Unit 2 What should I do?
（預習暨集體備）
單元教材分析
學會should ,Why don’t you和 could在英語中的習慣用法。使用這些習慣用法，就自己生活、學習中存在的某些實際問題提出建議；拒絕、接受別人的建議。在學習貼近學生生活實際的語言知識的同時，特別關注學生生活和學習中的真實困難和煩惱。進一步引導學生對自我和周圍世界進行比較客觀的認識、評價，發(fā)展學生主動解決問題的自我意識和行為能力。發(fā)展學生與人和諧交往的能力；培養(yǎng)在學生交流中尋求幫助。既堅持自己觀點、又聽取別人建議。
單元預習目標
1知識目標：
學會使用情態(tài)動詞should、could，學習并使用新單詞
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能力目標：
（1）能夠談論自己的麻煩和問題。（2）能夠為他人的問題找到合理的解決辦法，提出相應的建議。
（3）能夠從他人的建議中為自己的問題找到解決辦法。
3情感目標：
通過共同探討、解決各種煩惱和困惑，學會反思自己，體諒他人，樹立合作精神，培養(yǎng)積極樂觀的情感態(tài)度。
單元預習重難點一覽
重點難點
1．詞匯：serious, stereo, loud, argue, could, argument, either,
bake, teen, family, tutor, original, trendy, haircut, caller, except, upset, lose, aunty, fight
2．詞匯： out of style, keep out, call up, pay for, ask for, the same as, at school, leave out, get on well with, look for, want sb to do sth, argue with, write sb a letter, a ticket to a ball game, have a bake sale, get a tutor, find out, invite sb to do sth, leave… at home, be angry with, give sb some advice
3．句型：
What’s wrong?
y parents want me to stay at home every night.
y brother plays his stereo too loud.
What should I do?
Why don’t you talk to him about it?
You could give him a ticket to a ball game.
I think you should ask your parents for some money.
y friend wears the same clothes and has the same haircut as I do.
1．語法：could, should的用法。
2．句型：Why don’t you…?
3. I don’t knohat to do.
預習策略：以學生自學為主。
時安排： 第一時 Section A 1a-1c
第二時 Section A 2a-Grammer Focus
第三時 Section A 3a-4
第四時 Section B 1a-2c
第五時 Section B 3a-4b
第六時 Self-check
第七時 Reading
第八時 講評
預習步驟Section A:
一、話題導入
1．教師列出表格，分為Problem欄和平共處advice欄，然后提出若干與學生生活密切相關的問題，如I want to buy a new guitar but I don’t have enough money.,引導學生提出自己的觀點，并寫下學生的建議。
2．教師導出Ia部分的五個問題，再依據(jù)個人的觀點，把問題按嚴重性的程度進行排序。這個內容實際上已在引導學生發(fā)表自己個人觀點。
二、堂結對活動
1．播放錄音，引導學生一邊看彩色插圖，一邊聽錄音，要求學生指出圖中女孩存在的問題。（1，2，5）
2．播放2a部分的錄音，引導學生寫下Nari的問題。教師將錄音中出現(xiàn)的生詞寫在黑板上，并領讀。
3．重新播放錄音兩遍，要求學生將2b中的Advice欄和Reasons欄進行連線。
4．引導學生模擬1c中的對話，進行堂結對活動。針對1a部分的五個問題分別提出個人建議，進行堂口語交際。
三、表達個人觀點
1．朗誦3a中的對話，讓學生聽，并在方框中標出個人觀點good idea、okay idea、bad idea.
