人教版九年级英语Unit 4 What would you do 教案
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。
人教版九年级英语unit4全英文教案
Unit 4 what would you do?I. Analysis of the Teaching Material1. Status and FunctionIn this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.All the students are active in such activities.(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.(3)All the activities in the third period are designed to give students a reinforced practice in the use of the target language.(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.2. Teaching Aims and Demands(1)Knowledge ObjectsTo make students grasp how to talk about imaginary situations.To make students grasp how to give advice using the target language.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.(3) Moral ObjectsImaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.Two heads are better than one. Be ready to help others.In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To make students use the target language to give advice.4. Teaching Difficult PointTo train students’ listening, speaking, reading and writing skills by many different kinds of activities.5. Studying WaysTeach students how to communicate with others.Teach students how to give advice when someone is in trouble.Ⅱ. Language FunctionTalk about imaginary situations.Ⅲ. Target Language1. What would you do if you won a million dollars?I’d give it to medical research.2.I can’t sleep the night before an exam.What should I do?If I were you, I’d take a long walk before going to bed.Ⅳ.Structures1. Second conditional2. Should for adviceⅤ. Vocabularylottery, million, pimple, energetic, confident, shirt, tie, medical researchⅥ. Recyclingcharity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,late, tiredⅦ. Learning Strategies1. Matching9. Listening for key wordsⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1.Knowledge Object(1) Key Vocabularylottery, million, medical, research(2) Target LanguageLook. This girl won a million dollars in the lottery.Wow! What would you do if you won a million dollars?I’d give it to medical research.(3)StructureI would/I’d do2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence.3. Moral ObjectIf you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.Ⅱ.Teaching Key Points1. Target language2. The structure: I would/I’d doⅢ. Teaching Difficult PointThe structure: I would/I’d doⅣ. Teaching ProceduresStep ⅠRevisionReview the structure "should be allowed to" by asking students to make sentences about school rules. Step Ⅱ1aThis activity focuses on vocabulary and structures introduced in the unit.Read the instructions to the class.Call students’ attention to the words in the box. Ask a student to read them to the class.Say, What would you do if you had a lot of money? Add more ideas to the list.Then share your answers with other students.Get students to complete the task. First individually, then in groups.As they work, walk around the room checking progress and offering any help they may need. Collect answers from students on the blackboard.Answers will vary but should include a mixture of ideas for helping themselves and others.Step Ⅲ1bThis activity gives students practice understanding the target language in spoken conversation. Read the instructions to the class.Read the question in the speech bubble.Explain the word lottery to students.Say, You will hear teenagers talking about what they would do if they won the lottery.Point to the pictures. Ask students to describe them one by one.For example, for Picture One, a student might say, "If I won the lottery, I’d buy a big house."Point out the sample answer. Say, The first picture you will hear about has the number one on it.Play the recording for the first time. Students only listen.Play the recording again. This time students listen and number the pictures in the order they hear them.Check the answers. Answers:2,1,4,3Step Ⅳ1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students’attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.S A :Look! This girl won a million dollars in the lottery.S B: Wow ! What would you do if you won a million dollars?S A: I’d give it to medical research.Write it on the blackboard.Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.Step ⅤSummaryIn this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery? I’d give it to medical research.Step ⅥHomeworkIf you had a large amount of money, e, g. ￥100,000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow. Step ⅦThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary tie(2) Target LanguageWhat would you do if you won a million dollars?I’d give it to charities.If I were you, I’d wear a shirt and tie.If I were you, I’d take an umbrella.2. Ability Objects(1)Train students’ listening skill. (2) Train students’ communicative competence.3. Moral ObjectTwo heads are better than one. Give some direction to those who are in trouble.Ⅱ.Teaching Key Points :1．Listening Practice 2．Target languageⅢ. Teaching Difficult Point :Train students’ ability to use the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Students talk about how to spend a large amount of money.Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.Step Ⅱ2aThis activity provides practice understanding the target language in spoken conversation.Focus attention on the picture. Ask students to describe it. Help students say that the boy is going to somewhere, but he doesn’t know what to wear. The girl is helping him to pick out clothes.Point to the list of reasons. Invite a student to read them to the class. Say, You are to listen to a conversation between Larry and the girl and circle the reasons. Play the recording the first time. Students only listen. Play the recording a second time. This time students listen and circle the reasons. Check the answers.Answers:Circle items:2,3,5Step Ⅲ2bThis activity provides listening practice using the target language.Read the instructions to the class.Point to the list of sentences. Invite a student to read them to the class.Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.Play the recording again. Students listen and check the things.Check the answers. Answers:Checked items: 1,2,4,5Step Ⅳ2cThis activity provides oral practice using the target language.Point to the list of Larry’s worries in the box. Invite a student to read them to the class.Ask students to look back at the list of checked sentences.Read the instructions to the class. Say,Please make conversations using information from Activities 2b and 2c.Ask a pair of students to demonstrate a conversation to the class.S A: I don’t know what to wear.S B: If I were you, I’d wear a shirt and tie.Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.Optional activity:Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two piecesof advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.Step ⅤGrammar FocusAsk different students to read the question and answer and the statements to the class.Ask students questions pointing to the picture.T: Have you ever been in a lion’s cage?S s: No.T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)S1:I’d call for help. (Write the sentence on the blackboard.)T: What about you?S1:I’d get out fast. (Write the sentence on the blackboard. )Get several more examples from other students.Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would( underline the abbreviation ‘d in the answers).Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.Pronunciation noteWhen saying the words would you in phrases such as what would you do…,English speakers often run the words together and pronounce these words as if they were spelled wudjuh.Step ⅥSummarySay, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.Step ⅦHomeworkSay, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.StepⅧThe Third PeriodⅠ. Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabulary: pimple, trouble(2) Target LanguageI can’t sleep the night before an exam.Then I’m too tired to do well. What should I do?If I were you, I’d take a long walk before going to bed.I really want a dog, but my parents won’t let me have one.Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.That’s a good idea.2. Ability Objects:(1) Train students’ reading skills. (2) Train students’ integrating skills.3. Moral ObjectEveryone may have some trouble. Don’t worry.Ⅱ.Teaching Key Points :1. Reading 2. Target languageⅢ. Teaching Difficult Point:Give advice using the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.Step Ⅱ3aThis activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.Point out the pieces of advice on the right. Get different students to read them to the class.Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.S A: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.S s: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.Say, Please match each problem on the left with the correct advice on the right.Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.Check the answers.Answers 1. c 2. a 3. bStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair of students to read the sample conversation.S A:I can’t sleep the night before an exam. Then I’m too tired to do well.What should I do?S B: If I were you, I’d take a long walk before going to bed. That should help you relax.Say, Please think of different advice for the problems in Activity 3a.Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.Step ⅣPart 4This activity provides writing, listening and speaking practice using the targetlanguage.Read the instructions to the class. Get a pair of students to say the sample conversation to the class.S A:I really want a dog, but my parents won’t let me have one.S B:Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.S A:That’s a good idea.Write the conversation on the blackboard.Point out the sample answers in the chart.Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.Check the answers by asking different pairs of students to say their conversations to the class.Answers will vary.Optional activityAsk, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.Step ⅤSummarySay, In this class, we’ve done a lot of reading, speaking and writing practice using the target language. Step ⅥHomework(1) Review the target language by reading the conversations in Activity 3a.(2)Finish off the exercises on pages 11～12 of the workbook.StepThe Foruth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:be strict with, take a test, pass a test, fail a test(2)Target LanguageI think Peter should be allowed to take the test later.I don’t agree.I think the school has to have rules.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ ability to talk about agreement and disagreement.3. Moral Object: It’s good manners to be on time.Ⅱ.Teaching Key Points1.Review some key vocabulary words and target language.2.2. Talk about agreement and disagreement.Ⅲ. Teaching Difficult Point:Talk about agreement and disagreement.Ⅳ.Teaching ProceduresStep ⅠRevision(1)Check the homework.(2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups.Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category. StepⅡ1aThis activity reviews the use of always, sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the exact meanings of the adverbs of frequency.Say, Please write A after things you always do, U after things you usually do, S after things you sometimes do and N for things you never do.Get students to finish the task on their own.Answers to this activity will vary.Step ⅢlbThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.S A: Do you ever get to class late?S B: Yes, I sometimes get to class late.Say, Talk with your partner about your answers in Activity 1a.As the pairs work together, walk around the room offering help if necessary.Ask several pairs to share their conversations with the class.Step Ⅳ2aThis activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a.Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen.Play the recording a second time. This time students listen and circle the things that they hear. Check the answers.AnswersCircled items: 1,4StepⅤ2bThis activity provides listening practice using the target language.Point to both the numbered and lettered lists of item in the box.Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."Say, I’ll play the same recording again.You are to match the sentence parts as you hear on the tape.Play the recording for students to do the activity.Check the answers.Answers1. c 2. e 3. a 4. b 5. dStep Ⅵ2cThis activity provides oral practice using the target language.Call students’ attention to the statements in the box. Say them to the class.Ask three students to read the sample conversation to the class, completing the sentences.S A:I think Peter should be allowed to take the test later.S B:I don’t agree.S C:I think the school has to have rules.Write the conversation on the blackboard.Divide the class into groups of four. Say,Now discuss the statements with your group.As the groups work together, walk around the room offering help as needed.Ask some groups to say a few lines of their conversations to the class.NotesParents should not be too strict with teenagers. Note the word be strict with.Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.Step ⅦSummary and HomeworkSay, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school?Write a passage to describe what was happening that day.Step ⅧBlackboard DesignThe Fifth PeriodⅠ. Teaching Aims and Demands1.knowledge Objects(1) Key Vocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener(2) Reading (3) Writing2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Ⅱ.Teaching Key Points:1. Reading 2. Writing 3. Key vocabularyⅢ. Teaching Difficult Point:1. Reading 2. WritingⅣ. Teaching ProceduresStep ⅠRevisionHold a quick survey around the class. Ask what would you do if…(1) the teacher asked you to give a speech in front of the whole school?(2) your brother borrowed your clothes without permission?(3) someone asked you to be in a movie?(4) you wanted to be friends with a new student? Encourage students to give different answers to each question.Step Ⅱ3aThis activity introduces key vocabulary words and provides reading practice using the targetpersonality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Mean while, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type.Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.Get students to complete the activity on their own.Check the answers.Answers1. c 2. a 3. bStep Ⅲ3bThis activity provides reading and writing practice using the target language.Read the instructions to the class.Invite a student to say the example to the class.T: What kind of person is question a asking about? Ss: Outgoing.T: What about b? Ss: Shy. T: What about e? Ss: Pretty confident.Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.Give another example on the blackboard. If a friend misunderstood you, would you…a. tell him/her it is a misunderstanding at once?b. want to explain to him/her, but have no courage?c. invite him/her to dinner and explain?Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.As they work, move around the room checking their works and offering language support.Step ⅣPart 4This activity provides oral practice using the target language.Read the instructions to the class.Point out the sample conversation in the box. Invite a pail of students to read it to the class.Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.Ask several students to read his/her question and tell the class about the results. Optional activityDivide the class into groups and ask each group to write a question with three choices. Collect the results. After class, combine the survey questions into a new survey. Make a survey to the class tomorrow.Step ⅤSummarysay, In t his class, we’ve learned some new vocabulary words. And we’ve also done much reading and writing practice using the target language.Step ⅥHomeworkAsk students to reread the three paragraphs under the headline personality survey results for further comprehension.Step ⅦThe Sixth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrepresent, let…down, come up with(2)Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.(3)Read the email from Fran, and write a reply.2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.Ⅱ.Teaching Key Points1. Fill in blanks and make sentences with vocabulary words.2. Write a reply using the target language.Ⅲ. Teaching Difficult PointMake sentences with vocabulary words.Ⅳ. Teaching ProceduresStep ⅠRevisionGo on doing the optional activity last class.Show the personality survey made up of students’ questions on the screen by a projector. Ask students to choose an answer to each question. Discuss the personality survey results along with students. Vote on the most popular personality.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of students check their answers.Answers1. tired2. nervous3. friendly4. terrible5. shyAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.Sample answers1. Are you tired?2. Don’t be nervous. It’s nothing serious.3. We must be friendly and patient to the old.4. --What’s wrong with you?--I’ve got a terrible headache.5. She is so shy a girl that she daren’t speak in public.Step ⅢPart 2This activity provides reading and writing practice using the target language.Read the instructions to the class. Teach students to practice the words represent, let…down and come up with.Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the email again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.Get students to write a reply on their own. Say, Your reply will involve telling Mei not to be shy, explaining how she is the best person for the job and encouraging her to practice in various ways. As students do this, walk around the room offering any help they may need.Ask a few students to read their replies to the class and share their solutions.Answers to this activity will vary,A sample versionDear Fran,I’m very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always comes top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you’ll make it.Step ⅣJust for Fun!This activity provides reading and speaking practice with the target language.Ask students to read the cartoon story in pairs. Ask, Why, is it funny? Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.Step ⅤSummaryIn this class, we’ve done much reading and writing practic e using the key vocabulary words and the target language presented in this unit.Step VI Homework（1）Read the email from Fran again.（2）Finish off the workbook exercises on pages 12～14 of the workbook.Step ⅦReading: What would you do if ……The Seventh PeriodⅠ. Teaching Aims and Demands1.Knowledge ObjectsKey vocabularyShelf,come out, cover, ppress, deep, downstairs,hurt, knee, offer, refuse , helpful and so forth.Text: What would you do if ……2.Ability ObjectsTrain students’ ability of reading for special information.Train students’ ability of understanding words in context.Train students, writing skill.3. Moral ObjectBasketball is popular among people all over the world. Not only does it build our body, but it also brings us entertainment. Thank the inventor, James Naismith.Ⅱ.Teaching Key PointsKey vocabularyRead the text for special information.Read the text to understand words in context.Make a list of good things and difficult things about being a basketball player.Ⅲ. Teaching Difficult PointTrain students’ reading skill.Ⅳ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words.Show the vocabulary on the screen by a projector.Have students repeat again and again until they can pronounce them fluently and accurately.Step ⅡPart 1This activity is designed to activate students’ background knowledge before attempting the reading. Read the title The history of basketball to the class. Ask, What do you think the article is about? Read the instructions to the class.Point to the four questions in the box.Say, Please discuss the questions with your partner to see how much you know about basketball. But don’t look at the reading. Instead, use your background knowledge.Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.When most students are finished, invite pairs of students to report their results.Don’t say yes or no to their answers.Step ⅢPart 2This activity provides practice in scanning for specific information. Look at the picture. Ask students to describe what is happening in the picture.Read the instructions and draw students’ attention to the chart. Get a student to say the sample answer using a complete sentence, e. g. Basketball’s inventor was born in 1861.Say, Please read through the article silently. Find information for the years in the chart. Remember to skim for the key ideas rather than read slowly.Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.Check the answers.Step IV Part 3This activity encourages students to use the strategy of reading in context.。
九年级英语 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。
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?。
9年级人教版英语教案-Unit 4 What would you do
