初二英语《WhatshouldIdo》说课稿范文（精选2篇）

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waht should i do 说课稿

Optional activities and homework
• Optional activities: work in groups do a survey about your classmates matters and give some advice. • Homework: make a dialogue with your partners and prepared to act the next day’s class.
• d) Group activities: Find six students and dived into three groups; every group consists of two students. One student do actions, another guess the words; three group do it the same time. The winner should guess more words than other groups and the word should be chose from this unit. • e) Listen a song “what should I do?” to recognize the structure. • f) Introduce the structure.
• Step 3: A task: Use what is learned to give advice • a) Five students consist a group • b) Every group writ down their problem and hand in. • c) Every group choose a card randomly and give the advice which should write on the back of the card, then present all the matters and advice.

Unit 2 What should I do -(精选6篇)

Unit 2 What should I do ?（精选6篇）Unit 2 What should I do ? 篇1Unit 2 What should I do ? 篇2 unit 2 what should i do?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。

在学习贴近同学生活实际的语言学问的同时，特殊关注同学生活和学习中的真实困难和苦恼。

进一步引导同学对自我和四周世界进行比较客观的熟悉、评价，进展同学主动解决问题的自我意识和行为力量。

进展同学与人和谐交往的力量；培育在同学沟通中寻求关心。

既坚持自己观点、又听取别人建议。

单元总体目标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”.4.to learn the words and expressions about reading passage.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, fight,2.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 do 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。

八年级下册英语《WhatshouldIdo-》教案

八年级下册英语《 What should I do?》教课设计八年级下册英语《whatshouldIdo?》教课设计Unit2whatshouldIdo?Teachinggoals（教课目的）.words&phrases:keepout,loud,argue,what’swrong?football,either,except,themselves,include,etc.2. 神态动词 could/should的用法。

3.whydon ’ tyou ?构造表建议的运用。

4.怎样讨论问题及提出建议。

5.在办理问题中学会自省与人际交往。

Importantanddifficultpoints（教课重难点）.should/could神态动词的用法。

2.怎样提出建议。

教具： ataperecorder5,cards.第一课时课前准备：教师：录音机，所学物件的图片、教课挂图。

学生：英语点金教练及有关的学惯器具Teachingprocedures（教课步骤）（教课过程）Step1Leadingin（导入话题，激活背景知识）.Greetingsandfreetalk.2.checktheHomework （家庭作业） .Step2Pre-task（任务前活动）T:IwanttobuyanewguitarbutIdon ’thaveenoughmoney.whatshouldIdo?Ssthinkitover,andtrytogivehis/heradvice.writetheiradviceontheBb..Borrowone.2.Buyasecond-handguitar.’ tbuyaguitar.5.waituntilnextyear.PracticereadingtheadvicebytheSs.导入 :Inthisunitwearegoingtotalkaboutproblemspeoplehav eandlearnhowtogivethesepeopleadvice–totellpeoplewhatwethinktheyshoulddo.Step3while-task（任务中活动）SBPage10,1a.theSs.3.AskSstowritetheproblemsinthe“ Serious” or “Notserious” columns.ereading.SBPage10,1b. makesuretheSsunderstandwhatshouldtheydo.Playthetapetime.checktheanswers.Step4Post-task（任务后活动）SBPage10,1c.Lookattheproblemsinactivity1aandmakeconversations.Step5while-task（任务中活动）SBPage11,2a..Readtheinstructions.makesuretheSsunderstandwha tshouldtheydo.2.Pointtothesentencesbelow.toPeter’ sfriend’ sadvice.“ could”or“ should”.5.correcttheanswers.SBPage11,2b.Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.checktheanswers.Step7Post-task（任务后活动）makeconversationswithpeterandhisfriendwiththehelpof2a&2b.Step8GrammarFocusReviewthegrammarbox.Sssaythequestionsandtheresponses.Explainthedifferencesbetweencould/should.Homework（家庭作业） :.Gooverthewords.2.myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.教课后记 :第二课时课前准备：教师：录音机，所学物件的图片。

八年级英语WhatshouldIdo教案

教案：八年级英语What Should I Do?一、教学目标：1. 知识目标：学生能够理解并运用情态动词should 的基本用法。

学生能够掌握并运用常用短语：What should I do? How should I get there? 等。

学生能够理解并运用一般现在时的被动语态。

2. 能力目标：学生能够通过情境交际，运用情态动词should 提出建议和询问建议。

学生能够在日常生活中运用一般现在时的被动语态进行描述。

3. 情感目标：学生能够培养合作意识，学会相互倾听、理解和尊重他人的意见。

二、教学重难点：1. 教学重点：情态动词should 的基本用法。

一般现在时的被动语态。

2. 教学难点：情态动词should 在不同情境下的运用。

一般现在时的被动语态的构成和运用。

三、教学方法：1. 情境教学法：通过设定各种生活情境，让学生在实际语境中学习并运用情态动词should 和一般现在时的被动语态。

2. 交际法：鼓励学生进行小组讨论和角色扮演，提高学生的口语交际能力。

3. 任务型教学法：设计各种任务，让学生在完成任务的过程中，巩固所学知识。

四、教学过程：1. 导入：教师通过提问方式引导学生回顾情态动词can 的用法，为新课的学习做好铺垫。

2. 新课呈现：教师展示各种生活情境图片，引导学生用情态动词should 提出建议，如"What should I do?" "How should I get there?" 等。

