Teaching aims 1. Knowledge aims ① Key vocabularies: play CDs, argue with sb, too loud out of style, What’s wrong? surprise, ticket. ② Key sentences: What’s the matter with…? / What’s wrong…? /what should I / he / they do? You could / should / … You’d better… Why not… 2. Ability aims To train students’ ability of judgment. To have Ss give advice To improve students’ ability of listening and speaking. 3. Emotion aims To teach them to understand others. To teach them to help others when they are in trouble. Important difficult points To know about others’ trouble To use different sentences to give some advice Teaching aids Tape recorder Teaching Steps (一) Step 1. Lead-in Greet with Ss Ask some of them: Are you happy today? Why? Is the icy happy today? What’s the matter with him? Is it serious? What should he do?由What’s the matter with…? What should he do?這兩個學生熟悉的句式導入新課，讓學生有話可說，也為下文作鋪墊。 (二) Step 2. Presentation 1. Play the CD very loud, ask: Do you think it is too noisy? What’s the matter with it? / What’s wrong with it? Who plays the CD too loud? Is it serious? What should I do? 2. Say: OK. I will turn it down. Please watch the video carefully. Ask: What’s wrong with Nimo? （argue with） Was it serious? What did they argue about? Show a form. Nimo’s ideasHis father’s ideas (out of style) could swim wellcouldn’t swim well could go to the deep seacouldn’t go to the deep sea could go to schoolcouldn’t go to school could do something without youcouldn’t do anything without me. Have Ss work in pairs and act out the argument. Why did they argue? What do you think of Nimo’s father’s ideas? （out of style） Could / Should he hate his father? What should / could he do? Have Ss give Nimo advice.通過播放父與子爭吵的影片片斷，教授本課的新詞匯play the CDs, too loud/argue with/out of style.學生表演父子爭辯的過程既可讓學生體會不同角色的不同心情，同時又正確使用了 could和couldn’t，為下一步使用could提出了建議，作了鋪墊。 (三) Step 3. Work on 1a, 1b. Ask: Can you find out their problems? Show some pictures and ask them. What’s wrong with her / him?/ What’s the matter with her / him? / What’s the trouble? Is it serious? Have Ss finish 1A. Have Ss listen to the tape and finish 1b. At last ask them: What should / could they do?通過觀察圖片中人物的表情與動作，將第二步中所學的新的詞匯重新復習和鞏固，同時生用三種不同的句式來發現問題，可以將新舊知識系統化。 (四) Step 4. Pair work. Show some pictures to Ss. Have them ask and answer in pairs.讓學生熟悉使用should和could提建議 (五) Step 5. Task. Ask: Do you have these problems or other problems in your daily life? Can you tell me? Choose some of them to ask. What’s wrong? What’s the matter? / What’s the trouble with you? After they tell me their problems. I can give Ss advice: You should / could… Why not…. Why don’t you… You’d better…通過師生互動，再一次教學生用不同的句式給別人提建議。
(六) Step 6. Pair work Have Ss work in pairs to talk with each other about their problems and give each other advice at the same time Get Ss to use different sentences通過學生的活動，讓學生親身體驗找問題及提建議的各種說法。 (七) Step 7. Task. Say: I have a serious problem. I argued with my best friend yesterday. Could you give me some advice? Divide the whole class in two groups and have a match. See which group can give more advice. After each student gives me advice. I can say: OK, I will do it. But I don’t want to surprise him. I don’t have enough money / enough time At last ask them: Could I give her a ticket to a movie? Have Ss discuss.通過這一任務，進一步鞏固提建議的各種句式，同時用集體的力量讓學生懂得更多的解決朋友間矛盾的方法，提高他們解決問題的能力，同時為2a，2b作鋪墊。 (七) Step 7. Work on 2a, 2b Soy: Peter has the same problem and his friend is giving him advice Have Ss listen to the tape twice and finish 2a and 2b.有了前一部分的鋪墊，再用2a，2b這兩項聽力練習來提高學生聽的能力。 (八)Step 7. Homework
Bb design What’s wrong? / What’s the matter? Play CDS too loud argued with… out of style.
What should she/ he / I / they do? She / He / You / should / could do…. You’d better… Why not…?
