Unit2 What should I do

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 can improve 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, peaking, 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 oth er 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,ball game, surprise, comfortable, colorful, inexpensive ,borrow ,write ,call someone up, go to someone’s house, every night Ⅶ.Learning StrategiesListening for specific information.Cooperating.Ⅷ.Teaching TimeSeven periods.The First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key vocabularykeep out; ;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 practicePair work2.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.Pair work.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 Ⅱ Section 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 tothe classagain and help the class give advice using the words could, should and s houldn’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 Ⅳ 1aNow 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. hey 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 Ⅴ 1bIn 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, ecause 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 Ⅵ 1c 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 Ⅶ SummaryThis 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 Ⅷ HomeworkPlease ask your parents or friends what problems they have in order to see if you can give them some good advice.Step Ⅸ Blackboard DesignThe Second PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key vocabularycan; could ;call up; argument(2)Key structuresWhat should I do?You should write him a letter.What should he do?Maybe he should say he’s sorry.What should they do?They shouldn’t argue.2.Ability ObjectsTo train students’ liste ning skill.To master some grammar rules.3.Sensibility and ValueTo enjoy helping others when they have trouble.Cooperation is very important.To help students realize the importance of cooperation.Ⅱ.Teaching Key PointsKey vocabulary.Key structures.Ⅲ.Teaching DifficultyGroupwork.Ⅳ.Teaching MethodsListening and speaking methods.Communicative competence.Cooperating method.Ⅴ.Teaching AidA tape recorder.Ⅵ.Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Ask some students to report their parents or friends problems and the advice they gave them.Give them little presents if some of them do their work well.Step ⅡWrite the new words on the board and teach them.Ask students to repeat the new wrods.And make sure they can understand them.Step Ⅲ 2aIn this activity first ask students to look at the picture.Tell students they are talking about the problem.Say,Now you’ll hear a conversation between Nari and a friend.Circle the word could or should you hear.Ask students to look at the chart in activity 1a.Show students the first column and ask a student to read it to the class.S:1.My parents want me to stay at home every night.2.My brother plays his stereo too loud.3.I don’t have enough money.4.I argued with my best friend.5.My clothes are out of style.T:Very Good. Sit down, please .Now listen to the conversation Write Nari’s problem on the blank lines.Then play the recording the first time. This time students only listen. And play it a second time. As they listen to the recording this time ask students to write Nari’s problem on the blank lines in activity 2a.Then check the answers.AnswersI argued with my best friend.(This activity provides students listening practice using the target language.)Step Ⅳ 2bThis activity provides listening practice using the target language.First read the instructions. Show students the example match.1.You could write him a letter.I don’t like writing letters.Ask students to listen again and draw lines to match the advice and the reasons. Like the sample match.Then play the recording again.Check the answers.Step Ⅴ 2c GroupworkThis activity provides guided oral practice using the target language.This activity demands students to role play the conversation between Nari and his friend.First tell students how to do this activity.Point to the example in the sample dialogue. Ask two students to read the conversation to the class.Point out the sentences in activity 2b.Ask two students to role play a conversation between Nari and his friend using these two sets of sentences.For example,S a:What’s the matter ,Nari?S b:I argued with my best friend.S a:Maybe you could call him up.S b:I don’t want to talk about it on the phone.Help the students when necessary.Then have student work in pairs.First one student is Nari and the other student is Nari’s friend.Then the two students change places.At the end check the answers by calling on different pairs to say a conversation to the class.Praise them for their good job.Step Ⅵ Grammar FocusReview the grammar