年级英语下Unit2说课稿
What should I do ?（预习课暨集体备课）
单元教材分析
学会should ,Why don‟t you和 could在英语中的习惯用法。使用这些习惯用法，就自己生活、学习中存在的某些实际问题提出建议；拒绝、接受别人的建议。在学习贴近学生生活实际的语言知识的同时，特别关注学生生活和学习中的真实困难和烦恼。进一步引导学生对自我和周围世界进行比较客观的认识、评价，发展学生主动解决问题的自我意识和行为能力。发展学生与人和谐交往的能力；培养在学生交流中寻求帮助。既坚持自己观点、又听取别人建议。
单元预习目标
1知识目标：
学会使用情态动词should、could，学习并使用新单词
1. The students will learn to talk about problems. 2. The students can help people in trouble and how to give advice.3. Practice the sentences with “could, couldn‟t, shouldn‟t”.
4. To learn the words and expressions about reading passage.
2能力目标：
（1）能够谈论自己的麻烦和问题。（2）能够为他人的问题找到合理的解决办法，提出相应的建议。
（3）能够从他人的建议中为自己的问题找到解决办法。
3情感目标：
通过共同探讨、解决各种烦恼和困惑，学会反思自己，体谅他人，树立合作精神，培养积极乐观的情感态度。
课时安排： 第一课时 Section A 1a-1c
第二课时 Section A 2a-Grammer Focus
第三课时 Section A 3a-4
第四课时 Section B 1a-2c
第五课时 Section B 3a-4b
第六课时 Self-check
第七课时 Reading
第八课时 讲评课
预习步骤Section A:
一、话题导入
1．教师列出表格，分为Problem栏和平共处advice栏，然后提出若干与学生生活密切相关的问题，如I want to buy a new guitar but I don’t have enough money.,引导学生提出自己的观点，并写下学生的建议。
2．教师导出Ia部分的五个问题，再依据个人的观点，把问题按严重性的程度进行排序。这个内容实际上已在引导学生发表自己个人观点。
二、课堂结对活动
1．播放录音，引导学生一边看彩色插图，一边听录音，要求学生指出图中女孩存在的问题。（1，2，5）
2．播放2a部分的录音，引导学生写下Nari的问题。教师将录音中出现的生词写在黑板上，并领读。
3．重新播放录音两遍，要求学生将2b中的Advice栏和Reasons栏进行连线。
4．引导学生模拟1c中的对话，进行课堂结对活动。针对1a部分的五个问题分别提出个人建议，进行课堂口语交际。
三、表达个人观点
1．朗诵3a中的对话，让学生听，并在方框中标出个人观点good idea、okay idea、bad idea.
2．标出新词汇，教学新词汇。
3．引导学生进行结对稍大动，让学生发表个人观点，展开课堂讨论。
4．引导学生针对Geoffey学普通话一事来提出一些合理性的建议，让大家相互交换观点，并请一些同学读给大家听，最后教师总结出若干最佳建议。
Section B:
一、生词呈现
1．请学生朗读1a中的6个句子，引导学生发表意见分为 not important、important、very important。
2．播放2部分的录音。
3．老师将1a句中的生词和2a录音部分中的生词呈现在黑板上，教读。
二、发表建议
1．引导学生针对Erin的问题，提出个人的建议，模仿2C部分的对话展开双人交际。
2．老师朗读3a部分的信件，要求学生找出Left Out的问题所在。
3．要求学生给Left Out是出书面的建议。
4．要求学生以口头形式提出自己目前存在的某个问题，讲给大家听，让其他同学提建议，该同学须作笔录。
5．要求学生随意性地进行口语交际，谈论P14的第4部分的某个问题，相互交换建议，然后老师将一些合理的建议写在黑板上。
◆ Reading教学突破
引导学生在阅读时，通过上、下文来猜测生词，并通过第三部分的练
习来检测学生猜测生词的准确率。
一、阅读前的准备活动
1．要求学生完成第一部分中的表格。
2．要求学生看该部分短文的标题，圈出方框中可能出现在短文中的词汇。
二、短文精读
1．要求学生快速阅读短文，注意了解短文内容，完成随堂练习。
2．教学生词，圈出重点的短语，讲解其含意。
3．要求学生再次精读短文，完成第三第四部分的检测题，再核对答案。
三、小组讨论活动
引导学生自由结对、分组活动，完成第三、第四部分的检测题，再核对答案。
分课时备课
第一课时 Section A 1a-1c（听说课案例）
教学目标:
