2019-2020年八年級(jí)英語(yǔ)下冊(cè) Unit 2 What should I do（第2課時(shí)）Section A 1a-2c教案 人教新目標(biāo)版.doc

《2019-2020年八年級(jí)英語(yǔ)下冊(cè) Unit 2 What should I do（第2課時(shí)）Section A 1a-2c教案 人教新目標(biāo)版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年八年級(jí)英語(yǔ)下冊(cè) Unit 2 What should I do（第2課時(shí)）Section A 1a-2c教案 人教新目標(biāo)版.doc（5頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年八年級(jí)英語(yǔ)下冊(cè) Unit 2 What should I do（第2課時(shí)）Section A 1a-2c教案 人教新目標(biāo)版 Learning Goals： In this lesson we mainly learn how to use “should\ could” correctly. Especially pay attention to the transformation of person. Students are able to give advice by using “should\could”. Teaching and learning steps: Step I. Pre-listening activities 1. Preview 一、Put the following into English orally. 1.票，入場(chǎng)券 2.使驚奇__________ 3.風(fēng)格；款式___________ 4.播放 5.怎么了？_____________________? 二、Put the following into Chinese. 1. keep out _______________ 2. out of style _________ 3. a ticket to a ball game __________ 4.argue with___________ 5.call sb. up _______ 6.on the phone __________ （設(shè)計(jì)意圖：本節(jié)課所學(xué)的短語(yǔ)和生詞不多，并且比較簡(jiǎn)單.所以我們做題來(lái)檢測(cè)學(xué)生的預(yù)習(xí)效果，及時(shí)發(fā)現(xiàn)學(xué)生預(yù)習(xí)中的難點(diǎn)加以突破。這樣教師可以更有針對(duì)性地教，學(xué)生可以更有針對(duì)性的學(xué)。） 2. Lead in 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）T: I want to buy a new puter, but I don’t have enough money .What should I do? Ask the students to tell you what you could do about it. Problem I want to buy a new puter but I don’t have enough money. Advice Wait until next year. Don’t buy a new puter . Get a part-time job. Buy a second-hand puter. … 3）Then the teacher read the problem to the class again. And write the words could, should and shouldn’t on the board next to the chart. Help the class give advice using the words could, should ,and shouldn’t. (通過(guò)讓學(xué)生討論這個(gè)問(wèn)題，激發(fā)學(xué)生的興趣，來(lái)引出本課的話題：讓學(xué)生展開(kāi)討論。） 4) Get students to look at the picture in 1a carefully . Ask the students to write the problems in the Serious or Not serious column. 5) Talk about the answers. Teacher: 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. 6) Ask students to discuss with their classmates: When you find there’s something wrong with your friend, how to talk about his or her problems and give your advice? When to use could and when to use should? What should we pay attention to? （本環(huán)節(jié)通過(guò)讓學(xué)生聯(lián)系實(shí)際進(jìn)行討論，既能解決學(xué)生生活中的實(shí)際問(wèn)題又能使課堂氣氛十分活躍，學(xué)生接受起來(lái)也比較輕松。） Step II. While-listening activities 1. Listening for the general idea. Tell the Ss that two girls are talking about something. Ask the Ss to listen to their conversation and find out: What are they talking about ？_____ A. They are talking about the music. B. They are talking about their favorite singers. C. They are talking about girl2’s problems. 2. Listening for the specific ideas (1) Ask the Ss to listen again and circle the problem they hear in activity 1a. (2) Check the Ss’ answers and then ask the Ss to listen to the tape for 2a . Circle the word “could” or “should”. (3) Listen again, and ask the students to pay attention to Peter’s answers. Draw lines to match the advice with the reasons. (4) Ask the Ss to listen to the tape a third time and finish the tape scripts. Boy1: Hey, peter ,what’s 1 ? Boy2: I had an 2 with my best friends . What should I do? Boy1: Well, you could