Unit 1 Will people have robots ?
本单元作为八年级的第一个单元，具有衔接和导入的作用。本单元以学生喜爱的激起人为话题，通过对一百年后人类生活的话题，使 学生学会使用will + v.表述自己的推理和猜想，学生通过学习会了解以前并不被看好而现在实现了的推理。 题材内 容 本单兀以介绍机器人为导入，学生通过对目己和他人的预测，全面掌握 一般将来时的运用，复习巩固可数名词和不可数名词的知识。 功发挥想象，准确地表达自己对将来的预测。 能 语言 知识 目标 语 法 词 汇 听 说 读 写 用助动词will来表达将来时，并能熟练运用there be句型的将来 时；明确区分可数名次和补课属名词；正确使用 more , less , fewer . robot, paper use ,credit card, leisure time, pollution astronaut, apartment, rocket, space station, moon, Mars , fall , probably 能听懂对将来的推测和打算的对话。 能用将来时准确表达自己及他人的计划预测； 能准确选择 more , less , fewer来修饰名次 能正确用将来时叙述的各类短文，分清时间、特征并加以推理。 能用will + V 结构表达预测； 能熟练运用there will be句型及其一般疑问句和其回答；能准确 适用 more , less , fewer 的定语结构 亠能标语技目B 演 示 与 表 达 能结合过去和现在介绍自己及社会的发展情况 学习策 略 自 学 策 略 培养合理运用推理、概括的能力 合 作 学 习 策 略 情感态 度 任务 通过介绍机器人，了解未来的科技发展趋势，进一步了解未来的 生活方式，认识到人类与自然之间的和谐发展的重要性。 正确面对现实，努力学习，爱护自然，激发科学探索的兴趣。 能够用将来时介绍、推测和猜测事务的特性和功能。 任务设 计参考 1.我的未来不是梦：总结过去，计划将来 2.讨论对未来世界的设想 3.如果我是市长：请学生规划自己未来的家乡并提岀合理建议。（挑 战性活动）4.要求学生画一幅虚拟的未来城市的图画，然后向同学们 进行描述。 Teaching goals:
1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc . 2. 3. 4. 5.
will构成的一般将来时态的陈述句、否定句、疑问句及回答 There be句型的一般将来时. more , less , fewer 的用法.
学习一般将来时态的相关知识，学会对未来进行预测
6. 对five years ago ,today ,in five years简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣 7. 1. 2. 3. 4.
通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时 will 构成一般将来时态的句式。 There be 句型的一般将来时态。 more , fewer , less 的用法。 How to make predictions . Important and difficult points :
The first period
Teaching steps
Step 1 On the blackboard write a simple time line showing four dates: today? date ; a date exactly one year now; a date five years from now; and a date ten years from now.
now
Step 2 Point to the date
in 1 year
in 5 years In ten years
| _______ | ______________ | ___________________ |
“in a1nydearsk th”e students
What will be different in your life one year from now? Will you be at this school in a year? Will you live in the same house in a year? Will you be in my class in a year?
Repeat the same procedure with the dates 5 years and 10 years in the future. Ask other questions to help students think ahead Will you live in this town five years from now? Will you be in college?
Will you have a college five from now? What job will you have ten years from now?
Will you have children ten years from now?
After the students? predictions, Underline the word “will ” in each one.
Step 3 Introduce the key vocabulary and the idea of making predictions Then say, in this activity w e?re going to talk about more than five years or ten years in the future we?re going to talk about 100 years in the future.
Step 4 Let students practise in understanding the target language in spoken conversation
Step 5 Play the recording the first time. Students only listen then listen to the conversation again
Circle the predictions they?re talking about on the recording and correct the answer.
Writing design on the blackboard
now
in 1 year
in 5 years
In ten years
What will be different in your life one year from now? Will you be at this school in a year?
Will you live in the same house in a year? Will you be in my class in a year?
Will you live in this town five years from now? Will you be in college?
Will you have a college five from now?
What job will you have ten years from now?
Will you have children ten years from now? 3)Homework 1 .Recite the new words
2. Practise the conversation made in class.
4)Summary afte teaching: The students have learned to make prediction
The second period 1)
Teaching steps
Step 1 Revise the words and expressions and ask some students to make predictions in the future.
Step 2 In 2a point out the list of predictions and ask different students to read the
predictions to the class. Read the predictions and point the sample answer
Step 3 Play the recording . Students circle the word they hear on the recording in each sentence : more, less, fewer. Then check the answer.
Then the students listen to the recording again and check the predictions they hear and check the answers
Step 4 Grammer focus : ask the students to say the statements and reponses. Review the concept of countable and uncountable nouns by writing the two words on the blackboard and asking different students to come to the board and write example of each under the heading.
Countable nouns eggs cookies apples bananas
uncountable nouns water milk orange juice meat
Step 5 Point to the three pictures and say, this is Sally. This is Sally five years ago, this is Sally now, and this Sally five years in the future. Read the instructions and ask the students to complete the work on their own. Check the answers by calling on different students to make predictions about Sally.
