Unit2WhatshouldIdoSectionA教学设计1.docx

1、Unit2WhatshouldIdoSectionA教学设计1 Unit2 What should I do? 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：We often have problems in our life. 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： Her clothes are out of style.学生看课本中的其他两幅图，能够说出他们的麻烦：(1)She

2、 argued with her best friend. (2) Her brother plays his CDs too loud. 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: She should buy some new clothes. She could call her up and say sorry to her. She should

3、 tell her brother not to play CDs too loud. 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

4、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

5、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。Unit 2 What should I do? 教学设计深蓝ITeaching aims and teaching demands:In this unit students learn to talk about problems and give adviceIITeaching key and difficult points: AVocabulary argue, loud, original ,out of style, tutor, upset, adult,Recycling: problem, sorry, part-ti

6、me, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someones house, every nightBTarget languageMy brother plays his CD too loudWhat should I do ?Why dont you talk to him about it?CStructuresModals could, shouldWhy dont y

7、ou ?(formulaic)IIITeaching methods: Audio-lingual methodsIVTeaching aids: a tape recorderVThis unit is divided into seven periodsLesson 1 Speak and listenSection A 1a1cITeaching aims and demands:Students learn to talk about problems and give adviceIITeaching key and difficult points: AVocabulary kee

8、p out , play, loud, argue, wrong, Whats wrong ? out of style , could, should, BTarget languageMy brother plays his CDs too loudMaybe you should buy some new clothesIIITeaching methods: Audio-lingual methods IVTeaching aids: a tape recorderVTeaching procedureActivity 1RevisionTask 1DictationTask 2Ask

9、 and answerQuestions about future with willActivity 2PresentationThis activity introduces some new vocabularyTask 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 a

10、bout itProblemI want to buy a new guitar but I dont have enough moneyAdvice1Wait until next year2Dont buy a guitar3Borrow one4Buy a used guitar5Get a part-time jobTask 2Then read the problem to the class againThen write the words could ,should ,and shouldnt on the board next to the chartRead the pro

11、blem to the class again and help the class give advice using the words could, should ,and shouldntTask 3Ask the students to finish the task in 1aTeach : Serious problem is a very bad problem, a very big problemOut of style means not in fashionenough money : I dont have enough money to buy a bikeAsk

12、the students to write the problems in the serious or Not serious columnTask 4Talk about the answersAsk ,Who put “My parents want me to stay at home every night?” the serious column? Ask the same questions about the other itemsDiscuss which problems students thought were the most seriousActivity3List

13、en and circle the problems you hear in activity 1aTask 1Point to the pictures in activity 1aAsk different students to say what they see in each pictureRead the instructions to studentsTask 2Play the recording the first timeStudents only listenTask 3Play the recording a second timeStudents circle the

14、 problems they hearThen check the answersActivity4PairworkAsk the students to look at the problems in activity 1a and make conversationsHomework1Make up your own conversations2Make ten sentences with could, should and shouldntLesson 2 Listen and speakSection A 2aGrammar FocusITeaching aims and deman

15、ds :Students learn to talk about problems and give adviceIITeaching key and difficult points:AVocabulary call sbup, ticket, surprise, on the phone, Whats the matter?BTarget languageYou could go to his houseYou could give him a ticket to a ball gameWhat should I /he/they do ?IIITeaching methods: Audi

16、o-lingual methods and PPPIVTeaching aids: a tape recorderVTeaching procedureActivity 1RevisionTask1Check the homeworkAsk and answerTask2Revise the vocabularyActivity 2Listening and circling Task1Read the instructionsLearn the key vocabularyRead and repeat the phrasesTask2You will hear a conversation

17、 between Nari and a friendPlay the recording twice and students circle the word ,Naris friend uses to give adviceThen check the answersActivity 3Listening Task 1Read the instructionsShow students the example matchTask 2Play the recording again and check the answersActivity 4GroupworkTask 1Read the i

18、nstructions for the activityTask 2Point to the example in the sample dialogueAsk two students to read the conversation to classTask 3Ask students to role play a conversation between Nari and his friend using these two sets of sentencesThen have the students work in pairsTask 4Check the answers by ca

19、lling on different pairs to say a conversation to the classActivity 5Grammar FocusReview the grammar boxask the students to say the questions and the responsesExplain that the word should is always used to ask for advice, but the words could, should, and shouldnt are used to give adviceCould is a le

20、ss serious word than shouldPay attention to the questions and answers, ask and answer loudlyHomework1Review the conversation and the vocabulary2Write your own conversations on giving adviceLesson 3 Reading and writingITeaching aims and demands :Students learn to talk about problems and give adviceII

21、Teaching key and difficult points:AVocabulary pay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay ideaBTarget languageWhat should I do ?Then I think you should get a part- time jobIIITeaching methods: Audio-lingual methods and Control-reading and writ

22、ingIVTeaching aids: a pictureVTeaching procedureActivity 1RevisionTask 1Revise the vocabulary and the key structuresTask 2DictationActivity 2Reading and writingTask 1 Read the instructionsWrite the possible responses on the Bb and ask a student to read the responses to the classDiscuss the three res

23、ponses and be sure students understand how the responses are usedTask 2Ask four students to read the conversation to the classAsk the students to fill in the blankThen ask and answer in groupsActivity 3Pairwork Task 1Read the instructionsAnd then ask two students to read the sample conversationnTask

24、2Ask the students to say some ways to get money that arent in the bookTask 3ask the students to work with partners as they ask for and give adviceThen ask two or three pairs of the students to say their conversations to the classActivity 4PairworkThis activity provides an opportunity for students to

25、 use the language of the unit to give adviceTask 1Read the instructionsThen ask two students to read the dialogueTask 2Ask another pair of students to give their advice on another topicPick a topic of current interest in the newsHomework1Review the vocabulary and target language2Write your own conve

26、rsations about problems and adviceLesson 4 Section BITeaching aims and demands :Students practice using the target languageIITeaching key and difficult points: AVocabularyoriginal , the same as, in style, nicer, haircut, inexpensive, comfortableBTarget languageI think Erin should tell her friend to

27、get different clothesFriends shouldnt wear the same clothesThey are the same as my friends clothesIIITeaching methods: Audio-lingual methods IVTeaching aids: a tape recorderVTeaching procedureActivity 1RevisionThis activity introduces the key vocabularyTask 1Read the instructions in 1aAsk a student

28、to read the sentences to the classRead each sentence again and ask the Ss to repeat itThen explain in their own words that each sentence meansFor example: T: What does original mean?S1: Different from othersNot the sameT: CorrectWhen something is original, it is not like all the othersCan you give a

29、n example?S1:My watch doesnt have numbers on itIt has pictures of faces instead of numbersMy watch is originalT: CorrectIts not like all the othersTask 2Point out the write-in line in front of each sentencewrite VI if the statement is very important to you, write I if the statement is somewhat impor

30、tant to you, and write NI if it is not importantTask 3Talk about the answers with the classActivity 2Listening Task 1Read the instructionsPoint to the three items students will be listening for:Say you will be listening to a radio advice programPeople call in for help with a problem and other people

31、 call up with adviceThey will be talking about one of these problemsPlease chech the problem they talk aboutTask 2Play the recording the first timeStudents only listenTask 3Play the recording a second timeAsk the students to put a check in front of these problemsThen check the answerActivity 3Listening and writin