2．標出新詞匯，新詞匯。
3．引導學生進行結對稍大動，讓學生發(fā)表個人觀點，展開堂討論。
4．引導學生針對Geoffey學普通話一事提出一些合理性的建議，讓大家相互交換觀點，并請一些同學讀給大家聽，最后教師總結出若干最佳建議。
Section B:
一、生詞呈現(xiàn)
1．請學生朗讀1a中的6個句子，引導學生發(fā)表意見分為 not important、important、very important。
2．播放2部分的錄音。
3．老師將1a句中的生詞和2a錄音部分中的生詞呈現(xiàn)在黑板上，教讀。
二、發(fā)表建議
1．引導學生針對Erin的問題，提出個人的建議，模仿2C部分的對話展開雙人交際。
2．老師朗讀3a部分的信，要求學生找出Left Out的問題所在。
3．要求學生給Left Out是出書面的建議。
4．要求學生以口頭形式提出自己目前存在的某個問題，講給大家聽，讓其他同學提建議，該同學須作筆錄。
5．要求學生隨意性地進行口語交際，談論P14的第4部分的某個問題，相互交換建議，然后老師將一些合理的建議寫在黑板上。
◆Reading突破
引導學生在閱讀時，通過上、下猜測生詞，并通過第三部分的練
習檢測學生猜測生詞的準確率。
一、閱讀前的準備活動
1．要求學生完成第一部分中的表格。
2．要求學生看該部分短的標題，圈出方框中可能出現(xiàn)在短中的詞匯。
二、短精讀
1．要求學生快速閱讀短，注意了解短內容，完成隨堂練習。
2．教學生詞，圈出重點的短語，講解其含意。
3．要求學生再次精讀短，完成第三第四部分的檢測題，再核對答案。
三、小組討論活動
引導學生自由結對、分組活動，完成第三、第四部分的檢測題，再核對答案。
分時備
第一時 Section A 1a-1c（聽說案例）
教學目標:
知識與能力
1. nowledge 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.
過程與方法
首先談論生活中嚴肅或不嚴肅的事情；通過聽力訓練和口語表達學會如何表達自己的困難，如何給別人提建議等；通過談論表達自己對有些困難的理解，提出個人不同的建議。
情感態(tài)度價值觀
通過合作學習，發(fā)展學生人際交往的能力；開闊思路，尋求幫助。通過與別人交流思想，達到互相學習和拓展知識的目的。
教學重、難點與教學突破
通過對話訓練和模仿訓練，解決實際中的問題，既鞏固所學知識， 又通過實踐活動，培養(yǎng)學生的實際運用語言的能力，調動學生的情感態(tài)度，興趣等非智力因素。
教學準備
制作幻燈片和鞏固練習
一、復習、導入新
師生活動補充
1. To learn some key vocabulary. Explain the usage of the words.
serious, stereo, loud, argue, could, argument, out of style, keep out, call up
2.Write a problem, make a group work to describe the advice.
For example: I want to buy a new guitar but I don’t have enough money.
1)Wait until next year.
2)Don’t buy a guitar.
3)Borrow one from your friends.
4)Buy a used guitar.
5)Get a part ?time job to save some money.
6)Join the music club.
3．Look at the pictures and guess what is the matter. Have a discussion to solve one of them.Describe the advice. Try to use different ways. For example: Wait until next year.= Why don’t you wait until next year?
二、知識點講解
師生活動補充
1.y parents want me to stay at home every night.我的父母讓我每天晚上都呆在家里。want sb. to do sth.讓某人做某事
媽媽讓她每天早上喝牛奶。 other wants her to drink milk every morning.
父母想讓我們打掃自己的房間。 Parents want us to clean our own rooms.
2.I don’t have enough money.我沒有足夠的錢。
enough 足夠的 修飾名詞：enough +n.
修飾形容詞或副詞：adj /adv + enough
他時間不夠了，不能馬上回。 He didn’t have enough time. He couldn’t come back at once.
這間房間夠大,能容納一百人。 This room is big enough to hold 100 people.
3.He doesn’t have any money, either.他也沒有錢。either 也(用于否定句)
too：也(用于肯定句或疑問句)
你也喜歡住在北京嗎? Do you like living in Beijing, too?
他沒有錢。 我也沒有錢。 He doesn’t have any money. I don’t, either.
