example match.Task 2. Play the recording again and check the answers.Activity 4. GroupworkTask 1.Read the instructions for the activity.Task 2. Point to the example in the sample dialogue. Ask two students to read the conversation to class.Task 3. Ask students to role play a conversation between Nari and his friend using these two sets of sentences.Then have the students work in pairs.Task 4. Check the answers by calling on different pairs to say a conversation to the class. Activity 5. Grammar FocusReview the grammar box.ask the students to say the questions and the responses. Explain that the word should is always used to ask for advice, but the words could, should, and shouldn’t are used to give advice. Could is a less serious word than should.Pay attention to the questions and answers, ask and answer loudly.Homework1. Review the conversation and the vocabulary.2. Write your own conversations on giving advice.Lesson 3 Reading and writingI. Teaching aims and demands :Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularypay 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 procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Reading and writingTask 1 .Read the instructions. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used.Task 2. Ask four students to read the conversation to the class.Ask the students to fill in the blank.Then ask and answer in groups.Activity 3. PairworkTask 1. Read the instructions.And then ask two students to read the sample conversation. Task2.Ask the students to say some ways to get money that aren’t in th e book.Task 3. ask the students to work with partners as they ask for and give advice.Then ask two or three pairs of the students to say their conversations to the class.Activity 4. PairworkThis activity provides an opportunity for students to use the language of the unit to give advice.Task 1. Read the instructions. Then ask two students to read the dialogue.Task 2. Ask another pair of students to give their advice on another topic. Pick a topic of current interest in the news.Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 4 Section BI. Teaching aims and demands :Students practice using the target language.II. Teaching key and difficult points:A. Vocabularyoriginal , the same as, in style, nicer, haircut, inexpensive, comfortableB. Target languageI think Erin should tell her friend to get different clothes.Friends shouldn’t wear the same clothes.They are the same as my friend’s clothes.III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionThis activity introduces the key vocabulary.Task 1.Read the instructions in 1a. Ask a student to read the sentences to the class.Read each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means.For example: T: What does original mean?S1: Different from others. Not the same.T: Correct. When something is original, it is not like all the others. Can you give an example?S1:My watch doesn’t have numbers on it. It has pictures of faces instead ofnumbers. My watch is original.T: Correct. It’s not like all the others.Task 2.Point out the write-in line in front of each sentence. write VI if the statement is very important to you, write I if the statement is somewhat important to you, and write NI if it is not important.Task 3. Talk about the answers with the class.Activity 2. ListeningTask 1. 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 for 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.Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time.Ask the students to put a check in front of these problems. Then check the answer.Activity 3.Listening and writingA. Listen carefully and fill in the chart with the advice that you hear .Then check theanswers .B. Listen again and fill in the chart. Then check the answers.Activity 4. PairworkTask 1.Read the instructions.Task 2.Ask two students to read the conversation to the class.Task 3. Work with the partners and say what do you think Erin should do.Ask some pairs of students to say part of their conversation to the class. Homework1.Review the vocabulary .2.Write your own conversations about advice.Lesson 5 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:A.Vocabularyexcept, 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.I’m very upset and don’t 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 can’t think what I did wrong.I don’t 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. WritingTask 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.1. read the instructions.2. ask the students to say some problems they might write about.3. ask some students to read their letters.Step 5. Groupwork1. Ask the students to read the instructions.2. Ask two students to read the dialogue.3. Ask another pair of students to give their advice for one of the problems.4. Ask students to complete the work in groups.5. Ask a few students to share the sample conversations.Step 6.Self Check1. Ask the students to do the exercises on their own .Then check the answers.2. Read the letter and then write some advice.3. Ask a few students to read their letters of advice.4. Just for fun. Ask two students to read the conversation to the class.Homework1.Review the vocabulary .2.Finish off the writing exercises.Lesson 6 Reading and writingI. Teaching aims and demands :Students learn to master the reading skills.II.Teaching key and difficult points:A. Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…B. Target languageWhat should you do to relax?Parents should learn to give their kids a bit more time to themselves.III. Teaching methods: Audio-lingual methods and Control-reading and writing.IV. Teaching aids: a tape-playerV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Before You ReadTask 1 .Read the instructions.1. Encourage the students to think about life outside school hours. List them on the Bb.2. Ask the students to use the list on the Bb to complete the two boxes labeled ‘I do’, and‘I don’t do-‘. They are free to add any ore activities they do, or don’t currently.3. Ask a few students to share what they have written.Task 2.Teach the students about using a dictionary.1. Explain that a dictionary can help students learn independently.They can learn newwords, how to pronounce them, and how to use them correctly.2. Let the students to look up the words in the box.3. Have a brief memory quiz on all the words.4. Discuss the points made in the Reading Strategy about using a bilingual ,learner’s and electronic dictionary.Activity 3. While You ReadingTask 1. Ask the students to read and notice the words they have just looked up in their dictionaries. Read the sentences to the class.Task2.Ask the students to read the passage loudly .Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 7 Reading and writeI. Teaching aims and demands :Students learn to master the reading skills.II.Teaching key and difficult points:A. Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…B. Target languageWhat should you do to relax?Parents should learn to give their kids a bit more time to themselves.III. Teaching methods: Audio-lingual methods and Control-reading and writing.IV. Teaching aids: a tape-playerV. Teaching procedureActivity 1. RevisionTask 1. Dictation.Task 2. Read the passage to the class.Activity 2. After You ReadTask 1. Read the statements.Task 2. Discuss with your partners.Task 3. Ask each group to report their ideas to the class.Activity 3. writingAsk the students to write a sentence of their own using the words from the box in Section1b.Activity 4. WritingTask 1.Read the instructions.Task 2.Review language used for advice.Then imagine you are Dr Alice Green.Write a letter to Cathy Taylor. Give advice about what she should do with her children.Activity 5. Go for it !1. Write Pressure on the Bb.Make a survey with two questions:When do you feel under pressure?What should you do to relax?2.If there is someone in your class who has a big problem, make a plan to help them. Homework1.Review the vocabulary .2.Finish writing the letter.。
人教版英语八年级下册单元教案--Unit 2 What should I do
人教版八年级英语下册精品教案Unit 2 What should I do?Period OneⅠ. Teaching contentsSection A 1a 1b 1cⅡ. Teaching aims and demandsStudents learn to talk about problems and give advice.Ⅲ. Teaching key and difficult points.A.Vocabularykeep out , play, loud, argue, wrong, What’s wrong ? out of style , could, should,B.Target languageMy brother plays his CDs too loud.Maybe you should buy some new clothes.Ⅳ. Teaching methods: Audio-lingual methodsⅤ. Teaching aids: a tape recorder; a projectorⅥ. Teaching ProceduresStep 1. RevisionTask 1. Dictation of the new words in unit 1.Task 2. Ask and answer. Questions about future with will.Step 2. PresentationThis activity introduces some new vocabulary.Task 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 .Then ask the students to tell you what you could do about it.Task 2. Then read the problem to the class again. Then write the words could ,should ,and shouldn’t on the board next to the chart. Read the problem again and help the class give advice using the words could, should ,and shouldn’t.Task 3. Ask the students to finish the task in 1a.Teach : Serious problem is a very bad problem, a very big problem. Out of style means not in fashion.enough money : I don’t have enough money to buy a bike.Ask the students to write the problems in the serious or Not serious column.Task 4. Talk about the answers.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.Step3. Listen and circle the problems you hear in activity 1a.Task 1.Point to the pictures in activity 1a. Ask different students to say what they see in each picture. Read the instructions to students.Task 2. Play the recording Students only listen and circle the problems they hear. Then check the answers.Step4. PairworkAsk the students to look at the problems in activity 1a and make conversations. Homework1.Make up your own conversations.Period Two人教版八年级英语下册精品教案Ⅰ. Teaching contents: Section A 2a---Grammar FocusⅡ. Teaching aims and demandsStudents learn to talk about problems and give advice.