教案设计全珊珊.docx
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教案设计全珊珊
LessonPlan1
姓名：
全珊珊学号：
20084033090班级：
2008级英师3班
一、Teachingbackground
1.NearlyfortystudentsfromGrade8
2.ManyofthestudentsareafraidofEnglishlistening
3.FirstperiodofUnit2WhatshouldIdo?
4.Duration:
45minutes
二.Teachingaids
1.Multiplemedia,blackboardandchalk
2.Recordsonaskingandgivingadvices,cards,pictures
3.Thetextbook
三、Teachingaims
1.TohelpstudentslearnsomenewvocabulariesandexpressionsonEnglishlearningbylisteningandtheusageofmodelsofcouldandshould
2.TomakestudentslearnsomeskillsinEnglishlistening
3.ToimprovestudentsEnglishlisteningsensibility
4.TomakethemawareoftheimportanceofEnglishlistening
四、Teachingcontents
Page10and11ofUnit2WhatshouldIdo?
五、Teachingimportancedifficulty
1.Tellthedifferencebetween“could”and“should”forthestudentsafterlisteningisdifficult
2.Variousexpressionsandsentencestructureintherecords
3.Students’sensibilitytoEnglishlisteningisweak
六、Teachingprocedure
一）Pre-lisenting
1.Askstudentslookatthepictureontherithtanddiscusswhat’shappeningandwhattheywilldoifthesethingshappentothem
2.Showthestudentssomecomplaintsrelatedtothepicturesthey’vealreadyseenanddiscussanddecidewhichisserousandwhichisnot.
3.Makestudentsknowsomeimportantvocabularies,phrasesandsentencestructure
☐seriousproblem
☐enoughenoughmoney,goodenough,loud
☐arguewithsb.=argueagainstsb.
☐outofstyle
☐keepout,surprise
☐besurprised/surprising/toone’ssurprise
☐Callsbup,ticket,onthephone
☐Whatshould+主语+do?
☐What’sthematter?
☐Youcould+动词原形
☐Youshould+动词原形
4.Theusageofcouldandshould
should和could都是情态动词，后接动词原形，没有人称和数的变化，它们的否定形式为shouldn't和couldn't。
◆could作为情态动词，有两种基本用法：
1）作为can的过去式，表示“过去”的能力、允许和可能性。
如：
HecouldspeakFrenchwhenhewasachild.他在小的时候就会说法语。
2）用于委婉地提出请求、疑问或看法。
语气比较委婉、客气。
如：
Couldyougivememorejuice?
你能再多给我点果汁吗？
◆should作为情态动词，意为“应该”。
should可以表示义务、责任等。
其主要用法如下：
1）表示劝告或建议。
如：
Maybeheshouldsaysorrytoyou.也许他应该跟你说对不起。
Youshouldn'tgotohisroom.你不应该去他房间。
2）表示预测或可能。
如：
Thedictionaryshouldbeinthereadingroom.那本字典可能在阅览室里。
Theyshouldbehomebynow,Ithink.我想他们现在应该已经到家了。
3）表示征求意见，此时一般用于第一人称疑问句中。
如：
ShouldIopenthewindow?
我可以开窗户吗？
4）should还可以表示要求或命令。
如：
Youshouldlistentotheteachercarefullyinclass.在课堂上你应该认真听讲。
5.Teacher’sinstruction
1.老师提前告诉学生第一部分听力所涉及内容与他们所看到的图片有关；
2.同时提醒他们在听第二部分听力时，我们应注意给出建议，及建议是否有效的理由
二）.While-listening
Firstrecord:
duringthelistening,studentshavetotickwhatcomplaintsyou’veheardamongthosetheteacherhaveshownbefore.
Secondrecord：
第一次播放:
边听边把“could”或者“should”圈上
Youcould/shouldwritehimaletter;
Youcould/shouldcallhimup;
Youcould/shouldsayyou’resorry;
Youcould/shouldgotohishouse;
Youcould/shouldgivehimatickettoaballtime.
