UnitWhatshouldIdo全单元教案
八年级英语WhatshouldIdo教案
教案：八年级英语What Should I Do?第一章：教学目标1.1 知识目标能够理解并运用情态动词"should" 的基本用法。
能够描述在不同情境下的应对措施。
1.2 技能目标能够听懂、说出生词和短语。
能够正确使用情态动词"should" 完成句子。
1.3 情感目标培养学生的合作意识和团队精神。
提高学生对英语学习的兴趣和自信心。
第二章：教学内容2.1 词汇situation：情况problem：问题advice：建议should：应该2.2 短语give advice：给出建议ask for help：寻求帮助solve problems：解决问题2.3 句型What should I do?：我应该怎么办？You should：你应该Can you give me some advice?：你能给我一些建议吗？第三章：教学步骤3.1 导入利用图片或情境引入主题，引导学生思考在不同情况下应该如何应对。
3.2 新课内容通过例句和练习，讲解情态动词"should" 的用法。
教授生词和短语，让学生进行听力练习。
3.3 实践环节分组讨论，让学生根据给定的情境，用英语给出建议和解决方案。
学生互相练习对话，巩固所学内容。
第四章：作业布置让学生根据自己的兴趣爱好，编写一个情境，并用英语描述出来。
要求学生使用情态动词"should" 和所学短语，给出建议和解决方案。
第五章：教学评价通过课堂参与、作业完成情况和小组讨论，评估学生对情态动词"should" 的理解和运用。
关注学生在对话中的发音和语法准确性，及时给予反馈和指导。
第六章：教学资源6.1 教材使用八年级英语教材，重点讲解情态动词"should" 的用法。
参考相关辅导资料和练习册，丰富教学内容。
6.2 辅助工具使用多媒体教学，如PPT、视频等，增强学生的学习兴趣。
UnitWhatshouldIdo(教案二)
Unit 2 What should I do?（教案二）一、知识点拨I．Language Goals·学会谈论有关生活中的问题。
·学会针对别人的问题给出建议。
·能针对所提出的建议做出评价。
II．Key Words1．argue v．争论；争吵argue with sb．与某人吵架I argued with my best friend．我和我的好朋友吵架了。
2．either adv.（用于否定句）也He doesn't have any money, and I don't, either．他没有钱，我也没有。
too 也（用于肯定或疑问句）I'm a teacher．He is a teacher, too．我是老师，他也是老师。
3．ask （sb．）for sth．向某人寻求某物；要……Don't ask for food every day．Go and find some work．别天天要饭，找点儿工作做。
I don't think you should ask your parents for some money．我想你不应该向父母要钱。
He didn't want to ask his teacher for his book hack．他不想向老师要回他的书了。
4．the same as... 与……相同The clothes are the same as my friends'．这些衣服与我朋友的一样。
Tom is the same age as Anna．＝ Tom is as old as Anna．汤姆和安娜一样大。
5．except 除……以外；（不包括……在内）My class has been invited except me．＝ Only I haven't been invited．除我以外，我的同学都被邀请了。
八年级下册英语WhatshouldIdo教案
教案：八年级下册英语What Should I Do 教案第一章：Unit 1 What should I do?教学目标：1. 能够听懂、会说、会读本单元的生词和短语。
2. 能够正确运用情态动词should 提出和建议。
3. 能够根据情景，正确选择合适的建议。
教学内容：1. 生词和短语：homework, clean the room, watch TV, swim, have a rest, shopping, visit friends, cook dinner。
2. 情态动词should 的用法。
教学步骤：1. 导入：引导学生讨论日常生活中的建议和选择。
2. 新课呈现：展示图片，引导学生说出相应的短语。
3. 单词和短语学习：让学生听录音，跟读单词和短语。
4. 语法讲解：讲解情态动词should 的用法，举例说明。
5. 练习：让学生进行听力练习，听懂并复述对话内容。
6. 口语练习：分组讨论，根据情景提出建议。
第二章：Unit 2 I'm going to study puter science.教学目标：1. 能够听懂、会说、会读本单元的生词和短语。
2. 能够正确运用be going to 结构谈论未来的计划。
教学内容：1. 生词和短语：scientist, invent, puter game, designer, doctor, pilot。
2. be going to 结构的用法。
教学步骤：1. 导入：让学生谈论自己的未来计划。
2. 新课呈现：展示图片，引导学生说出相应的短语。
3. 单词和短语学习：让学生听录音，跟读单词和短语。
4. 语法讲解：讲解be going to 结构的用法，举例说明。
5. 练习：让学生进行听力练习，听懂并复述对话内容。
6. 口语练习：让学生谈论自己的未来计划。
第三章：Unit 3 Could you please clean your room?教学目标：1. 能够听懂、会说、会读本单元的生词和短语。
八年级下册英语《WhatshouldIdo-》教案
八年级下册英语《 What should I do?》教课设计八年级下册英语《whatshouldIdo?》教课设计Unit2whatshouldIdo?Teachinggoals（教课目的）.words&phrases:keepout,loud,argue,what’swrong?football,either,except,themselves,include,etc.2. 神态动词 could/should的用法。
3.whydon ’ tyou ?构造表建议的运用。
4.怎样讨论问题及提出建议。
5.在办理问题中学会自省与人际交往。
Importantanddifficultpoints（教课重难点）.should/could神态动词的用法。
2.怎样提出建议。
教具： ataperecorder5,cards.第一课时课前准备：教师：录音机，所学物件的图片、教课挂图。
学生：英语点金教练及有关的学惯器具Teachingprocedures（教课步骤）（教课过程）Step1Leadingin（导入话题，激活背景知识）.Greetingsandfreetalk.2.checktheHomework （家庭作业） .Step2Pre-task（任务前活动）T:IwanttobuyanewguitarbutIdon ’thaveenoughmoney.whatshouldIdo?Ssthinkitover,andtrytogivehis/heradvice.writetheiradviceontheBb..Borrowone.2.Buyasecond-handguitar.’ tbuyaguitar.5.waituntilnextyear.PracticereadingtheadvicebytheSs.导入 :Inthisunitwearegoingtotalkaboutproblemspeoplehav eandlearnhowtogivethesepeopleadvice–totellpeoplewhatwethinktheyshoulddo.Step3while-task（任务中活动）SBPage10,1a.theSs.3.AskSstowritetheproblemsinthe“ Serious” or “Notserious” columns.ereading.SBPage10,1b. makesuretheSsunderstandwhatshouldtheydo.Playthetapetime.checktheanswers.Step4Post-task（任务后活动）SBPage10,1c.Lookattheproblemsinactivity1aandmakeconversations.Step5while-task（任务中活动）SBPage11,2a..Readtheinstructions.makesuretheSsunderstandwha tshouldtheydo.2.Pointtothesentencesbelow.toPeter’ sfriend’ sadvice.“ could”or“ should”.5.correcttheanswers.SBPage11,2b.Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.checktheanswers.Step7Post-task（任务后活动）makeconversationswithpeterandhisfriendwiththehelpof2a&2b.Step8GrammarFocusReviewthegrammarbox.Sssaythequestionsandtheresponses.Explainthedifferencesbetweencould/should.Homework（家庭作业） :.Gooverthewords.2.myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.教课后记 :第二课时课前准备：教师：录音机，所学物件的图片。
八年级英语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。
unitwhatshouldido？教案