3. 语法讲解：教师讲解一般现在时的被动语态的构成和用法，并通过示例进行讲解。

4. 练习：学生进行小组讨论，用情态动词should 和一般现在时的被动语态完成各种情境交际。

5. 课堂活动：学生进行角色扮演，运用所学知识进行实际操作。

五、课后作业：1. 抄写情态动词should 的不同形式。

2. 用一般现在时的被动语态描述日常生活用品的使用。

3. 结合所学知识，与同学合作完成一个生活情境的角色扮演。

八年级英语WhatshouldIdo教案

八年级英语What Should I Do 教案一、教学目标1. 知识目标：（1）能够理解并运用情态动词"should" 的基本用法。

（2）能够根据情景选择恰当的建议，并用情态动词"should" 表达。

（3）能够听懂并会说日常交际用语，如"What should I do?" 和"I think you should"。

2. 能力目标：（1）能够运用情态动词"should" 提出建议和征求建议。

（2）能够根据情景进行简单的对话交流。

3. 情感目标：培养学生的合作意识和团队精神，使他们更加关心他人，乐于助人。

二、教学重难点1. 重点：情态动词"should" 的基本用法和交际用语。

2. 难点：如何根据情景选择恰当的建议，并用情态动词"should" 表达。

三、教学方法采用情境教学法、交际法和生活实例教学法，通过设定情境、角色扮演和小组讨论等方式，让学生在实际语境中学习和运用情态动词"should"。

四、教学过程1. 导入：通过图片展示不同的情境，引导学生思考并提出问题"What should I do?"。

2. 新课内容：讲解情态动词"should" 的基本用法，如提出建议、征求建议等。

3. 实例展示：展示日常生活场景，让学生听懂并学会使用"What should I do?" 和"I think you should" 进行交流。

4. 小组讨论：学生分组讨论，根据给定的情境选择恰当的建议，并用情态动词"should" 表达。

5. 角色扮演：学生分组进行角色扮演，模拟实际场景，运用情态动词"should" 进行对话交流。

unit2whatshouldido英文说课稿

Unit 2 What should I doSection A 1a-1cHu HongxiaGood morning, everyone! Today I’ll say a sample of Section A 1a-1c Unit2 in Book 8B Go for it. I’ll prepare to talk about the lesson from for parts.•Part 1Analysis of the teaching material(1)Status and function of the materialThis unit relates to the usage of the modal verb "should" in Unit2 What's the matter in Book 8A, and develops the usage of the word. This lesson is the first period of this unit, it shows the basic vocabulary and language structure. So it is very important for linking the preceding and the following. It helps the students learn the common usage of the words "should" and "could", use them to give advice on the problems they have in life and study; accept or refuse others' suggestions. It improves the students' sense and ability of solving problems actively, and develop their ability of communication. It can teach the students how to ask for help during the communication, not only insisting on their own ideas, but also accepting others'.•(2)Teaching aims and demandsLanguage goals：learn to use the modal verbs "should" and "could", and other new words and phrases; learn to talk about their own problems, help people in trouble and give them advice; practice the sentences with “should” and “could”.Ability goals：be able to talk about their own problems and troubles; find out the right solutions to the other students' problems and give them advice; find out the solutions to their own problems according to others' suggestions.Emotion goals：learn to think of themselves, and care for others through discussing problems together; develop the spirit of cooperation and the optimistic attitude of the students'.•(3)The important and difficult pointsThe important point: Learn to use the modal verbs "should" and "could"The difficult point: Be able to talk about the problems and the difficulties, give or choose advice by using the language they learned freely.•(4)How to deal with the teaching materialWhile dealing with the material, we pay all attention to how to talk about problems and give advice all the time. We obey the principles of arousing the students' interests, encouraging the students to take part in, learning by themselves and learning in order to communicate•Part 2 Analysis of the teaching methods1. Use the Situational Teaching Approach to give the students a real situation of language learning, arouse the students' enthusiasm to take part in the groupwork and try to learn something by using.2. Use the Task-based language teaching to give the students tasks in order to develop the skills of listening, speaking, reading and writing and the ability of using the language.3. According to the learning regularity, we adopt the "step by step" way to teach from the easy to the difficult.4. Use the body language and multimedia to make the lesson intuitive and interesting.•Part 3 Analysis of the studentsAfter learning Go for it for half a year, the students now can use what they have learnt to express their ideas in a correct way. They are wise, active and brave enough to express themselves. When we guide the students, encourage them to get over shyness and nervousness, open mouths to speak and take an active part in the activities. Tell them we learn the language in order to use, guide them to use while learning, and use after they learn it.•Part 4 Teaching processRevisionS:What’s the matter with youT: I have a bad cold, and I have a terrible sore throat.What should I do•AdviceYou should drink lots of water.You should see a doctor.You should take some medicine.You should lie down and rest.You should drink hot tea with honey.You shouldn’t eat anything hard.You should see a dentist.•argue•argue with sb.What’s the matter with them•What should the man doThe man sh ouldn’t argue with the woman, because we always say that wise man won’t argue with women. He should say sorry to her. The woman should say sorry to the man if she is wrong. He should buy her a gift to make her happy.GroupworkChoose one to talk about: What should I doMy parents want me to stay at home every nightMy clothes are out of style.My brother plays his CDs too loud.I don’t have enough money.I argued with my best friend.Discussion serious or not：•listeningLet the students listen to the tape and finish the exercise in 1b. In this part we train the students’ listening skills and check if they have mastered what they have learnt well at the same time.•PracticeLet the students work in the same group to make up a conversation or a short play to show the class what problems they have in the real life.When one group acts, let the other students listen and watch carefully first, then give reasonable advice.•SummaryWith the help of the teacher, students recall what they have learned just now. Talk about what they have gained in patterns, abilities and emotion.•HomeworkMake a survey about problems your relatives or friends have in life. Then write a report on them and give advice using what you learned.•ReflectionSome students may have difficulties talking about some of their problems in life. Some may not know how to give others’ proper advice. If necessary, the teacher can give them some help.•Writing on the blackboardUnit2 What should I doSection A 1a-1cYou should drink lots of water.You should see a doctor. What’s wrong / What’s the matterYou should take some medicine. What should I / he / she doYou could lie down and rest. You / He / She should / could …You should drink hot tea with honey. keep out play CDs loudYou shouldn’t eat anything hard. argue with out of styleYou could see a dentist.Thanks for your attention!。

