九年级英语 Unit 4 What would you do第三课时教学设计人教新目标版

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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?。

九年级英语《Unit 4 What would you do》(Period 3)教案人教新目标版

广东省汕头市龙湖实验中学九年级英语全册《Unit 4 What would you do》（Period 4）教案人教新目标版Teaching aims:1.knowledge aims :Words: energetic confident ….Useful expressions: without permission introduce oneself to sb. Get along with2.Ability aims :g et the students to make up some sentences using “if I were …,I would do…” Improve their listening skills3.moral aims :you’d better bother others .Teaching importance:Learn to use “if I were/did …,I would do …”Warm-upGiving definitionsSay “ Just now we had the word competition. Then let’s try to give definitions of these words in English.” Discuss with partners and give definitions.Writing and competitionGet the students to understand the instructions in 1a. Understand the meaning of every word. Then fill in the blanks with the words. Check the answers.After students write the words, have a competition of making up sentences. Say, “ Please make up sentences by using these words. Let’s see who can make up more sentences , boys or girls?”. Then do it.After that ,the students can ask and answer with the partner , “what are you like?,I am …., what is he like? He is …. Get the students to the words .Listening2a. At first help the students understand the instruction. Look at the personality sur vey. Explain “ give a speech, without permission, introduce oneself to sb.” Then listen. Check the questions Celia asks.2b. Listen again. Circle Bill’s responses. Then check the answers.Explain importanceAfter that, get the students to practice the dialogues with the questions and answers.ReadingAsk the students to read the passage in 3a and fill in the blanks in the results with “a”, “b” or “c” according to the survey in 2a. Then help the students comprehend the whole passage.Some points:1. pre tty ① 相当，非常相当于very, quite ② 漂亮相当于beautiful2. in the slightest 意思是“根本，一点也”not….in the slightest 意思是“根本不，一点也不”，相当于not…. at all.slight 是adj. 表示“轻微的，不重要的” 例：I have a slight cold. 我有点轻微的感冒。

Unit4 What would you do 教案 (人教版九年级全册) (3)

Unit 4 What would you do?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 an e-mailRead the e-mail from Fran and copy all the expressions.Subject: Can you help? From: FranDear Knowledgeable,My best friend, Mei, has a problem. There is a really important English speech contestfor our whole city next month. Our classmates want her to represent the class in the school contest. Everyone is sure she will win. It’s probably true. Mei is very clever, and can speak English really well. In fact, she always comes top in the school exams. The problem is that she’s very shy. She doesn’t want to let her friends down, but sh e’s terrified of speaking in front of other people. She’s my friend,so she can tell me that she’s shy. But she can’t tell everyone that. I don’t think they would believe her. I can’t think of any good advice to give her, but you always come up with good s olutions to people’s problems. What do you think I should tell Mei? What do you think I should tell the rest of the students? FranJust for funTo end this period let’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 thisreading passage first.While you read, put the sentences into thought groups and underline allthe useful phrases to be copied later after class.Martin Robinson is a famous doctor/ who has a lot of experience/ dealing with teenager s. 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 comfortable/ 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 burned area/ under cold running water.Question 4: What would you do/ if you injured your knee /whilerunning?Doctor: If I felt some pain, I’d stop exercising. And/if it hurt/ for more than a few day s, I’d see adoctor.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 “internet 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 surveyIn School1. I like teachers who set routines and have organized ways of conducting classes.2. I like classes to be "hands on," I like to play games, compete, and solve problems.3. I like my teachers, especially those who are friendly.4. I learn best by working by myself.5. I prefer teachers who stay on one topic at a time.6. I like classes that have contests, changes of pace, and variety.7. My favorite subjects are about people, such as language, drama, and literature.8. I am easily bored if the subject holds no interest to me.9. I like subjects that are useful and traditional, such as history and government.10. My favorite subjects are music, art, and crafts.11. I am social and work best in a group setting.12. Sometimes, it is hard for me to decide what's important, because so many things are interesting to me.With Friends13. I prefer friends who are careful with their money and who make plans ahead of time.14. Planning ahead bores me because I never know what I want to do until the moment arrives.15. I am sensitive to rejection and need to know that a person cares about me.16. I may seem distant and without emotions.17. I like my friends to be loyal, dependable, and on time.18. I like to excite my friends with new and different things.19. I appreciate real, human feedback and like to receive notes and gifts.20. I am uneasy about showing my emotions.With Family21. I like stability and security and enjoy traditions and celebrations.22. I need a lot of space and freedom.23. I like to be happy and loving.24. I am probably seen as a loner because I like a lot of private time to think.25. I like to spend holidays with family members and plan on such gatherings for months and months.26. It is hard for me to follow rules and I feel we all should just enjoy one another.27. I am very sensitive to rejection from my family and to family conflicts.28. Sometimes, I find activities boring and have difficulty following family rules that don't make sense to me.。