4．a(chǎn)rgue with sb.about sth 與某人爭論某事
5．i advice是不可數(shù)名詞,可用some,any, much, a little, a piece of等修飾。 advice后接on引出對某個方面內容的建議。
6.I don’t want to surprise him. 我不想使他感到吃驚。
surprise是動詞，“使…感到吃驚“，做名詞時，表示”一奇怪或吃驚的事“
That was a surprise!真是奇怪！
We were surprised at what he said.我們對他的話感到驚奇。
surprised 和surprising是形容詞，surprised與人連用，指人“對…感到驚奇”。而surprising與物連用，表示“令人感到驚奇”。 What she said was surprising. 他的話令人吃驚。
7．You could give him a ticket to a ball game.你可以給他一張球票。 a ticket to a ball game中to表所屬關系。表示所屬關系一般用of，但有幾個用to， 如：the answer to the question這個問題的答案， the key to the door門上的鑰匙， the way to the station到車站的路
8．I don’t want to talk about it on the phone.我不想在電話中談這事。 talk about談論…內容；talk with與…交談 ；talk to對…說
Let’s talk about the picture.讓我們看圖說話吧。
y father is talking with my headteacher. 我爸爸正在跟我的班主任交談。
on the phone”通過電話，打電話”, 而表示“給某人打電話”用call/ring sb up, give sb a call, phone sb, give sb a call
9．maybe 與may be
maybe 是副詞，一般作狀語，“很可能，大概“相當于perhaps。而may be是情態(tài)動詞加動詞原形，共同做謂語。
aybe you are right. = You may be right. 或許你是對的。
10． could 與should的用法
could用于過去時或表示委婉的說法，還可以表示可能性和許可。在表示許可時，may比較正式。
should是助動詞shall的過去式，也相當于一個情態(tài)動詞，沒有人稱和數(shù)的變化，用以表示勸告或推薦,譯為“應該”，shouldn’t “ 不應該”， 后面直接跟動詞原形。
He should stop smoking.
You shouldn’t drink too much.
1.write sb a letter
2.clothes作主語時，謂語動詞用復數(shù)，但前面有suit， pair時，后面謂語動詞用單數(shù)。
三、活動設計
師生活動補充
1.Read the problems in 1a and talk about whether it is serious or not. Please try to give your reasons.
2.Listen to the conversation in 1b, circle the problems the students hear. Then listen again, and repeat, try to make the similar conversations with the pictures on Page 49.
3.Look at the picture on Page 50, and answer what they are doing. Then have a discussion about how to solve the problem. Last listen to the conversation and write down the problem, listen again and match the advice and the reason why Nari doesn’t like.
4.Role play to give advice about classmates’ problems. 1.Talk about the advice, what do you like or you don’t.
2.ake a survey and try to report with I, he, she, we, they and so on.
本總結
通過基礎知識的訓練，讓學生更好的掌握目標語言，并運用目標語言完成任務，鍛煉學生的思維能力，鼓勵他們用英語表達自己的思想；培養(yǎng)學生主動解決問題的能力。
板書設計
Unit 2 What should I do? Section A 1a-2c
1. want sb to do sth 2. enough +n; adj/adv+ enough
3. argue with sb about sth 4. out of style
5. call up/ giave sb a call/ phone sb 6.a ticket to a ball game
7.What’s wrong? 8. aybe you should buy some new clothes.
隨堂練習設計
一、翻譯詞組
1.leave out _____ 6.外活動小組 _____
2.get on _____ 7.習慣于做…… _____
3.out of style _____ 8.與……相同 _____
4.keep out _____ 9.索要,要求 _____
5.call up _____ 10.為……做準備 _____
二、選擇最佳答案
1.—What are you going to _____?
—_____ hoe 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;O B.find;Certainly C.how to search;Sure D.look for;All right
第二時 Section A 2a-Grammer Focus（聽說案例）
教學目標:
1. 知識目標:
詞匯及短語
call sb. up, ticket, surprise, on the phone, What’s the matter?
