What should I do教案2篇

What should I do?教案一

Teachinggoals:

1.Words&phrases:keepout,loud,argue,What’swrong?football,either,except,

themselves,include,etc.

2.情態(tài)動(dòng)詞could/should的用法。

3.Whydon’tyou…?結(jié)構(gòu)表建議的運(yùn)用。

4.如何談?wù)搯?wèn)題及提出建議。

5.在處理問(wèn)題中學(xué)會(huì)自省與人際交往。

Importantanddifficultpoints:

1.should/could情態(tài)動(dòng)詞的用法。

2.如何提出建議。

Teachingaids:ataperecorder,5cards.

Period1

Teachingprocedures:

Step1Leadingin

1.Greetingsandfreetalk.

2.Checkthehomework.

Step2Pre-task

T:IwanttobuyanewguitarbutIdon’thaveenoughmoney.WhatshouldIdo?

Ss：thinkitover,andtrytogivehis/heradvice.

WritetheiradviceontheBb.

1.Borrowone.

2.Buyasecond-handguitar.

3.Getapart-timejob.

4.Don’tbuyaguitar.

5.Waituntilnextyear.

PracticereadingtheadvicebytheSs.

導(dǎo)入:Inthisunitwearegoingtotalkaboutproblemspeoplehaveandlearnhowtogivethesepeople advice--totellpeoplewhatwethinktheyshoulddo.

Step3 While-task

SBPage10,1a

1.ReadtheinstructionstotheSs.

2.ReadtheproblemsbytheSs.

3.AskSstowritetheproblemsinthe“Serious”or“Notserious”columns.

4.Explain.

5.Talkabouttheanswerswiththeclass.Practicereading.

SBPage10,1b

MakesuretheSsunderstandwhatshouldtheydo.Playthetapetwice.Sscircletheproblemsthey hear.Playthetapeathirdtime.Checktheanswers.

Step4 Post-task

SBPage10,1c

Lookattheproblemsinactivity1aandmakeconversations.

Step5 While-task

SBPage11,2a

1.Readtheinstructions.MakesuretheSsunderstandwhatshouldtheydo.

2.Pointtothesentencesbelow.

3.Playthetapethefirsttime.Ssonlylisten.PayattentiontoPeter’sfriend’sadvice.

4.Playthetapeagain.Sscircle“could”or“should”.

5.Correcttheanswers.

SBPage11,2b

Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.Checktheanswers.

Step6 Post-task

Makeconversationswithpeterandhisfriendwiththehelpof2a&2b.

Step8 GrammarFocus

Reviewthegrammarbox.Sssaythequestionsandtheresponses.Explainthedifferencesbetween could/should.

Homework:

1.Gooverthewords.

2.Myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.

教學(xué)后記:

Period 2

Teachingprocedures:

Step1 Leadingin

1.Greetingandfreetalk.

2.Checkthehomework.Collectthestudents’advice.WriteitdownontheBb.

Step2 Pre-task

1.Reviewthedifferencesbetween“could/should”.

2.LearnthenewwordsinPage12.

Step3 While-task

SBPage12,3a

1.Readtheinstructions.

2.ReadtheconversationsbySsorlistentothetape.Thenwrite“goodidea”“okayidea”or“badidea”.

3.Talkaboutthestudents’answers.

4.Makesurethestudentsunderstandthedialogue.Practicereading.

Step4 Post-task

SBPage12,3b

1.Readtheinstructions.Pointouttheexampleconversationandasktwostudentstoreadittothe class.

2.Useyourhead.Findsomeotherwaystogetmoneythataren’tinthebook.

3.AskSstoworkwithpartnerastheyaskforandgiveadvice.

4.Pairwork.

5.Actouttheconversationstotheclass.

Step5 While-task

SBPage12,Part4

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.

2.Tostudentsreadthedialogue.

3.Practicereading.

4.Askanotherpairtogivetheiradviceonanothertopic.

5.Pairwork.

Homework:

將下列短語(yǔ)或句型譯為漢語(yǔ)

1.keepout2.outofstyle 3.What’swrong?

4.callsb.up5.payfor6.askforsomething

7.summercamp8.stayathome

教學(xué)后記:

Period 3

Teachingprocedures:

Step1 Leadingin

1.Greetingsandfreetalk.

2.Checkthehomework.

Step2 Pre-task

SBPage13,1a

1.Readtheinstructionstothestudents.

2.Readthesentencesandaskastudenttoreadthesentencestotheclass.