2)
Writing design on the blackboard uncountable nouns Countable nouns water milk orange
eggs juice meat cookies apples bananas
3) Homework recite 3a
4) Summary afte teaching: The
students have learned to make prediction
The third period
1) Teaching steps
Step 1 Review making predictions about the future.
Step 2 Teach: rocket ,astronaut , space station, computure programmer,
crazy, live, moon, transportation, pet
Ask the students to say in their own words what each heading means. And write these words on the blackboard and using a simple drawing or a brief explanationto describe each one.
Step 3 Listen to the recording of 2a. Students will hear three conversations. Decide which conversation goes with each picture. Write the number of each conversation next to one of the pictures. Play the recording a second time ,students number the pictures. Step 4 Listen and write using the target language. Write the correct words from the box on the blank lines.
Step 5 Reading and writing (3a)
First point to the paragraph and say: First read Li Ming?s answer. Then write down any questions you would like to ask about the story. We?ll answer these questions together. Ask students to complete the chart on their own and check the answers: Job: report
Pets: parrot, many others Sports: skating swimming
Place: Shanghai, Hong Kong, Australia
Clothes: smart clothes, to wear a suit (during the week); casual clothes(at the weekend) 2)
Writing design on the blackboard Job: report
Pets: parrot, many others Sports: skating swimming
Place: Shanghai, Hong Kong, Australia
Clothes: smart clothes, to wear a suit (during the week); casual clothes(at the weekend) 3)
Homework recite 3a
4) Summary afte teaching: The students have learned to make prediction
The fourth period
1) Teaching steps
Step 1 for self check Ask students to fill in the blanks on their ownand check the answers.
Step 2 Task1: Teacher: you all have your childhood. What did you do when you were young? Now y ou ,re middle school students, what do you often do in your school or at home? In some years you?ll leave school, what will you do in the future? name past now future yourself Sally Work in groups eg: I was a little boy ....................... years ago
I am a middle school student now.
I?ll be a teacher ….in ….years. Classmates: He was He is a ........ He?ll be ……
Task 2
2008年奥运会时的我
Fill in an application form
APPLICATION FORM
First name: ________________________ photo Last n ame: ________________________ Age : ____________________________ Sek : ____________________________ What do you like to do: _______________________________ Language : ________________________________________ Tel : ______________________________________________ E-mail : ___________________________________________ Address: __________________________________________
Step 3 reading and comprehension: Reading strategy:
1. Look at the title and picture and predict what you?ll read about. 2. This helps you get ready to acquire new information.
Find exmples of the following structures in the reading. Then make your own sentensces:
….the same as … ….make…do…
….to take …time to do sth ….to help do ….to help with..
2） writing design on the blackboard
Work in groups eg: I was a little boy ....................... years ago
I am a middle school student now.
I?ll be a teacher ….in ….years. Classmates: He was He is a ........ He?ll be ……
3） Homework: 1. Write a composition to intreduce yourself.
2.
To fill in the form “2008 年奥运会时的我”
4） Summary afte teaching: The students have learned to make prediction
Unit2 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，提岀相应的建议。
（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。 单元预习重难点一览 重点 1 .词汇: serious, stereo, loud, argue, could, argument, either,
难1 .语法：bake, teen, family, tutor, original, trendy, haircut, caller, except, upset, ose, aunty, fight 2 .词汇: 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 should的用2.句型：1 you …？ 3. I don? what to do. 3 •句型： What?s wrong? My parents want me to stay at home every night. My brother plays his stereo too loud. What should I do? Why don ' 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. My friend wears the same clothes and has the same haircut as I do. 预习策略：以学生自学为主。
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，
2•教师导岀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，要求学生指岀图中女孩存在的问题。
2•播放2a部分的录音，引导学生写下 写在黑板上，并领读。
3.
中的Advice栏和Reasons栏进行连线。
Nari的问题。教师将录音中岀现的生词
重新播放录音两遍，要求学生将 2b
4•引导学生模拟1c中的对话，进行课堂结对活动。针对 题分别提岀个人建议，进行课堂口语交际。
三、 表达个人观点
1a部分的五个问
1 .朗诵3a中的对话，让学生听，并在方框中标出个人观点 okay idea、bad idea.
2 •标岀新词汇，教学新词汇。
good idea、
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学普通话一事来提岀一些合理性的建议，让大家相互交换观点，并请一些同学读给大家听，最后教师总结岀 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 important、very important o
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，提岀个人的建议，模仿 人交际。
2. 生找出
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岀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
弓I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，圈岀方框中可能岀现在短文中的词汇。
2C部分的对话展开双
not important、
老师朗读3a部分的信件，要求学Left Out的问题所在。
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，圈岀重点的短语，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
弓I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， 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
、复习、导入新课 师生活动 补充 ；
又通过
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) 3) 4) 5) 6)
Don?t buy a guitar.
Borrow one from your friends. Buy a used guitar.
Get a part -ime job to save some money. Join the music club.
Descr
advice
ways.
exam
until nWhy dwait u
year?
3. Look at the pictures and guess what is the matter. Have a discussion to solve one
of them.