結構與句型：
You could go to his house.
You could give him a ticket to a ball game.
What should I /he/they do ?
2. 能力目標: To train students’ ability of telling a story.
3. 情感目標: To be interested in communicating in English.
教學難點: 掌握詞匯和句型
教學方法: 在任務的驅動下進行自主學習
教學步驟:
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.
第三時 Section A 3-4（交際案例）
教學目標:
I. 1. 知識目標:
詞匯及短語
pay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay idea
結構與句型：
What should I do ?
Then I think you should get a part- time job.
2. 能力目標: To train students’ ability of telling a story.
3. 情感目標: To be interested in communicating in English.
教學難點: 掌握詞匯和句型
教學方法: 在任務的驅動下進行自主學習
教學步驟:
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.
第四時 Section B 1a-2c（聽說案例）
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:y watch doesn’t have numbers on it. It has pictures of faces instead of numbers. y 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.
第五時 Section B 3a-4a（閱讀與寫作案例）
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 knohat 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 knohat 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.
第六時 Selfcheck（綜合案例）
一．重點單詞：
1. play v. 播放 2. loud adj. 高聲的；大聲的 3. argue v. 爭論，爭吵 4. wrong adj. 錯誤的；有毛病的；不適合的 5. could v. can的過去式 6. ticket n. 票，入場券
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 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）
二．重點詞組：
1. keep out不讓......進入
2. out of style不時髦的；過時的
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時髦的；流行的
8. get on相處；進展
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，......
三．重點句型：
1. What should I do?
我應該怎么做？
2. You could write him a letter.
你可以寫信給他。
3. What should he do?
他應該怎么做？
4. aybe he should say he's sorry.
也許他應該說抱歉。
5. What should they do?
他們應該怎么做？
6. They shouldn't argue.
他們不應該爭吵。
四．重點語法：
情態(tài)動詞should的用法
should是情態(tài)動詞，它的基本用法是必須和其他動詞一起構成謂語。情態(tài)動詞沒有人稱和數(shù)的變化，意為"應該......"。
should（應當，應該）用于所有人稱，表示勸告或建議。
eg. You should wait a little more.
你應該再多等一會兒。
--- I have a very bad cold.我感冒很厲害。
--- You should lie down and have a rest.你應該躺下，多喝水。
在這個單元中我們還學到用"could"表示建議，這時could不是can的過去式，而表示比should更加委婉的建議。
--- I need some money to pay for the summer camp.
---- You should/ could borrow some money from your brother.
五．提高與拓展
（sb.）pay（money）for sth.為......而付款
（sb.）spend（money）on sth在......上花多少錢
（sth.）cost sb.（money）什么東西值多少錢
這三個短語都是表示付款。但pay, spend指的是"人"，主語為人，而cost指的是"物"，主語為"物"。
例如說他昨天花10元買了一本書。用以上三個短語分別為：
①He paid 10 yuan for the book yesterday.
②He spent 10 yuan on the book yesterday.
③The book cost him 10 yuan yesterday.
注意以上三個動詞的動詞過去式為：
pay---paid spend ---- spent cost----cost
以上三個例句的翻譯為：
①他昨天為這本書付了10元錢。
②他昨天花了10元錢（買）這本書。
③這本書花了他10元錢。
檢測練習：
一．選擇填空：
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 ei _________ 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．用適當?shù)脑~或詞組填空：
more than get on well ask…for
credit except get a part-time job
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. ike always _______________ to pay for his tuition.
三．連詞成句：
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．閱讀理解
What do we know about the sea? ost 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 shallo 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
第七時Reading
學習目標：
A. 詞匯及短語
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. 結構與句型：
What should you do to relax?
Parents should learn to give their kids a bit more time to themselves.
教學難點: 閱讀，了解大意，培養(yǎng)閱讀技能。
教學方法: 在任務的驅動下進行自主閱讀
教學步驟:
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 neords, 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.