Unit 2 What should I do 英文说课稿

U n i t2W h a ts h o u l d I d o英文说课稿work Information Technology Company.2020YEARUnit 2 What should I do?Section A 1a-1cHu HongxiaGood morning, everyone! Today I’ll say a sample of Section A 1a-1c Unit2 in Book 8B Go for it. I’ll prepare to talk about the lesson from for parts.•Part 1Analysis of the teaching material(1)Status and function of the materialThis unit relates to the usage of the modal verb "should" in Unit2 What's the matterin Book 8A, and develops the usage of the word. This lesson is the first period of this unit, it shows the basic vocabulary and language structure. So it is very important for linking the preceding and the following. It helps the students learn the common usage of the words "should" and "could", use them to give advice on the problems they have in life and study; accept or refuse others' suggestions. It improves the students' sense and ability of solving problems actively, and develop their ability of communication. It can teach the students how to ask for help during the communication, not only insisting on their own ideas, but also accepting others'.•(2)Teaching aims and demandsLanguage goals：learn to use the modal verbs "should" and "could", and other new words and phrases; learn to talk about their own problems, help people in trouble and give them advice; practice the sentences with “should” and “could”.Ability goals： be able to talk about their own problems and troubles; find out the right solutions to the other students' problems and give them advice; find out the solutions to their own problems according to others' suggestions.Emotion goals：learn to think of themselves, and care for others through discussing problems together; develop the spirit of cooperation and the optimistic attitude of the students'.•(3)The important and difficult pointsThe important point: Learn to use the modal verbs "should" and "could"The difficult point: Be able to talk about the problems and the difficulties, give or choose advice by using the language they learned freely.•(4)How to deal with the teaching materialWhile dealing with the material, we pay all attention to how to talk about problems and give advice all the time. We obey the principles of arousing the students' interests, encouraging the students to take part in, learning by themselves and learning in order to communicate•Part 2 Analysis of the teaching methods1. Use the Situational Teaching Approach to give the students a real situation of language learning, arouse the students' enthusiasm to take part in the groupwork and try to learn something by using.2. Use the Task-based language teaching to give the students tasks in order to develop the skills of listening, speaking, reading and writing and the ability of using the language.3. According to the learning regularity, we adopt the "step by step" way to teach from the easy to the difficult.4. Use the body language and multimedia to make the lesson intuitive and interesting.•Part 3 Analysis of the studentsAfter learning Go for it for half a year, the students now can use what they have learnt to express their ideas in a correct way. They are wise, active and brave enough to express themselves. When we guide the students, encourage them to get over shyness and nervousness, open mouths to speak and take an active part in the activities. Tell them we learn the language in order to use, guide them to use while learning, and use after they learn it.•Part 4 Teaching processRevision2S:What’s the matter with you?T: I have a bad cold, and I have a terrible sore throat.What should I do?•AdviceYou should drink lots of water.You should see a doctor.You should take some medicine.You should lie down and rest.You should drink hot tea with honey.You shouldn’t eat anything hard.You should see a dentist.•argue•argue with sb.What’s the matter with them•What should the man doThe man shouldn’t argue with the woman, because we always say that wise man won’t argue with women. He should say sorry to her. The woman should say sorry to the man if she is wrong. He should buy her a gift to make her happy.GroupworkChoose one to talk about: What should I do?My parents want me to stay at home every nightMy clothes are out of style.My brother plays his CDs too loud.I don’t have enough money.I argued with my best friend.Discussion serious or not：•listeningLet the students listen to the tape and finish the exercise in 1b. In this part we train the students’ listening skills and check if they have mastered what they have learnt well at the same time.•PracticeLet the students work in the same group to make up a conversation or a short play to show the class what problems they have in the real life.When one group acts, let the other students listen and watch carefully first, then give reasonable advice.•SummaryWith the help of the teacher, students recall what they have learned just now. Talk about what they have gained in patterns, abilities and emotion.•HomeworkMake a survey about problems your relatives or friends have in life. Then write a report on them and give advice using what you learned.•ReflectionSome students may have difficulties talking about some of their problems in life. Some may not know how to give others’ proper advice. If necessary, the teacher can give them some help.•Writing on the blackboardUnit2 What should I do?Section A 1a-1cYou should drink lots of water.You should see a doctor. What’s wrong / What’s the matter3You should take some medicine. What should I / he / she doYou could lie down and rest. You / He / She should / could … You should drink hot tea with honey. keep out play CDs loudYou shouldn’t eat anything hard. argue with out of styleYou could see a dentist.Thanks for your attention!4。

