浙江省台州市黄岩区头陀镇中学九年级英语 Unit 4 What would you do 教案 人教新目标版.doc

unit4 what would you do ?four periods period 1：section a: 1a-2c period 2：section b: 1a-4period 3：section a: 3a-4 selfcheck2period 4：section b: self check1reading 单元目标和要求teaching aims：1) talk about worries and advice2) listen, describe and talk about personalities3) learn to write in reply 4) learn to deal with new problems or situations using what you knowlanguage functions：talk about imaginary (interesting/embarrassing) situationslanguage structures：subjunctive mood: if i were you, id languages aims： 1) talk about imaginary situations what would you do if ? if i were you, id if you were , you would 2) talk about worries you shouldnt worry about /i dont know /what if ? /what should i do?what problems do you have at home/school? /i cant . / the problem is that what do you think i should ?3) talk about personalities what are you like? /im creative and outgoing. /how confident are you?important vocabulary and phrase：research, worry, exam, herself, circle, listener, knowledgeable, rest, shelf, cover, deep, downstairs, correct, burn, knee, hurt, offer, refuse, safety, helpful, what if, in public, in the slightest, plenty of, get along with, let down, come up with, get along with, come out learning strategies: co-operation, using what you know and sharing ideas with classmates/teachersculture awareness goals: peoples attitude toward money, accidents, problems in english countries teaching important points: talk about imaginary situations, accidents, problems.teaching difficult points：how to tell the imaginary situation from the real condition,and use the subjunctive mood correctly.learning methods: learning by oneself, and learning by co-operation emotion & attitude goals: form positive attitude toward money and be ready to help others deal with problems and accidents.tasks before classes:task1.students try to find out what rich people are doing with their moneytask2. students try to describe the personality of their own and otherstask3. students try to collect the embarrassing situations（accidents/problems）of their own and others period 1lanalyzing of the teaching material teaching material： section a: 1a-2c teaching aims：a. master the basic vocabulary and phrases.b. use the new sentence structure to question and answerlearning task：1)if i had lots of money, i would 2) talk about worries and give adviceaims：through group work, make a survey about the worries of the classmates and give proper advice, and how to deal with the money if we were rich, learn to use the subjunctive mood correctly, improve the ability of communicating language skills：listening .speaking .reading and writinglanguage points：talk about imaginary situations, using the subjunctive moodvocabulary, phrases and sentences：million, medical, pimple, research, worry, exam, what would you do if ?/ if i were you, id / if you were , you would / you shouldnt worry about /i dont know /what if ? /what should i do?/ what problems do you have at home/school? /i cant . / the problem is that l analyzing of teaching important points and difficult points： teaching important points：basic vocabulary and phrases and sentences difficult points：how to tell the imaginary situation from the real condition, and use the subjunctive mood correctly.l the preparing before classescai for this period try to find out what rich people are doing with their moneyl the designing of teaching teaching procedures instructions and advicestep1 warm-up/revision1.greetings, and report about what rich people are doing with their money.2. talk with students about the following:1) how was your summer vacation?2) what interesting things did you do during the vacation?3) were you a good girl during the vacation?4) if you had a long vacation, what would you do?help the students to answer: if i were a man, i would wear a t-shirt and a tiestep2 presentation/practice 1. show more imaginary situations and let the students feel more about the subjunctive mood:t: if i were on the ship, i would (a ship bursting into fire)s1: if i were on the ship, i would jump into the water at oncet: if i were the baby, i would (a baby with a big snake )s1: if i were the baby, i would play with it2. repeat the activity using different situations for the students. to drill in pairsa: if i were in the desert, i would (some people walking in the desert)b: if i were in the desert, i woulda: if i were in the cage, i would (some tigers walking in the cage)b: if i were in the cage, i wouldstep3 lead-in show a photo of bill gates and ask the students: how much do you know about him? then let them guess what i would if i were him; (if bill gates gave me a million dollars, then i would have a million dollars.) if i had a million dollars, what would i do?and present: medical research, put it in a bank, give it to charity, project hope, etc. step4 work on 1b and 1cshow the question in 1a，students make list about the things they would do if they had lots of money.work on 1b students listen and finish 1b.work on 1cpretend you are the people in the picture. talk with your partner about other ways you could spend a million dollars, several pairs of students share their conversations with the class.step5 work on 2a and 2b1. the students will hear their teacher say: why am i very nervous these days? because im going to cctv for a party show. if you were me, what would you do/wear/take? what about my friend larry? is he