九年级unit4 what would you do？period1

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人教版九年级英语unit4全英文教案

Unit 4 what would you do?I. Analysis of the Teaching Material1. Status and FunctionIn this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.All the students are active in such activities.(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.(3)All the activities in the third period are designed to give students a reinforced practice in the use of the target language.(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.2. Teaching Aims and Demands(1)Knowledge ObjectsTo make students grasp how to talk about imaginary situations.To make students grasp how to give advice using the target language.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.(3) Moral ObjectsImaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.Two heads are better than one. Be ready to help others.In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To make students use the target language to give advice.4. Teaching Difficult PointTo train students’ listening, speaking, reading and writing skills by many different kinds of activities.5. Studying WaysTeach students how to communicate with others.Teach students how to give advice when someone is in trouble.Ⅱ. Language FunctionTalk about imaginary situations.Ⅲ. Target Language1. What would you do if you won a million dollars?I’d give it to medical research.2.I can’t sleep the night before an exam.What should I do?If I were you, I’d take a long walk before going to bed.Ⅳ.Structures1. Second conditional2. Should for adviceⅤ. Vocabularylottery, million, pimple, energetic, confident, shirt, tie, medical researchⅥ. Recyclingcharity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,late, tiredⅦ. Learning Strategies1. Matching9. Listening for key wordsⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1.Knowledge Object(1) Key Vocabularylottery, million, medical, research(2) Target LanguageLook. This girl won a million dollars in the lottery.Wow! What would you do if you won a million dollars?I’d give it to medical research.(3)StructureI would/I’d do2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence.3. Moral ObjectIf you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.Ⅱ.Teaching Key Points1. Target language2. The structure: I would/I’d doⅢ. Teaching Difficult PointThe structure: I would/I’d doⅣ. Teaching ProceduresStep ⅠRevisionReview the structure "should be allowed to" by asking students to make sentences about school rules. Step Ⅱ1aThis activity focuses on vocabulary and structures introduced in the unit.Read the instructions to the class.Call students’ attention to the words in the box. Ask a student to read them to the class.Say, What would you do if you had a lot of money? Add more ideas to the list.Then share your answers with other students.Get students to complete the task. First individually, then in groups.As they work, walk around the room checking progress and offering any help they may need. Collect answers from students on the blackboard.Answers will vary but should include a mixture of ideas for helping themselves and others.Step Ⅲ1bThis activity gives students practice understanding the target language in spoken conversation. Read the instructions to the class.Read the question in the speech bubble.Explain the word lottery to students.Say, You will hear teenagers talking about what they would do if they won the lottery.Point to the pictures. Ask students to describe them one by one.For example, for Picture One, a student might say, "If I won the lottery, I’d buy a big house."Point out the sample answer. Say, The first picture you will hear about has the number one on it.Play the recording for the first time. Students only listen.Play the recording again. This time students listen and number the pictures in the order they hear them.Check the answers. Answers:2,1,4,3Step Ⅳ1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students’attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.S A :Look! This girl won a million dollars in the lottery.S B: Wow ! What would you do if you won a million dollars?S A: I’d give it to medical research.Write it on the blackboard.Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.Step ⅤSummaryIn this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery? I’d give it to medical research.Step ⅥHomeworkIf you had a large amount of money, e, g. ￥100,000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow. Step ⅦThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary tie(2) Target LanguageWhat would you do if you won a million dollars?I’d give it to charities.If I were you, I’d wear a shirt and tie.If I were you, I’d take an umbrella.2. Ability Objects(1)Train students’ listening skill. (2) Train students’ communicative competence.3. Moral ObjectTwo heads are better than one. Give some direction to those who are in trouble.Ⅱ.Teaching Key Points :1．Listening Practice 2．Target languageⅢ. Teaching Difficult Point :Train students’ ability to use the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Students talk about how to spend a large amount of money.Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.Step Ⅱ2aThis activity provides practice understanding the target language in spoken conversation.Focus attention on the picture. Ask students to describe it. Help students say that the boy is going to somewhere, but he doesn’t know what to wear. The girl is helping him to pick out clothes.Point to the list of reasons. Invite a student to read them to the class. Say, You are to listen to a conversation between Larry and the girl and circle the reasons. Play the recording the first time. Students only listen. Play the recording a second time. This time students listen and circle the reasons. Check the answers.Answers:Circle items:2,3,5Step Ⅲ2bThis activity provides listening practice using the target language.Read the instructions to the class.Point to the list of sentences. Invite a student to read them to the class.Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.Play the recording again. Students listen and check the things.Check the answers. Answers:Checked items: 1,2,4,5Step Ⅳ2cThis activity provides oral practice using the target language.Point to the list of Larry’s worries in the box. Invite a student to read them to the class.Ask students to look back at the list of checked sentences.Read the instructions to the class. Say,Please make conversations using information from Activities 2b and 2c.Ask a pair of students to demonstrate a conversation to the class.S A: I don’t know what to wear.S B: If I were you, I’d wear a shirt and tie.Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.Optional activity:Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two piecesof advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.Step ⅤGrammar FocusAsk different students to read the question and answer and the statements to the class.Ask students questions pointing to the picture.T: Have you ever been in a lion’s cage?S s: No.T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)S1:I’d call for help. (Write the sentence on the blackboard.)T: What about you?S1:I’d get out fast. (Write the sentence on the blackboard. )Get several more examples from other students.Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would( underline the abbreviation ‘d in the answers).Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.Pronunciation noteWhen saying the words would you in phrases such as what would you do…,English speakers often run the words together and pronounce these words as if they were spelled wudjuh.Step ⅥSummarySay, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.Step ⅦHomeworkSay, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.StepⅧThe Third PeriodⅠ. Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabulary: pimple, trouble(2) Target LanguageI can’t sleep the night before an exam.Then I’m too tired to do well. What should I do?If I were you, I’d take a long walk before going to bed.I really want a dog, but my parents won’t let me have one.Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.That’s a good idea.2. Ability Objects:(1) Train students’ reading skills. (2) Train students’ integrating skills.3. Moral ObjectEveryone may have some trouble. Don’t worry.Ⅱ.Teaching Key Points :1. Reading 2. Target languageⅢ. Teaching Difficult Point:Give advice using the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.Step Ⅱ3aThis activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.Point out the pieces of advice on the right. Get different students to read them to the class.Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.S A: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.S s: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.Say, Please match each problem on the left with the correct advice on the right.Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.Check the answers.Answers 1. c 2. a 3. bStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair of students to read the sample conversation.S A:I can’t sleep the night before an exam. Then I’m too tired to do well.What should I do?S B: If I were you, I’d take a long walk before going to bed. That should help you relax.Say, Please think of different advice for the problems in Activity 3a.Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.Step ⅣPart 4This activity provides writing, listening and speaking practice using the targetlanguage.Read the instructions to the class. Get a pair of students to say the sample conversation to the class.S A:I really want a dog, but my parents won’t let me have one.S B:Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.S A:That’s a good idea.Write the conversation on the blackboard.Point out the sample answers in the chart.Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.Check the answers by asking different pairs of students to say their conversations to the class.Answers will vary.Optional activityAsk, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.Step ⅤSummarySay, In this class, we’ve done a lot of reading, speaking and writing practice using the target language. Step ⅥHomework(1) Review the target language by reading the conversations in Activity 3a.(2)Finish off the exercises on pages 11～12 of the workbook.StepThe Foruth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:be strict with, take a test, pass a test, fail a test(2)Target LanguageI think Peter should be allowed to take the test later.I don’t agree.I think the school has to have rules.