九年级英语Unit 4 What would you do教学设计
九年级英语Unit4 What would you do教案 人教新目标版
Unit 4 What would you do?新课程标准感知知识要点本单元用虚拟句谈论一些假设的情况本单元要点如下1．学会谈论一些假设的、虚幻的情况；2．达到如何使用虚拟句提出建议的目标；3．学会表示与现在的情况相反的虚拟语气的结构；4．学会用虚拟语气表述自己的还没有实现的愿望一.重点词汇million、pimple、energetic、confident、shirt、tie、medical、research lottery、million、trouble、energetic、confident、in public、social二.重点短语1.won the lottery 赢得抽奖2. in public 公共的、公众的2.in the slightest 一点也；根本 4. plenty of 很多的、足够的get along with 与…相处 6. let …down使…失望、沮丧7. e up with 提出、想出（问题）8. medical research 医学研究9. what if 如果…怎么办10. be late for 迟到…11. be nervous 紧X的12. get nervous （变得）紧X的13. take a long walk 散步14. ask one’s permission 征求某人的许可15. without permission 没得到许可16. introduce oneself 自我介绍 17. rather than 而不是18. a circle of good friends 朋友圈子三.交际用语1. If I were you , I’d wear a shirt and tie. 如果我是你，我就会穿衬衫打领带。
2. If I were you , I’d take an umbrella. 如果我是你，我就带把伞。
3. What would you do if you won a million dollars ?如果你赚了一百万美元，你会做什么？4. What if I don’t know anyone ?如果我一个人也不认识怎么办？5. You should eat lots of fruits and vegetable and drink lots of water.你应该吃大量水果、蔬菜，大量喝水。
九年级英语 Unit 4 What would you do教案 人教新课标版
Unit 4 What would you do?Period 1Language goals 语言目标1. Words & expressions 生词和短语million, medical, research2. Key sentences重点句子What would you do if you had a lot of money?Ability goals 能力目标Enable the students to understand and talk about imaginary situations.Teaching important 教学重点Talk about imaginary situations, worries/problems.Teaching procedures教学过程Step 1 Revision and Lead-inAsk one or more students to show their work.T: In the last unit, you were asked to do a project on a famous person’s childhood and how he/she became successful. Now who’d like to display your project on the classroom wall?Eg , EdisonThen ask the students to tell what they can learn from Edison.T: Edison had a really different childhood from us. He was the greatest inventor in the nineteenth century. Of all his inventions, electric bulb, is one of the most important. But just imagine what the world would be if there is no electric bulb? Today we’re going to learn how to talk about things that haven’t happened.Step II Listing and SpeakingAsk the students to read the picture on Page 26.T: When we talk about things that haven’t happened, we can use the words I would or I’d. Now look at the picture on Page 26. What can you see in the picture?S: We can see some people, a school, a zoo, a research lab, a bank.T: What are the people in the lower part of the picture doing?S1: Maybe they are thinking about the answers to the question shown in the picture.S2: The woman is reading a newspaper and they are all thinking of the answers to the question.T: Pretend you are the people in the picture, what would you do if you had a million dollars?S3: I’d buy a beautiful car.Write buy a beautiful car on the blackboard.S4: I’d build a research lab.S5: I’d give it to the H ope Project.S6: I’d travel around the world.S7: I’d give it to medical research.Ask for more ideas from the students. Write their ideas on the blackboard.buy a beautiful car,travel around the world, give it to the Hope Project, build a school for the poor children, build a library for our school, build a research lab Show the following to the students and then ask them to practice in pairs.-What would you do if you have a million dollars?-I would (I’d) ____________.T: Now work in pairs and make dialogues.Sample dialogues:1.– What would you do if you saw someone stealing something?–I’d call the police.2.– What would you do if you lost your bike?–I’d buy a new one.3.– What would you do if you saw a girl crying in the street.–I’d help her find h er mother.4.– What would you do if the teacher asked you to sing a song to the class?–I’d say yes.Step III ListeningAsk the students to listen to the recording and pare their answers with those in therecording.T: Next we’ll hear a conversation abou t how to spend a million dollars. The recording will be played twice. For the first time, listen to get the order you hear.Play the tape for the first time.T: For the second time, please number the picture in the order you hear them.Play the tape for the second time. Then check the answers.Step IV Homework1.Ask the students to do more practice as required in 1c on Page 26.2.Ask the students to prepare for the next period: Think about if you have any worriesor problems in daily life.Unit 4 What would you do?Period 2Language goals 语言目标1. Words & expressions 生词和短语tie, worry, what if, pimple2. Key sentences重点句子If I were you, I’d take a small present.Ability goals 能力目标Enable the students to deal with problems and worries.Teaching important 教学重点Talk about problems /worries.Teaching procedures教学过程Step 1 Revision and Lead-inAsk the students to share their ideas about what their worries are first, and then listen to the recording talking about worries.Step 2 Listening Practice (2a, 2b , 2c)Ask the students to listen to the dialogue about Larry’s worries.Play the recording for the first time. Choose the reasons why Larry is nervous? Check the answers, then play the recording for the second time. Check the four things Larry’s sister says to him .( 1, 2, 4, 5)Step 3 PairworkIf you were Larry, what would you do? Make dialogues in pairs.Sample conversation：A: What would you do if you were Larry?B: If I were Larry, I would bring a birthday cake.Step 4 Grammar focus虚拟语气：如果我们所说的不是事实,也不是要求、命令、劝告等，而只是一种假设、愿望、建议或是一种实现不了的空想就用虚拟语气。