第二次播放:
学生边听边记录音中不同的烦恼所对应的建议是什么，以及所给的建议是否有助，原因是什么。
重点听关键部分：
烦恼、建议、有无效的原因
三）.Post-listening.
Activity2:
RoleplaytheconversationbetweenPeterandhisfriends,suchas:
A:
What’sthematter,Peter?
B:
I…
Activity3:
Workingroupsoffourtodiscusshowshouldtheydoiftheseproblemscometothem,andfindthebestwaytodealwiththeseproblems.
七、Summary
1.Whatthey’velistened
2.Howcantheyaskorgivingadvances
3.Howshouldtheybehaveintheirdailylife.
八.Homework
1.Askstudentstogivetheiradvanceswhentheirfriendsneedandmakearecordofthemtotellotherstudentsintheclassroominthenexttime.
2.PreviewPage12and13ofthisUnit
九、reflection
LessonPlan2
一、Teachingbackground
1.NearlyfortystudentsfromGrade8
2.SecondperiodofUnit2WhatshouldIdo?
3.Duration:
45minutes
二、Teachingaids
1.Multi-media,recordsofacall,
2.Backboardandchalk
3.Cardsofadvices
4.TheTextbook.
三、Teachingaims
1.Tohelpstudentslearnsomeexpressionsandsentencestructuresofgivingadvices
2.Toincreasesomeabilityofdealingwithproblemsofthestudentsonaskingandgivingadvices
3.Tomakestudentsawareofthefactthattheycanaskforadvicesandgiveadviceswhennecessary.
四、Teachingcontents
Page12to13ofUnit2WhatshouldIdo?
五、Teachingimportancedifficulty
Manynewphrasesandexpressions
六、Teachingprocedure
Lead-in:
1.Teachergreetsstudentsandtalkaboutwhatthey’velearntinthelastclass
2.Askvolunteerstosharehisorherexperienceofaskingorgivingadvices
3.Askotherstudentsmakecommentsonthevolunteer’sadvicesandthentellthemwhattheyaregoingtolearnthistime.
Presentationandpractice:
1.Newwordsandexpressionstheywillencounter
Activity1:
ShowthepicturesofEveonpage12andaskstudentsmakecommentsonalltheadvicesofEve’sfriendswith“goodidea”,“okeyidea”,and“badidea”.ThenaskstudentsacttheconversationamongEve,Anna,MariaandDennis.
Activity2:
Workinpairs,studentAgivesadvicesaboutgettingmoremoney,studentsBsaysiftheideasaregood,okayorbad.
Activity3:
DescribethesituationofJimonpage12androle-playtogiveadvicestoJimaboutwhathecoulddotoimprovehisPutonghua.
Activity4:
Letstudentslookatthepictureandrequirementsofbuyingclothesandrecollectwhatisimportant,whatisnotimportantandwhatisveryimportanttothem,thenworkinpairstotelleachotheroftheiranswers.
Production:
1.LetstudentslistentotherecordofErin’sproblemandtheadvicesfromthe“TeenTalk”,thefirsttimetofindoutwhatproblemsErinhave,afterthesecondtimeoflistening,theycandiscusstofillachartofwhatadvicesErinhasgotandwhoisthepersonthatgivetheadvice.
2.WorkingroupoffourtomaketheiradvicestoErinaboutwhatsheshoulddo.
七、Summary
1.Somenewexpressionsandsentencestructuresthey’velearntthisclass.
2.Howtogiveagoodadvice.
八、Homework
1.Reviewwhatwelearntthisclass
2,PreviewPage14and15
九、reflection
LessonPlan3
一、Teachingbackground
1.FortystudentsofaclassfromGrade8
2.ThirdperiodofUnit2WhatshouldIdo?