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ ability to talk about agreement and disagreement.3. Moral Object: It’s good manners to be on time.Ⅱ.Teaching Key Points1.Review some key vocabulary words and target language.2.2. Talk about agreement and disagreement.Ⅲ. Teaching Difficult Point:Talk about agreement and disagreement.Ⅳ.Teaching ProceduresStep ⅠRevision(1)Check the homework.(2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups.Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category. StepⅡ1aThis activity reviews the use of always, sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the exact meanings of the adverbs of frequency.Say, Please write A after things you always do, U after things you usually do, S after things you sometimes do and N for things you never do.Get students to finish the task on their own.Answers to this activity will vary.Step ⅢlbThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.S A: Do you ever get to class late?S B: Yes, I sometimes get to class late.Say, Talk with your partner about your answers in Activity 1a.As the pairs work together, walk around the room offering help if necessary.Ask several pairs to share their conversations with the class.Step Ⅳ2aThis activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a.Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen.Play the recording a second time. This time students listen and circle the things that they hear. Check the answers.AnswersCircled items: 1,4StepⅤ2bThis activity provides listening practice using the target language.Point to both the numbered and lettered lists of item in the box.Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."Say, I’ll play the same recording again.You are to match the sentence parts as you hear on the tape.Play the recording for students to do the activity.Check the answers.Answers1. c 2. e 3. a 4. b 5. dStep Ⅵ2cThis activity provides oral practice using the target language.Call students’ attention to the statements in the box. Say them to the class.Ask three students to read the sample conversation to the class, completing the sentences.S A:I think Peter should be allowed to take the test later.S B:I don’t agree.S C:I think the school has to have rules.Write the conversation on the blackboard.Divide the class into groups of four. Say,Now discuss the statements with your group.As the groups work together, walk around the room offering help as needed.Ask some groups to say a few lines of their conversations to the class.NotesParents should not be too strict with teenagers. Note the word be strict with.Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.Step ⅦSummary and HomeworkSay, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school?Write a passage to describe what was happening that day.Step ⅧBlackboard DesignThe Fifth PeriodⅠ. Teaching Aims and Demands1.knowledge Objects(1) Key Vocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener(2) Reading (3) Writing2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Ⅱ.Teaching Key Points:1. Reading 2. Writing 3. Key vocabularyⅢ. Teaching Difficult Point:1. Reading 2. WritingⅣ. Teaching ProceduresStep ⅠRevisionHold a quick survey around the class. Ask what would you do if…(1) the teacher asked you to give a speech in front of the whole school?(2) your brother borrowed your clothes without permission?(3) someone asked you to be in a movie?(4) you wanted to be friends with a new student? Encourage students to give different answers to each question.Step Ⅱ3aThis activity introduces key vocabulary words and provides reading practice using the targetpersonality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Mean while, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type.Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.Get students to complete the activity on their own.Check the answers.Answers1. c 2. a 3. bStep Ⅲ3bThis activity provides reading and writing practice using the target language.Read the instructions to the class.Invite a student to say the example to the class.T: What kind of person is question a asking about? Ss: Outgoing.T: What about b? Ss: Shy. T: What about e? Ss: Pretty confident.Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.Give another example on the blackboard. If a friend misunderstood you, would you…a. tell him/her it is a misunderstanding at once?b. want to explain to him/her, but have no courage?c. invite him/her to dinner and explain?Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.As they work, move around the room checking their works and offering language support.Step ⅣPart 4This activity provides oral practice using the target language.Read the instructions to the class.Point out the sample conversation in the box. Invite a pail of students to read it to the class.Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.Ask several students to read his/her question and tell the class about the results. Optional activityDivide the class into groups and ask each group to write a question with three choices. Collect the results. After class, combine the survey questions into a new survey. Make a survey to the class tomorrow.Step ⅤSummarysay, In t his class, we’ve learned some new vocabulary words. And we’ve also done much reading and writing practice using the target language.Step ⅥHomeworkAsk students to reread the three paragraphs under the headline personality survey results for further comprehension.Step ⅦThe Sixth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrepresent, let…down, come up with(2)Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.(3)Read the email from Fran, and write a reply.2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.Ⅱ.Teaching Key Points1. Fill in blanks and make sentences with vocabulary words.2. Write a reply using the target language.Ⅲ. Teaching Difficult PointMake sentences with vocabulary words.Ⅳ. Teaching ProceduresStep ⅠRevisionGo on doing the optional activity last class.Show the personality survey made up of students’ questions on the screen by a projector. Ask students to choose an answer to each question. Discuss the personality survey results along with students. Vote on the most popular personality.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of students check their answers.Answers1. tired2. nervous3. friendly4. terrible5. shyAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.Sample answers1. Are you tired?2. Don’t be nervous. It’s nothing serious.3. We must be friendly and patient to the old.4. --What’s wrong with you?--I’ve got a terrible headache.5. She is so shy a girl that she daren’t speak in public.Step ⅢPart 2This activity provides reading and writing practice using the target language.Read the instructions to the class. Teach students to practice the words represent, let…down and come up with.Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the email again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.Get students to write a reply on their own. Say, Your reply will involve telling Mei not to be shy, explaining how she is the best person for the job and encouraging her to practice in various ways. As students do this, walk around the room offering any help they may need.Ask a few students to read their replies to the class and share their solutions.Answers to this activity will vary,A sample versionDear Fran,I’m very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always comes top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you’ll make it.Step ⅣJust for Fun!This activity provides reading and speaking practice with the target language.Ask students to read the cartoon story in pairs. Ask, Why, is it funny? Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.Step ⅤSummaryIn this class, we’ve done much reading and writing practic e using the key vocabulary words and the target language presented in this unit.Step VI Homework（1）Read the email from Fran again.（2）Finish off the workbook exercises on pages 12～14 of the workbook.Step ⅦReading: What would you do if ……The Seventh PeriodⅠ. Teaching Aims and Demands1.Knowledge ObjectsKey vocabularyShelf,come out, cover, ppress, deep, downstairs,hurt, knee, offer, refuse , helpful and so forth.Text: What would you do if ……2.Ability ObjectsTrain students’ ability of reading for special information.Train students’ ability of understanding words in context.Train students, writing skill.3. Moral ObjectBasketball is popular among people all over the world. Not only does it build our body, but it also brings us entertainment. Thank the inventor, James Naismith.Ⅱ.Teaching Key PointsKey vocabularyRead the text for special information.Read the text to understand words in context.Make a list of good things and difficult things about being a basketball player.Ⅲ. Teaching Difficult PointTrain students’ reading skill.Ⅳ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words.Show the vocabulary on the screen by a projector.Have students repeat again and again until they can pronounce them fluently and accurately.Step ⅡPart 1This activity is designed to activate students’ background knowledge before attempting the reading. Read the title The history of basketball to the class. Ask, What do you think the article is about? Read the instructions to the class.Point to the four questions in the box.Say, Please discuss the questions with your partner to see how much you know about basketball. But don’t look at the reading. Instead, use your background knowledge.Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.When most students are finished, invite pairs of students to report their results.Don’t say yes or no to their answers.Step ⅢPart 2This activity provides practice in scanning for specific information. Look at the picture. Ask students to describe what is happening in the picture.Read the instructions and draw students’ attention to the chart. Get a student to say the sample answer using a complete sentence, e. g. Basketball’s inventor was born in 1861.Say, Please read through the article silently. Find information for the years in the chart. Remember to skim for the key ideas rather than read slowly.Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.Check the answers.Step IV Part 3This activity encourages students to use the strategy of reading in context.。

