学科吧课件www.
xueke8.com英语八年级下Unit2WhatshouldIdo?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.playv.播放2.loudadj.高声的；大声的3.arguev.争论，争吵4.wrongadj.错误的；有毛病的；不适合的5.couldv.can的过去式6.ticketn.票，入场券
7.surprisev.使惊奇；使意外8.otheradj.任一的；（两方中的）每一方的
9.exceptprep.除；把......除外10.failv.失败11.footballn.足球
12.untilprep.到......为止13.fitv.适合，适应14.includev.包括；包含
15.sendv.发送，寄16.themselvespron.他们自己（反身代词）
（三）重点词组：
1.keepout不让......进入2.outofstyle不时髦的；过时的3.callsb.up打电话给......4.payfor付款
5.askfor要求6.thesameas与......同样的7.instyle时髦的；流行的8.geton相处；进展
9.asmuchaspossible尽可能多10.allkindsof各种；许多11.ontheonehand,......（在）一方面，......
12.ontheotherhand,......另一方面，......
（四）重点句型：
1.WhatshouldIdo?我应该怎么做？2.Youcouldwritehimaletter.你可以写信给他。
3.Whatshouldhedo?他应该怎么做？4.Maybeheshouldsayhe'ssorry.也许他应该说抱歉。
5.Whatshouldtheydo?他们应该怎么做？6.Theyshouldn'targue.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.Youshouldwaitalittlemore.你应该再多等一会儿。
---Ihaveaverybadcold.我感冒很厉害。---Youshouldliedownandhavearest.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。
---Ineedsomemoneytopayforthesummercamp.
----Youshould/couldborrowsomemoneyfromyourbrother.
（六）知识点讲解：
1.Idon'thaveenoughmoney.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.Doyouhaveenoughtime?Sixpiecesofpaperwillbeenough.
2.Iarguedwithmybestfriend.我与我最好的朋友吵架了。
arguewithsb.意为"与......争吵，争论"eg.Heoftenarguewithhisclassmates.
3.Myclothesareoutofstyle.我的衣服过时了。
beoutofstyle/fashion表示"过时""不合乎时尚"反义词是"beinfashion"表示"合乎时尚"
eg.Heisawaysinfashion.Thesofaisoutofstyle,andIdon'tlikeit.
4.Maybeyoushouldcallhimup.
（1）maybe是副词，用来表示推测，译为"也许，或许，大概"。
eg.Maybeyouareright.Maybetheywillgooutforawalk.
maybe不同于maybe。maybe是一个词，是副词，maybe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.Itmaybetrue.Hemaybethemanwearelookingfor.
（2）callsbup.打电话给某人
eg.IcalledupZhangHongateighto'clock.原句中him为代词，所以放在call和up之间，不能说成calluphim。
eg.I'llcallherupthisafternoon.Couldyouaskhimtocallme,please.在这个句子中，省略up。
5.Idon'twanttosurprisehim.我不想使他惊讶。
在这句话中surprise是个行为动词，可以说成"surprisesb."，表示"使......惊讶"。
eg.Thenewssurprisesusgreatly.surprisedadj.惊讶的surprisingadj.令人惊讶的
eg.I'msurprisedtohearthenews.It'sasurprisinggift,andIloveit.
6.No,hedoesn'thaveanymoney,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.Hedoesn'tlikesinging,andhedoesn'tlikedancing,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.Eitherofthemwillagreewithyou.Idon'tlikeeitherofthebooks.
7.Ineedtogetsomemoneytopayforsummercamp.
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：
①Youneednotmeethim.你不必见他。②NeedIrepeatit?我有必要重复它吗？
对上一句的简略回答为：Yes,youneed.No,youneedn't.
▲此外情态动词must提问时，否定回答时为No,...needn't。
例如：Musthefinishthehomeworknow?Yes,hemust.No,heneedn'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"needtodo"。
例如：Ineedtofinishthework.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：Heneedstowritemanywords.
改成一般问句：Doesheneedtowritemanywords?他需要写许多字吗？Yes,hedoes.No,hedoesn't.
（2）（sb.）pay（money）forsth.为......而付款（sb.）spend（money）onsth在......上花多少钱
（sth.）costsb.（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：
①Hepaid10yuanforthebookyesterday.他昨天为这本书付了10元钱
②Hespent10yuanonthebookyesterday.他昨天花了10元钱（买）这本书。
③Thebookcosthim10yuanyesterday.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---paidspend----spentcost----cost
Unit2WhatshouldIdo?