初二八年级英语教案范文：Unit2 What should I do

初二八年级英语教案范文：Unit2 What should I do Unit 2 What should I do ?I. Teaching aims and teaching demands：In this unit students learn to talk about problems and give advice.II. Teaching key and difficult points：A. Vocabularyargue, loud, original ,out of style, tutor, upset, adult,Recycling： problem, sorry, part-time, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someone’s house, every nightB. Target languageMy brother plays his CD too loud.What should I do ?Why don’t you talk to him about it?C. StructuresModals could, shouldWhy don’t you …?(formulaic)III. Teaching methods： Audio-lingual methodsIV. Teaching aids： a tape recorderV. This unit is divided into seven periods.Lesson 1 Speak and listenSection A 1a---1cI. Teaching aims and demands：Students learn to talk about problems and give advice.II. Teaching key and difficult points：A. Vocabularykeep out , play, loud, argue, wrong, What’s wrong ? out of style , could, should,B. Target languageMy brother plays his CDs too loud.Maybe you should buy some new clothes.III. Teaching methods： Audio-lingual methodsIV. Teaching aids： a tape recorderV. Teaching procedureActivity 1. RevisionTask 1. DictationTask 2. Ask and answer.Questions about future with will.Activity 2. PresentationThis activity introduces some new vocabulary.Task 1 . Make a two-column chart on the board with the heading Problem at the top of column 1 and the heading Adviceat the top of column 2 .Then ask the students to tell youwhat you could do about it.ProblemI want to buy a new guitar but I don’t have enough mon ey. Advice1. Wait until next year.2. Don’t buy a guitar.3. Borrow one.4. Buy a used guitar.5. Get a part-time job.Task 2. Then read the problem to the class again. Then write the words could ,should ,and shouldn’t on the boardnext to the chart. Read the problem to the class again andhelp 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 verybig problem. Out of style means not in fashion.enough money ：I don’t have enough money to buy a bike.Ask the students to write the problems in the serious or Not serious column.Task 4. Talk about the answers.Ask ,Who put “My parents want me to stay at home every night?” the serious column? Ask the same questions about theother items. Discuss which problems students thought were the most serious.Activity3. Listen and circle the problems you hear in activity 1a.Task 1.Point to the pictures in activity 1a. Askdifferent students to say what they see in each picture. Read the instructions to students.Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time. Students circle the problems they hear. Then check the answers.Step4. PairworkAsk the students to look at the problems in activity 1a and make conversations.Homework1. Make up your own conversations.2. Make ten sentences with could, should and shouldn’t.Lesson 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands ：Students learn to talk about problems and give advice.II. Teaching key and difficult points：A. Vocabularycall sb. up, ticket, surprise, on the 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 ?III. Teaching methods： Audio-lingual methods and PPPIV. Teaching aids： a tape recorderV.Teaching procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.Task2. Revise the vocabulary.Activity 2. Listening and circling .Task1.Read the instructions. Learn the key vocabulary.Read and repeat the phrases.Task2.You will hear a conversation between Nari and a friend.Play the recording twice and students circle theword ,Nari’s friend uses to give advice.Then check the answers.Activity 3.ListeningTask 1. Read the instructions. Show students the example match.Task 2. Play the recording again and check the answers.Activity 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 Nari 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 the class.Activity 5. 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 giving advice.Lesson 3 Reading and writingI. Teaching aims and demands ：Students learn to talk about problems and give advice.II. Teaching key and difficult points：A. Vocabularypay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay ideaB. Target languageWhat should I do ?Then I think you should get a part- time job.III. Teaching methods： Audio-lingual methods andControl-reading and writing.IV. Teaching aids： a pictureV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Reading and writingTask 1 .Read the instructions. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used.Task 2. Ask four students to read the conversation to the class.Ask the students to fill in the blank.Then ask and answer in groups.Activity 3. PairworkTask 1. Read the 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.Activity 4. PairworkThis activity provides an opportunity for students to use the language of the unit to give advice.Task 1. Read the instructions. Then ask two students to read the dialogue.Task 2. Ask another pair of students to give their advice on another topic. Pick a topic of current interest in the news.Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 4 Section BI. Teaching aims and demands ：Students practice using the target language.II. Teaching key and difficult points：A. Vocabularyoriginal , the same as, in style, nicer, haircut, inexpensive, comfortableB. Target languageI think Erin should tell her friend to get different clothes.Friends shouldn’t wear the same clothes.They are the same as my friend’s clothes.III. Teaching methods： Audio-lingual methodsIV. Teaching aids： a tape recorderV. Teaching procedureActivity 1. RevisionThis activity introduces the key vocabulary.Task 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.For example： T： What does original mean?S1： Different from others. Not the same.T： Correct. When something is original, it is not like all the others. Can you give an example?S1：My watch doesn’t have numbers on it. It has pictures of faces instead of numbers. My watch is original.T：Correct. It’s n ot 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.Activity 2. ListeningTask 1. Read the instructions.Point to the three items students will be listening for：Say you will be listening to a radio advice program. People call in for help with a problem and other people call up with advice. They will be talking about one of these problems. Please check the problem they talk about.Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time.Ask the students to put a check in front of these problems. Then check the answer.Activity 3.Listening and writingA. Listen carefully and fill in the chart with the advice that you hear .Then check the answers .B. Listen again and fill in the chart. Then check the answers.Activity 4. PairworkTask 1.Read the instructions.Task 2.Ask two students to read the conversation to the class.Task 3. Work with the partners and say what do you think Erin should do.Ask some pairs of students to say part of their conversation to the class.Homework1.Review the vocabulary .2.Write your own conversations about advice.Lesson 5 Reading and writingI.Teaching aims and demands ：Students practice the target language by reading and writing.II. Teaching key and difficult points：A.Vocabularyexcept, upset, find out, do wrong, what to do, lonely, argueB.Target languageWhat should I do ?You could be more friendly.You should try to be funny.Everyone else in my class was invited except me.I’m very upset and don’t know what to do.I just found out that my friends were planning a birthday party for my best friend,…III. Teaching methods： Audio-lingual methods andControl-writing.IV. Teaching aids： a tape recorderV.Teaching procedureStep 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. Groupwork1. Ask the students to read the instructions.2. Ask two students to read the dialogue.3. Ask another pair of students to give their advice for one of the problems.4. Ask students to complete the work in groups.5. Ask a few students to share the sample conversations.Step 6.Self Check1. Ask the students to do the exercises on theirown .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.Lesson 6 Reading and writingI. Teaching aims and demands ：Students learn to master the reading skills.II.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.III. Teaching methods： Audio-lingual methods andControl-reading and writing.IV. Teaching aids： a tape-playerV.Teaching procedureActivity 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 students to think about life outside school hours. List them on the Bb.2. Ask the students to use the list on the Bb to complete the two boxes labeled ‘I do’, and ‘I don’t do-‘. Theyare free to add any ore 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 learn new words, how to pronounce them, and how to use them correctly.2. Let the students to look up the words in the box.3. Have a brief memory quiz on all the words.4. Discuss the points made in the Reading Strategy about using a bilingual ,learner’s and electronic dictionary.Activity 3. While You ReadingTask 1. Ask the students to read and notice the wordsthey have just looked up in their dictionaries. Read the sentences to the class.Task2.Ask the students to read the passage loudly .Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 7 Reading and writeI. Teaching aims and demands ：Students learn to master the reading skills.II.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.III. Teaching methods： Audio-lingual methods andControl-reading and writing.IV. Teaching aids： a tape-playerV. Teaching procedureActivity 1. RevisionTask 1. Dictation.Task 2. Read the passage to the class.Activity 2. After You ReadTask 1. Read the statements.Task 2. Discuss with your partners.Task 3. Ask each group to report their ideas to the class.Activity 3. writingAsk the students to write a sentence of their own usingthe words from the box in Section1b.Activity 4. WritingTask 1.Read the instructions.Task 2.Review language used for advice.Then imagine youare Dr Alice Green.Write a letter to Cathy Taylor. Giveadvice 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 there is someone in your class who has a big problem, make a plan to help them.Homework1.Review the vocabulary .2.Finish writing the letter.。