3.WriteNI,I,VIforeachstatement.

4.“Whatisimportanttoyouwhenyouchooseclothes?”Writeoneormoreoftheirstatementstotheclass.

Talkabouttheanswerswiththeclass.

Step3 While-task

SBPage13,2a

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.

2.Readthethreesentencesinthebox.Youwillbelisteningtoaradioadviceprogram.

Theywillbetalkingaboutoneoftheseproblems.

3.Playthetapetwice.Sschecktheproblemtheyhear.

4.Playthetapeagain,Sscorrecttheanswers.

SBPage13,2b

1.Readtheinstructions.MakesureSsunderstandwhattheyshouldpayattentionto.

2.Lookatthechart.Therearethreepersons,Kim,Nicole,Emilio.WhowillgiveErinsomeadvice? Whatarethey?Readeachnamefortheclass.

3.Playtherecordingagain.Sswritetheiranswers.

4.Playtherecordingagain,one sentencebyonesentence.Checktheanswers.

Step4 Post-task

SBPage13,2c

1.Pointouttheexampleinthesampledialogue.Sspracticereading.

2.Pairwork:WhatdoyouthinkErinshoulddo?

3.Sharetheirconversationswithwholeclass.

Homework:

Youleftyourhomeworkathome,whatshouldyoudo?Pleasegiveyouradvice.

教學(xué)后記:

Period 4

Teachingprocedures:

Step1 Leadingin

1.Greetings&freetalk.

2.Checkthehomework:Ileftmyhomeworkathome,whatshouldIdo?Sharesomestudents’ advice.

Step2 While-task

SBPage14,3a

1.Scanthisletter,underlinetheproblem.

2.Readtheletteragain,tickoutthenewwords.

3.Explainsomething:

except=but除……之外（不包括在內(nèi)）

besides除……之外（包括在內(nèi)）

Allthestudentswenttotheparkexcepthim.

LucyandLilywillcometothepartybesidesme.

findout=learned了解到 find 找到

Ijustfindoutthereisadancetomorrow.

4.Listentotherecording.Sspracticereading.

SBPage14,3b

1.Pairwork:Givesomeadvicetothelonelykidin3a.

2.Supposeyou’reMary.Writethelettersonyourown.

3.Readtheletterstotheclass.

SBPage14,Part4

1.Readtheprobleminthebox.

2.Twostudentsreadthedialogue.

3.Pairwork:Thinkthemoverandgiveyouradvice.

4.Groupwork:Seewhichclassmatehasthebestadvice.

Step3 Post-task

SBPage15,Selfcheck

1.Fillintheblankswiththewordsgiven.Trytomakeyourownsentenceswiththewords.

2.ReadthelettertoAuntChen’sadvicecolumnandthenwritesomeadvice.

Homework:

What’syourproblem?Pleasewriteyourownlettertoanadvicecolumn.

教學(xué)后記:

Period 5

Teachingprocedures:

Step1 Leadingin

1.Greetingsandfree-talk.

2.Checkthehomework:Readtheletteroutintheclass,theotherSsgivetheiradvice.

Step2 Pre-task

1.Whatafter-schoolactivitiescanyouthinkof.Writewhatyoudoandwhatyoudon’tdo.

2.SBPage16,1b

Readthewordsandguessthemeaning.iftherearesomenewwordsinthebox,lookupinthe dictionary.

Step3 While-task

SBPage16

1.Readthepassagequicklyandgetthemainidea.

2.Listentotherecording.Circlethewordsintheboxin1b.

3.Explainsomething:

busyenough

It’stimeforsth.

the+姓-s:夫婦/一家

SBPage17,3a

1.Readthesestatements.

2.Pairwork:Numbereachpair1-5aroundtheclass.Askeachpairtodiscussonlythequestionwiththeirnumber.

3.Afterawhile.Allpairswiththesamenumberfromagroupandcompareideas.

4.Afterfiveminutes.Eachgroupreporttheirideastotheclass.

Homework:

1.Writefoursentencesusingoneofthewordsfrom1bineachsentence.

2.Areyouoryourfriendsunderpressure?Doasurveytofindout.