知识与能力
1. Knowledge aims: Words and expressions; How to use should, could, shouldn‟t；
2. Ability aims: Express the good ideas to solve the problems；Help others when they are in trouble.
过程与方法
首先谈论生活中严肃或不严肃的事情；通过听力训练和口语表达学会如何表达自己的困难，如何给别人提建议等；通过谈论表达自己对有些困难的理解，提出个人不同的建议。
情感态度价值观
通过合作学习，发展学生人际交往的能力；开阔思路，寻求帮助。通过与别人交流思想，达到互相学习和拓展知识的目的。
教学重、难点与教学突破
通过对话训练和模仿训练，解决实际中的问题，既巩固所学知识， 又通过实践活动，培养学生的实际运用语言的能力，调动学生的情感态度，兴趣等非智力因素。
教学准备
制作幻灯片和巩固练习
三、活动设计
本课总结
通过基础知识的训练，让学生更好的掌握目标语言，并运用目标语言完成任务，锻炼学生的思维能力，鼓励他
们用英语表达自己的思想；培养学生主动解决问题的能力。
板书设计
随堂练习设计
一、翻译词组
1.leave out _____ 6.课外活动小组 _____
2.get on _____ 7.习惯于做„„ _____
3.out of style _____ 8.与„„相同 _____
4.keep out _____ 9.索要,要求 _____
5.call up _____ 10.为„„做准备 _____
二、选择最佳答案 1.—What are you going to _____?
—_____ how we should learn spoken English well.
A.talk about;About B.talk;Talk about C.say about;About D.say;Say about
2.—Could you tell me _____ we‟re going to be _____? —About a month.
A.how many times;away B.how long;away C.how much time;left D.how often;left
3.I want to find information ____ Hainan Island on the internet. But I don‟t know ___.
A.of;how B.about;how C.on;where D.to;why
4.—Could you teach me _____ the internet? —_____.
A.search;OK B.find;Certainly C.how to search;Sure D.look for;All right
第二课时 Section A 2a-Grammer Focus（听说课案例）
教学目标:
1. 知识目标:
词汇及短语
call sb. up, ticket, surprise, on the phone, What‟s the matter?
结构与句型：
You could go to his house.
You could give him a ticket to a ball game.
What should I /he/they do ?
2. 能力目标: To train students’ ability of telling a story.
3. 情感目标: To be interested in communicating in English.
教学难点: 掌握词汇和句型
教学方法: 在任务的驱动下进行自主学习
教学步骤:
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
1. Review the conversation and the vocabulary.
2. Write your own conversations on giving advice.
第三课时 Section A 3-4（交际课案例）
教学目标:
I. 1. 知识目标:
词汇及短语
pay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay idea
结构与句型：
What should I do ?
Then I think you should get a part- time job.
2. 能力目标: To train students’ ability of telling a story.
3. 情感目标: To be interested in communicating in English.
教学难点: 掌握词汇和句型
教学方法: 在任务的驱动下进行自主学习
教学步骤:
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.
第四课时 Section B 1a-2c（听说课案例）
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.
第五课时 Section B 3a-4a（阅读与写作课案例）
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.
2. Read the letter and then write some advice.
3. Ask a few students to read their letters of advice.
4. Just for fun. Ask two students to read the conversation to the class.
Homework
1.Review the vocabulary .
2.Finish off the writing exercises.