、知识点讲解 师生活动 我的父母让我每天晚上都 1.My parents want me to stay at home every night. 呆在家里。want sb. to do sth.让某人做某事 妈妈让她每天早上喝牛奶。 to drink milk every morning. 父母想让我们打扫自己的房间。 to clean our own rooms. 2.I don?t have enough money.我没有足够的钱。 enough 足够的修饰名词：enough +n. 修饰形容词或副词： adj /adv + enough 他时间不够了，不能马上回来。 have enough time. He couldn?t come back at once. Mother wants her 1.writeletter 2.clothParents want us 时，谓复数，suit，面谓语数。 He didn?t 这间房间够大，能容纳一百人。 big enough to hold 100 people. 3.
This room is
He doesn?t have any money, either. 他也没有钱。either 也（用于否定句） too :
也（用于肯定句或疑问句）
你也喜欢住在北京吗 ? Do you like living in Beijing, too? 他没有钱。我也没有钱。 have any money. I don?t, either. 4.
He doesn?t
argue with sb.about sth 与某人争论某事
等修饰。
5. i advice 是不可数名词，可用 some,any, much, a little, a piece of advice后接on引出对某个方面内容的建议。
6.1 don?t want to surprise him. 我不想使他感到吃惊。
surprise是动词，“使…感到吃惊“，做名词时，表示\"一件奇怪或吃惊的事“ That was a surprise! 真是奇怪！ We were surprised at what he said.
我们对他的话感至U惊奇。
surprised 和surprising是形容词，surprised与人连用，指人“对…感到惊奇”。 而surprising 与物连用，表示\"令人感到惊奇” 。 What she said was surprising. 他的话令人吃惊。 7.
could give him a ticket to a ball game. 你可以给他一张球票。
You a ticket to
a ball game中to表所属关系。表示所属关系一般用 of，但有几个用to，女口： the answer to the question 这个问题的答案， the key to the door 门上的钥匙， the way to the station 至 U车站的路
8. I don?t want to talk about it on the phone.我不想在电话中谈这事。 talk about谈论…内容；talk with与…交谈；talk to对…说 Let?s talk about the picture.让我们看图说话吧。 My father is talking with my headteacher.
我爸爸正在跟我的班主任交谈。
on the phone通过电话，打电话”，而表示\"给某人打电话”用call/ring sb up, give sb a call, phone sb, give sb a call 9. maybe 与 may be
maybe是副词，一般作状语，\"很可能，大概\"相当于 perhaps。而may be 是情态动词加动词原形，共同做谓语。
Maybe you are right. = You may be right. 10 . could 与 should 的用法
could用于过去时或表示委婉的说法，还可以表示可能性和许可。在表示许可 时，may比较正式。
should是助动词shall的过去式，也相当于一个情态动词，没有人称和数的变 化，用 三、活动设计
或许你是对的。
师生活动 1.Read the problems in 1a and talk about whether it is 1. 补充 Talk about the advice, what do serious or not. Please try to give your reasons. 2.Listen to the conversation in 1b, circle the problems 2. :he 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 :hey 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. like or you don?t. Make a survey and try to repohe, she, we, they and so on. 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, 培养学生主动解决问题的能力。
板书设计
Unit 2 What should I do? Section A 1a-2c 1. want sb to do sth 3. argue with sb about sth 2. enough +n; adj/adv+ enough 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. Maybe you should buy some new clothes. 随堂练习设计 一、 翻译词组 1.leave out _____ 2. __________ get on 3.out of style ____ 4. keep out ____ 5. call up ____ 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.
6.课外活动小组 _____
7.习惯于做 ” 8.与“ 相同 ______ 9.索要，要求 ____ 10.为,，做准备 ________
A.
many times;away B.how long;away C.how much time;left often;left
3」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.
B.find;Certainly C.how to search;Sure
how D.how
.
search;OK
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.L istening
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 shoul
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： 1. 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. B.
Listen carefully and fill in the chart with the advice that you hear .Then check the Listen again and fill in the chart. Then check the answers. 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
「Review the vocabulary . 2.
Write your own conversations about advice.
第五课时 Section B 3a-4a
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: V. Teaching procedure Step 1. Revision
a tape recorder
（阅读与写作课案例）
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. 2. 3. 1. 2. 3. 4. 5. 1. 2. 3. 4.
read the instructions.
ask the students to say some problems they might write about. ask some students to read their letters. Ask the students to read the instructions. Ask two students to read the dialogue.
Ask another pair of students to give their advice for one of the problems. Ask students to complete the work in groups.
Ask a few students to share the sample conversations.
Ask the students to do the exercises on their own .Then check the answers. Read the letter and then write some advice. Ask a few students to read their letters of advice.
Just for fun. Ask two students to read the conversation to the class.
Step 5. Groupwork
Step 6.Self Check
Homework
「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
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
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： ① He paid 10 yuan for the book yesterday. ② He spent 10 yuan on the book yesterday. ③ The 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 以上三个例句的翻译为： ①
cost——cost
10元钱。
他昨天为这本书付了
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：
1.1 ________ 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：
more than credit get on well except ask …for 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. 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
________________________________________________________ ?
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