Step ⅠGreetingGreet the class as usual and check the homework. Step Ⅱ Section AShow a chart on the screen.ProblemI want to buy a new guitar but I don’t have enough money. 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.And tell students what my problem is.Ask students to give advice.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.keep out。
serious。
stereo。
loud。
argue。
out of styleStep 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.They can point to parts of the picture,use actions,simple drawings on the board and simple sentences.Then point out the headings in the box to the class.Tell students serious problem is a very bad problem,a very big problem.Ask students to write the problems in the Serious or Not serious columns.Now talk about the answers with the class.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.Step Ⅵ 1c PairworkFirst ask two students to read the sample dialogue. 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. 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.conversation.Write Peter’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 Peter’s pro blem on the blank lines in activity 2a.Then check the answers.Answers: I argued with my best friend.Step Ⅳ 2bFirst read the instructions.Show students the example match.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.Answers: 1.d 2.e 3.a 4.c 5.bStep Ⅴ 2c GroupworkThis activity demands students to role play the conversation between Peter 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 Peter and his friend using these two sets of sentences.Then have student work in pairs.First one student is Peter and the other student is Peter’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 sho uldn’t are used to give advice.Step Ⅶ Summary and HomeworkThis class we listened to a conversation and knew about Peter’s problem and the advice his friend gave him.And we’ve learnt the three words:could,should,shouldn’t.The three words are used to give advice.After class you can have more practice using the three words to give some advice.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 th ey don’t understand and explain these sentences to students. Now ask students what they think of this 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 stu dents’ answers.Read the first piece of advice and ask students to raise their hands 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.Step Ⅳ 3b PairworkFrist point out the example conversation and ask two students to read it to the class.Sa:I need some money to buy gifts for my family.What should I do?Sb:I think you should borrow some money from your friends.Sa:Oh,no.I don’t like to do that.Sb:Then I think you should get a part-time job.Sa: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 ex plain 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 PairworkFirst ask students to look at the picture.Say,This is Jim.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 Jim 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 Ⅷ SummaryToday we’ve learnt how to give somebody advice.I hope you can learn to communicate with others and help somebody if he or she has some trouble.Step Ⅸ HomeworkPreview the next page.Finish off the workbook exercises.You will learn to use new words better if you use a learner’s dictionary.A bilingual dictionary sometimes gives the wrong meaning for the situation you want.Play the tape for students and ask them to read the text. Step ⅣSection 3 After You Read3aAsk five different students to read the statements first.1.American and British children do many after-school activities.2.Many children are under pressure.3.Parents these days push their children much harder than before.petition between families starts at a young age.5.Children should have free time to relax.Then ask students whether the situation is the same in China.Have them discuss with their partners.3bAsk students write four sentences using one of the words from 1b in each sentence.And invite four students write their sentences on the board.3cIf you are Dr Alice Green.Write a letter to Cathy Taylor.Give advice about what she should do with her children.Step ⅤSection 4 Go for it!4aPressure is a serious problem in today’s wo rld.We should find ways to relax.Are you or your friends under pressure?Do a survey to find out.Show the questions on the screen and ask students to do their surveys.Questions1.When do you feel under pressure?2.What should you do to relax?4bIf there is someone in your class who has a big problem,make a plan to help them.Step Ⅵ If you have time!If time permits,role-play interviews between a “psychologist” and a person who is under pressure. Step Ⅶ SummaryThis class we’ve learned a reading passag e.And we knew many families and children are under pressure.We should learn how to work and how to relax.If you have any problems,you should solve them as soon as possible.I wish all of you can have a very happy life. Step Ⅷ HomeworkPreview the next unit.。