九年级英语全册《Unit4Whatwouldyoudo？》教案人教新目标版.docx

山西省太谷县明星中学九年级英蚩册Unit 4 What would youdo?》教案人教新目标版I. Teaching aims(1) Knowledge and skillsA: Key words: million, medical, research, worry, what if, would, should, etc.B: Target I anguage:(D -What would you do if you had a million dollar s?-I would buy snacks / give it to charity / travel all over the world / put __ it in the bank.②一I want to help …③一What if ...?④“I f I were you, I 'd… I 'd=l wouldC: Learn to talk about what people often do in imaginary situations (second conditional) and give their reasons(want ) , and then give them proper advice (should for advice)(2) Processes and methodsWith the learning strategies of matchi ng and listening for key words, students learn to imagine different kinds of interesting and embarrassing situatio ns and give their reasons, and then give their own advice on these situations by doing some ac tivities and tasks individually, in pair or in group・(3) Emotion, attitudes and value : To imagine about your future and care about oth ers. / Money isn 'teverything.II. Important and difficult points(1) Talk about what people often do in imaginary situations (second conditional)and give their reasons (want).(2) Give proper advice on different situations (should for advice).(3) Listening practice: Listen for key words.(4) Group work: My dream.III. Teachi ng and lear ning methods(1) Four-in-one teaching approach (preparati on, prese ntation, practice andproduction).(2) Task-based teaching method, including activities like free talk, etc.(3) Communicative teaching method, including question-and 一answering, groupdiscussion, etc.(4) Cooperative learning method, including activities like pair work and groupwork.(5) In dependent lear ning method, in cludi ng activities stude nts do before or afterclass.IV Teachi ng stepsStepl Free talk ・Ask and answer.1 .Do you want to win in a lottery ?2. What would you do if you had a lot of money ?Step 2 Review1. Review the sentences what we ' ve learned.A: What would you do if you had one million Yuan ?B： If I had one million yuan ,l would •…2 Review the pharese .Pay more attention to “put ” “make ”.3.Studnts make their own conversations with the phrases ・Step 3 Listening .First ,students talk about the pictures ,like : If he /she had one million dollars ,he /she would •…Then listen to the tape ,put the pictures in the right order.Step 4 PresentationI want to go to a party ,but I am ne rvous .Can you help me ?Students talk about in pairs .A:What wou Id Iwear if I were going to a party ton ight?B: If I were you ,l would wear •…A::What would I wear if I were going to a party tonight?B: If I were you ,l would bring •…2. T: Look at the boy. He is Larry and he seems nervous? What are his worries? Now,let 's listen and check Larry 's worries.(Play the rec ording)3. Listen to the tape (2 a 2b)Step 5 Pairwork .Student A is Kate. Student B is Betty. Student A talk about troubles. Student B,give advice.Step 6 Make a surveyReport: If Lily were a teacher, she would be frien dly to her students ・ If Nancy were•••Step 7 Exercise.Do some exercises・Step 8 Homework.Write a composition :What would you do if you were a teacher?。

新目标九年级英语 Unit 4 What would you do-( Period 1)教学设计及反思

新目标九年级英语 Unit 4 What would you do?( Period 1)教学设计及反思课题新目标九年级英语Unit 4 What would you do?( Period 1)作者及工作单位凤阳县职业教育中心张敏教材分析这单元的第一节内容，主要是学习学会用虚拟语气谈论一些假设的，虚拟的情况。

