Unit 2 What should I do教案.docx
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Unit 2 What should I do教案.docx
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Unit2WhatshouldIdo教案
Unit2WhatshouldIdo教案
Unit2WhatshouldIdo?
教案
单元教学目标与要求课时安排5课时
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,提出相应的建议;③为自己的问题找到解决办法。
Period1SectionA(1a―2)
Teachingaims1.Knowledgeaims①Keyvocabularies:
playCDs,arguewithsb,tooloudoutofstyle,What’swrong?
surprise,ticket.②Keysentences:
What’sthematterwith…?
/What’swrong…?
/whatshouldI/he/theydo?
Youcould/should/…You’dbetter…Whynot…2.AbilityaimsTotrainstudents’abilityofjudgment.TohaveSsgiveadviceToimprovestudents’abilityoflisteningandspeaking.3.EmotionaimsToteachthemtounderstandothers.Toteachthemtohelpotherswhentheyareintrouble.ImportantdifficultpointsToknowaboutothers’troubleTousedifferentsentencestogivesomeadviceTeachingaidsTaperecorderTeachingSteps
(一)Step1.Lead-inGreetwithSsAsksomeofthem:
Areyouhappytoday?
Why?
Istheicyhappytoday?
What’sthematterwithhim?
Isitserious?
Whatshouldhedo?
由What’sthematterwith…?
Whatshouldhedo?
这两个学生熟悉的句式导入新课,让学生有话可说,也为下文作铺垫。
(二)Step2.Presentation1.PlaytheCDveryloud,ask:
Doyouthinkitistoonoisy?
What’sthematterwithit?
/What’swrongwithit?
WhoplaystheCDtooloud?
Isitserious?
WhatshouldIdo?
2.Say:
OK.Iwillturnitdown.Pleasewatchthevideocarefully.Ask:
What’swrongwithNimo?
(arguewith)Wasitserious?
Whatdidtheyargueabout?
Showaform.Nimo’sideasHisfather’sideas(outofstyle)couldswimwellcouldn’tswimwellcouldgotothedeepseacouldn’tgotothedeepseacouldgotoschoolcouldn’tgotoschoolcoulddosomethingwithoutyoucouldn’tdoanythingwithoutme.HaveSsworkinpairsandactouttheargument.Whydidtheyargue?
WhatdoyouthinkofNimo’sfather’sideas?
(outofstyle)Could/Shouldhehatehisfather?
Whatshould/couldhedo?
HaveSsgiveNimoadvice.通过播放父与子争吵的影片片断,教授本课的新词汇playtheCDs,tooloud/arguewith/outofstyle.学生表演父子争辩的过程既可让学生体会不同角色的不同心情,同时又正确使用了could和couldn’t,为下一步使用could提出了建议,作了铺垫。
(三)Step3.Workon1a,1b.Ask:
Canyoufindouttheirproblems?
Showsomepicturesandaskthem.What’swrongwithher/him?
/What’sthematterwithher/him?
/What’sthetrouble?
Isitserious?
HaveSsfinish1A.HaveSslistentothetapeandfinish1b.Atlastaskthem:
Whatshould/couldtheydo?
通过观察图片中人物的表情与动作,将第二步中所学的新的词汇重新复习和巩固,同时教学生用三种不同的句式来发现问题,可以将新旧知识系统化。
(四)Step4.Pairwork.ShowsomepicturestoSs.Havethemaskandanswerinpairs.让学生熟悉使用should和could提建议(五)Step5.Task.Ask:
Doyouhavetheseproblemsorotherproblemsinyourdailylife?
Canyoutellme?
Choosesomeofthemtoask.What’swrong?
What’sthematter?
/What’sthetroublewithyou?
Aftertheytellmetheirproblems.IcangiveSsadvice:
Youshould/could…Whynot….Whydon’tyou…You’dbetter…通过师生互动,再一次教学生用不同的句式给别人提建议。
(六)Step6.PairworkHaveSsworkinpairstotalkwitheachotherabouttheirproblemsandgiveeachotheradviceatthesametimeGetSstousedifferentsentences通过学生的活动,让学生亲身体验找问题及提建议的各种说法。
(七)Step7.Task.Say:
Ihaveaseriousproblem.Iarguedwithmybestfriendyesterday.Couldyougivemesomeadvice?