新目标英语八级下教案UnitWhatshouldIdo
新目标英语八年级下教案Unit 2 What should I do?一、教案目标1谈论在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。
二、教案向导1语言功能：谈论遇到的问题；提出建议。
2 语言目标：My brother plays his CD too loud. What should I do? Why don 'you talk to him about it? 3语言结构：情态动词could, should的用法。
Why don 'you…?结构。
4 重点词汇：loud, agree, original, out of style, talk on the phone, advice, ask for, call up, pay for, eno ugh, talk about.The first period1 Review the words of un it 1.2 Review the simple future ten se.Step 2 Prese ntati onMake a two---column chart on the board with the heading problem at the top of column 1 and the headi ng advice at the top of colu mn 2, write only the words that describe the advice and don 'use the words could, should and shouldn 'for moment. For example:2 Using the words could, should and shouldn 'to describle the advice. For example:You could wait un til n ext year.You should n 'buy a guitar.You could borrow one.Say, in this un it, we are going to talk about problems. People have and lear n how to give these people advice.Step 3 Activity 1a1 Give two minutes to the students to write the problems in the serious on not serious columns.2 Talk about the an swers with the class. Ask, who put my pare nts want me to stay at home every night ”n the serious column? Ask the same questions about the other items.3 Read the sentences after me.Step 4 Liste ningListen and circle the problem you hear in activity 1a.Step 5 Work in pairs1Look at the problems in activity 1a and make conversations.2 Give three minutes to the students to work in pairs.3 Ask a few pairs of students to present their conversations to the class.Step 6 Listening1 Listen to the tape and finish activities 2a and 2b, then check the answers.2 Then read the tape scripts after me.Step 7 PracticeRole play the conversation between Peter and his friend. For example: A: What is the matter, Peter? B: I had an argument with my best friend. What should I do?A: Well, you could write him a letter.Step 8 SummaryIn this unit, we are going to talk about problems people have and use the words could, should and shouldn 'tto describle the advice. Give some examples.Step 9 Homework1 Copy the words of this lesson.2 Review the contents of this lesson.The second periodStep 1 Revision1 Review the words of last lesson.2 Review the uses of the words: could, should and shouldn 't.Step 2 Activity 3a1 Write the three possible responses on the Bb and ask a student to read the responses to the class.2 Ask four students to read the conversation to the class.3 Explain some important and difficult points.4 Give two students to the students to label each piece of advice as either good idea, OK, idea or bad idea.5 Talk about the students 'answers.Step 3 Work in pairs1 Point to the example conversation in activity 3b and ask two students to read it to the class.2 Ask students for some ways to get money that aren 'tin the book.3 Ask students to work with partners as they ask for and give advice.4 Ask two or three pairs of students to present their conversations to the class.Step 4 Practice1 Point to the example conversation in activity 4 and ask two students to read it to the class.2 Ask two students to read the dialogue.3 Ask another pair of students to give their advice on another topic.4 Ask students complete the work in pairs.5 Ask a few students to list their advice. Write a list of the best advice on the Bb.The third periodStep 1 revision1 Review the words and the contents of last lesson.2 Ask individual student to learn the dialogue on activity 3a by heart.Step 2 PresentationSay: when you choose clothes, what is important to you? Help the students answer: they are comfortable/ i n style/ i n expe nsive/ colorful/ origi nal …the n teach the new words.Step 3 Activity 1a1 Point to the sentences and ask a student to read them to the class.2 Ask the students to write NI or VI.3 Talk about the answers with the class.Step 4 Work in pairs1 Work with a partner. Make your own statements about the items in activity 1a.2 Ask a few students to say one or more of their statements to the class.Step 5 Listening1 Listen to the tape( twice) and finish the activities 2a and 2b.2 Listen again and repeat the tape scripts.3 Read the tapescripts after me.Step 6 Work in pairs1 Work with a partner. Say what you think Erin should do.