Unit2WhatshouldIdoSectionA教学设计1.docx

Unit2WhatshouldIdoSectionA教学设计1.docx

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Unit2WhatshouldIdoSectionA教学设计1

Unit2WhatshouldIdo?

SectionA教学设计

教师行为

学生学习活动

设计意图

（一）课前热身：

告诉学生：

Weoftenhaveproblemsinourlife.然后教师举几个例子

学生分小组讨论说出自己在学习、生活中曾经与父母、同学遇到的哪些问题？

这个话题非常接近于学生的日常生活，可以一下子把学生的积极性调动起来。

（二）情景导入：

让学生看课本中的第一副图画，猜测她遇到的问题：

Herclothesareoutofstyle.

学生看课本中的其他两幅图，能够说出他们的麻烦：

（1）Shearguedwithherbestfriend.

（2）HerbrotherplayshisCDstooloud.

学生看图后自己总结出句子，这是一个对平时所学知识进行语言输出的过程，比起直接让学生自己读出句子来更好。

（三）语法深思：

让学生换位思考，如果你遇到了上述问题，你应该如何给他提意见？

如果学生想不出来，教师可提示用should或could

学生用should或could说出不同的句子:

Sheshouldbuysomenewclothes.Shecouldcallherupandsaysorrytoher.SheshouldtellherbrothernottoplayCDstooloud.

这一个环节是学生在老师的提示下自己用could或should造句，但是学生并不是很清楚他们两个的区别。

（四）听力检测：

让同学们听听力，圈出1a的句子，并且体会录音中could与should语气的不同。

学生听录音，着重指出could与should在语气上的不同。

并且自己总结出should语气更加强硬，could语气更加委婉。

这一活动设计的目的在于让学生通过自己的探究去体会两个词的不同点。

（五）重点巩固：

让学生再次听2a、2b,进一步巩固自己刚才探究的结果

学生听录音，进一步验证刚才自己的推断：

could比should语气更加委婉。

这是对刚才学生所推理论进行验证的一个设计，目的在于让学生巩固自己的理论。

。

（六）伙伴结对练习：

学生两人一组组织对话，一个说出自己的问题，另一个用could或should提意见

学生认真组织自己的对话，把刚才学的知识用于实际的语言运用中。

语言学习的目的就是让学生进行语言实践，这一个环节有利于学生语言输出。

（七）情景表演：

让学生自己站起来表演出自己的对话。

学生自己表演出自己的对话，其他同学要学会倾听别人。

这一个环节是一个学生自我展示的环节，可以锻炼学生。

（八）课堂小结：

让学生自己总结本节课所学的东西。

学生自己总结，并且做好自己的笔记

这一个环节有助于学生回顾自己在本节课所掌握的知识。

Unit2WhatshouldIdo?

教学设计

深蓝

I．Teachingaimsandteachingdemands:

Inthisunitstudentslearntotalkaboutproblemsandgiveadvice．

II．Teachingkeyanddifficultpoints:

A．Vocabulary

argue,loud,original,outofstyle,tutor,upset,adult,

Recycling:

problem,sorry,part-time,important,friend,money,home,new,easy,letter,ticket,ballgame,surprise,colorful,borrow,write,callsomeoneup,gotosomeone'shouse,everynight

B．Targetlanguage

MybrotherplayshisCDtooloud．

WhatshouldIdo?

Whydon'tyoutalktohimaboutit?

C．Structures

Modalscould,should

Whydon'tyou…?

（formulaic）

III．Teachingmethods:

Audio-lingualmethods

IV．Teachingaids:

ataperecorder

V．Thisunitisdividedintosevenperiods．

Lesson1  Speakandlisten

SectionA1a─1c

I．Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice．

II．Teachingkeyanddifficultpoints:

A．Vocabulary

keepout,play,loud,argue,wrong,What'swrong?

outofstyle,could,should,

B．Targetlanguage

MybrotherplayshisCDstooloud．

Maybeyoushouldbuysomenewclothes．

III．Teachingmethods:

Audio-lingualmethods

 IV．Teachingaids:

ataperecorder

V．Teachingprocedure

Activity1．Revision

Task1．Dictation

Task2．Askandanswer．

Questionsaboutfuturewithwill．

Activity2．Presentation

Thisactivityintroducessomenewvocabulary．

Task1．Makeatwo-columnchartontheboardwiththeheadingProblematthetopofcolumn1andtheheadingAdviceatthetopofcolumn2．Thenaskthestudentstotellyouwhatyoucoulddoaboutit．

Problem

IwanttobuyanewguitarbutIdon'thaveenoughmoney．Advice

1．Waituntilnextyear．

2．Don'tbuyaguitar．

3．Borrowone．

4．Buyausedguitar．

5．Getapart-timejob．

Task2．Thenreadtheproblemtotheclassagain．Thenwritethewordscould,should,andshouldn'tontheboardnexttothechart．Readtheproblemtotheclassagainandhelptheclassgiveadviceusingthewordscould,should,andshouldn't．

Task3．Askthestudentstofinishthetaskin1a．

Teach:

Seriousproblemisaverybadproblem,averybigproblem．Outofstylemeansnotinfashion．

enoughmoney:

Idon'thaveenoughmoneytobuyabike．

AskthestudentstowritetheproblemsintheseriousorNotseriouscolumn．

Task4．Talkabouttheanswers．

Ask,Whoput“Myparentswantmetostayathomeeverynight?

”theseriouscolumn?

Askthesamequestionsabouttheotheritems．Discusswhichproblemsstudentsthoughtwerethemostserious．

Activity3．Listenandcircletheproblemsyouhearinactivity1a．

Task1．Pointtothepicturesinactivity1a．Askdifferentstudentstosaywhattheyseeineachpicture．Readtheinstructionstostudents．

Task2．Playtherecordingthefirsttime．Studentsonlylisten．

Task3．Playtherecordingasecondtime．Studentscircletheproblemstheyhear．Thenchecktheanswers．

Activity4．Pairwork

Askthestudentstolookattheproblemsinactivity1aandmakeconversations．

Homework

1．Makeupyourownconversations．

2．Maketensentenceswithcould,shouldandshouldn't．

Lesson2  Listenandspeak

SectionA2a─GrammarFocus

I．Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice．

II．Teachingkeyanddifficultpoints:

A．Vocabulary

callsb．up,ticket,surprise,onthephone,What'sthematter?

B．Targetlanguage

Youcouldgotohishouse．

Youcouldgivehimatickettoaballgame．

WhatshouldI/he/theydo?

III．Teachingmethods:

Audio-lingualmethodsandPPP

 IV．Teachingaids:

ataperecorder

 V．Teachingprocedure

Activity1．Revision

Task1．Checkthehomework．Askandanswer．

Task2．Revisethevocabulary．

Activity2．Listeningandcircling．

Task1．Readtheinstructions．Learnthekeyvocabulary．

Readandrepeatthephrases．

Task2．YouwillhearaconversationbetweenNariandafriend．

Playtherecordingtwiceandstudentscircletheword,Nari'sfriendusestogiveadvice．

Thenchecktheanswers．

Activity3．Listening

Task1．Readtheinstructions．Showstudentstheexamplematch．

Task2．Playtherecordingagainandchecktheanswers．

Activity4．Groupwork

Task1．Readtheinstructionsfortheactivity．

Task2．Pointtotheexampleinthesampledialogue．Asktwostudentstoreadtheconversationtoclass．

Task3．AskstudentstoroleplayaconversationbetweenNariandhisfriendusingthesetwosetsofsentences．Thenhavethestudentsworkinpairs．

Task4．Checktheanswersbycallingondifferentpairstosayaconversationtotheclass．

Activity5．GrammarFocus

Reviewthegrammarbox．askthestudentstosaythequestionsandtheresponses．Explainthatthewordshouldisalwaysusedtoaskforadvice,butthewordscould,should,andshouldn'tareusedtogiveadvice．Couldisalessseriouswordthanshould．

Payattentiontothequestionsandanswers,askandanswerloudly．

Homework

1．Reviewtheconversationandthevocabulary．

2．Writeyourownconversationsongivingadvice．

Lesson3 Readingandwriting

I．Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice．

 II．Teachingkeyanddifficultpoints:

A．Vocabulary

payfor,part-timejob,okay,either,bake,TeenTalk,tutor,need,maybe,goodidea,badidea,okayidea

B．Targetlanguage

WhatshouldIdo?