Ⅲ. Teaching key and difficult points.A.Vocabularycall sb. up, ticket, surprise, on the phon e, What’s the matter?B.Target languageYou could go to his house.You could give him a ticket to a ball game.What should I /he/they do ?Ⅳ. Teaching aidsa tape recorder; a projectorⅤ.Teaching ProceduresStep1. RevisionTask1. Check the homework. Ask and answer.Task2. Revise the vocabulary.Step2. Listening and circling .Task1.Read the instructions. Learn the key vocabulary.Read and repeat the phrases.Task2.You will hear a conversation between Peter and a friend.Play the recording twice and students circle the word, Peter’s friend uses to give advice.Then check the answers.Step3.ListeningTask 1. Read the instructions. Show students the example match.Task 2. Play the recording again and check the answers.Step 4. GroupworkTask 1.Read the instructions for the activity.Task 2. Point to the example in the sample dialogue. Ask two students to read the conversation to class.Task 3. Ask students to role play a conversation between Peter and his friend using these two sets of sentences. Then have the students work in pairs.Task 4. Check the answers by calling on different pairs to say a conversation to theclass.Step5. Grammar FocusReview the grammar box. Ask the students to say the questions and the responses. Explain that the word should is always used to ask for advice, but the words could, should, and shouldn’t are used to give advice. Could is a less serious word than should.Pay attention to the questions and answers, ask and answer loudly.Homework1.Review the conversation and the vocabulary.2.Write your own conversations on exercise book.Period ThreeⅠ. Teaching contents: Section A 3a---4Ⅱ. Teaching aims and demands人教版八年级英语下册精品教案Students learn to talk about problems and give advice.Ⅲ. Teaching key and difficult points.A. Vocabularypay 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.Ⅳ. Teaching methodsAudio-lingual methods and Control-reading and writing.Ⅴ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Step 2. Reading and writingTask 1 .Read the instructions. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used.Task 2. Ask four students to read the conversation to the class.Ask the students to fill in the blank.Then ask and answer in groups.Step3. Pair workTask 1. Read the instructions. And then ask two students to read the sample conversation.Task2.Ask the students to say some ways to get money that aren’t in the book.Task 3. ask the students to work with partners as they ask for and give advice. Then ask two or three pairs of the students to say their conversations to the class.Step 4. Pair workThis activity provides an opportunity for students to use the language of the unit to give advice.Task 1. Read the instructions. Then ask two students to read the dialogue.Task 2. Ask another pair of students to give their advice on another topic. Pick a topic of current interest in the news.Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Bb design:Unit 2 What should I do?Period Twopay for good ideaget a part-time job okay ideahave a bake sale bad ideacall “Teen Talk”get a tutorshy eitherPeriod FourⅠ. Teaching contents: Section B 1a—2cⅡ. Teaching aims and demandsStudents practice using the target language.Ⅲ. Teaching key and difficult points.人教版八年级英语下册精品教案A. Vocabularyoriginal, the same as, in style, nicer, haircut, inexpensive, comfortableB. Target languageI think Erin should tell her friend to get different clothes.Friends shouldn’t wear the same clothes.They are the same as my friend’s clothes.Ⅳ. Teaching methods: Audio-lingual methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep 1. RevisionThis activity introduces the key vocabulary.Task 1.Read the instructions in 1a. Ask a student to read the sentences to the class. Read each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means.e.g. T: What does original mean?S1: Different from others. Not the same.T: Correct. When something is original, it is not like all the others. Can you give an example?S1: My watch doesn’t have numbers on it. I t has pictures of faces instead of numbers. My watch is original.T: Correct. It’s not like all the others.Task 2.Point out the write-in line in front of each sentence. write VI if the statement is very important to you, write I if the statement is somewhat important to you, and write NI if it is not important.Task 3. Talk about the answers with the class.Step 2. ListeningTask 1. 