(looking at activity 2c).2 After several minutes, ask a few pairs of students to say part of their conversation to the class. Step 7 Homework1 Do some exercises on the small Bb.2 Review the words and the contents of this lesson.The fourth periodStep 1 Revision1 Check the homework.2 Review the words “could, should and shouldn 't”.Step 2 New lessonLook at activity 3a1 Have students read the letter and tell me. What words or phrases they don 'tunderstand and I write these words or phrases on the Bb. At last I teach the students the new words.2 Give two minutes to the students to underline the problem.3 Read the letter and explain the important and difficult points.4 Read the letter after me.Step 3 Writing1 Think of some advice for “lonely kid ”2 Ask students to write the letters on their own.3 Ask some students to read their letters to the class.Step 4 Work in groups1 Look at activity 4 , ask three students to read the dialogue.2 Ask a group of students to give their advice for one of the problems. For example:A ：I left my homework at home. I have to hand it in today. What should I do?B: You should ask the teacher to forgive you for handing it in tomorrow morning.C: You should explain it to your teacher.3 Ask students to complete the work in groups.4 Ask a few students to present their conversations to the class.Step 5 Workbook ( self check)Do Exercise 1, give five minutes to the students to fill in the blanks on their own. Then check the answers.2 Ask several students to make their own sentences with the words and write a number ofstudents'answers for each word on the Bb.Step 6 HomeworkCopy the words and the letter in activity 3a in the exercise books.The sixth periodReview the words of last lesson.Step 2 Writing some advice1 Read the letter at P15 and give some advice. At first, ask the students to find the words that they don't understand. Then write the new words on the Bb. At last, teach the new words.2 Ask students to complete the advice on their own.3 Ask a few students to read their letter of advice.Step 3 ReadingRead the text at P16.1 Give five minutes to the students to read the text. And find the words that they don 't understand .then teach the new words.2 Read the text and explain some important and difficult points.3 Listen to the tape and repeat. Then read it after me.Step 4 Do some exercises1 Write four sentences using one of the words from activity 1b in each sentences.2 After five minutes. Ask individual student to read their writing.Step 5 Homework1 Write a letter to Cathy Taylor. Give advice about what she should do with her children.2 Be ready for a text.If there is time, do some exercises on the small Bb.1 I don't like _____ (write) letters.2 I __ (argue) with my brother yesterday morning.3 My parents want me __ (stay) at home every day.4 My friends has _ (nice) clothes than I do.5 Could you please give me some___(advice) on how to learn English?6 Jim could not join the club, as he was too___(shyly).。
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】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。
unit2《whatshouldido》教案(鲁教初二上)doc初中英语
unit2《whatshouldido》教案（鲁教初二上）doc初中英语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. 如何谈论咨询题及提出建议。
5. 在处理咨询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 wa nt 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 they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .Step 4 Post-taskSB 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 only listen .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 . Step 7 Post-taskMake 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 between could/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 dialogue.Practice 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 .2. Use 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 :将以下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 camp 8. 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 three persons ,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 sample dialogue .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 at home ,what should I do ? Share somestudents’ 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 your advice .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. Read 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 think of .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 in the 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 the class .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 .教学后记:。