What should I do?教案二

《單元分析》

內(nèi)容提示

通過(guò)本單元的教學(xué),教師引導(dǎo)學(xué)生大膽地、自由地用流利的英語(yǔ)來(lái)談?wù)搯?wèn)題，并解決問(wèn)題的建議，并讓學(xué)生掌握一些談?wù)搯?wèn)題和建議的常用詞匯和句型，培養(yǎng)學(xué)生團(tuán)結(jié)協(xié)作、虛心接受他人意見(jiàn)的良好個(gè)人品質(zhì)。

教學(xué)目標(biāo)

1．談?wù)撛趯W(xué)校和家庭中遇到的種種麻煩和問(wèn)題

2．為他人找到合理的解決辦法，提出相應(yīng)的建議

3．為自己的問(wèn)題找到解決辦法

教學(xué)重點(diǎn)

1.重點(diǎn)單詞：

1. play v. 播放 2. loud adj. 高聲的；大聲的 3. argue v. 爭(zhēng)論，爭(zhēng)吵

4. wrong adj. 錯(cuò)誤的；有毛病的；不適合的 5. could v. can的過(guò)去式

6. ticket n. 票，入場(chǎng)券 7. surprise v. 使驚奇；使意外

8. other adj. 任一的；（兩方中的）每一方的 9. except prep. 除；把......除外 10. fail v. 失敗

11. football n. 足球

12. until prep. 到......為止 13. fit v. 適合，適應(yīng) 14. include v. 包括；包含

15. send v. 發(fā)送，寄 16. themselves pron. 他們自己（反身代詞）

2. 重點(diǎn)詞組：

1. keep out不讓......進(jìn)入2. out of style不時(shí)髦的；過(guò)時(shí)的3. call sb. up打電話給......4. pay for付款

5. ask for要求6. the same as與......同樣的7. in style時(shí)髦的；流行的8. get on相處；進(jìn)展

9. as much as possible盡可能多10. all kinds of各種；許多11. on the one hand, ......（在）一方面，......

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

3. 重點(diǎn)句型：

(1) What should I do? 我應(yīng)該怎么做？

(2) You could write him a letter.你可以寫(xiě)信給他。

(3) What should he do? 他應(yīng)該怎么做？

(4) Maybe he should say hes sorry.也許他應(yīng)該說(shuō)抱歉。

(5) What should they do? 他們應(yīng)該怎么做？6. They shouldntargue.他們不應(yīng)該爭(zhēng)吵。

4.重點(diǎn)語(yǔ)法：情態(tài)動(dòng)詞should的用法

教材分析

本單元以What should I do 為話題,共設(shè)計(jì)了四個(gè)部分的內(nèi)容：

一、Section A

該部分有4個(gè)模塊：

1．第一模塊圍繞these problems這一話題展開(kāi)思維（1a）、聽(tīng)力（1b）、口語(yǔ)（1c）訓(xùn)練；

2．第二模塊圍繞Nari’s problem進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；

3．第三模塊就What do you think of the advice這一話題展開(kāi)訓(xùn)練，訓(xùn)練形式為閱讀填空（3a）和角色表演（3b）；

4．第四模塊就啊 a Canadian boy wants to practice his Putonghua以Pairwork的形式進(jìn)行討論，展開(kāi)口語(yǔ)訓(xùn)練(4)。

二、Section B

該部分有4個(gè)模塊：

1．第一模塊就choose clothes展開(kāi)思維訓(xùn)練；

2．第二模塊就Erin’s problem進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；

3．第三模塊圍繞a letter to a newspaper advice這一話題展開(kāi)閱讀（3a-3b）和寫(xiě)作（3c）訓(xùn)練；

4．第四模塊仍就the best advice這一話題以口語(yǔ)訓(xùn)練形式為主展開(kāi)小組活動(dòng)(4)。

三、Self Check

該部分有2個(gè)模塊：

第一模塊對(duì)所學(xué)詞匯進(jìn)行填空訓(xùn)練(1)；

第二模塊就一封筆友來(lái)信展開(kāi)閱讀和寫(xiě)作訓(xùn)練(2)。

四、Reading

該部分共設(shè)置了5項(xiàng)任務(wù)：

第一項(xiàng)任務(wù)以完成表格的方式激活學(xué)生相關(guān)背景知識(shí)（Section 1）；

第二項(xiàng)任務(wù)要求學(xué)生預(yù)測(cè)哪些詞語(yǔ)將出現(xiàn)下面的閱讀中（Section 2a,2b）；

第三項(xiàng)任務(wù)要求學(xué)生將詞語(yǔ)和對(duì)應(yīng)的釋義對(duì)應(yīng)（Section 3）；

第四項(xiàng)任務(wù)要求學(xué)生運(yùn)用所供策略完成閱讀，完成句子（Section 4）；

第五項(xiàng)任務(wù)通過(guò)討論、寫(xiě)作等形式要求學(xué)生進(jìn)行一次class survey. (Section 5)。

課時(shí)安排

4課時(shí)