Period 2 Section A（3a—4）
Teaching aims 1. Knowledge aims: a) Key vocabularies: pay for, part-time job, okay, either, bake, Teen Talk, tutor. b) Key sentences What should I do? You could / should/ shouldn’t… He doesn’t have any money, either. 2. Ability aims: To train students’ ability of judgment. To improve students’ ability of reading and speaking. 3. Emotion aims: To be able to cooperate with others, help each other and complete the task-based activities. Encourage the students to study hard and get over the difficulties. 4. Important and difficult points. To give sb. advice. 5. Teaching aids: CAI Teaching Steps: Step 1. Revision Yesterday you helped many people solve their problems. Now please look at the video tape. What’s wrong with the girl? What should she do? Please give her some advice. You can use: I think she should…/ She could / She’d better….Flash動畫效果在視覺上刺激學生，同時也復習了第一課時的重點句型，為本課時學生提建議奠定基礎。 Step 2. Presentation Today I have a problem. I want to buy a guitar. But I don’t have enough money. What should I do? Think it over. Please give me some advice. The more, the better. S1: You’d better not buy it now. T: (ask the other students)What do you think of the advice? Good idea, okay idea or bad idea? Why? Here are some advice I got from the others. Please look at them quickly, then say each piece of advice as either good idea, okay idea or bad idea. Read the first piece of advice and ask students to raise their hands if they think it is a good idea. Then ask students who think this advice is an okay idea to raise their hands. Then ask the students who think it is a bad idea to raise their hands. Write the scores on the board. Repeat for the other pieces of advice.鼓勵學生把自己的建議大膽說出來。
讓其他學生判斷是否是好建議，并說出理由，培養學生的發散思維。 Step 3. Read. I also need to get some money to pay for summer camp. Read the conversation in 3a. Find out the suggestions. Please underline the suggestions. I’ll give you only two minutes. Then Ask Ss to label each piece of advice as either good idea, okay idea or bad idea.限時閱讀，讓學生帶著任務快速閱讀，在一定程度上培養學生的閱讀能力。 Step 4. Group work. After the summer camp, I need some money to buy gifts for my family. What should I do? Discuss. Four Ss a group. Write down suggestions at least. Nameadvice
學生以4人小組形式進行合作學習，并完成一份表格。 Step 5. Pair work. According the chart, make a short dialogue. You may do it like this: A: I need some money to buy gifts for my family. What should I do? B: I think you should… A: Oh, no. I don’t like to do that. B: Then I think you should… A: That’s a good idea. 有了表格的鋪墊，做這個pair work應該比較容易了。 Step 6. Work on 4. I could get a part-time job. That’s a good idea. My friend, Jim, he is a Canadian boy. He has come to live in China with his parents .He wants to find a job in China. So he wants to practice his Putonghua, but he is very shy. I think I could be his tutor. I could teach him Putonghua at his home. Jim could get a tutor. That’s an idea. But could you give him more advice?
Pair work A: Jim could… B: But he’s very shy. Maybe that’s not a good idea. A: Well, then, he could… B: Yes, that’s a good idea. Ask two or three pairs of students to present their conversations to the class, other students write down the ideas that they heard. Then ask: Do you have any other ideas? Tell us more ideas. Write a list of the best advice on the board.
叫幾組同學表演對話，其他同學記錄下所聽到的建議，培養學生聽的習慣。
給有其他建議的同學說的機會。 利用集體的力量完成表格。 Homework Li lei wants to learn English well. Please give him some good advice. e.g. He could / couldn’t … He should / shouldn’t …在幫Li Lei提建議的同時，教育學生如何學好英語。
Bb design: Unit 2 What should I do? Period Two
pay for good idea get a part-time job okay idea have a bake sale bad idea call“Teen Talk” get a tutor shy either
Period 3 Section B（1a—2c） Teaching aims: 1. Knowledge aims a) Key vocabularies: Original, in style, haircut, the same as. b) Key sentence: My friend wears the same clothes and has the same haircut as I do. 2. Ability aims: Most students would be able to talk about what kind of clothes they like. Improve the ability of finding out main information. Give advice. 3. Emotion aims: To be able to cooperate with others, learn how to get on with friends, have their own opinions about fashion. 4. Important difficult points: To discuss the topic in a perfect way. 5. Teaching aids: Power point and a recorder Teaching Steps： Step 1. Revision Talk about: Li lei wants to learn English well, What should he do? He should speak English as often as he could… Greeting (student’s name)has a new haircut, What do you think of it? (neatly) I’m wearing a new coat. Teach: original, comfortable, colorful.從學生感興趣的話題入手，讓他們表現運用英語的潛能，并引出新單詞：haircut, neatly, original, colorful. Step 2. ① Show some pictures of clothes, revise clothes names. ② Read the instructions in 1a to the class: When you choose clothes, What is important to you? Say: Maybe you don’t know how to express your ideas, Let’s see some samples. ③ Point to the sentences and ask a student to read them to the class. Read each sentence again and ask the students to repeat it. ask students to explain in their own words what each sentence means. Say the antonyms. ④ Point out the lines in front of each sentence, say: Write VI (very important), if the statement is very important to you. Write I if it is some important, and write NI if it is not important. Talk about the answers with the class. Discuss which answers most students marked very important ( by asking the students to raise their hands).