新目标人教版九年级英语Unit4-What-would-you-do-教案
Unit4 What would you do?The First PeriodI. Teaching Aims and Demands1. Knowledge Object(1)Key V ocabularymillion, medical, research(2)Target LanguageLook. This old man had a million dollars, and he gave it to charity. Wow! What would you do if you had 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 had a million dollars, you’d buy a big house, buy a car and so forth. However, we would help other people who need help if we had a lot of money.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 projectorVI. Teaching ProceduresStep I. lead-inShow the pictures of Lijiacheng and Bill Gates to the class, asking “who is he?” Get students to focus attention to the class.“They are rich men. Both of them have a lot of money”Show the picture of money. And lead the students to learn and read the new vacabulary million.T: “Do Lijiacheng and Bill Gates have a million dollars?”Ss: “Yes.”Ss: “No.”T: “Well. I don’t have a million dollars, either. It doesn’t matter. Let’s imagine that if the money were yours.”T: “What would you do if you had a million dollars? You can answer me with ‘I would…’ Here, more pictures may help you.”Show the pictures for the students to brainstorm.Step II. Activitiy 1a1.WritingGet the students to add more ideas and fill in the chart.Invite some students to share their answers in the sentences patterns as following:T: “What would you do if you had a million dollars?”Ss: “I would…”The teacher introduce more materials for the class. Lead them to know that money can do many things like helping other people.2. Grammar: the subjunctive moodSummarize the meanings and the structure of the subjunctive mood.The meaning: to describe the imaginary situations.“If +S+the past tence of the verb/were, S+would+verb.”Then ask the students to make sentences individually:Invite some of them to present their ideas.Step III. 1b Listening1.Play the recording. The first time, the students listen and number the pictures[1-3] in the order. Ask one student to answer. Then correct it. Correct answer: 2,1,4,32.Play again. This time, the students should fill in the chart.3.Then fill in the blanks using the informaion they heard and say out each of the whole sentence by a group.Step IV. Oral practice and pairworkShow the sentence patterns on screen. Ask the students to do the pairwork with their partners.Then gether the pictures for the students to do the pairwork.A: What would you do if you had a million dollars?B: If I had a…, I would/ I’d… .Step V. Practice1. Provide more topics for the class to discuss.“If I were my mother, I would/I’d…”“If I were a spacewoman, I would/I’d…”“If I were Bill Gates, I would/I’d…”Ask some students to show their opinions.2. Rush to answer: fill in the blanks and translate the sentences.i.What would you do if you ______ (step)on the moon?ii.What would you do if you ______ (get) lost on your way home?iii.What would you do if you ______ (be)your parent?iv.如果我有一百万美圆,我就会买一栋大房子.v.如果我是你, 我就会去那里。
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。
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。
新目标英语九年级_Unit4_What_would_you_do教案
Unit4 What would you do? (the first period)Tingzu Middle School Liu Dongkui一．Teaching aims:1.Knowledge aims:(1). Key vocabulary: million,medical,research.(2). Target language:--- What would you do if you were a teacher? --- I would leave last.--- What would you do if you had a million dollars? --- I would give it to charity.2.Ability aims:(1). To train the students' listening and speaking abilities.(2). To train the students' communicating ability.3.Emotion aims:(1). Enable the students to care about society.(2). Enable the students to help other people.二. Teaching key points:1. Key vocabulary:million,medical,research.2.Target language:--- What would you do if you were a teacher? --- I would leave last.-- What would you do if you had a million dollars? --- I would give it to charity.三. Teaching difficult points:1.Enable the ss to use the target language.2.Enable the ss to understand the grammar.四.Teaching methods:municative teaching method,2.Audio-Visul teaching method,3.Task-based teaching method.五.Teaching aids: Multi-media computer,a tape recorder.六.Teaching procedure:Step1.Warming up.1.Greetings.2.Lead-in.T:Today,we will learn Unit4 What would you do?In this lesson,we will learn to talk about imaginary situations.Step2. Presentation.1.Present the target language:What would you do if you were a teacher?I would leave last.