人教新目标英语八下Unit2 What should I do教案 第8课时
人教版八下英语教案Unit 2 What should I do
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 TwoⅠ. 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 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 ?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 demandsStudents 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.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. It 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 languageWhat 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 languageWhat 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.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.。
英语：Unit2WhatshouldIdo英文教案(人教新目标八年级下)
Unit 2 What should I do ?Words & phrases : keep out , loud , argue , What’s wrong ? football ,情态动词could /should 的用法。
Why don’t you … ?结构表建议的运用。
如何谈论问题及提出建议。
在处理问题中学会自省与人际交往。
should /could 情态动词的用法。
如何提出建议。
Greetings and free talk .Check the homework .T: I want to buy a new guitar but I don’t have enough money .What should I do ?Borrow one .Buy a second-hand guitar .Get a part-time job .Don’t buy a guitar .Wait until next year .dvice –to tell people what we think they should do .Read the instructions to the Ss .Read the problems by the Ss .Ask Ss to write the problems in the “Serious” or “Not serious”Explain .Talk about the answers with the class .Practice reading ..Play t he tape a third time .Check the answers .Read t he instructions .Make sure the Ss understand what should theyPoint to the sentences below .Play the tape the first time .Ss only listen .Pay attention toPlay the tape again .Ss circle “could” or “should” .Correct the answers .hould .Go over the words .My clothes are out of style ,what should I do ? Please give t heGreeting and free talk .Check the homework .Collect the students’ advice .Write it downReview the differences between “could /should” .Learn the new words in Page 12 .Read the instructions .Read t he conversations by Ss or listen to the tape .Then write “goodTalk about the students’ answer s .Make sure the students understand the dialogue.Practice readingRead the instructions .Point out the example conversation and askUse your head .Find some other ways to get money that aren’t inAsk Ss to work with partner as they ask for and give advice .Pairwork .Act out the conversations to the class .Read t he instructions .Make sure the Ss understand what they shouldTo students read the dialogue .Practice reading .Ask another pair to give their advice on another topic .Pairwork .Greetings and free talk .Check the homework .Read the instructions to the students .Read the sentences and ask a student to read the sentences to theWrite NI , I , VI for each statement .“What is important to you when you choose clothes ?”Write one orRead t he instructions .Make sure the Ss understand what they shouldRead t he three sentences in the box .You will be listening to a radioPlay the tape twice .Ss check the problem they hear .Play the tape again ,Ss correct the answers .Read t he instructions .Make sure Ss understand what they should pay Look at the chart .There are three persons ,Kim , Nicole ,Play the recording again .Ss write their answers .Play the recording again ,one sentence by one sentence .Check thePoint out the example in the sample dialogue .Ss practice reading . Pairwork: What do you think Erin should do ?Share their conversations with whole class .Greetings & free talk .Check the homework :I left my homework at home ,what should I do ?Scan this letter ,underline the problem .Read the letter again , tick out the new words .Explain something :Pairwork: Give some advice to the lonely kid in 3a .Suppose you’re Mary .Write the letters on your own .Read the letters to the class .Read the problem in the box .Two students read the dialogue .[来源:学#科#网]Pairwork : Think them over and give your advice .Groupwork: See which classmate has the b est advice .Fill in the blanks with the words given .Try to make your ownRead the letter to Aunt Chen’s advice column and then write someGreetings and free-talk .Check the homework :Read the letter out in the class ,the other SsWhat after-school activities can you think of .Write what you doSB Page 16 , 1b .Read the words and guess the meaning .if there areRead the passage quickly and get the main idea .Listen to the recording .Circle the words in the box in 1b .Explain something :Read these statements .Pairwork: Number each pair 1-5 around the class .Ask each pair toAfter a while .All pairs with the same number from a group andAfter five minutes .Each group report their ideas to the class . Write four sentences using one of the words from 1b in eachAre you or your friends under pressure ? Do a survey to find out .。
