八年级英语下册UnitUnit2WhatshouldIdo2教案人教新目标版

Unit 2 What should I do?Ⅰ.Analysis of the Teaching Material1.Status and FunctionThe topic of this unit is about advice.In this unit,students will learn to talk about problems and give advice.The teaching in this unit is divided into two parts,Section A and Section B.The former part intends to make students involved in the learning activities while the later focuses on deepening the learning result.(1)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 express their problems in their daily life.(2)In the second period all activities provide listening and speaking practice.Students can improve their listening and speaking skills by doing these activities.In this period students learn to give somebody advice for his/her problems.So students can help people who are in trouble.This will make students feel happy.It can raise students’ interest in learning English.Grammar focus can make students understand that they can use could,should or shouldn’t when they give advice.(3)In the third period all activities provide reading,writing and speaking practice using the target language.Pairwork provides an opportunity for students to use the language of this unit to give advice.All these activities can help students train their integrating skills.The exercises of the workbook can strengthen the knowledge of students.This can make students realize they are able to solve problems in their daily life.(4)Section B introduces more new vocabulary.Activities in section B also help students integrate the new target language with the language studied in earlier periods.Activity 2c is designed so that students can work in pairs.Help students form mixed-level pairs.The more advanced learners help the less advanced students while at the same time getting a valuable review of their own.(5)In the fifth period students will learn to ask for advice when they have problems.Activity 3a provides reading practice.Activity 3b and 3c provide writing practice.Groupwork gives an opportunity for students to use the language of this unit to ask and offer advice.Students canimprove their reading and writing skills in this period.(6)Self check section helps students review all key vocabularies as well as new grammar items.This page ends with a cartoon with the target language.A penguin wants to be original.But the other penguins have the same clothes as he does.(7)In the last period of this unit I’ll deal with the reading page.Maybe you should learn to relax!All activities encourage students to use the reading strategy for compre-hension and in context.To train students’ reading skill and ability of comprehension is the difficulty in this period.2.Teaching Aims and Demands(1)Knowledge ObjectIn this unit students learn to talk about problems and give advice.(2)Ability ObjectsTo improve students’ ability of listening,speaking,reading and writing.To improve students’ ability of communication.To improve students’ ability of integrating skills(3)Sensibility and ValueTo be able to realize the other people’s feeling in communication.To enable to cooperate with other students,help each other and complete the tasks together.3.Teaching Key PointTo master the key vocabulary and the target language in this unit.4.Teaching DifficultyTo have students know how to use the target language in daily life.5.Studying WaysTo teach students how to listen for specific information.To teach students how to cooperate with others in pairs or groups.Ⅱ.Language FunctionsTalk about problems.Give advice.Ⅲ.Target LanguageMy brother plays his stereo too loud.What should I do?Why don’t you talk to him about it?Ⅳ.StructuresModals could,shouldWhy don’t you...?(formulaic)Ⅴ.V ocabularystereo,loud,argue,originalout of style,say you’re sorry,talk on the phoneⅥ.Recyclingproblem,sorry,part-time,important,friend,money,home,new,easy,letter,ticket,ballgame,surprise,comfortable,colorful,inexpensive,borrow,write,call someone up,go to someone’s house,every nightⅦ.Learning StrategiesListening for specific information.Cooperating.Ⅷ.Teaching TimeSeven periods.The First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key vocabularykeep out;serious;stereo;loud;argue;out of style(2)Key structuresWhat’s wrong?My clothes are out of style.Maybe you should buy some new clothes.(3)Listening practicePairwork2.Ability ObjectsTo train listening skill.To train students’ ability of communication.3.Sensibility and ValueTo be interested in taking part in all kinds of activities in an English class.Ⅱ.Teaching Key PointV ocabulary and structures.Ⅲ.Teaching DifficultiesListening practice.Pairwork.Ⅳ.Teaching MethodsListening and speaking methods.Communicative approach.Ⅴ.Teaching AidsA tape recorder.A projector.Ⅵ.Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Step ⅡSection AShow a chart on the screen.And tell students what my problem is.Ask students to give advice.Then write the words could,should and shouldn’t on the board.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 to help students understand it.Tell students in this unit we’re 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 ⅢShow the new words on the screen.Read the new words and ask students to repeat.Make sure that students understand the meanings of the new words.Step Ⅳ1aNow please open your books at Page 10.Look at activity 1a please.Point to the problems and ask five students to read the problems to the class.S a:My parents want me to stay at home every night.S b:My brother plays his stereo too loud.S c:I don’t have enough money.S d:I argued with my best friend.S e:My clothes are out of style.Read each sentence again and ask students to repeat it.Ask students to explain in their own words what each sentence means.They can point to parts of the picture,use actions,simple drawings on the board and simple sentences.Then point out the headings in the box to the class.Tell students serious problem is a very bad problem,a very big problem.Ask students to write the problems in the Serious or Not serious columns.Now talk about the answers with the class.(This activity introduces some key vocabulary.)Step Ⅴ1bIn this activity first ask different students to say what they see in each picture.Then ask students to listen to the conversation.In the chart circle the problems that they hear the girls talking about.Play the recording for the first time.Students only listen.And then play it a second time.This time students circle the problems they hear.Correct the answers.AnswersThe following problems should be circled:My parents want me to stay at home every night.My brother plays his stereo too loud.I don’t have enough money.My clothes are out of style.TapescriptGirl 1:You look unhappy.What’s wrong?Girl 2:Oh...my clothes are out of style.I don’t look cool.Girl 1:Well,maybe you should buy some new clothes.Girl 2:Yes,but I don’t have enough money.Girl 1: Huh.Maybe you could get a part-time job in the evenings.Girl 2:I can’t,because my parents want me to stay at home every night.I argued with them about it.Girl 1:Well,you shouldn’t argue with your parents.You should talk about your problems.Girl 2:And guess what else is wrong?Girl 1:What?Girl 2:My brother plays his stereo too loud!I can’t go to sleep.(This activity gives students practice in understanding the target language in spoken conversation.)Step Ⅵ1c PairworkFirst ask two students to read the sample dialogue.S a:What’s wrong?S b:My clothes are out of style.S a:Maybe you should buy some new clothes.Then say,Make conversations like this about the problems in activity 1a.As students talk,move around the classroom checking their work.Offer language support as needed.In the end ask several pairs of students to say their conversations to the class.Give them little presents if they do their work well.(This activity provides guided oral practice using the target language.)Step ⅦSummaryThis class we’ve learned some key vocabulary.And we’ve learnt how to give somebody advice if he or she has some problems.If you are interested in joining all kinds of activities in class,you’ll make great progress.Step ⅧHomeworkPlease ask your parents or friends what problems they have in order to see if you can give them some good advice.Step ⅨBlackboard Design。