很自然地呈現出1a部分，讓學生取得相關信息，完成任務，進一步學習新單詞，詞組及表達方法。 Step 3. Pair work ① Tell your partner your answer to the question. You will use the answers to activity 1a as you talk with your partner, make your own statements about the items in activity 1a. ② Teacher move around the room, offer language and pronunciation assistance as needed, then ask a few students to say one or more of their statements to the class.以談論選擇衣服的重點為話題，把學生帶進真實的生活環境，表達自己的想法，學生活動層層遞進，通過運用所學知識結合自己思想給學生以自由思考，自由想象的空間，讓每個學生的思維都能從中得到發展。 Step 4. Listening. ①Erin has a problem about fashion. He is calling in a radio program for help, and some other people are calling up with advice. You will listen to them, please check the problem they talk about. ②Play the tape first time, only listen. ③Listen again, put a check in front of the problem. Check the answer: My friend wears the same clothes and has the same haircut as I do. 這部分的聽力練習，是對上一步驟的總結，又是對本課重點的鞏固和加深。 Step 5. Writing What advice do the people give Erin? Point to the three lines in the chart with the person’s names, say“write each person said after the person’s name.” Check the answers: Kim: Tell your friend to get different clothes and a different haircut. Nicole: Be happy that your friend likes your clothes and haircut. Emilio: Find a new best friend.提供的表格填空鍛練了學生的書寫能力，將人們所提的建議落實到筆頭。 Step 6. Discussion What’s your advice for Erin? ask two students to read the sample dialogue to the class. “Now, work with a partner say what you think Erin should do.” After several minutes, ask a few pairs of students to say their conversation.這是一種擴展性學習，具有一定的挑戰性，需要學生豐富的想象力，同時基礎較差的學生可運用上面學過的內容來表達，也是一種知識的鞏固。 Step 7. Homework. Write down your advice for Erin on the exercise book.檢驗學生在學習了這一節課后，是否理解和掌握了新單詞和一些表達法的意思和用法。
Bb design: Unit 2 What should I do? Period Three
Kim: Tell your friend to get original different clothes and a the same as different haircut. in style Nicole: Be happy that your friend haircut likes your clothes and haircut. Emilio: Find a new best friend.
Period 4 Section B（3a—self-check） Teaching Aims: Knowledge aims: ① To master the new words: except, upset, fail. ② Continue to learn how to give advice to others. Ability aims: ① learn to give others some advice according to their matters. ② Students can tell their problems and find some ways to solve their problems. Emotion aims: Learn to be kind to others and give others more cares. Important points: ① How to teach the Ss new words. ② How to make the Ss help each other when they are in trouble. Difficult points: How to give others some advice according to their matters. Teaching aids: recorder, computer. Teaching design:
Teaching steps: Step 1. Warming up. Enjoy a piece of beautiful music named“If you are happy”讓學生在歌曲中進入本節英語課。 Step 2. Revision and Lead in. ① free talk. ② Yesterday we learned about Erin. Erin is calling“Teen Talk”a radio advice program. T: What is Erin’s problem? What advice do the people give Erin? What’s your advice for Erin? But I have a problem, It’s my son. he is only 15-month-old, he doesn’t like eat anything, What should I do? Can you give me some advice?通過free talk復習學過的知識，為新課做準備。 Step 3. Reading. Today, we’ll learn about“lonely kid”, These days he is very unhappy, he really needs some helps. Now let’s read together and find out what his problem is. ① ask students to read and underline the problem. ② check the answers. ③ ask a student read the letter to the class, ask them to circle any words or phrases that they don’t understand.閱讀這篇成長中的煩惱，學生有種似曾相識的感覺，從而增加閱讀興趣。 Step 4. Fill in the blanks. T: “Lonely kid”has a problem he needs some help. But he doesn’t know what to do? Can you give him some advice? S1… S2… Now, look at 3b, fill in the blanks in Mary’s letter. ① ask Ss to write the letters on their own. ② ask some Ss to read their letters to the class.培養學生創新能力，挖掘自己原有的知識，給他們更多的空間發揮。 Step 5. work on self-check 2 Now, let’s read another letter from“looking for help”to Aunt Chen. Suppose you are Aunt Chen. Can you give“looking for help”some advice. ① read the letters. ② write down the advice. ③ let Ss read own advice.借助課本上的練習達到鞏固新知識的目的。 Step 6. Writing. Look at the pictures What’s the matter with these children? Do you have a problem? What’s your problem? ① Write your own letter to an advice column and ask them to say problems they might write about. ② ask Ss to read their letter to the class and ask for advice.這是一項綜合性活動，學生既要對前面的知識進行總結，又要將他們運用于實際。 Step 7. Group work. Choose one of the problems they write. ask some classmates for advice make a dialogue like this: A: I have a test on Friday and I want to go to the movies Thursday night, what should I do? B: … C: … Then work on 4通過參與和合作等途徑，充分掌握已學知識。 Step 8. Task. There are lots of problems in our life. If you are Dr know, please tell us how to solve the problem. Problem: It’s my good friend’s birthday tomorrow and I don’t have any money for a present. Encourages Ss to give advice as much as possible then report.提高學生的綜合語言運用能力，運用以前學過的知識解決身邊的問題。 Step 9. Homework. ① Choose one of the problems and write down your advice. ② finish self-cheek 1.
