2019-2020年八年級(jí)英語(yǔ)下學(xué)期 全套教案 人教新目標(biāo)版.doc

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2019-2020年八年級(jí)英語(yǔ)下學(xué)期 全套教案 人教新目標(biāo)版 科目 英語(yǔ) 年級(jí) 初二下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 1 （知識(shí) 能力 品德） 教 學(xué) 目 標(biāo) Topic: Advice Functions: talk about problems; Give advice Structures: modals could, should; why don’t you…? (formulaic) Vocabulary: problem, advice, serious, appropriate, night, loud, argue, argue with, out of style, wrong, maybe （重點(diǎn) 難點(diǎn)） 教 材 分 析 Target language: My parents want me to stay at home every night. My brother plays his CDs too loud. I don’t have enough money. I argued with my best friend. My clothes are out of style. 板書(shū) 設(shè)計(jì) 示意 框圖 Unit2. What should I do? problem, advice, serious, appropriate, night, loud, argue, argue with, out of style, wrong, maybe What’s wrong? My clothes are out of style. 時(shí)序 教學(xué)操作過(guò)程設(shè)計(jì)（重點(diǎn)寫(xiě)怎么教及學(xué)法指導(dǎo)，含課練，作業(yè)安排） 1. 情態(tài)動(dòng)詞的定義: 　　　　　　　　　　　　　　　　　　　　　 情態(tài)動(dòng)詞是一種本身有一定的詞義,表示說(shuō)話人的情緒,態(tài)度或語(yǔ)氣的動(dòng)詞,但不能單獨(dú)作謂語(yǔ), 只能和其他動(dòng)詞原形構(gòu)成謂語(yǔ)。 2. 情態(tài)動(dòng)詞數(shù)量不多, 但用途廣泛, 主要有下列: can (could), may (might), must, need, ought to, dare (dared), shall (should), will (would) . We can be there on time tomorrow.我們明天能按時(shí)去那兒?！　　　　　　　　　　　　　　　　　　　　? May I have your name? 我能知道你的名字嗎 Shall we begin now? 我們現(xiàn)在就開(kāi)始嗎？ You must obey the school rules. 你必須遵守校規(guī)。 3. 情態(tài)動(dòng)詞的位置: 　　　　　　　　　　　　　　　　　　　　 情態(tài)動(dòng)詞在句中放在謂語(yǔ)動(dòng)詞之前, 謂語(yǔ)動(dòng)詞前若有助動(dòng)詞,則在助動(dòng)詞之前,疑問(wèn)句中, 情態(tài)動(dòng)詞則在主語(yǔ)之前。 I can see you. e here. 我能看見(jiàn)你，過(guò)來(lái)吧。 What can I do for you?　 你要什么？　　　　　　　　　　　　　　　　　　　　　　 Can I help you? Would you like something to eat? Could you please sweep the floor? Can you e to my party? How dare you treat us like that！你怎能那樣對(duì)待我們！　 科目 英語(yǔ) 年級(jí) 初二 下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 1 4. 情態(tài)動(dòng)詞的特點(diǎn): 情態(tài)動(dòng)詞無(wú)人稱和數(shù)的變化, 情態(tài)動(dòng)詞后面跟的動(dòng)詞需用原形,否定式構(gòu)成是在情態(tài)動(dòng)詞后面加 "not"。 個(gè)別情態(tài)動(dòng)詞有現(xiàn)在式和過(guò)去式兩種形式, 過(guò)去式用來(lái)表達(dá)更加客氣, 委婉的語(yǔ)氣, 時(shí)態(tài)性不強(qiáng), 可用于過(guò)去，現(xiàn)在或?qū)?lái)?！　　　　　　　　　　　　　　　　　　　　? He could be here soon.　 他很快就來(lái)。　 We cant carry the heavy box.　 我們搬不動(dòng)那箱子?！　　　　　　　　　　　　　　　　　　? Im sorry I cant help you. 對(duì)不起，我?guī)筒簧夏恪? 4. 情態(tài)動(dòng)詞的用法: 　　 can (could) 表示說(shuō)話人能,可以,同意,準(zhǔn)許,以及客觀條件許可,could 為 can 的過(guò)去式?！　　　　　　　　　　　　　　　　　　　　? Can you pass me the books? 你能給我遞一下書(shū)嗎 ?　　　　　　　　　　　　　　　　　　　　　　 Could you help me, please?　 請(qǐng)問(wèn),你能幫助我嗎?　 What can you do?　 你能干點(diǎn)什么呢?　 6.will, would用于疑問(wèn)句表示說(shuō)話人向?qū)Ψ教岢稣?qǐng)求或詢問(wèn),用 would 比 will 更婉轉(zhuǎn),客氣。 Its hot. Will you open the windows?　 　天氣太熱了,你能打開(kāi)窗戶嗎?　　　　　　　　　　　　　　　　　　　　 Will you help me to work it out?　 你能幫我解這道題嗎?　 Would you like some coffee？　給你來(lái)點(diǎn)咖啡怎樣？　 7. Shall, should表示命令,警告,允諾,征求,勸告,建議驚奇?！　　　　　　　　　　　　　　　　　　　　? You should hand in the exercise book. 你應(yīng)該交作業(yè)本兒了?！　? This should be no problem. 這應(yīng)該沒(méi)問(wèn)題。　　　　　　　　　　　　　　　　　　　　　 Shall we go now? 我們現(xiàn)在可以走了嗎?　　　　　 Why should I meet him？為什么我要見(jiàn)他?　 8. may (might) 可以, 表示說(shuō)話人同意,許可或請(qǐng)求對(duì)方許可。 You may take the book home. 你可以把書(shū)帶回家去.　　　　　　　　　　　　　　　　　　　　　　　 May I e in? 我可以進(jìn)來(lái)嗎?　　　　　　　　　　　　 May I use your dictionary? 我可以用你的詞典嗎?　　　　　　　　　　　　　　　　　　　　　　　 may 否定式為 may not, 縮寫(xiě)形式是 maynt.　　　　　 might 是may 的過(guò)去式, 有兩種用法, 一種表示過(guò)去式，一種表示虛擬語(yǔ)氣, 使語(yǔ)氣更加委婉, 客氣或?qū)赡苄缘膽岩?。　　　　　　　　　　　　　　　　　　　　? He told me he might be here on time.　 