九年级英语全册 unit 4 what would you do（第5课时）教案 人教新目标版

“讲忠诚、严纪律、立政德”三者相互贯通、相互联系。忠诚是共产党人的底色，纪律是不能触碰的底线，政德是必须修炼的素养。永葆底色、不碰底线Unit 4 What would you do? 第四课时Section B 3a-self checkLearning Goals:In this lesson, the students will learn to use Second Conditional to talk about imaginary situations. The teacher should be sure that the Ss can use the right tense structure in the Second Conditional to finish a personality survey and write a reply to an e-mail from Fran. By doing the personality survey and the writing practice, the Ss can find out their own and their friends real personalities and get to know how to get along with others better.Teaching and learning steps:Step I. PreviewAsk the Ss to translate the following Chinese into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.1.个性调查 _2.非常自信 _3.社会情境 _4.一点也不 _5.惹恼别人 _6.大量朋友 _7.喜欢别人的陪伴 _8.与相处 _9.而不是 _10.宁愿做而不做 _11.有一小圈好朋友 _12.一个非常重要的演讲比赛 _13.代表我们班 _14.使失望 _15.想出解决人们问题的好办法_16.剩余的学生 _Ask the Ss to translate the following sentences.1.你的朋友可能会说你容易相处。_2.你宁愿在家里读本书也不愿意去参加聚会。_（设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）Step II.Review and lead in1. First, ask the Ss if they are sure of their friendss and their own personalities. Give the Ss time to have a small conversation like: A: What are you like？ B: I think Im How about you?2. Then, have the Ss do the personality survey in 2a and count how many As, Bs and Cs they get. （设计说明：借助学生们探索自我和他人个性的好奇心里，让学生们先做个个性调查，为阅读3a 做好铺垫。）Step III. Read1.After the Ss finish the survey, ask the Ss to think about: what would the person be like if he /she answered A / B / C for most questions? See how the Ss guess the results.2.Then ask the Ss to fill in the blanks in the personality survey results in 3a with “a”, “b” or “c”.3. Let the Ss use the Personality Survey Results in3a to make sure what their friends and their own personalities are according to As, Bs, Cs theyve got.4. Give the Ss time to have a discussion about their personality survey results and see if they agree with the results in 3a and think about how it helps after they know their friends and their own personalities. After the Ss show their opinions, the teacher can have a summary：We cant judge our personalities with “good” or “bad”. Peoples personalities are comple. I think after we make sure our own and our friends personalities, we can get along better with our friends, learn from each other and help each other.（设计说明：在阅读3a前，先引导学生们依据个性调查表答案选项，尝试归纳三类人的个性，提前呈现3a内容，使学生们能更自然转入正式阅读3a。）Step IV. Summary：Inquiry into knowledge by translationChoose three sentences from the above and ask the Ss to try to summary the language rules and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.一、 Social situations dont bother you in the slightest._1. bother 近义词为_ 和_。其中_ 最为正式；_ 则指“打搅，使人不得安心”，但没有_那么严重；_ 是“使人心烦”的意思。（1）Pardon me for _ with such a small matter.请原谅我为这点小事麻烦你。（2）I_ by his bad manners.他的无礼使我恼怒。2. not in the slightest 意为“_”=_那位上了年纪的女士根本没感觉累。The old lady didnt feel tired _.二、 Your friends say that you are easy to get along with._get along with _=_get along well / badly with _I am sure _.我相信你一定会跟他相处地很好。三、 You like talking to one or two people rather than to a group._1.rather than=_ 意为“_”连接两个_成分，_对称。Id prefer to go in summer rather than _（在冬天）。I decided to write rather than _(打电话)。2.常用的结构有：would rather than 宁愿而不愿=would rather than前后连接两个_, 否定形式为：_3.would rather than =prefer to但prefer to 若连接两个动词，动词应为_形式。He would rather jog than play football.=_（设计说明：首先让学生自己感知发现语言的规律，并通过小组讨论的形式获得更为准确答案，本部分的知识探究有一定难度，老师要注意适当引导。）Step V. Read1. Ask the Ss to turn to P31 and look at the e-mail in self check 2. First ask the Ss to find out: *Who is this e-mail from? *Who is this e-mail to?2. Next ask the Ss to guess: *What is Knowledgeable like? *Why does Fran write the e-mail to Knowledgeable?Some Ss may guess that Fran might have problems and he wants to ask Knowledgeable for help.3.Then, ask the Ss to read the e-mail and find out the main idea. The e-mail is about _. A. Fran has a problem and he asks Knowledgeable for help. B. Mei has a problem and she asks Knowledgeable for help. C. Fran asks Knowledge to help with Meis problem.4. Check the Ss answers. And ask the Ss to read the e-mail more carefully and finish the following chart. About MeiOur classmates want her to _Everyone is sure _.Mei is very clever and can _.She always _.Meis problemShe is _.She doesnt want _,but shes _.Solutions What do you think_?What do you think _? 