初中英语八年级下册go for it 说课稿 Unit 2

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发布于2006-04-07 21:59 被读10317次 【字体：大 中 小】

英语八年级下Unit 2 What should I do? 单元总结课的教案资料

（一）本单元语言目标：

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。

（二）重点单词：

1. play v. 播放    2. loud adj. 高声的；大声的  3. argue v. 争论，争吵    4. wrong adj. 错误的；有毛病的；不适合的  5. could v. can的过去式    6. ticket n. 票，入场券

7. surprise v. 使惊奇；使意外    8. other adj. 任一的；（两方中的）每一方的

9. except prep. 除；把......除外    10. fail v. 失败  11. football n. 足球   

12. until prep. 到......为止   13. fit v. 适合，适应    14. include v. 包括；包含

15. send v. 发送，寄    16. themselves pron. 他们自己（反身代词）

（三）重点词组：

1. keep out不让......进入2. out of style不时髦的；过时的3. call sb. up打电话给......4. pay for付款

5. ask for要求6. the same as与......同样的7. in style时髦的；流行的8. get on相处；进展

9. as much as possible尽可能多10. all kinds of各种；许多11. on the one hand, ......（在）一方面，......

12. on the other hand, ......另一方面，......

（四）重点句型：

1. What should I do?我应该怎么做？2. You could write him a letter.你可以写信给他。

3. What should he do?他应该怎么做？4. Maybe he should say he‘s sorry.也许他应该说抱歉。

5. What should they do?他们应该怎么做？6. They shouldn‘t argue.他们不应该争吵。

（五）重点语法： 情态动词should的用法

should是情态动词，它的基本用法是必须和其他动词一起构成谓语。情态动词没有人称和数的变化，意为"应该......"。should（应当，应该）用于所有人称，表示劝告或建议。

eg. You should wait a little more.你应该再多等一会儿。

--- I have a very bad cold.我感冒很厉害。--- You should lie down and have a rest.你应该躺下，多喝水。

在这个单元中我们还学到用"could"表示建议，这时could不是can的过去式,而表示比should更加委婉的建议。

--- I need some money to pay for the summer camp.

---- You should/ could borrow some money from your brother.

（六）知识点讲解：

1. I don‘t have enough money.我没有足够的钱。

enough：adj.充足的、充分的，在句子中可作定语修饰名词，也可作表语。

eg. Do you have enough time?   Six pieces of paper will be enough.

2. I argued with my best friend.我与我最好的朋友吵架了。

argue with sb.意为"与......争吵，争论"  eg. He often argue with his classmates.

3. My clothes are out of style. 我的衣服过时了。

be out of style / fashion表示"过时""不合乎时尚" 反义词是"be in fashion"表示"合乎时尚"

eg. He is aways in fashion.  The sofa is out of style, and I don‘t like it.

4. Maybe you should call him up.

（1）maybe是副词，用来表示推测，译为"也许，或许，大概"。

eg. Maybe you are right.  Maybe they will go out for a walk.

maybe不同于may be。maybe是一个词，是副词，may be是情态动词may加上动词原形be，意为"或许"，后接形容词、名词、代词等。eg. It may be true. He may be the man we are looking for.

（2）call sb up .打电话给某人

eg. I called up Zhang Hong at eight o‘clock. 原句中him为代词，所以放在call和up之间，不能说成call up him。

eg. I‘ll call her up this afternoon. Could you ask him to call me, please.在这个句子中，省略up。

5. I don‘t want to surprise him. 我不想使他惊讶。

在这句话中surprise是个行为动词，可以说成"surprise sb."，表示"使......惊讶"。

eg. The news surprises us greatly.surprised adj.惊讶的surprising adj.令人惊讶的

eg. I‘m surprised to hear the news.It‘s a surprising gift, and I love it.

6. No, he doesn‘t have any money, either.不，他也没有钱。either的用法：用作副词，用在否定句或否定词组后加强语气，表示"也"，"而且"。  eg. He doesn‘t like singing, and he doesn‘t like dancing, either.

either用作代词时，常表示"两者之中任何一个"，常与短语连用或用作宾语。

eg. Either of them will agree with you.I don‘t like either of the books.

7. I need to get some money to pay for summer camp.

我需要一些钱支付夏令营。

（1）need是个情态动词，也可以是行为动词。

▲当它是情态动词时，后边直接加行为动词，表示"需要"，但need作情态动词时一般不用于肯定句。它一般用于否定句和疑问句中，例如：

①You need not meet him.你不必见他。②Need I repeat it?我有必要重复它吗？

对上一句的简略回答为：Yes, you need. No, you needn‘t.