人教新目标英语八下Unit2WhatshouldIdo教案8
Unit2 Maybe you should learn to relax学案一Happy Dictionary开心辞典(选择正确的英语解释) （加星）1.pressure( )plain ( )anized ( )4.freedom( )A. worry and problemsB. being freeC. well plannedD. say unhappiness about something2老师说单词英语解释，学生抢答正确的单词（加星）二Watch and answer (抢答)1.How many things does he usually do after school?（加星）2.What do you think of his life?二Fast-reading(默读)read and answer(读后选择) （加星）1. Are many American and British kids relaxed or under great pressure?A. They are relaxedB. They are under great pressure.2. What does Dr Alice Green think?A. She thinks children should have time to relax.B. She doesn’t think children should have time to relax.三Careful-reading(默读)True or False（判断对错，错的说出原因）（加星）1.Cathy Taylor’s children do many activities after school.too much pressure.2.Doctors say many children aren’t under3.Parents don’t think their children should do the same as others.petition between families starts from a very young age.rn to give their kids a bit more time.5.Parents shouldn’t leaFind out the main idea in each paragraph.(段落大意，连线）（加星）Paragraph 1 a. American and British children are under too much pressure.Paragraph2 b. Dr. Alice Green thinks children need to relax themselves.usy.Paragraph 3 c. Life for Cathy Taylor’s children is bParagraph4 d.Most children take part in many after-school activities.Paragraph5 e. Linda Miller doesn’t think parents should push their children so hard. Fill in the blanks and practice in groups.(写答案，改错，小组练习)problem Doctors say children are ____________________Teachers ________ about________ tired kids.parents children1.take their kids _________________ have to ___________after-classclubs.2._____other kids _____a lot of things should ___________as others.might _____it ________to ____ things for 3.try to_____ their kids’ life ____them.themselves.advice Linda and Dr. Alice Green think childrenshould have time __________小组练习，合作接龙，尽量不看答案。
人教新目标英语八下Unit2WhatshouldIdo示范教案-the2ndperiod
Unit 2 What should I do?The Second PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key vocabularycan;could;call up;argument(2)Key structuresWhat should I do?You should write him a letter.What should he do?Maybe he should say he’s sorry.What should they do?They shouldn’t argue.2.Ability ObjectsTo train students’ listening skill.To master some grammar rules.3.Sensibility and ValueTo enjoy helping others when they have trouble.Cooperation is very important.To help students realize the importance of cooperation.Ⅱ.Teaching Key PointsKey vocabulary.Key structures.Ⅲ.Teaching DifficultyGroupwork.Ⅳ.Teaching MethodsListening and speaking methods.Communicative competence.Cooperating method.Ⅴ.Teaching AidA tape recorder.Ⅵ.Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Ask some students to report their parents or friends problems and the advice they gave them.Give them little presents if some of them do their work well.Step ⅡWrite the new words on the board and teach them.Ask students to repeat the new wrods.And make sure they can understand them.could aux.v.(can的过去式)call up打电话给某人argument n.争论；争吵；意见不合Step Ⅲ2aIn this activity first ask students to look at the picture.Tell students they are talking about the problem.Say,Now you’ll hear a conversation between Nari and a friend.Circle the word could or should you hear.Ask students to look at the chart in activity 1a.Show students the first column and ask a student to read it to the class.S:1.My parents want me to stay at home every night.2.My brother plays his stereo too loud.3.I don’t have enough money.4.I argued with my best friend.5.My clothes are out of style.T:Very Good.Sit down,please.Now listen to the conversation.Write Nari’s problem on the blank lines.Then play the recording the first time.This time students only listen.And play it a second time.As they listen to the recording this time,ask students to write Nari’s problem on the blanklines in activity 2a.Then check the answers.AnswersI argued with my best friend.