box.Ask students to say the questions and the responses.Point out that the word should is always used to ask for advice, but the words could, should ,and shouldn’t are used to give advice.Explain that the word could is a less serious word than should. Say, When you say someone could do something,it means that your advice is just one idea of many different ideas.When you say someone should do something,it means that your advice is the best idea or the only e the word could when you are not very sure of your e should when you are very sure of your advice.Step Ⅶ Pronunciation NoteThe “t” at the end of the word shouldn’t is usually not pronounced. And the end of the word shouldn’t is often combined with the beginning of the following word.For example, shouldn’t argue does not usually sound like shud-n-tar-gyou.Instead it sounds like shud-n-ar-gyou.You may wish to replay some of the shouldn’t sentences on the recording to demonstrate this pronunciation.Step Ⅷ Summary and HomeworkThis class we listened to a conversation and knew about Nari’s problem and the advice his friend gave him. And we’ve learnt the three words: could, should, shouldn’t. he three words are used to giveadvice.After class you can have more practice using the three words to give some advice.I hope all of you can express yourselves bravely in English If you do this, you can make great progress .And also I hope you can learn to cooperate happily.Step Ⅸ Blackboard DesignThe Third PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey vocabularypay for; ask for ;either r;baketeen=teenage r;talk;family ;tutorLearn to give somebody advice.Judge which are good ideas, okay ideas and bad ideas.Pairwork.2.Ability ObjectsTo train the students’ judgement.To train students’ ability of comprehension.To train reading skill.3.Sensibility and ValueTo be able to cooperate with others help each other and complete the task-based activities.To enable to understand the feelings of others in communication.Ⅱ.Teaching Key PointsKey vocabulary.To judge which are good advice.Ⅲ.Teaching DifficultiesTo give somebody advice.Pairwork.Ⅳ.Teaching MethodsReading method.Comprehension method.Judge method.Ⅴ.Teaching AidA projector.Ⅵ.Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Ask students to give three pieces of advice using the words could,should and shouldn’t.Praise them for their good work.Step ⅡShow the new words on the screen.Read the new words to students and ask them to repeat.And make sure students can understand the meanings of the words.Step Ⅲ 3aIn this activity first write this sentence on the board.I need to get some money to pay for summer camp.Then write the three possible responses on the board and ask a student to read the responses to the class.For example,You could get a part-time job.You could borrow some from your brother.You could ask your parents for some.Have students discuss the three responses and be sure that students understand how the responses are used.Then ask four students to read the conversation to the class.Have students raise any parts they don’t understand and explain these sentences to students.Now ask students what they think of these advice.Have students write “good idea” “okay idea” or“bad idea” next to each suggestion.Ask them to do the activity on their own.Then talk about the students’ answers.Read the first piece of advice and ask students to raise their hards if they think it is a good idea.Then ask students who think this advice is an okay idea to raise their hands.And then ask students who think it is a bad idea to raise their hands.Write the scores on the board.Repeat for the other pieces of advice.(This activity provides reading and writing practice using the target language.)Step Ⅳ 3b PairworkThis activity provides oral practice using the target language.Frist point out the example conversation and ask two students to read it to the class.S a:I need some money to buy gifts for my family.What should I do?S b:I think you should borrow some money from your friends.S a:Oh,no.I don’t like to do that.S b:Then I think you should get a part-time job.S a:That’s a good idea.Ask students to say some ways to get money that aren’t in the book.Write these on the board and explain these ways to the class.Have students work with their partners as they ask for and give advice.In the end ask two or three pairs of students to say their conversations to the class.Step Ⅴ 4 PairworkThis activity presents an opportunity for students to use the language of this unit to give advice.First ask students to look at the picture.Say,This is Geoffrey.He is a Canadian boy who has come to live in China with his parents.He wants to practice his Putonghua,but he is very shy.Make a list of things Geoffrey could do.Ask students to complete the work in pairs.Ask a few students to list their advice.Write a list of the best advice on the board.Step Ⅵ An ActivityAdvice ColumnAsk a student to find an advice column in an English-language newspaper in the library.Have the student look at several days’ papers and write down some of the problems people sent in.Ask the student to make a chart with each problem on one side and each piece of advice on the other side in random order.Display the chart on the bulletin board in the classroom and ask students to try to match the problems with the advice.