八年级下册go for it 第二单元教案

Unit 2: What should I do?I. Analysis of the Teaching Material1. Teaching Aims and Demands(1) Knowledge Objects: In this unit students learn to talk about problems and give advice.(2)Ability Objects: To improve students’ ability of listening, speaking,reading and writing. To improve students’ ability of communication.(3)Moral Objects: A man who has friends must show himself friendly.2. Teaching Key Points: Introducing the key vocabulary and target language.3. Teaching Difficulties: New language• Wh at should I do? You shouldn't argue. You could write him a letter.• problem, advice, ask for, bake, bake sale, argue, loud, sorry, call up, easy, idea, okay, out of style, pay for, phone, program, sell, stay at home, summer camp, talk about, ticket, wrong, enoughII. Teaching Time: Six periodsSection ALanguage goal• 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. Make up a problem you might be having and write it in column 1. Then ask students to tell you what you could do about it.• Write only the words that describe the advice and don't use the words could, should, and shouldn't for the moment. Your chart might look like this:• Read the problem to the class again.• At the end of the practice say, 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.1a This activity introduces some key vocabulary.• Read the instructions t o the students.• Point to the problems and ask a student to read the problems to the class.• Point out the headings in the box to the class.• Ask students to write the problems in the Serious or Not serious columns.• Talk about the answers with the cl ass. 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.1 b This activity gives students practice in understanding the target language in spoken conversation.• Point to the pictures in activity la. Ask different students to say what they see in each picture.• Read the instructions to students. Say, Listen to the conversation. In the chart, circle the problems that you hear the girls talking about.• Play the recording the first time. Students only listen.• Play the recording a second time. Students circle the problems they hear.• Correct the answers.1c This activity provides guided oral practice using the target language.• Read the problem to the class again. Then write the words could, should, and shouldn't on the hoard 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. Repeat each piece of advice in your own words to help students understand it.• At the end of the practice say, 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.2a This activity provides students listening practice using the target language.• Read the instructions.• Point to the sentence, below.• Say, You will hear a conversation between Nari and a friend.•Play the recording the first time. Students only listen.• Play the recording a second time. As they listen to the recording this time, ask students to circle the word, Nari’s friend uses to give advice.• Correct the answer.2b This activity provides listening practice using the target language.• Read the instructions. Show students the example match.• Play the recording again.• Correct the answers.2c This activity provides guided oral practice using the target language.• Read the instructions for the activity.• Point to the example in the sample dia logue. 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 between Nari and his friend using these two sets of sentences. Help the students as necessary.• Then have students work in pairs. First one student is Nari and the other is Nari’s friend. Then the two students change their places.• Check the answers by calling on different pairs to say a conversation to the class. Grammar focus• Review the grammar in the box. Ask the students to say the questions and the responses.• Point out the word should is always used to ask for advice, but the word could, should, and shouldn’t are used to give advice.• Explain that the word could is a less serious word than shoul d. Say, when you say someone could do something, it means that your advice is just one idea of many different ideas. When you say someone should do something, it means that your advice is the best idea or the only idea. Use the word could when you are not very sure of your advice. Use should when you are very sure of your advice.3a This activity provides reading and writing practice using the target language.• Read the instructions. Write the three possible responses on the board and ask a student to read the response to the class. Discuss the three responses and be sure students understand how the responses are used.• Ask four students to read the conversation to the class. Ask students if there are any parts they don’t understand. Explain the sentences or ask other students to do this.• Now ask students to label each piece of advice as either good idea, okay idea or bad idea.• Talk about the students’ answers.3b This activity provides oral practice using the target language.• Read the instructions. Point out the example conversation and ask two students to read it to the class.• Ask students say some ways to get money that aren’t in the book.• Ask students to work with parents as they ask for and give advice.• Ask two or three pairs of students to say their conversations to the class.4This activity presents an opportunity for students to use the language of the unit to give advice.• Read the instructions.• Ask two students to read the dialogue.• Ask another pair of students to give their advi ce on another topic.• Ask students to complete the work in pairs.