Unit 4 What would you do ?(Period 2 Section A 3a----Section B 2c)Ⅰ.Teaching Aims and Demands1.Knowledge objects(1)Key wordspimple, trouble，energetic，confident，permission，herself(2)Target LanguageI can’t sleep the night before an exam.Then I’m to o 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 good id ea.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.Ⅱ.Teaching Key Points1.Reading2.Target LanguageⅢ.Teaching Difficult pointGive advice using the target language.Ⅳ.Teaching Methods1. Reading practice2. PairworkⅤ. Teaching procedures:Step1.Lead- inT: What do you think of the English song?S: good/beautiful/ relaxingT: Yeah, if you are nervous, you can listen to music to help you relax. So if you don’t worry about your problems, you ‘ll think of the dood idea to deal with.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__________________.Step2. 3a1. Invite students to read the problems and the pieces of advice to the class.2. Explain the notes about 3a3. Ask students to match the problems with the correct advice.4. Read them after checking the answers.Step3.3b1. 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 wer e 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？括号的短语可能对你有所帮助study hard, finish your homework at school,be good for your health, wear your school uniformsProblems Advice1. I failed the English exam and can not face my parents.2.I really want to go to the mall with my parents,but I don’t have the time.3.I have to go to school on foot, but I want to take the bus.4.I like to choose my own clothes, bu t my mother doesn’tallow me to do that.5. Help students finish it in a group6. Report itStep 4 Word StudySome of you often dare not speak in public. You are not confident. What words do you know we can use to describe people? Fill in the blanks in the sentences below with words from the box.A. Outgoing If you are outgoing, you like to meet and talk to new people.B. Energetic If you are energetic, you are very active and have a lot of energy.C. Shy If you are shy, you feel nervous and embarrassed when talking to other people, especially people you do not know.D. Confident If you are confident, you are sure that you can do something or deal with a situation successfully.E. Creative If you are creative, you use your imagination or skills to make things.Let them recite the new words.Step 5. PairworkAsk and answer the questions in the personality survey.Sample dialogue 1:A: What are you like?B: I think I’m shy and unconfident. I don’t know what to say before strangers and dare not speak aloud.Sample dialogue 2:A: What are you like?B: I think I’m outgoing and energetic.I like to make friends everywhere. I like talking with drivers or passengers when I take a bus or taxi. I never feel tired during my study.Step 6. ListeningPoint to the chart and ask the students what a quiz is about. Read the instructions, check the questions Celia asks. Then ask the students to listen for the first time and find out the questions. And play the recording again, circle the letter of the correct answer to each question.Step7..2cAsk and answer the questions in the personality survey.Step8.SummaryHonework: Writ an article to talk about your dream.Writing on the blackboard:Unit4 What would I do ?know what to say or do.to 的不定式做句子的宾语et nervous = be nervous = feel nervouso=so…that = not…enough to do sth.Exercises:一、填空1. Reading English every morning is very h( ) for English learners.2、He is _______(自信的)to pass the exam.3. Without my _______( 允许), don’t touch my things.4. He is _______(精力充沛的). He can do everything well enough.5. Do you know the h______ of the basketball?二、单词百变1.She works very hard at his work,and she is an ( )(energy)girl.2.Without my ( )(permit), you can’t borrow my book.3.She felt ( )at the ( )news.(annoy).4. If I __________ (be) you,I would follow the doctor’s advice.5. He would rather __________ (play) games than __________ (watch)TV.6. I’d wait for her to introduce __________ (she) to me.7.—Do you think Tom will come to your party?—No. If he __________ (come),I __________ (be) very glad.。
人教版九年级Unit 4 What would you do-教案
人教版九年级Unit 4 What would you do?教案人教版九年级Unit 4 What would you do?教案Part 1: Teaching design (第一部分：教学设计)uctures: Second conditional, Should for advTarget language:What would you do if you won a million dollars?I’d givdical reseaI can’t slght before an exam. What should I do?If I were you, I’d take a long walk before going to bed.Vocabulary: million, chalddical reseaLearning strategies: Matching, ListeningwordTION SAGoals●To learn to ud conditional and Should for adv●To listen and talk about imagined lProceduWarming up by learning about Second conditional and Should for advTd conditional (also called conditional type 2) is a structure used for talking about unreal situauture. This page will explain howd conditionald, and when to uThe structure of a second conditionalLike aditional, asecond conditionalwo clauses, alause and a main clause:lausemain clauseIf I had a million dollars, I would buy a big houIlaua comma is usually used. Ilaudd for a comma: main clauseif clauseI would buy a big house if I had a million dollaWe use dverbach part of a second conditional:lauseif + subject + simple past verb*main clausesubject + would + verb1a Talking about imaginary situaWhat would you do if you had a l?If I had a lI would givaIf I had a lI would buy snaIf I had a lI would givHope PIf I had a lI would buy bb Listening and numberingNow you are going to listen and numbuder you heaTaGirl1: Hey, did youwspaper article? An old man had a million dollars. And he gavaBoy1: 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 givI walp the pandas.Girl1: That’s a gook idea! I know what I’d do. I’d buy a big houamily.Girl2: Really? I’d pubank. Then I’d just watch it grow!Boy2: Hmmmm… I think I’d givdical research. I’d walle.Now listen again and write dowwd conditional and Sho uld for advDoing pairwLet’d that we alure on page 26. Talk with your partner about what you would do if you had a million dollaLook. This old man had a million dollars, and he gavaWow! What would you do if you won a million dollars?I’d givdical reseaI’d take a chance to achieve my dream of flyingIf I won a million dollars, I’d stop working and become aal ruI’d go to an old people’lI’d volunteer aal twice every w2a Listening and circlingLape and circlabox on page 27 why Lavous.TaGirl1: Where are you going, Larry?Boy1: To Tom’s paGirl1: Lucky you! I’d love to go to that party!Boy1: Yeah, well, I’m a little nervous. I don’tknow what to wear.Girl1: If I were you, I’d wear a shirt andBoy1: And I don’t have aWhat if everyone br ings a?Girl1: If I were you, I’d take a small—aguand if evas au can givurs. Iu caBoy1: OK. But what if I don’t know anyone?Girl1: If you don’t know au can talk to Tom. He’ll introduce youle.Boy1: I guess I can do that.Girl1: Look! Y ou’re sure to have fun. But if you’re still nervous, you can leave.Now listen again and write down all the exur phrase bgo to that party, a little nervous, wear a shirt and tie, have abring aake a small…in youw aalk to…, introduce… to …, have fun2b Listening andgLape again andage 2ur things Larry’a2c Doing pairwXu Linfeng, you are Laating, you are Larry’Xu is going to talk about his worries andgoing to give him advX: I don’t know what to wear.M: If I were you, I’d wear a shirt andX: I don’t have aWhat if evlse brings a? M: If I were you, I’d take a small—ag.X: What if I don’t know anyone?M: If you don’t know au can talk to Tom. He’ll introduce youle.……3a Reading and matchingGo to page 28. Readblboxes and mawadvAnd now write down all the exur phrase bbe reallarties, get nervous before big parties, get pimples, lblght before…, take a big exam, do well, help with…, eat luits, drink lots of water, take a long walk, go to bed, ldly, feelb Thinking and role playingNext you are goingdadvblems in activity 3a. Role play conversations with your paA: I am really shy.I don’arties. B: If I were you, I’d go and shouI’d set up parties and invite all my classmaand sing and daA: I get nervous before big parties and I get pimples. B: Pimples look goodThey able at all. If I were yought bbig exam I’d lie in bed counting the cowattle andThen I’d have a nice sleep. If you count as many cows as possible you’d do wellxam.A: I can’t lose my weight. B: If I were you, I’d eat luits, drink lots of water and take a long walk before going to bed every eveningDoing group wu arepuairs and find out ea’s problems at school and aThen give eaadvI really want to gall warents, but I don’t havFur homework at school and stop going to Sunday clau’ll findat way.I failed the driver’s exam and cannot get my driver’s license.Go practicing drivingand go ovxtbu won’t fail nexather dwaget my ead.If I were you, I’d guu can ask youave her eadI have to glI want to take the bus. Goinglgood for your health. Go on goingl, to any places nearbIt savI lwn clothes, budoesn’t allow me to do that.Wear your school uwhile you are still a student. Wait till you are a big man and you’d havgur own cl……Closing down by taking ad conditionalMatch up the paIf I lba) we'd both bb) I'd have a lblems getting a) you'd be more aware of what people really feld) we wouldn't be so behind technologicall2. If I wua) I'd resign rather than wait to be sackedb) I'd have a lblems getting a) you'd be more aware of what people really feld) we wouldn't be so behind technologicallIf Iapanese as well as you da) I'd resign rather than wait to be sackedb) I'dda job wapanese ba) we'd both bd) we wouldn't be so behind technologicallIf wResearch and Devela) I'd resign rather than wait to be sackedb) I'd have a lblems getting a) I'dd a job wapanese bad) we wouldn't be so behind technologicallIf you spoke less and listeneda) I'd resign rather than wait to be sackedb) I'd have a lblems getting a) I'dd a job wapanese bad) you'd be more aware of what people really felIf youur own problems and a bit la) I'd resign rather than wait to be sackedb) I'd have a lblems getting a) we'd both bd) I'dd a job wapanese baIf wlled our expenses a bit ba) I'd resign rather than wait to be sackedb) I'd have a lblems getting a) we'd save a ld) I'dd a job wapanese baIf you investedlearning how the Iwa) you'd find that it could really help you in your jobb) I'd have a lblems getting a) we wouldn't be so behind technologicalld) I'dd a job wapanese baIf we opened aTa) we wouldn't be so behind technologicallb) you'd be more aware of what people really fel) I'd bd in workingd) we'd both b0. If you didn't taba) you'd regret it lab) you'd be more aware of what people really fel) we wouldn'tbe so behind technologicalld) I'dd a job wapanese baTION BGoals●To find out about people’al●To leaunicate by Second conditional and Should for advProceduWarming up by learning aboualWhaality? What is youality? Ilogality describaraught, and behavior patterns unique to aThere are severalalvallogy, which involve ddeas aboulabetwality andlogical constructs, as well as dabout the waality devela Describing and fillingTurn to page 29 and fillblanks with words givb Which words in activity 1a describe you? Tell your paWhat are you like? I think I am creative and outgoing.Words used to describe peopleAdventurous, suus, dependant (on), unfriendly, aggressive, active, old-fashioned, anxious, adaptable, dal, annoyed, irritated, arrogant, vating, enlightened, well-informed, upset,excited-mindedazy, flipped-out, well-balanced, stabld, talented, gifted, excited, enthusiaazy, mad,persevering; dogged, helpful, well-known/famous, crazy, loopy, mad, zany, popular, modest, humble, self-effacing, demented, crave, spellbinding, fascinating, silly, ignorant, stupidul, evil, angry, meaul, well-behaved, good, chaotic, disorganized, charming, cool, thankful, grateful, dumb,self-centred, ambitioualous, selle, plaly, arrogant, smug, vain, unique, matchless, lonely, lvain, very mean, detestable, disgusting, elegant, classy, touve (to)ve, feeling, energetic; assertivd, dedicated, narrow-minded, successfulu-class, fair, fantastic, fascinating, lazy, cowardly, faintheartedd, unchanging, solidling good,hard-working, industrious, progress-mindedd, friendly, haulughtful, consideraable, generous, educated, cultured; welld, patient, dangerous,full-of-feelingal, brilliagy, 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, healus, greedy, reliable, trustwathetic (towards); ud(about), ind(to), happy, lucky, rude, generous, well-dressed, good-humoured, welld (on),good-natured, stubborn, hard-headed, stubborn,d-lovingul, bright, clear-headed, uninhibited, unworried, wonderful, magartless, helpfulative, helpful, deceitfulaugud, snobby, stuck-up, polite, hungry, real2a Listening andgCella is asking Bill qua personality survqulla aTaGirl1: I just did a personality survey in Teen Time magazine. It tells you how confident you aBoy1: Oh? How did you do, Celia?Girl1: I don’t know yet. But it’s a reallgu shouldBill.Boy1:Girl1: How about qu? What would you dacher asked you to give awhole school?Boy1: I’d say I had a cold and couldn’t speak.I would be afraid to make awhole school.Girl1: How abouvie question? What would you dasked you to be in a movie?Boy1: Oh, I’d say no. I’d bvous. What’xt question?Girl1: Let’s see…2b Listening and circlingYou shall listen agading and circleBill’alisteningdo a personality survey, in Teen Time magazine, a reallg test, give awhole school, have a cold, be afraid to make awhole school, in a movie2c Doing pairwIn pairs ask and answer the quality survey on page 2a Reading and fillingLook at the survey in 2a and readality survey result below on page 30. Fillbalnks with a, bb Looking and writingNext you are to write your owality survey basedat in 2aDoing groupwAsk studur group the quur survey. Discuullosing down by taking a personality survRead each staarefully, andansw“Strongly Agree”, “Agree”, “Disagree”, “ Strongly Disagree” as a du.Qugly AgreeAgreeDisaggly DisagWa?l blue?ldom feel blue?Have little to say?Do not like art?Believance of art?Disllf?Have a good word for everyone?Feelable wlf?Feelable around people?Ad in abstract ideas?Have a sharp tongue?Are always prepared?background?Pay adetails?Rarely gated?R?Mads easily?Have a vivid imagination?Find it difficult to get down to work? Am not easily bothered by things?w how to captivate people?Avoid philosophical discussions?Ale as they are?Gdone right away?lled in handling social situations?Cu?Carry out my plans?Am very pleased wlf?Would describe my exas somewhat dull?Dgoing to art museums?Sudden motiv?Do just enough work to get by?dowdumps?Tend to vliberal political candidates?Tend to vvative political candidates?Make people feel at ease?Make plans and?Have frequent mood swings?Don't like to draw alf?Caversaa higher level?Get back a?Don'gs through?Panic easily?Don't talk a lot?aring new ideas?Insult people?duBelieve thaave good?SELF CHFilling the blaaga box wblack. Read them and fillblanks with aword given. Makechanga2.Reading an e-mailRead the e-mail from Fran and copy all the exubject: Can you help? From: FranDear Knowledgeablbdas a problem. Ta reallantEnglur wholxur classmates walalvure she will win. It’s probably truvery clever, and can speak English really well. In faalwal exams. The pro blat she’s vdoesn’t want to lds down, but she’d of speakingle. She’dan tell me that she’s shy. But she can’t tell evat. I don’would believe her. I can’any good advice to give her, but you alwaup with good solule’s problems. What do you think I should tell Mei? What do you think I should telludents? Fran JuunTo endd let’s dg fun—to find the animals.Reading: What would you do if …?Bu read, go to paglearn the wordading passagWhile you read, puught groups and underline all the useful phrases to be copied later after claartin Roba famous doctor/ who has a lot of ex/ dealing wagers. His new book/ What Would You Do/ If…? came out/ laIt gives advice/ on what to do/ in lots of duations. Here are two pages/bACCIDENTSQu: What would you do/ if you cut yourself/ by accident?Doctor: You should covut/ with a clean cloth/and/ hard. If it’s a deep cut, you should see a dQuestion 2: If my grandll downstairs, and wasn’t moving, I’d hurry/ to callal/Is that/?Doctor:d is vant. Gdical help/aable/ and stay/ wQu: What would you do/ if you burned yourself/ by accident?Doctor: Welld out/ how bad/Then/ put the burned area/ under cold running water.Qu: What would you do/ if you injured your knee /while running?Doctor: If I fe lain, I’d stop exercising. And/urt/an a few days, I’d see a dPROBLProble: A friendu cigarettes/ at a paAdvice: Of course/ you should refuse！If I were you, I’d also talk to your friend/ about the dangg.Proble: Child/ medandy/ and eaAdvice: You must always hide medicine/ldren, and/ you should tell children/ to aarents/ bat “candy”/d.Proble: An “d” has asked/ if you couldAdvice: You should tell your parents/ about it, ag/ in a public place, and you shouldn’t go alone.Proble: You get pimples/ when you are nervouAdvice:You should drink lots of water/ and ask your dadvPart 2: Teaching Resources (第二部分：教学资源)A Personality surveyIn SchoolI like teachers wutines and have organized waducting classes.2. I like clabe "hands on," I llay gaand solve problI laallwho adly.4. I learn best by working by myself.5. Iachers who staat aI like classes that havanges of pace, and vaavorite subjects are about people, such as language, drama, and literature.8. I am easily boredubject holdI like subat are useful and traditional, such aand gov0. My favorite subjects are music, art, and craI am social and work best in a groug.12arddecide what'ant, because so many things agWith FriendIds who are careful wand who make plans aheadPlanning ahead bbecause I never know what I want to do untilarrivI avand need to know that aares abouI may seem distant and withouI lds to be loyal, dependable, andI lxds with new and dgs.19. I appreciate real, human feedback and lvand gifts.20. I am uneasy about showingWith Family21. I like stability and security andaditions and celebrations.22. I need a lace and freedom.23. I like to be happy and loving.24. I am probably seen as a loner because I like a lva25. I ld holidays with family members and plan on such gatheringand26. It is hardllow rules and I feel we all should jua27. I am vvamily and to family conflicts.2I find activities boring and have difficulty following family rules that don't ma。
九年级英语《 Unit 4 What would you do》教案4
九年级英语《 Unit 4 What would you do》教案4 人教新目标版第一部分:教学设计Period 1: Adding, Listening and Speaking (Page 26)(What would you do if you had a million dollars?)Objectives●To learn to understand and use second conditional sentences●To listen and speak about what you would doProcedures■Warming up by studying the second conditional sentenceHello, class. We learned the structure “What will you do?”a long time ago. This time we will learn to understand and use “What you would do?” Do you see the differences between them?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 clause main clauseIf I had a million dollars, I would buy a big house.If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma: main clause if clauseI would buy a big house if I had a milliondollars. We use different verb forms in each part of a second conditional:if clauseif + subject + simple pastverb*main clausesubject + would + verb1a Talking and addingWe have heard sentences like: What will you do if you have a lot of money? This sentence is OK. It is right to say that way. But if we talk about imaginary situations, we can say: What would you do if you had a lot of money? Now add more ideas to the list on page 26. would gi1b Listening and numberingNow you are going to listen and number the pictures 1 to 3 on page 26 in the order you hear them. While listening, pay your attention to examples of “second conditional: s hould for advice” and useful expressions in it. Now read the tapescript on page 129 to underline all the useful expressions and all the second conditional sentences.Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.1c Pairing and speakingPretend that you are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.Period 2: Listening and Speaking (Page 27)(If I were you, I’d wear a shirt and tie.)Objectives●To learn to understand and use second conditional sentences●To listen and speak about what you would doProcedures■Warming up by studying the sentence If I were you, I’d wear a shirt and tie. Good morning, class. Look at the sentence: If I were you, I’d wear a shirt and tie. Could you find out its structure? Yes, it is:Could you make more such sentences?2a Listening and circlingListen to the tape and circle the reasons in the box on page 27 why Larry is nervous. While listening, pay your attention to the structure of the sentence and the useful expressions in it.Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just h eard and read.2b Listening and checkingListen to the tape again and check on page 27 the four things Larry’s s ister says to him.2c Pairing and speakingXu 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.Period 3: Reading and Speaking (Page 28)(If I were you, I’d take a long walk.)Objectives●To learn to understand and use second conditional: should for advice●To read and speak about what you should doProcedures■Warming up by studying grammarHello, class. First look at this sentence from the text today: If I were you, I’d take a long walk.What does it mean? Could you put it into Chinese?Could you make more such sentences?3a Reading and matchingGo to page 28. Read the problems in the boxes and match them with the correct advice. And now write down all the expression s into your notebook.be really shy, enjoy parties, g3b Thinking and role playingNext you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.4. Grouping and speakingYou are put into pairs and find out each other’s problems at school and at home. Then give each other advice.Period 4: Completing, Speaking and Listening (Page 29)(I just did a personality survey…)Objectives●To find out about people’s persona lities●To learn to understand and use the second conditional structureProcedures■Warming up by making sentences with the given wordsHi, class. Read after me the five words, adjectives, on the top of page 29. Now let’s make sentences using each of the five words.1a Describing and fillingTurn to page 29 and fill in the blanks with words given.1b Pairing and speak ingWhich words in activity 1a describe you? Tell your partner.Wh at are you like?2a Listening and checkingCelia is asking Bill questions from a personality survey. Check the questions Celia asks.While listening, pay your attention to the structure of the sentence and the useful expressions in it.2b Listening and circlingYou shall listen again to the recording and circle Bill’s responses. Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.2c Pairing and speakingIn pairs ask and answer the questions in the personality survey on page 29.Period 5: Reading, Writing and Speaking (Page 30)(Personality survey results)Objectives●To read, write, and speak about personalities with second conditional sentences Procedures■Warming up by reading aloud the textReading aloud to th e recording can be the best way to impr ove reading and speaking. Using a tape recorder is very rewarding. You can enjoy reading aloud even more if you don’t understand the text completely.Now read aloud the text on page 30.3a Reading and fillingLook at the survey in 2a and read the personality survey result on page 30. Fi ll in the blanks with a, b or c.Now let’s try to translate the text into Chinese.3b Looking and writingNext you are to write your own personality survey based on that in 2a.5. I am often cooperat ive. Agree or Disagree16. I regard myself as being disorganized. Agree or4 Grouping and speakingAsk students in your group the questions from your survey. Discuss the results.。