Dividethewholeclassintwogroupsandhaveamatch.Seewhichgroupcangivemoreadvice.Aftereachstudentgivesmeadvice.Icansay:
OK,Iwilldoit.ButIdon’twanttosurprisehim.Idon’thaveenoughmoney/enoughtimeAtlastaskthem:
CouldIgiveheratickettoamovie?
HaveSsdiscuss.通过这一任务,进一步巩固提建议的各种句式,同时用集体的力量让学生懂得更多的解决朋友间矛盾的方法,提高他们解决问题的能力,同时为2a,2b作铺垫。
(七)Step7.Workon2a,2bSoy:
PeterhasthesameproblemandhisfriendisgivinghimadviceHaveSslistentothetapetwiceandfinish2aand2b.有了前一部分的铺垫,再用2a,2b这两项听力练习来提高学生听的能力。
(八)Step7.Homework
BbdesignWhat’swrong?
/What’sthematter?
PlayCDStooloudarguedwith…outofstyle.
Whatshouldshe/he/I/theydo?
She/He/You/should/coulddo….You’dbetter…Whynot…?
Period2SectionA(3a―4)
Teachingaims1.Knowledgeaims:
a)Keyvocabularies:
payfor,part-timejob,okay,either,bake,TeenTalk,tutor.b)KeysentencesWhatshouldIdo?
Youcould/should/shouldn’t…Hedoesn’thaveanymoney,either.2.Abilityaims:
Totrainstudents’abilityofjudgment.Toimprovestudents’abilityofreadingandspeaking.3.Emotionaims:
Tobeabletocooperatewithothers,helpeachotherandcompletethetask-basedactivities.Encouragethestudentstostudyhardandgetoverthedifficulties.4.Importantanddifficultpoints.Togivesb.advice.5.Teachingaids:
CAITeachingSteps:
Step1.RevisionYesterdayyouhelpedmanypeoplesolvetheirproblems.Nowpleaselookatthevideotape.What’swrongwiththegirl?
Whatshouldshedo?
Pleasegivehersomeadvice.Youcanuse:
Ithinksheshould…/Shecould/She’dbetter….Flash动画效果在视觉上刺激学生,同时也复习了第一课时的重点句型,为本课时学生提建议奠定基础。
Step2.PresentationTodayIhaveaproblem.Iwanttobuyaguitar.ButIdon’thaveenoughmoney.WhatshouldIdo?
Thinkitover.Pleasegivemesomeadvice.Themore,thebetter.S1:
You’dbetternotbuyitnow.T:
(asktheotherstudents)Whatdoyouthinkoftheadvice?
Goodidea,okayideaorbadidea?
Why?
HerearesomeadviceIgotfromtheothers.Pleaselookatthemquickly,thensayeachpieceofadviceaseithergoodidea,okayideaorbadidea.Readthefirstpieceofadviceandaskstudentstoraisetheirhandsiftheythinkitisagoodidea.Thenaskstudentswhothinkthisadviceisanokayideatoraisetheirhands.Thenaskthestudentswhothinkitisabadideatoraisetheirhands.Writethescoresontheboard.Repeatfortheotherpiecesofadvice.鼓励学生把自己的建议大胆说出来。
让其他学生判断是否是好建议,并说出理由,培养学生的发散思维。
Step3.Read.Ialsoneedtogetsomemoneytopayforsummercamp.Readtheconversationin3a.Findoutthesuggestions.Pleaseunderlinethesuggestions.I’llgiveyouonlytwominutes.ThenAskSstolabeleachpieceofadviceaseithergoodidea,okayideaorbadidea.限时阅读,让学生带着任务快速阅读,在一定程度上培养学生的阅读能力。
Step4.Groupwork.Afterthesummercamp,Ineedsomemoneytobuygiftsformyfamily.WhatshouldIdo?
Discuss.FourSsagroup.Writedownsuggestionsatleast.Nameadvice学生以4人小组形式进行合作学习,并完成一份表格。
Step5.Pairwork.Accordingthechart,makeashortdialogue.Youmaydoitlikethis:
A:
Ineedsomemoneytobuygiftsformyfamily.WhatshouldIdo?