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 for 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.Task 2. Play the recording Students listen. Ask the students to put a check in front of these problems. Then check the answer.Step 3.Listening and writingListen carefully and fill in the chart with the advice that you hear .Then check the answers.Listen again and fill in the chart. Then check the answers.Step4. Pair workTask 1.Read the instructions. Ask two students to read the conversation to the class. Task 2.Work with the partners and say what you think Erin should do.Ask some pairs of students to say part of their conversation to the class. Homework1. Review the vocabulary.2. Write your own conversations about advice.Period FiveⅠ. Teaching contents: Section B 3a--Self CheckⅡ. Teaching aims and demandsStudents practice the target language by reading and writing.Ⅲ. Teaching key and difficult points.A. Vocabulary: except, upset, find out, do wrong, what to do, lonely, argueB. Target language人教版八年级英语下册精品教案What should I do? / You could be friendlier. / You should try to be funny. / Everyone else in my class was invited except me. /I’m very upset and don’t know what to do.I just found out that my friends were planning a birthday party for my best friend…Ⅳ. Teaching aids: a tape recorder;Ⅴ. Teaching ProceduresStep 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 can’t think what I did wrong.I don’t 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. WritingTask 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.1.Read the instructions.2.Ask the students to say some problems they might write about.3.Ask some students to read their letters.Step 5. Group work1.Ask the students to read the instructions.2.Ask two students to read the dialogue.3.Ask another pair of students to give their advice for one of the problems.4.Ask students to complete the work in groups.5.Ask a few students to share the sample conversations.Step 6.Self Check1.Ask the students to do the exercises on their own .Then check the answers.2.Read the letter and then write some advice.3.Ask a few students to read their letters of advice.4.Just for fun. Ask two students to read the conversation to the class.Homework1. Review the vocabulary.2. Finish off the writing exercises.Period SixⅠ. Teaching contents: Section1—4 Reading and writingⅡ. Teaching aims and demandsStudents learn to master the reading skills.Ⅲ. Teaching key and difficult points.A. Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…B. Target language人教版八年级英语下册精品教案What should you do to relax?Parents should learn to give their kids a bit more time to themselves.Ⅳ. Teaching aids: a tape recorder; a projectorⅤ. Teaching ProceduresActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Before You ReadTask 1 .Read the instructions.1.Encourage the Ss to think about life outside school hours. List them on the Bb.2.Ask the Ss to use the list on the Bb to complete the boxes labeled ‘I do’ and “Idon’t do”. They are free to add any more activities they do, or don’t currently. 3.Ask a few students to share what they have written.Task 2.Teach the students about using a dictionary.1.Explain that a dictionary can help students learn independently. They can learnnew words, how to pronounce them, and how to use them correctly.2.Let the students to look up the words in the box.3.Have a brief memory quiz on all the words.4. Discuss the points made in the Reading Strategy about using a bilingual, learners and electronic dictionary.Activity 3. While You ReadingTask 1. Ask the students to read and notice the words they have just looked up in their dictionaries. Read the sentences to the class.Task2.Ask the students to read the passage loudly.Activity 2. After You ReadTask 1. Read the statements.Task 2. Discuss with your partners.Task 3. Ask each group to report their ideas to the class.Activity 3. writingAsk the students to write a sentence of their own using the words from the box in Section1b.Activity 4. WritingTask 1.Read the instructions.人教版八年级英语下册精品教案Task 2.Review language used for advice. Then imagine you are Dr Alice Green. Write a letter to Cathy Taylor. Give advice about what she should do with her children.Activity 5. Go for it!1.Write Pressure on the Bb. Make a survey with two questions:When do you feel under pressure? What should you do to relax?2.If someone in your class has a big problem, make a plan to help them. Homework1. Review the vocabulary and target language.2. Write your own conversations about problems and advice.12。
新目标英语八级下教案UnitWhatshouldIdo
新目标英语八年级下教案Unit 2 What should I do?一、教案目标1谈论在在学校和家庭中遇到的种种麻烦和问题。
2为他人找到合理的解决办法，提出相应的建议。
3为自己的问题找到解决办法。
二、教案向导1语言功能：谈论遇到的问题；提出建议。
2 语言目标：My brother plays his CD too loud. What should I do? Why don 'you talk to him about it? 3语言结构：情态动词could, should的用法。
Why don 'you…?结构。