他說(shuō)他能按時(shí)間來(lái)。 　　　　　　　　　　　　　　　　　　　 教學(xué)后記 活動(dòng)形式還要多樣化一些，有助于活躍氣氛。 科目 英語(yǔ) 年級(jí) 初二下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 2 （知識(shí) 能力 品德） 教 學(xué) 目 標(biāo) Topic: Advice Functions: talk about problems; Give advice Structures: modals could, should; why don’t you…? (formulaic) Vocabulary: could, should, letter, call up, ticket, ball, easy, surprise, argue （重點(diǎn) 難點(diǎn)） 教 材 分 析 Target language: What should I do? You could write him a letter. What should he do? Maybe he should say he’s sorry. What should they do? They shouldn’t argue. 板書(shū) 設(shè)計(jì) 示意 框圖 Unit2. What should I do? What should I do? You could write him a letter. What should he do? Maybe he should say he’s sorry. What should they do? They shouldn’t argue. 時(shí)序 教學(xué)操作過(guò)程設(shè)計(jì)（重點(diǎn)寫(xiě)怎么教及學(xué)法指導(dǎo)，含課練，作業(yè)安排） 1. Must 必須,應(yīng)該,一定,準(zhǔn)是, 表示說(shuō)話人認(rèn)為有必要做某事, 命令, 要求別人做某事以及對(duì)事物的推測(cè)。must 用來(lái)指一般現(xiàn)在時(shí)和一般將來(lái)時(shí), 過(guò)去式可用 have to 的過(guò)去式代替。 I must finish my work today. 我今天必須完成我的工作。 You mustnt work all the time.　 你不能老是工作?！　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　? Must I return the book tomorrow? 我必須明天還書(shū)嗎?　 must 和 have to 的區(qū)別: must 表示說(shuō)話人的主觀思想, 不得不,必須have to 表示客觀需要,表示客觀條件只能如此。 You must do it now.　 你必需現(xiàn)在就干。(說(shuō)話人認(rèn)為必須現(xiàn)在干)　　　　　　　　　　　　　　　　　　　　 I have to go now. 我得走了。(客觀條件必須現(xiàn)在走) 2. need 需要 多用在否定式或疑問(wèn)句中.　　　　　　　　　　　　　　　　　　　　　 Need I attend the meeting tomorrow?　 我需要明天參加會(huì)議嗎?　 need 是一個(gè)情態(tài)動(dòng)詞, 他的用法完全和其他情態(tài)動(dòng)詞一樣. I need a bike to go to school. 我上學(xué)需要一輛自行車?！? 3. dare 敢 多用在否定或疑問(wèn)句中。 Dare you catch the little cat?　 你敢抓小貓嗎? 4. ought 應(yīng)當(dāng),應(yīng)該 后面跟帶有 to 的動(dòng)詞不定式?！　　　　　　? You ought to bring the child here. 你應(yīng)該把孩子帶來(lái)?！　　　　　　　　　　　　　　　　　　　? 科目 英語(yǔ) 年級(jí) 初二 下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 2 Step 2. Words explaining: 1.argue with sb. argue about/ on/ over sth. 2. out of style 反 in style 3. talk n/v talk about sth, have a talk with sb. 4. except for 除…之外 Step3. Grammar focus: What should I do? You could write him a letter. What should he do? Maybe he should say he’s sorry. What should they do? They shouldn’t argue. Step4. Conversations: What’s wrong with the girl? She argued with her friend. What should she do? Maybe she should say she’s sorry. Step5. Homework: Read the conversation; Copy the new words. 教學(xué)后記 學(xué)生之間帶有表演性質(zhì)的對(duì)話，創(chuàng)設(shè)了很好的情境，表達(dá)用得恰倒好處。要想讓學(xué)生理解這些用法，就必須讓他們多操練多實(shí)踐。 科目 英語(yǔ) 年級(jí) 初二下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 3 （知識(shí) 能力 品德） 教 學(xué) 目 標(biāo) Topic: Advice Functions: talk about problems; Give advice Structures: modals could, should; why don’t you…? (formulaic) Vocabulary: keep out, play, loud, argue, wrong, What’s wrong? Style, out of style, could, should, call sb up, ticket, surprise （重點(diǎn) 難點(diǎn)） 教 材 分 析 Target language: You could/should write him a letter. You could/should call him up. You could/should say you’re sorry. You could/should go to the house. You could/should give him a ticket to a ball game. 板書(shū) 設(shè)計(jì) 示意 框圖 Unit2. What should I do? keep out, play, loud, argue, wrong, What’s wrong? Style, out of style, could, should, call sb up, ticket, surprise You could/should say you’re sorry. You could/should go to the house. You could/should give him a ticket to a ball game. 