人教版九年级英语Unit 4 What would you do Section A 3A说课稿

Unit 4 What would you do? Section A 3A说课稿尊敬的各位评委、老师：大家好！今天我说课的内容是九年级Unit1 What would you do? Section A 3a。

本次说课从以下四个环节展开：教材分析、教法和学法、教学过程、教学评价。

一、教材分析（一）、教材的地位与作用本节课选自九年级Unit1 What would you do? Section A部分的3a。

这是一篇短文阅读。

短文内容主要是个人遇到的烦恼以及他人提出的建议。

涉及到的重要语法是本单元的虚拟语气句型If I were you, I’d…。

通过本节课的学习让学生掌握虚拟语气的结构，能够谈论想象中的情景，为Section B的学习打下基础。

（二）、教学目标结合以上教材分析，本节课我设计了三个知识目标、一个能力目标和一个情感价值目标。

1、知识目标1、全体学生能从音、形、义上掌握单词exam pimple2、全体学生能掌握短语what to say, too…to, take a big exam ，并会运用。

3、80%学生能正确认知英语中的“ 虚拟语气” 和“定语从句”eg. If I were you, I would talk to someone who looks friendly.2、能力目标训练学生掌握良好的阅读习惯和阅读方法，即略读、跳读、细读等，以便让全体学生的阅读能力有不同程度的提高。

3、情感目标通过学习，学生能够对他人的问题提出合理建议，从而培养乐于助人的品质。

（三）、教学重点、难点重点：1、能用略读、跳读、详读的阅读方法进行阅读。

2、掌握本课出现的相关词汇和句型，并能正确使用。

难点：能利用课文中出现的重要词汇和线索来复述课文并形成自己的语篇。

二、教法和学法本节课的教法采用的是任务型的教学方法。

任务的设计由易到难，由简到繁，环环相扣。

让学生在自主完成任务的过程中，掌握语言点，掌握阅读的策略和技巧。

九年级英语全册Unit4WhatwouldyoudoPeriod3教案人教新目标版

Unit 4 What would you do Period 3Language goals (语言目标)1. Words & expressions：energetic, confident2. Key sentences：(1) What if you do if…? (P29）(2) I think I’m creative and outgoing. (P29）Ability goals (能力目标)Enable the students to learn to describe personalities.Emotion & attitude goals (情感和态度目标)Enable the students to learn to deal with different personalities. Strategy goals (策略目标)Enable the students to know how to deal with different personalities. Culture awareness goals (文化意识目标)Different personalitiesare viewed differently in different cultures. Teaching important (教学重点)How to describe different personalities.Teaching procedures & ways (教学过程和方式)Step 1. RevisionCheck the homework.T: Some of your parents often say they find it difficult to communicate with their growing children. If I were in such a situation, what should I do? Can any of us give me some advice?S1: If I were you, I’d ask them to obey my orders.S2: If I were you, I’d try to make a heart-to-heart talk with them.…Ask the students about their ideas about their problems at home/at school. T: As teenagers, you may have many new and different ideas from your parents. Well, everyone, what problems do you have at home/at school? Show your list and advice please.Ask some of the students to show their work and then make dialogues in pairs.Sample list of answers:Sample dialogue 1S1: I love playing video games, but my parents don’t let me play.S2: Well, too many video games will waste your study. Maybe you can do some reading instead.S1: That’s a good idea.Sample dialogue 2S1: I always try hard to understand the teacher well, and I often lose chance of answering the teachers’ questions.S2: Don’t worry. Try to ask for help from your classmates or from your teachers. S1: Good idea.Sample dialogue 3S1: I can’t play video games at home. My parents don’t allow me to play at home. S2: Well, playing video games may greatly influence your study. So you’d better do some reading, instead.S1: That’s a good idea.Step 2. Word StudyT: In your lists of problems,we may find some students in our classoften dare not to speak in public.They are not confident. What about you? What words do you know can we use to describe people?S1: H ardworking, friendly…Try to get as many words as possible and write them down on the blackboard, such as the following:easy-going, reserved, hospitable,sociable, formal, talkative,fun-loving, respectful, humorous, serious, romantic, lazy, diligent,kindT: The above are all words to describe what one is like in personalities. But。

