《WhatshouldIdo》教学教案

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。

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《 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。

《WhatshouldIdo》教学教案Teaching plan of "what should Ido"《WhatshouldIdo》教学教案前言：本文档根据题材书写内容要求展开，具有实践指导意义，适用于组织或个人。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

Teaching goals :1.Words & phrases : 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。

Important and difficult points :1.should /could 情态动词的用法。

2.如何提出建议。

Teaching aids : a tape recorder5 , cards .Period 1Teaching procedures :Step 1 Leading 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 enough 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 theydo .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .SB 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 onlylisten .Pay attention to Peter’s friend’s advice .4.Play the tape again .Ss circle “could” or “should” .5.Correct the answers .SB Page 11 , 2b .Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .Make 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 betweencould/should .Homework:1.Go over the words .2.My clothes are out of style ,what should I do ? Please give the advice .教学后记:Period 2Teaching procedures :Step 1 Leading in1.Greeting and free talk .2.Check the homework .Collect the students’ 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’ answers .4.Make sure the students understand the readingStep 4 Post-taskSB Page 12 , 3b .1.Read the instructions .Point out the example conversation and ask two students to 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 for something7.summer camp8.stay at home教学后记: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 their statements 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 advice program .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 attention to .2.Look at the chart .There are threepersons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .3.Play the recording again .Ss write their answers .4.Play the recording again ,one sentence by one sentence .Check the answers .Step 4 Post-taskSB Page 13 , 2c .1.Point out the example in the sampledialogue .Ss practice reading .2.Pairwork: What do you think Erin should do ?3.Share their conversations with whole class .Homework :You left your homework at home ,what should you do ? Please give your advice .教学后记:Period 4Teaching procedures :Step 1 Leading in1.Greetings & free talk .2.Check the homework :I left my homework athome ,what should I do ? Share some students’ advice .Step 2 While-taskSB 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 you’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 youradvice .4.Groupwork: See which classmate has the best advice .Step 3 Post-taskSB Page 15 , Selfcheck .1.Fill in the blanks with the words given .Try to make your own sentences with the words .2.Rea d 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 .教学后记:Period 5Teaching procedures :Step 1 Leading in1.Greetings and free-talk .2.Check the homework :Read the letter out in the class ,the other Ss give their advice .Step 2 Pre-task1.What after-school activities can you thinkof .Write what you do and what you don’t do .2.SB Page 16 , 1b .Read the words and guess the meaning .if there are some new words 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 inthe box in 1b .3.Explain something :busy enoughIt’s time for sth .the + 姓s : 夫妇/一家SB Page 17 , 3a .1.Read these statements .2.Pairwork: Number each pair 1-5 around theclass .Ask each pair to discuss only the 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-------- Designed By JinTai College ---------。