(1).Present.T:First,I will show you a photo.Now ,look at the photo.Do you know the person?Who is he?SS:Mr Fan ,He is Mr Fan. T:What does he do? S3:He's a teacher in a middle school. T:Clever,You are right.any more?S4:T:Good ,Do you remember the big earthquake in 2008?He ran away once a big earthquake happened.Do you think he's a good teacher?SS:T:Of course not.He isn't a good teacher.He's very selfish.Good,I'm a teacher ,too.But If I were Mr Fan,do you think I would run away? SS:No,You wouldn't run away.T:Of course not.Why?Because I always protect you and help you.Do you agree with me?S7:T:What a good boy!You would leave last and protect your students.(2).Practice the conversation .Boys ask and girls answer,then exchange.(3)Work in pairs,and then act out their conversations.(4).Summary. I think if you were a teacher,you would be the best teacher in the world.As a teacher,we should always stay with my students and protect them all the time.2.Present the key vocabulary:million,medical,research.(1).Lead in.T:Let's think what happened in the big earthquake.How terrible it was!As we all know,so many people died and what happened to many people in the earthquake.Some of them lost their families and got homeless.Some lost their lives and we can't see any more.How terrible the earthquake was!But we are here,we are lucky.Do you think so?In fact,we really want to help them.But we can't help them now.Why?SS:No money!T:Yes.We don't have enough money.(2).Present a picture.T:Please look at this picture.What's this?SS:Money,money.T:Oh,so much money.It's a million dollars.Read after me,million,million.Do you want to have this million dollars?SS:Yes.T:Good,I want to have this million dollars.If I had a million dollars,I would give it to medical research.Read after me,medical,medical,research,research,medical research.3.Present the target language:What would you do if you had a million dollars?I would give it to charity.(1).Present.T:What would you do if you had a million dollars?(Bb)S1:I would give it to charity.S2:I would buy a big house for the homeless people.S3:I would build a big new school for the poor children.S4:S5:.(2).Practice the target language in groups.(3).work in pairs and let some pairs act out their conversation.Step3.Practice.1.Have a chain drill.2.Listening practice.The first time,students only listen.The second time,listen and finish1b,then check the answers.The third time,listen and read after the recorder.3.Work in groups of 4,then make a report.Step4.Production.1.Interview classmates or teachers,then make a report.2.Present the photo of Bill Gates.T:Good.I think you're all kind boys and girls.I think you would do lots of good things if you had a lot of money.Just like this person.Do you know him?SS:Oh,He's Bill Gates.T:You are clever.He's Bill Gates.He's a computer programmer.He's very rich.He's the richest person in the world.Do you want to be Bill Gates?SS:Yes.T:Do you want to be Bill's son?SS:T:If you were Bill's son,you would be the richest person too?SS:T:Do you know,he didn't give his money to his son.He gave all his money to the charity.What do you think of Bill Gates?Is he great?SS:T:He's helpful and so great.Think it over.If you were Bill,what would you do?Would you give all your money to a charity?I think Bill is very very great.We should learn from him.Do you think so?After class,I want you to compare the two persons,Mr Fan and Bill Gates.Which one do you want to be in the future?And write some ideas and next class we'll have a debate.Step 5.Summary and homework.1.This lesson we have learnt the key vocabulary: million,medical,research and the target language:What would you do if you had a million dollars?I would give it to charity.We have learnt to talk about imaginary situations.2.After class practice conversations with your classmates as much as pare the two persons and write some ideas, and next class we'll have a debate.Step6.Blackboard design.Unit4 What would you do? (the first period)million A: What would you do if you were a teacher?Mr Fan's photo medical B: I would leave last.research. A: What would you do if you had a million dollars?B: I would give it to charityBill Gates' photo give it to medical researchbuy a big house for the homeless people.build a big new school for the poor children.。
九年级英语全册Unit4Whatwouldyoudo(第4课时)教案人教新目标版
Unit 4 What would you do？（SectionB1a—2c)Teaching goals:Talk about personalitiesGet the students to grasp the new words：energetic, confident, permission, herself。
Listen, describe and talk about personalities.Talk about embarrassing situations（worries/problems）Get the students to grasp the sentence structure:“What would you do if….？”（目标引领，用一段话表述了本节课的知识、能力和情感目标.)Teaching procedures and ways 教学过程与方式Step 1 PreviewLook at p29， put the following into Chinese or English.1.在公共场所______________________2.变得紧张________________________3.做演讲_______________________4.未经准许_____________________5.be in a movie_____________________6.be friends with sb.________________________7.introduce oneself __________________________8.ask one’s permission _________________________(预习强调学生的参与、体验、感知、实践和交流，以学定教。