新目标英语九年级Unit 4 What would you do教案

Unit 4 What would you do?Teaching Aims and DemandsKnowledge ObjectsTo make sts grasp how to talk about imaginary situations.To make sts grasp how to give advice using the target language.Ability ObjectsTo train sts' histening, speaking, reading and writing skills.To train sts' communicative competence.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 USA , teenagers get their pocket money by helping parents with housework . It is a little different from that in China.Teaching Key PointsTo learn the key vocabulary words and the target languagee.To make sts use the target language to give advice.Teaching Difficult PointTo train sts' histening, speaking , reading and writing skills by many different kinds of activities.Studying WaysTeach sts how to communicate with others .Teach sts how to give advice shen sb is in trouble.The 26th periodTeaching Contents : Section A 1a -1c on Gage26Teaching Proocedures :1 Words on page 26 studyingExplanation:①hundred thousand million billion具体概念的数词不达意+n. (sing.)hundreds of thousands of millions of②medical adj.a medical student / college.medicine n. 药，药剂（内服药，n (u)）2 1a⑪Read the instructions to the class.⑫Call sts' attention to the words in the box.Ask a st to read them to the class.⑬Get sts to complete the task.⑭Correct answers.3 1b⑪Read the instructions to the class.⑫Explain the question in the speech bubble.If I had a million dollars, I would buy a big house.I'dIf we left now, we would arrive in time .shouldIf he know the answer to the teacher, he would be a clever man.⑬Point to the pivtures. Ask sts to describe them one by one.⑭Listening practice.4 Pairwork⑪Read the instructions to the class.⑫Call sts' attention to the conversation in the box.⑬Get sts to work in pairs.5 Summary.教学后记:The 27th priodTeaching Contents : 2a-2c on Page 27Teaching Procedures :1 Revision⑪Words on Page 26.⑫Ask sts ,If I had a plane, I would travel around the world. What would you do uf you had 100,000 yuan?2 Present unrealconditional clause "If I were you , I'd......"If I were you, I'd ask the teacher for help.If I were eighteen years old , I'd learn to drive.3 Look at Grammar Focus , trying to understand these sentences.4 2a⑪Focus attention on the picture. Ask sts to describe it.Help sts 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.⑫Point to the list of reasons. Read them to the class.⑬Explain language points.①be late for②wear in put on③bring take should④at the party⑭Listen to a conversation between larry and the girl and circle the reasons.⑮Check the answers.5 2b⑪Read the instructions to the class.⑫Point to the list of sentences. Read them to the class.⑬Help sts understand all the sentences.Language points:①worry about be worried about worryingeg. She is worried about the worrying problem.②talk to/with sbtalk about sth talk of sb/sth③don't have to = needn't⑭Listen to the conversations. Check the four things Larry's sister says to him.⑮Check the answers.6 2c Pairwork⑪Point to the list of Larry's worries in the box.Read them to the class.⑫Language Points①what if 表询问或提建议''如果……怎么办?''What if I'm late for class?the teacher gets angry?②else othersome /any /every/no -thing/body + elsewho /which /what/ when /wnere +elseother + n.⑬Pairwork.教学后记:The 28th periodTeaching Contents: Section A 3a-4Teaching Procedures :1 RevisionIf I had a million dollars, I'd......If I were you , I'd......2 3a⑪Ask different sts to read the problems on the left to the class, and translate them into Chinese.⑫Point out the pieces of advice on the right .Get different sts to read them to the class.⑬Point out the sample answer.⑭Sts match each problem with the correct advice.⑮Language points.①talk to sb②look friendly③get pimples 起粉刺④take a big exam⑤too...to...eg. The box is too heavy for me to carry.⑯Read after the teacher.3 3b think of different advice for the problems in activity 3a.4 4 groupwork⑪Ask sts to read the conversation in the box.⑫Help sts understand the conversation.5 Words and expressions for section B.Explain ①energe energetic②confident confidence③permit permission④knowledge knowledgeable教学后记:The 29th periodTeaching Contents : SectionB 1a-2c on Paage 29teaching Procedures :1 Words reviewing.2 1a⑪Read the instructions to the class.⑫Point to the five words above the box. Ask a st to tell each word means.⑬Teach sts to read.⑭Focus attention on the five membered sentences in the box. Ask sts to think about which word would work best in each blank.⑮Check the answer.⑯Language Points①be afraid to do sth be afraid of sth/doing sth②in public 在公共场合③get nervous④hardly cf. hard3 2a⑪Call sts' attention to the chart .Tell them that this is a questionaire about how confident you are.⑫Point to the list of questions underneath the headline" whaat would you do......"Ask different sts to read them to the class.⑬Listen to the tape twice . Check the questions ' LeLia asks.⑭Check the answers.4 2b⑪Point to the list of answers underneath the headline " I would...... " Ask different sts to read them to the class.⑫Listen again. Circle Bill's responses.⑬Check the answers.⑭Language points①give a speech②without permission③be in a movie④be friends⑤have a cold⑥ask sb's permission⑦introduce oneself to sb5 2c PairworkAsk und answer the questions in the personality survey.教学后记:The 30th periodTeaching contents : 3a-4Teaching procedures:1 Words on Page 30 reviewing.2 3a⑪Calll sts' attention to the personality survey results in the box.Have sts read the three parapraphs silently.⑫佰Ask sts to lool at the questions and answers on the survey in Activity 2a.Say The letter a answers all deseribe one typeof person. The letter b answers describe another and c still another type.⑬Get sts to complete the activity on their own.⑭Check the answers.⑮Language Points:①pretty adv. fairly quite ratheradj. beautiful good-looking②not ... in the slightest =not ... at all 毫不，一点也不You didn't affect me in the slightest.③plenty of eggs, money, time 充裕，丰富，大量Note: plenty of 通常用于肯定句中，enough ,much, many通常用于否定句，疑问句。

