八年级英语Whwt should I do教案5
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。
八年级What should I do教案5

Unit 2 What should I do?(教案二)作者:刘会一、知识点拨I.Language Goals·学会谈论有关生活中的问题。
·学会针对别人的问题给出建议。
·能针对所提出的建议做出评价。
II.Key Words1.argue v.争论;争吵argue with sb.与某人吵架I argued with my best friend.我和我的好朋友吵架了。
2.either adv.(用于否定句)也He doesn't have any money, and I don't, either.他没有钱,我也没有。
too 也(用于肯定或疑问句)I'm a teacher.He is a teacher, too.我是老师,他也是老师。
3.ask (sb.)for sth.向某人寻求某物;要……Don't ask for food every day.Go and find some work.别天天要饭,找点儿工作做。
I don't think you should ask your parents for some money.我想你不应该向父母要钱。
He didn't want to ask his teacher for his book hack.他不想向老师要回他的书了。
4.the same as... 与……相同The clothes are the same as my friends'.这些衣服与我朋友的一样。
Tom is the same age as Anna.= Tom is as old as Anna.汤姆和安娜一样大。
5.except 除……以外;(不包括……在内)My class has been invited except me.= Only I haven't been invited.除我以外,我的同学都被邀请了。
八年级英语WhatshouldIdo教案

教案:八年级英语What Should I Do?第一章:教学目标1.1 知识目标能够理解并运用情态动词"should" 的基本用法。
能够描述在不同情境下的应对措施。
1.2 技能目标能够听懂、说出生词和短语。
能够正确使用情态动词"should" 完成句子。
1.3 情感目标培养学生的合作意识和团队精神。
提高学生对英语学习的兴趣和自信心。
第二章:教学内容2.1 词汇situation:情况problem:问题advice:建议should:应该2.2 短语give advice:给出建议ask for help:寻求帮助solve problems:解决问题2.3 句型What should I do?:我应该怎么办?You should:你应该Can you give me some advice?:你能给我一些建议吗?第三章:教学步骤3.1 导入利用图片或情境引入主题,引导学生思考在不同情况下应该如何应对。
3.2 新课内容通过例句和练习,讲解情态动词"should" 的用法。
教授生词和短语,让学生进行听力练习。
3.3 实践环节分组讨论,让学生根据给定的情境,用英语给出建议和解决方案。
学生互相练习对话,巩固所学内容。
第四章:作业布置让学生根据自己的兴趣爱好,编写一个情境,并用英语描述出来。
要求学生使用情态动词"should" 和所学短语,给出建议和解决方案。
第五章:教学评价通过课堂参与、作业完成情况和小组讨论,评估学生对情态动词"should" 的理解和运用。
关注学生在对话中的发音和语法准确性,及时给予反馈和指导。
第六章:教学资源6.1 教材使用八年级英语教材,重点讲解情态动词"should" 的用法。
参考相关辅导资料和练习册,丰富教学内容。
6.2 辅助工具使用多媒体教学,如PPT、视频等,增强学生的学习兴趣。
八年级下册英语WhatshouldIdo教案

教案:八年级下册英语What Should I Do 教案第一章:Unit 1 What should I do?教学目标:1. 能够听懂、会说、会读本单元的生词和短语。
2. 能够正确运用情态动词should 提出和建议。
3. 能够根据情景,正确选择合适的建议。
教学内容:1. 生词和短语:homework, clean the room, watch TV, swim, have a rest, shopping, visit friends, cook dinner。
2. 情态动词should 的用法。
教学步骤:1. 导入:引导学生讨论日常生活中的建议和选择。
2. 新课呈现:展示图片,引导学生说出相应的短语。
3. 单词和短语学习:让学生听录音,跟读单词和短语。
4. 语法讲解:讲解情态动词should 的用法,举例说明。
5. 练习:让学生进行听力练习,听懂并复述对话内容。
6. 口语练习:分组讨论,根据情景提出建议。
第二章:Unit 2 I'm going to study puter science.教学目标:1. 能够听懂、会说、会读本单元的生词和短语。
2. 能够正确运用be going to 结构谈论未来的计划。
教学内容:1. 生词和短语:scientist, invent, puter game, designer, doctor, pilot。
2. be going to 结构的用法。
教学步骤:1. 导入:让学生谈论自己的未来计划。
2. 新课呈现:展示图片,引导学生说出相应的短语。
3. 单词和短语学习:让学生听录音,跟读单词和短语。
4. 语法讲解:讲解be going to 结构的用法,举例说明。
5. 练习:让学生进行听力练习,听懂并复述对话内容。
6. 口语练习:让学生谈论自己的未来计划。
第三章:Unit 3 Could you please clean your room?教学目标:1. 能够听懂、会说、会读本单元的生词和短语。
八年级下册英语《WhatshouldIdo-》教案

八年级下册英语《 What should I do?》教课设计八年级下册英语《whatshouldIdo?》教课设计Unit2whatshouldIdo?Teachinggoals(教课目的).words&phrases:keepout,loud,argue,what’swrong?football,either,except,themselves,include,etc.2. 神态动词 could/should的用法。
3.whydon ’ tyou ?构造表建议的运用。
4.怎样讨论问题及提出建议。
5.在办理问题中学会自省与人际交往。
Importantanddifficultpoints(教课重难点).should/could神态动词的用法。
2.怎样提出建议。