八年级下册英语《WhatshouldIdo-》教案【DOC范文整理】

八年级下册英语《WhatshouldIdo?》教案八年级下册英语《hatshouldIdo?》教案Unit2hatshouldIdo?Teachinggoalsords&phrases:eepout,loud,argue,hat’srong?football,either,except,theselves,include,etc.情态动词could/should的用法。

hydon’tyou…?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。

Iportantanddifficultpointsshould/could情态动词的用法。

如何提出建议。

教具：ataperecorder5,cards.课时课前准备：教师：录音机，所学物品的图片、教学挂图。

学生：英语点金教练及相关的学习用具TeachingproceduresStep1LeadinginGreetingsandfreetal.chectheHoeor.Step2Pre-tasT:IanttobuyaneguitarbutIdon’thaveenoughoney.hatshouldIdo?Ssthinitover,andtrytogivehis/heradvice.ritetheiradviceontheBb.Borroone.2.Buyasecond-handguitar.Getapart-tiejob.4.Don’tbuyaguitar.aituntilnextyear.PracticereadingtheadvicebytheSs.导入:Inthisunitearegoingtotalaboutproblespeoplehavean dlearnhotogivethesepeopleadvice–totellpeoplehatethintheyshoulddo.Step3hile-tasSBPage10,1a.ReadtheinstructionstotheSs.2.ReadtheproblesbytheSs.AsSstoritetheproblesinthe“Serious”or “Notserious”coluns.Explain.5.Talabouttheansersiththeclass.Practiceread ing.SBPage10,1b.aesuretheSsunderstandhatshouldtheydo.Playthetapetic e.Sscircletheproblestheyhear.Playthetapeathirdtie.c hectheansers.Step4Post-tasSBPage10,1c.Looattheproblesinactivity1aandaeconversations.Step5hile-tasSBPage11,2a.Readtheinstructions.aesuretheSsunderstandhatshouldt heydo.Pointtothesentencesbelo.Playthetapethefirsttie.Ssonlylisten.PayattentiontoP eter’sfriend’sadvice.Playthetapeagain.Sscircle“could”or“should”.correcttheansers.SBPage11,2b.Readtheinstructions.PayattentiontoPeter’sansers.Playthetapeagain.chectheansers.Step7Post-tasaeconversationsithpeterandhisfriendiththehelpof2a&2 b.Step8GraarFocusReviethegraarbox.Sssaythequestionsandtheresponses.E xplainthedifferencesbeteencould/should.Hoeor:Goovertheords.yclothesareoutofstyle,hatshouldIdo?Pleasegivetheadv ice.教学后记:第二课时课前准备：教师：录音机，所学物品的图片。