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。

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。

Unit 2 What should I do?Part 1: Teaching Design第一部分教学设计Period 1: Looking, Listening and Speaking (Page 10)(Well, maybe you should buy some new clothes.)Objectives●To learn to use modals could, should●To learn to use Why don’t you…?Procedures■Warming up by talking with verbs from unit 1 and unit 2Hello, class. Look at this picture. What are they doing in the picture? This man is using his computer to write his homework. This girl is flying his kite in the open ground. This cat is falling down from the wall to the ground. This boy will go skating on the river. The girl on the right is dressing up for her birthday party. Look at this old man. What is he doing? He is predicting that man will go to live on the moon very soon. I hope his prediction will come true soon enough. Look. This woman is looking for her son. She seems in a hurry. This girl takes out her MP4. Shewill play her favorite songs. This dog stands at the gate and keeps people out. The two students are arguing a math problem. And look at this man. He will call his girlfriend up. This cat surprises us. It pays for its fish. It is a clever cat. Its fish will bake in the sun. Look. The cat fails to get on the tree. Look at this girl. Her coat doesn ’t fit her. It is too large. The girl will complain to her mom about her coat.To find out more about the girl, go to page 10. 1a Looking and writingEveryone has his problems. So do you. And so do I. Now read after me the five problems and put them into the right box.1b Listening and circlingYou will hear a conversation about a girl ’s problems. Listen and circle the problems you hear in activity 1a.Now go to page 87 to read this conversation. While reading try to find all the sentences with could/ should. And also cut/ the sentence into thought groups, studythe linking words and underline all the expressions. That’s grammar study, indeed.You will look at the problems in 1a and make conversations in pairs.教学反思Period 2: Listening and Speaking (Page 11)(What should I do?)Objectives●To learn to talk about problems●To learn to give adviceProcedures■Warming up by learning about should and couldHi, everyone!We all have problems. So we need to give and take advice. But how to give and take advice? Well, we can use should and could.Peter’“could” or “should” you hear.Listen again. Why doesn’t Peter like his friend’s advice? Draw lines to match the advice with the reasons.Turn to page 87. Read the conversation on your own.While reading remember to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions.2c GROUPWORKNext you will role play the conversation between Peter and his friend.教学反思Period 3: Reading and Speaking (Page 12)(I need to get some money to pay for summer camp.) Objectives●To learn to talk about problems●To learn to use Why don’t you…?Procedures■Warming up by talking about keeping healthy and strongGood morning, class. How often do you exercise? You don’t exercise at all? What’s the matter? What are you doing on Sundays? How do you keep fit? Can you find time to exercise on Sundays? I’m healthier than most of you are. How do you keep healthy then? How was your last Sunday? When did you get up that day? I’m going to be a daily basketball player. Could you please find time to exercise? You are so busy studying your lessons. What’s the best way for youto stay fit and healthy and strong? Will you have a running machine in the classroom? No? Then what should you do?3a Reading and writingYou will read the conversation on page 12. Write “good idea”, “okay idea”,or “bad idea” next to each suggestion.Read the conversation again to underline all useful expressions to be copied after school.A gives advice about getting more money, andB says if the idea is good, okay or bad.Your pen pal Jim is coming to China to practice his Putonghua. Now you are to make a list of things, on page 12, Jim could do to better his Putonghua.教学反思Period 4: Writing, Speaking and Listening (Page 13)(Maybe you could call him up.)Objectives●To learn to talk about problems●To learn to use modals could, shouldProcedures■Warming up by talking about clothingGood morning, class. I see Lin Tao wearing a new jacket today. He looks really smart. By the way what kind of clothes do you like to wear in or out of school? Look at the pictures of clothing which one do you like best? And why?1a Reading and writingHow do you choose clothes? What do you consider? Read the statements on page 13 and decidewhich one is NI(not important), I (important) or VI (very important).You will go on to tell your partner about your answers to the statements.Erin is calling “Teen Talk”, a radio advice program, to get advice about a problem. Check Erin’s problem.What advice do the callers give Erin? Fill in the chart.Turn to page 88. Read the conversation on your own.While reading remember to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions.Do you have any advice for Erin? Now tell it to your partner. You may use the dialogues on page 13 as examples.Now read the conversation again to turn it into a text.教学反思Period 5: Reading, Writing and Speaking (Page 14)(I have a problem.)Objectives●To learn to give advice●To learn to use Why don’t you…?Procedures■Warming up by talking about problems in lifeGood morning. Look at me. Am I tall? Am I strong? No, I am not. These are some of my problems. What problems do you have?Lonely Kid wrote a letter to a newspaper advice column. Now read the letter on your own. While reading, remember to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions.Now let’s write as they do in the text. We are going to write in imitation of the text we have just learned.You are to think of some advice to help the “Lonely Kid”. Fill in the blanks in Mary’s letter.There is an advice column in the school weekly paper. Now you have some real or imaginary problems. You will write to ask for advice.4 GROUPWORKWhat problems do you have in studies and in life? Now you will read the statements on page 14 and choose one of them. And then in groups of five, ask your classmates for advice.SELF CHECK1 Filling in the blanks with words givenTo check your progress, turn to page 15. You will fill in the blanks with the words given. Then make your own sentences with the same words.You will go on to read the letter on page 15. While reading, try to cut/ the sentences into thought groups, studyRead the letter again to find out all the useful expressions. Write them in your Expression Books.Reading: Maybe you should learn to relax!Before you read — please go over the vocabulary list for this unit at the back of your textbook.While you read —cut/ the sentence into thought groups, studylinking words and underline all the expressions.After you read—copy all the useful expressions into your notebook.Now let’s write as they do in the text. We are going to write in imitation of the text we have just learned.教学反思。