(This activity provides students listening practice using the target language.)TapescriptBoy 1:Hey,Nari,what’s wrong?Boy 2:I had an argument with my best friend.What should I do?Boy 1:Well,you could write him a letter.Boy 2:I don’t think so.I don’t like writing letters.Boy 1:Maybe you should call him up.Boy 2:No,I don’t want to talk about it on the phone.Boy 1:Well,you should say you’re sorry.Boy 2:Yes,I know I should,but it’s not easy.Boy 1:Maybe you could go to his house.Boy 2:I guess I could,but I don’t want to surprise him.Boy 1:Hey,I know.You could give him a ticket to a ball game.Boy 2:Well,that’s a good idea,but I don’t have enough money.Step Ⅳ2bThis activity provides listening practice using the target language.First read the instructions.Show students the example match.1.You could write him a letter.I don’t like writing letters.Ask students to listen again and draw lines to match the advice and the reasons.Like the sample match.Then play the recording again.Check the answers.Answers1.d2.e3.a4.c5.bStep Ⅴ2c GroupworkThis activity provides guided oral practice using the target language.This activity demands students to role play the conversation between Nari and his friend.First tell students how to do this activity.Point to the example in the sample dialogue.Ask two students to read the conversation to the class.Point out the sentences in activity 2b.Ask two students to role play a conversation betweenNari and his friend using these two sets of sentences.For example,S a:What’s the matter,Nari?S b:I argued with my best friend.S a:Maybe you could call him up.S b:I don’t want to talk about it on the phone.Help the students when necessary.Then have student work in pairs.First one student is Nari and the other student is Nari’s friend.Then the two students change places.At the end check the answers by calling on different pairs to say a conversation to the class.Praise them for their good job.Step ⅥGrammar FocusReview the grammar box.Ask students to say the questions and the responses.Point out that the word should is always used to ask for advice,but the words could,should,and shouldn’t are used to give advice.Explain that the word could is a less serious word than should.Say,When you say someone could do something,it means that your advice is just one idea of many different ideas.When yousay someone should do something,it means that your advice is the best idea or the only e the word could when you are not very sure of your e should when you are very sure of your advice.Step ⅦPronunciation NoteThe “t”at the end of the word shouldn’t is usually not pronounced.And the end of the word shouldn’t is often combined with the beginning of the following word.For example,shouldn’t argue does not usually sound like shud-n-tar-gyou.Instead it sounds like shud-n-ar-gyou.You may wish to replay some of the shouldn’t sentences on the recording to demonstrate this pronunciation.Step ⅧSummary and HomeworkThis class we listened to a conversation and knew about Nari’s problem and the advice his friend gave him.And we’ve learnt the three words:could,should,shouldn’t.The three words are used to give advice.After class you can have more practice using the three words to give some advice.I hope all of you can express yourselves bravely in English.If you do this,you can make great progress.And also I hope you can learn to cooperate happily.Step ⅨBlackboard DesignUnit 2 What should I do?new words:could (can)call upargument n.argue with sb.。
人教新目标英语八下Unit2WhatshouldIdo教案17