教案完整版whatshouldido
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。
UnitWhatshouldIdo教学案
Unit4What 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 theyoung 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 go od 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 kno cked 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。
八年级英语UnitWhatshouldIdo教案
八年级英语U n i t W h a t s h o u l d I d o教案Document number【980KGB-6898YT-769T8CB-246UT-Unit 2 What should I doI. 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, w rite, call someone up, go to someone’s house, every night B. Target languageMy brother plays his CD too loud.What should I doWhy don’t you talk to him about itC.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 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 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, 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 doIII. Teaching methods: Audio-lingual methods and PPPIV. Teaching aids: a tape recorderprocedureActivity 1. RevisionTask1. Check the homework. Ask and answer.Task2. Revise the vocabulary.Activity 2. Listening and circling .the instructions. Learn the key vocabulary.Read and repeat the phrases.will hear a conversation between Nari and a friend.Play the recording twice and students circle the word ,Nari’s friend uses to give advice.Then check the answers.ActivityTask 1. Read the instructions. Show students the example match.Task 2. Play the recording again and check the answers.Activity 4. GroupworkTask the instructions for the activity.Task 2. Point to the example in the sample dialogue. Ask two students to read the conversation to class.Task 3. Ask students to role play a conversation between Nari and his friend using these two sets of have the students work in pairs. Task 4. Check the answers by calling on different pairs to say a conversation to the class.Activity 5. Grammar FocusReview the grammar the students to say the questions and the responses. Explain that the word should is always used to ask foradvice, 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 doThen I think you should get a part- time job.III. Teaching methods: Audio-lingual methods and Control-reading and writing.IV. Teaching aids: a pictureprocedureActivity 1. RevisionTask the vocabulary and the key structures.Task .Activity 2. Reading and writingTask 1 .Read the instructions. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used.Task 2. Ask four students to read the conversation to the class. Ask the students to fill in the blank.Then ask and answer in groups.Activity 3. PairworkTask 1. Read the then ask two students to read the sample conversation.the students to say some ways to get money that aren’t in the book.Task 3. ask the students to work with partners as they ask for and give ask two or three pairs of the students to say their conversations to the class.Activity 4. PairworkThis activity provides an opportunity for students to use the language of the unit to give advice.Task 1. Read the instructions. Then ask two students to read the dialogue.Task 2. Ask another pair of students to give their advice on another topic. Pick a topic of current interest in the news.Homeworkthe vocabulary and target language.your own conversations about problems and advice.Lesson 4 Section BI. Teaching aims and demands :Students practice using the target language.II. Teaching key and difficult points:A. Vocabularyoriginal , the same as, in style, nicer, haircut, inexpensive, comfortableB. Target languageI think Erin should tell her friend to get different clothes. Friends shouldn’t 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 the instructions in 1a. Ask a student to read the sentences to the each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means.For example: T: What does original meanS1: Different from others. Not the same.T: Correct. When something is original, it is not like all the others. Can you give an exampleS1:My watch doesn’t have numbers on it. It haspictures of faces instead of numbers. My watch isoriginal.T: Correct. It’s not like all the others.Task out the write-in line in front of each sentence. write VI if the statement is very important to you, write I if the statement is somewhat important to