【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。

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。

学生能够运用所学句子表达自己的建议和意见。

2. 能力目标：学生能够在日常生活中运用情态动词should 提出建议和意见。

学生能够通过小组合作，提高口语表达能力和团队协作能力。

3. 情感目标：培养学生关心他人，乐于助人的品质。

培养学生积极参与课堂活动，勇于表达自己的观点。

二、教学重难点：1. 教学重点：情态动词should 的基本用法。

运用所学句子表达自己的建议和意见。

2. 教学难点：情态动词should 的被动语态。

如何在实际情境中灵活运用情态动词should。

三、教学方法：1. 情境教学法：通过设定情境，让学生在实际语境中运用所学知识。

2. 交际教学法：通过小组讨论、角色扮演等活动，提高学生的口语表达能力和交际能力。

3. 任务型教学法：通过完成具体任务，培养学生运用英语解决实际问题的能力。

四、教学过程：1. 热身（5分钟）教师与学生进行简单的英语对话，检查学生的英语水平。

学生进行小组讨论，分享彼此的兴趣爱好。

2. 引入（10分钟）教师展示一张图片，引导学生思考图片中的人应该做什么。

学生用英语表达自己的观点，引出情态动词should 的用法。

3. 教学新课（15分钟）教师讲解情态动词should 的基本用法，并举例说明。

学生跟随教师一起练习，巩固所学知识。

4. 小组活动（10分钟）学生分组，每组讨论一个情境，用情态动词should 提出建议和意见。

各组汇报讨论结果，其他组进行评价。

学生完成课后作业，运用情态动词should 提出建议和意见。

五、课后作业：1. 抄写本节课所学的句子，并用自己的词汇替换句子中的关键词。

2. 编写一个情境，运用情态动词should 提出建议和意见。

3. 预习下一节课的内容，准备进行课堂讨论。

六、教学评价：1. 课堂参与度：观察学生在课堂活动中的积极参与程度，以及他们的表现和态度。

【八年级】what should I do教案【八年级】whatshouldido教案【主题】：第二单元什么事？第A1A-2c节【励志小木屋】：perfectiondoesnotexist----youcanalwaysdobetterandyoucanalwaysgrow.完美并不存在---你总可以做得更好，总是可以成长。

[预览目标]：1.识记p10-11单词及短语。

2.什么是长的？我的衣服是自动的。

谈论学校和家庭中的麻烦和问题。

3.会使用whatshouldido?youshould...提出相应的建议。

4.通过沟通培养良好的人际交往能力。

【预习重难点】：重点目标2难点目标3一、自动预览（一）预习任务1.写出下列单词玩_________2英汉互译1.想要某人。

做某事。

足够的钱__________3.和某人争吵__________________4.使某人吃惊_____5.outofstyle___6.keepout_____7.打电话给某人。

起来。

电话（二）预习诊断从方框中选择适当的词补全对话。

也许，够了，错了，是的，应该。

a:what’s___1____?b:我的衣服是自动的。

a:3you4buysomenewclothes.b:that’sagoodidea.（三）你有什么问题吗？二．课中实施1.预习沟通——密集型讲座和指导1.idon’thaveenoughmoney.修饰名词时，在名词前加足，修饰副词时，在副词后加足。

ihaveenoughtime.heisbusyenough.2.怎么了？怎么了？这句话通常用来询问一种情况，是怎么回事？有什么问题吗？同义词。

你怎么了？step2warming-upstep3lead-in步骤4听力练习1步骤5空中作业（练习1c）step6listeningpractice2a2bstep7groupwork步骤8扩展和改进（错误纠正）1.thematchis over.don’ttalkitaboutintheclass.2.你不应该向父母要钱。