▲此外情态动词must提问时，否定回答时为No, ... needn‘t。

例如：Must he finish the homework now?  Yes, he must. No, he needn‘t.

当need作行为动词时，同其他行为动词一样对待，need后加不定式为"need to do"。

例如：I need to finish the work.  变为疑问句时，不能像它作情态动词时直接提前，而要加助动词do/ does/ did等，例如： He needs to write many words.

改成一般问句：Does he need to write many words? 他需要写许多字吗？Yes, he does. No, he doesn‘t.

（2）（sb.）pay（money）for sth.为......而付款 （sb.）spend（money）on sth在......上花多少钱

（sth.）cost sb.（money）什么东西值多少钱

这三个短语都是表示付款。但pay, spend指的是"人"，主语为人，而cost指的是"物"，主语为"物"。

例如说他昨天花10元买了一本书。用以上三个短语分别为：

①     He paid 10 yuan for the book yesterday. 他昨天为这本书付了10元钱

②He spent 10 yuan on the book yesterday. 他昨天花了10元钱（买）这本书。

③The book cost him 10 yuan yesterday. 这本书花了他10元钱。

注意以上三个动词的动词过去式为：pay---paid    spend ---- spent    cost----cost

Unit 2     What should I do  ?

I. Teaching aims and teaching demands:

In this unit students learn to talk about problems and give advice.

II. Teaching key and difficult points: 

A.        Vocabulary    argue, 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, write, call someone up, go to someone’s house, every night

B. Target language

My brother plays his CD too loud. What should I do ? Why don’t you talk to him about it?

C.     Structures   Modals  could, should   Why don’t you …?(formulaic)

III. Teaching methods: Audio-lingual methods

IV. Teaching aids:      a tape recorder

V. This unit is divided into seven periods.

          Lesson 1  Speak and listen

           Section A 1a---1c

I. Teaching aims and demands:

Students learn to talk about problems and give advice.

II. Teaching key and difficult points: 

A.      Vocabulary   keep out , play, loud, argue, wrong, What’s wrong ? out of style , could, should,

B.      Target language

My brother plays his CDs too loud.  Maybe you should buy some new clothes.

III. Teaching methods: Audio-lingual methods

IV. Teaching aids:      a tape recorder

V. Teaching procedure

Activity 1. Revision

Task 1. Dictation   Task 2. Ask and answer.

Questions about future with will.

Activity 2. Presentation

This 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.

Problem I want to buy a new guitar but I don’t have enough money.

Advice 1.      Wait until next year. 2.      Don’t buy a guitar. 3.      Borrow one. 4.      Buy a used guitar. 5.      Get a part-time job.

 

 

 

 

 

 

 

 

 

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 1.Point 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. Pairwork

Ask the students to look at the problems in activity 1a and make conversations.

Homework   Make up your own conversations.2. Make ten sentences with could, should and shouldn’t.

Lesson 2    Listen and speak

Section A 2a---Grammar Focus

I. Teaching aims and demands :

Students learn to talk about problems and give advice.

II. Teaching key and difficult points:

A.      Vocabulary   call sb. up, ticket, surprise, on the phone, What’s the matter?

B.      Target language

You could go to his house.  You could give him a ticket to a ball game. What should I /he/they do ?

III. Teaching methods: Audio-lingual methods and PPP

IV. Teaching aids:      a tape recorder

V.Teaching  procedure

Activity 1. Revision

Task1. Check the homework. Ask and answer.  Task2. Revise the vocabulary.

Activity 2. Listening and circling .

Task1.Read the instructions. Learn the key vocabulary.

Read and repeat the phrases.

Task2.You 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.

Activity 3.Listening

Task 1. Read the instructions. Show students the example match.

Task 2. Play the recording again and check the answers.

Activity 4. Groupwork

Task 1.Read 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 sentences.Then 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 Focus    Review the grammar box.ask the students to say the questions and the responses. Explain that the word should is always used to ask for advice, 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.

Homework: Review the conversation and the vocabulary. Write your own conversations on giving advice.

Lesson 3  Reading and writing

I. Teaching aims and demands :  Students learn to talk about problems and give advice.

II. Teaching key and difficult points:

A. Vocabulary   pay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay idea

B. Target language

What should I do ?

Then I think you should get a part- time job.

III. Teaching methods: Audio-lingual methods and Control-reading and writing.

IV. Teaching aids:      a picture

V.Teaching procedure

Activity 1. Revision

Task 1.Revise the vocabulary and the key structures.

Task 2.Dictation.