九年级英语全册 Unit 4 What would you do教案 人教新目标版
Unit 4 What would you do ?一、教学目标知识目标：语言目标:What would you do if you won a million dollars ?I would give it to medical research.I can not sleep the night before an exam . what should I do ?If I were you, I would take a long walk before going to bed.词汇: million, medical, research, tie, worry, pimple, energetic, confident, bother ,slight, annoy, fairly, plenty, listener, knowledgeget along with, come up with , let down come out拓展词汇：thousand, billion, hundred, fair, annoyed, listen语法：1虚拟语气 2用should用于提建议能力目标：1学会谈论一些假设的虚拟的情况；2学会如何使用虚拟句提出建议；3学会表示与现实情况相反的虚拟语气的结构；4学会用虚拟语气表述自己还没有实现的愿望。
情感目标：通过本单元学习，学会如何面对现实及如何提出合理的建议。
二、教学重难点虚拟语气if+主语+动词过去时主语+ would +动词原形从句主句三、教学准备教具：录音机、图片等四、教学方法以任务型教学模式为主，辅以学生预习-----自学-----自查，情景教学，学与练相结合，单词循环记忆等多种方法。
五、课时安排共6课时：1 词汇突破与语法聚焦：让学生识记生词，并拓展部分词汇，通过练习进行检测；让学生掌握虚拟语气的结构几现在与将来情况相反的用法。
2 听说课：通过听说两个方面训练学生如何谈论想象的情况3读写课：通过读写两方面训练学生学会对现实情况提出合理的建议。
人教版九年级Unit 4 What would you do-教案
人教版九年级Unit 4 What would you do?教案人教版九年级Unit4whatwouldyoudo?教案Part1:TeachingdesignStructures:Secondconditional,ShouldforadviceTargetlanguage:whatwouldyoudoifyouwonamilliondollars?I’dgiveittomedicalresearch.Ican’tsleepthenightbeforeanexam.whatshouldIdo?IfIwereyou,I’dtakealongwalkbeforegoingtobed.Vocabulary:million,charity,pimple,confident,shirt,t ie,medicalresearchLearningstrategies:matching,Listeningforkeywords EcTIoNSAGoals●TolearntouseSecondconditionalandShouldforadvice●TolistenandtalkaboutimaginedlifeProcedureswarmingupbylearningaboutSecondconditionalandShouldf oradviceThesecondconditionalisastructureusedfortalkingabout unrealsituationsinthepresentorinthefuture.Thispagew illexplainhowthesecondconditionalisformed,andwhento useit.ThestructureofasecondconditionalsentenceLikeafirstconditional,asecondconditionalsentencecon sistsoftwoclauses,an"if"clauseandamainclause: ifclausemainclauseIfIhadamilliondollars,Iwouldbuyabighouse.Ifthe"if"clausecomesfirst,acommaisusuallyused.Ifthe "if"clausecomessecond,thereisnoneedforacomma: mainclauseifclauseIwouldbuyabighouseifIhadamilliondollars.weusedifferentverbformsineachpartofasecondcondition al:ifclauseif+subject+simplepastverb*mainclausesubject+would+verbaTalkingaboutimaginarysituationswhatwouldyoudoifyouhadalotofmoney?IfIhadalotofmoney,Iwouldgiveittocharity.IfIhadalotofmoney,Iwouldbuysnacks.IfIhadalotofmoney,IwouldgiveittoHopeProject.IfIhadalotofmoney,Iwouldbuybooksforthepoor.bListeningandnumberingNowyouaregoingtolistenandnumberthepictures1to3inthe orderyouhearthem.TapescriptGirl1:Hey,didyouseethisnewspaperarticle?Anoldmanhad amilliondollars.Andhegaveittocharity.Boy1:wow,whataniceman!Girl1:whatwouldyoudoifyouhadamilliondollars?Boy1:IfIhadamilliondollars,I’dgivethemoneytothezoo.Iwanttohelpthepandas.Girl1:That’sagookidea!IknowwhatI’ddo.I’dbuyabighouseformyfamily.Girl2:Really?I’dputthemoneyinthebank.ThenI’djustwatchitgrow!Boy2:Hmmmm…IthinkI’dgivethemoneytomedicalresearch.I’dwanttohelpotherpeople.NowlistenagainandwritedownthesentenceswithSecondcon ditionalandShouldforadvicecDoingpairworkLet’spretendthatwearethepeopleinthepictureonpage26.Talk withyourpartneraboutwhatyouwoulddoifyouhadamilliond ollars.Look.Thisoldmanhadamilliondollars,andhegaveittochar ity.wow!whatwouldyoudoifyouwonamilliondollars?I’dgiveittomedicalresearch.I’dtakeachancetoachievemydreamofflyingtothemoon.IfIwonamilliondollars,I’dstopworkingandbecomeaprofessionalrunner.I’dgotoanoldpeople’shometohelpthem.I’dvolunteeratthehospitaltwiceeveryweek.2aListeningandcirclingListentothetapeandcirclethereasonsintheboxonpage27w hyLarryisnervous.TapescriptGirl1:whereareyougoing,Larry?Boy1:ToTom’sparty.Girl1:Luckyyou!I’dlovetogotothatparty!Boy1:yeah,well,I’malittlenervous.Idon’tknowwhattowear.Girl1:IfIwereyou,I’dwearashirtandtie.Boy1:AndIdon’thaveapresent.whatifeveryonebringsapresent?Girl1:IfIwereyou,I’dtakeasmallpresent—apenorsomething.keepitinyourpocketandifeveryonehasapresen t,youcangivehimyours.Ifnot,youcankeepit.Boy1:ok.ButwhatifIdon’tknowanyone?Girl1:Ifyoudon’tknowanyone,youcantalktoTom.He’llintroduceyoutopeople.Boy1:IguessIcandothat.Girl1:Look!you’resuretohavefun.Butifyou’restillnervous,youcanleave.Nowlistenagainandwritedownalltheexpressionsontoyour phrasebook.gotothatparty,alittlenervous,wearashirtandtie,havea present,bringapresent,takeasmallpresent,keep…inyourpocket,knowanyone,talkto…,introduce…to…,havefun2bListeningandcheckingListentothetapeagainandcheckonpage27thefourthingsLa rry’ssistersaystohim.2cDoingpairworkXuLinfeng,youareLarry.menyating,youareLarry’ssister.Xuisgoingtotalkabouthisworriesandmenisgoing togivehimadvice.X:Idon’tknowwhattowear.m:IfIwereyou,I’dwearashirtandtie.X:Idon’thaveapresent.whatifeveryoneelsebringsapresent?m:IfIwereyou,I’dtakeasmallpresent—apenorsomething.X:whatifIdon’tknowanyone?m:Ifyoudon’tknowanyone,youcantalktoTom.He’llintroduceyoutopeople.……3aReadingandmatchingGotopage28.Readtheproblemsintheboxesandmatchthemwit hthecorrectadvice.Andnowwritedownalltheexpressionsintoyourphrasebook.bereallyshy,enjoyparties,getnervousbeforebigparties ,getpimples,lookterrible,thenightbefore…,takeabige xam,dowell,helpwith…,eatlotsoffruits,drinklotsofwa ter,takealongwalk,gotobed,lookfriendly,feelshy 3bThinkingandroleplayingNextyouaregoingtothinkofdifferentadvicefortheproble msinactivity3a.Roleplayconversationswithyourpartner.A:Iamreallyshy.Idon’tenjoyparties.B:IfIwereyou,I’dgoandshoutinthestreet.I’dsetuppartiesandinviteallmyclassmatestocomeandsinga nddance.A:IgetnervousbeforebigpartiesandIgetpimples.B:Pimpl eslookgoodtome.Theyarenotterribleatall.IfIwereyou,t henightbeforethebigexamI’dlieinbedcountingthecows,thesheep,thecattleandtheho rses.ThenI’dhaveanicesleep.Ifyoucountasmanycowsaspossibleyou’ddowellintheexam.A:Ican’tlosemyweight.B:IfIwereyou,I’deatlotsoffruits,drinklotsofwaterandtakealongwalkbe foregoingtobedeveryevening.4.Doinggroupworkyouareputintopairsandfindouteachother’sproblemsatschoolandathome.Thengiveeachotheradvice.Ireallywanttogotothemallwithmyparents,butIdon’thavethetime.FinishyourhomeworkatschoolandstopgoingtoSundayclass es.you’llfindtimethatway.Ifailedthedriver’sexamandcannotgetmydriver’slicense.Gopracticingdrivingmoreoftenandgooverthetextbookthr eemoretimes.youwon’tfailnexttime.myfatherdoesnotwantmetogetmyearspierced.IfIwereyou,I’dgotomymotherforsupport.oryoucanaskyourmothertohave herearspiercedfirst.Ihavetogotoschoolonfoot.Iwanttotakethebus.Goingtoschoolonfootisgoodforyourhealth.Goongoingtos chool,toanyplacesnearbyonfoot.Itsavemoney,too.Iliketochoosemyownclothes,butmymotherdoesn’tallowmetodothat.wearyourschooluniformswhileyouarestillastudent.wait tillyouareabigmanandyou’dhavetherighttochooseyourownclothes.……closingdownbytakingatestonSecondconditionalmatchupthepartsofthesentence.IfIlostmyjob,a)we'dbothbenefit.b)I'dhavealotofproblemsgettinganotherone.c)you'dbemoreawareofwhatpeoplereallyfelt.d)wewouldn'tbesobehindtechnologically.2.IfIwereinyourposition,a)I'dresignratherthanwaittobesacked.b)I'dhavealotofproblemsgettinganotherone.c)you'dbemoreawareofwhatpeoplereallyfelt.d)wewouldn'tbesobehindtechnologically.3.IfIspokejapaneseaswellasyoudo,a)I'dresignratherthanwaittobesacked.b)I'dtrytofindajobwithoneofthejapanesebanks.c)we'dbothbenefit.d)wewouldn'tbesobehindtechnologically.4.IfwespentmoreonResearchandDevelopment,a)I'dresignratherthanwaittobesacked.b)I'dhavealotofproblemsgettinganotherone.c)I'dtrytofindajobwithoneofthejapanesebanks.d)wewouldn'tbesobehindtechnologically.5.Ifyouspokelessandlistenedmore,a)I'dresignratherthanwaittobesacked.b)I'dhavealotofproblemsgettinganotherone.c)I'dtrytofindajobwithoneofthejapanesebanks.d)you'dbemoreawareofwhatpeoplereallyfelt.6.Ifyouspentmoretimeonyourownproblemsandabitlessonm ine,a)I'dresignratherthanwaittobesacked.b)I'dhavealotofproblemsgettinganotherone.c)we'dbothbenefit.d)I'dtrytofindajobwithoneofthejapanesebanks.7.Ifwecontrolledourexpensesabitbetter,a)I'dresignratherthanwaittobesacked.b)I'dhavealotofproblemsgettinganotherone.c)we'dsavealotofmoney.d)I'dtrytofindajobwithoneofthejapanesebanks.8.IfyouinvestedsometimeintolearninghowtheInternetwo rks,a)you'dfindthatitcouldreallyhelpyouinyourjob.b)I'dhavealotofproblemsgettinganotherone.c)wewouldn'tbesobehindtechnologically.d)I'dtrytofindajobwithoneofthejapanesebanks.9.IfweopenedanofficeinTokyo,a)wewouldn'tbesobehindtechnologically.b)you'dbemoreawareofwhatpeoplereallyfelt.c)I'dbeinterestedinworkingthere.d)we'dbothbenefit.0.Ifyoudidn'ttakethejob,a)you'dregretitlater.b)you'dbemoreawareofwhatpeoplereallyfelt.c)wewouldn'tbesobehindtechnologically.d)I'dtrytofindajobwithoneofthejapanesebanks.SEcTIoNBGoals●Tofindoutaboutpeople’spersonalities●TolearntocommunicatebySecondconditionalandShouldfor adviceProcedureswarmingupbylearningaboutpersonalitywhatispersonality?whatisyourpersonality?Inpsychology,personalitydescribesthecharacterofemot ion,thought,andbehaviorpatternsuniquetoaperson.Ther eareseveraltheoreticalperspectivesonpersonalityinps ychology,whichinvolvedifferentideasabouttherelation shipbetweenpersonalityandotherpsychologicalconstruc ts,aswellasdifferenttheoriesaboutthewaypersonalityd evelops.aDescribingandfillingTurntopage29andfillintheblankswithwordsgiven.bwhichwordsinactivity1adescribeyou?Tellyourpartner.whatareyoulike?IthinkIamcreativeandoutgoing.wordsusedtodescribepeopleAdventurous,superstitious,dependant,unfriendly,aggr essive,active,old-fashioned,anxious,adaptable,decen t,moral,annoyed,irritated,arrogant,veryirritating,e nlightened,well-informed,upset,excited,open,open-mi nded,sincere,honest,crazy,flipped-out,well-balanced ,stable,shy,timid,talented,gifted,excited,enthusias tic,crazy,mad,persevering,persistent;dogged,helpful ,well-known/famous,crazy,loopy,mad,zany,popular,mod est,humble,self-effacing,demented,crazy,possessive, spellbinding,fascinating,silly,ignorant,stupid,spit eful,evil,angry,mean,spiteful,well-behaved,good,cha otic,disorganized,charming,cool,thankful,grateful,dumb,self-centred,ambitious,honest,jealous,selfish, simple,plain,simply,arrogant,smug,vain,unique,match less,lonely,lonesome,vain,verymean,detestable,disgu sting,elegant,classy,touchy,sensitive,sensitive,fee ling,energetic;assertive,committed,dedicated,narrow-minded,successfulserious,first-class,fair,fantastic,fascinating,lazy ,cowardly,fainthearted,refined,unchanging,solid,fit ,feelinggood,hard-working,industrious,progress-mind ed,cheeky,kind,friendly,happy,cheerful,merry,though tful,considerate,hospitable,generous,educated,cultu red;wellinformed,patient,dangerous,full-of-feeling, sentimental,brilliant,stingy,cheap,tight,rude,low,i gnorant,pleasant,brilliant,genius,just;fair;imparti al,valued,dear,appreciated,clever,skillful,skillful ,clever,closed,reserved,talkative,chatty,talkative, sociable,healthy,conscientious,greedy,reliable,trus tworthy,pathetic;unconcerned,indifferent,happy,luck y,rude,generous,well-dressed,good-humoured,wellinformed,good-natured,stubborn,ha