Teaching Plan For Lesson1，Unit 2 What should I do?I. Teaching Objectives1. Language Objectives.1(1) important words and phrases:argue ；argue with；keep out ；loud ；style；out of style; surprise;(2) Important sentence patternsWhat's wrong?What’s the matter?What should he /she do?Maybe you/he/she should/could……;Why don’t you /why not ….2. Ability Objectives(1)To help students learn how to ask people’s problems and give advice;(2) To train students' listening, speaking and reading skills.(3) To make students pay more attention to our daily life and care for peopleII. Important Points1. To help students to learn how to ask people’s problems and give advice2. To help students to learn how to use Modals could, shouldIII. Difficult Points1. How to ask people’s problems2. Hou to give people advice3. Use modals could, shouldIV. Teaching Methods1. Listening, reading, speaking, group work;2. Teaching Aids: computer, blackboard, multimedia..V. Teaching Procedures (15 mins)Step I revision and Lead-in 5mins)T: hello, boys and girls. Nice to be with you again;T：who’s on duty today?Is everyone here today?S: hello，teacher...T: summer is coming, do you like the seasonWhy?…….Yeah, maybe some would sayBecause it is sunnyBecause they can wear their beautiful dressAnd some boys would say they like swimmingThat’s right!However, some students said they feel unhappy. These daysWhy?Because they think their clothes are out of styleEn, do you know the phrase out of styleWhat’s meaning?Teacher writes the out of style and in style on board and presents the pictureS:T: Yes, it means not in fashion也就是说过时的，不时髦的T: now, please read the phrases out of style after me( Read two times)While the phrase, in style, means in fashion,即时髦的，流行的For example, these clothes are out of style, while these dresses are in style, do you think so? Teacher Presents the PPTWhat else?A boy said his neighbor plays his CDs too loud, he can’t go to sleepTeacher writes the phrase play CDs, “loud”, and presents the pictureT: The second, their neighbor plays his CDs too loud, they can’t go to sleepDid you meet these problems like that?When you meet these problems, you should hoe to solve them? What should you do?S...Teacher writes sentences pattern: what should I do?” on board(揭示本课主题)T: what should I do? This is our topic languagesOk, let’s come to unit 2 what should I do?And, this unit we will discuss some people’s problems and learn how to give them advice T: now, let us open the book and turn to page 10, this lesson we will be conducted in this way, we’ll do five things;The first part, we’ll learn activity 1a and 2aThe second part, we are going to role play a conversationThe third, we are going to discuss some people’s problemThe forth, you should do a summery about this lesson,be careful, it is you that should make s summery about what we have learnedAt last, I am going to give your some homeworkPart 1.now! Let’s come to part one, section ALook at the pictures in activity 1aThe girl looks unhappy, why?And can you guess what’s wrong with themWhat should she do for one minute?One minute laterT: Ok, time’s up,Next let us listen the tapes you will hear the girl’s problems, I’ll play the tapes two times, the first time you should only listen, know the main idea ; the second time you should circle the problems you have heardAre you clear?S: yesT: ok, let’s listen the tapesTeacher play tapes two timesT: you’ve done it, right?Check the answerT: who can show your answer? （刘亮，please）Student A shows his answerT: is he right?S: yesT: great, he is right; sit down please;Now! Look at the activity 2a, Listen Peter’s problems and Peter's friend is giving him advice. Answer the following questions:• 1 what’s wrong with peter？• 2 What His friend’s advice is?Are you clear?Now, let’s listen!Teacher plays the tapesT: have you finished it?Ok, let us check the answerTeacher check the answerWho want have a tryStudent * give his answerIs he/she right?Good job, sit down pleasePart twoT: the next, let’s come to part twoWe’ll role play the conversation between Peter and Peter’s friendT: Now, who want to act as Peter and who want be act as Peter’s friendCome here, to show your performanceStudents playYou are excellentPart threeNow, look here these people are in trouble, what should they do? Here you should give your adviceFor example, picture1Teacher presents picture 1Teacher presents these pictures one by one and students answer themNow, have you learned how to give people advice?Very good!Part fourOk, the next, do a summeryWho can do a summery about what we’ve learned this lessonSuch as, we have learned the words and phrases: argue, keep out; play CDs, style, out of style, etcAnd the Sentences patterns:Q: what should I /he /she /they do?A: maybe you should/could do …Why not …Part fiveHomework (2minutes)T: Now，Homework1. recite the word and sentences patterns⏹ 2. Here are some pictures of pool children.⏹First，Look at the pictures⏹Second，describe this picture and make up a story: what’s wrong with them? And what shouldthey do?Please turn in it, next lesson。