第六课时 Selfcheck（综合课案例）
一．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）
二．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，......
三．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。
四．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.
五．提高与拓展
（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：
①He paid 10 yuan for the book yesterday.
②He spent 10 yuan on the book yesterday.
③The book cost him 10 yuan yesterday.
注意以上三个动词的动词过去式为：
pay---paid spend ---- spent cost----cost
以上三个例句的翻译为：
①他昨天为这本书付了10元钱。
②他昨天花了10元钱（买）这本书。
③这本书花了他10元钱。
检测练习：
一．选择填空：
1. I ________ home until I finish my homework.
A. won’t go B. will go C. go D. went
2. I don’t know if she _________ tomorrow, if she _______, I’ll call you.
A. comes, comes B. will come, will come
C. will come, comes D. comes, will come
3. There ________ more people in the next 5 years.
A. is B. are C. will have D. will be
4. She tried _______ about her journey, but she found it difficult.
A. didn’t to worry B. to not worry
C. not worrying D. not to worry
5. I think ________ food is fried chicken in the USA.
A. more popular B. most popular
C. the most popular D. popular
6. When you go to see your father, please ________ these books to him.
A. bring B. take C. carry D. put
7. His backpack is the same ________ Tom’s.
A. at B. as C. from D. in
8. I argued ________ my good friends yesterday. What should I do?
A. of B. with C. at D. to
9. Han Mei _________ a book from the library a week ago.
A. lent B. returned C. borrowed D. wanted
10. --- What can I do for you, sir?
---I’m ________ a book on history.
A. making out B. finding out C. looking for D. working out
二．用适当的词或词组填空：
1. Are you ___________________ with your classmates?
2. There are _________________ three thousand students in our school.
3. He bought all these things on ____________.
4. Why don’t you _________your parents _______ help?
5. Mike always _______________ to pay for his tuition.
三．连词成句：
1. you, should, maybe, parents, ask, help, for, your
_________________________________________________________.
2. want, it, to, on, phone, I, talk, about, the
_________________________________________________________.
3. soccer, popular, is, very, the, world, all, over
_________________________________________________________.
4. have, a, fight, your, with, did, classmate, yesterday, you
_________________________________________________________?
5. pollution, will, there, less, the, in, future, be
_________________________________________________________.
四．阅读理解
What do we know about the sea? Most of us have seen it. We know that it looks very pretty when the sun is shining on it. We also know that it can be less pretty when the weather is terrible. What other things do we know about it? The first thing is that the sea is very big. Look at the map of the world and you’ll find there is less land than sea. The sea covers 3/4 of the world. The sea is very deep in some places. Some parts of the sea are very shallow. At a place near Japan, the sea is nearly 11kilometers deep! If the highest mountain in the world were put into the sea at the place, there would be two kilometers of water above it.
1. Which of the following is true according to the passage?
A. The sea always looks pretty. B. The sea always looks terrible.
C. The sea looks neither pretty nor terrible when it is fine.
D. The sea doesn’t look pretty all the time.
2. What will you find if you look at a map of the world? We’ll find _______.
A. there’s much more water than land B. the sea covers three fourths of the land
C. the land covers one-third of the sea D. the sea was very pretty
3. This passage tells us that ________.
A. the sea is very shallow B. the sea is very deep
C. the sea is neither shallow nor deep
D. the depths of the sea in different places are quite different
4. The word “it” in the last sentence of this passage means ________. A. the water B. the mountain C. the sea D. Japan 5. The best title for this passage is ________. A. The Big Sea B. The Sea And Its Depths C. Something About The Sea D. Sea And Land 第七课时Reading
学习目标：
A. 词汇及短语
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. 结构与句型：
What should you do to relax?
Parents should learn to give their kids a bit more time to themselves.
教学难点: 阅读文章，了解大意，培养阅读技能。
教学方法: 在任务的驱动下进行自主阅读
教学步骤:
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.