I.Teachingaimsandteachingdemands:
Inthisunitstudentslearntotalkaboutproblemsandgiveadvice.
II.Teachingkeyanddifficultpoints:
A.Vocabularyargue,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.StructuresModalscould,shouldWhydon’tyou…?(formulaic)
III.Teachingmethods:Audio-lingualmethods
IV.Teachingaids:ataperecorder
V.Thisunitisdividedintosevenperiods.
Lesson1Speakandlisten
SectionA1a---1c
I.Teachingaimsanddemands:
Studentslearntotalkaboutproblemsandgiveadvice.
II.Teachingkeyanddifficultpoints:
A.Vocabularykeepout,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.DictationTask2.Askandanswer.
Questionsaboutfuturewithwill.
Activity2.Presentation
Thisactivityintroducessomenewvocabulary.
Task1.Makeatwo-columnchartontheboardwiththeheadingProblematthetopofcolumn1andtheheadingAdviceatthetopofcolumn2.Thenaskthestudentstotellyouwhatyoucoulddoaboutit.
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.
Step4.Pairwork
Askthestudentstolookattheproblemsinactivity1aandmakeconversations.
HomeworkMakeupyourownconversations.2.Maketensentenceswithcould,shouldandshouldn’t.
Lesson2Listenandspeak
SectionA2a---GrammarFocus
I.Teachingaimsanddemands:
Studentslearntotalkaboutproblemsandgiveadvice.
II.Teachingkeyanddifficultpoints:
A.Vocabularycallsb.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.GrammarFocusReviewthegrammarbox.askthestudentstosaythequestionsandtheresponses.Explainthatthewordshouldisalwaysusedtoaskforadvice,butthewordscould,should,andshouldn’tareusedtogiveadvice.Couldisalessseriouswordthanshould.
Payattentiontothequestionsandanswers,askandanswerloudly.
Homework:Reviewtheconversationandthevocabulary.Writeyourownconversationsongivingadvice.
Lesson3Readingandwriting
I.Teachingaimsanddemands:Studentslearntotalkaboutproblemsandgiveadvice.
II.Teachingkeyanddifficultpoints:
A.Vocabularypayfor,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.
Homework1.Reviewthevocabularyandtargetlanguage.
2.Writeyourownconversationsaboutproblemsandadvice.
Lesson4SectionB
I.Teachingaimsanddemands:Studentspracticeusingthetargetlanguage.II.Teachingkeyanddifficultpoints:
A.Vocabularyoriginal,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.Listeningandwriting
A.Listencarefullyandfillinthechartwiththeadvicethatyouhear.Thenchecktheanswers.
B.Listenagainandfillinthechart.Thenchecktheanswers.
Activity4.Pairwork
Task1.Readtheinstructions.Task2.Asktwostudentstoreadtheconversationtotheclass.
Task3.WorkwiththepartnersandsaywhatdoyouthinkErinshoulddo.
Asksomepairsofstudentstosaypartoftheirconversationtotheclass.
Homework1.Reviewthevocabulary.2.Writeyourownconversationsaboutadvice.
Lesson5Readingandwriting
I.Teachingaimsanddemands:
Studentspracticethetargetlanguagebyreadingandwriting.
II.Teachingkeyanddifficultpoints:
A.Vocabularyexcept,upset,findout,dowrong,whattodo,lonely,argue
B.Targetlanguage
WhatshouldIdo?Youcouldbemorefriendly.Youshouldtrytobefunny.
Everyoneelseinmyclasswasinvitedexceptme.I’mveryupsetanddon’tknowwhattodo.
Ijustfoundoutthatmyfriendswereplanningabirthdaypartyformybestfriend,…
III.Teachingmethods:Audio-lingualmethodsandControl-writing.
IV.Teachingaids:ataperecorder
V.Teachingprocedure
Step1.RevisionTask1.Checkthehomework.Askandanswer.Task2.Revisethevocabulary.
Step2.Readingandwriting
Task1.Teachthesewords:except:EveryonehasabikeexceptJim.EveryonehasabikebesidesJim.
findout:learn,Pleasefindoutwheretheylive.