very nervous, too? why?2. work on 2a. get the students to understand the situation first and then listen and check.work on 2b. listen again and match the questions with answers.listen and imitate.step6 role playpair work , larry and his sister,larry: i dont know what to wear?sister: if i were you, i would.students say their conversations to the class.step7 group work then reportgroup work. student a, talk about your own worries. student b, c, d, gives advice.a: im going to cctv; i dont know what to wear.b: if i were you, id wear a dress.c: if i were you, id wear a t-shirt and jeans.d: if you dont know what to wear, just ask your parents.step8 summaryreview and summarize the grammar focus. ask students to read and know how to use the sentences:the subjunctive mood: it is used to express thoughts-wishes, suggestions, suppositions or something contrary to facts.example 1: he acts as if he _ drunk. a. is b. weresituation 1: he is showing a set of zuiquan. choose bsituation 2: now he has drunk 2 bottles of maotai. choose aexample 2: that girl acts as if she_ a boy. a. is b. werethe students will hear their teacher say, “she looks like a boy. she plays basketball better than boys. she is very active. as a matter of a fact, is that girl a boy or a girl? a girl is a girl after all”. so theyll know the answer. example 3: that boy talks as if he _ everything in the world. a. knows b. knew the students will hear their teacher say, “is it possible the boy knows everything in the world?” so the answer is very obvious.step9 exercisestudents will fill in the blanks; its about what theyve learnt in this lesson:1）if i _(be) a bird, i _(fly) in the blue sky.2）if i _(find) a purse, i _(give) it to the police.3）if you _(have) something important, you _( can go) now.4）if he _(have) no time, lets ask tom instead.5）if she _(come), please tell me.6）if i _(be) you, i _(choose) this one .the answers are: 1) were, would fly 2) find, will give 3) have, can go 4) has 5) comes 6) were, would choose. homework:oral work: listen to the conversations in 1b and 2a and imitatewritten work: 1. copy new words 2. finish off workbook exercise.汇报主要是为了检查作业和为下一步作准备。真实的每日谈话，简单而自然，也提高学生的英语的信息沟通。 所有不可能且有意思的情景和话题更能让学生喜欢。让他们有了最先的头脑风暴后，再进行下一步的竞猜游戏。通过这步，可以更自然的呈现新词汇。通过这步，让学生更熟悉新内容的。还可以很自然有效的过渡到2a.熟能生巧，模拟和操练对下一步的输出很重要。 有效的输入后，就不必担心他们更好的输出了，该是真实交流的时候了。必要时，教师可以用中文。练习和小结对巩固和落实所学内容同样重要。作业不可以随意布置，应让学生巩固所学的内容，让学生觉得物有所值。blackboard designmillionmedicalpimpleresearchworryexam,unit4 what would you do?what would you do if ?if i were you, id you shouldnt worry about what should i do? what problems do you have at home/school?i cant . / the problem is that period 2lanalyzing of the teaching material： teaching material：section b: 1a-4 teaching aims：be able to use the target language to talk about different peoples personalities with proper wordslanguage points：talk about personalities key vocabulary, phrases and sentences：energetic, confident, permission, bother, fairly, plenty, in the slightest, plenty of, get along withwhat are you like? im creative and outgoing. how confident are you?l analyzing of teaching important points and difficult points： the important points of this period are to learn to describe and talk about personalities. the difficult points of this period are to talk about different peoples personalities with proper words, using the subjunctive mood correctly if necessaryl the preparing before classes： cai for this period try to describe the personality of your own and three othersl the designing of teaching： teaching procedures step1 warm-up/revision1. greet the class as usual and check the homework.2. students finish a questionnaire: answer the questions and try to think what you are like.are you afraid to speak in public?do you like to meet new people?do you like art and music?do you often get nervous when you have to meet new people?do you often feel tired?step2 presentationstudents report their answers to the questionnaire and theyll hear their teacher say: i think youre outgoing/ energetic/ shy/ confident/ creative.step3 learn by themselves (section b 1a.)students finish 1a alone first, then check their answers in pairsstep4 lead-in /practice(section b1b)1. students will try to describe different famous people in pairs according the hints of the words given by the teacher.a: who is this?b: its yang lan/.a: what is she/he like?b: she/he is _.personality: outgoing, serious, funny, smart, friendly, shy, unfriendly, confident, creative, energetic2.1b, which words in activity 1a describe you? tell your partner. for example: a: what are you like? b: i think im creative and outgoing.step5 work on 2a, 2b and 2c1. read the instructions and point to the four questions. celia is asking bill questions from a personality survey. listen and check the questions celia asks. play it twice and check the answers.2. 2b listen again and circle bills responses3. listen and imitate4. pair work (2c)let the students ask and answer the questions in the personality survey. a: what would you do if someone asked you to e in a movie? b: id say yes. then pair practice and check the conversations.step5 make a survey and report1. look at activity 2a and write your personality survey. ask anyone you like.questionss1s2s3say something bad about youask you to give a speechborrow your clothes without your permissionask you to be in a moviewant to be friends with a new person2. students give us a report about what their classmates answered.step6 reading1. 