you, and write NI if it is not important. Task 3. Talk about the answers with the class.Activity 2. ListeningTask 1. Read the instructions.Point to the three items students will be listening for:Say you will be listening to a radio advice program. People call in for help with a problem and other people call up with advice. They will be talking about one of these problems. Please check the problem they talk about.Task 2. Play the recording the first time. Students only listen. Task 3. Play the recording a second the students to put a check in front of these problems. Then check the answer.Activity and writingA.Listen carefully and fill in the chart with the advice that youhear .Then check the answers .B.Listen again and fill in the chart. Then check the answers. Activity 4. PairworkTask the instructions.Task two students to read the conversation to the class.Task 3. Work with the partners and say what do you think Erin should do.Ask some pairs of students to say part of their conversation to the class.Homeworkthe vocabulary .your own conversations about advice.Lesson 5 Reading and writingaims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:except, upset, find out, do wrong, what to do, lonely, arguelanguageWhat should I doYou could be more friendly.You should try to be funny.Everyone else in my class was invited except me.I’m very upset and don’t know what to do.I just found out that my friends were planning a birthday party for my best friend,…III. Teaching methods: Audio-lingual methods and Control-writing. IV. Teaching aids: a tape recorderprocedureStep 1. RevisionTask1. Check the homework. Ask and answer.the vocabulary.Step 2. Reading and writingTask these words:except: Everyone has a bike except Jim.Everyone has a bike besides Jim.find out: learn, Please find out where they live.I can’t think what I did wrong.I don’t know what to do.Task 2. Ask the students to read the instructions.Task 3. Ask the students to read the letter and underline the problem on their own.Correct the answers.Step 3. WritingTask 1. Read the instructions.Ask a student to say some of the advice they might give. Write the key words on the board.Task 2. Ask the students to write the letters on their own.Task 3. Ask some students to read their letters to the class.Step 4. Writing on your own.1.read the instructions.2.ask the students to say some problems they might write about.3.ask some students to read their letters.Step 5. Groupwork1.Ask the students to read the instructions.2.Ask two students to read the dialogue.3.Ask another pair of students to give their advice for one of theproblems.4.Ask students to complete the work in groups.5.Ask a few students to share the sample conversations.Step Check1.Ask the students to do the exercises on their own .Then checkthe 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 theclass.Homeworkthe vocabulary .off the writing exercises.Lesson 6 Reading and writingI. Teaching aims and demands :Students learn to master the reading skills.key and difficult points:A. Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the onehand, …organized, on the other hand,…B. Target languageWhat should you do to relaxParents should learn to give their kids a bit more time to themselves.III. Teaching methods: Audio-lingual methods and Control-readingand writing.IV. Teaching aids: a tape-playerprocedureActivity 1. RevisionTask the vocabulary and the key structures.Task .Activity 2. Before You ReadTask 1 .Read the instructions.1.Encourage the students to think about life outside school hours.List them on the Bb.2.Ask the students to use the list on the Bb to complete the twoboxes labeled ‘I do’, and ‘I don’t do-‘. They are free to add any ore activities they do, or don’t currently.3.Ask a few students to share what they have written.Task the students about using a dictionary.1.Explain that a dictionary can help students learn can learn 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 havejust looked up in their dictionaries. Read the sentences to the class.the students to read the passage loudly .Homeworkthe vocabulary and target language.your own conversations about problems and advice.Lesson 7 Reading and writeI. Teaching aims and demands :Students learn to master the reading skills.key and difficult points:A. Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the onehand, …organized, on the other hand,…B. Target languageWhat should you do to relaxParents should learn to give their kids a bit more time to themselves.III. Teaching methods: Audio-lingual methods and Control-readingand writing.IV. Teaching aids: a tape-playerV. Teaching procedureActivity 1. RevisionTask 1. Dictation.Task 2. Read the passage to the class.Activity 2. After You ReadTask 1. Read the statements.Task 2. Discuss with your partners.Task 3. Ask each group to report their ideas to the class.Activity 3. writingAsk the students to write a sentence of their own using the words from the box in Section1b.Activity 4. WritingTask the instructions.Task language used for imagine you are Dr Alice a letter to Cathy Taylor. Give advice about what she should do with her children.Activity 5. Go for it !1.Write Pressure on the a survey with two questions:When do you feel under pressureWhat should you do to relaxthere is someone in your class who has a big problem, make a plan to help them.Homeworkthe vocabulary .writing the letter.。
Unit_2_What_should_I_do全单元教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 2 What should I do? 教案教学内容及分析本单元核心话题为讨论学生在学校和家庭中遇到的种种问题，提供相应的建议（Talk about problems and give advice），为他人找到合理的解决办法，评价取舍他人的建议，为自己的问题找到最佳的解决办法。
通过本单元的学习，能培养学生主动解决问题的意识和能力,在交流中寻求帮助、坚持自己的观点、听取别人建议的能力，也发展学生与人和谐交往的技能。
学习者特征分析学生在八年级上册第2单元“What’s the matter?”中已学过询问病情、给出建议和情态动词should/shouldn’t的用法。
本单元谈论的是学生非常熟悉又有亲身体验的话题，所以在学生掌握了“谈论问题及提出建议”的基本用法后就可以让他们自由谈论各自的问题或向同伴提出合理的建议。
单元整体目标分析1、知识与能力：1) 语言技能目标（1）能运用陈述句谈论在学校或家庭中遇到的种种麻烦和问题；（2）能运用情态动词could / should提出相应的建议，为他人找到合理的解决办法；（3）能对他人的建议做出评价和判断（Good / Okay / Bad idea），从而决定是否接受或拒绝他人的建议；（4）能够以各种方式，如打电话、写信、发e-mail等，向“Teen Talk, a radio advice program,a newspaper advice column”等寻求帮助。
2) 语言知识目标（1）能掌握并运用情态动词could / should；（2）能正确运用“What should I / he / she / they / you / we do？”句型寻求帮助；（3）掌握并运用“What’s the matter? What’s wrong?”等句型询问对方遇到的问题2. 过程与方法1）通过Pairwork ，用得体的语言陈述问题和烦恼并能给对方提出建议；在对话交流中，培养学生与人沟通的能力以及对所提供建议的评判取舍能力；2）通过与同学沟通交流，对同学的建议做出推理和判断，培养学生的综合分析和判断能力；通过调查报告、指定帮助他人计划等方式，提高学生调查分析能力和解决实际问题的能力；通过听录音，提高学生抓细节信息的能力。
UnitWhatshouldIdo集体备课教案
UnitWhatshouldIdo集体备课教案Unit 2 What should I do ?单元教材剖析学会 should ,Why don’t you 和 could 在英语中的习习用法。
使用这些习习用法，就自己生活、学习中存在的某些实质问题提出建议；拒绝、接受他人的建议。
在学习切近学生生活实质的语言知识的同时，特别关注学生生活和学习中的真切困难和烦忧。
进一步指引学生对自我和四周世界进行比较客观的认识、评论，发展学生主动解决问题的自我意识和行为能力。
发展学生与人和睦交往的能力；培育在学生沟通中追求帮助。
既坚持自己看法、又听取他人建议。
单元预习目标一．知识目标：学会使用神态动词should、could，学习并使用新单词1.The students will learn to talk about problems.2.The students can help people in trouble and how to give advice.3.Practice the sentences with“ could, couldn ’ t, shouldn ’ t ”.4.To learn the words and expressions about reading passage.二．能力目标：（1）能够讨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方法，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方法。
1/34三，感情目标：经过共同商讨、解决各样烦忧和疑惑，学会反省自己，谅解他人，建立合作精神，培育踊跃乐观的感神态度。
单元预习重难点一览要点难点1．词汇： serious, stereo, loud, argue, could, argument, either, bake, teen, family, tutor, original, trendy, haircut, caller, except, upset, lose, aunty, fight2．词汇： out of style, keep out, call up, pay for, ask for, the same as, at school, leave out, get on well with, look for, want sb to do sth, argue with, write sb a letter, a ticket to a ball game, have a bake sale, get a tutor, find out, invite sb to 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。
教案完整版whatshouldido？
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。
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。
人教版新目标八年级下册英语教案Unit2WhatshouldIdo
一、准备工作1.1 学习目标•了解本课的话题和重点单词及短语。
•学会如何使用祈使句提出建议和提供帮助。
•能够用英语表达自己的想法和意见。
•提高听、说、读、写的综合能力。
1.2 教学重难点重点：祈使句和建议的表达。
难点：听懂建议并正确表达。
1.3 教学准备PPT、黑板、课件、单词卡片、小组卡片（每组5名学生）二、教学过程2.1 【导入】（5分钟）T: Good afternoon, class. Today we’re going totalk about some advice for dealing with problems. Do you have any problems that you need advice for? (Class discussion)T: That’s great. Let’s start with some new words related to our topic. Please listen and repeat after me: advise, suggestion, offer, solve, problem.2.2 【新课学习】（35分钟）2.2.1 阅读（15分钟）T: Now let’s read a passage about some problems and the advice given to solve them. Please read it silently and try to understand the mn idea.（教师将文章呈现在黑板或PPT上，学生阅读完毕后, T会提出几个问题）1.What’s the mn idea of the passage?2.What advice was given for each problem?3.What problem do you think is the most serious?2.2.2 语言点讲解（10分钟）T: From the passage, we can see that many advice and suggestions were given. What can you use to give advice to others?S1: We can use imperative sentences.T: Yes, we can use imperative sentences. Can anyone give an example?S2: Turn off the lights when you leave.T: Excellent! Here are more examples. (Write the examples on the blackboard.)•Study hard and you’ll get good grades.•Don’t forget to bring your homework to class.•Speak louder, I can’t hear you.T: Imperative sentences can help us give advice or make suggestions. They are usually formed with thebase form of a verb and without a subject. Now, work in prs and get three pieces of advice using imperative sentences.2.2.3 练习 (10分钟)T: Please stand up and sit down when I give you a command.S3: Can I say。