Ican’tthinkwhatIdidwrong.Idon’tknowwhattodo.
Task2.Askthestudentstoreadtheinstructions.
Task3.Askthestudentstoreadtheletterandunderlinetheproblemontheirown.
Correcttheanswers.
Step3.WritingTask1.Readtheinstructions.
Askastudenttosaysomeoftheadvicetheymightgive.Writethekeywordsontheboard.
Task2.Askthestudentstowritethelettersontheirown.
Task3.Asksomestudentstoreadtheirletterstotheclass.
Step4.Writingonyourown.1.readtheinstructions.2.askthestudentstosaysomeproblemstheymightwriteabout.3.asksomestudentstoreadtheirletters.
Step5.Groupwork1.Askthestudentstoreadtheinstructions.2.Asktwostudentstoreadthedialogue.
3.Askanotherpairofstudentstogivetheiradviceforoneoftheproblems.
4.Askstudentstocompletetheworkingroups.5.Askafewstudentstosharethesampleconversations.
Step6.SelfCheck1.Askthestudentstodotheexercisesontheirown.Thenchecktheanswers.
1.Readtheletterandthenwritesomeadvice.3.Askafewstudentstoreadtheirlettersofadvice.
3.Justforfun.Asktwostudentstoreadtheconversationtotheclass.
Homework1.Reviewthevocabulary.2.Finishoffthewritingexercises.
Lesson6Readingandwriting
I.Teachingaimsanddemands:Studentslearntomasterthereadingskills.
II.Teachingkeyanddifficultpoints:
A.Vocabularyuntil,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…
B.TargetlanguageWhatshouldyoudotorelax?
Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.
III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.
IV.Teachingaids:atape-player
V.Teachingprocedure
Activity1.RevisionTask1.Revisethevocabularyandthekeystructures.Task2.Dictation.
Activity2.BeforeYouReadTask1.Readtheinstructions.
1.Encouragethestudentstothinkaboutlifeoutsideschoolhours.ListthemontheBb.
2.AskthestudentstousethelistontheBbtocompletethetwoboxeslabeled‘Ido’,and‘Idon’tdo-‘.Theyarefreetoaddanyoreactivitiestheydo,ordon’tcurrently.
3.Askafewstudentstosharewhattheyhavewritten.
Task2.Teachthestudentsaboutusingadictionary.
1.Explainthatadictionarycanhelpstudentslearnindependently.Theycanlearnnewwords,howtopronouncethem,andhowtousethemcorrectly.
2.Letthestudentstolookupthewordsinthebox.3.Haveabriefmemoryquizonallthewords.
4.DiscussthepointsmadeintheReadingStrategyaboutusingabilingual,learner’sandelectronicdictionary.
Activity3.WhileYouReading
Task1.Askthestudentstoreadandnoticethewordstheyhavejustlookedupintheirdictionaries.Readthesentencestotheclass.Task2.Askthestudentstoreadthepassageloudly.
Homework1.Reviewthevocabularyandtargetlanguage.
2.Writeyourownconversationsaboutproblemsandadvice.
Lesson7Readingandwrite
I.Teachingaimsanddemands:Studentslearntomasterthereadingskills.
II.Teachingkeyanddifficultpoints:
A.Vocabularyuntil,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…
B.TargetlanguageWhatshouldyoudotorelax?
Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.
III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.
IV.Teachingaids:atape-player
V.TeachingprocedureActivity1.RevisionTask1.Dictation.Task2.Readthepassagetotheclass.
Activity2.AfterYouReadTask1.Readthestatements.Task2.Discusswithyourpartners.
Task3.Askeachgrouptoreporttheirideastotheclass.
Activity3.writing
AskthestudentstowriteasentenceoftheirownusingthewordsfromtheboxinSection1b.
Activity4.WritingTask1.Readtheinstructions.
Task2.Reviewlanguageusedforadvice.ThenimagineyouareDrAliceGreen.WritealettertoCathyTaylor.Giveadviceaboutwhatsheshoulddowithherchildren.
Activity5.Goforit!
1.WritePressureontheBb.Makeasurveywithtwoquestions:
Whendoyoufeelunderpressure?Whatshouldyoudotorelax?
2.Ifthereissomeoneinyourclasswhohasabigproblem,makeaplantohelpthem.
Homework1.Reviewthevocabulary.2.Finishwritingtheletter.
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