第八课时（ 讲评矫正课）
教学目标：
通过讲评，使学生掌握如何做好选择题，掌握做题方法，提高做题的准确率。通过讲评，切实帮助学生准确掌握和运用知识，使学生感到“考有所得、评有所获”避免出现“考过、讲过、评过”而学生一无所获或收效甚微的状况。
教学重点、难点：
选择题正答率比较低的，选择题1，7，9，题，连词成句
教学过程：
一
1．教师简介本次考试情况。
2．学生上课前已经自行纠错。提示学生注意分析失分原因，提高成绩。(这种分析有利于提高学生学习自信心并掌握好的学习方法。)
3．小组交流，纠正其他错题，小组有疑问的问题，写在黑板相应位置
4．对问题讲解进行分工，稍事准备后学生分头重点讲解，其中第2题没有学生愿意讲，由教师讲解，其他题目学生讲解，教师点拨。过程中提醒学生随时在试卷上改错、记录。
5．教师最后总结做题方法及技巧。
1) 审清题干、题肢，抓关键词语。
2) 选项本身错误的选项，首先要排除.
3) 题肢本身无错，但不符合题干者，亦排除。
4) 肢干双重者不选
5) 除非的确搞错，否则不要轻易改动。
二 讲解重点题。
连词成句：
1. you, should, maybe, parents, ask, help, for, your
_________________________________________________________.
3. soccer, popular, is, very, the, world, all, over
_________________________________________________________.
4. have, a, fight, your, with, did, classmate, yesterday, you
_________________________________________________________?
5. pollution, will, there, less, the, in, future, be
三． 让学生自己总结收获。
四．同步练习
一、翻译词组
1.leave out _____ 6.课外活动小组 _____
2.get on _____
3.out of style _____ 7.与„„相同 _____
4.keep out _____ 8.索要,要求 _____
5.call up _____ 9.为„„做准备 _____
二、选择最佳答案
1.—What are you going to _____?
—_____ how we should learn spoken English well.
A.talk about;About B.talk;Talk about C.say about;About D.say;Say about
2.—Could you tell me _____ we‟re going to be _____? —About a month.
A.how many times;away B.how long;away C.how much time;left D.how often;left
3.I want to find information ____ Hainan Island on the internet. But I don‟t know ___.
A.of;how B.about;how C.on;where D.to;why
4.—Could you teach me _____ the internet? —_____.
A.search;OK B.find;Certainly C.how to search;Sure D.look for;All right
教学反思
教是为了不教，“授人以鱼，不如授人以渔”，在学习中，我注重以下几点：
（1）鼓励大胆开口，积极参与，克服羞涩、紧张、害怕、逃避等消极心理影响；
（2）发展学习策略；
（3）倡导为用而学，用中学，学了就用，发挥主动性和创造性，把握课堂实践空间，并努力将这种实践延续到课后。
在语法方面 ，虽然目前英语教学淡化语法的地位，但在实际操作过程中，这一部分不可或缺。在本单元中，首次出现了过去进行时态的用法，在口语运用方面，可以以模仿为主，可以通过日常对话在复习现在来描述日常活动同时,然后引入过去进行时态，通过口语练习来找出他们的联系和区别，效果非常好。
不足之处
在教学过程中，使用小组合作评价方式我收获很大，但也有许多不足，例如：
学生的参与度不均衡，一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气氛比较活跃，调动了大部分学生听课的积极性，因此合作教学对提高学生实际的语言交流能力、以及与他人的合作能力有很大的促进作用。而另有一些学生却习惯于当听众，被动地接受别人的观点。很少发表自己的个人意见
通过本单元的确良教学，教师引导学生大胆地、自由地用流利的英语来谈论问题并提出解决问
题的建议，并让学生掌握一些谈论问题和提建议的常用词汇和句型。我们可以看出，一方面学生敢于开口说，克服了哑巴英语的现象，提高了口语交际的能力；另一方面，培养了学生团结协作、虚心接受他人意见的良好的个人品质。
年级英语下Unit2说课稿
What should I do ?（预习课暨集体备课）
单元教材分析
学会should ,Why don‟t you和 could在英语中的习惯用法。使用这些习惯用法，就自己生活、学习中存在的某些实际问题提出建议；拒绝、接受别人的建议。在学习贴近学生生活实际的语言知识的同时，特别关注学生生活和学习中的真实困难和烦恼。进一步引导学生对自我和周围世界进行比较客观的认识、评价，发展学生主动解决问题的自我意识和行为能力。发展学生与人和谐交往的能力；培养在学生交流中寻求帮助。既坚持自己观点、又听取别人建议。
单元预习目标
1知识目标：
学会使用情态动词should、could，学习并使用新单词
1. The students will learn to talk about problems. 2. The students can help people in trouble and how to give advice.3. Practice the sentences with “could, couldn‟t, shouldn‟t”.