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Unit 2 What should I do? 教案教案内容及分析本单元核心话题为讨论学生在学校和家庭中遇到的种种问题，提供相应的建议（Talk about problems and give advice），为他人找到合理的解决办法，评价取舍他人的建议，为自己的问题找到最佳的解决办法。
通过本单元的学习，能培养学生主动解决问题的意识和能力,在交流中寻求帮助、坚持自己的观点、听取别人建议的能力，也发展学生与人和谐交往的技能。
学习者特征分析学生在八年级上册第2单元“What's the matter?”中已学过询问病情、给出建议和情态动词should/shouldn't的用法。
本单元谈论的是学生非常熟悉又有亲身体验的话题，所以在学生掌握了“谈论问题及提出建议”的基本用法后就可以让他们自由谈论各自的问题或向同伴提出合理的建议。
单元整体目标分析1、知识与能力：1) 语言技能目标（1）能运用陈述句谈论在学校或家庭中遇到的种种麻烦和问题；（2）能运用情态动词could / should提出相应的建议，为他人找到合理的解决办法；（3）能对他人的建议做出评价和判断（Good / Okay / Bad idea），从而决定是否接受或拒绝他人的建议；（4）能够以各种方式，如打电话、写信、发e-mail等，向“Teen Talk, a radio advice program, a newspaper advice column”等寻求帮助。
2) 语言知识目标（1）能掌握并运用情态动词could / should；（2）能正确运用“What should I / he / she / they / you / we do？”句型寻求帮助；（3）掌握并运用“What's the matter? What's wrong?”等句型询问对方遇到的问题2. 过程与方法1）通过Pairwork ，用得体的语言陈述问题和烦恼并能给对方提出建议；在对话交流中，培养学生与人沟通的能力以及对所提供建议的评判取舍能力；2）通过与同学沟通交流，对同学的建议做出推理和判断，培养学生的综合分析和判断能力；通过调查报告、指定帮助他人计划等方式，提高学生调查分析能力和解决实际问题的能力；通过听录音，提高学生抓细节信息的能力。
3、情感态度与价值观：1）通过共同探讨、解决各种烦恼和困惑，帮助学生学会反思自我，体谅他人，增强合作意识，培养积极乐观的情感态度；发展学生的人际交往能力以及在实际生活中分析问题、解决问题的能力。
2）了解谈论问题、寻求帮助和提供建议的基本方式，学会用得体的语言进行表述；3）初步了解英美等西方国家的学生在学习和生活中遇到的主要问题与烦恼，以及获取帮助的渠道。
教案重点、难点1．教案重点（1）重点词汇：argue，could，either，surprise，except，fail，fit，include，send，themselves，freedom…（2）重点句型：What's wrong? / What's the matter? What should I do?1 / 8You could give him a ticket to a ball game.I think you should ask your parents for some money.Why don't you talk to him about it?（3）话题：围绕“Talk about problems and give advice”展开讨论。
语法焦点在于情态动词could / should的用法。
2.教案难点（1）能够运用所学知识谈论问题和困难、提出建议并做出选择；（2）“I think+宾语从句”的运用。
教法选择与学法指导多媒体辅助教案、任务型教案模式，运用听说读写法，并以循序渐进的方式来进行教案。
课时及教案内容安排Period 1 Section A 1a---2cPeriod 2 Section A 3a---4Period 3 Section B 1a---2cPeriod 4 Section B 3a---Self checkPeriod 5 Reading教案过程Period 1Step 1 Leading in1. Greetings and free talk .2. Check the homework .Step 2 Pre-task1.Talk about some pictures.What's the matter with him ?He is ill .What should he do ?Maybe he should stay in bed.If you are ill, you should see a doctor.……2. Talk about your problemsT: 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 .Borrow one .Buy a second-hand guitar .Get a part-time job .Don't buy a guitar .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-task SB Page 10 , 1a .1. Read the instructions to the Ss .2 / 82. 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 they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .Step 4 Post-taskSB 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 only listen .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 .Step 7 Post-taskMake conversations with peter and his friend with the help of 2a & 2b .Step 8 ExercisesStep 9 Grammar FocusReview the grammar box .Ss say the questions and the responses .Explain the differences between could/should .Could 表示“可以”。
表示建议时，表示的建议是很多种类中的一种，而且语气不是那么肯定。
You could at least have met me at the station.你至少应该到车站来接我。
Should 表示“应该”。
表示建议时，表示的建议是最好的，语气非常肯定。
Children should obey their parents.儿童应该服从他们的父母。
Step 10 Homework:1. Go over the words .2. My clothes are out of style ,what should I do ? Please give the advice .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-task3 / 8What problems do you have at school?too much homework.too many examscan't get good gradescan't choose subjects we likehave to go to school earlyhave too much pressurehave to wear the school uniformoften fail in the examstoo many rules to obey at schoolWhat problems do you have at home?have to get up earlyhave no enough moneyhave no time to watch TVargument between parentshave an argument with friends.There is something wrong with my computer.Ask and answer like the following:A: What's wrong?B:….A: Maybe you should…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 dialogue.Practice readingStep 4 Post-taskSB Page 12 , 3b .1. Read the instructions .Point out the example conversation and ask two students to read itto the class .2. Use 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 .Step 6 Exercises4 / 8I. 请根据句意及首字母提示, 用适当的单词完成下列句子。