教具: ataperecorder5,cards.第一课时课前准备:教师:录音机,所学物件的图片、教课挂图。
学生:英语点金教练及有关的学惯器具Teachingprocedures(教课步骤)(教课过程)Step1Leadingin(导入话题,激活背景知识).Greetingsandfreetalk.2.checktheHomework (家庭作业) .Step2Pre-task(任务前活动)T:IwanttobuyanewguitarbutIdon ’thaveenoughmoney.whatshouldIdo?Ssthinkitover,andtrytogivehis/heradvice.writetheiradviceontheBb..Borrowone.2.Buyasecond-handguitar.’ tbuyaguitar.5.waituntilnextyear.PracticereadingtheadvicebytheSs.导入 :Inthisunitwearegoingtotalkaboutproblemspeoplehav eandlearnhowtogivethesepeopleadvice–totellpeoplewhatwethinktheyshoulddo.Step3while-task(任务中活动)SBPage10,1a.theSs.3.AskSstowritetheproblemsinthe“ Serious” or “Notserious” columns.ereading.SBPage10,1b. makesuretheSsunderstandwhatshouldtheydo.Playthetapetime.checktheanswers.Step4Post-task(任务后活动)SBPage10,1c.Lookattheproblemsinactivity1aandmakeconversations.Step5while-task(任务中活动)SBPage11,2a..Readtheinstructions.makesuretheSsunderstandwha tshouldtheydo.2.Pointtothesentencesbelow.toPeter’ sfriend’ sadvice.“ could”or“ should”.5.correcttheanswers.SBPage11,2b.Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.checktheanswers.Step7Post-task(任务后活动)makeconversationswithpeterandhisfriendwiththehelpof2a&2b.Step8GrammarFocusReviewthegrammarbox.Sssaythequestionsandtheresponses.Explainthedifferencesbetweencould/should.Homework(家庭作业) :.Gooverthewords.2.myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.教课后记 :第二课时课前准备:教师:录音机,所学物件的图片。
八年级英语下册UnitWhat should I do教案

Unit 2 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 , could, s hould,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.Thenreadtheproblem tothe 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 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, sh ould 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, surprise, on the pho ne, 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 recorderprocedureActivity 1. RevisionTask1. Check the homework. Ask and answer.Task2. Revise the vocabulary.Activity 2. Listening and circling .the instructions. Learn the key vocabulary.Read and repeat the phrases.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.ActivityTask 1. Read the instructions. Show students the example match.Task 2. Play the recording again and check the answers.Activity 4. GroupworkTask 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 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 the students to say the questions and the responses. Explain that the word should i s 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 pictureprocedureActivity 1. RevisionTask the vocabulary and the key structures.Task .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 then ask two students to read the sample conversation.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 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.Homeworkthe vocabulary and target language.