時(shí)序 教學(xué)操作過(guò)程設(shè)計(jì)（重點(diǎn)寫(xiě)怎么教及學(xué)法指導(dǎo)，含課練，作業(yè)安排） Step1: Warming up: Have conversations with students on the topic we have learned, and ask the students the questions like this: Hello! How are you today? I’m not very well. What’s wrong? I have got a cold. Is it serious? Yes, the doctor told me to stay in bed as least for three days. That’s too bad. I’m sorry to hear that. Keep yourself fit. Get the students to make the similar conversations, let the students get used to saying out their problems and asking for the helps from the others, make the others be used to helping the people in trouble. Step 2: Leading-in: Get the students to look at the pictures carefully, make sure most of the students know what is happening in the pictures. Do activity 1a: Ask the students to read the problems and match the sentences with the pictures. First get one student to read aloud these activities and then get them to match. Have the students discuss weather the problem are serious or not. Then get the students 科目 英語(yǔ) 年級(jí) 初二 下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 3 to write them in the box. Step3. Listening Do activity 1b, Listen. What kind of the problems are these? Circle the problems from 1a below. Ask one of the students to read aloud the sentence. Say like this: Now I will play a recording about the problem list on the book. Circle the problems you hear. Point out the sample answer. Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to listen and circle the sentence they hear. Check the answers with the whole class. Step4. Pair work Do activity 1c: Ask and answer questions about the problems in activity 1a. Get a pair of students to read the conversations aloud first: What’s wrong? My clothes are out of style. Maybe you should buy some new clothes. Ask the students to work in pairs. Say, First, one person asks the questions and then the other person takes a turn. Point to a problem and ask: What’s wrong with you? What’s your trouble? What’s up? After that, ask several students to say some of their questions and answers for the class. Step5. Listening: This activity provides focused listening and writing practice using the target language. Point out the requests of the listening task. Then ask a student to read them to the class. Say like this: I’m going to play a recording. Please listen carefully. Then check the sentence you hear. Play the recording the first time. Students listen and circle the words they hear. Play the recoding a second time. This time students circle the words they hear. And then check he answers with the whole class. Step6. Homework: Copy the new words; Make conversations. 教學(xué)后記 采取“情景導(dǎo)入”的方式 科目 英語(yǔ) 年級(jí) 初二下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 4 （知識(shí) 能力 品德） 教 學(xué) 目 標(biāo) Topic: Advice Functions: talk about problems; Give advice Structures: modals could, should; why don’t you…? (formulaic) Vocabulary: on the phone, What’s the matter? pay for, part-time job, okay, either, bake, Teen Talk, tutor, original （重點(diǎn) 難點(diǎn)） 教 材 分 析 Target language: It’s not easy. I don’t have enough money. I don’t want to surprise him. I don’t like writing letters. I don’t want to talk about it on the phone. 板書(shū) 設(shè)計(jì) 示意 框圖 Unit2. What should I do? on the phone, What’s the matter?, pay for, part-time job, okay, either, bake, Teen Talk, tutor, original I don’t want to surprise him. I don’t like writing letters. I don’t want to talk about it on the phone. 