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。

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.。

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 .。

新目标英语八年级下册Unit2 What should I do? Section A(1a-1c)教案教学目标：A: Talk about problemsB: Giving advice using modal "should"教学重点：A: key vocabulary: keep out play argue out of styleB: key Structures : a: What's wrong? b: sb+should+v.教学难点：A: Give advice about should and couldB: Talk about problemsTeaching procedures:Step1.Warm upReview the new words.(Have a dictation)学生活动：a.Write down the new words according to the teacher's tips.Such as:1.won't let in (keep……out )2. to speak angrily to sb because you are disagree with them(argue)3. make the recording work (play)4. not right, not as it should be(wrong)5. the same meaning of "what's the matter?"( what's wrong)6. the special design of sth, especially clothes(style)7. not fashionable(out of style)Step2 Free talkA.Review what we've leant about "What's the matter? "&"should" by using pictures.学生活动：Look at the pictures carefully and answer teacher's questions.Such as:A: What's the matter with the boy?B: He has a sore throat.A: Oh, he should drink hot water with honey.B. Use some pictures to practice for several times. (Change the third person into the first person.)学生活动：Practice the conversation by using the first person.Such as:A: What's the matter?B:I have a headache.A: You should lie down and have a rest.Step3 Presentation (Lead in)e the picture of a "ring" to say out the problem around us in daily life: "I want the ring, but I don't have enough money. What should I do?" 学生活动：a.Think about the question and the try to use "should" to give adviceB. Use several different pictures to show problems and practice the sentence structures.学生活动：b. Enjoy the pictures while thinking about advice.Such as:A: What's the matter?B: My car is too dirty.A: You should clean it.C. After practicing. Show more pictures with problems. And write them down.1.His parents want him to stay at home every night.2.Her brother plays his CDs too loud.3.She doesn't have enough money.4.He argued with his best friend.5.Her clothes are out of style.学生活动：c. Look at the pictures and think about the problems.D. Ask students to read these sentences each for twice. And then rewrite the sentences in the first person in the chart.学生活动：d. Make a chart as the teacher, then try to write down problems.1.My parents want me to stay at home every night.2. My brother plays his CDs too loud.3. I don't have enough money.4. I argued with my best friend.5. His clothes are out of style.E. Ask students to read the problems they've written and try to remember them.Step4 Listening practiceA.Play the recording for the first time. ask students to circle the problems they hear.学生活动：a. Listen and circle the problems in the chart.B.Play the recording again. ask students to fill in the blanks to complete the advice in the chartProblems Advice1.2.3.4.5..学生活动;b. Listen and fill the blanks.C.Play the recording again and check the answers学生活动：c. Listen and checkD.Ask students to read the tape scripts.学生活动：d. Read the tape scripts and underline the problems and advice.e. Think about more phrases about giving advice.E. Point out the difference between "should" and "could" and sum up the phrases about giving advice.Such as:ShouldCouldHow about……？What about……？Why not……？Why don't you……？Step5 ConversationA.Add some advice to make the chart full.学生活动：a. Not all of the problems in the tape scripts have the advice. Try to give advice to the problems that are not solved.B.Ask students to make small conversations with partners.Such as:A: What's wrong/the matter?B: My clothes are out of style.A: Maybe you should buy some new clothes.C. Make several pairs to present their conversations.学生活动：b. (Pair work) Make small conversations according to the contents in the charts.Step 6 Group work (Speak-out your problem)A.Make students four in one group. And one of them is Dr. Known. Others are problem holders. Talk about problems, and Dr. Known must give advice.学生活动：a.Work in groups.{S1S2S3Dr. Known→Such as:Dr. Known: What's wrong?S1:I left my homework at home.Dr. Known: You should do it again or ask your parents to bring it toschool for you. What about you?S2: I……Dr. known:……B. Let several groups show their groupwork.Step 7 Wring practiceA.Ask students to write down the conversations of their groups.学生活动：a. Write down the conversation.B.Ask students to change their conversations into short passage.学生活动：b. Try to write what they’ve discussed into a short passage. Such as:looks unhappy. He argued with his best friend. He shouldand so on.C.Walk around while offering help.学生活动：c. Read their passage to others.Step 8 Summary and HomeworkA.Today, we’ve learnt how to talk about use “should” to give a advice.B.After class, do a survey about your friends, write down the problemsand try to give advice to help them.Board Design:Problems Advice1. a.2.3. b.4.5. c.A: What’s wrong?/ What’s the matter?B: My clothes are out of style.A: Maybe you should buy some new clothes.。