Activity 2. Reading and writing

Task 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. Pairwork

Task 1. Read the instructions.And then ask two students to read the sample conversationn.

Task2.Ask 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 advice.Then ask two or three pairs of the students to say their conversations to the class.

Activity 4. Pairwork

This 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.

Homework 1.Review the vocabulary and target language.

2.Write your own conversations about problems and advice.

Lesson 4  Section B

I. Teaching aims and demands :  Students practice using the target language.

II. Teaching key and difficult points:

A. Vocabulary   original , the same as, in style, nicer, haircut, inexpensive, comfortable

B. Target language

I 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 methods

IV. Teaching aids:      a tape recorder

V. Teaching procedure

Activity 1. Revision

This activity introduces the key vocabulary.

Task 1.Read the instructions in 1a. Ask a student to read the sentences to the class.Read 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  mean?

   S1: Different from others. Not the same.

  T: Correct. When something is original, it is not like all the others. Can you give an example?

S1:My watch doesn’t have numbers on it. It has pictures of faces instead of numbers. My watch is original.

             T: Correct. It’s not like all the others.

Task 2.Point 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.  Listening

Task 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 chech the problem they talk about.

Task 2. Play the recording the first time. Students only listen.

Task 3. Play the recording a second time.Ask the students to put a check in front of these problems. Then check the answer.

Activity 3.Listening and writing

A.      Listen carefully and fill in the chart with the advice that you hear .Then check the answers .

B.      Listen again and fill in the chart. Then check the answers.

Activity 4. Pairwork

Task 1.Read the instructions.  Task 2.Ask 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.

Homework  1.Review the vocabulary .2.Write your own conversations about advice.

Lesson 5  Reading and writing

I.Teaching aims and demands :

Students practice the target language by reading and writing.

II. Teaching key and difficult points:

A.Vocabulary   except, upset, find out, do wrong, what to do, lonely, argue

B.Target language

What should I do ? You 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 recorder

V.Teaching procedure

Step 1. Revision    Task1. Check the homework. Ask and answer. Task2.Revise the vocabulary.

Step 2. Reading and writing

Task 1.Teach 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. Writing     Task 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. Groupwork  1.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 the problems.

4.Ask students to complete the work in groups.5.Ask a few students to share the sample conversations.

Step 6.Self Check  1.Ask the students to do the exercises on their own .Then check the answers.

1.      Read the letter and then write some advice.3.Ask a few students to read their letters of advice.

3.      Just for fun. Ask two students to read the conversation to the class.

Homework 1.Review the vocabulary . 2.Finish off the writing exercises.

Lesson 6  Reading and writing

I. Teaching aims and demands :   Students learn to master the reading skills.

II.Teaching key and difficult points:

A. Vocabulary    until, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…

B. Target language     What should you do to relax?

Parents should learn to give their kids a bit more time to themselves.

III. Teaching methods: Audio-lingual methods and Control-reading and writing.

IV. Teaching aids:      a tape-player

V.Teaching procedure

Activity 1. Revision   Task 1.Revise the vocabulary and the key structures.   Task 2.Dictation.

Activity 2. Before You Read    Task 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 two boxes 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 2.Teach the students about using a dictionary.

1.      Explain that a dictionary can help students learn independently.They can learn new words, 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 Reading

Task 1. Ask the students to read and notice the words they have just looked up in their dictionaries. Read the sentences to the class.   Task2.Ask the students to read the passage loudly .

Homework   1.Review the vocabulary and target language.

2.Write your own conversations about problems and advice.

Lesson 7  Reading and write

I. Teaching aims and demands :  Students learn to master the reading skills.

II.Teaching key and difficult points:

A. Vocabulary     until, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…

B. Target language    What should you do to relax?

Parents should learn to give their kids a bit more time to themselves.

III. Teaching methods: Audio-lingual methods and Control-reading and writing.

IV. Teaching aids:      a tape-player

V. Teaching procedure  Activity 1. Revision   Task 1. Dictation.   Task 2. Read the passage to the class.

Activity 2.  After You Read   Task 1. Read the statements.   Task 2. Discuss with your partners.

Task 3. Ask each group to report their ideas to the class.

Activity 3. writing

Ask the students to write a sentence of their own using the words from the box in Section1b.

Activity 4. Writing   Task 1.Read the instructions.

Task 2.Review  language used for advice.Then imagine you are Dr Alice Green.Write 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 Bb.Make a survey with two questions:

When do you feel under pressure?    What should you do to relax?

2.If there is someone in your class who has a big problem, make a plan to help them.

Homework   1.Review the vocabulary .    2.Finish writing the letter.