What should Ido 说课稿

What should Ido 说课稿Good morning, teachers. I am Cai Xiu Qin. I come from Mian Yang Normal University.Today I will give you a talk about how to teach the lesson of “What should I do “.It is from the book 2 of Grade 2.I divide my talk into 7 big parts: Teaching material analyzing, Teaching aims, Teaching key point and teaching difficult points, Teaching methods and learning methods ,Teaching procedures ,Blackboard design, Summary. Now I will start my talk .一：Teaching material analyzingStatus and function : This lesson is focused on the topic of the problems and advice . Since the main types are dialogue and talking .It is helpful to improve the students’communicative ability and spoken English二：Teaching aims1.konwledge objects: to help students to master the key vocabularies and target languages .It is convenient for them to use in future.2.ability objects: to develop the ability of thinking independently , to improve the listening skill , speaking skill and communicating skill , and the cooperative skill . These abilities help them study language more easily .3. emotion objects : to enable the students to find the problems easily and also learn to give others advice in the daily life .三：Teaching key points and teaching difficult points1.teaching key points: As we all know ,the words and phrases are the basic part oflanguage , and the sentence form is important to the language too. So they should be the key points lf teaching in this lesson.2.Teaching difficult points: Speaking is one of the goals of english teaching , and languagelearning is for communicating . So in this lesson, students learning to give advice is important ,but the more important (also the difficult point) is to develop students’speaking and communicating ability through the activity which the students learn to give advice.四：Teaching methods and learning methods1.Teaching methods: students play very important roles in the whole teaching and learningprocess. It is necessary to stimulate their initiative in learning . And it is known to us , learning the language is to communicate. So in this lesson, I will mainly adopt the task-based teaching method and the communicative method is additional . In the lesson ,I will ask them to finish some tasks.2.Learning methods: In this lesson, students will be demanded to make conversations, totalk about, to give advice, so the cooperative learning method is suitable.五：Teaching procedures:1.Warm-up :(1)Free talk between students and me .I : Do you have any problems in your daily life ?S: Yes.I: Who can give me your problems?Then I ask students to say their problems, and I write them on the blackboard. Next,I:Now do you see the problems on the blackboard ? Do you have some advice aboutthem?S: Yes.I: Ok, now I will ask someone to give your advice.Then students put up their hands, and I ask some of them to speak out their ownadvice. I write them on the blackboard just next to the problems. And ask thestudents to read them together. In the end, I say:” in this lesson, we are going to talkabout problems people have and learn how to give them advice-----to tell them whatwe think they should do.Purpose: This course leads out the topic. At the same time to help to develop the students’ ability of thinking independentlly.2.Presentation:(1)I write the words could/should/shouldn’t on the board between the problems andadvice. Then I read a sample including the problem and advice using the wordscould/should/shouldn’t, ask a few students to read them like this one by one.(2)I ask students to look at the 1a part of page 10 . Fist, I read the instructions to theclass, and explain the demands of this part. Then I read each sentence and askstudents to repeat it. Secondly, I ask students to write the answers in the suitablecolumns. Then I announce the correct answers. In this course, we will meet somenew words and phrases. I will list them out and write them on the blackboard.(3)Next, we turn to the part 1b. I point the picture in activity 1a .Ask different studentsto say what they see in each picture. Then I explain the instructions to the class.Secondly, I play the recording the first time, students only listen . I play the recordinga second time ,let student circle the problems they hear. Then I check the answers.Purpose: This step is mainly to help students to learn some new words, phrases orlanguages. And teach them to use the words could/should/shouldn’t to give advice.At the same time ,to improve students’ listening skill and to cultivate the ability offinishing the task.3.Practice:(1)Ask students to look at the1c part of page 10 . I ask two students to read the sampledialogue. And then I tell them to make conversations like this about the problems inactivity 1a . I divide them into a few groups. Ask them to talk and check their work. Iwill offer language assistance as needed. Then I ask two representatives of everygroup to present their conversations to the class.Purpose: This activity provides guided oral practice using the target language, anddevelops the students’ communicative ability and the cooperative ability.4.Production:Ask a pair of students to go to the platform, one speaks out his/her problems, and the other gives the advice.Purpose: To consolidate the knowledge and improve the ability of using the language to express their thought freely.六：Blackboard design:Problems advice(1)--------- (1)--------(2)--------- Could/should/should’t (2)----------New words ,phrases, new languages:(1)out of style(2)stay at home(3)argue(4)loud(5)what’s wrong(6)-----------------七：Summary:Teacher and students both play the important roles in the teaching and learning process. In the learning activity, students should be the main body. And listening ,speaking ,reading and writing are not only the goals of english teaching, but also its means. Learning the language is to communicate . So in this lesson, I stress the activities between the teacher and students, also the students are asked to listen,speak,and make conversations. These activities develop their abilities of learning and achieving the knowledge.Ok, that’s all my talk . Thank you!。

八年级英语下-Unit 2 What should I do Section A说课稿

Unit 2 What should I do? Section A说课稿我说课的内容是义务教育课程标准实验教科书《新目标英语》八年级下册第二单元Section A，课题是“What should I do ?”本节说课内容分四个步骤：一、说教材二、说教法三、说学生四、说教学过程。

一、说教材（一）教材分析教材的地位和作用：第二单元承接八年级上册What’s the matter?中有关情态动词should 的用法，并作进一步的扩展和综合运用；本课是本单元的第一课时，集中呈现了本单元的基本词汇和语言结构，因此，本课教学有着承上启下的重要作用。

（二）教学目标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。

我确立教学目标的依据是：根据新课程标准的规定，通过听说读写的训练，使学生获得英语基础知识和初步运用英语进行交际的能力，激发和培养学生学习英语的兴趣，发展自主学习能力，形成良好品质，树立健康人生观。

（三）教学重难点根据教学目标和学生特点，我确立本课的教学重点为：学会使用情态动词should、could。

难点：能够运用所学谈论问题和困难，选择或提出建议。

（四）对教材的处理在教材的处理和把握上，始终贯穿“谈论问题、提供建议”这一主线，本着激发兴趣、体验参与、自主学习、学以致用的原则，循序渐进的深化教学内容。

二、说教法与手段根据本课实用性强、涉及面广、语言运用量大的特点，我确立了如下教学方法和手段：1.任务教学法，给学生设置不同的任务驱动，赋予知识和技能训练，以他们自己真实的情景和语境，调动学生的参与热情，认真学。

2.听说读写综合训练，培养语言运用能力。

初中英语八年级下Unit2WhatshouldIdo说课稿

初中英语八年级下Unit2WhatshouldIdo说课稿各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢初中英语八年级下册Unit2whatshouldIdo说课稿英语八年级下Unit2whatshouldIdo?单元总结课的教案资料（一）本单元语言目标：1.谈论在学校和家庭中遇到的种种麻烦和问题。

2.为他人找到合理的解决办法，提出相应的。

3.为自己的问题找到解决办法。

（二）重点单词：播放高声的；大声的争论，争吵错误的；有毛病的；不适合的的过去式票，入场券使惊奇；使意外任一的；（两方中的）每一方的除；把......除外失败足球到......为止适合，适应cludev.包括；包含发送，寄他们自己（反身代词）（三）重点词组：不让......进入不时髦的；过时的打电话给......付款要求与......同样的时髦的；流行的相处；进展尽可能多各种；许多,......（在）一方面，......,......另一方面，......（四）重点句型：?我应该怎么做？你可以写信给他。