九年级英语unit4《Whatwouldyoudo》教案

九年级英语unit4《Whatwouldyoudo》教案九年级英语unit4《What would you do》教案教材分析本单元主要谈论有趣的，令人尴尬的场景与经历，即谈论某种假想的场景，学习使用虚拟语气，为后几个单元的话题谈论与学习埋下伏笔。

谈论有趣的，令人尴尬的场景与经历，向他人征求意见，并学会给他人提出建议，说自己的事，贴近生活，富有生活气息，易于激发学生的参与兴趣。

阅读侧重了解篮球的文化知识训练，写作侧重于针对某个问题提出解决方法的书面表达。

在精读中培养学生的快速阅读能力和技巧，使学生在以后的英语习得过程中，善于运用娴熟的阅读技巧，进行广泛的课外阅读。

学情分析运用matching的学习策略，重在培养学生的口语交际和英语思维习惯，可以通过学生自主式学习方法，合作式学习方法展开活动，进行听，说，读，写的四边互动式训练。

听；力侧重于捕捉关键词的训练，说侧重于谈论假设情景内容的口语训练，即独白式，对话式的课堂活动。

阅读侧重了解篮球的`文化知识训练，写作侧重于针对某个问题提出解决方法的书面表达教学目标本单元的Topic是interesting and embrrassing situations, function 是talk about imaginary situations,把握难点structure 是second conditionl 以及should for advice.目标语言是what would you do if you won a million dollars? I”d give it to medical research ,I can not sleep the night before an exam .what should I do?教学重点和难点重点：1，最新词汇vocabulary有million energetic confident medical research.2,复习的词汇recycling有nervous outgoing relax late snake shy creative,etc.难点：second conditional 以及should for advice.教学过程一，课前热身引导学生假想自己现在拥有大笔的钱，那么将如何处理和使用这些钱，要求学生写下自己的想法，进入1a部分的学习。