Unit 2 What should I do?The Seventh PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsReading:Maybe you should learn to relax!Section 1 Before You ReadSection 2 While You ReadSection 3 After You ReadSection 4 Go for it!2.Ability ObjectsTo train students’ reading comprehension ability.To train students’ writing ability.3.Sensibility and ValueLearn how to work and how to relax.Ⅱ.Teaching Key PointsKey vocabularySection 1.Section 2.Ⅲ.Teaching DifficultiesSection 3.Section 4.Ⅳ.Teaching MethodsPre-reading method.Reading method.Writing method.Survey method.Ⅴ.Teaching AidsA tape recorder.A projector.Survey papers.Ⅵ.Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Ask students to read the new words first and then correct the pronunciation.Teach the new words and make sure each student can understand the meanings.Step ⅡSection 1 Before You Read1aFirst ask students to say their after-school activities.Then have students complete the boxes.1bShow the following words on the screen and ask students to look up these words in a dictionary.Have them check(√)each one when they understand.Step ⅢSection 2 While You ReadReading strategyYou will learn to use new words better if you use a learner’s dictionary.A bilingual dictionary sometimes gives the wrong meaning for the situation you want.Play the tape for students and ask them to read the text.Step ⅣSection 3 After You Read3aAsk five different students to read the statements first.1.American and British children do many after-school activities.2.Many children are under pressure.3.Parents these days push their children much harder than before.petition between families starts at a young age.5.Children should have free time to relax.Then ask students whether the situation is the same in China.Have them discuss with their partners.3bAsk students write four sentences using one of the words from 1b in each sentence.And invite four students write their sentences on the board.3cIf you are Dr Alice Green.Write a letter to Cathy Taylor.Give advice about what she should do with her children.Step ⅤSection 4 Go for it!4aPressure is a serious problem in today’s world.We should find ways to relax.Are you or your friends under pressure?Do a survey to find out.Show the questions on the screen and ask students to do their surveys.4bIf there is someone in your class who has a big problem,make a plan to help them.Step ⅥIf you have time!If time permits,role-play interviews between a “psychologist”and a person who is under pressure.Step ⅦSummaryThis class we’ve learned a reading passage.And we knew many families and children are under pressure.We should learn how to work and how to relax.If you have any problems,you should solve them as soon as possible.I wish all of you can have a very happy life.Step ⅧHomeworkPreview the next unit.Step ⅨBlackboard DesignActivity and Probe ⅠGoal:Review how to talk about problems and give advice.Materials:Paper and markers.Procedure:·Write out matching sets of problems and advice on separate sheets of paper.For example,the problem might be:I’m really tired.The advice might be:You should go to bed.You can use situations from the students’book and other situations using language students are familiar with.Be sure that each piece of advice applies to only one of the problems.·When writing the sheets of paper,write large enough so that students can read the statements at a distance.Make eight sets of problems and advice for a total of 16 sheets of paper.Place the sheets face down on a table in four rows of four.·Divide the class into two teams.A member of one team turns over two sheets of paper and reads to the class the problem or advice on each.Then he or she turns them face down again.A member of the other team does the same.·When a team thinks they can match a problem with the correct advice,the next player turns over those two sheets and reads them to the class.If correct,that team gets a point.If not,the students turn them face down again.·The game continues until all matches are made.The team with the most points wins.Activity and Probe ⅡWhat size are you?(Social Studies)When you go to a store to buy clothes,do you know what size to ask for?Do all the clothes you look for come from the same country?Do you know that different countries have differentsystems of clothing sizes?Look at the chart below and then answer the questions about American and British clothing sizes.1.A woman’s U.K.size 10 blouse is the same as a U.S.size 8 .2.A man’s U.S.size 8 shoe is the same as a U.K.size__________.3.A woman’s U.S.size 8 shoe is the same as a U.K.size__________.4.If you have a waist size of 85 cm,what U.S.size jeans will you buy?__________.5.A man’s medium size shirt in the U.S.is the same as a man’s__________size shirt in the U.K.6.If you have a 28-inch waist,you would buy jeans with a__________-centimeter waist in the U.K.。