虚拟语气不是初中教学的重点但是难点，它与之前的IF引导的真实条件句有着很多相似之处，学习虚拟语气可以更好的给真实条件句做个复习和巩固。

学情分析我们以前学习IF引导的真实条件句，学生对条件状语从句有了个大概的认识，但从教学反馈来看，学生对真实条件句的时态（主将从现）把握并不是很好。

这一节内容，围绕What would you d o if you had a million dollars?展开想像，这是一个轻松的话题，学生也感兴趣，因此教学中要充分利用话题调动学生积极性，使学生多操练，然后进行归纳和总结。

更全面比较真实条件句和虚拟语气的区别。

在教学中，学生可能比较难把握的是什么是真实条件什么是百真实条件，对虚拟语气的时态也会难以适应，教学中要多强调。

教学目标1．知识目标：掌握虚拟语气的结构并能运用，学会用虚拟语气谈论一些假设的虚拟的情况。

2．能力目标：培养学生根据情景发挥想像的能力，进行发散思维训练。

3．情感、态度和价值观：通过本节课,激发学生对社会的关注,增强奉献意识,使学生形成积极的情感态度, 教学重点和难点1．虚拟语气的结构和运用（If+主语+did(were),主语+ would + do.What would you do if you had a million dollars?I’d give the money to charityIf I were you, I’d take a small present.2．虚拟语气与真实条件句的区别。

If it rains this weekend, I will stay at home.If it rained now (事实上现在没下雨), I would read a book.。

九年级英语全册 Unit 4 what would you do The 4th Period示范教

Unit 4 what would you doThe Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyenergetic, confident, public, in public, permission(2)Target LanguageWhat would you do if someone asked you to be in a movie?I’d say yes.2. Ability Objects(1)Train students’ ability to identify words in context.(2)Train students’ ability to use the target language.(3)Train students’ listening skill.3. Moral ObjectEnable students to realize that confidence a good personality. Ⅱ. Teaching Key Points1. Key Vocabulary2. Target LanguageⅢ. Teaching Difficult Points1. Listening practice using the target language.2. Use the target language.Ⅳ. Teaching Methods1. Listening practice2. PairworkⅤ. Teaching Aids1. A. projector2. A tape recorderⅥ. Teaching ProceduresStep Ⅰ Revision1. Check the homework exercises on pages 11～12 of the workbook.2. Say, If I had a day off today, whatwould I do.9 Encourage students togive advice using sentences beginning with if I were you,I’d...or you should….. See how many pieces of advice students are able to think of.Step Ⅱ1aThis activity reviews earlier vocabularyand introduces some new words. Introduce the key vocabulary words on page29 by showing them on the screen by aprojector.Say the words one by one and have students repeat several times.Write them on the blackboard.Read. the instructions to the class.Point to the five words above the box. Invite a student to read them to the class. Ask students to tell what each word means. For example, for the word out going, a student might say, outgoing means friendly.Focus attention on the five numbered sentences in the box. Point out the sample answer. Ask students to think about which word would work best in each blank.Get students to fill in the blanks on their own. Walk around the room offering help as needed.Ask different students to read their Sentences, filling the blanks. The rest of the class check their answers.Correct the answers.Answers1. Confident2. Outgoing3. Creative4. Shy5. EnergeticStep Ⅲ 1bThis activity provides oral practice using the target language.Read the instructions to the class.Call students’attention to the sample conversation. Invite a pair of students to read it to the class.S A :What are you like?s B :I think I’m creative and outgoing.Say, Practice in pairs. Say the sample conversation first. Then make conversations to tell each other what words in activity la describe you.Have students practice in pairs. As they work, walk around the classroom checking progress and offering language support as needed. Have a few pairs of students to share their conversations with the class.Step Ⅳ2aThis activity provides listening practice using the target language.Call students’attention to the chart. Tell them that this is a questionaire about how confident you are. Explain to students that a questionaire means a written list of questions to be answered by a number of people.Point to the list of questions underneath the headline "What would you do…" Ask different students to read them to the class. Correct any pronunciation and into- nation errors.Say ,You are to listen to a conversation between Cellia and Bill. Check the questions Cellia asks.Play the recording the first time. Students only listen.Play the recording a second time. This time students listen and check the answers Cellia asks.Check the answers.AnswersChecked questions：√the teacher asked you to give a speech in front of the whole school?√someone asked you to be in a movie?TapescriptGirl 1:I just did a personality survey in Teen Time Magazine. It tells you how confident you are.Boy 1:Oh? How did you do, Cellia?Girl 1:I don’t know yet. But it’s a really interesting test. You should try it, Bill.Boy 1：OK.Girl 1: How about question 17 What would you do if the teacher asked you to give a speech in front of the whole school?Boy 1: I’d say I had a cold and couldn’t speak. I would be afraid to make a speech in front of the whole school.Girl 1: How about this movie question? What would you do if someone asked you to be in a movie?Boy 1:Oh,I’d say no. I’d be too nervous. What’s the next question?Girl 1:Let’s see…Step Ⅴ 2bThis activity provides listening practice using the target language.Point to the list of answers underneath the headline "I would…" Ask different students to read them to the class.Say, You are to listen to the same conversation again. This time listen to both the questions and answers. Gircle the letter of the correct answers to each question. Play the recording again. Students listen and circle Bill’s responses.Check the answers,AnswersBoth answers should be b.Step Ⅵ2cThis activity provides oral practice using the target language. Point to the sample conversation in the box. Invite a pair of students to read it to the class.S A: What would you do if someone asked you to be in a movie?S B: I’d say yes.Write it on the blackboard.Point out the personality survey in Activity 2a. Say, Please work in pairs. Ask and answer the questions in the survey.Get students to work in pairs. As the pairs work together, move around the classroom offering language and pronunciation support as needed.Check the answers by asking different pairs to share their conversations with the class.Step Ⅶ SummaryPointing to the blackboard, say we’ve learned these vocabulary words and the target language.Step Ⅷ HomeworkGet students to make as many conversations as they can using the questions and answers in the personality survey in Activity 2a.Step Ⅸ Blackboard Design。