九年级英语全册 Unit 4 What would you do第三课时教学设计

Unit 4 What would you do设计要素设计内容教学内容分析1、 1.To understand the students ’ problems . 2.To go on learning The Subjunctive Mood 3.If I were you , I ’d ……4.To practice the students ’ oral ability教学目标知识与技能1. Key Vocabulary pimple, trouble2. T arget LanguageI'm too tired to do well. What should I do?If I were you, I'd take a long walk before going to bed.过程与方法 According to designing some task s ， train students' reading skills and integrating skills.情感态度价值观Everyone may have some trouble. Don't worry. 学情分析 Based on the front periods ,make the students use the target language 教学分析教学重点 Target language教学难点 Give advice using the target language.教学环节教师活动学生活动教学媒体预期效果Ste p 1 Revision Step 2 Presentation Step3 Consolidation and extension Step4 Summary Step 5 Exercises Step 6 HomeworkGet students to talk aboutwhat they would do if a teachercriticized them.I.3aThis activity providesreading practice using the targetlanguage. Point to the problemson the left. Ask different studentsto read them to the class.Point out the pieces ofadvice on the right. Get differentstudents to read them to theclass.Point out the sampleanswer. Invite a pair of studentsto read the problem and thepiece of advice to the class.Ask students to match eachproblem on the left with theHave a discussion.Read the sentences.Read .Work in pairs.Work individually tocomplete the activity ontheir own.Read the conversation inpairs.Think by oneself.Work in pairs to make newconversation.Read the conversation.Make a list i n the chart.Then ask their classmatesfor advice a nd write theiradvice in the chart too.Work in pairs.对上节课所学知识进行复习。

新目标九年级英语Unit4Whatwouldyoudo教案

新目标九年级英语Unit4Whatwouldyoudo教案教学目标：1.让学生掌握本单元的核心词汇和句型，能够运用情态动词would 表示对将来情况的假设和推测。