Unit 2 What should I do?Period 1 Section A(1a-2c)Part 1 Background information1.The analysis of teaching materialThe teaching material is the speaking and listening part at unit 2, book 4, go for it with title of “What should I do?”.It mainly concerns with talking about problems and giving advice.In this unit, it's the first time students know something about the usage modal verb “should”, and the target language “What should I do?”to give advice. Before this unit, the students have learned talking about the matters in unit 1:what's the matter? Therefore,in this unit, students will learn to talk more about their problems and matters, and learn to give advice.2.The analysis of studentsStudents in junior 2 have gained certain amount of vocabulary and language skills.And they are very interested in new knowledge and have strong learning ability, so it's not difficult for them to understand the text.Yet most of them are afraid of speaking in front of the class and express their viewsfreely and confidently with their partners. So, they need to be encouraged to communicate more with others in class.3.Time duration45minsPart 2 Teaching objectives1. Knowledge objectivesBy the end of the class, Ss will be able to1)master the new words and phrases,such as keep out, argue, out of style,etc.2)grasp the new sentence “what's the matter”and “what's wrong”to talk about problems and use the “Maybe you should/could”to give advice.2. Ability objectivesBy the end of the class, Ss will be able to1)train their listening skills of listening for key words “should/could”and othernew words, and listening by using context.2)listen to others' problems and give advice.3 .Affect objectives1)Ss will be able to be aware of their own problems and asking for help.2)Ss will be able to enjoy helping others when they have troubles and develop the spirit of cooperation.Part 3 Key points and difficult points1.Key points1)Ss will be guided to master the new words and phrases2)Ss will be guided to grasp the new sentence “what's the matter”and “what's wrong”1 / 4to talk about problems and use the “Maybe you should/could”to give advice.2.Difficult points1)Ss will be stimulated to effectively train their listening skills of listening for key words “should/could”and other new words.And listening for answers by using context will also be trained.2) Ss will be stimulated to use the new words and sentences to communicate freely Solutions: Task-basing teaching method and Communicative teaching method Part 4 Teaching methods and aids1.Teaching methodsSituational teaching methodCommunicative teaching methodTask-basing teaching method2. Teaching aidsPPT document,multimedia devices, tape recorder, tape, cards.Part 5 Teaching proceduresStep 1 Warming up（5'）Activity 1: Enjoying a song（1.5')At the beginning of the class, I will present Ss some pictures on the PPT with the song “trouble is a friend”and ask them to pay attention to the pictures that show someknowledge they learned before.Aim: arouse Ss' interests and lead in the topicActivity2: Brainstorming(3.5')After listening the song, I will ask Ss “What's the matter about them?”,then ask them “What troubles do you have in your daily?”Aim: revise Ss' old knowledge and stimulate them to speak EnglishStep2 Presentation and practice(23')Activity 1: showing pictures(6')Show four new pictures from the text book, and ask Ss “What's wrong?”or “What'sthe matter?”I will give them some key words on the PPTAim: learn new words and phrasesActivity2:Group competition(10')I will ask Ss “What should he/she/they do?”.First,I will give the model “Maybe hecould/should...”then divide the class into four groups, each group is given a picture and asked to give as much as advice they could. The winning group can get reward. Aim:activate the atmosphere。

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）能够根据情境，使用情态动词should 提出建议和做出决定。

（3）能够听懂、会说、会写本课的生词和重点句子。

2. 能力目标：（1）能够用英语进行简单的日常咨询和回答。

（2）能够根据情境，用英语提出建议和做出决定。

3. 情感目标：（1）培养学生积极帮助他人的精神。

（2）培养学生善于倾听和理解他人的能力。

二、教学重点与难点1. 教学重点：（1）情态动词should 的基本用法。

（2）如何根据情境，使用情态动词should 提出建议和做出决定。

（3）本课生词和重点句子的掌握。

2. 教学难点：（1）情态动词should 的辨析。

（2）如何根据情境，灵活运用情态动词should。

三、教学方法1. 情境教学法：通过设定各种情境，让学生在实际语境中学习和运用语言。

2. 交际法：通过师生互动、生生互动，培养学生的口语表达能力。

3. 任务型教学法：通过完成各种任务，提高学生的综合语言运用能力。

四、课前准备1. 教师准备：教材、课件、录音机、磁带、情景卡片等。

2. 学生准备：预习课文，准备进行课堂互动。

五、教学过程1. 导入：（1）师生问候，回顾上一课内容。

（2）引导学生谈论日常生活中遇到的困难或问题。

2. 新课呈现：（1）展示课件，引入主题。

（2）讲解情态动词should 的基本用法。

（3）引导学生进行情景对话，实践运用should。

3. 课堂活动：（1）分组进行角色扮演，模拟情景对话。

（2）学生展示，互相评价。

4. 巩固练习：（1）完成课本练习题。

（2）小组竞赛，看哪组完成得最快最准确。

（2）布置作业：抄写生词，预习下一课。

六、教学反思本节课结束后，教师应认真反思教学效果，包括学生的学习态度、参与度、语言运用能力等方面。

针对教学过程中出现的问题，及时调整教学策略，以提高教学效果。

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文讯教育机构初中英语教课方案文讯教育教课方案八年级英语 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，有利于国化的平时沟通、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。

