2019-2020年(秋)九年级英语全册 Unit 4 What would you do教案1 人教新目标版.doc

2019-2020年(秋)九年级英语全册 Unit 4 What would you do教案1 人教新目标版1．教学设计学科名称:Unit4 What would you do?（九年级英语上）2．所在班级情况，学生特点分析:我所任教的九年级（3），（4）班的学生，无论从学习习惯还是听课习惯都存在着很大差异。

其中（3）班的学生沉默寡言，不善于表现，课堂气氛有点沉闷；而（4)班的学生恰恰相反，思维活跃，敢于表现，课堂气氛活跃。

所以在教学中我得采取不同的方法完成教学任务。

3．教学内容分析:本单元以What would you do？为话题,共设计了四个部分的内容：Section A该部分有4个模块：第一模块围绕What would you do if you had a lot of money?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕Embarrassing situations （worries/problems）进行听力（2a-2b）、口语训练（2c）；第三模块继续就上一模块中的Embarrassing situations这一话题展开训练，训练形式为阅读配对（3a）和角色表演（3b）；第四模块仍就Embarrassing situations以小组活动形式展开讨论。

Section B该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕A personality survey继续对What would you do if…/I would…进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕A personality survey 这一话题展开阅读（3a）和写作（3b）训练；第四模块仍就A personality survey这一话题以口语训练形式展开小组活动。

Self Check该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块就一封E-mail展开阅读和写作训练。

Reading该部分共设置了5项任务：第一项任务以问题讨论的方式激活学生相关背景知识；第二项任务要求学生通过快速阅读获取信息；第三项任务利用讨论、写作等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生运用所学知识开展实践活动（做一次调查）。

让学生学会利用虚拟语气谈论假设的情景，充分发挥学生的想象力，以形成乐观开朗的性格，并培养他们正确的人生观和价值观。

枯燥的话题很难提起学生的学习兴趣。

在这单元通过一个有趣的话题——假如你有一百万美元,你会怎么做来激起学生的学习兴趣,让学生主动谈自己的看法,学有所得。

学情分析：九年级学生已具备了一定词汇量，并且在八年级就已经掌握了if引导的真实条件句，经过两年的新课程理念的熏陶及实践，有了初步的自主、合作、探究的能力。

加上学生都有一双充满幻想的翅膀，本节课的内容恰好符合学生的这一特点，他们一定会对本节课感兴趣。

4．教学目标:⑴知识目标:①What would you do if you had a million dollars?I’d give the money to charity.②If I were you, I’d wear a shirt and tie.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：通过本节课,激发学生对社会的关注,增强奉献意识,使学生形成积极的情感态度,主动思维,大胆表述,提高语言实际运用能力。

5．教学难点分析:To train students’ listening, speaking, reading and writing skills by many different kinds of activities.教学方法本课采用任务型教学法,用What would you do if you had a million dollars?这个问句,引出谈论假想情况的话题。