4 重点词汇：loud, agree, original, out of style, talk on the phone, advice, ask for, call up, pay for, eno ugh, talk about.The first period1 Review the words of un it 1.2 Review the simple future ten se.Step 2 Prese ntati onMake a two---column chart on the board with the heading problem at the top of column 1 and the headi ng advice at the top of colu mn 2, write only the words that describe the advice and don 'use the words could, should and shouldn 'for moment. For example:2 Using the words could, should and shouldn 'to describle the advice. For example:You could wait un til n ext year.You should n 'buy a guitar.You could borrow one.Say, in this un it, we are going to talk about problems. People have and lear n how to give these people advice.Step 3 Activity 1a1 Give two minutes to the students to write the problems in the serious on not serious columns.2 Talk about the an swers with the class. Ask, who put my pare nts want me to stay at home every night ”n the serious column? Ask the same questions about the other items.3 Read the sentences after me.Step 4 Liste ningListen and circle the problem you hear in activity 1a.Step 5 Work in pairs1Look at the problems in activity 1a and make conversations.2 Give three minutes to the students to work in pairs.3 Ask a few pairs of students to present their conversations to the class.Step 6 Listening1 Listen to the tape and finish activities 2a and 2b, then check the answers.2 Then read the tape scripts after me.Step 7 PracticeRole play the conversation between Peter and his friend. For example: A: What is the matter, Peter? B: I had an argument with my best friend. What should I do?A: Well, you could write him a letter.Step 8 SummaryIn this unit, we are going to talk about problems people have and use the words could, should and shouldn 'tto describle the advice. Give some examples.Step 9 Homework1 Copy the words of this lesson.2 Review the contents of this lesson.The second periodStep 1 Revision1 Review the words of last lesson.2 Review the uses of the words: could, should and shouldn 't.Step 2 Activity 3a1 Write the three possible responses on the Bb and ask a student to read the responses to the class.2 Ask four students to read the conversation to the class.3 Explain some important and difficult points.4 Give two students to the students to label each piece of advice as either good idea, OK, idea or bad idea.5 Talk about the students 'answers.Step 3 Work in pairs1 Point to the example conversation in activity 3b and ask two students to read it to the class.2 Ask students for some ways to get money that aren 'tin the book.3 Ask students to work with partners as they ask for and give advice.4 Ask two or three pairs of students to present their conversations to the class.Step 4 Practice1 Point to the example conversation in activity 4 and ask two students to read it to the class.2 Ask two students to read the dialogue.3 Ask another pair of students to give their advice on another topic.4 Ask students complete the work in pairs.5 Ask a few students to list their advice. Write a list of the best advice on the Bb.The third periodStep 1 revision1 Review the words and the contents of last lesson.2 Ask individual student to learn the dialogue on activity 3a by heart.Step 2 PresentationSay: when you choose clothes, what is important to you? Help the students answer: they are comfortable/ i n style/ i n expe nsive/ colorful/ origi nal …the n teach the new words.Step 3 Activity 1a1 Point to the sentences and ask a student to read them to the class.2 Ask the students to write NI or VI.3 Talk about the answers with the class.Step 4 Work in pairs1 Work with a partner. Make your own statements about the items in activity 1a.2 Ask a few students to say one or more of their statements to the class.Step 5 Listening1 Listen to the tape( twice) and finish the activities 2a and 2b.2 Listen again and repeat the tape scripts.3 Read the tapescripts after me.Step 6 Work in pairs1 Work with a partner. Say what you think Erin should do.(looking at activity 2c).2 After several minutes, ask a few pairs of students to say part of their conversation to the class. Step 7 Homework1 Do some exercises on the small Bb.2 Review the words and the contents of this lesson.The fourth periodStep 1 Revision1 Check the homework.2 Review the words “could, should and shouldn 't”.Step 2 New lessonLook at activity 3a1 Have students read the letter and tell me. What words or phrases they don 'tunderstand and I write these words or phrases on the Bb. At last I teach the students the new words.2 Give two minutes to the students to underline the problem.3 Read the letter and explain the important and difficult points.4 Read the letter after me.Step 3 Writing1 Think of some advice for “lonely kid ”2 Ask students to write the letters on their own.3 Ask some students to read their letters to the class.Step 4 Work in groups1 Look at activity 4 , ask three students to read the dialogue.2 Ask a group of students to give their advice for one of the problems. For example:A ：I left my