(The student could also do this activity using a newspaper in their nativelanguage,translating the information into simple English.)Step Ⅶ WorkbookSection A(1)Match the sentence parts.Draw a line.Then write the sentences on the lines below.1. You could write her a letter.2.__________________________________3.__________________________________4.__________________________________5.__________________________________6.__________________________________(2)Match the problems with the advice.Draw a line.Problems Advice1.A:I don’t want to study at the library.2.A:I need some money.What(could/should) I do?B:You could get a part-time job.3.A:This shirt is really ugly.B:Then you(could/shouldn’t) wear it to school.4.A:I don’t like wri ting letters.B:You (should/shouldn’t) use the telephone.5.A:I want to surprise my parents.B:You (shouldn’t/could) buy them a CD.(4)Unscramble the advice.Then write the correct advice after each problem.Advice1.breakfast big have should you a2.sh ouldn’t it buy you3.sorry say should you’re you4.could leave you5.should you him gift give a6.wear shouldn’t you themProblemsa.My sister and I argued last night.b.I’m really hungry.c.It’s my brother’s birthday today.d.These shoes aren’t comfortable.e.That shirt is too expensive.f.I can’t stand this movie.Advice1.You should have a big breakfast.______________________________________________________________________________________________________________________________________________________Key to WorkbookSection A(1)2.a3.f4.c5.e6.b2.That shirt is out of style.3.I need a part-time job.4.I want to go to a ball game.5.You could say you’re sorry.6.That’s a difficult problem.(2)2.c3.f4.d5.a6.e(3)2.should3.shouldn’t4.should5.could(4)a.3.You should say you’re sorry.c.5.You should give him a gift.d.6.You shouldn’t wear them.e.2.You shouldn’t buy it.f.4.You could leave.Step Ⅷ SummaryToday we’ve learnt how to give somebody advice.I hope you can learn to co mmunicate with others and help somebody if he or she has some trouble.Step Ⅸ HomeworkPreview the next page.Finish off the workbook exercises.Step Ⅹ Blackboard DesignThe Fourth PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey vocabularyoriginal;the same as;inexpensive;colorfulget—got—gottenKey structuresI think Erin should tell her friend to get different clothes.Why?Because friends shouldn’t wear the same clothes.Pairwork2.Ability ObjectsTo train students’ ability of expression.To train listening and writing skills.To train the communicative competence.3.Sensibility and ValueTo raise students’ interest of learning and remember more English words. To ask for help if students have any difficulties in studying English. Ⅱ.Teaching Key PointsKey vocabulary.Key structures.Ⅲ.Teaching DifficultiesPairwork.Oral practice.Ⅳ.Teaching MethodsListening and writing methods.Oral practice method.Communicative approach.Ⅴ.Teaching AidsA projector.A tape recorder.Ⅵ.Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Step ⅡShow the new words on the screen.Ask students to read the new words first.Then correct their pronunciation.Read the new words to students and ask them to repeat several times.Step Ⅲ Section B 1aFirst ask students to look at the picture.Let students tell you what the girl is doing.Students may answer,She is choosing clothes.Then ask a student to read the sentences to the class.S:They are original.They are comfortable.They are the same as my friends’ clothes.They are inexpensive.They are colorful.Then ask students to repeat these sentences.Ask students to explain in their own words what each sentence means.Give students an example.For example,T:What do original mean?Who can tell me?OK.You please.S a:Different from the others.Not the same.T:Quite right.When something is original,it is not like all the others.Who can give us an example?S b:My watch doesn’t have numbers on it.It has pictures of faces ins tead of numbers.So my watch is original.T:Very good.It’s really not like all the others.(Show the watch to the class.)Encourage students to explain other sentences.Point out the write-on line in front of each sentence.Then point to the sample answer.Tell students to write “VI” if the statement is very important to you.Write “I” if it is somewhat important and write “NI” if it is not important.Talk about the answers with the whole class.Discuss which answers most students marked as very important.