新目标八年级（下）Unit2 Section B What should I do? 自觉学习课案一、Language goals:1.Talk about probloms.2.Give advice.二、Leaning mathods:1.通过听力和对话学习使用Should和could 帮助别人，劝导人“该怎么做？”2.通过图片和书信学会用书面语余人交谈，帮助别人解决所遇到的难题，培养口语表达能力。

三、情感、态度与价值观。

通过学习一些生活学习中遇到的难题的处理方法，从中学会与人为善，互尊互敬，互相理解与支持，在处理问题时要遵循客观规律。

一、Revision:T: Boys and girls. Please look at my clothes .Are they colorful?(用教师身上所穿的衣服，巧妙地引出复习了内容，同时也吸引住了学生的注意力，使学生很快地回忆昨天所学语言材料并运用到实际生活中去，从而达到学以致用的目的)Ss: No, I don’t think so.T: Are they original?Ss: Yes, I think so.T: Are they in style/ the same as yours/comfortable/inexpensive?Ss: ---.T: When I choose clothes, they should be original, comfortable and inexpensive .What about you?S1: I like comfortable clothes.S2: I like inexpensive clothes.S3: I like in style and original clothes.-------T: Good. I think comfortable and inexpensive clothes are very important.二、Presentation:T: Last lesson we learned a letter to a newspaper advice column. A lonely kid wrote to Marry.What’s the lonely kid’s problem? Do you remember?S1: He found out that his friends were planning a birthday party for his best friend, but they didn’t invite him.T: Good. Can you recite the letter? First translate some sentences before.（在学生复述课文之前，帮助学生扫清障碍，同时加深理解重难点句子）1.Everyone else in my class was invited except me.2.I can’t think what I did wrong.3.I’m very upset and don’t know what to do.Ss: -------三、Presentation: Do 3bT: Think of some advice for “Lonely kid”. And fill in the blanks in Mary’s letter. Then ask some students to read out the letter.S1: You should be more friendly and try to be more funny.S2: You should talk about it with your friend or you should say you are sorry to your friend.S3: Maybe your friends want to surprise you.S4: You could find your best friend and ask him what you did wrong.Maybe you should talk with your parents to find out your wrong and ask your parents to help you say sorry to your friend.四、Do3c.Ask some students to read out their own letter to an advice column.------Many students give their good advice.（教师在学生读完他们自己所写的信时，及时表扬其中的优点，鼓励了他们的信心，使许多学生跃跃欲试，都想把自己所写的信读给大家听，课堂气氛空前活跃。