ThenIthinkyoushouldgetapart-timejob．

III．Teachingmethods:

Audio-lingualmethodsandControl-readingandwriting．

 IV．Teachingaids:

apicture

 V．Teachingprocedure

Activity1．Revision

Task1．Revisethevocabularyandthekeystructures．

Task2．Dictation．

Activity2．Readingandwriting

Task1．Readtheinstructions．WritethepossibleresponsesontheBbandaskastudenttoreadtheresponsestotheclass．Discussthethreeresponsesandbesurestudentsunderstandhowtheresponsesareused．

Task2．Askfourstudentstoreadtheconversationtotheclass．

Askthestudentstofillintheblank．

Thenaskandansweringroups．

Activity3．Pairwork

Task1．Readtheinstructions．Andthenasktwostudentstoreadthesampleconversationn．

Task2．Askthestudentstosaysomewaystogetmoneythataren'tinthebook．

Task3．askthestudentstoworkwithpartnersastheyaskforandgiveadvice．Thenasktwoorthreepairsofthestudentstosaytheirconversationstotheclass．

Activity4．Pairwork

Thisactivityprovidesanopportunityforstudentstousethelanguageoftheunittogiveadvice．

Task1．Readtheinstructions．Thenasktwostudentstoreadthedialogue．

Task2．Askanotherpairofstudentstogivetheiradviceonanothertopic．Pickatopicofcurrentinterestinthenews．

Homework

1．Reviewthevocabularyandtargetlanguage．

2．Writeyourownconversationsaboutproblemsandadvice．

Lesson4  SectionB

I．Teachingaimsanddemands:

Studentspracticeusingthetargetlanguage．

 II．Teachingkeyanddifficultpoints:

A．Vocabulary

original,thesameas,instyle,nicer,haircut,inexpensive,comfortable

B．Targetlanguage

IthinkErinshouldtellherfriendtogetdifferentclothes．

Friendsshouldn'twearthesameclothes．

Theyarethesameasmyfriend'sclothes．

III．Teachingmethods:

Audio-lingualmethods

 IV．Teachingaids:

ataperecorder

V．Teachingprocedure

Activity1．Revision

Thisactivityintroducesthekeyvocabulary．

Task1．Readtheinstructionsin1a．Askastudenttoreadthesentencestotheclass．ReadeachsentenceagainandasktheSstorepeatit．Thenexplainintheirownwordsthateachsentencemeans．

Forexample:

T:

Whatdoesoriginalmean?

S1:

Differentfromothers．Notthesame．

T:

Correct．Whensomethingisoriginal,itisnotlikealltheothers．Canyougiveanexample?

S1:

Mywatchdoesn'thavenumbersonit．Ithaspicturesoffacesinsteadofnumbers．Mywatchisoriginal．

T:

Correct．It'snotlikealltheothers．

Task2．Pointoutthewrite-inlineinfrontofeachsentence．writeVIifthestatementisveryimportanttoyou,writeIifthestatementissomewhatimportanttoyou,andwriteNIifitisnotimportant．

Task3．Talkabouttheanswerswiththeclass．

Activity2．Listening

Task1．Readtheinstructions．

Pointtothethreeitemsstudentswillbelisteningfor:

Sayyouwillbelisteningtoaradioadviceprogram．Peoplecallinforhelpwithaproblemandotherpeoplecallupwithadvice．Theywillbetalkingaboutoneoftheseproblems．Pleasechechtheproblemtheytalkabout．

Task2．Playtherecordingthefirsttime．Studentsonlylisten．

Task3．Playtherecordingasecondtime．Askthestudentstoputacheckinfrontoftheseproblems．Thenchecktheanswer．

Activity3．Listeningandwritin