九年级unit 4 What would you do

九年级unit 4 What would you do ?单元知识点1.词和短语记忆抽查give…to charitybe/get nervous not…in the slightest in publicgive a speechright awayget along cover…with treat…as..have experience (in) doing come outby accidenthurry to domore thanbe faced withdeal withbe in dangerII.重点、难点及考点讲解1.hundred, thousand , million, billion (十亿)的用法词前面有数词或several 一词时要不能加s ，反之，则要加s 并与of 连用，表示数量很多Five thousands student ( ) Five thousands students ( )Five thousand of students( ) Five thousands of students()如：several hundred/ thousand/ million/ billion people 几百/千/百万/十亿人hundreds of trees 上百棵树2.too +形/副+to do sth. 太…而不能形/副+enough +to do sth 足够...做某事I’m too tired to stand. 我太累了而不能站。

He is old enough to go to school.他到了上学年龄。

3.help with sth.如：They help with this problem.help sb. (to)do. 如：They help you relax. 他们帮助你放松be helpful to sb/sth 对……有帮助be helpful to do/in doing sth 对做某事有帮助4.pretend to do sth. 假装做某事I pretended to sleep just now.pretend to be doing sth. 假装正在干某事The students pretended to be writing when the teacher came in.pretend +从句假装… I pretended that I fell asleep.5. a few 与a little 的区别，few 与little 的区别6. be late for 迟到如：I am late for work/ school/ class/ party.7..be confident to do sth 有信心做某事be confident of/in sth 对某事有信心be confident that……有信心……have confidence to do sth 有自信做某事have confidence in sth 对某事有信心8.permit sb to do sth 允许某人做某事permit doing sth 允许做某事with/without (one’s) permission 经过/没有经过（某人的）允许ask for permission 请求允许9.be annoyed with sb 对某人感到生气be annoyed at /about sth 对某事感到生气be annoyed to do sth 非常气愤地做某事10.borrow \lend\keep 的区别borrow sth from sb 从某人那里借某物Lend sth to sb/lend sb sth 把某物借给某人Keep sth for+段时保留某物多久11.all与whole的区别：Whole 修饰名词时要放在定冠词和其他限定词之后All修饰名词时要放在定冠词和其他限定词之前。

人教版九年级英语上说课稿课件 Unit 4 Section A-1

Analysis of students
• The students enjoy learning in the exciting, interesting and relaxed atmosphere.
• Most of students are active, some students, however, are a little shy and quiet.
purpose
• •
Listen and talk about imaginary situations in subjunctive mood To be confident in imaginary situations
Task four :
(8 minutes)
Summary & Homework
Blackboard design
Unit4 What would you do ? 1a-2c
1.Words: million medical research tie 2.Stentence patterns: A: What would you do if you had a million dollars? B: I’d give it to charity. If I were you, I’d wear a shirt and tie What if……?
Sum up the usage of the subjunctive mood after students. Write an imaginary article “If I were a head teacher”.
What would you do if you had a million dollars?

英语课评课稿 (1)

英语课《Go for it》9A Unit 4评课稿授课内容：《Go for it》9A Unit 4 What would you do ? Section A Period 1 授课教师：李**地点：老周场中学班级：九（2）班时间：9月17日第2节课听了李老师的课后，我认为这一次的英语课无论从准备上还是从教学过程来看，都是比较充分的，也是比较成功的课。

我就从教学过程的角度来简单说说这节课的成功之处：第一、总体上来说，课堂教学环节的连贯性和独立性都有体现，比较完整，规范，严谨；第二、课堂教学基本功扎实，具体表现在准备较为充分，讲普通话，精心设计PPT，基本做到整版规划，并力求整洁，能较为准确地理解和表述概念，有明确的教法研究和设计，能合理安排时间，容量密度适中，能较好的突出学生活动，有足够数量的有针对性的课堂训练；第三、课堂风格平实。

上课节奏把握得较好，导入、讲、练、评的时间分配安排合理，由唱游入手引入新课，能较好的调动气氛；第四，课堂教学内容充实。

教材挖掘较好，比如假如你是神笔马良，你是校长这个环节。

注重细节，课堂教学过程已经注意到全力为学生服务，重点表达先导入再集中归纳操练的做法，有效的促进了学生对双基的操练。

当然，仅从本堂课的教学过程上来看，还有如下的建议，以期大家商榷，交流：第一、学生发言听课老师根本听不清楚。

教师要注意平时发言习惯的培养。

学生发言后要对对重点知识的进行强调、要重复、要反馈、要点拨；第二、语言课的气氛一定要有，课堂气氛始终不是很活跃，虽然一直有学生在发言，但感觉都很受老师引导的局限，要放手让学生运用所学的语言说出自己的所思所想，并且针对学生的思想进行正面的引导。