Unit2 What should I do ?导学案一、Learning goals （目标）Knowledge goals ：possible , find it + adj. + to do sth.Grasp ( 掌握) :It’s time for…,as…asAbility Goal ：Grasp some reading strategies and improve reading ability.( 掌握一些阅读技巧，提高阅读能力)Emotional goals ：Parents should give their kids a bit more time to themselves and learn to relax(家长应该给孩子更多的空闲时间,让他们学会放松)二、Important and difficult language points （重难点）possible , find it + adj. + to do sth.1.The use of It’s time for…,as…as2.Grasp some useful expressions三、Teaching procedure（教学过程）Step 1 Greeting (问候)Step 2 Before you read.(读前)1. Show some pictures and talk about what problems do they have .()2. Divide them into 5 groups.Step3 While you read.（读中）Show the reading skills。
（展示读的技能）1.Read fast and answer the questions.(速读以求理解)three children ?1).What’s the life like for Cathy Taylor’s2). Are many children under pressure?3).What should the parents do?2.Read again （再读）1) Find the main ideas of each passage.(找出段意)Paragraph 1 a. Most children take part in after-school clubs.Paragraph 2 b. Linda Miller’s opinion about children’s pressureParagraph 3 c. Life for Cathy Taylor’s three children is very busy.Paragraph 4 d. Alice Green’s opinion about children’s pressure.Paragraph 5 e. The Taylors take their kids from activity to activity.2)Choose the right answer.(选择)Many children are____. After school, they have to take part in ____ .Then they ____ and have to do their homework. Their parents try to fit ____ into their kids’ crazy.lives. It’sthemselves.People shouldn’t_____ . Parents should learn to give their kids ____ toA.push their kids so hardB. under too much pressureC. all kinds of classesD. a bit more timeE. have a quick supperF. as much as possible3.Read carefully and solve problems(细读解决疑难)<T or F>（判断正误并改正）1).Cathy Taylor’s children do many after- school activities.2).Doctors say many children aren’t under too much pressure.3). Few children take part in after school activities.4).Parents don’t think their children should do the same as others.5).It’s crazy for parents to compare their children with others.6).Competition between families starts at a young age.<Finish the chart> （完成表格）The Taylors take their children _____activity____ activity, and try to ____ ___much as ______ ____their kids lives.Doctors say many children are _____ ______ ______ ________.Teachers ________ ________ teaching ______ kids in the classroom.<Find out the language points> （找出语言点）In America, most children are very busy. Every day they don’t get home until 7 pm. After supper, it’s time for homework. Parents always compare their kids with others. In some families, competition starts from a very young age. Teachers complain about teaching tired kids in the classroom.<Find out the same point.> （找出共同点）1. These children may find it hard to think for themselves when they are older.2. They might find it difficult to plan things for themselves.Step4 After you read （读后）1.Read these statements. Is the situation the same in China?（读下列句子，讨论是否与中国一样）( )American and British children do many after-school activities.( ) Many children are under pressure.( ) Parents these days push their children much harder than before.( ) Competition between families starts at a young age.( ) Children should have free time to relax.3.Do a survey in groups and then report.（小组调查）When do you feel under pressure? What should you do to relax?Write a letter to your headteacher about relax（给校长写封信）Dear headteacher,________________________________________________________________________________________________________________________________________ Yours_____Step5 Summary:What have we learned from the text? （从课文中学到了什么?）Step6.Homework: 1.Please write a letter to Cathy Taylor. Give her advice about what she should do with her children.(P17 3c)2.Read the reading text more carefully, try to understand all the important points当堂检测单项选择1Parents try ____ their kids’ lives.A. planB. to planC. planningD. planned2. They are always compare their kids ____ others.A. toB. withC. forD. from3. ____ are having breakfast.A. The KingB. KingsC. The KingsD. The King family句型转换1. I think you should clean your room first.(改为否定句)I _____ think you _____ clean your room first.2. He went back home after he cleaned the classroom yesterday. (改为同义句)He ____ ____ home _____ he cleaned the classroom yesterday.3. I found it difficult to get on well with my new classmates. (改为同义句)It ____ difficult ____ ____ to get on well with my new classmates.汉译英1.我们该上课了。