2.培养学生在不同情境中运用英语进行交际的能力。

3.提高学生的阅读理解能力和写作能力。

教学重点：1.情态动词would的用法。

2.本单元的核心词汇和句型。

教学难点：1.情态动词would在不同情境下的用法。

2.对未来情况的假设和推测。

教学过程：一、导入1.老师通过图片或视频展示不同情境，让学生猜测并讨论在这些情境下他们会怎么做。

2.学生分享自己的观点，老师引导他们使用情态动词would。

二、词汇教学1.老师展示本单元的核心词汇，如：save,help,ask,advice等，让学生跟读并模仿。

2.学生分组进行单词接龙游戏，巩固记忆。

三、句型教学1.老师展示句型"Whatwouldyoudoif?"，让学生跟读并模仿。

2.学生两人一组，根据教材中的情境，编写对话，并运用所学句型。

四、听力训练1.老师播放教材中的听力材料，让学生听后回答问题。

2.学生根据听力材料，完成练习题。

五、口语练习1.学生分组，根据教材中的情境，进行角色扮演。

2.老师巡回指导，纠正发音和语法错误。

六、阅读教学1.老师带领学生阅读教材中的课文，分析文章结构，理解文章内容。

2.学生完成课后练习题，巩固所学知识。

七、写作训练1.老师出示写作题目，如："Whatwouldyoudoifyouhadamilliondollars?"，让学生进行思考。

2.学生根据题目，进行写作练习。

1.老师邀请学生分享自己的写作成果，并进行点评。

2.老师出示拓展题目，如："Whatwouldyoudoifyouwerethepresidentofyourcountry?"，让学生进行讨论。

教学反思：本节课通过多种教学活动，让学生掌握了情态动词would的用法，以及本单元的核心词汇和句型。

unit 4 what would you do 教案3(人教新课标九年级)doc

Unit 4 教案示例3Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabulary 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 Points1．Listening Practice2．Target languageⅢ. Teaching Difficult PointTrain students’ability to use the target language.Ⅳ. Teaching Methods1．Listening to cassettes2．Pairwork3．Teaching by inductionⅤ. Teaching Aids1．A tape recorder2．A picture of a person in a lion’s cage3．A projectorⅥ. 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.AnswersCircle items:2,3,5TapescriptGirl 1：Where are you going, Larry?Boy 1:To Tom’s party.Girl 1:Lucky you! I’d love to go to that party !Boy 1: Yeah, well, I’m a little nervous. I don’t know what to wear.Girl 1: If I were you, I’d wear a shirt and tie.Boy 1: What if everybody else is wearing jeans and T-shirts?Girl 1: Oh, you shouldn’t worry about what other people are wearing.Boy 1: And I don’t have a present. What if everyone brings a present?Girl 1: If I were you, I’d take a small present—a pen or something.Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it.Boy 1：OK. But what if I don’t know anyone?Girl 1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.Boy 1 : I guess I can do that.Girl 1: Look! You’re sure to have fun.But if you’re still nervous, you can leave.Step 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.AnswersChecked 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.SA: I don’t know what to wear.SB: 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 activityAsk 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 pieces of 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 theclass.S1:What would you do if you won a million dollars?S2:I’d give it to charities.S3:If I were you, I’d wear a shirt and tie.S4:If I were you, I’d take an umbrella.Write them on the blackboard.Show a picture of someone in a lion’s cage on the screen by a projector. Ask studentsquestions pointing to the picture.T: Have you ever been in a lion’s cage?Ss: 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 andtie. 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. StepⅧBlackboard DesignUnit 4 What would you do?Section AThe Second PeriodTarget language:A: What would you do if you won a million dollars?B: I’d give it to charities.A: If I were you, I’d wear a shirt and tie.B: If I were you, I’d take an umbrella.A: What would you do if you were in a lion’s cage?B: I’d call for help.C. I’d get out fast.。

九年级全Unit 4 What would you do 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 re ading 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’ abi lity 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’ list ening, 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 wa lk 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 stude nts’ 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 Methods1. Scene teaching Method2. Teaching by induction3. PairworkⅤ. Teaching AidA tape recorderⅣ. 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.Answers2,1,4,3TapescriptGirl 1: Hey, did you see this newspaper article? A girl won a million dollars in the lottery. She was only 14.Boy 1: Wow, how luck!Girl 1: What would you do if you won the lottery?Boy 1:If I won the lottery, I’d give the money to the 200. I want to help the pandas.Girl 1:That’s a good idea! I know what I’d do. If I won the lottery, I’d buy a big house for my family.Girl 2: Really? I’d put the money in the bank. Then I’d just watch it grow!Boy 2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.Step 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 medic al 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 targe t 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 ⅦBlackboard Design。

九年级英语全册Unit4Whatwouldyoudo教案教学设计学案人教新目标版.doc

Unit 4 What would you do ?一、教学目标1 ＞语言目标Talking about imaginary situations ・（谈论虚构情景2、知识目标表示现在及将来情况的虚拟条件句所引起的虚拟语气的用湧錯。

3、能力目标根据本单元所学知识，让学生能对与现在事实，过去事实及将来事实相反的事用虚拟条件句表达。

二、重点知识仁重点单词Medical research tie worry en ergetic con fident permissi on herself bother annoy fairly plenty listener knowledgable rest shelf cover deep correct burn kn ee hurt offer refuse helpful基本要求会读写会用2、重点短语What if .............. not .................... in the slightest ,plenty of , get along with ・・・.let ..................................... down, ........................... c ome up with , com out , rather than , hide ............. from , take a long walk , ask one 's permission , right away.基本要求会读写会用3、重点语法虚拟语气基本要求理解其含义，会用虚拟条件句表达不能实现的愿望、假设、怀疑、建议醜纯粹的空想。

三、导学案Section A•例析导学1 > What would you do if you had a million? _______ million num . 意为“百万”【拓展】（1） millions n . 意为“无数”Eg . She has millions of money .⑵million n・意为“百万元”Eg . He is worth three millions.2、Student A talk about you worries,. ______ worry n . 意为“烦恼【拓展】（1） worryv 。