这样的话教学才能更好的促进学生的心智发展，效果会好些；第三、虚拟语气是语法教学中的难点。

建议适当的运用实例与前面学过的关于条件状语从句的语法进行比较，可能收效会更好；最新优质实用的word文档。

九年级英语全册 Unit 4 What would you do？The First Period教

Unit 4 What would you do?The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Object(1) Key Vocabulary：lottery, million, medical, research(2) Target LanguageLook. This girl won a million dollars in the lottery.Wow ! What would you do if you won a million dollars?I'd give it to medical research.(3) Structure：I would/I'd do2．Ability Objects(1) Train students' listening skill.(2) Train students' municative petence.3．Moral ObjectIf you won a million dollars, you'd buy a big house, buy a car and so forth. However, do remember it's really being cool to realize your dream through great efforts.Ⅱ．Teaching Key Points1．Target language2．The structure： I would/I'd doⅢ．Teaching Difficult Point：The structure: I would/I'd doⅣ．Teaching Methods1．Scene teaching. Method2．Teaching by induction3．Pair workⅤ．Teaching Aid：A tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionReview the structure “should be allowed to” by asking students to make sentences about school rules.Step Ⅱ 1aThis activity focuses on vocabulary and structures introduced in the unit.Read the instructions to the class.Call students' attention to the words in the box. Ask a student to read them to the class.Say, What would you do if you had a lot of money? Add more ideas to the list. Then share your answers with other students.Get students to plete the task. First individually, then in groups.As they work, walk around the room checking progress and offering any help they may need.Collect answers from students on the blackboard.Answers will vary but should include a mixture of ideas for helping themselves and others.Step Ⅲ 1bThis activity gives students practice understanding the target language in spoken conversation.Read the instructions to the class.Read the question in the speech bubble.Explain the word lottery to students.Say, You will hear teenagers talking about what they would do if they won the lottery.Point to the pictures. Ask students to describe them one by one.For example, for Picture One, a student might say,” If I won the lottery, I'd buy a big house. ”Point out the sample .answer, Say, The first picture you will hear about has the number one on it.Play the recording for the first time. Students only listen.Play the recording again. This time students listen and number the pictures in the order they hear them.Check the answers：2,1,4,3Step Ⅳ 1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students' attention to the conversation in the box. Explain the vocabulary wordsmillion and medical research. Invite a pair of students to read it to the class.S A: Look! This girl won a million dollars in the lottery.S B: Wow! What would you do if you won a million dollars?S A: I'd give it to medical research.Write it on the blackboard.Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.After students have had a chance to practice several exchanges, ask pairs to e to the front of the classroom and act out their conversations.Step Ⅴ SummaryIn this class, we've learned some vocabulary words and the target language what would you do if you won the lottery? I'd give it to medical research.Step Ⅵ HomeworkIf you had a large amount of money, e. g. 100 , 000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow.Step Ⅶ Blackboard DesignUnit 4 What would you do?Section AThe First PeriodTarget language:A: Look. This girl won a million dollars in the lottery.B: Wow! What would you do if you won a million dollars?A: I'd give it to medical research.。

初三英语 Unit 4 What would you do

Unit 4 What would you do?Good afternoon,everyone. I’m glad to have an apportunity to talk about some of my teaching ideas. My topic is talking about imaginary situations from Go for it Section A , Unit 4 , Book 3. I’ll talk about the f ollowing parts. First, I’ll talk about my understanding of this teaching material.In this unit students learn to talk about imaginary situations . Such topic enables students to activate their imagination and raise learning interest of students . Most of students are active in such activities.I’ll talk about the first period of Unit 4.The first period introduces the key vocabulary words and the target language in this unit. The topic,what would you do if you had a lot of money makes the introduction easier.I.Teaching aims of this lesson.1. Knowledge objects:Students will be able to understand the grammar of subjunctive mood, some important phrases and sentences.2. Ability objects:To train students’ listening and speaking ski lls.3. Moral objectsRemember it’s really b eing cool to realize your dream through great efforts.II. Key points and difficult points.1. Key vocabulary : million, medical , research, tie, what if2. Target language: What would you do if you had….3. The structure : I would / I’d do….III.Something about the students1. Most of them don’t often use English to express themselves andcommunicate with others .2. Some of them aren’t active in class because th ey are afraid of making mistakes.IV. Now next ,I’ll talk about my teaching opinions, methods and aids.While dealing with the lesson , I’ll do my best to carry out the following teaching opinions.1. Combine the language structures with the language functions.2. Let students know how to talk about imaginary situations with the subjunctive mood3. I’ll take the Task -based learning approach .4. And I’ll use some teaching aids, such as a tape recorder, CAI and so on. V. Now let me talk about my teaching procedures.Step 1: Lead-inT: What a fine day, isn’t it? If it’s fine this Sunday, what will yo u do? S1: I will go shopping with my friends if it is fine this Sunday.S2: I will go to the park with my cousin.… …T: Then if there were no classes this afternoon,what would you do?Tell students that there are classes this afternoon in fact .Let Ss know why we use “were” and “would”. Help Ss answer with “I would do…if there were no classes this afternoon”.S3: I would play basketball with my friends if there were no classes this after noon.……T: After school Jim played basketball with his friends .He went back home very late and his mother was very angry. If you were him, what would you do ? Can you give him some advice?S4: If I were him , I would say sorry to mother.S5: If I were him, I would try to do something to make mother happy. T: There will be an English test. Jim worries about it . What would he do? S6; If I were him , I would study harder.……In this step,I want to revise the if clause,and next I will lead in the subjunctive mood.I think students can understand easily and grasp it.Step 2: PracticeT; Bill Gates is a very rich man in the world . He has given a lot of his money to charity. If you had so much money, what would you do?Get Ss to think it over and write down their answers(Section A 1aLet Ss listen to the tape and number the picture.(Section A 1bThen get Ss to practice the conversation.Ss practice the conversation, they communicate with each other often .Everyone has a chance to speak English.Step3: Listening and practicingT:If I had much money, I’d buy many presents for each of my friends. Larry is going to his friend,Tom’s birthday party . But he’s a little nervous. Why? Can you guess?S1: Perhaps he is late.S2: He doesn’t have enough money to buy a present…T; Maybe you are right.I’m not sure .Let’s listen to the tape.Get Ss to listen to the tape and circle the reasons (Section A 2aGet Ss to listen to the tape again and check the advice Larry’s sister says to him. Let Ss read the conversation after the tape. Then let Ss do pairwork. S1: Hi, Harry . You look worried.S2; I’m going to Tom’s party .But I don’t know what t o wear.S1: If I were you, I would wear a shirt and a tie.S2; I don ’ t have a present. What if everyone else brings a present ?……After this step . Ss can have a good understanding of the subjunctive mood and develop their listening ability.Step 4: DiscussionGet Ss to choose one of the following situations or make up another imaginar y situation , have a discussion in groups and write down their advice,then give a report.1. Tom had an argument with his best friend . What should he do?2. There are always some Ss talking in class. If you were the teacher,what would you do?In this step, students can use English in the real situation and use English to solve the real problems.Step 5: Homework’Write a pa ssage “If I were a teacher/headmaster…”At last ,let me talk about my blackboard design. We will have a look at it on the blackboard.Unit 4 What would you do?Words and phrases SentencesMillion What would you do if you had a million dollars? Medical rese arch I’d give it to charity.What if If I were you , I’d wear a shirt and a tieWorry abouttieI write these words and phrases on the blackboard in order to tell the students that they are very important .I think my blackboard design will help students understand the lesson better.So much for this .Thank you.。