4. To learn the words and expressions about reading passage.
2能力目标：
（1）能够谈论自己的麻烦和问题。（2）能够为他人的问题找到合理的解决办法，提出相应的建议。
（3）能够从他人的建议中为自己的问题找到解决办法。
3情感目标：
通过共同探讨、解决各种烦恼和困惑，学会反思自己，体谅他人，树立合作精神，培养积极乐观的情感态度。
课时安排： 第一课时 Section A 1a-1c
第二课时 Section A 2a-Grammer Focus
第三课时 Section A 3a-4
第四课时 Section B 1a-2c
第五课时 Section B 3a-4b
第六课时 Self-check
第七课时 Reading
第八课时 讲评课
预习步骤Section A:
一、话题导入
1．教师列出表格，分为Problem栏和平共处advice栏，然后提出若干与学生生活密切相关的问题，如I want to buy a new guitar but I don’t have enough money.,引导学生提出自己的观点，并写下学生的建议。
2．教师导出Ia部分的五个问题，再依据个人的观点，把问题按严重性的程度进行排序。这个内容实际上已在引导学生发表自己个人观点。
二、课堂结对活动
1．播放录音，引导学生一边看彩色插图，一边听录音，要求学生指出图中女孩存在的问题。（1，2，5）
2．播放2a部分的录音，引导学生写下Nari的问题。教师将录音中出现的生词写在黑板上，并领读。
3．重新播放录音两遍，要求学生将2b中的Advice栏和Reasons栏进行连线。
4．引导学生模拟1c中的对话，进行课堂结对活动。针对1a部分的五个问题分别提出个人建议，进行课堂口语交际。
三、表达个人观点
1．朗诵3a中的对话，让学生听，并在方框中标出个人观点good idea、okay idea、bad idea.
2．标出新词汇，教学新词汇。
3．引导学生进行结对稍大动，让学生发表个人观点，展开课堂讨论。
4．引导学生针对Geoffey学普通话一事来提出一些合理性的建议，让大家相互交换观点，并请一些同学读给大家听，最后教师总结出若干最佳建议。
Section B:
一、生词呈现
1．请学生朗读1a中的6个句子，引导学生发表意见分为 not important、important、very important。
2．播放2部分的录音。
3．老师将1a句中的生词和2a录音部分中的生词呈现在黑板上，教读。
二、发表建议
1．引导学生针对Erin的问题，提出个人的建议，模仿2C部分的对话展开双人交际。
2．老师朗读3a部分的信件，要求学生找出Left Out的问题所在。
3．要求学生给Left Out是出书面的建议。
4．要求学生以口头形式提出自己目前存在的某个问题，讲给大家听，让其他同学提建议，该同学须作笔录。
5．要求学生随意性地进行口语交际，谈论P14的第4部分的某个问题，相互交换建议，然后老师将一些合理的建议写在黑板上。
◆ Reading教学突破
引导学生在阅读时，通过上、下文来猜测生词，并通过第三部分的练
习来检测学生猜测生词的准确率。
一、阅读前的准备活动
1．要求学生完成第一部分中的表格。
2．要求学生看该部分短文的标题，圈出方框中可能出现在短文中的词汇。
二、短文精读
1．要求学生快速阅读短文，注意了解短文内容，完成随堂练习。
2．教学生词，圈出重点的短语，讲解其含意。
3．要求学生再次精读短文，完成第三第四部分的检测题，再核对答案。
三、小组讨论活动
引导学生自由结对、分组活动，完成第三、第四部分的检测题，再核对答案。
分课时备课
第一课时 Section A 1a-1c（听说课案例）
教学目标:
知识与能力
1. Knowledge aims: Words and expressions; How to use should, could, shouldn‟t；
2. Ability aims: Express the good ideas to solve the problems；Help others when they are in trouble.
过程与方法
首先谈论生活中严肃或不严肃的事情；通过听力训练和口语表达学会如何表达自己的困难，如何给别人提建议等；通过谈论表达自己对有些困难的理解，提出个人不同的建议。
情感态度价值观
通过合作学习，发展学生人际交往的能力；开阔思路，寻求帮助。通过与别人交流思想，达到互相学习和拓展知识的目的。
教学重、难点与教学突破
通过对话训练和模仿训练，解决实际中的问题，既巩固所学知识， 又通过实践活动，培养学生的实际运用语言的能力，调动学生的情感态度，兴趣等非智力因素。
教学准备
制作幻灯片和巩固练习
三、活动设计
本课总结
通过基础知识的训练，让学生更好的掌握目标语言，并运用目标语言完成任务，锻炼学生的思维能力，鼓励他
们用英语表达自己的思想；培养学生主动解决问题的能力。
板书设计
随堂练习设计
一、翻译词组
1.leave out _____ 6.课外活动小组 _____
2.get on _____ 7.习惯于做„„ _____
3.out of style _____ 8.与„„相同 _____
4.keep out _____ 9.索要,要求 _____
5.call up _____ 10.为„„做准备 _____
二、选择最佳答案 1.—What are you going to _____?
—_____ how we should learn spoken English well.
A.talk about;About B.talk;Talk about C.say about;About D.say;Say about
2.—Could you tell me _____ we‟re going to be _____? —About a month.
A.how many times;away B.how long;away C.how much time;left D.how often;left
3.I want to find information ____ Hainan Island on the internet. But I don‟t know ___.
A.of;how B.about;how C.on;where D.to;why
4.—Could you teach me _____ the internet? —_____.
A.search;OK B.find;Certainly C.how to search;Sure D.look for;All right
第二课时 Section A 2a-Grammer Focus（听说课案例）
教学目标:
1. 知识目标:
词汇及短语
call sb. up, ticket, surprise, on the phone, What‟s the matter?
结构与句型：
You could go to his house.
You could give him a ticket to a ball game.
What should I /he/they do ?
2. 能力目标: To train students’ ability of telling a story.
3. 情感目标: To be interested in communicating in English.
教学难点: 掌握词汇和句型
教学方法: 在任务的驱动下进行自主学习
教学步骤:
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
1. Review the conversation and the vocabulary.
2. Write your own conversations on giving advice.
第三课时 Section A 3-4（交际课案例）
教学目标:
I. 1. 知识目标:
词汇及短语
pay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay idea
结构与句型：
What should I do ?
Then I think you should get a part- time job.
2. 能力目标: To train students’ ability of telling a story.
3. 情感目标: To be interested in communicating in English.
教学难点: 掌握词汇和句型
教学方法: 在任务的驱动下进行自主学习
教学步骤:
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.
第四课时 Section B 1a-2c（听说课案例）
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.
第五课时 Section B 3a-4a（阅读与写作课案例）
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.
2. Read the letter and then write some advice.
3. Ask a few students to read their letters of advice.
4. Just for fun. Ask two students to read the conversation to the class.
Homework
1.Review the vocabulary .
2.Finish off the writing exercises.