homework at home. I have to hand it in today. What should I do?B: You should ask the teacher to forgive you for handing it in tomorrow morning.C: You should explain it to your teacher.3 Ask students to complete the work in groups.4 Ask a few students to present their conversations to the class.Step 5 Workbook ( self check)Do Exercise 1, give five minutes to the students to fill in the blanks on their own. Then check the answers.2 Ask several students to make their own sentences with the words and write a number ofstudents'answers for each word on the Bb.Step 6 HomeworkCopy the words and the letter in activity 3a in the exercise books.The sixth periodReview the words of last lesson.Step 2 Writing some advice1 Read the letter at P15 and give some advice. At first, ask the students to find the words that they don't understand. Then write the new words on the Bb. At last, teach the new words.2 Ask students to complete the advice on their own.3 Ask a few students to read their letter of advice.Step 3 ReadingRead the text at P16.1 Give five minutes to the students to read the text. And find the words that they don 't understand .then teach the new words.2 Read the text and explain some important and difficult points.3 Listen to the tape and repeat. Then read it after me.Step 4 Do some exercises1 Write four sentences using one of the words from activity 1b in each sentences.2 After five minutes. Ask individual student to read their writing.Step 5 Homework1 Write a letter to Cathy Taylor. Give advice about what she should do with her children.2 Be ready for a text.If there is time, do some exercises on the small Bb.1 I don't like _____ (write) letters.2 I __ (argue) with my brother yesterday morning.3 My parents want me __ (stay) at home every day.4 My friends has _ (nice) clothes than I do.5 Could you please give me some___(advice) on how to learn English?6 Jim could not join the club, as he was too___(shyly).。
八年级英语下册《unit2WhatshouldIdo》教案2人教新目标版
省滨州市邹平实验中学八年级英语下册《unit2 What should Ido》教案2 人教新目标版Teaching goals:1 Words& phrases: pay for part-time job, either, bake sale , tutorOriginal the same as in style haircut2. What should I do ? borrow ….from……, he doesn’t have , either.You could do………. . has the same haircut as I do .Teaching procedures:Step 1 Leading in1. check the homework .2 learn the new words.Pay for ---spend , cost ,take part-time job –full-time job , eith er---too alsoThe same as ---different from, in style—out of style3 read and write one by one / together / in groups /4 check the writing and the reading of the new wordsStep 2 3a 3bRead and choose the right suggestions.Learn to give others some advice.Good idea okay i dea bad ideaRead and choose , then pay attention to the following languages.1 get some money to pay for summer camp2 You coul d borrow some money from your brother.3 He doesn’t have any mone y ,either.4 I think you should ask your parents for some money.Read 3b and practice in pairs.Attention: That is a good idea.Step 3 1a---2cOral practice when you choose clothes, what is important to you?Choose it by yourself.Attention : They are the same as my friends` clothes.expensive ---in expensiveListening practice2a listen and check Erin`s problem.2b listen and fill in the chart, pay attention to the adviceListen carefully and check the answers.2c pair workTell sb to do sth.Step 4 Practice1.我需要一些钱去参加夏令营。
人教版八年级英语下册《nit 2 What should I do. Unit 2 What should I do.(通用)》教案_0
人教版初二八年级下册英语《Unit 2 What should I do》一、教学课题：unit2 what should i do?the first period二、教学设计思路：结合多媒体，利用图片、实物、简笔画等帮助学生记忆本节相关词汇；设置情境，帮助学生通过听说练习学会谈论日常问题及给出建议。
三、教材分析：in this unit students learn to talk about problems at school and at home and how to give advice to solve them. the first period serves as an introduction and lead-in part. activity 1a introduces some key vocabulary. activity 1b gives students practice in understanding the target language in spoken conversation. activity 1c gives students an opportunity to practice their speaking skill using the target language. in this period students can learn to explain their problems in their daily life.四、教学目标：(一)知识目标1. key vocabulary：keep out; play; argue; wrong; what’s wrong?; style; out of style2. key structures:what’s wrong?my clothes are out of style.maybe you should buy some new clothes.(二)能力目标to train students’ a bility of communication and listening skill.(三)情感目标1. to be interested in taking part in all kinds of activities in an english class.. 培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。
人教新目标英语八下Unit2 What should I do教案3
（1）遵循学习认知心理反应的普遍规律和学生认知活动的特点。
（2）以教师为主导，充分体现学生在学习中的主体作用。、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，是语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化认识和形成自主学习能力的过程。
Step 2
Before listening
Learn words
Play the slideshow and ask students to read the matching words. Play and ask them to read the new words aloud.