?他应该怎么做？也许他应该说抱歉。

?他们应该怎么做？他们不应该争吵。

（五）重点语法：情态动词should 的用法should是情态动词，它的基本用法是必须和其他动词一起构成谓语。

情态动词没有人称和数的变化，意为应该......。

should（应当，应该）用于所有人称，表示劝告或。

你应该再多等一会儿。

---Ihaveaverybadcold.我感冒很厉害。

---youshouldliedownandhavearest.你应该躺下，多喝水。

在这个单元中我们还学到用could 表示，这时could不是can的过去式,而表示比should更加委婉的。

---Ineedsomemoneytopayforthesummerca mp.----youshould/couldborrowsomemoneyfro myourbrother.（六）知识点：我没有足够的钱。

初中英语八年级下册Unit 2 What should I do全英文说课稿教学设计

八年级英语下Unit 2说课What should I do ?I. Teaching aims and teaching demands:In this unit students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularyargue, loud, original ,out of style, tutor, upset, adult,Recycling: problem, sorry, part-time, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someone’s house, every nightB. Target languageMy brother plays his CD too loud.What should I do ?Why don’t you talk to him about it?C. StructuresModals could, shouldWhy don’t you …?(formulaic)III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. This unit is divided into seven periods.Lesson 1 Speak and listenSection A 1a---1cI. Teaching aims and demands:Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularykeep out , play, loud, argue, wrong, What’s wrong ? out of style , c ould, should,B. Target languageMy brother plays his CDs too loud.Maybe you should buy some new clothes.III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionTask 1. DictationTask 2. Ask and answer.Questions about future with will.Activity 2. PresentationThis activity introduces some new vocabulary.Task 1 . Make a two-column chart on the board with the heading Problem at the top of column 1 and the heading Advice at the top of column 2 .Then ask the students to tell you what you could do about it.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 to the class again and help the class give advice using the words could, should ,and shouldn’t.Task 3. Ask the students to finish the task in 1a.Teach : Serious problem is a very bad problem, a very big problem. Out of style means not in fashion.enough money : I don’t have enough money to buy a bike.Ask the students to write the problems in the serious or Not serious column.Task 4. Talk about the answers.Ask ,Who put “My parents want me to stay at home every night?” the serious column? Ask the same questions about the other items. Discuss which problems students thought were the most serious.Activity3. Listen and circle the problems you hear in activity 1a.Task 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 the first time. Students only listen.Task 3. Play the recording a second time. Students circle the problems they hear. Then check the answers.Step4. PairworkAsk the students to look at the problems in activity 1a and make conversations. Homework1. Make up your own conversations.2. Make ten sentences with could, should and shouldn’t.Lesson 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands :Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularycall sb. up, ticket, su rprise, 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 ?III. Teaching methods: Audio-lingual methods and PPPIV. Teaching aids: a tape recorderV.Teaching procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.Task2. Revise the vocabulary.Activity 2. Listening and circling .Task1.Read the instructions. Learn the key vocabulary.Read and repeat the phrases.Task2.You will hear a conversation between Nari and a friend.Play the recording twice and students circle the word ,Nari’s friend uses to give advice. Then check the answers.Activity 3.ListeningTask 1. Read the instructions. Show students the example match.Task 2. Play the recording again and check the answers.Activity 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 Nari 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 the class. Activity 5. 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 giving advice.Lesson 3 Reading and writingI. Teaching aims and demands :Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularypay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay ideaB. Target languageWhat should I do ?Then I think you should get a part- time job.III. Teaching methods: Audio-lingual methods and Control-reading and writing.IV. Teaching aids: a pictureV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Reading and writingTask 1 .Read the instructions. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used.Task 2. Ask four students to read the conversation to the class.Ask the students to fill in the blank.Then ask and answer in groups.Activity 3. PairworkTask 1. Read the 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 th e 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.Activity 4. PairworkThis activity provides an opportunity for students to use the language of the unit to give advice.Task 1. Read the instructions. Then ask two students to read the dialogue.Task 2. Ask another pair of students to give their advice on another topic. Pick a topic of current interest in the news.Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 4 Section BI. Teaching aims and demands :Students practice using the target language.II. Teaching key and difficult points:A. Vocabularyoriginal , the same as, in style, nicer, haircut, inexpensive, comfortableB. Target languageI think Erin should tell her friend to get different clothes.Friends shouldn’t wear the same clothes.They are the same as my friend’s clothes.III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionThis activity introduces the key vocabulary.Task 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.For example: T: What does original mean?S1: Different from others. Not the same.T: Correct. When something is original, it is not like all the others. Can you give an example?S1:My watch doesn’t have numbers on it. It has pictures of faces instead ofnumbers. 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.Activity 2. ListeningTask 1. Read the instructions.Point to the three items students will be listening for:Say you will be listening to a radio advice program. People call in for help with a problem and other people call up with advice. They will be talking about one of these problems. Please check the problem they talk about.Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time.Ask the students to put a check in front of these problems. Then check the answer.Activity 3.Listening and writingA. Listen carefully and fill in the chart with the advice that you hear .Then check theanswers .B. Listen again and fill in the chart. Then check the answers.Activity 4. PairworkTask 1.Read the instructions.Task 2.Ask two students to read the conversation to the class.Task 3. Work with the partners and say what do you think Erin should do.Ask some pairs of students to say part of their conversation to the class. Homework1.Review the vocabulary .2.Write your own conversations about advice.Lesson 5 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:A.Vocabularyexcept, upset, find out, do wrong, what to do, lonely, argueB.Target languageWhat should I do ?You could be more friendly.You should try to be funny.Everyone else in my class was invited except me.I’m very upset and don’t know what to do.I just found out that my friends were planning a birthday party for my best friend,…III. Teaching methods: Audio-lingual methods and Control-writing.IV. Teaching aids: a tape recorderV.Teaching procedureStep 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. Groupwork1. Ask the students to read the instructions.2. Ask two students to read the dialogue.3. Ask another pair of students to give their advice for one of the problems.4. Ask students to complete the work in groups.5. Ask a few students to share the sample conversations.Step 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.Lesson 6 Reading and writingI. Teaching aims and demands :Students learn to master the reading skills.II.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.III. Teaching methods: Audio-lingual methods and Control-reading and writing.IV. Teaching aids: a tape-playerV.Teaching procedureActivity 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 students to think about life outside school hours. List them on the Bb.2. Ask the students to use the list on the Bb to complete the two boxes labeled ‘I do’, and‘I don’t do-‘. They are free to add any ore activities they do, or don’t currently.3. Ask a few students to share what they have written.Task 2.Teach the students about using a dictionary.1. Explain that a dictionary can help students learn independently.They can learn newwords, how to pronounce them, and how to use them correctly.2. Let the students to look up the words in the box.3. Have a brief memory quiz on all the words.4. Discuss the points made in the Reading Strategy about using a bilingual ,learner’s and electronic dictionary.Activity 3. While You ReadingTask 1. Ask the students to read and notice the words they have just looked up in their dictionaries. Read the sentences to the class.Task2.Ask the students to read the passage loudly .Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 7 Reading and writeI. Teaching aims and demands :Students learn to master the reading skills.II.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.III. Teaching methods: Audio-lingual methods and Control-reading and writing.IV. Teaching aids: a tape-playerV. Teaching procedureActivity 1. RevisionTask 1. Dictation.Task 2. Read the passage to the class.Activity 2. After You ReadTask 1. Read the statements.Task 2. Discuss with your partners.Task 3. Ask each group to report their ideas to the class.Activity 3. writingAsk the students to write a sentence of their own using the words from the box in Section1b.Activity 4. WritingTask 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 there is someone in your class who has a big problem, make a plan to help them. Homework1.Review the vocabulary .2.Finish writing the letter.。