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。
八年级英语下册Unit2WhatshouldIdo教案人教新目标版
山东省临沭县第三初级中学八年级英语下册《Unit 2 What should Ido》教案人教新目标版教学目标:（一）知识目标1.单词和短语: keep out , loud , argue , What’s wrong ? football , either , except ,themselves , include ,etc .2.情态动词could /should 的用法。
3.Why don’t 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。
(二) 能力目标学会诉苦和学会给有困难的人提供建议（三）情感目标学会安慰朋友和家人，形成和谐友好的氛围。
教学重难点1.should /could 情态动词的用法。
2.如何提出建议。
教学方法： 1)Task-Based Language Teaching2) The cognitive approach3) The oral approach教学媒体:多媒体，录音机投影仪课时分配:Period 1: Section A(1a---Grammar)Period 2:Section A 3a---SectionA 4Period 3 SectionB 1a---Self-checkPeriod 4 Reading教学过程Period 1Teaching procedures :Step 1 Lea ding in1.Greetings and free talk .2.Check the homework .Step 2 Pre-taskT: I want to buy a new guitar but I don’t have eno ugh money .What should I do ? Ss think it over ,and try to give his/her advice .Write their advice on the Bb .1.Borrow one .2.Buy a second-hand guitar .3.Get a part-time job .4.Don’t buy a guitar .5.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 .1.Read the instructions to the Ss .2.Read the problems by the Ss .3.Ask Ss to write the problems in the “Serious” or “Not serious” columns .4.Explain .5.Talk about the answers with the class .Practice reading .SB Page 10 , 1b .Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play t he tape a third time .Check the answers .Step 4 Post-taskSB Page 10 , 1c .Look at the problems in activity 1a and make conversations .Step 5 While-taskSB Page 11 , 2a .1.Read the instructions .Make sure the Ss understand what should they do .2.Point to the sentences below .3.Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’sadvice .4.Play the tape again .Ss circle “could” or “should” .5.Correct the answers .SB Page 11 , 2b .Read the instructions .Pay atten tion to Peter’s answers .Play the tape again .Check the answers .Step 7 Post-taskMake conversations with peter and his friend with the help of 2a & 2b .Step 8 Grammar FocusReview the grammar box .Ss say the questions and the responses .Explain the differences between could/should .Homework:1.Go over the words .2.My clothes are out of style ,what should I do ? Please give t he advice .教后反思:Period 2Teaching procedures :Step 1 Leading in1.Greeting and free talk .2.Check the homework .Collect the studen ts’ advice .Write it down on the Bb . Step 2 Pre-task1.Review the differences between “could /should” .2.Learn the new words in Page 12 .Step 3 While-taskSB Page 12 , 3a .1.Read the instructions .2.Read the conversations by Ss or listen to the tape .Then write “good idea”“okay idea” or “bad idea” .3.Talk about the students’ answer s .4.Make sure the students understand the dialogue.Practice readingStep 4 Post-taskSB Page 12 , 3b .1.Read the instructions .Point out the example conversation and ask two studentsto read it to the class .e your head .Find some other ways to get money that aren’t in the book .3.Ask Ss to work with partner as they ask for and give advice .4.Pairwork .5.Act out the conversations to the class .Step 5 While-taskSB Page 12 , Part 4 .1.Read the instructions .Make sure the Ss understand what they should do .2.To students read the dialogue .3.Practice reading .4.Ask another pair to give their advice on another topic .5.Pairwork .Homework :将下列短语或句型译为汉语1. keep out2. out of style3. What’s wrong ?4. call sb up5. pay for6. ask sb for sth7. summer camp 8. stay at home教后反思：Period 3Teaching procedures:Step 1 Leading in1.Greetings and free talk .2.Check the homework .Step 2 Pre-taskSB Page 13 , 1a .1.Read the instructions to the students .2.Read the sentences and ask a student to read the sentences to the class .3.Write NI , I , VI for each statement .4.