rd-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,realistic2aListeningandcheckingcellaisaskingBillquestionsfromapersonalitysurvey.ch eckthequestionscellaasks.TapescriptGirl1:IjustdidapersonalitysurveyinTeenTimemagazine. Ittellsyouhowconfidentyouare.Boy1:oh?Howdidyoudo,celia?Girl1:Idon’tknowyet.Butit’sareallyinterestingtest.youshouldtryit,Bill.Boy1:ok.Girl1:Howaboutquestion1?whatwouldyoudoiftheteachera skedyoutogiveaspeechinfrontofthewholeschool?Boy1:I’dsayIhadacoldandcouldn’tspeak.Iwouldbeafraidtomakeaspeechinfrontofthewhole school.Girl1:Howaboutthismoviequestion?whatwouldyoudoifsom eoneaskedyoutobeinamovie?Boy1:oh,I’dsayno.I’dbetoonervous.what’sthenextquestion?Girl1:Let’ssee…2bListeningandcirclingyoushalllistenagaintotherecordingandcircleBill’sresponses.copythephrasesfromthelisteningscript.doapersonalitysurvey,inTeenTimemagazine,areallyinte restingtest,giveaspeech,infrontofthewholeschool,hav eacold,beafraidtomakeaspeech,infrontofthewholeschool,inamovie2cDoingpairworkInpairsaskandanswerthequestionsinthepersonalitysurv eyonpage29.3aReadingandfillingLookatthesurveyin2aandreadthepersonalitysurveyresul tbelowonpage30.Fillinthebalnkswitha,borc.3bLookingandwritingNextyouaretowriteyourownpersonalitysurveybasedonthethatin2a.4DoinggroupworkAskstudentsinyourgroupthequestionsfromyoursurvey.Di scusstheresults.closingdownbytakingapersonalitysurveyReadeachstatementcarefully,andchooseoneanswerfrom “StronglyAgree”,“Agree”,“Disagree”,“StronglyDisagree”asadescriptionofyou.QuestionsStronglyAgreeAgreeDisagreeStronglyDisagreewastemytime?oftenfeelblue?Seldomfeelblue?Havelittletosay?Donotlikeart?Believeintheimportanceofart?Dislikemyself?Haveagoodwordforeveryone? Feelcomfortablewithmyself? Feelcomfortablearoundpeople? Amnotinterestedinabstractideas? Haveasharptongue? Arealwaysprepared? keepinthebackground? Payattentiontodetails? Rarelygetirritated? Respectothers?makefriendseasily? Haveavividimagination? Finditdifficulttogetdowntowork? Amnoteasilybotheredbythings? knowhowtocaptivatepeople? Avoidphilosophicaldiscussions? Acceptpeopleastheyare? Getchoresdonerightaway? skilledinhandlingsocialsituations? cutotherstopieces? carryoutmyplans? Amverypleasedwithmyself?woulddescribemyexperiencesassomewhatdull? Donotenjoygoingtoartmuseums? Suspecthiddenmotivesinothers? Dojustenoughworktogetby? oftendowninthedumps? Tendtovoteforliberalpoliticalcandidates? Tendtovoteforconservativepoliticalcandidates? makepeoplefeelatease? makeplansandsticktothem? Havefrequentmoodswings?Don'tliketodrawattentiontomyself? carrytheconversationtoahigherlevel? Getbackatothers?Don'tseethingsthrough?Paniceasily?Don'ttalkalot?Enjoyhearingnewideas?Insultpeople?Shirkmyduties. Believethatothershavegoodintentions? SELFcHEck.Fillingtheblanksonpage31isaboxwithsentencesinblack.Readthemandfilli ntheblankswithacorrectwordgiven.makechangestothefor mifnecessary.2.Readingane-mailReadthee-mailfromFranandcopyalltheexpressions.Subject:canyouhelp?From:FranDearknowledgeable,mybestfriend,mei,hasaproblem.Thereisareallyimportan tEnglishspeechcontestforourwholecitynextmonth.ourcl assmateswanthertorepresenttheclassintheschoolcontes t.Everyoneissureshewillwin.It’sprobablytrue.meiisveryclever,andcanspeakEnglishrea llywell.Infact,shealwayscomestopintheschoolexams.Th eproblemisthatshe’sveryshy.Shedoesn’twanttoletherfriendsdown,butshe’sterrifiedofspeakinginfrontofotherpeople.She’smyfriend,soshecantellmethatshe’sshy.Butshecan’ttelleveryonethat.Idon’tthinktheywouldbelieveher.Ican’tthinkofanygoodadvicetogiveher,butyoualwayscomeupwi thgoodsolutionstopeople’sproblems.whatdoyouthinkIshouldtellmei?whatdoyouthi nkIshouldtelltherestofthestudents?FranjustforfunToendthisperiodlet’sdosomethingfun—tofindtheanimals.Reading:whatwouldyoudoif…?Beforeyouread,gotopage148tolearnthewordsforthisread ingpassagefirst.whileyouread,putthesentencesintothoughtgroupsandund erlinealltheusefulphrasestobecopiedlaterafterclass.martinRobinsonisafamousdoctor/whohasalotofexperienc e/dealingwithteenagers.Hisnewbook/whatwouldyouDo/If…?cameout/lastmonth.Itgivesadvice/onwhattodo/inlot sofdifferentsituations.Herearetwopages/fromthebook.AccIDENTSQuestion1:whatwouldyoudo/ifyoucutyourself/byaccident?Doctor:youshouldcoverthecut/withacleancloth/andpressit/har d.Ifit’sadeepcut,youshouldseeadoctor.Question2:Ifmygrandmotherfelldownstairs,andwasn’tmoving,I’dhurry/tocallthehospital/first.Isthat/correct?Doctor:yes,speedisveryimportant.Getthemedicalhelp/first,th enmakehercomfortable/andstay/withher.Question3:whatwouldyoudo/ifyouburnedyourself/byaccident?Doctor:well,firstfindout/howbad/itis.Then/puttheburnedarea/undercoldrunningwater.Question4:whatwouldyoudo/ifyouinjuredyourknee/whilerunning?Doctor:IfIfeltsomepain,I’dstopexercising.And/ifithurt/formorethanafewdays,I’dseeadoctor.PRoBLEmSProblem1:Afriendoffersyoucigarettes/ataparty.Advice:ofcourse/youshouldrefuse！IfIwereyou,I’dalsotalktoyourfriend/aboutthedangersofsmoking.Problem2:childrenoftenthink/medicineiscandy/andeatit.Advice:youmustalwayshidemedicine/fromchildren,and/youshoul dtellchildren/toasktheirparents/beforetheyeat“candy”/theyfind.Problem3:An“internetfriend”hasasked/ifyoucouldmeet.Advice:youshouldtellyourparents/aboutit,agreetomeet/inapub licplace,andyoushouldn’tgoalone.Problem4:yougetpimples/whenyouarenervous.Advice:youshoulddrinklotsofwater/andaskyourdoctorforadvice.Part2:TeachingResourcesAPersonalitysurveyInSchool.Iliketeacherswhosetroutinesandhaveorganizedway sofconductingclasses.2.Ilikeclassestobe"handson,"Iliketoplaygames,compet e,andsolveproblems.3.Ilikemyteachers,especiallythosewhoarefriendly.4.Ilearnbestbyworkingbymyself.5.Ipreferteacherswhostayononetopicatatime.6.Ilikeclassesthathavecontests,changesofpace,andvarie ty.7.myfavoritesubjectsareaboutpeople,suchaslanguage,dra ma,andliterature.8.Iameasilyboredifthesubjectholdsnointeresttome.9.Ilikesubjectsthatareusefulandtraditional,suchashist oryandgovernment.10.myfavoritesubjectsaremusic,art,andcrafts.11.Iamsocialandworkbestinagroupsetting.12.Sometimes,itishardformetodecidewhat'simportant,b ecausesomanythingsareinterestingtome.withFriends3.Ipreferfriendswhoarecarefulwiththeirmoneyandwhoma keplansaheadoftime.14.PlanningaheadboresmebecauseIneverknowwhatIwantto dountilthemomentarrives.15.Iamsensitivetorejectionandneedtoknowthatapersonc aresaboutme.16.Imayseemdistantandwithoutemotions.17.Ilikemyfriendstobeloyal,dependable,andontime.18.Iliketoexcitemyfriendswithnewanddifferentthings.19.Iappreciatereal,humanfeedbackandliketoreceivenot esandgifts.20.Iamuneasyaboutshowingmyemotions.withFamily21.Ilikestabilityandsecurityandenjoytraditionsandce lebrations.22.Ineedalotofspaceandfreedom.23.Iliketobehappyandloving.24.IamprobablyseenasalonerbecauseIlikealotofprivate timetothink.25.Iliketospendholidayswithfamilymembersandplanonsu chgatheringsformonthsandmonths.26.ItishardformetofollowrulesandIfeelweallshouldjus tenjoyoneanother.27.Iamverysensitivetorejectionfrommyfamilyandtofami lyconflicts.28.Sometimes,Ifindactivitiesboringandhavedifficulty followingfamilyrulesthatdon'tmakesensetome.。
九年级英语上册 Unit 4 What would you do》教案 人教新目标版
Unit 4 What would you do? Learning objectives:Teaching materials analyzing and rearranging (教材分析和重组)1. 教材分析本单元以“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 personali ty 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；第二模块以一封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）。
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。
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.。
九年级英语全册 Unit 4 What would you do？单元整理教案 人教新目标版
Unit 4 What would you do?The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Object(1) Key Vocabulary：lottery, million, medical, research(2) Target LanguageLook. This girl won a million dollars in the lottery.Wow ! What would you do if you won a million dollars?I'd give it to medical research.(3) Structure：I would/I'd do2．Ability Objects(1) Train students' listening skill.(2) Train students' municative petence.3．Moral ObjectIf you won a million dollars, you'd buy a big house, buy a car and so forth. However, do remember it's really being cool to realize your dream through great efforts.Ⅱ．Teaching Key Points1．Target language2．The structure： I would/I'd doⅢ．Teaching Difficult Point：The structure: I would/I'd doⅣ．Teaching Methods1．Scene teaching. Method2．Teaching by induction3．Pair workⅤ．Teaching Aid：A tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionReview the structure “should be allowed to” by asking students to make sentences about school rules.Step Ⅱ 1aThis activity focuses on vocabulary and structures introduced in the unit.Read the instructions to the class.Call students' attention to the words in the box. Ask a student to read them to the class.Get students to plete the task. First individually, then in groups.As they work, walk around the room checking progress and offering any help they may need.Collect answers from students on the blackboard.Answers will vary but should include a mixture of ideas for helping themselves and others.Step Ⅲ 1bThis activity gives students practice understanding the target language in spoken conversation.Read the instructions to the class.Read the question in the speech bubble.Explain the word lottery to students.Point to the pictures. Ask students to describe them one by one.Point out the sample .answer, Say, The first picture you will hear about has the number one on it.Play the recording for the first time. Students only listen.Play the recording again. This time students listen and number the pictures in the order they hear them.Check the answers：2,1,4,3Step Ⅳ 1cThis activity provides oral practice using the target language.Read the instructions to the class.Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.After students have had a chance to practice several exchanges, ask pairs to e to the front of the classroom and act out their conversations.Step Ⅴ SummaryIn this class, we've learned some vocabulary words and the target language what would you do if you won the lottery? I'd give it to medical research.Step Ⅵ HomeworkIf you had a large amount of money, e. g. 100 , 000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow.Step Ⅶ Blackboard DesignUnit 4 What would you do?Section AThe First PeriodTarget language:A: Look. This girl won a million dollars in the lottery.B: Wow! What would you do if you won a million dollars?A: I'd give it to medical research.教学反思：（十三）年月日上完整节课后，发现活动设计基本合理，从简单到难有坡度感，并且重难点突出，课堂气氛还算不错，基本上能够突破教学难点，巩固教学重点，完成教学任务。
英语教案：人教版九年级全册―Unit 4 What would you do