）Step2 Revision。
What would you do if….I would… if….Step3 Warming up and new words。
新目标英语九年级教案Unit 4 What would you do？教案3
Unit 4 What would you do?The 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 Object：Everyone may have some trouble. Don't worry.Ⅱ．Teaching Key Point：1．Reading 2．Target languageⅢ．Teaching Difficult Point：Give advice using the target language.Ⅳ．Teaching Methods：1．Reading Practice 2．Pair workⅤ．Teaching Aid：The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck 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 Ⅱ 3aThis activity provides reading practice using the target language. Point to theproblems 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 B: 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.：1.c 2.a 3.bStep Ⅲ 3bThis 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 Ⅳ Part 4This activity provides writing, listening and speaking practice using the target language.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 Ⅴ SummarySay, In this class, we've done a lot of reading, speaking and writing practice using the target language.Step Ⅵ Homework(1) Review the target language by reading the conversations in Activity 3a.(2) Finish off the exercises on pages 11～12 of the workbook.Step Ⅶ Blackboard DesignUnit 4 What would you do?Section AThe Third PeriodTarget language:A: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?B: If I were you, I'd take a long walk before going to bed. That should help you relax.A: I really want a dog, but my parents won't let me have one.B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.A: That's a good idea.。
人教版九年级英语（goforit）unit4教学设计
人教版九年级英语（goforit）unit4教学设计Unit 4 What would you do?Part 1:Teaching design (第一课时：教学设计)Ⅰ、Teaching aims:1.knowledge aims :Words: million medical research tiePhrase：what if ….?Millions of ..2.Ability aims :Improve the speaking skills using “if…were/did…,Iwoul d do…”3.moral aims :We should be kind to others and help others.Teaching importance:Control “if…were/did…,I would do…”Teaching difficulties:Learn How to use imperative mood?Teaching procedure:Ⅱ、Warm-upShow a picture of a tiger with a man in cage.Ask “Has anyone been in a tiger’s cage?...,and tell the students “T oday we’re going to learn about how to talk about things like that that haven’t happened to us.”Ⅲ、PresentationPoint to the picture again, and ask the students “what should this person do? Get several more examples from the students. then ask the students “If you were in the tiger’s cage ,what would you do?” repeat it .and tellthe students should answer “I would …”Explain 主+would +do if 主+were/did..And say “when we talk about thing that haven’t happened, we can use the words’ I would/I’d. after that ,get more answers.Ⅳ、Talking and writingSay, “Please imagine ,what would you do if you had 5 million money?’’ The student discuss with the partners .the teacher can write down the answers in the list and share the answers. We can use the sentences“主+would +do if 主+were/did.Note :explain “million”Ⅴ、Listening and talking1b. First talk about some information in the picture. Say “ We are going to listen to a conversation about their ideas about how to spend a million dollars.”Students listen to the tape and number the pictures.Then help the students practice the similar dialogue simply in 1c. and explain “medical research”ListeningFirst ask “ What would you do if you went to a party? What would you wear? What would you bring? What would you feel if you don’t know anyone at the party?” the teacher can write down the answers so that the students may practice the dialogue with it.。
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。
九年级英语全册 Unit 4 What would you do第二课时教学设计
Unit 4 What would you do 设计要素设计内容教学内容分析1、1、Learn to use subjunctive mood and master the structure .2、Learn to use imaginary situations and improve own confident personality.教学目标知识与技能1. Key Vocab ularytie2. T arget 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.过程与方法According to designing some tasks, train students' listening skill and communicative competence.情感态度价值观Two heads are better than one. Give some direction to those who are introuble.学情分析In the first period, students have known the structure of subjunctive mood .It is the ground of listening and pair work.教学分析教学重点1．Listening Practice2．T arget language教学难点Train students' ability to use the target language.难点解决办法Listening , pair work教学资源A tape recorder , CAI板书设计Unit 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.教学环节教师活动学生活动教学媒体预期效果Step 1 Revision Step 2 Presentat ion Step3 Consolidation and extension Step4 Summary Step 5 Ex ercises Step 6 HomeworkInvite a student to come tothe front of the class and ask ifyou had 100, 000 yuan, whatwould you buy? Students taketurns answering his/herquestion.I. 2aThis activity providespractice understanding thetarget language in spokenconversation.Focus attention o n thepicture. Ask students to describeit.Point to the list of reasons.Invite a student to read them tothe class.Play the recording the firsttime.Students talk about how tospend a large amount ofmoney.Look at the picture and say .Read the sentences.Read the words.Students only listen.students listen and circle thereasons.Read the sentences.Students listen and checkthe things.Read the sentences.Look back at the list ofchecked sentences.Make sentences in pairs.Read the sentences.Answer the questions aboutthe picture.通过复习，使学生对上节课所学知识进行温习。
