Unit 2 What should I do教案Word格式文档下载.docx

Unit 2 What should I do教案Word格式文档下载.docx

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Askforadviceandgiveadvice

WhatshouldIdo?

Youcouldwritehimaletter.

Maybeheshouldsayhe’ssorry.Theyshouldn’targue.

Whydon’tyou...?

Whynot...?

Commentonadvice

That’sagoodidea.

Maybethat’snotagoodidea.

It’sabadidea.

It’sanokayidea.

词汇

1.重点词汇

play,loud,argue,wrong,could,ticket,surprise,either,except,fail,football,until,fit,include,send,themselves,should

2．认读词汇

style,bake,tutor,original,nicer,haircut,upset,pressure,complain,pushy,compare,crazy,adult,TeenTalk,organized

3．词组

keepout,outofstyle,callsb.up,onthephone,payfor,thesameas,instyle,geton,asmuchaspossible,complainabout,allkindsof,compare...with...,ontheonehand,ontheotherhand

语法

Howtouse“should/could/shouldn’t”togiveadvice

Strategy

Listeningforspecificinformation

Cooperating

II.Teachingmaterialsanalyzingandrearranging教材分析和教材重组

1.教材分析

本单元的话题是“Problemsandadvice"

，通过单元学习，学生不仅能谈论自己生活中的问题，而且能用could和should来提出建议，并对别人提出的建议进行评价；

在掌握功能句式的基础上，要求学生能创造性地应用所学句型，向专栏写信说明自己的问题并寻求建议，另一方面能就别人的问题提出建议，替专栏作者写回复信。

SectionA1a呈现了一些学生日常生活中可能会遇到的问题，让学生根据问题的严重与否进行分类，初步了解一些重要词汇；

1b是一个听力练习，学生听录音然后把听到的问题圈出来，学生通过听一段口语对话了解目标语言：

谈论问题及提出建议；

1c是口语练习，学生结对谈论1a中呈现的问题并提供建议，练习用could和should提建议的功能句型；

2a和2b是听力练习，通过听力活动了解could和should的用法，并进一步掌握givingadvice的功能句式；

2c是一个小组活动，要求学生对上面录音中听到的对话进行角色扮演，口头练习谈论问题及提供建议；

3a呈现了一段和目标语言有关的对话文字，让学生用goodidea，okayidea及badidea对一些建议进行评价；

3b是对3a的口语训练，要求学生既能提出建议，又能对提供的建议进行评价；

4设计了一个情境，要求学生先根据该情境提出建议，并根据所列的建议进行口头会话练习。

SectionB该部分是综合的语言实际运用和知识拓展部分，听力是本单元“谈论问题并给出建议”的实际运用，学生在独立完成的过程中，要体会该语言功能的具体运用。

同时鼓励学生用2a和2b的语言材料来完成2c的对话仿真。

3a和3b是阅读和写作训练，是语言功能的再现和延伸，它为本单元语言知识提供了操练的材料。

在教学过程中，要充分发挥学生的主动性来参与讨论。

Selfcheck1要求学生对所学词汇进行填空和造句练习，检验他们对词汇含义和用法的掌握；

2要求学生阅读一封写给专栏作者寻求建议的信，然后根据信的内容写封回信，给出自己的建议，是对应用目标语言解决实际问题能力的检验。

Reading该阅读文章以英美国家孩子们繁重的学习和课外生活为话题，设计了4个Section：

Section1是阅读的热身，要求学生结合自己的课外生活完成表格，并借助词典了解文章中将出现的生词的意思；

Section2呈现了阅读文章以及阅读策略，阅读策略帮助学生学习用learner’sdictionary学习词汇；

Section3是对阅读效果的检验及语言知识的学习，形式为讨论、生词造句以及写一封建议信；

Section4是阅读内容的延伸，形式为班级调查和角色扮演，培养学生的语言应用能力和解决问题的能力。

2.教材重组和课时分配

Period1（SectionA:

1a,1b,1c）Function

Period2（SectionA:

2a,2b,2c）Grammar

Period3（SectionA:

3a,3b,4）

Readingandspeaking

Period4（SectionB:

1a,1b,2a,2b,2c）

Listeningandspeaking

Period5（SectionB:

3a,3b,3c,4,Selfcheck）

Integratingskills

Period6（Reading:

Section1-Section4）Extensivereading

III.Teachingplansforeachperiod

分课时教案

Period1Function

Targetlanguage目标语言

1.Wordsandexpressions重点词汇和短语

play,loud,argue,wrong,outofstyle,keepout

2.Keysentences重点句子

Maybeyoushouldbuysomenewclothes.

Abilitygoals能力目标

Enablestudentstotalkaboutproblemsandgiveadvicewiththetargetlanguage.

Learningabilitygoals学能目标

Helpstudentslearnhowtogiveadvicewithshouldandcould.

Teachingimportantanddifficultpoints教学重难点

Howtogiveadvicewithcouldandshould.

Teachingaids教具准备

Ataperecorder.

Teachingproceduresandways教学过程与方式

StepIFunctionpresentation

Thisactivityintroducessomenewvocabularyaboutproblemsandthenewfunctionofgivingadvice.

T:

Hello,everyone,I’mverytiredtoday.CanyouguesswhyIamsotiredtoday?

S1:

Ithinkyouworkedveryhardyesterday.

No.

S2:

Ithinkyoureadabookyesterdayeveningtillmidnight.

Oh,no.

S3:

IthinkyouwatchedTVyesterdayevening.

No.BecausethemanupstairsplayedhisCDstooloudandIcouldn’tgotosleep.Doyouhavesuchproblemsinyourlife?

Whatproblemsdoyouhave?

Givestudentsabout2minutestotalkabouttheproblemstheyhaveintheirlife.Thenletthemturn

topage10andlookatactivity1a.

Herearesomeproblemsinactivity1a.Readtheproblemsandtelliftheyareseriousornotserious.Thenputthemintherightcolumnbelow.Thenplaythetape,letstudentslistenandcircletheproblemstheyhearinactivity1a.Thenchecktheanswerandletthemrepeattheproblemsafterthetape.

Intheconversation,agirltalksaboutherproblemsandanothergirlgivesheradvice.Let’slistenandwritedownthesentencesofgivingadvice.

Playthetapeagain,givetimeforstudentstowritedowntheadvice.Stopforanswers.Andplaythetapemoretimesifnecessary.Thenletthemsaythesentencesandwritethemontheboard.

Sentencesofgivingadvice:

Maybeyoucouldgetapart-timejobintheevenings.Youshouldn’targuewithyourparents.

Youshouldtalkaboutyourproblems.

Thenmakeasummaryofthefunctionalstructure.

Lookattheblackboard,whichwordsarecommonlyusedinthesesentences?

Ss:

Should,shouldn’tandcould.

Yes,youareright.Weusethemtogiveadvice.Therearemorestructuresthatwecanusetogiveadvice.I’llwritethemontheboard.

Write“Whydon’tyou...”and“Whynot...”ontheboard.Thenpresentaproblemtothem,andletstudentsgiveadviceusing“should”or“could”.

Atthebeginningoftheclass,Itoldyouaboutmyproblem.MyneighborplayedhisCDtooloudandIcouldn’tsleepwell.Nowcouldyougivemesomeadvice?

Youcouldtalktohimaboutthat.

Maybeyoushouldcallthepolice.

StepIIPairwork

Thenletstudentsworkinpairsandpracticetalkingaboutproblemsandgivingadvice.

Nowwho’dliketoreadtheconversationinactivity1c?

Asktwostudentstoreadthesampleconversationandthenletstudentsmakesimilarconversationswiththeproblemsinactivity1a.

Sampleconversation:

A:

What’swrong?