第六课时 Selfcheck（综合课案例）
一．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）
二．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，......
三．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。
四．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.
五．提高与拓展
（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：
①He paid 10 yuan for the book yesterday.
②He spent 10 yuan on the book yesterday.
③The book cost him 10 yuan yesterday.
注意以上三个动词的动词过去式为：
pay---paid spend ---- spent cost----cost
以上三个例句的翻译为：
①他昨天为这本书付了10元钱。
②他昨天花了10元钱（买）这本书。
③这本书花了他10元钱。
检测练习：
一．选择填空：
1. I ________ home until I finish my homework.
A. won’t go B. will go C. go D. went
2. I don’t know if she _________ tomorrow, if she _______, I’ll call you.
A. comes, comes B. will come, will come
C. will come, comes D. comes, will come
3. There ________ more people in the next 5 years.
A. is B. are C. will have D. will be
4. She tried _______ about her journey, but she found it difficult.
A. didn’t to worry B. to not worry
C. not worrying D. not to worry
5. I think ________ food is fried chicken in the USA.
A. more popular B. most popular
C. the most popular D. popular
6. When you go to see your father, please ________ these books to him.
A. bring B. take C. carry D. put
7. His backpack is the same ________ Tom’s.
A. at B. as C. from D. in
8. I argued ________ my good friends yesterday. What should I do?
A. of B. with C. at D. to
9. Han Mei _________ a book from the library a week ago.
A. lent B. returned C. borrowed D. wanted
10. --- What can I do for you, sir?
---I’m ________ a book on history.
A. making out B. finding out C. looking for D. working out
二．用适当的词或词组填空：
1. Are you ___________________ with your classmates?
2. There are _________________ three thousand students in our school.
3. He bought all these things on ____________.
4. Why don’t you _________your parents _______ help?
5. Mike always _______________ to pay for his tuition.
三．连词成句：
1. you, should, maybe, parents, ask, help, for, your
_________________________________________________________.
2. want, it, to, on, phone, I, talk, about, the
_________________________________________________________.
3. soccer, popular, is, very, the, world, all, over
_________________________________________________________.
4. have, a, fight, your, with, did, classmate, yesterday, you
_________________________________________________________?
5. pollution, will, there, less, the, in, future, be
_________________________________________________________.
四．阅读理解
What do we know about the sea? Most of us have seen it. We know that it looks very pretty when the sun is shining on it. We also know that it can be less pretty when the weather is terrible. What other things do we know about it? The first thing is that the sea is very big. Look at the map of the world and you’ll find there is less land than sea. The sea covers 3/4 of the world. The sea is very deep in some places. Some parts of the sea are very shallow. At a place near Japan, the sea is nearly 11kilometers deep! If the highest mountain in the world were put into the sea at the place, there would be two kilometers of water above it.
1. Which of the following is true according to the passage?
A. The sea always looks pretty. B. The sea always looks terrible.
C. The sea looks neither pretty nor terrible when it is fine.
D. The sea doesn’t look pretty all the time.
2. What will you find if you look at a map of the world? We’ll find _______.
A. there’s much more water than land B. the sea covers three fourths of the land
C. the land covers one-third of the sea D. the sea was very pretty
3. This passage tells us that ________.
A. the sea is very shallow B. the sea is very deep
C. the sea is neither shallow nor deep
D. the depths of the sea in different places are quite different
4. The word “it” in the last sentence of this passage means ________. A. the water B. the mountain C. the sea D. Japan 5. The best title for this passage is ________. A. The Big Sea B. The Sea And Its Depths C. Something About The Sea D. Sea And Land 第七课时Reading
学习目标：
A. 词汇及短语
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. 结构与句型：
What should you do to relax?
Parents should learn to give their kids a bit more time to themselves.
教学难点: 阅读文章，了解大意，培养阅读技能。
教学方法: 在任务的驱动下进行自主阅读
教学步骤:
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.