分课时教学设计Unit 4 What would you do?The First PeriodSection A 1a----2cPart 1:Teaching design (第一课时：教学设计)Teaching aims:1. knowledge aims : Words: million medical research tiePhrase: what if ….? Millions of ..2. Ability a ims :Improve the speaking skills using “if…were/did…,I would 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:Step 1. Warm-upShow a picture of a bird is flying in sky.Ask “What would you do if you were a bird?...,and tell the students “If I were a bird ，I would fly in the blue sky.”Step 2. PresentationPoint to the another picture, and ask the students “What would you do if you were a fish ?”Get several more examples from the students. the ask the students “What would you do if you were a monkey ?” repeat it .and tell the students should answer “I would …”then,tell the Ss to ask Ss:S1: What would you do if you were Liu Xiang?S2: If I were Liu Xiang , I would join in the 2012 Olympics in London. What would you do if you were Liu Xiang, S3?S3: What would he do if he were Liu Xiang?S4: If he were Liu Xiang, he would join in the 2012 Olympics in London. What would he do if he were Liu Xiang, S3?S5: What would you do if you were Yang Liwei?S6: If I were Yang Liwei ,I would travel in space. What would you do if you were Yang Liwei, S3?S7: What would he do if he were Yang Liwei?S8: If he were Yang Liwei, he would travel in space. What would he do if he were Yang Liwei ,S3?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.Step 3.Activity 1 Discuss in Group1. If you were a girl / boy, what would you do?2. If you were your parents, what would you ask your children to do?3. If you were a kid forever, what would you do?Activity 2 Do a SurveyWhat would you do if you had a lot of money ?老师一边展示图片，一边说下列的句子：P1：The boy doesn’t enough food to eatP2：The buildings were broken down by the earthquake.P3: Hope project helps people who need.P4: There are many places of interest in the world.P5: A lot of money. If you had a lot of money what would you do?Then ,make a survey , then fill in the blank-What would you do if you had a lot of money?-If I …, I would…1、小组活动，要求每一位同学根据调查表，在被调查的过程中，要尽可能地发挥自己的想象，要有自己的特色。
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Unit 4 What would you do? Learning objectives (教学目标)Teaching materials analyzing and rearranging (教材分析和重组)1. 教材分析本单元以“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 per sonality 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；第二模块以一封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）。
教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c) New function presenting Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) PracticePeriod 3 (Section B: 1a, 1b, 2a, 2b, 2c) Vocabulary building Period 4 (Section B: 3a, 3b, 4) Integrating skillsPeriod 5 (Self Check: 1, 2 & Workbook) WritingPeriod 6 (Reading: Section 1—Section 4) Reading comprehension Teaching procedures and ways (教学过程与方式)Period One New function presentingLanguage goals (语言目标)1. Words & expressions: million, medical, research2.Key sentences: What would you do if you had a lot of money? (P26)Ability goals (能力目标)Enable the students to understand and talk about imaginary situations.Emotion & attitude goals (情感和态度目标)Enable the students to form positive attitude toward money and be ready to helpothers deal with problems and worries.Strategy goals (策略目标)To understand the targets language by reading pictures.Culture awareness goals (文化意识目标)People’s attitude toward money in English countries.Teaching important (教学重点)Talk about imaginary situations, worries /problems.Teaching procedures & ways (教学过程和方式)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?Sample project:Edison’s childhoodThere are many stories about what Edison was like as a child. They all show that from an early age, Edison was curious about the world around him and always tried to teach himself through reading and experiments.Surprisingly, little “Al”Edison, who was the last of seven children in his family, did not learn to talk until he was almost four years old. Immediately thereafter, he began pleading with every adult he met to explain the workings of just about everything he met. If they said they didn’t know, he would look them straight in the eye with his deeply set and lovelyblue-green eyes and ask them: “Why?”At age 11, Tom’s parents tried to teach him how to use the resources of the local library. This led him to prefer learning through independent self instruction.By age 12, Tom had already become an “adult”. He not only talked his parents into letting him go to work selling newspapers, snacks, and candy on the railroad, but also had started an entirely separate business selling fruits and vegetables...By 14, Tom became totally deaf in his left ear, and approximately 80% deaf in his right ear. He once said that the worst thing about this condition was that he was unable to enjoy the beautiful sounds of singing birds.One of the most significant events in Tom’s life now occurred when — as a reward for his heroism — the boy’s grateful father taught him how to master the use of Morse code and the telegraph.In 1869, when Edison was twenty-two years old, he patented his first invention andadvertised that he “would hereafter devote his full time to bringing out his inventions.”Over the next years, Edison’s progress in creating successful inventions for industry really took off.Then ask the students to tell what they can learn from Edison.S: Edison once said, “Genius is 1% inspiration and 99% perspiration.” As for students, we should make no excuse in our learning process and work hard every day to achieve our goals.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 2. 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 Hope 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 researchlab…Show the following to the students and then ask them to practise 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 her mother.4. —What would you do if the teacher asked you to sing a song to the class?—I’d sing a song.5. —What would you do if you found a wallet in the street?—I’d give it to the police.Step 3. ListeningAsk the students to listen to the recording and compare their answers with those in the recording.T: Next we’ll hear a conversation about 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 pictures in the order you hear them.Play the tape for the second time. Then check the answers.Step 4. 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.Period Two PracticeLanguage goals (语言目标)1. Words & expressions: tie, worry, what if, pimple2. Key sentences:If I were you, I’d take an umbrella.（P27）Ability goals (能力目标)Enable the students to deal with problems and worries.Emotion & attitude goals (情感和态度目标)The students are ready to give advice to those who have worries and problems. Strategy goals (策略目标)Enable the students to match the problems and worries.Culture awareness goals (文化意识目标)How to deal with worries and problems.Teaching important (教学重点)Talk about worries /problems.Teaching procedures & ways (教学过程和方式)Step 1. RevisionAsk the students to share their ideas about what their worries at first, and then listen to the recording talking about worries.T: What do you worry about during listening?S1: I’m worried about that I can’t follow the speakers.T: Then what would you do?S2: I would try to get as much information as possible.Ask the other students if they have any other good ideas to help.T: What are your worries?S2: My worry is my PE /little brother.Step 2. Listening PracticeAsk the students to do listening to the dialogue about Larry’s worries.T: Yes. Nearly everyone has some worries everyday. When we haven’t got enough money, we might worry about food, clothes, houses, cars, etc. But if we had a lot of money, we would worry about how to spend it. To cut it short, worries come along with money.Next we’re going to listen to a recording about Larry’s worries. Before we do this, let’s look at the picture on Page 27 first. Look! The boy is getting ready to go somewhere and he is feeling a little nervous. His sister’s helping him pick out what to wear. Nowlisten and find out what Larry’s worry is. For the first time, just listen.Play the recording for the first time.T: Listen again and circle the answers in the box.Play the recording for the second time. Then check the answers.T: You’ll hear the same conversation again. This time check the things that Larry’s sister says to him and fill in your answers on the line.Play the recording again, then check the answers.T: After listening, we know that Larry had a lot of worries before going to Tom’s party. IfI were Larry, I would bring a flower as a present. What would you do? Now makedialogues using the pattern.Show the following on the screen.What would you do if you were Larry?If I were Larry, I’d…Sample dialogues:S1: What would you do if you were Larry?S2: If I were Larry, I would bring a birthday cake.S3: What would you do if you were Larry?S4: I would bring him some chocolates, because chocolate is his favorite.…Step 3. ReadingT: Maybe we all have kinds of worries or problems everyday. For example, some students are worried about their English or other subjects; some are worried about what to wear everyday, etc. And most of us are always ready to help others who have problems and worries. But before your help, you should get to know first, what are the worries or problems of others.Ask the students to read the column in 3a on Page 28.T: Now you will read the short passages on page 28 of the textbook and match each problem on the left with the correct advice on the right. Then point to the blank line in each item in the first column and ask students to write the letter of the correct advice from the second column.T: Next please write the letter of the correct advice from the second column here.Check the answers.Step 4. Role PlayAsk the students to act out the conversation in pairs.T: The exercises above provide us only one type of advice for each problem. Now think of different advice for the problems in activity 3a. Work in pairs and rolesplay conversations with your partner.Sample conversations：1. —I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.What should I do?—If I were you, I’d talk to people I don’t know.2. —I get nervous before big parties and then I get pimples. They look terrible! What should Ido?—If I were you, I’d try to talk to someone and forget about the parties.3. —I can’t sleep at night before I take a big exam. Then I’m too tired to do well.What should I do?