時(shí)序 教學(xué)操作過(guò)程設(shè)計(jì)（重點(diǎn)寫(xiě)怎么教及學(xué)法指導(dǎo)，含課練，作業(yè)安排） Do activity 2b: listen again and get the students to match the advice and the reasons. Then check the answers with the whole class. Step6: Practice This activity provides speaking practice. Get the students to practice the conversations in pairs, they may follow the model list on the book or like this: What’s the matter, Nari? I argued with my best friend. Well, I think you should say you’re sorry. It’s not easy. Give the students several minutes to practice in advice, then ask some pairs to act out them in front of the class. Step1. Revision: Review the grammar box. Ask the students to say the questions and the answers. Point out the use of the word should in English. Tell the students: you should do something= it is a good thing to do or the right thing to do. You look tired. You should go to bed. The government should do more to help homeless people. Give the students some supposed situations to practice the word of should. When you are late for school. What should you do? We should say sorry to the teacher. 長(zhǎng)沙市中（?。W(xué)教師統(tǒng)一備課用紙 科目 英語(yǔ) 年級(jí) 初二 下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 4 We should find the right excuse for our lateness. We shouldn’t be late again. Step2. Leading-in: This activity provides reading practice using the target language. Get the students to have a look at the picture and describe what the girl in the picture should do. The possible answers: She should beat the eggs first. She should stir the flour. The she should put the mixture into the oven. Do activity 3a. Get the students to discuss the advice and judge which advice is a good idea, and which one is the okay idea or bad idea. Step3. Pairwork: This activity provides guided oral practice using the target language. Do activity 3b: one student says out his advice about the problem. The other student judge if the ideas are good, okay or bad. The conversation list on the text is a good model for the problem. The other student judge if the ideas are good, okay or bad. They can follow the model to make their conversations. Give them several minutes to practice the conversation then get them to perform in the class. Ask some pairs of students to present their conversations to the class. If possible, ask some pairs to act their conversations out. Step4. Pairwork: Game time. Get the students to suppose they are the boys in trouble. First give them several minutes to discuss their good solutions to the problems. Then play the petition game. Each group contains many students, they can say out their advice without their hands up. Each student can get one point for their own group when they are right. Tell the students not to repeat what the others have said. Finally count the points each group get; the most one is the winner. Step 5. Homework: Copy and revise the new words. Read the conversations. Make dialogues according to the conversations. 教學(xué)后記 材料的閱讀很重要，應(yīng)讓學(xué)生仔細(xì)鉆研閱讀范文。 長(zhǎng)沙市中（?。W(xué)教師統(tǒng)一備課用紙 科目 英語(yǔ) 年級(jí) 初二下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 5 （知識(shí) 能力 品德） 教 學(xué) 目 標(biāo) Topic: Advice Functions: talk about problems; Give advice Structures: modals could, should; why don’t you…? (formulaic) Vocabulary: original, the same as, in style, nicer, haircut, except, upset, fail, get on, didn’t = did not, couldn’t= could not （重點(diǎn) 難點(diǎn)） 教 材 分 析 Target language: I need some money to bye gifts for my family. What should I do? I think you should borrow some money from your friends. Oh, no. I don’t like to do that. Then I think you should get a part time job. That’s a good idea. 板書(shū) 設(shè)計(jì) 示意 框圖 Unit2. What should I do? original, the same as, in style, nicer, haircut, except, upset, fail, get on, didn’t = did not, couldn’t= could not I need some money to bye gifts for my family. What should I do? I think you should borrow some money from your friends. Oh, no. I don’t like to do that. 