采用提问、启发和归纳的教法,让学生易于接受教材内容,培养学生的语言运用能力.6．教学课时: 5个课时7．教学过程：The First PeriodⅠ.Teaching Aims and Demands1.Knowledge Object(1) Key Vocabularylottery, million, medical, research(2) Target LanguageLook. This girl won a million dollars in the lottery.Wow ! What would you do if you won a million dollars?I'd give it to medical research.(3) StructureI would/I'd do2.Ability Objects(1) Train students' listening skill.(2) Train students' communicative competence.3.Moral ObjectIf you won a million dollars, you'd buy a big house, buy a car and so forth. However, do remember it's really being cool to realize your dream through great efforts.Ⅱ.Teaching Key Points1.Target language2.The structure: I would/I'd doⅢ.Teaching Difficult PointThe structure: I would/I'd doⅣ.Teaching Methods1.Scene teaching. Method2.Teaching by induction3.PairworkⅤ.Teaching AidA tape recorderⅥ.Teaching ProceduresStep Ⅰ RevisionReview the structure "should be allowed to" by asking students to make sentences about school rules.Step Ⅱ 1aThis activity focuses on vocabulary and structures introduced in the unit.Read the instructions to the class.Call students' attention to the words in the box. Ask a student to read them to the class.Say, What would you do if you had a lot of money? Add more ideas to the list. Then share your answers with other students.Get students to 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 Ⅲ 1bThis activity gives students practice understanding the target language in spoken conversation.Read the instructions to the class.Read the question in the speech bubble.Explain the word lottery to students.Say, You will hear teenagers talking about what they would do if they won the lottery.Point to the pictures. Ask students to describe them one by one.For example, for Picture One, a student might say,"If I won the lottery, I'd buy a big house. "Point out the sample .answer, Say, The first picture you will hear about has the number one on it.Play the recording for the first time. Students only listen.Play the recording again. This time students listen and number the pictures in the order they hear them.Check the answers.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 Ⅳ 1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students' attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.SA: Look! This girl won a million dollars in the lottery.SB: Wow! What would you do if you won a million dollars?SA: I'd give it to medical research.Write it on the blackboard.Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.Step Ⅴ SummaryIn this class, we've learned some vocabulary words and the target language what would you do if you won the lottery? I'd give it to medical research.Step Ⅵ HomeworkIf you had a large amount of money, e. g. 100 , 000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow.Step Ⅶ Blackboard DesignUnit 4 What would you do?Section AThe First PeriodTarget language:A: Look. This girl won a million dollars in the lottery.B: Wow! What would you do if you won a million dollars?A: I'd give it to medical research.The second Period:Ⅰ.Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularytie(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 Ⅰ RevisionCheck 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 Ⅱ 2aThis 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 Ⅲ 2bThis 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 Ⅳ 2cThis 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 Ⅴ Grammar FocusAsk different students to read the question and answer and the statements to the class.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 students questions 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 Ⅵ SummarySay, In this class, we've learned the target language I'd give it to charities and If I were you, I'd wear a shirt and tie. And we've also done much listening practice using the target language.Step Ⅶ HomeworkSay, If your teacher criticized you, but in fact it isn't your fault, what would you do? Get students to make a list.Step Ⅷ Blackboard 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.The Third PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularypimple, trouble(2) Target LanguageI can't sleep the night before an exam.Then I'm too tired to do well. What should I do?If I were you, I'd take a long walk before going to bed.I really want a dog, but my parents won't let me have one.Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.That's a good idea.2.Ability Objects(1) Train students' reading skills.(2) Train students' integrating skills.3.Moral ObjectEveryone may have some trouble. Don't worry.Ⅱ.Teaching Key Point1.Reading2.Target languageⅢ.Teaching Difficult PointGive advice using the target language.Ⅳ.Teaching Methods1.Reading Practice2.PairworkⅤ.Teaching AidThe 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 the problems on the left. Ask different students to read them to the class.Point out the pieces of advice on the right. Get different students to read them to the class.Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.SA: I'm really shy and I just don't enjoy parties. I don't know what to say or do.SB: 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.Answers1.c2.a3.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.SA: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?SB: 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.SA: I really want a dog, but my parents won't let me have one.SB: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.SA: 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.The Fourth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularyenergetic, confident, public, in public, permission(2) Target LanguageWhat would you do if someone asked you to be in a movie?I'd say yes.2.Ability Objects(1) Train students' ability to identify words in context.(2) Train students' ability to use the target language.(3) Train students' listening skill.3.Moral ObjectEnable students to realize that confidence is a good personality. Ⅱ.Teaching Key Points1.Key Vocabulary2.Target LanguageⅢ.Teaching Difficult Points1.Listening practice using the target language.e the target language.Ⅳ.Teaching Methods1.Listening practice2.PairworkⅤ.Teaching Aids1.A projector2.A tape recorderⅥ.Teaching ProceduresStep Ⅰ Revision1.Check the homework exercises on pages 11~12 of the workbook.2.Say, If I had a day off today, what would I do? Encourage students to give advice using sentences beginning with if I were you, I'd … or you should … See how many pieces of advice students are able to think of.Step Ⅱ 1aThis activity reviews earlier vocabulary and introduces some new words. Introduce the key vocabulary words on page 29 by showing them on the screen by a projector.energetic adj. 有活力的;精力充沛的confident adj. 自信的;有把握的public n. & adj. 公众(的);公共(的)in public 当众;公开的permission n. 