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 w ear 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 the instructions in 1a. Ask a student to read the sentences to the 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 of numbers.My watch is original.T: Correct. It’s not like all the others.Task 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 the students to put a check in front of these problems. Then check the answer.Activity and writingA. Listen carefully and fill in the chart with the advice that you hear .Then check the answers .B. Listen again and fill in the chart. Then check the answers.Activity 4. PairworkTask the instructions.Task 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.Homeworkthe vocabulary .your own conversations about advice.Lesson 5 Reading and writingaims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:except, upset, find out, do wrong, what to do, lonely, arguelanguageWhat 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 recorderprocedureStep 1. RevisionTask1. Check the homework. Ask and answer.the vocabulary.Step 2. Reading and writingTask 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 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.Homeworkthe vocabulary .off the writing exercises.Lesson 6 Reading and writingI. Teaching aims and demands :Students learn to master the reading skills.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-playerprocedureActivity 1. RevisionTask the vocabulary and the key structures.Task .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 the students about using a dictionary.1. Explain that a dictionary can help students learn can learn new 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 ,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.the students to read the passage loudly .Homeworkthe vocabulary and target language.your own conversations about problems and advice.Lesson 7 Reading and writeI. Teaching aims and demands :Students learn to master the reading skills.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 the instructions.Task language used for imagine you are Dr Alice 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 a survey with two questions:When do you feel under pressure?What should you do to relax?there is someone in your class who has a big problem, make a plan to help them.Homeworkthe vocabulary .writing the letter.。
八年级英语WhatshouldIdo教案
教案:八年级英语What Should I Do?一、教学目标:1. 知识目标:学生能够理解并运用情态动词should 的基本用法。
学生能够掌握并运用常用短语:What should I do? How should I get there? 等。
学生能够理解并运用一般现在时的被动语态。
2. 能力目标:学生能够通过情境交际,运用情态动词should 提出建议和询问建议。
学生能够在日常生活中运用一般现在时的被动语态进行描述。
3. 情感目标:学生能够培养合作意识,学会相互倾听、理解和尊重他人的意见。
二、教学重难点:1. 教学重点:情态动词should 的基本用法。
一般现在时的被动语态。
2. 教学难点:情态动词should 在不同情境下的运用。
一般现在时的被动语态的构成和运用。
三、教学方法:1. 情境教学法:通过设定各种生活情境,让学生在实际语境中学习并运用情态动词should 和一般现在时的被动语态。
2. 交际法:鼓励学生进行小组讨论和角色扮演,提高学生的口语交际能力。
3. 任务型教学法:设计各种任务,让学生在完成任务的过程中,巩固所学知识。
四、教学过程:1. 导入:教师通过提问方式引导学生回顾情态动词can 的用法,为新课的学习做好铺垫。
2. 新课呈现:教师展示各种生活情境图片,引导学生用情态动词should 提出建议,如"What should I do?" "How should I get there?" 等。