第八時（ 講評矯正）
教學目標：
通過講評，使學生掌握如何做好選擇題，掌握做題方法，提高做題的準確率。通過講評，切實幫助學生準確掌握和運用知識，使學生感到“考有所得、評有所獲”避免出現(xiàn)“考過、講過、評過”而學生一無所獲或收效甚微的狀況。
教學重點、難點：
選擇題正答率比較低的，選擇題1，7，9，題，連詞成句
教學過程：
一
1．教師簡介本次考試情況。
2．學生上前已經(jīng)自行糾錯。提示學生注意分析失分原因，提高成績。(這種分析有利于提高學生學習自信心并掌握好的學習方法。)
3．小組交流，糾正其他錯題，小組有疑問的問題，寫在黑板相應位置
4．對問題講解進行分工，稍事準備后學生分頭重點講解，其中第2題沒有學生愿意講，由教師講解，其他題目學生講解，教師點撥。過程中提醒學生隨時在試卷上改錯、記錄。
5．教師最后總結做題方法及技巧。
1)審清題干、題肢，抓關鍵詞語。
2)選項本身錯誤的選項，首先要排除.
3)題肢本身無錯，但不符合題干者，亦排除。
4)肢干雙重者不選
5)除非的確搞錯，否則不要輕易改動。
二 講解重點題。
連詞成句：
1. you, should, maybe, parents, ask, help, for, your
_________________________________________________________.
2. soccer, popular, is, very, the, world, all, over
_________________________________________________________.
3. have, a, fight, your, with, did, classmate, yesterday, you
_________________________________________________________?
4. pollution, will, there, less, the, in, future, be
三． 讓學生自己總結收獲。
四．同步練習
一、翻譯詞組
1.leave out _____ 6.外活動小組 _____
2.get on _____
3.out of style _____ 7.與……相同 _____
4.keep out _____ 8.索要,要求 _____
5.call up _____ 9.為……做準備 _____
二、選擇最佳答案
1.—What are you going to _____?
—_____ hoe 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;O B.find;Certainly C.how to search;Sure D.look for;All right
教學反思
教是為了不教，“授人以魚，不如授人以漁”，在學習中，我注重以下幾點：
（1）鼓勵大膽開口，積極參與，克服羞澀、緊張、害怕、逃避等消極心理影響；
（2）發(fā)展學習策略；
（3）倡導為用而學，用中學，學了就用，發(fā)揮主動性和創(chuàng)造性，把握堂實踐空間，并努力將這種實踐延續(xù)到后。
在語法方面 ，雖然目前英語教學淡化語法的地位，但在實際操作過程中，這一部分不可或缺。在本單元中，首次出現(xiàn)了過去進行時態(tài)的用法，在口語運用方面，可以以模仿為主，可以通過日常對話在復習現(xiàn)在描述日�；顒油瑫r,然后引入過去進行時態(tài)，通過口語練習找出他們的聯(lián)系和區(qū)別，效果非常好。
不足之處
在教學過程中，使用小組合作評價方式我收獲很大，但也有許多不足，例如：
學生的參與度不均衡，一節(jié)下，大部分學生都能積極投入到堂教學中，并積極舉手發(fā)言。堂氣氛比較活躍，調動了大部分學生聽的積極性，因此合作教學對提高學生實際的語言交流能力、以及與他人的合作能力有很大的促進作用。而另有一些學生卻習慣于當聽眾，被動地接受別人的觀點。很少發(fā)表自己的個人意見
通過本單元的確良教學，教師引導學生大膽地、自由地用流利的英語談論問題并提出解決問題的建議，并讓學生掌握一些談論問題和提建議的常用詞匯和句型。我們可以看出，一方面學生敢于開口說，克服了啞巴英語的現(xiàn)象，提高了口語交際的能力；另一方面，培養(yǎng)了學生團結協(xié)作、虛心接受他人意見的良好的個人品質。
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