第一課時(shí)：Section A：la，1b，lc， 2a，2b， 2c

第二課時(shí)：Section A； 3a，3b，4

第三課時(shí)：Section B： 1a，1b, 2a，2b， 2c

第四課時(shí)：Section B： 3a，3b， 3c，4 and Self Check

第一課時(shí)

教學(xué)目標(biāo)

1. 語(yǔ)言目標(biāo): 能談?wù)搯?wèn)題和給出建議。

2. 目標(biāo)語(yǔ)言:

What should I do? You should write him a letter.

What should he do? Maybe he should say he’s sorry.

What should they do? They should talk about their problem.

教學(xué)重點(diǎn)和難點(diǎn)

1. 談?wù)搯?wèn)題: What’s wrong? / What’s the matter? / What’s your trouble?

2. 給出建議: should, shouldn’t, could, why don’t you...?, Why not?

教學(xué)過(guò)程

一、話題導(dǎo)入

1. 教師和全體同學(xué)說(shuō): I feel very bad today? 學(xué)生問(wèn)：: What’s the matter?

然后教師接著說(shuō): I have a cold.What can I do? 隨機(jī)叫幾個(gè)學(xué)生給出建議：

S1: You can drink some hot water.

S2: Have a good rest. See a doctor.

教師引出本單元的話題：Thanks for youradvice. Today, we will talk about problems and give advice.

2. 教師列出表格，分為Problem欄和advice欄，然后提出若干與學(xué)生生活密切相關(guān)的問(wèn)題，如I want to buy a new guitar but I don’t have enoughmoney.,引導(dǎo)學(xué)生提出自己的觀點(diǎn)，并寫(xiě)下學(xué)生的建議。

二、教學(xué)Section A-1a,1b

1．教師導(dǎo)出Ia部分的五個(gè)問(wèn)題，再依據(jù)個(gè)人的觀點(diǎn)，把問(wèn)題按嚴(yán)重性的程度進(jìn)行排序。這個(gè)內(nèi)容實(shí)際上已在引導(dǎo)學(xué)生發(fā)表自己個(gè)人觀點(diǎn)。

2. 播放錄音，引導(dǎo)學(xué)生一邊看彩色插圖，一邊聽(tīng)錄音，要求學(xué)生指出圖中女孩存在的問(wèn)題。（1，2，5），完成1b。

3. 利用媒體資源中課件，播放動(dòng)畫(huà)What should I do，學(xué)生邊聽(tīng)邊跟讀，注意自己的語(yǔ)音和語(yǔ)調(diào)。

三、教學(xué)Section A-1c

引導(dǎo)學(xué)生模擬1c中的對(duì)話，進(jìn)行課堂結(jié)對(duì)活動(dòng)。針對(duì)1a部分的五個(gè)問(wèn)題分別提出個(gè)人建議，進(jìn)行課堂口語(yǔ)交際。

說(shuō)明：建議可能多種多樣，只要合理即可，同時(shí)讓學(xué)生熟悉使用should和could提建議。

四、教學(xué)Section A-2a,2b

1．播放2a部分的錄音，引導(dǎo)學(xué)生寫(xiě)下Nari的問(wèn)題。教師將錄音中出現(xiàn)的生詞寫(xiě)在黑板上，并領(lǐng)讀。

2．重新播放錄音兩遍，提示學(xué)生注意should 和could，要求學(xué)生將2b中的Advice欄和Reasons欄進(jìn)行連線。

說(shuō)明：有了前一部分的鋪墊，再用2a，2b這兩項(xiàng)聽(tīng)力練習(xí)來(lái)提高學(xué)生聽(tīng)的能力。

五、教學(xué)Section A-2c

教師讓學(xué)生觀察2a中的圖片，討論Nari和他的朋友間的談話。教師將學(xué)生分成兩人一組，編對(duì)話，然后叫幾組學(xué)生將對(duì)話表演出來(lái)。

六、教學(xué)拓展

教師說(shuō)出自己所面臨的問(wèn)題，向?qū)W生嗎們征求建議: I have a serious problem. I argued with my best friend yesterday. Couldyou give me some advice?