• Ask a few students to list their advice. Write a list of the best advice on the blackboard.Homework:1.Review Section A.2.Recite the words in this unit.3.Preview Section B.4.Finish Exx. Section A.Section BNew language• original, comfortable, colorful, the same as, haircut, upset, lose, leave out, get on Additional materials to bring to class• tape recorder and blank tapela This activity introduces some key vocabulary.• Read the instructions to the students.• Point to the sentences and ask a student to read the sentences to the class. Read each sentence again and ask the students to repeat it. Ask students to explain in their own words what each sentence means. They may say other words that mean the same as the target word, or give a sentence or two of explanation. For example:T: What does original mean?S1: Different from the 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 effaces instead of numbers. My watch is original.T: Correct. It's not like all the others.• Point out the write-on line in front of each sentence. Then point to the sample answer. Say Write VI if the statement is very important to you, write I if it is somewhat important, and write NI if it is not important.• Talk about the answers with the class. Discuss which answers most students marked as very important.1b This activity provides guided oral practice using the target language.• Read the instructions. Say, You will use the answers to activity la as you talk with your partner.• Say, Work with a partner. Make your own statements about the items in activity la.• As students talk, move around the room checking their work. Offer language and pronunciation support as needed.• Ask several students to say one or more of their statements to the class.2a This activity gives students practice in understanding the target language in spoken conversation.• 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/or 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.• Play the recording the first time. Students only listen.• Play the recording a second time. As they listen to the recording this time, ask students to put a check in front of the problem.• Correct the answer.2b This activity provides listening and writing practice using the target language. • Read the instructions.• Point to the three lines in the chart with the persons' names on the lines. Say, Write what each person said after the person's name.• Play the recording again. Allow plenty of time for students to write their answers. You may also wish to play the recording more than once if students ask for this.• Correct the answers.2c This activity provides guided oral practice using the target language.• Read the instructions.• Point out the example in the sample dialogue. Ask two students to read it to the class.• Say, Now work with a partner. Say what you think Erin should do. As they talk, move around the room checking their work.• After a few minutes, ask several different pairs of students to say part of their conversation to the class.3a This activity provides reading practice using the target language.• Read the instructions.• Read the letter to the class or have a student read it to the class. Ask students to circle any words or phrases that they don't understand. For example, some students might circle found out, upset.• Ask students to tell you what words or phrases they circled and write these words or phrases on the board. Then ask other students to explain these wordsor phrases in their own words and give sample sentences using these words or phrases. For example:T: What does found out mean?S1: It means learned.T: Can you use it in a sentence?S1: I just found out there is a dance on Saturday.T: Correct. Found out means that you just learned or discovered something new. Can anyone else give a sentence with found out?S2: I just found out we're having a test tomorrow.• Repeat the vocabulary practice for the other words that students circled.• Then ask students to underline the problem.• Check the answer.3b This activity provides writing practice using the target language.• Read the instructions.• Ask students to say some of the advice they might gi ve. Write key words on the board. For example, if a student says, you should talk to your best friend you could write on the board, talk to best friend.• Ask students to write the letters on their own.• Ask some students to read their letters to the clas s.3c This activity provides writing practice using the target language.• Read the instructions.• Ask students to say some problems they might write about. Write some key phrases on the board to help students get ideas to write about. Some students may want to use one of the ideas on the board. Possible problems: to have a test on Friday and I want to go to the movies on Thursday night. It's my father's birthday tomorrow and I don't hare any money to buy him a present.• Discuss each student's letter pr ivately with the students if possible.• Ask some students to read their letters. But don’t make anyone read who doesn't want to.4 This activity presents an opportunity for students the language of the unit to ask and offer advice.• Read the instructi ons.• Ask two students to read the dialog.• Ask another pair of students to give their advice one of the problems. Alternatively, ask students for problems they have and what advice they can offer.• Ask students to complete the work in groups.• Ask a f ew students to share the sample conversations. One student can pretend to have the problem; the other student can offer advice.Optional activityIf students are not comfortable reading their own problems to the class, collect the books and read the problems to the class yourself. Try not to let the class sec whose book you are reading from.Homework:1.Review this unit.2.Finish Exx. Section B.3.Recite 3a4.Writing: Predicting your future, including your future job, the city you will live, etc.5.Preview the next unit.。