3. 语法讲解:教师讲解一般现在时的被动语态的构成和用法,并通过示例进行讲解。
4. 练习:学生进行小组讨论,用情态动词should 和一般现在时的被动语态完成各种情境交际。
5. 课堂活动:学生进行角色扮演,运用所学知识进行实际操作。
五、课后作业:1. 抄写情态动词should 的不同形式。
2. 用一般现在时的被动语态描述日常生活用品的使用。
3. 结合所学知识,与同学合作完成一个生活情境的角色扮演。
八年级英语WhatshouldIdo教案
八年级英语What Should I Do 教案一、教学目标1. 知识目标:(1)能够理解并运用情态动词"should" 的基本用法。
(2)能够根据情景选择恰当的建议,并用情态动词"should" 表达。
(3)能够听懂并会说日常交际用语,如"What should I do?" 和"I think you should"。
2. 能力目标:(1)能够运用情态动词"should" 提出建议和征求建议。
(2)能够根据情景进行简单的对话交流。
3. 情感目标:培养学生的合作意识和团队精神,使他们更加关心他人,乐于助人。
二、教学重难点1. 重点:情态动词"should" 的基本用法和交际用语。
2. 难点:如何根据情景选择恰当的建议,并用情态动词"should" 表达。
三、教学方法采用情境教学法、交际法和生活实例教学法,通过设定情境、角色扮演和小组讨论等方式,让学生在实际语境中学习和运用情态动词"should"。
四、教学过程1. 导入:通过图片展示不同的情境,引导学生思考并提出问题"What should I do?"。
2. 新课内容:讲解情态动词"should" 的基本用法,如提出建议、征求建议等。
3. 实例展示:展示日常生活场景,让学生听懂并学会使用"What should I do?" 和"I think you should" 进行交流。
4. 小组讨论:学生分组讨论,根据给定的情境选择恰当的建议,并用情态动词"should" 表达。
5. 角色扮演:学生分组进行角色扮演,模拟实际场景,运用情态动词"should" 进行对话交流。
八年级下册英语WhatshouldIdo教案
教案:八年级下册英语What Should I Do?教学目标:1. 能够理解并运用情态动词should 提出建议和征求建议。
2. 能够描述不同的日常活动,并表达自己的喜好。
3. 能够听懂、说唱和运用本课关键词汇和句型。
教学内容:1. 词汇:homework, test, basketball, swim, cook, piano, go shopping2. 句型:What should I do? I should play basketball. What do you think? I think you should swim.3. 情态动词:should教学步骤:一、导入(5分钟)1. 教师与学生打招呼,询问学生周末活动。
2. 学生分享自己的周末活动,引导学生表达对活动的喜好。
二、新课呈现(10分钟)1. 教师展示图片,引导学生描述图片中的活动。
2. 教师呈现单词卡片,学生朗读并翻译单词。
3. 教师引导学生用情态动词should 提出建议,如:"What should I do?" "I should play basketball."三、课堂活动(10分钟)1. 学生分组,每组选择一项活动,用情态动词should 提出建议。
2. 各组汇报活动建议,其他组评价并给出意见。
四、练习巩固(10分钟)1. 教师给出情境,学生运用情态动词should 提出建议,如:"What should I do on周末?" "I think you should swim."2. 学生互相练习,教师巡回指导。
五、总结与作业(5分钟)1. 教师引导学生总结本节课所学内容,学生分享学习收获。
2. 布置作业:用情态动词should 写一篇短文,描述自己的周末计划。
教学评价:1. 观察学生在课堂活动中的参与程度和语言运用情况。
2. 课后收集学生作业,评估学生对情态动词should 的掌握程度。
【八年级】八年级英语What should I do教案
【八年级】八年级英语What should I do教案【八年级】八年级英语whatshouldido教案第一部分。
短语、关键句子和语法[要求:熟记和掌握]【词组】1.声音太大2过时3不流行4.callsbup=ringsbup=call/ring/phonesb.给…..打电话5.足够的钱6.busyenough够忙(enough修饰形容词或副词时必须后置)7.球赛门票注意:thekeytothelock/thekey(answer)rtothequestion)/thesolutiontotheproblem.此处几个短语不能用of表示所有格8.在电话里谈论9.付款11.spend…on+sth.=spend...(in)doingsth.在…花钱12.ittakessb。
有时到今天。
需要某人。
是时候做某事了13.borrow…from从….借(借进来)14.借出。
出借15.youcankeepthebookforaweek你可以借这本书一周。
(不用borrow或lend)16.为某人买东西17.tellsbtodo/nottodosth.sth告诉某人做某事18.wantsb。
今天wouldlikesb。
托多想要某人。
做某事19.findout发现;查清楚;弄明白20.PlayOne Tereo play video 21未通过测试22.failin(doing)sth…在...上失败,变弱23.succeedin(doing)sth在...方面成功24.writesbatter/writetosb。
写信给某人25.surprisesb.使某人吃惊(类似有:surprise/interest/please/amaze+某人)26.使某人感到惊讶使某人高兴的是28.lookforapart-timejob找一份兼职的工作(不一定有结果)29.找一份兼职工作(有结果)30.asksb.for…寻求/向某人要某物asksb(not)todo31.Haveabakesale出售烧烤32.arguewithsb=haveanargumentwithsb.与某人争吵33.HaveAfghtWithB.=与某人打架34.dropoff离去;散去;逐渐减少;死去35.为……做准备准备好。
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八年级下英语学案第8课时
【课题】:Unit 2 Whwt should I do ?Section A 3a---4
【励志小木屋】:Perfection does not exist---- you can always do better and you can always grow.完美并不存在---你总可以做得更好,总是可以成长。
【预习目标】:
知识目标 1.识记P12单词及短语。
2. He doesn’t have any money , either .
能力目标: 1. 掌握情态动词could , should 的用法。
2. 熟练运用Why don’t you .... ? 结构。
情感态度与价值观:.通形成较好的人际交往能力。
【预习重难点】:重点目标2 难点目标3
一、自主预习(一)预习任务 1.写出下列单词
同样地(不)____________ 付账________ 兼职工作_____________ 面包或糕点的售卖活动___________青少年论坛_________家庭教师______
2 英汉互译
1.一份兼职工作__________________
2.加入一个俱乐部_____________
3.面包售卖__________________4 .一个好主意_____
5.从...借... ___
6.为...买... _____
7. 找一个家庭教师到他家来
3. 完成3a.
A: I need to get some money to pay for summer camp. 1
B: Well , you could get a part-time job.
A: 2
C: I have an idea.You could borrow some money from your brother.
A: No, 3
D: I think you should ask your parents for some money .
B:Or you could sell your CDs.
A:No, 4 I love my CDs.
D: Maybe you could have a bake sale.
A: No, 5
D:Then maybe you should call Teen Talk ,the radio advice program .(三)预习反思Do you have any questions ?
二.课中实施
Step 1 预习交流------ 精讲点拨
He doesn’t have any money , either . 1) either为副词,意为“也(不……),常用在否定句中。
He can’t play the guitar . I can’t , either.
辨析:either / too / also
1)either为副词,意为“也(不……),常用在否定句句末,用逗号隔开。
2)too 意为“也”,用在陈述句和疑问句句末,用逗号隔开。
3)also意为“也”,用在肯定句中间,位于be动词、助动词或情态动词后,
行为动词前。
1. I don’t like the food, he doesn’t like it, ____ .
2.He has lots of pen pals, ____
3. They ______ like playing tennis .
Step2 Warming-up Step 3 Lead-in Step 4 practice 3a
Step 5 Pairwork 3c Step6 Groupwork
Step7 拓展提升
1.I like eating oranges , too. (否定句)
I ____ _____ eating oranges,______.
2. He paid 100 yuan for the shirt. (同义句)
He _____ 100 yuan _____ the shirt .
3.She should ask her mother for some money.(否定句)
She ________ ask her parents for ______ money.
4. She needs to get a job.( 画线部分提问)
_______ ____ she ______ to do ?
三、限时作业满分10 分得分________
1.He is looking for a p_____ job to make more money .
2. Did you p______ for your CDs ?
3. My brother can’t play the piano. I can’t , e_________ .
4. I want to b______ some books from the library .
5. I need some money ________ ( buy ) a gift for my mother.
6. Can you give me some _______ (advice) on how to learn English well?
7. My teacher often gave me __________ .
A. a good advice
B. some good advice
C. Some good advices
8. You should ask your parents ____ some money ____ pay ____ the new shoes.
A. For,to, for
B. to, for, for
C. For, / for
D. to, for, to
9. ---What should I do , doctor ?
---- ______ healthy, you should take more exercise.
A. keep
B. Keeping
C. To keep
D. TO keeping
10. You don’t need _____ ( have ) a bake sale.
学后反思:。