“What is important to you when you choose clothes ?”Write one or more of theirstatements to the class .Talk about the answers with the class .Step 3 While-taskSB Page 13 , 2a .1.Read the instructions .Make sure the Ss understand what they should do .2.Read the three sentences in the box .You will be listening to a radio adviceprogram .They will be talking about one of these problems .3.Play the tape twice .Ss check the problem they hear .4.Play the tape again ,Ss correct the answers .SB Page 13 , 2b .1.Read the instructions .Make sure Ss understand what they should pay attentionto .2.Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will giveErin some advice ?What are they ? Read each name for the class .3.Play the recording again .Ss write their answers .4.Play the recorder again ,one sentence by one sentence .Check the answers . Step 4 Post-taskSB Page 13 , 2c .1.Point out the example in the sample dialogue .Ss practice reading .2.Pairwork: What do you think Erin should do ?3.Share their conversations with whole class .SB Page 14 , 3a .1.Scan this letter ,underline the problem .2.Read the letter again , tick out the new words .3.Explain something :except=but 除…之外（不包括在内）besides 除…之外（包括在内）All the students went to the park except him .Lucy and Lily will come to the party besides me .find out = learned 了解到 find 找到I just find out there is a dance tomorrow .4. Listen to the recording .Ss practice reading .SB Page 14 , 3b .1.Pairwork: Give some advice to the lonely kid in 3a .2.Suppose y ou’re Mary .Write the letters on your own .3.Read the letters to the class .SB Page 14 , Part 4 .1.Read the problem in the box .2.Two students read the dialogue .3.Pairwork : Think them over and give your advice .4.Groupwork: See which classmate has the b est advice .Step 3 Post-taskSB Page 15 , Selfcheck .1.Fill in the blanks with the words given .Try to make your own sentences withthe words .2.Read the letter to Aunt Chen’s advice column and then write some advice . Homework :What’s your problem ? Please write your own letter to an advice column .教后反思：Period 4Teaching procedures :Step 1 Leading in1.Gree tings and free-talk .2.Check the homework :Read the letter out in the class ,the other Ss give theiradvice .Step 2 Pre-task1.What after-school activities can you think of .Write what you do and what youdon’t do .2.SB Page 16 , 1b .Read the words and guess the meaning .if there are some newwords in the box , look up in the dictionary .Step 3 While-taskSB Page 16 .1.Read the passage quickly and get the main idea .2.Listen to the recording .Circle the words in the box in 1b .3.Explain something :busy enoughIt’s time for sth .the + 姓s : 夫妇/一家It’s +adj+for sb+ to do sth ……….SB Page 17 , 3a .1.Read these statements .2.Pairwork: Number each pair 1-5 around the class .Ask each pair to discuss onlythe question with their number .3.After a while .All pairs with the same number from a group and compare ideas .4.After five minutes .Each group report their ideas to the class .Homework :1.Write four sentences using one of the words from 1b in each sentence .2.Are you or your friends under pressure ? Do a survey to find out .教后反思：。
八年级英语下册 Unit2学案 人教新目标版
U NIT 2 What should I do?第一课时 Section A (1a-2c)【学习目标】1.学会运用should, could 向别人提出合理的建议。
2.能听懂关于问题和困难的对话，学会表达自己在生活和学习中遇到的问题。
【学习重点】提供建议。
【预习指导】一、预习准备看看下面几句话有什么特点？你能总结出来吗？A) What's wrong? What's wrong with you?其同义句还有________________________________________________________B）利用你的学习资料，自学should/could的相关内容。
二、自我预习A) 预习课本P10-11页的内容，标出你不认识的单词，看P104页生词表，根据音标和汉语意思，再读几遍。
B) 看课本内容，翻译1a,1c, 2a,2b, Grammer Focus并多读几遍！三、预习自检1. 写出并读出下列单词。
播放___________ 争论，争吵_________ 错误的，有毛病的_______ 风格，款式 ________ 票，入场券_______ 可以，应该__________使惊奇，使意外__________2. 翻译下列短语。
不时髦的，过时的____________ 打给……_____________用交谈；在通话_____________ 同某人争吵______________足够的金钱___________ 不让….进入________ 讨论，谈论_____________【课堂导学】一、课本处理1. 检查预习效果。
2. 听力练习：听1b 完成课本上的内容,再听一遍，完成同步p29的“补全对话。
3. Pairwork ：练习1c 的对话4. 听力练习：听2a, 2b 完成课本上的内容，再听一遍, 完成同步P30的“补全对话”。
5. Pairwork ：练习2c 的对话二、讲练互动参考同步p301 should是________的过去式，用作情态动词时，并不表示_______的动作，只是语气显得更加________。
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我们用谓语特征分析法掌握了一般疑问句和反意疑问句中谓语的构成方法后，它们的简略回答就更容易了。那就是用什么词开头的一般疑问句就用什么词来回答
或同属be系列的单词：am, is, are, was, were）。反意疑问句的反问部分用什么词开头，也就用什么词来回答（或同属be系列的单词）。例如：
-No, we needn't.（Yes, we must.）
注意：肯定回答必须用"must"。
Step5. Homework:
Revise words and drills learned in class.