Blackboard design Period 4
New words Summary except Talk about problems（訴苦） upset fail Give advice（提議）
Period 5 Maybe you should learn to relax! ●Teaching aims and demands: (1) New words and phrases: football, until, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, themselves, adult, on the one hand, on the other hand, organized. (2) Key sentences: The tired children don’t get home until 7 p.m. Doctors say many children are under too much pressure. Mothers send their kids to all kinds of classes when they are very young. ● Teaching important and difficult points: (1)Students can talk about their problems and find some ways to solve their problems. (2) Understand the meaning of passage. ●Ability aims: (1)To improve student’s ability of reading. (2) Students can be a psychologist to solve some problems with a person who is under pressure. ●Emotion aims: To be able to cooperate with others and help each other to solve some problems. Don’t complain about others. ● Teaching aids: CAI, a tape ● Teaching steps: Step 1. Warming-up Watching a video about“day and night”. Ask: Do you sleep and play every day and night? What do you usually do at home?/at school? After school, what activities do you usually do? Do you play football /listen to the music / …? 通過看錄像調節課堂氣氛，并讓學生進入新課堂中。 Step 2. Group work What things do you do after school? How much time do you spend on each thing? ActivitiesTime music lessons computer lessons
小組活動為下面的活動作準備。 Step 3. Before reading Work on 1a. Write down“After-school Activities” I doI don’t do
完成表格 Step 4. Discussion. Discuss with partner: 1. Who makes the decisions in your family? 2. Do you feel stressed out when your parents ask you to get good grades? If so, do you complain about your parents? 3. Do you think many children are under pressure? 4. Are your parents comparing you with other children? 5. Do your parents push you to learn more Send you to all kinds of classes?
通過討論讓學生為下面的閱讀作準備。 Step 5. While-reading. 1. Fast reading: Find out the new words and phrases when you read. 2. Skim reading and find out the answers to these questions. ?Where does Cathy Taylor take her sons and daughter to? ?What does Dr. Alice Green say about the children under the pressure? 3. Scan reading: Answer the following questions: ① When do Taylor’s children get home? ② Do American and British children do may after-school activities? ③ What after-school clubs do children take part in after school? ④ Are may children under pressure? ⑤ Do parents push their children too hard these days? ⑥ When does competition between families start? ⑦ What is difficult for these children when they’re adults? ⑧ What’s the result of this passage? 4. Listen to the tape. 5. Do True or False. ① Cathy Taylor’s children do many after-school activities. ② Doctors say many children aren’t under too much pressure. ③ Few children take part in after-school activities. ④ Parents don’t think their children should do the same as others. ⑤ It’s crazy for parents to compare their children with others. ⑥ Competition between families start at a young age. ⑦ Parents shouldn’t leave to give their kids a bit more time. ⑧ Children should have time to relax.
通過快讀、略讀、細讀三種短文閱讀方法回答問題，目的是讓學生更好地理解文章意思。
聽錄音鞏固文章內容并注意單詞和句子的語音和語調
通過對錯練習進一步理解文章內容
Step 6. Task Find out the main ideas of this passage.
pressure
設計任務,用圖表形式標出這篇文章的主題思想 Step 7. After-reading. Work on 3a. Discuss with your partner. 深化理解文章內容 Step 8. Further thinking. Pressure is a serious problem in today’s world. We should find ways to relax. What things that give you the most stress? Think of the solutions to them. Things that give you stressSolutions Trying to be good at everythingDo fewer activities
這一步給學生提供更深地思考空間，使學生學會解決困難的方法 Step 8. Homework. 1. Learn the new words on P105 part 16-17 2. Write a letter P17 3c 3. Make four sentences P17 3b提高學生的寫作能力和綜合分析能力，為他人找到合理的解決辦法,并提出相應的建議 Blackboard design Maybe you should learn to relax!
football They didn’t get home until 7:00 p.m. until Teachers complain about teaching tired kids include in the classroom. all kinds of Do your parents compare you with other crazy children? organized adult complain…about pressure compare…with pushy on the one hand