—If I were you, I’d do some sports or drink some milk before going to bed.Step 5. HomeworkT: In this class, we heard Larry talking about his worries and his sister’s advice to him.After class, please do the GROUPWORK on Page 28.Period Three New vocabularyLanguage 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 personalities are 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 class often 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, kind T: The above are all words to describe what one is like in personalities. But what are these kinds of persons really like? Now read the descriptions in Form 1, and then try to fill in the blanks in Form 2.Show the following to students. Then ask them to match the numbers in Form 1 withthe correct statements in Form 2.Form 1Form 2Sample answers: 1-5 D B E A CStep 3. PairworkAsk the students to work in pairs to practise the dialogue.T: Which words in activity 1a on page 29 describe you? Now work in pairs and tell your partner about it and then practise asking and answering the questions in the personality survey.Sample dialogue 1:S1: What are you like?S2: I think I’m shy and unconfident. I don’t know what to say before strangers and dare not to speak aloud.Sample dialogue 2:S3: What are you like?S4: I think I’m outgoing and energetic. I like to make friends everywhere. I like talking with drivers or passengers when I take a bus or taxi. I never feel tired during my study.Step 4. Free TalkAsk the students to work in pairs and ask and answer each other questions modeled after 2a.T: Do you know yourself very well? What kind of personality do you have? Which words in activity 1a on page 29 describe you? Now work in pairs and tell your partner about it and then practise asking and answering the questions in the personality survey. Sample dialogue 1:S1: What would you do if someone asked you to play video games?S2: I’d say no. It is bad for my eyes.Sample dialogue 2:S1: What would you do if your mother didn’t permit you to attend a music school? S2: I’d ask for help from my father.Step 5. HomeworkAsk the students to search for information on how to make a survey, and then makea simple survey of classmates after class.T: If you want to make a personality survey of your classmates, what should you do?S1: First, I’d write down: what the goal of my survey is and who I will ask; then, I’ll design some questions; and write down the survey results.Ask for more ideas and tell students what a complete survey is.S2: Finally, we should study the results and make a conclusion.T: Good. After class, please make a personality survey of your classmates.Period Four Integrating SkillsTeaching goals (教学目标)Language goals (语言目标)1. Words & expressions: permission, herself, bother, slight, annoy, fairly, plenty,circle, listener, give a speech, ask one’s permission, inthe slightest, plenty of, get along with2. Key sentences：(1) What would you do if someone asked you to be in a movie?(2) I’d say no.(3) If a friend said something bad about you, would you do? Ability goals (能力目标)Enable the students to make a personality survey.Emotion & attitude goals (情感和态度目标)Enable students to tell positive personalities from negative personalities.Strategy goals (策略目标)Enable students to take advantages of one’s personalities in forming good studyhabits.Culture awareness goals (文化意识目标)Enable students to understand the differences between home culture and other cultures.Teaching important & difficult points (教学重点和教学难点)How to make a personality survey.Teaching procedures & ways (教学过程与方式)Step 1. RevisionCheck the homework.T: What about your survey?S: Our survey questions and answers are as follows:1. If a friend took your eraser without permission, what would you do?a. I’d tell him to ask my permission before he takes something next time.b. I wouldn’t say anything.c. I would start to take his things without his permission.2. If your parents asked you not to make friends with the other girls /boys, whatwould you do?a. I’d take no notice of what they said.b. I’d following their advice.c. I’d argue with them about it.3. If you wanted to be friends with your new classmates, what would you do?a. I’d introduce myself.b. I’d wait for him/her to introduce himself/herself to me.c. I’d invite her to my home for dinner.4. If your classmates asked you to be in a role play, what would you do?a. I’d say no.b. I’d say OK.c. I’d ask if my friends could be in the movie, too.Ask the students to tell positive personalities from negative personalities.T: One character can be regarded as positive or negative or neither in different countries.For example, in the United States, being outgoing and confident is a positive personality characteristic, while in some cultures these characteristics are not as important, or may be negative personality characteristic. What do you think is positive personalities in Chinese culture? Does Chinese culture value these characters in the following form? Now work in pairs and tell which of the following is positive. Put “P”in the blanks if you think it is positive, put “N” in it if it is negative, if neither put “M”in it.Show the following:Sample answers:Step 2. ListeningPoint to the chart and ask students what a quiz is about.T: What’s this? (Point to the chart on page 29.)S1: It’s a quiz. (Or a survey /a personality survey.)T: What is it about?S2: It is a personality’s survey.Ask the students how to make a quiz.T: We can easily see from the chart that a quiz should include questions and different answers to be chosen from. If you want to do a quiz, what would you do?S3: The person making the quiz asks some questions and the person taking a quiz chooses an answer to each question from the given choices.Read the instructions or ask different students to do it.T: Next we’ll listen to Celia asking Bill questions from a personality survey. But before do that, you’ll have to read the questions and answers first. That’s always the way we do listening practice.Ask the students to listen for the first time.T: Now listen to Celia asking Bill questions. Check the questions that Celia asks.Ask the students to listen for the second time.T: For the second time, please put a check in front of the questions that Celia asks.Ask the students to read the answers in activity 2a first and then listen to the conversation again and circle the letter of the correct answer to each question.T: Now you will hear the same recording again. This time, circle the letter of the correct answer to each question.Play the recording again. Then check the answers.Step 3. ReadingAsk the students to read the paragraph by themselves.T: When a survey is finished, you should study the results and reach some conclusions such as paragraph on page 30. Now please read the three paragraphs by yourselves loudly.Ask different students to read the questions and answers on the survey in activity 2a.T: Well, who’d like to read the questions and answers on the survey in activity 2a for us?Read the activity 3a instructions to the class.T: The letters “a, b and c”in the above answers to the questions of survey describe different types of people. The letter “a” describes one type of person, and so do “b and c”. Now reread the paragraph below and decide which letter goes in each blank.Ask the students to finish on their own.T: Now please fill in each blank in the result with “a”, “b” or “c”.Check the work and offer language help if necessary.Step 4. GroupworkAsk the students to work in groups and make a survey in their groups.T: Next you will make a survey using what you have written just now. Work in groups and ask your group members to answer the questions from your survey.(Ask students to give their survey questions to each person in their group, and record their answers.)T: Each member of the group must answer the survey questions and record your answers.(Ask two students to read the sample conversation in the box.)T: Now who’d like to read the sample conversation in the box to the class? Any volunteer?(Ask several pairs of students to read their survey questions and tell the class about the results.)T: Now I will ask you about your surveys. First, read the survey questions of your group, then tell the class about your results.Sample survey question 1:What would you do if you were arguing with others in a party?a. Accept people as they are.b. Make people feel at ease.c. Cut others to pieces.Sample survey question 2:What would you do if someone often said something bad about you?a. Have a good word with him /her.b. Seldom feel blue and make him /her understand you better.c. Often feel blue and decide not to say anything with him /her anymore.What would you do if you were late for school again?a. Tell the truth.b. Explain to the teacher why you are late again.c. Find another excuse and promise you would never be late again.What would you do if your teacher misunderstood you when you are trying to help others?a. Feel unfair about it.b. Tell the teacher what you are doing.c. Never offer help to others late on.(Ask students to draw some conclusions according to their survey questions and answers.)T: Collect your survey results and see how many people in your group choose “a, b or c”?Write them down, please.Sample survey results:(Ask students to discuss the results.)T: For the question 1 in the form above, we can see 2 people would accept the people as they are, and 2 more would make people feel at ease and only 1 want to cut others to pieces. Which is the best behavior or response, do you know? Now discuss your results.(Sample answers of Group 4)S1: Three of us chose answer “b” for the question. I think it’s the best way to remove the misunderstanding.S2: I agree with you. If I were the teacher, I would get to know what happened first.S3: On one hand, it’s unfair to be misunderstood when you are doing something good or right.On the other, I think sometimes we should let others know what we are doing.S4: I don’t think so. We don’t need to let others know what we are doing.S5: Sometimes it’s not good to explain things you did to others.Step 5. HomeworkAsk the students to do the exercises on Page 31.Period Five WritingLanguage goals (语言目标)1. Words & expressions: k nowledgeable, represent, let…down, come up with,rest2. Key sentences: (1) If you were more friendly to people, you would have morefriends.(2) I can’t think of any good advice to give her, but you alwayscome up with good solutions to people’s problems.(3) What do you think I should tell Mei?Ability goals (能力目标)Enable students to write an email in reply.Emotion & attitude goals (情感和态度目标)Be always ready to help others in trouble.Strategy goals (策略目标)Enable students to learn more new things by using what they know.Culture awareness goals (文化意识目标)Enable students to understand the attitudes toward ideas such as shy and being outgoing in different countries.Teaching important & difficult points (教学重点和教学难点)How to write an email in reply.Teaching procedures & ways (教学过程与方式)Step 1. RevisionAsk the students to describe people with the following characteristics using what they have learned.T: Now try to describe the people with the following characteristics using the words you have learned.Show the following on the screen.Then ask the students to do Exercise 1 on their own.T: Next finish Exercise 1 on your own.Step 2. ReadingAsk the students to read the e-mail.T: Next please read the email from Fran loudly and find out what Mei’s worries are and try to give your advice.List the students’ ideas on the screen as follows.Ask the students to list as many suggestions as possible.Step 3. Writing PracticeT: Nowadays e-mails are very popular. We’ve learned how to write an e-mail in the previous unit. Here’s another example.Show the following to the students.T: For e-mail writing, we must pay attention to the following.Show the following to the students.1. Keep your message short.2. Keep your message simple.3. Give your main idea in a few sentences so people can understand you immediately.4. Don’t type all in capital letters.Ask the students to write a reply as required on Page 31. Then ask some of them to read their work to the class.One sample version:Step 4. Language FocusDuring the reading, the students may have difficulties in understanding the letter. If so, ask them to solve the problem themselves by looking up in the dictionaries or asking for help. Then ask students do the following exercise.从方框中选出适当的短语填空。