八年英 what should i do教课方案part1.及要点句子、法【要求：并掌握】【】1. too loud太高声2. out of sty le的3. in style流行的4. call sb up= ring sb up=call/ring/phone sb.⋯ ..打5. enough money足的(enough修名不用后置)6. busy enough忙(enough修形容或副必后置)7. a ticket to/for a ball game一球的票注意： the key to the lock/the key(answer)r to the question)/the solution to the problem .此几个短不可以用of 表示全部格8. talk about9. on the phone用10. pay for付款11. spend ⋯on +sth.=spend...( in) doing sth.在⋯花12. it takes sb. sometime to do sth.某人做某事花⋯的13.borrow ⋯ from 从⋯ . 借 ( 借来 )14.lend ⋯ to 把⋯借（借出去）15. you can keep the book for a week你能够借本一周。

（不用borrow 或 lend ）16. buy sth for sb⋯⋯ 西17. tell sb to do /not to do sth.sth告某人做某事18. want sb. to do sth.=would like sb. to do想某人做某事19.find out；清楚；弄理解20. play ones stereo放象21. fail the test考不及格22. fail in (doing) sth⋯在...上失,弱23. succeed in (doing) sth在...方面成功24. write sb a letter/write to sb.某人写信25. surprise sb.使某人惊讶（似有：surprise/interest/please/amaze+某人）26. to one’ s surprise使某人惊讶的是⋯27. to one’ s joy使某人高的是⋯..28. look for a part-time job找一份兼的工作（不必定有果）29. get/find a part-time job找到一份兼的工作（有果）30. ask sb. for⋯求/向某人要某物ask sb (not) to do31. have a bake sale烤32. argue with sb = have an argument with sb.与某人争执33. have a fight with sb.=fight with与某人打斗34. drop off离开；散去；逐减少; 逝世35. prepare for⋯=get ready for⋯⋯做准36. after-school clubs(activities)外俱部（活）37. be/get used to doing做某事ed to do去常/常常做某事39.be used for doing=be used to do sth.被用于做某事40. fill⋯up填；装⋯be full of装41. return sth. to sb.=give sth. back to sb.把某物某人42. get on /along well with与⋯相很好43. all kinds of=different kinds of各样各44. as much as possible=as much as you can尽可能多45. take part in=join in参加（某种活/集合）46.a bit =a little一点儿（当修形容或比）47. a bit of =a little一点儿/一些（当修不行数名）48. be angry with⋯生⋯的气49. by oneself=on one’ s own某人自己/单独地50. on the one hand一方面51. on the other hand另一方面52. i find/feel/think it difficult to do...我/感觉/做某事很.53.see/hear/watch sb. doing sth.看到/听/注某人正在做⋯54.not ⋯ until 直到⋯才（一般是非延）55.表示某人情相关的形容用法 :be/become+ upset/tired/excited/interested/worried/surprised/amazed/annoyed明：当主是某人，注意后边的形容一般是-ed尾的，而当主是某物或修名，注意后边形容一般是-ing尾.）例如:i was surprised/interested/amazed when i heard the surprising/interesting/amazing news.56. radio advice program台提建的目57. be original新的58. leave something somewhere把某物忘在某59. sports c lothes运服60. the same age as=as old as和---年一61. the tired children疲不堪的孩子62. complain about (doing sth)诉苦⋯63. take their children from activity to activity着孩子参加一个接一个的活初中英语教课方案文讯教育教课方案64.try to do sth,尽量干某事try doing sth着干某事65. be under too much pressure力太大66. a mother of three三个孩子的67. take part in after-school clubs参加后俱部68. compepition starts from a very young age争从很小年就开始了pare ⋯ with和---比70. organized activities有的活【句型】1. what ’ s wrong(with you)?=what’ s the matter with you?2. what should i do?我怎么3. you could write him a letter.你能够他写封信.4. you should say sorry to him.你他致歉.5.they shouldn ’ t argue. 他不争执 .j6.why don ’ t you talk to him about it?7. why not talk to him about it? =why don’t you talk to him about it?.=what/how about talking to him about it.8. the parents try to fit as much as possible into their kids lives.初中英语教课方案文讯教育教课方案9. activities include sports, language learning, music and math classes.thirty people, including six children (six children included),went to visit the factory.10. people shouldn’ t push their children so hard.11. parents are trying to plan their kids’ lives for them. when these kids areadults, they might find tdifficult to plan things for themselves.【语法】神态动词的用法【重难点剖析】神态动词 (modal verbs )ⅰ*神态动词也可称为“神态助动词 (modal auxiliaries) ”，由于它和基本助动词 (be,do, have)都属于助动词类。