3.Duration:
45minutes
二、Teachingaids
☐Multiplemedia
☐Blackboardandchalk
☐Cardsofproblems
☐pictures
三、Teachingaims
1.Tomakestudentslearnthesomenewwordsandexpressions
2.TopracticetheirEnglishwritingabilitybywritingaletterofaskingandgivingadvices
3.Tomakethemawareofthefactthattheycanaskandgiveadvicesthroughwritingaletter
四、Teachingcontents
Page14and15ofUnit2WhatshouldIdo?
五、Teachingimportancedifficulty
1.Howtowrite
2.Makestudentswritewithinterest
六、Teachingprocedure
Part1:
1.Teacheraskquestionabouthowdidthepeoplein19centurytocontactwitheachotherwithlongdistancebetweenthemtodrawstudents’mindintowritingletters.
2.Layoutthenewwordsandexpression,mentiontheformofwritingletterofaskingandgivingadvices
3.TeachershowsMary’sletter,andtellthestudentstoworkingroupofnomorethan6peopletodiscussherproblem,thenimaginethanyouarethepersonwhomMaryforadvices,whatyouwilldo
4.Studentswritealettertoaskforadvicesoftheirownproblemthenchooseoneofthemtodiscussingroupstocollectbestanswers.
Part2：
1.Topracticehowtoaskandgiveadvicesbyfillingblankswithgivenwordswithwhichstudentshavetomaketheirownsentencesafterthefilling.
2.AnpresentationofalettertoAuntChen’sadvicecolumnandthenaskthestudentstowritetheiradvicesofthisletterwiththeformgivenonpage15.
七、Summary
1.Whatnewwordsandexpressionthey’velearnt
2.Howtowritetoaskandgiveadvices
八、Homework
1.Reviewwhatthey’velearnt
2.PreviewPage16and17,andlookupthenewwordsandexpressionsinthatpart.
3.Makearesearchinyourclassonthetopic“Areyouunderpressure?
”,knowaboutthequestions:
Whendoyoufeelunderpressure?
Whatshouldyoudotorelax?
九、Extraactivity
Actoutthe3picturesofpigeonsfunnyconversation.
十、reflection
LessonPlan4
一、Teachingbackground
1.FortystudentsofaclassfromGrade8
2.LastperiodofUnit2WhatshouldIdo?
3.Duration:
45minutes
二、Teachingaids
1.Multiplemedia,pictures,textbook
2.Blackboardandchalk
三、Teachingaims
1.Tomakestudentslearnsomenewwordsandexpressions
2.ToletstudentslearnfromtheirreadingthatchildreninAmericaandBritainundergreatpressure.
3.Toimprovetheirabilitytodealwithpressure
四、Teachingcontents
Page16and17oftheUnit2WhatshouldIdo?
五、Teachingimportanceanddifficulty
1.Whatthethemeofthereadingimplies
2.Howtoconnectandrelievepressurewithrelaxingactivities
六、Teachingprocedure
Pre-reading:
1.Showsomeentertainingpicturesofamovie,concert,playingfootballandthatstufftoleadthestudentstothetopicoftheclass:
Maybeyoushouldlearntorelax!
2.Askstudentstalkabouttheirafter-schoolactivities,andwritedownwhattheydoandwhatnot,thenturnthetopictowhatthewesternchildrendoafterclasses.
3.Givestudentsabriefintroductionofthereading“Maybeyoushouldlearntorelax!
”andgivethemabriefintroductionofnewwordsandvocabulariesinthepassagesandsomeusefulreadingstrategies:
speed-readingtounderstanding,rereadingwithquestions,andperusingtoenlightenments.
4.Askthemreadthepassageswithquestions：
•DoAmericanandBritishchildrendomanyafter-schoolactivities?
•Aremanychildrenunderpressure?
•Doparentsthesedayspushtheirchildrenmuchharderthanbefore?
•Whendoescompetitionbetweenfamiliesstart?
While-reading:
1.Studentsscanthepassagetogetamainideaandtalkaboutitingroupof4.
1.StudentsPerusethepassage,atthesametime,teachergoes
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