write him a letter. Boy2: I don’t think so. I don’t like writing letters. Boy1: Maybe you should 3 him up. Boy2: No, I don’t want to talk about it on the phone . Boy1: Well, you should say you‘re sorry. Boy2: Yes, I know I should, But it’s not easy. Boy1: Maybe you could go to his house. Boy2: I guess I could, but I don’t want to 4 him. Boy1: Hey, I know. You could give him a 5 to a ball game. Boy2: Well, that’s a good idea, but I don’t have 6 money. (5) Check the Ss’ answers. (6) Listen and repeat. (設(shè)計(jì)意圖：本部分的內(nèi)容重在培養(yǎng)學(xué)生們聽(tīng)大意和聽(tīng)細(xì)節(jié)信息的能力,所以先幫助學(xué)生聽(tīng)出每個(gè)對(duì)話的大意再去完成后面對(duì)應(yīng)的細(xì)節(jié)題。) Step III. Post-listening activities Ask the students to role the conversation between Peter and his friend: A: What’s the matter with Peter? B: I had an argument with my best friends . What should I do? A: You could write him a letter. B: I don’t think so. I don’t like writing letters. ...... (設(shè)計(jì)意圖：本部分的內(nèi)容重在培養(yǎng)學(xué)生們口頭表達(dá)的能力，同時(shí)通過(guò)復(fù)述引導(dǎo)學(xué)生更好地內(nèi)化語(yǔ)言知識(shí)。旨在鼓勵(lì)學(xué)生多用本課所學(xué)的知識(shí)，讓學(xué)生在用英語(yǔ)中體會(huì)英語(yǔ)的用法。) Step IV. Inquiry into knowledge by translation 一、I argue with my best friends. argue 為 ，其過(guò)去式和過(guò)去分詞形式為 ， 現(xiàn)在分詞為 與某人辯論 ；爭(zhēng)論某事： I often my classmates about the problem. 我經(jīng)常和我的同學(xué)辯論這個(gè)問(wèn)題。 They playing puter games. 他們?cè)跒橥骐娔X游戲爭(zhēng)論。 二、Maybe you should buy some new clothes. Should是情態(tài)動(dòng)詞，意思是 。一般是用來(lái)提出 。 沒(méi)有人稱和數(shù)的變?cè)?，后面? 。它也是 的過(guò)去式。 如：--- I have a very bad cold.我感冒很厲害。 --- You should ( lie ) down and (have) a rest . 你應(yīng)該躺下，多喝水。 Step V. Exercises: the end-of- class test 根據(jù)句意及首字母提示補(bǔ)全所缺單詞： 1. I a_________ with my best friend, so I’m very upset. 2. What’s w_________ with you, Jenny? 3. Close the window to k______ the wind out. 4. Her clothes are out of s___________. 5. His words s_____________ me just now. 二、用所給動(dòng)詞的正確形式填空。 1. You should ______ (go) to see a doctor. 2. Mother asked me ________ (get) up early. 3. They are _________ (plan) how to spend the summer holiday. 4. The teacher told my father_____ (call) him up last night. 5. My brother plays his radio too (loud). （設(shè)計(jì)意圖：本節(jié)課的翻譯探究先讓學(xué)生自己在組內(nèi)討論，并展示其答案，教師要多用肯定的語(yǔ)言對(duì)其鼓勵(lì)表?yè)P(yáng)。若解決不出，讓全班同學(xué)共同解決，最后老師再點(diǎn)撥。而且配有句子可以更好幫助學(xué)生理解知識(shí)點(diǎn)。） 本節(jié)課亮點(diǎn)： 1. 通過(guò)用我想買一臺(tái)電腦而錢不夠讓學(xué)生來(lái)出主意，想辦法。激發(fā)學(xué)生的興趣，導(dǎo)入本課的主題，課堂討論熱烈。 2. 在學(xué)習(xí)中盡量和現(xiàn)實(shí)生活相結(jié)合，既能解決學(xué)生生活中的實(shí)際問(wèn)題又能使課堂氣氛十分活躍，學(xué)習(xí)起來(lái)比較輕松。 3. 通過(guò)多種形式來(lái)訓(xùn)練學(xué)生的聽(tīng)力能力。能有效的提高學(xué)生的能力。 不足之處： 本節(jié)課聽(tīng)力內(nèi)容比較多，所以如果想更有效的完成本節(jié)課的任務(wù)，在時(shí)間安排上還需再注意，哪些環(huán)節(jié)可以把時(shí)間壓縮還需再考慮。 Answers: Step I. Pre-listening activities 1. Preview 一、1. ticket 2. surprise 3. style 4.play 5. What’s wrong? 二、1.不讓 ……進(jìn)入 2. 不時(shí)髦的;過(guò)時(shí)的 3. 一張球賽的票 4. 爭(zhēng)吵5.打電話給…… 6.用電話交談;在通話 1. Listening for the general idea. c 2. Listening for the specific ideas （4）1.wrong 2.argument 3.call 4. surprise 5.ticket 6.enough Step IV. Inquiry into knowledge by translation 一、爭(zhēng)辯/爭(zhēng)論/辯論；argued; arguing; argue with sb; argue on/about sth; argue with; are arguing on/about 二、應(yīng)當(dāng)；請(qǐng)求和建議;動(dòng)詞原形；shall; lie；have Step V. Exercises: 一、1. argued 2. wrong 3. keep 4. style 5. surprised 二、1. go 2. to get 3. planning 4. to call 5. loudly