九年级英语 Unit 4 What would you do_教案 人教新目标版 教案
Unit 4 What would you do?Part 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. Wha t 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 a main 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 situationsWhat would you do if you had a lot of money?If I had a lot of money, I would give it to charity.If I had a lot of money, I would buy snacks.If I had a lot of money, I would give it to Hope Project.If I had a lot of money, I would buy books for the poor.1b Listening and numberingNow you are going to listen and number the pictures 1 to 3 in the order you hear them. TapescriptGirl1: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 helpthe 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 wha t 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 shirt 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 worries and Men is going to give him advice.X: I do n’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 any one, 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 playconversations 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 hors es. 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 classes. 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 people’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 of the 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.Subject:Can you help? From: FranDear Knowledgeable,My best friend, Mei, has a problem. There is a really important English speech contest for 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 es top in the school exams. The problem is that she’s very shy. She doesn’t want to let her friends down, but she’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 e up with good solutions 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 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 burned area/ 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/ formore 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 “interne t 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。
新目标英语九年级教案Unit 4 What would you do？教案6
Unit 4 What would you do?The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：represent, let … down, come up with(2) Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.(3) Read the e-mail 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 Point：Make sentences with vocabulary words.Ⅳ．Teaching Methods：1．Reading method 2．Writing methodⅤ．Teaching Aids：1．A personality survey 2．A projectorⅥ．Teaching ProceduresStep Ⅰ RevisionGo 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 Ⅱ Part 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.Answers：1．tired 2．nervous 3．friendly 4．terrible 5．shy Ask 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 Ⅲ Part 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 e-mail again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in thereading.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 Ⅳ Just 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 Ⅴ SummaryIn this class, we've done much reading and writing practice using the key vocabulary words and the target language presented in this unit.Step Ⅵ Homework(1) Read the e-mail from Fran again.(2) Finish off the workbook exercises on pages 12～14 of the workbook. Step ⅦBlackboard DesignUnit 4 What would you buy?Self checkThe Sixth PeriodSample answers to Activity 1:1．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.。
(九年级英语教案)Unit4Whatwouldyoudo英文教案
Unit4Whatwouldyoudo英文教案九年级英语教案unit4 what would you do ?i.teaching contentsection a 3a-4ii. the analysis of the teaching materialsthe topic of this unit is about imaginary situations. such topic enables students to activate their imagination and raises learning interest of students. all activities can give students’ speaking and reading practice in section a(3a-4). these activities can help students improve their integrating skills.iii.the analysis of studentsstudents have learnt more about the advice to problems they meet in their daily life, and they also have practiced the target language. so that is easy to train students’ reading ，speaking and wrting skills.iv. teaching designin this period, we ‘ll talk about student’s problems and give advice using the target language. firstly, show some pictures to practice target language. and leadstudents naturally into the language environment. that is the first task of lesson, and to pave the way for the second task. this activity can improve students’ reading skill. then have a groupwork of four students thinking of different advice for problems. next , provide some examples to drill and invite different student to report their answers. finally, i prepared an extension practice to sum up knowledge points.v.teaching aims and demands1.knowledge objects(1)key wordspimple, trouble(2)target languagei can’t sleep the night before an exam.then i’m too tired to do well. what shou ld 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 good idea.2.ability objects(1) train student’s reading skills.