Watch the slideshow and read the new words.
Listen and repeat the new words.
幻灯片有助于建立直观联系，学习每个单词时学生先自读然后跟读有助于矫正发音，读准单词，从基础上树立学习英语的信心，进而才有进一步学习英语的兴趣。
Step 3
Before listening
Problem and advice
Offer a problem and ask students to give some advice.Write their advice on the blackboard.
（3）掌握重点语法：情态动词should的用法
2.语言能力目标（1）能用所学语言正确表达自己生活中遇到的一些问题；
（2）能用所学语言简恰当的表达自己的建议；
（3）能听懂简单的表达建议的会话。
3.情感态度价值观学会合理处理日常生活中的遇到一些问题并养成善意表达建议的习惯。
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认知目标： 学习词
汇:keepout,what’swrong,arguewith,outofstyle,could,callsb.up,surpr ise,ticket,either,original,instyle,geton,haircut,except,upset,fail,retur n,pressure,complainabout,include,pushy,send,allkindsof,themselve s,adult,ontheonehand,ontheotherhand,freedom,organized,crazy,com pare,as…aspossible,fit…into…,until,football,geton,thesameas,tutor ,bake,play. 学习语法：学习 should/could+动词原形来表示征求和提供建议。 主要句型：MybrotherplayshisCDtooloud. WhatshouldIdo? Whydon’tyoutalktohimaboutit? 能力目标：本单元的核心话题是谈论人们在生活中应该如何对待问题和如 何妥善处理问题以及如何寻找帮助和怎样帮助他人，重点谈论 问题提出建议以及情态动词 should,could. 情感目标：利用该单元的话题，教育学生要互相帮助，而且能够辨别出合 理化的建议和适合自己的建议。 4.学习策略：听取特定信息，合作完成任务 5.跨学科学习：人际交往，自省 重点：could/should+动词原形提出建议 难点：should/could 没有人称和数的变化
声明：此资源由本人收集整理于网络，只用于交流学习，请勿用作它途。如有侵权，请联系，删除 处理。
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英语八年级（下）教学设计 Unit2WhatshouldIdo?
谭虹涛 2014.25
教学 内容 分析
本单元围绕语言目标“谈论问题并给出建议”展开。本单元要学习利用 should/could+动词原形来表示征求和提供建议的方法，should/could 没有人 称和数的变化。
教 学 目 标
教学 重难 点 教学 方法 媒体 选用
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2)listenagainandanswer: Questions:Herclothesareoutofstyle,whatshouldshedo? Shedoesn’thaveenoughmoney,whatshouldshedo? Shearguedwithherparents,whatshouldshedo? Whatelseiswrong? 3)listenandrepeat Step4post—task:Let'shelpeachother. T:Probablyinyourlives， youhavedifferentproblems.Someareserious.Let'shelpeachother.OK? T:Doyouhaveanyproblems? Ss:Yes. T:What'sthematterwithyou? Ss:I'moftenlateforclass. T:Maybeyoushouldgetupearlierfromnowon,anddoeverythingquickly. Ss:Thankyou.Whataboutyou?Douyouhaveanyproblems? T:Yes,Iarguedwithmybeatfriends. Ss:Ithinkyoushould… Step5Homework 1.Copy1bandtranslate. 2.Maketheirownconversations. 课后反思：
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Period1sectionA(1a—1c) Keyvocabulary:keepout,play,arguewith,wrong,outofstyle. Keysentences:What’swrong?Myclothesareoutofstyle. Maybeyoushouldbuysomenewclothes.