B:

Iarguedwithmybestfriend.

Maybeyoushouldsaysorrytohim.

Thenletstudentsdomorepracticeaboutgivingadvice.

Instructions:

1.Makeatwo-columnchartontheboardwiththeheadingProblematthetopofcolumn1andtheheadingAdviceatthetopofcolumn2.

2.Dividethewholeclassintotwogroups.LeteachstudentfromgroupAwritesaprobleminthefirstcolumn.

Problems

Advice

3.Thenwritethewordscould,should,andshouldn’tontheboardnexttothechart.ReadtheproblemstotheclassandaskstudentsingroupBtogiveadviceusingthewordsgiven.e.g.

Iarguedwithmybestfriend.WhatshouldIdo?

S:

Youcould/shouldsaysorrytohim.

Orletstudentspracticeinpairslikethat.

Languagetips:

Seriousproblemisaverybadproblem,averybigproblem.

Outofstylemeansnotinfashion.

arguev.todisagreewithsomeoneinwords,ofteninanangryway

arguewithsb.Idon’twanttoarguewithyou.

argueaboutsth.Theywerearguingabout

howtospendthemoney.

stylen.流行、风格

instyle流行的

outofstyle过时的

playv.播放playarecord/CD/tapeetc

StepIII.Homework

Leteachstudentwritesthreeormoreproblemstheyhaveonapieceofpaper.

Period2Grammar

could,should,surprise,callup,onthephone

（Maybe）youcould/should...

Theyshouldn’t...

Enablestudentstoaskforandgiveadvice.

Helpstudentslearnhowtoaskforandgiveadvicewiththetargetlanguage.

Howtotelltheslightdifferencebetween“could”and“should”.

Taperecorder.

StepIRevision

Yesterday,Italkedtomyneighborupstairsabouttheproblem,doyouknowwhathappened?

Hesaidsorrytome.Hetoldmethathewouldn’tdothatagain.Ihadagoodsleeplastnight.Sothankyouforyouradvice.Yesterday,Iaskedyoutowriteyourproblemsonthepaper.NowIwillcollectyourpaper.

Collectthepaper;

choosesomesamplesandreadtheproblemsonebyonetotheclass.Letstudentsgiveadvicebysaying“Maybeheorsheshould/could...”toreviewthetargetlanguage.

Forexample,teacherreads,“ThisFridayismymother’sbirthday,butIdon’thavemoneytobuya

giftforher.”Thenastudentmayofferhis/heradvicelike,“Maybehe/shecouldsingasongforhis/hermother.”

StepIIListening

Thisactivityprovideslisteningpracticeusingthetargetlanguage.

NowyouwillhearaconversationbetweenPeterandafriend.Petertalksabouthisproblemsandhisfriendgiveshimadvice.Listenandcircletheword“could”or“should”youhear.

PlaytherecordingforthefirsttimeandstudentscirclethewordsPeter’sfriendusestogiveadvice.Checktheanswers.Thenplaytherecordingagain,letstudentsrepeatthesentencesofgivingadvice.

Thenmoveontoactivity2b.

Nowlookatthesentencesinactivity2b.Therearetwogroupsofsentences.Thegroupontheleftaresentencesofadvice,andthegroupontherightarereasonsthatPeterdoesn’tliketheadvice.Wewilllistentotherecordingagain,drawlinestomatchtheadvicewiththereasons.

Playtherecordingagain.Thenchecktheanswers.

StepIIIGroupwork

Inthisstep,studentswilldosomeoralpracticewiththetargetlanguage.

Pointtotheexampleinthesampledialogue.Asktwostudentstoreadtheconversationtotheclass.

eg.A:

What’sthematter,Peter?

Maybeyoucouldcallhimup.

Idon’twanttotalkaboutitonthephone.

AskstudentstoroleplaytheconversationbetweenPeterandhisfriendusingthetwosetsofsentencesinactivity2b.

Checktheanswersbycallingondiffe