3a read and fill: look at activity 2a and write your personality survey about yourself. choose a, b, or c.2. students describe the classmates they surveyed with simple words again.step7 language developingdiscuss in groups: if you were all grow-ups now, what were you like? what personality would you like to have? why? then give us a report. step8 summarynew words: herself permission confident energetickey sentences: what would you do if ? if i were , id. you should .what are you like? im creative and outgoing. how confident are you?important phrases: without permission, ask ones permission, be confident of, give a speech, get pimples, introduce oneself to somebody.homework:oral work: listen and imitate 2a and 3a.written work: 1. finish off workbook exercise. 2. write a short passage according to your discussion in class: if i were.idinstructions and advice 问题链可以使学生更能很好的进入下一步。通过这一步，教师可以更随意，自然和真实的呈现新单词。如果我们想要更好的输出，就应该增加足够的输入，所提供的都是他们最喜欢的人物，学生会热情的参与。操练就是为下一步更好的输出作准备。有效的输出就是让学生有一种真实的交际氛围。团队工作是一种合作，分享和享受的过程。通过这步，可以很好的联系调查和3a部分，让学生在这里进入3a，简单而自然。另一种新颖的设计，可以跳出课文，你会发现更多，你的学生也是，而且这步也是联系学生在 period 1。. 若时间限制，可以作为作业。总结部分不能忽略，对学生的 口语和写作很有帮助。作业不可以随意布置，应让学生巩固所学的内容，让学生觉得物有所值。blackboard designenergetic, confident, permission, bother, fairly, plenty,unit4 what would you do?in the slightest, plenty of, get along withwhat are you like? im creative and outgoing. how confident are you?period 3l analyzing of the teaching material teaching material：section a: 3a-4, selfcheck2 teaching aims：consolidate what the students have learnt in the first two periods.get information from the reading material, and use it to finish tasks.l analyzing of teaching important points and difficult points： the important points of this period are to revise how to describe personalities and talk about imaginary situations, giving proper advice. the difficult points of this period are to write back an e-mail, giving proper advice, using the subjunctive mood correctly. key vocabulary, phrases and sentences：pimple, exam, sleepless, knowledgeable, represent the class in the school contest, come top in the school exams, letdown, be terrified of doing come up with. tell the rest of what problems do you have at home/school? /i cant . / the problem is that you shouldnt worry about /i dont know /what if ? /what should i do?what do you think i should ? / if i were you, id l the preparing before classes：cai for this periodl the designing of teaching： teaching procedures step1 warm-up/revisiongreet the class and check the homework.ask a pair of students to say their conversation.a: if you were a grown-up, what would you be like?b: if i were a grown-up, i would step2 lead-in/practicethe students will be offered some imaginary situations, and they should give appropriate responses:a: i won in a lottery .what would you do if you had 5 million dollars?b: if i had 5 million dollars, ia: im going to cctv for a party show/ i too shy to doanything/i get nervous when i speak to a stranger each time/ i cant sleep well before i take an exam every time/my best friend didnt invite me to his party/i failed in the english test/ a friend said something bad about me/i argued with my best friend/ im afraid of speaking in public/b: if i were you, istep3 exercise(section a 3a,3b,)1. read and match each problem with the correct advice.2. pair work, think of different advice for the problems in activity 3a, then several pairs of students will say their conversations to the class.step4 make a survey (groupwork)we meet problems every day .work in groups to ask others problems and give advice. then report the result according to your survey.name at homeadviceat schooladvicelily jimstep5 lead-in/pre-reading some of us are afraid of speaking in public, discuss in groups why does that happen? then choose someone to tell us.a: im afraid of speaking in public.b: i think thats becausestep6 while-readingread the passage and answer the questions:1. who is this e-mail from?2. who is this e-mail to? are you knowledgeable?3. whats meis problem?4. why do his classmates want mei to take part in the contest?5. how can we help mei?step7 post-reading discussion 1) discuss in groups, if you were fran, what would you say to mei? 2) if you are knowledgeable please write back to fran to help mei.3) some students read your e-mails to us.step8 summarynew words: pimple, exam, sleepless, knowledgeable, represent in the contest, come top, letdown, be terrified of doing come up with tell the rest of key sentences: what problems do you have at home/school? i cant . / the problem is that you shouldnt worry about /i dont know if i were you, id homework: oral work: read 3a and self check 2 after the tape.written work: 1. finish the letter in self check 2. make a survey, find your classmatesaccidents and problems.instructions and advice 旧内容为新用，自然，简单和有用。通过这一步，有助于学生为练习 (section a 3a, 3b,)作准备, 当然也是高质量的。生活中各种想象的情景，熟悉而有趣。操练就是为了下面更好的输出服务。更好的输入，为了更好的输出，现在可以尝试了。通过小组活动，让学生在合作中体验交际沟通的快乐和成功。根据阅读的三步曲，好好体会和享受阅读的乐趣吧。若时间不许，可以作为下一课的作业处理，若需要，可以提供一例子。总结复习可以有助于学生的口语和写作。这一调查可以让学生更充分的为下一课时作准备。blackboard designpimple,exam, sleepless, knowledgeable,letdowncome up withunit4 what would you do?be terrified of doingtell the rest of what problems do you have at home/school? i cant . / the problem is that you shouldnt worry about what do you think i should ?if i were you, id period 4l analyzing of the teaching material: teaching material：section b: self check1readingl teaching