Unit 4 What should I doReading A:1. Teaching topic:What should I do?2. Teaching aims:1) Ss learn how to write letters to show their troubles and look for help.2) Ss can learn how to deal with bullying.3) To help Ss practice some reading skills3. Teaching difficulty:flower pot, by accident, question sb., feel guilty, be frightened, do no good, by mistake, wait one's turnPre-reading: A1. what should I doWhere can you see letters like these, Chinese teacher or teacher counselors?Did all the writers feel happy?Did all writers want help?While-Reading A: Letter 1Who knocked the flower pot, Kathy or her friend?Did she knock the pot by accident?Did the pot hurt anyone?Why did Kathy feel guilty?While-Reading A: Letter 2When 3 tough boys got on the train, was the young boy beside them alone?Was the young boy frightened? What did he do?Did James help the young boy? Why?While-Reading A: Letter 3Is the checkout assistant friendly?Did Tracy get the right change?Did Tracy want to return the extra money?What did the assistant ask Tracy to do?Did Tracy return the extra money at last?Post-Reading 1: A3将所给单词变成正确形式填空.James is a ________ person and he hates violence. (peace)What he said is ________ for our work. We won’t listen to him. (helpful)I’m not good at English but I ________ passed the English exam last week. (narrow)The tough boy bullied the girl and she was very _________. (frighten)The checkout assistant was busy __________ and made a mistake. (complain)根据课文内容和首字母提示写出所缺的单词.Kathy’s friend knocked a flower pot from her window by a______. It broke on the ground below and n_________ missed some children. Later the police came and q______ everyone about it. Her friend was too a_______ to talk to the police.When James r_______ the underground home, he saw three tough boys b______ a young boy. Theyoung boy moved to another s______ but it did no g______. James is a p______ person and he hates v_______. He felt s______ for the boy.Tracy thinks the c______ assistant at her local supermarket is always rude and u______. One day Tracy used a big n________ to pay for a bottle of cola and the assistant complained a lot. Then she gave Tracy some extra money in the change by m______. Tracy s_______ her mistake but the assistant just didn’t listen to her.Reading: B.How to deal with bullying单词拼写1. He is a g_______ student and he does well in all the subjects.2. He is very u_______ about this problem.3. After you tell out your sadness, you will feel some r__________.4. The old man gave e___________ that he saw the accident.5. It is none of my business. It is all your f_______.6. My parents often give me some g________ to my study.完成句子.我不知道对这件事该怎么办.I don’t know _________ __________ _________ about it.2. 跟成人谈话可能会让你感觉紧张._________ __________ ___________ __________ might make you nervous.3. 被忽视会让你很生气._________ _________ can make you very angry.别和仗势欺人者打架.Don’t __________ __________ the bullies.那不是你的错!It’s _________ ___________ __________ !Listening1. Teaching aims: to recognize a speaker’s topic, to learn what a school counselor does andto practise listening skills.2. Teaching difficulties: to get the main idea by listening3. Procedures:Listening A: Recognizing a speaker’s topicStep 1: First-listeningSome people are calling a radio programme to ask experts for advice on their problems.Listen to their calls and write the number of the line each caller needs. (搭配)Step 2: Second-listeningListening B: What does a school counselor do?Step 1: Before-listeningAsk the students read the outline carefully and understand what they should pay attention to. (听前认真读懂大纲，了解需要重视的部分)Step 2: While-listeningComplete the outline.Step 3: Post-listeningComplete the passage about a counsellor’s job:Counsellors _______ ______ (专注于) two areas. The first area is personal counseling. It ______ ______ ______ (旨在帮助) students work out their personal problems if there are any. Programmes on smoking and other teenage problems are also run to _________ students ________ _______ ________ ________ _________ (阻止染上恶习). The second area is academic counseling. It _______ ________ (涉及) student s’ school studies or their plans for university studies. If they want to apply for ________ _________(学业深造), the counselor may discuss which subjects and courses they should or shouldn’t take. If they are interested in jobs, different kinds of _______ ________(工作经验) programmes will be discussed.It is always the school counsellor’s responsibility to give _______ _______ ________ ________(可靠的信息或建议) to students, and to point out important things to them. But the students themselves must _______ ______ _______ _______ (做出最终的选择). In this way, students will _______ _______ _______(尽力) to solve their own problems.Language【学习目标】能熟练运用副词的等级变化；能运用反意疑问句，并且能够使用恰当的声调表达。