九年级英语 Unit4 What would you do人教版

九年级英语Unit4 What would you doPart 1: Teaching design (第一部分：教学设计)Structures: Second conditional, Should for adviceTarget language:What would you do if you won a million dollars?I’d give it to medical research.I can’t sleep the night before an exam. What should I do?If I were you, I’d take a long walk before going to bed.Vocabulary: million, charity, pimple, confident, shirt, tie, medical researchLearning strategies: Matching, Listening for key wordsSECTION AGoals●To learn to use Second conditional and Should for advice●To listen and talk about imagined lifeProceduresWarming up by learning about Second conditional and Should foradviceThe second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.The structure of a second conditional sentenceLike a first conditional, a second conditional sentence consists of two clauses, an "if" clause and amain clause:If I had a million dollars, I would buy a big house.If the "if" clause es first, a ma is usually used. If the "if" clause es second, there is no need for a ma:I would buy a big house if I had a million dollars.We use different verb forms in each part of a second conditional:if + subject + simple past verb*subject + would + verb1a Talking about imaginary situations?1b Listening and numberingNow you are going to listen and number the pictures 1 to 3 in the order you hear them.Girl1:Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity.Boy1:Wow, what a nice man!Girl1:What would you do if you had a million dollars?Boy1:If I had a million dollars, I’d give the money to the zoo. I want to help the pandas.Girl1:That’s a gook idea! I know what I’d do. I’d buy a big house for my family.Girl2:Really? I’d put the money in the bank. Then I’d just watch it grow!Boy2:Hmmmm… I think I’d give the money to medical research. I’d want to help other people. Now listen again and write down the sentences with Second conditional and Should for advice1c Doing pairworkLet’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.Look. This old man had a million dollars, and he gave it to charity.Wow! What would you do if you won a million dollars?I’d give it to medical research.I’d take a chance to achieve my dream of flying to the moon.If I won a million dollars, I’d stop working and bee a professional runner.I’d go to an old people’s home to help them.I’d volunteer at the hospital twice every week.2a Listening and circlingListen to the tape and circle the reasons in the box on page 27 why Larry is nervous.TapescriptGirl1:Where are you going, Larry?Boy1:To Tom’s party.Girl1:Lucky you! I’d love to go to that party!Boy1:Yeah, well, I’m a little nervous. I don’t know what to wear.Girl1:If I were you, I’d wear a sh irt and tie.Boy1:And I don’t have a present. What if everyone brings a present?Girl1:If I were you, I’d take a small present—a pen orsomething. Keep it in your pocket and if everyone has a present,you can give him yours. If not, you can keep it.Boy1:OK. But what if I don’t know anyone?Girl1:If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.Boy1: I guess I can do that.Girl1:Look! You’re sure to have fun. But if you’re still nervous, you can leave.Now listen again and write down all the expressions onto your phrase book.go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun2b Listening and checkingListen to the tape again and check on page 27 the four things Larry’s sister says to him.2c Doing pairworkXu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worriesand Men is going to give him advice.X: I don’t know what to wear.M: If I were you, I’d wear a shirt and tie.X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present—a pen or something.X: What if I don’t know anyone?M: If you don’t know anyone, you can talk toTom. He’ll introduce you to people.……3a Reading and matchingGo to page 28. Read the problems in the boxes and match them with the correctadvice.And now write down all the expressions into your phrase book.be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy3b Thinking and role playingNext you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.A:I am really shy. I don’t enjoy parties. B:If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to e and sing and dance.A:I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bedcounting the cows, the sheep, the cattle and the horses. Then I’d have a nicesleep. If you count as many cows as possible you’d do well in the exam.A:I can’t lose my weight. B:If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.4. Doing group workYou are put into pairs and find out each other’s problems at school and at home. Then give each other advice.I really want to go to the mall with my parents, but I don’t have the time.Finish your homework at school and stop going to Sunday cla sses. You’ll find time that way.I failed the driver’s exam and cannot get my driver’s license.Go practicing driving more often and go over the textbook three more times. You won’t fail next time.My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first.I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too.I like to choose my own clothes, but my mother doesn’t allow me to do that.Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes.……Closing down by taking a test on Second conditional Match up the parts of the sentence1. If I lost my job,a) we'd both benefit.b) I'd have a lot of problems getting another one.c) you'd be more aware of what people really felt.d) we wouldn't be so behind technologically.2. If I were in your position,a) I'd resign rather than wait to be sacked.b) I'd have a lot of problems getting another one.c) you'd be more aware of what people really felt.d) we wouldn't be so behind technologically.3. If I spoke Japanese as well as you do,a) I'd resign rather than wait to be sacked.b) I'd try to find a job with one of the Japanese banks.c) we'd both benefit.d) we wouldn't be so behind technologically.4. If we spent more on Research and Development,a) I'd resign rather than wait to be sacked.b) I'd have a lot of problems getting another one.c) I'd try to find a job with one of the Japanese banks.d) we wouldn't be so behind technologically.5. If you spoke less and listened more,a) I'd resign rather than wait to be sacked.b) I'd have a lot of problems getting another one.c) I'd try to find a job with one of the Japanese banks.d) you'd be more aware of what people really felt.6. If you spent more time on your own problems and a bit less on mine,a) I'd resign rather than wait to be sacked.b) I'd have a lot of problems getting another one.c) we'd both benefit.d) I'd try to find a job with one of the Japanese banks.7. If we controlled our expenses a bit better,a) I'd resign rather than wait to be sacked.b) I'd have a lot of problems getting another one.c) we'd save a lot of money.d) I'd try to find a job with one of the Japanese banks.8. If you invested some time into learning how the Internet works,a) you'd find that it could really help you in your job.b) I'd have a lot of problems getting another one.c) we wouldn't be so behind technologically.d) I'd try to find a job with one of the Japanese banks.9. If we opened an office in Tokyo,a) we wouldn't be so behind