课后 补充 调整
教 Step1.leading—in 学 Greetstudents 步 Dutyreport:showthepicturesoftherobotsonpage9(section4)andtalksaboutthe 骤 m.
e.g:Hello,everyone.TodayIwillpredictthefuture---2180.Atthattime,the rewillbeonlyonecountry,peoplewillworkoncomputersathome.Therewillbem anydifferentkindsofrobotsintheirhomes…Look,thissnakerobotcanhelppeopl elookforeverythingtheylost.Thehumanarmcandosimplejobsoverandoveraga ininfactories,itcanalsodochoresanddangerouswork….canyoutellmeyouridea abouttheserobots?(letsomestudentsgivetheiropinions) Step2.pre—task:FreeTalk Topic: WhatwillChengdubelikein10years? T:InUnit1,wehavelearnedtomakeperditions.SowhatdoyouthinkChengduwill belikein10years? S1： Therewillbemoretrees,morefactories,morepeopleandfewercars,andpeoplewi llbericherandhealthier… S2:IthinkChengduwillbemorebeautiful,buttherewillbemorecars,morefactori esandpeople,sotherewillbemorepollution. T:Doyouagreewithherideas? S3:Yes,Iagree.Becausepeoplewillbericher,theywillbuymorecars.Manytouris tswillcomehere,thecitywillbebiggerandcrowded…Sotherewillbemorepollut ion. T:OK.SomeofyouthinktherewillbemorepollutioninChengduin10years.Doyo ulikepollution? Ss:No,wedon't. T:What should we do? Canyougivesomeadvice?(Helpstudentstoanswer) S4:Maybeweshouldplantmoretreesandflowers. S5:Weshouldn'tthrowtherubbishontheground. S6:Weshouldprotecttheenvironment. S7:Weshouldn'tcutdownthetrees. S8:(Differentstudentsdifferentadvice.) Step3.While—task 1．T:TodaywearegoingtolearnUnit2,We’lltalkaboutproblemsandlearnhowt Nhomakorabea4
ogiveadvice. Ihaveaproblemnow,Ineedyourhelp. S1:What's wrong with you? S2:What'sthematterwithyou？ S3:Isthereanythingwrongwithyou? T:Iwanttobuyacar,butIdon'thaveenoughmoney.WhatshouldIdo? Ss:Youshouldworkharder. Youshouldaskyourparentsforhelp. Youshouldfinda part-time jobtogetmoremoney. (…alotofadvice) 2.T:Youknowinourdailylivesoryourstudy.Therearemanyproblems.Let'slook atthesepictures.Whatproblemsdotheyhave?Whatshouldtheydo? (4picturesonPage10,introducethenewwords:outofstyle,argue,play,loud, keepout) T:LookatPicture1.What'sshedoing？ Ss:Sheislookingatthemirror. T:Isshehappy？ Ss:No,sheisn't. T:What'swrongwithher?Canyouguess? S16:Maybeshewantssomenewclothes. S17:Maybeshethinksherclothesaretooold. T:Yes,quiteright.Shethinksherclothesarenotpopularorfashionable.Theyareo ut of style. T:Whatshouldshedo? Ss:Sheshouldbuysomenewclothes. Ss:Sheshouldn'tcare,becausesheisonlyastudent. (…studentsgivesomeadvice.) (teachargue, play, loud, keep outwiththepictures..) 3.T:Doyouthinkniceclothesareimportantforyou?Ifyourclothesareoutofstyle,i sitserious? S:… T:Weoftenmeetmanyproblemsinourlife,Perhapssomeareserious,somearenot serious. Pleaselookatpage10,1a,writethemintheappropriatebox.Thengiveareport. Ss:Ithink…areserious,but…arenotserious. 4.Do1b. T:Twogirlsmeetsomeproblems,whatarethey?let’slistenandcircletheproblems youhearin1a. 1)Listenandcircle.