许可;允许;准许Say the words one by one and have students repeat several times.Write them on the blackboard.Read the instructions to the class.Point to the five words above the box. Invite a student to read them to the class. Ask students to tell what each word means. For example, for the word outgoing, a student might say, outgoing means friendly.Focus attention on the five numbered sentences in the box. Point out the sample answer. Ask students to think about which word would work best in each blank.Get students to fill in the blanks on their own. Walk around the room offering help as needed.Ask different students to read their sentences, filling the blanks. The rest of the class check their answers.Correct the answers.Answers1.Confident2.Outgoing3.Creative4.Shy5.EnergeticStep Ⅲ 1bThis activity provides oral practice using the target language.Read the instructions to the class.Call students' attention to the sample conversation. Invite a pair of students to read it to the class.SA: What are you like?SB: I think I'm creative and outgoing.Say, Practice in pairs. Say the sample conversation first. Then make conversations to tell each other what words in activity 1a describe you.Have students practice in pairs. As they work, walk around the classroom checking progress and offering language support as needed. Have a few pairs of students to share their conversations with the class.Step Ⅳ 2aThis activity provides listening practice using the target language.Call students' attention to the chart. Tell them that this is a questionaire about how confident you are. Explain to students that a questionaire means a written list of questions to be answered by a number of people.Point to the list of questions underneath the headline "What would you do…" Ask different students to read them to the class. Correct any pronunciation and intonation errors.Say, You are to listen to a conversation between Cellia and Bill. Check the questions Cellia asks.Play the recording the first time.Students only listen.Play the recording a second time. This time students listen and check the answers Cellia asks.Check the answers.AnswersChecked questions:the teacher asked you to give a speech in front of the whole school?someone asked you to be in a movie?TapescriptGirl 1: I just did a personality survey in Teen Time Magazine. It tells you how confident you are.Boy 1: Oh? How did you do, Cellia?Girl 1 :I don't know yet. But it's a really interesting test. You should try it, Bill.Boy 1: OK.Girl 1: How about question 1? What would you do if the teacher asked you to give a speech in front of the whole school?Boy 1: I'd say I had a cold and couldn't speak. I would be afraid to make a speech in front of the whole school.Girl 1: How about this movie question? What would you do if someone asked you to be in a movie?Boy 1: Oh , I'd say no. I'd be too nervous. What's the next question?Girl 1: Let's see …Step Ⅴ 2bThis activity provides listening practice using the target language.Point to the list of answers underneath the headline "I would …" Ask different students to read them to the class.Say, You are to listen to the same conversation again. This time listen to both the questions and answers. Gircle the letter of the correct answers to each question. Play the recording again. Students listen and circle Bill's responses.Check the answers.AnswersBoth answers should be b.Step Ⅵ 2cThis activity provides oral practice using the target language.Point to the sample conversation in the box. Invite a pair of students to read it to the class.SA: What would you do if someone asked you to be in a movie?SB: I'd say yes.Write it on the blackboard.Point out the personality survey in Activity 2a. Say, Please work in pairs. Ask and answer the questions in the survey.Get students to work in pairs. As the pairs work together, move around the classroom offering language and pronunciation support as needed.Check the answers by asking different pairs to share their conversations with the class.Step Ⅶ SummaryPointing to the blackboard, say we've learned these vocabulary words and the target language.Step Ⅷ HomeworkGet students to make as many conversations as they can using the questions and answers in the personality survey in Activity 2a.Step Ⅸ Blackboard DesignUnit 4 What would you do?Section BThe Fourth Period1.Key vocabulary:energetic confidentpublic in publicpermission2.Target language:A: What would you do if someone asked you to be in a movie?B: I'd say yes.The Fifth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener(2) Reading(3) Writing2.Ability Objects(1) Train students' ability of reading comprehension.(2) Train students' ability of writing.3.Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Ⅱ.Teaching Key Points1.Reading2.Writing3.Key vocabularyⅢ.Teaching Difficult Points1.Reading2.WritingⅣ.Teaching Methods1.Practice method2.PairworkⅤ.Teaching AidA projectorⅥ.Teaching ProceduresStep Ⅰ RevisionHold a quick survey around the class. Ask what would you do if …(1) the teacher asked you to give a speech in front of the whole school?(2) your brother borrowed your clothes without permission?(3) someone asked you to be in a movie?(4) you wanted to be friends with a new student?Encourage students to give different answers to each question.Step Ⅱ 3aThis activity introduces key vocabulary words and provides reading practice using the target language.Show the vocabulary words on page 30 on the screen by a projector.pretty adv. 相当，颇;非常social adj. 社会的;社交的bother v. 打扰;扰乱slight adj. 微不足道的;极不重要的in the slightest 一点儿也;根本fairly adv. 相当;完全plenty adj. 很多的;足够的plenty of 很多的;足够的get along with 与……相处listener n. 听者;收听者Say the words one by one and have students repeat them several times.Call students' attention to the personality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Meanwhile, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type.Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.Get students to complete the activity on their own.Check the answers.Answers1.c2.a3.bStep Ⅲ 3bThis activity provides reading and writing practice using the target language.Read the instructions to the class.Invite a student to say the example to the class.If a friend said something bad about you, would you …a. talk to the friend right away?b. say nothing?c. think about what he or she said?T: What kind of person is question a asking about?Ss : Outgoing.T: What about b?Ss : Shy.T: What about c?Ss: Pretty confident.Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.Give another example on the blackboard.If a friend misunderstood 'you, would you a, tell him/her it is a misunderstanding at once?b. want to explain to him/her, but have no courage?c. invite him/her to dinner and explain?Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.As they work, move around the room checking their works and offering language support.Step Ⅳ Part 4This activity provides oral practice using the target language.Read the instructions to the class.Point out the sample conversation in the box. Invite a pair of students to read it to the class.SA: How many people would talk to the friend right away?SB: Three. And two people would say nothing.Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.Ask several students to read his/her question and tell the class about the results.Optional activity。