B:
Ithinkyoushould…A:
Oh,no.Idon’tliketodothat.B:
ThenIthinkyoushould…A:
That’sagoodidea.有了表格的铺垫,做这个pairwork应该比较容易了。
Step6.Workon4.Icouldgetapart-timejob.That’sagoodidea.Myfriend,Jim,heisaCanadianboy.HehascometoliveinChinawithhisparents.HewantstofindajobinChina.SohewantstopracticehisPutonghua,butheisveryshy.IthinkIcouldbehistutor.IcouldteachhimPutonghuaathishome.Jimcouldgetatutor.That’sanidea.Butcouldyougivehimmoreadvice?
PairworkA:
Jimcould…B:
Buthe’sveryshy.Maybethat’snotagoodidea.A:
Well,then,hecould…B:
Yes,that’sagoodidea.Asktwoorthreepairsofstudentstopresenttheirconversationstotheclass,otherstudentswritedowntheideasthattheyheard.Thenask:
Doyouhaveanyotherideas?
Tellusmoreideas.Writealistofthebestadviceontheboard.
叫几组同学表演对话,其他同学记录下所听到的建议,培养学生听的习惯。
给有其他建议的同学说的机会。
利用集体的力量完成表格。
HomeworkLileiwantstolearnEnglishwell.Pleasegivehimsomegoodadvice.e.g.Hecould/couldn’t…Heshould/shouldn’t…在帮LiLei提建议的同时,教育学生如何学好英语。
Bbdesign:
Unit2WhatshouldIdo?
PeriodTwopayforgoodideagetapart-timejobokayideahaveabakesalebadideacall“TeenTalk”getatutorshyeither
Period3SectionB(1a―2c)Teachingaims:
1.Knowledgeaimsa)Keyvocabularies:
Original,instyle,haircut,thesameas.b)Keysentence:
MyfriendwearsthesameclothesandhasthesamehaircutasIdo.2.Abilityaims:
Moststudentswouldbeabletotalkaboutwhatkindofclothestheylike.Improvetheabilityoffindingoutmaininformation.Giveadvice.3.Emotionaims:
Tobeabletocooperatewithothers,learnhowtogetonwithfriends,havetheirownopinionsaboutfashion.4.Importantdifficultpoints:
Todiscussthetopicinaperfectway.5.Teachingaids:
PowerpointandarecorderTeachingSteps:
Step1.RevisionTalkabout:
LileiwantstolearnEnglishwell,Whatshouldhedo?
HeshouldspeakEnglishasoftenashecould…Greeting(student’sname)hasanewhaircut,Whatdoyouthinkofit?
(neatly)I’mwearinganewcoat.Teach:
original,comfortable,colorful.从学生感兴趣的话题入手,让他们表现运用英语的潜能,并引出新单词:
haircut,neatly,original,colorful.Step2.①Showsomepicturesofclothes,reviseclothesnames.②Readtheinstructionsin1atotheclass:
Whenyouchooseclothes,Whatisimportanttoyou?
Say:
Maybeyoudon’tknowhowtoexpressyourideas,Let’sseesomesamples.③Pointtothesentencesandaskastudenttoreadthemtotheclass.Readeachsentenceagainandaskthestudentstorepeatit.askstudentstoexplainintheirownwordswhateachsentencemeans.Saytheantonyms.④Pointoutthelinesinfrontofeachsentence,say:
WriteVI(veryimportant),ifthestatementisveryimportanttoyou.WriteIifitissomeimportant,andwriteNIifitisnotimportant.Talkabouttheanswerswiththeclass.Discusswhichanswersmoststudentsmarkedveryimportant(byaskingthestudentstoraisetheirhands).很自然地呈现出1a部分,让学生取得相关信息,完成任务,进一步学习新单词,词组及表达方法。
Step3.Pairwork①Tellyourpartneryouranswertothequestion.Youwillusetheanswerstoactivity1aasyoutalkwithyourpartner,makeyourownstatementsabouttheitemsinactivity1a.②Teachermovearoundtheroom,offerlanguageandpronunciationassistanceasneeded,thenaskafewstudentstosayoneormoreoftheirstatementstotheclass.以谈论选择衣服的重点为话题,把学生带进真实的生活环境,表达自己的想法,学生活动层层递进,通过运用所学知识结合自己思想给学生以自由思考,自由想象的空间,让每个学生的思维都能从中得到发展。
Step4.Listening.①Erinhasaproblemaboutfashion.Heiscallinginaradioprogr
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