教学后记
要注重中学生认识事物的规律，先由“点”到“线”再到“面”，展开教学活动。
（重点难点）
教材分析
Target language:
I need to get some money to pat for summer camp. What should I do?
Well, you could get a part-time job.
I don’t have time.
I have an idea. You could borrow some money from your brother.
1. -Can you drive a truck?
-No, I can't.
2. -May I go now?
-No, you can't. / No, you mustn't.
3. -Must you go so soon?
-No, I needn't.
4. -Need we buy any new desks?
Step1.
1. There be ...句型和以be为系动词的主系表句型，适用于第二种谓语特征的变化方式。
2.谓语是情态动词(have to的疑问式例外)+动词原形，也适用于第二种谓语特征的变化2.谓语是情态动词(have to的疑问式例外）+动词原形，也适用于第二种谓语特征的变化方式。
3.为便于记忆，我们不妨称此法为谓语特征分析法。
4. -He is a bus driver, isn't he?
-Yes, he is. / No, he isn't.
5. -Tom came to school late this morning, didn't he?
-Yes, he did. / No, he didn't.
6. -Lily hasn't lost her watch, has she?
No, he doesn’t have any money, either.
板书
设计
示意
框图
Unit2. What should I do?
football, until, fit, pressure, complain, include, pushy, send, all kinds of, compare, crazy, themselves, adult, on the one hand, organize
科目
英语
年级
初二下
班级
时间
年月日
课题
Unit2. What should I do?第8课时
（知识能力品德）
教学Hale Waihona Puke 标Topic: Advice
Functions: talk about problems; Give advice
Structures: modals could, should; why don’t you…? (formulaic)
1. -Are you a worker?
-Yes, I am. / No, I'm not.
2. -Does he like Chinese tea?
-Yes, he does. / No, he doesn't.
3. -Have you finished the novel?
-Yes, I have. / No, I haven't.
Vocabulary: football, until, fit, pressure, complain, include, pushy, send, all kinds of, compare, crazy, themselves, adult, on the one hand, organize
-Yes, she has. / No, she hasn't.
Step4.用情态动词（can, may, must）开头的一般疑问句，在作否定回答时选择合适的情态动词较为困难。我们可以用右栏图示轻松地记忆掌握。
先按下列单词及它们的否定式的第一、第二个字母在字母表中的顺序排列，再加上谁回答谁的替换符号便容易记忆了。（注意must代替may, need代替must,这种后代前的关系以及can除了可回答自己外，还可回过去来回答may的特点。）
Step2.谓语特征分析法在特殊疑问句、反意疑问句中的运用
由于特殊疑问句的句子结构是"特殊疑问词或词组+一般疑问句语序"，故除对主语提问的特殊疑问句外，都可按一般疑问句变化规律用谓语特征分析法快速确定谓语形式。
反意疑问句是由陈述句+反问部分构成。反意疑问句的反问部分虽说情况比较复杂，但仅就初中内容而言，情况还是较为简单，要求也较低。故初中反意疑问句的反问部分基本上仍可用谓语特征分析法快速确定反问部分中该用的动词，那就是：前面的陈述句如果变成一般疑问句是用什么动词开头，后面的反问部分就用什么动词反问。
I need to get some money to pat for summer camp. What should I do?
Well, you could get a part-time job.
I don’t have time.
时序
教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）