5.Help the Ss to retell the e-mail according to the information in the chart.（设计说明：在正式阅读短文前，引导学生依据Knowledgeable 单词中隐含的信息猜测Fran 写此封邮件的原因，目的在于培养学生依据信息预测文章内容的能力，便于学生在头脑中先于阅读文章前，就构建好相关语境。接下来通过完成不同的阅读任务，目的分别是为了培养学生概括文章大意，读取细节和复述的能力）Step VI. Summary：Inquiry into knowledge by translationChoose two sentences from the above and ask the Ss to try to summary the language rules and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.一、She doesnt want to let her friends down._let sb. down 是固定词组，意为“_”。Dont _.不要让你妈妈失望。二、but you always come up with good solutions to peoples problems._（1）come up with 提出（答案、方法）等。类似于_.How would you _ this idea?你怎样想出这个主意的？（2）come up with 也可译为“赶上，追上”，与_同义。We shall have to work hard to _(赶上他们).（设计说明：首先让学生自己感知发现语言的规律，老师再做适当引导和补充。）Step VII. Write1.Ask the Ss to suppose they were Knowledgeable and would write a reply to Fran. Before writing, ask the Ss to work in a group of four and talk about what Knowledgeable should write in the reply.To Mei: To the rest of the students:2. Possible discussion results:To Mei: believe herself, be confident, regard the problem as a challenge, try to practice speaking in front of the classmates as much as possible.To the rest of the students:understand her; encourage her; not give her too much pressure; help Mei practice speaking3.Let the Ss use the discussion results to finish the reply in class if time is possible.(设计说明：写作前，引导学生们未动笔前，先构思写作框架和内容，可以有效培养学生们布局谋篇的能力，不再盲目的去写。)Step VIII. Exercises: the end-of- class testI. Write the right word according to the first given letter or Chinese.1.He cant speak in front of people. He is s_.2.He is _(自信的) to pass the exam.3.Without my _(允许)，dont touch my things.4.I am very busy. Dont b_ me, OK?5.He is _(精力充沛的). He can do everything well enough.6.Our classmates want her to _(代表) the class in the school contest.II. Fill in the blanks with the right forms of the words.1.My teacher wanted me to give a _(speak).2.Ive asked his _(permit) to use his car.3.Jim is a good _(listen) when we get together.4.If you were _(friendly) to people, you would have more friends.5. Everyone is sure she _(win).III. Translate Chinese into English.1.我宁愿去上海也不去海南。_2.在她学习的时候，没有任何事情可以打扰她。_3.他是个什么样的人？ 他很有活力，从不疲倦。_4.Henry 总是在想变得富有的办法。_5.剩余的钱是Mary的。_（设计意图：通过检测学生的学习情况，有助于以学定教。）Step IX. Homework1.Read 3a and self check 2. ( )2.Finish self check 1. ( )3.Add two more questions into the Personality Survey. ( ) 4.Finish the reply to the e-mail. ( ) 本节课亮点：1.导入新课时，借助学生们探索自我和他人个性的好奇心里，让学生们先做个个性调查，为阅读3a 做好铺垫。2.在阅读3a前，先引导学生们依据个性调查表答案选项，尝试归纳三类人的个性，提前呈现3a内容，使学生们能更自然转入正式阅读3a。3. 在知识探究时，首先让学生自己感知发现语言的规律，然后通过小组内的合作学习让学生们自己探究更为准确的答案。4. 在正式阅读短文前，引导学生依据Knowledgeable 单词中隐含的信息猜测Fran 写此封邮件的原因，目的在于培养学生依据信息预测文章内容的能力，便于学生在头脑中先于阅读文章前，就构建好相关语境。5. 写作前，引导学生们未动笔前，先构思写作框架和内容，可以有效培养学生们布局谋篇的能力，不再盲目的去写。使用注意事项：1预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。2本节课容量大，时间如控制不当，有可能一节课难以完成预设任务。Keys:Step I. Preview1.a personality survey 2. pretty confident 3. social situations 4.notin the slightest 5.annoy people6.plenty of friends 7. enjoy the company of other people 8.get along with 9. rather than 10.would rather do than do 11. have a small circle of good friends 12.a really important English contest 13.represent our class 14.letdown 15.come up with good solutions to peoples problems 16.the rest of the students1.Your friends would probably say that you are easy to get along with.2.You would also rather stay at home and read a book than go to a party.Step IV. Summary：Inquiry into knowledge by translation一、社交环境不会对你有任何影响。1.trouble; annoy; trouble; bother; trouble; annoy; bothering you; was annoyed2.根本不，一点也不；notat all; in the slightest / at all二、你的朋友说你容易相处。与相处； get along with; 与相处得好/ 差；you will get along very well with him三、你喜欢和一两个人聊天而不是同一群人聊。1. instead of; 而不是； 并列； 前后；in winter; telephone2. 动词原形； would rather not do sth.3. v-ingHe prefers jogging to playing football.Step V. Read3.C4. represen