時(shí)序 教學(xué)操作過(guò)程設(shè)計(jì)（重點(diǎn)寫(xiě)怎么教及學(xué)法指導(dǎo)，含課練，作業(yè)安排） Step1: Warming up Have the conversations with some students like this: Hello! How are you these days? Fine, thank you, and you? Me, too. How do you spend your spare time? Nothing interesting. Do homework, watch TV, and listen to music. What about you? I like shopping. I often go shopping with my mom. She enjoys it very much. What do you often buy while you are shopping? Many things such as school things, food, drinks and clothes. I like shopping the clothes shops very much. Really? I seldom shop especially the clothing shops. I don’t know how to choose the clothes from many things. Next time I will show you how to choose the clothes. Great! That’s the deal! Get the students to practice the similar conversations according to their real conditions. Then get some pairs to act out their conversations. Step2. Leading-in: Do activity 1a. Look at the pictures, get the students to describe the picture and guess what the people are doing and talking. This activity provides reading and writing 長(zhǎng)沙市中（?。W(xué)教師統(tǒng)一備課用紙 科目 英語(yǔ) 年級(jí) 初二 下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 5 practice using the target language. Ask a student to read the sentences aloud. Call attention to the words original, fortable, trendy, inexpensive, ask students: Which of these statements are not important? Which of these statements are very important? Give the students several minutes to fill in the chart, and then check answers with the whole class, when they finished. Step3 Pairwork: Do activity 1b. Explain the situation to the students and give them time to think about what they think of. The activity should generate different choices and opinions. Thus making it a good opportunity for discusses. Tell the students to work in groups. Ask them to describe the importance of choice of the clothes and then decide on the three most important ones. Make sure that each group member gets an opportunity to speak. Encourage the students to use the structures: I think… Step4. Listening: Do activity 2a. Listen and check Erin’s problem. Point out what they should do in this activity. And say, now you will hear a telephone call. Check Erin’s problem according to your hearing on the recording. Play the recording once, students finish the task. Check the answers with the whole class. And then do activity 2b: Listen again and fill in the chart with the advice the callers give Erin. Call attention to the topic. Ask a student to read the headline. And say, now please listen to the recording again. This time write down the advice the callers give Erin. Play the recording the first time. Students only listen. Play again. Students write down their answers. Check the answers with the whole class. Step5: Homework: Copy and revise the new words. Read the conversations. Make dialogues according to the conversations. 教學(xué)后記 本單元突出的是學(xué)生的口語(yǔ)交際能力， 所以教師在課堂還需組織大量的對(duì)話進(jìn)行操練和表演，直到學(xué)生非常熟練。 長(zhǎng)沙市中（?。W(xué)教師統(tǒng)一備課用紙 科目 英語(yǔ) 年級(jí) 初二下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 6 （知識(shí) 能力 品德） 教 學(xué) 目 標(biāo) Topic: Advice Functions: talk about problems; Give advice Structures: modals could, should; why don’t you…? (formulaic) Vocabulary: football, until, fit, as much as possible, pressure, plain, include, pushy, send, all kinds of, pare, crazy （重點(diǎn) 難點(diǎn)） 教 材 分 析 Target language: Jim could join a club. But he’s very shy. Maybe that’s not a good idea. Well, then, he could get a tutor to e to his home. Yes, that’s a good idea. 