(This activity introduces more key vocabulary.)Step Ⅳ 1b PairworkHave students use the answers to Activity 1a to talk with their partners.Ask students to work with a partner.Have them make their own statements about the items in Activity 1a.As students talk,move around the classroom checking their work.Offer language and pronunciation support as needed.Then after they practice a little while,ask several students to say one or more of their statements to the class.Give them little presents if they do their work better.(This activity provides guided oral practice using the target language.)Step Ⅴ 2aIn this activity first ask a student to read the three items.S:My friend has nicer clothes than I do.My friend wears the same clothes and has the same haircut as I do.I don’t like my friends clothes and haircut.T:We’ll listen to a radio advi ce 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.Play the recording for students.First time students only listen.And then play the recording for a second time.As they listen to the recording this time,ask students to put a check in front of the problem.Then check the answers.AnswersMy friend wears the same clothes and has the same haircut as I do.TapescriptHost:Hi,Erin.Thanks for calling Teen Talk 109.1 FM.Erin:Well,see,I always wear trendy clothes,and I have a really neat haircut.Host:Yes?Erin:It’s my friend,Jasmine.She buys the same clothes as I do,and she even gets the same haircut.She copies everything I do.I want to be original.I want to have my own clothes and my own haircut.Host:Let’s see if a listener has some advice for you.Kim is calling.Hello,Kim.Kim:Hello.Host:What advice do you have for Erin?Kim:I think she should tell her friend to get different clothes and a different haircut.Host:Thank you for your advice,Kim.OK,we have another caller on the line.Nicole is calling.Nicole:Hi.I think Erin should be happy that her friend likes her clothes and haircut.I don’t think Erin has a problem!Host:That’s an interest ing opinion.Thank you,Nicole.OK,we have time for one more caller.Emilio is on the line.Emilio:Well,um,I think that Erin should find a new best friend.No one wants a friend who isn’t original!(This activity gives students practice in understanding the target language in spoken conversation.)Step Ⅴ 2bFirst ask students to look at the chart in Activity 2b.Point to the three lines in the chart with the callers’ names on the lines.Tell students to listen to the recording again and write what each person sai d after the person’s name.Then play the recording again.Allow plenty of time for students to write their answers.If students can’t finish writing,play the recording more than once.Then correct the answers.AnswersKim:Tell your friend to get different clothes and a different haircut.Nicole:Be happy that your friend likes your clothes and haircut.Emilio:Find a new best friend.(This activity provides listening and writing practice using the target language.)Step Ⅶ 2c PairworkAsk students to say what Erin’s problem is.They may say.Her problem is that her friend wears the same clothes and has the same haircut as she does.Then ask students what they think Erin should do.Give their advice and say why.Ask students to work with a partner.As they talk,move around the room checking their work.Tell them they can use the example in the sample dialogue.After a few minutes,ask several different pairs of students to say part of their conversation to the class.Encourage students who are shy to say their conversations.Give them little presents to praise them for their work no matter how their work is.(This activity provides guided oral practice using the target language.)Step Ⅷ An ActivityThe Worse AdviceAsk some students to write a paragraph about the worst advice they ever got.First ask the students to tell what the problem was.Then ask the students to say the different kinds of advice they got.Ask the students to say what the worst advice was.Finally,ask the students to say what they did about the problem.Step Ⅸ Summary and HomeworkToday we’ve had listening,speaking and writing practice.And we’ve learnt how to give somebody advice and tell the reason.After class read the new words again and preview the new words on next page.Step Ⅹ Blackboard DesignThe Fifth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key vocabularyat school;except;wrong;upsetleave out;lose—lost—lost(2)Key structuresMy best friend is more popular than me.I want to like him.What should I do?You could be friendlier.You should try to be funny.(3)Reading and writing practiceGroupwork2.Ability ObjectsTo train students’ ability of reading.To train students’ writing skill.To train students’ communicative competence.。