第八课时（ 讲评矫正课）
教学目标：
通过讲评，使学生掌握如何做好选择题，掌握做题方法，提高做题的准确率。通过讲评，切实帮助学生准确掌握和运用知识，使学生感到“考有所得、评有所获”避免出现“考过、讲过、评过”而学生一无所获或收效甚微的状况。
教学重点、难点：
选择题正答率比较低的，选择题1，7，9，题，连词成句
教学过程：
一
1．教师简介本次考试情况。
2．学生上课前已经自行纠错。提示学生注意分析失分原因，提高成绩。(这种分析有利于提高学生学习自信心并掌握好的学习方法。)
3．小组交流，纠正其他错题，小组有疑问的问题，写在黑板相应位置
4．对问题讲解进行分工，稍事准备后学生分头重点讲解，其中第2题没有学生愿意讲，由教师讲解，其他题目学生讲解，教师点拨。过程中提醒学生随时在试卷上改错、记录。
5．教师最后总结做题方法及技巧。
1) 审清题干、题肢，抓关键词语。
2) 选项本身错误的选项，首先要排除.
3) 题肢本身无错，但不符合题干者，亦排除。
4) 肢干双重者不选
5) 除非的确搞错，否则不要轻易改动。
二 讲解重点题。
连词成句：
1. you, should, maybe, parents, ask, help, for, your
_________________________________________________________.
3. soccer, popular, is, very, the, world, all, over
_________________________________________________________.
4. have, a, fight, your, with, did, classmate, yesterday, you
_________________________________________________________?
5. pollution, will, there, less, the, in, future, be
三． 让学生自己总结收获。
四．同步练习
一、翻译词组
1.leave out _____ 6.课外活动小组 _____
2.get on _____
3.out of style _____ 7.与„„相同 _____
4.keep out _____ 8.索要,要求 _____
5.call up _____ 9.为„„做准备 _____
二、选择最佳答案
1.—What are you going to _____?
—_____ how we should learn spoken English well.
A.talk about;About B.talk;Talk about C.say about;About D.say;Say about
2.—Could you tell me _____ we‟re going to be _____? —About a month.
A.how many times;away B.how long;away C.how much time;left D.how often;left
3.I want to find information ____ Hainan Island on the internet. But I don‟t know ___.
A.of;how B.about;how C.on;where D.to;why
4.—Could you teach me _____ the internet? —_____.
A.search;OK B.find;Certainly C.how to search;Sure D.look for;All right
教学反思
教是为了不教，“授人以鱼，不如授人以渔”，在学习中，我注重以下几点：
（1）鼓励大胆开口，积极参与，克服羞涩、紧张、害怕、逃避等消极心理影响；
（2）发展学习策略；
（3）倡导为用而学，用中学，学了就用，发挥主动性和创造性，把握课堂实践空间，并努力将这种实践延续到课后。
在语法方面 ，虽然目前英语教学淡化语法的地位，但在实际操作过程中，这一部分不可或缺。在本单元中，首次出现了过去进行时态的用法，在口语运用方面，可以以模仿为主，可以通过日常对话在复习现在来描述日常活动同时,然后引入过去进行时态，通过口语练习来找出他们的联系和区别，效果非常好。
不足之处
在教学过程中，使用小组合作评价方式我收获很大，但也有许多不足，例如：
学生的参与度不均衡，一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气氛比较活跃，调动了大部分学生听课的积极性，因此合作教学对提高学生实际的语言交流能力、以及与他人的合作能力有很大的促进作用。而另有一些学生却习惯于当听众，被动地接受别人的观点。很少发表自己的个人意见
通过本单元的确良教学，教师引导学生大胆地、自由地用流利的英语来谈论问题并提出解决问
题的建议，并让学生掌握一些谈论问题和提建议的常用词汇和句型。我们可以看出，一方面学生敢于开口说，克服了哑巴英语的现象，提高了口语交际的能力；另一方面，培养了学生团结协作、虚心接受他人意见的良好的个人品质。