2021年WHAT SHOULD I DO初中英语说课稿

What should I do初中英语说课稿La ___s and gentlemen,Good afternoon,I am glad to be here and talk about my ideas about SectionA Unit2 Book3 of Go For It.A本课在教材中的地位和作用：SectionA的三部分内容是本单元的第一课时，主要是讨论1.在学校和家庭中遇到的种种麻烦和问题。

2. 为他人找到合理的解决办法，提出相应的建议。

3. 为自己的问题找到解决办法。

（Talk about problems and give advi ___.）重点是掌握与之相关的句型结构，其中要重点解决情态动词should的用法。

这个功能语言与学生的生活息息相关，并且学生生活中经常遇到与父母或他人相处过程中的问题。

通过这节课需要给学生渗透如何正确看待和解决问题的教育。

B教学重点和难点：如何谈论自己的问题；如何给别人正确的建议；Should用法。

A知识目标：1、掌握重点单词和短语keep out、play CDs、loud、argue with、wrong、out of style、should ；2、掌握重点句型What should I do? You should /shouldn’t…What’s wrong?3、能够反思并表达自己的问题，获取别人的建议；也能够帮助别人。

B能力目标：1、培养学生的口语交际能力；2、培养学生的合作意识和能力。

C情感目标：通过合作，使学生体会到交流的快乐；能够正确处理和对待学习和生活中的问题。

A学生现状分析：本单元是4年制教材初三上第二单元，对于学生来说已经学习了2年的英语，具备了初步的语言交际能力，积累了一定的.词汇基础。

从学生的实际出发引入新课对于学生已经不存在困难，比较容易接受新的语言项目。

初三的学生在情感上来讲是一个逆反心理比较强的时期，肯定生活和学习中存在这样或那样的问题，本单元所讨论的项目正好适合学生的心理需求。

八年级英语下-Unit 2 What should I do Period1说课稿

Unit 2 What should I do? Period1说课稿一、教材分析及学情分析：运用直观教学法，实施任务型教学，给英语教育教学注入了新的活力和动力。

依据任务型教学理念，我们先找出本单元中每个课时的中心话题或任务是什么，然后围绕这个中心话题或任务展开任务型教学。

本单元中第一课时的中心话题是: What’s wrong?Maybe you should ------.本节课围绕“存在问题、提出建议”展开讨论。

运用教学图片和卡片，实施任务型教学，使英语课堂充满趣味性，同时培养了学生用英语思维的能力。

二、教学目标：1、学习有关“存在问题、提出建议”的短语和句子。

2、话题: A: What’s wrong?B: I ------ .A: Maybe you should ------ .3、训练学生的听说演等能力。

4、培养学生的合作学习精神。

三、教学重点：What’s wrong? Maybe you should ------ .四、教学难点：should+动词原形五、教具：图片（4张）、卡片( 7张)、录音机一台。

六、教学步骤：Step1 Sentences and phrases learning1. Show four pictures and a card .(My clothes are out of style; My brother plays his CDs too loud; My parents wants me t o stay at home every night; I argued w ith my best friend; I don’t have enough money.) Read after the teacher these problems ,then read together.Let the students speak out the sentences one by one according to the pictures or the card.2. Show some other cards in Chinese, learn these phrases: (buy some new clothes, write him a letter, call him up , you’re sorry, go to his house, give him a ticket to a ball gam e.)Read after the teacher, then read together.Speak out the phrases one by one according to the cards.(出示图片或卡片，便于学生对句子或短语的识记和理解；且能有效检验学生掌握知识的情况。