板書(shū) 設(shè)計(jì) 示意 框圖 Unit2. What should I do? football, until, fit, as much as possible, pressure, plain, include, pushy, send, all kinds of, pare, crazy Jim could join a club. But he’s very shy. Maybe that’s not a good idea. Well, then, he could get a tutor to e to his home. 時(shí)序 教學(xué)操作過(guò)程設(shè)計(jì)（重點(diǎn)寫(xiě)怎么教及學(xué)法指導(dǎo)，含課練，作業(yè)安排） Step1. Pairwork: This activity provides guided oral practice using the target language. Do activity 2c: role-play. Practice the conversations in 2c. Pretend you are one of the callers. Make a conversation with a partner like the conversations in 2c. Have students work in pairs. As students work together, move around the room, listening to conversations and offering language support. Ask some pairs of students to present their conversations to the class. If possible, ask some pairs to act their conversations out. Step2. Practice First call attention to the photos. Ask the students to talk about what they see. Accept any logical statements about the pictures. Ask the students to read the passage themselves. Then ask a student to read it aloud. Ask the students to underline the entire problem mentioned in the passage. Point out the example. They didn’t invite me. Check what the students answer. Everyone else in my class has been invited except me, I can’t think what I did wrong. I don’t know why. I’m very upset and don’t know what to do. 長(zhǎng)沙市中（?。W(xué)教師統(tǒng)一備課用紙 科目 英語(yǔ) 年級(jí) 初二 下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 6 Step3. Practice Do activity 3b: Get the students to discuss the problems of “l(fā)eft out” in groups, each student can show their own opinion, make sure they can use the word “could” when they give the advice to “l(fā)eft out”. And also have the students do the different job while they are discussing, one student can write down what the other students say, then she or he could be selected to be a speaker and tell the result of their discussion to the whole class. Step4: Game time Do activity 4: get one student to read out the problems to the whole class. And have all the students work in groups as they wish and choose one problem list on the book. Then discuss and write down their own solutions to the problem, they can list out as many solutions as they can, and left the others judge which group do the best job. While the students are discussing, the teacher should walk around the class and give a hand the students in trouble. Step5. 英語(yǔ)時(shí)態(tài)名稱的記憶： 英語(yǔ)的時(shí)態(tài)是個(gè)語(yǔ)法范疇。它是關(guān)于動(dòng)作或過(guò)程在不同的時(shí)間處于不同的狀態(tài)的一種動(dòng)詞表達(dá)形式。有許多中學(xué)生對(duì)中學(xué)所學(xué)時(shí)態(tài)連名稱都不能正確地一一說(shuō)出。其實(shí)這并不難，我們只需列一表格（如下面圖表）。從上至下依次填上：一般、進(jìn)行、完成、完成進(jìn)行；從左至右依次填上：過(guò)去、現(xiàn)在、將來(lái)、過(guò)去將來(lái)。為了增強(qiáng)對(duì)時(shí)態(tài)邏輯聯(lián)系的理性認(rèn)識(shí)，我們不妨把將來(lái)進(jìn)行時(shí)、將來(lái)完成時(shí)一起列出（這兩種時(shí)態(tài)在初中階段雖不作要求，但了解它們，對(duì)大家做閱讀理解題卻有一定好處）。 時(shí)間 狀態(tài) 過(guò)去 現(xiàn)在 將來(lái) 過(guò)去將來(lái) 一般 一般過(guò)去時(shí) 一般現(xiàn)在時(shí) 一般將來(lái)時(shí) 一般過(guò)去將來(lái)時(shí) 進(jìn)行 過(guò)去進(jìn)行時(shí) 現(xiàn)在進(jìn)行時(shí) 將來(lái)進(jìn)行時(shí) （略） 完成 過(guò)去完成時(shí) 現(xiàn)在完成時(shí) 將來(lái)完成時(shí) （略） 教學(xué)后記 教師應(yīng)首先激起學(xué)生想表達(dá)自己觀點(diǎn)或偏好的欲望，帶著欲望去分析， 然后讓學(xué)生試著去表達(dá)自己的觀點(diǎn)。 長(zhǎng)沙市中（?。W(xué)教師統(tǒng)一備課用紙 科目 英語(yǔ) 年級(jí) 初二下 班級(jí) 時(shí)間 年 月 日 課題 Unit2. What should I do? 7 （知識(shí) 能力 品德） 教 學(xué) 目 標(biāo) Topic: Advice Functions: talk about problems; Give advice Structures: modals coul