Teaching Plan For Lesson1，Unit 2 What should I do?I. Teaching Objectives1. Language Objectives.1(1) important words and phrases:argue ；argue with；keep out ； loud ；style；out of style。

surprise。

(2) Important sentence patternsWhat's wrong?What’s the matter?What should he /she do?Maybe you/he/she should/could……。

Why don’t you /why not ….2. Ability Objectives(1)To help students learn how to ask people’s problems and give advice。

(2) To train students'listening, speaking and reading skills.(3) To make students pay more attention to our daily life and care for peopleII. Important Points1. To help students to learn how to ask people’s problems and give advice2. To help students to learn how to use Modals could, shouldIII. Difficult Points1. How to ask people’s problems2. Hou to give people advice3. Use modals could, shouldIV. Teaching Methods1. Listening, reading, speaking, group work。

WhatshouldIdo教案What should I do教案What should I do教案【课题】:Unit 2 Revision【励志小木屋】：One hour today is worth two tomorrow.争分夺秒效率高。

【学习目标】：（一）知识目标：1、Master words、phases and sentences.2、What should I do? You should write him a letter…..（二）能力目标：Learn bout problems and give advice.（三）情感目标：通过本单元的学习，让学生体验思考帮助别人及提供建议、解决问题所获得的幸福感和成就感。

【学习重难点】Give advice: should, shouldn’t, could, why don’t you...?。

【Task 1】: 用所给动词的适当形式填空1. You should _______(go) to see a doctor.2. Mother asked me ________(get) up early.3.Coud you get a t_________to the concert or me ?I want to go to the concert.4.What he said s__________ me a lot.He is so good a boy.st night he didn’t go to bed u________he finished his homework【Task2】根据汉语提示完成下列句子1. 我想你可以向警察求助。

think you _______ _________ the police _______ help.2. 我的朋友与我穿同样的衣服，留同样的发型。

My friends _________ the same clothes and has the same ________ as I ________.3. 你有许多事情可做。

八年级英语What Should I Do 教案一、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。

学生能够运用所学词汇和句型描述和建议。

2. 能力目标学生能够在真实情境中运用所学语言进行交际。

学生能够通过合作学习提高自己的团队协作能力。

3. 情感目标学生能够学会给出建议，关心他人。

学生能够在日常生活中更加关注自己的行为对他人的影响。

二、教学重难点1. 重点情态动词should 的基本用法。

描述和建议的句型。

2. 难点情态动词should 的辨析。

在实际情境中运用所学语言进行交际。

三、教学方法1. 情境教学法通过设定各种生活情境，让学生在真实环境中学习并运用情态动词should。

2. 交际法通过角色扮演、小组讨论等形式，让学生在实际交流中提高自己的语言运用能力。

3. 任务型教学法通过完成各种任务，让学生在实践中掌握描述和建议的句型。

四、课前准备1. 教师准备相关情境的图片和场景。

2. 学生准备笔记本和笔，以便记录和学习。

五、教学过程1. 导入（5分钟）教师通过提问方式引导学生复习已知的情态动词。

学生回答问题，回顾情态动词的基本用法。

2. 新课呈现（15分钟）教师展示各种生活情境的图片，引导学生用情态动词should 进行描述。

学生跟读并模仿，学习情态动词should 的用法。

3. 课堂练习（15分钟）学生分成小组，根据教师提供的情境，用情态动词should 编写对话。

教师选取部分小组进行展示和评价。

4. 任务拓展（10分钟）教师布置课后任务，要求学生用情态动词should 给朋友提建议。

学生完成任务，并在下一堂课进行分享。

5. 总结（5分钟）教师对本节课的内容进行总结，强调情态动词should 的用法。

学生复习本节课所学内容，巩固记忆。

六、教学评价1. 课堂参与度观察学生在课堂活动中的参与情况，是否积极回答问题、参与讨论。

2. 对话编写评估学生在小组对话中的语言运用能力，包括情态动词should 的正确使用。