教師將學(xué)生分成兩組，進(jìn)行比賽，看看那組給出的建議最多。

說(shuō)明：通過(guò)這一任務(wù)，進(jìn)一步鞏固提建議的各種句式，同時(shí)用集體的力量讓學(xué)生懂得更多的解決朋友間矛盾的方法，提高他們解決問(wèn)題的能力。

七、作業(yè)

1. 抄寫(xiě) Grammar Focus兩邊，并記憶。

2. Robert是我們的外教，來(lái)自澳大利亞。他想更多的了解我們和中國(guó)，所以他得經(jīng)常練習(xí)普通話。但是他現(xiàn)在每天要上很多課，沒(méi)有那么多時(shí)間。他應(yīng)該怎么提高漢語(yǔ)呢，給出一些建議，談?wù)勀愕目捶ā?/p>

第二課時(shí)

教學(xué)目標(biāo)

1. 語(yǔ)言目標(biāo)

a）詞匯: pay for, part-time job, okay, either, bake, Teen Talk, tutor.

b) 語(yǔ)言結(jié)構(gòu)：

What should I do?

You could / should/ shouldn’t…

He doesn’t have any money, either.

2. 能力目標(biāo):

培養(yǎng)學(xué)生的判斷能力，提高學(xué)生的閱讀和口語(yǔ)能力。

3.情感目標(biāo):

1. 學(xué)會(huì)與他人合作，互相幫助，完成任務(wù)。

2. 鼓勵(lì)學(xué)生努力學(xué)習(xí)，學(xué)會(huì)克服困難。

教學(xué)過(guò)程

一、導(dǎo)入

教師說(shuō)：Yesterday youhelped many people solve their problems，然后展示一張圖片，圖中的人物遇到了一些問(wèn)題，比如說(shuō)感冒，或是想買(mǎi)東西沒(méi)錢(qián)，與人發(fā)生爭(zhēng)吵等，教師接著說(shuō)：Now please look at the picture. What’s wrong with thegirl? What should she do? Please give her some advice.教師提示學(xué)生注意使用下列句式: I think she should…/ She could / She’d better….

說(shuō)明: 圖片在視覺(jué)上刺激學(xué)生，同時(shí)也復(fù)習(xí)了第一課時(shí)的重點(diǎn)句型，為本課時(shí)學(xué)生提建議奠定基礎(chǔ)。

二、教學(xué)Section A-3a

1．教師說(shuō)：Read the conversation in 3a. Find out the suggestions. Please underlinethe suggestions. I’ll give you only two minutes.

2. 教師朗誦3a中的對(duì)話，讓學(xué)生聽(tīng)，并在方框中標(biāo)出個(gè)人觀點(diǎn)good idea、okay idea、bad idea.

3．標(biāo)出新詞匯，教學(xué)新詞匯。

說(shuō)明：限時(shí)閱讀，讓學(xué)生帶著任務(wù)快速閱讀，在一定程度上培養(yǎng)學(xué)生的閱讀能力。

三、教學(xué)Section A-3b

1. 教師說(shuō)：I need some money to buy gifts for my family. What should I do? 學(xué)生以4人小組形式進(jìn)行合作學(xué)習(xí)，并完成下列表格。

2. 根據(jù)表格，編對(duì)話，教師可先叫一名學(xué)生和自己示范一個(gè)對(duì)話，降低學(xué)生的難度。

例：A: I need somemoney to buy gifts for my family. What should I do?

B: I think you should…

A: Oh, no. I don’t like to do that.

B: Then I think you should…

A: That’s a good idea.

說(shuō)明：有了表格的鋪墊，做這個(gè)pair work應(yīng)該比較容易了。

四、教學(xué)4

1．引導(dǎo)學(xué)生針對(duì)Geoffey學(xué)普通話一事來(lái)提出一些合理性的建議，讓大家相互交換觀點(diǎn)，教師可給出一些可能會(huì)用到的句式。

A: Jim could…

B: But he’s very shy. Maybe that’s not a good idea.

A: Well, then, he could…

B: Yes, that’s a good idea.

2. 并請(qǐng)一些同學(xué)讀給大家聽(tīng)，教師繼續(xù)說(shuō)：Do you have any other ideas? Tell us more ideas.

3. 最后教師總結(jié)出若干最佳建議，寫(xiě)在黑板上。

五、作業(yè)（Homework）

假設(shè)李磊是你的同班同學(xué)，他想學(xué)習(xí)英語(yǔ)，請(qǐng)你給他一些建議，可以用上下面的句型。

He could / couldn’t …