technologically.b) you'd be more aware of what people really felt.c) I'd be interested in working there.d) we'd both benefit.10. If you didn't take the job,a) you'd regret it later.b) you'd be more aware of what people really felt.c) we wouldn't be so behind technologically.d) I'd try to find a job with one of the Japanese banks.SECTION BGoals●To find out about pe ople’s personalities●To learn to municate by Second conditional and Should for adviceProceduresWarming up by learning about personalityWhat is personality? What is your personality?In psychology, personality describes the character of emotion, thought, and behavior patterns unique to a person. There are several theoretical perspectives on personality in psychology, which involve different ideas about the relationship between personality and otherpsychological constructs, as well as different theories about the waypersonality develops.1a Describing and fillingTurn to page 29 and fill in the blanks with words given.1b Which words in activity 1a describe you? Tell your partner.What are you like? I think I am creative and outgoing.Words used to describe peopleAdventurous, superstitious, dependant (on), unfriendly, aggressive, active, old-fashioned, anxious, adaptable, decent, moral, annoyed, irritated, arrogant, very irritating, enlightened, well-informed, upset, excited, open, open-minded, sincere, honest, crazy, flipped-out, well-balanced, stable, shy, timid, talented, gifted, excited, enthusiastic, crazy, mad, persevering, persistent; dogged, helpful, well-known/famous, crazy, loopy, mad, zany, popular, modest, humble, self-effacing, demented, crazy, possessive, spellbinding, fascinating, silly, ignorant, stupid, spiteful, evil, angry, mean, spiteful, well-behaved, good, chaotic, disorganized, charming, cool, thankful, grateful, dumb, self-centred, ambitious, honest, jealous, selfish, simple, plain, simply, arrogant, smug, vain, unique, matchless, lonely, lonesome, vain, very mean, detestable, disgusting, elegant, classy, touchy, sensitive (to), sensitive, feeling, energetic; assertive, mitted, dedicated, narrow-minded, successfulserious, first-class, fair, fantastic, fascinating, lazy, cowardly, fainthearted, refined,unchanging, solid, fit, feeling good, hard-working, industrious, progress-minded,cheeky, kind, friendly, happy, cheerful, merry, thoughtful, considerate, hospitable, generous, educated, cultured; well informed, patient, dangerous, full-of-feeling, sentimental, brilliant, stingy, cheap, tight, rude, low, ignorant, pleasant, brilliant, genius, just; fair; impartial, valued, dear, appreciated, clever, skillful, skillful, clever (at), closed, reserved, talkative, chatty, talkative, sociable, healthy, conscientious, greedy, reliable, trustworthy, pathetic (towards); unconcerned (about), indifferent (to), happy, lucky, rude, generous, well-dressed, good-humoured, well informed (on), good-natured, stubborn, hard-headed, stubborn, domestic, home-loving, cheerful, bright, clear-headed, uninhibited, unworried, wonderful, magnificent,heartless, helpful, cooperative, helpful, deceitful, tricky, naughty, proud, snobby, stuck-up, polite, hungry, realistic2a Listening and checkingCella is asking Bill questions from a personality survey. Check the questions Cella asks. TapescriptGirl1:I just did a personality survey in Teen Time magazine. It tells youhow confident you are.Boy1:Oh? How did you do, Celia?Girl1:I don’t know yet. But it’s a really interesting test. You should try it, Bill.Boy1: OK.Girl1:How about question 1? What would you do if the teacher asked you to give a speech in front of the whole school?Boy1:I’d say I had a cold and couldn’t speak. I would be afraid to make a speech in front of the whole school.Girl1:How about this movie question? What would you do if someone asked you to be in a movie?Boy1:Oh, I’d say no. I’d be too nervous. What’s the next question?Girl1:Let’s see…2b Listening and circlingYou shall listen again to the recording and circle Bill’s responses. Copy the phrases from the listening script.do a personality survey, in Teen Time magazine, a really interesting test, give a speech, in front ofthe whole school, have a cold, be afraid to make a speech, in front of the whole school, in a movie2c Doing pairworkIn pairs ask and answer the questions in the personality survey on page 29.3a Reading and fillingLook at the survey in 2a and read the personality survey result below on page 30. Fill in the balnks with a, b or c.3b Looking and writingNext you are to write your own personality survey based on the that in 2a.4 Doing groupworkAsk students in your group the questions from your survey. Discuss the results.Closing down by taking a personality surveyRead each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly Disagree” as a description of you.Questions Strongly Agree Agree Disagree Strongly Disagree Waste my time?Often feel blue?Seldom feel blue?Have little to say?Do not like art?Believe in the importance of art?Dislike myself?SELF CHECK1.Filling the blanksOn page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary.2.Reading anRead the from Fran and copy all the expressions.FranJust for funTo end this period le t’s do something fun—to find the animals.Reading: What would you do if …?Before you read, go to page 148 to learn the words for this reading passagefirst.While you read, put the sentences into thought groups and underline all the useful phrases to be copied later after class.Martin Robinson is a famous doctor/ who has a lot of experience/ dealing with teenagers. His new book/ What Would You Do/ If…? came out/ last month. It gives advice/ on what to do/in lots of different situations. Here are two pages/ from the book.ACCIDENTSQuestion 1: What would you do/ if you cut yourself/ by accident?Doctor: You should cover the cut/ with a clean cloth /and press it/ hard. If it’s a deep cut, you should see a doctor.Question 2: If my grandmother fell downstairs, and wasn’t moving, I’d hurry/ to call the hospital/ first. Is that/ correct?Doctor:Yes, speed is very important. Get the medical help/ first, then make her fortable/ and stay/ with her.Question 3: What would you do/ if you burned yourself/ by accident?Doctor:Well, first find out/ how bad/ it is. Then/ put the burnedarea/ under cold running water.Question 4:What would you do/ if you injured your knee /while running?Doctor:If I felt some pain, I’d stop exercising. And/ if it hurt/ for more than a few day s, I’d see a doctor.PROBLEMSProblem 1: A friend offers you cigarettes/ at a party.Advice:Of course/ you should refuse！If I were you, I’d also talk to your friend/ about the dangers of smoking.Problem 2:Children often think/ medicine is candy/ and eat it.Advice:You must always hide medicine/ from children, and/ you should tell children/ to ask their parents/ before they eat “candy”/ they find.Problem 3:An “int ernet friend” has asked/ if you could meet.Advice:You should tell your parents/ about it, agree to meet/ in a public place, and you shouldn’t go alone.Problem 4:You get pimples/ when you are nervous.Advice:You should drink lots of water/ and ask your doctor for advice.Part 2: Teaching Resources (第二部分：教学资源)A Personality survey。