(2)train student’s integrating skills.3.moral objectevery one may have some trouble. don’t worry.vi.teaching key points1.reading2.target languagevii.teaching difficult pointgive advice using the target language.viii.teaching methods1. reading practice2. pairworkvix. teaching procedures:1. review. ( talk about the student’s problems and give some advice)2. show out pictures, ask students to make conversations3. read the problems and the pieces of advice. (explain the notes about 3a).4. talk about advice using target language5. give some problems and drill.6. extension practice.7. homeworkx.teaching aidsmuti-mediaxi. teaching steps:stepi.lead- int: what do you think of theEnglishsong?s: good/beautiful/ relaxing九年级英语教案1. show out some pictures by screen, ask students to give some advice.(1) i' m unhappy. i argued with my best friend. and i don’t know what to do or to say.(2) i always worry about my study. i’m afraid to fall behind(落后）.(3) i like eating junk food but i’m too heavy now.2. ask students to talk about it and give some advice using target language. if i were she, i__________________________.if i were he, i __________________________.if i were the little boy, i__________________.【sti mulate students’ interest, improve students’ speaking skill】stepii. 3a1. invite students to read the problems and the pieces of advice to the class. (if students have mistakes, call students to correct it.)2. explain the notes about 3a3. ask students to match the problems with the correct advice.4. read them after checking the answers.【improve students’ reading skills.】stepiii.3b1. think of some different advice for the problems in3a.2. give a model and make their own conversations.a: i can’t sleep the night before an exam. then i’m too tired to do well. what should i do?b: if i were you, i ‘d…teacher walks around and gives a help.3. invite several groups to show their conversations to the class.4. drill: 你能模仿3a写出合适的建议么？括号的短语可能对。
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Unit 4 What would you do?
【教学目标】
⑴知识目标:
① key words：million medical research
②Target language:
What would you do if you had a million dollars?
I’d give the money to charity.
If I were you, I’d wea r a shirt and tie.
③Structure: I would...
⑵能力目标:发展学生的听及识记能力,培养学生综合语言运用能力。
⑶情感、态度和价值观:通过对一些情景的反应，培养学生的应变能力,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,主动思考,大胆表述,提高语言实际运用能力。
【教学重点】
Talk about imaginary situations or worries.
【教学难点】
Learn the sentence structure.
【教学过程设计】
Step Ⅰ. Greet the whole class as usual.
Step Ⅱ. Warming-up
T: Did you have a good sleep last night?
Ss: No, I did n’t./Yes,Idid.
T: I had a good sleep last night, because I dreamed I won a million dollars in the lottery.And Idid many things in my dream.
Do you want to have a million dollars?
Ss: Yes, I do.
T: What would you do if you have a million dollars?
S1: I’d buy a big house.
S2: I’d buy a sports car.
S3: I’d put it in the ban k.
S4: I’d travel around the world.
T: OK, stop here. Please look at the screen and guess what I would do if I had a million dollars?
(Teacher shows two pictures in the screen .)
Answers: ①I’d give the money to charity.
Because I want to help the people who are in trouble.
②I’d give it to the zoo.
Because I want to help animals.
Step Ⅲ. Listening
1. Section A 1a.
Add more ideas and write them down
(show the pictures if they can’t have more ideas)
2. Section A 1b.
Listen to the tape and number the pictures 1-3.
3. Correct the answer.
4. Pairwork 1C (they can aldo have their own ideas)
Step Ⅳ. Listening 2a
1. Point to the picture on the book and ask students to tell what is happening.
Explain that the boy(Larry) is getting ready to go to his friend Tom’s party and he’s feeling a little nervous. His sister is helping him pick out what to wear.
First read the five sentences. Then listen and circle the reasons.
Check the answers
2. 2b.
Explain that Larry is nervous to go to the party so his sister gives some advice to him. What are they?
Listen and check four things Larry’s sister says to him.
3. Check the answers.
StepⅤ. Pairwork
1. Student A is Larry and Student B is his sister.
Student A, talk about your worries
Students B, give advice.
Example:
A: I don’t know what to wear.
B: If I were you, I’d wear a shirt and tie.
C: If I were you, I’d take a small present.
D: If I had enough money, I would send him a sports car.
2.Pairwork
Talk their own problems or worries in their daily life and give advice.
Step Ⅵ. Summary
总结虚拟语气的用法
Step VII Homework
1. What would you do if you were a volunteer?(writing)
2.Pre-read 3a on page 28.。