九年级Unit4Whatwouldyoudo备课.doc

Unit 4 What would you do?The First PeriodTeaching Objects:1.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? Id give it to medical research. (3)StructureI would/Id do2. Ability Objects(1) Train students listening skill.(2) Train students communicative competence.Processes and methodsGet the students to do pairwork to ask and talk about events.Emotion , attitudes and value: If you won a million dollars, youd buy a big house, buy a car and so forth. However do remember its really being cool to realize your dream through great efforts.Teaching Key Points1. Target language2. The structure: I would/Id doTeaching Difficult PointThe structure: I would/Id doTeaching AidA tape recorderTeaching ProceduresStep Warm up Review the structure should be allowed to by asking students to make sentences about school rules.Step Presentation This 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.Step Practice This 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.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.Step ProductionThis activity provides oral practice using the target language.Read the instructions to the class.Call students attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.SA :Look! This girl won a million dollars in the lottery.SB: Wow ! What would you do if you won a million dollars?SA: Id 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 SummaryIn this class, weve learned some vocabulary words and the target language what would you do if you won the lottery? Id give it to medical research.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. Blackboard DesignUnit 4 What would you do?The 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: Id give it to medical research.Unit 4 What would you do？The Second PeriodTeaching Objects:1. Knowledge Objects (1) Key Vocabulary tie (2) Target LanguageWhat would you do if you won a million dollars?Id give it to charities.If I were you, Id wear a shirt and tie.If I were you, Id take an umbrella.2. Ability Objects (1)Train students listening skill. (2) Train students communicative competence.Processes and methodsEncourage them to imagine interesting and embarrassing situations and give some advice for these imaginary situation.Emotion , attitudes and value: Two heads are better than one. Give some direction to those who are in trouble.Teaching Key Points1Listening Practice2Target languageTeaching Difficult PointTrain students ability to use the target language.Teaching Aids1A tape recorder2A picture of a person in a lions cage3A projectorTeaching ProceduresStep Warm up Check 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 PresentationThis 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 doesnt 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.Step PracticeThis 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 Larrys sister says to him.Play the recording again. Students listen and check the things.Check the answers.Step ProductionThis activity provides oral practice using the target language.Point to the list of Larrys 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.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.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 pieces of advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.Grammar FocusAsk different students to read the question and answer and the statements to theclass.Step SummarySay, In this class, weve learned the target language Id give it to charities and If I were you, Id wear a shirt and tie. And weve also done much listening practice using the target language.HomeworkSay, If your teacher criticized you, but in fact it isnt your fault, what would you do? Get students to make a list.Blackboard DesignUnit 4 What would you do?The Second Period Target language: A: What would you do if you won a million dollars? B: Id give it to charities. A: If I were you, Id wear a shirt and tie. B: If I were you, Id take an umbrella. A: What would you do if you were in a lions cage? B: Id call for help. C. Id get out fast.Unit 4 What would you do？The Third PeriodTeaching Objects:1.Knowledge Objects (1) Key Vocabularypimple, trouble (2) Target LanguageI cant sleep the night before an exam.Then Im too tired to do well. What should I do?If I were you, Id take a long walk before going to bed.I really want a dog, but my parents wont let me have one.Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.Thats a good idea.2. Ability Objects (1) Train students reading skills. (2) Train students integrating skills.Processes and methodsHave a diagnostic evaluation about personality by asking imaginary situations and making a survey.Emotion , attitudes and value:Everyone may have some trouble. Dont worry.Teaching Key Point1. Reading2. Target languageTeaching Difficult PointGive advice using the target language.Teaching AidThe blackboardTeaching ProceduresStep Warm upCheck homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say Id explain to the teacher and so forth.Step PresentationThis 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.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.Step PracticeThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair of students to read the sample conversation.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, Id 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 ProductionThis 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.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 SummarySay, In this class, weve done a lot of reading, speaking and writing practice using the target language. Homework(1) Review the target language by reading the conversations in Activity 3a.(2)Finish off the exercises on pages 1112 of the workbook.Blackboard DesignUnit 4 What would you do?The Third PeriodTarget language:A:I cant sleep the night before an exam. Then Im too tired to do well.What should I do?B: If I were you, Id take a long walk before going to bed. That should help you relaxA:I really want a dog, but my parents wont let me have one.B: Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.A: Thats a good idea.Unit 4 What would you do?The Fourth PeriodTeaching Objects:1. Knowledge Objects (1) Key Vocabularybe 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 dont 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.Processes and methodsHave a diagnostic evaluation about personality by asking imaginary situations and making a survey.Emotion , attitudes and value:Its good manners to be on time.Teaching Key Points1. Review some key vocabulary words and target language.2. Talk about agreement and disagreement.Teaching Difficult PointTalk about agreement and disagreement.Teaching AidA tape recorderTeaching ProceduresStep Warm up (1)Check the homework. (2) Competition: Write are allowed to and arent 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 arent allowed to do. See which group can think of the most items for each category.Step PresentationThis 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, Safter 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 PracticeThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.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.This 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.This 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, Ill 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.Step ProductionThis 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.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.Step Summary and HomeworkSay, In this class, weve learned to talk about agreement and disagreement. And weve also reviewed adverbs of frequency. Have you ever been late for school? Write a passage to describe what was happening that day.Blackboard DesignUnit 3 Teenagers should be allowed tochoose their own clothes.The Fourth PeriodTarget language:A: I think Peter should be allowed to take the test later.B: I dont agree.C: I think the school has to have rules.Unit 4 What would you do?The Fifth PeriodTeaching Objects:1.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.Processes and methodsEncourage them to imagine interesting and embarrassing situations and give some advice for these imaginary situation.Emotion , attitudes and value:Sometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Teaching Key Points1. Reading2. Writing3. Key vocabularyTeaching Difficult Point1. Reading 2. WritingTeaching AidA projectorTeaching ProceduresStep Warm upHold 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 PresentationThis activity introduces key vocabulary words and provides reading practice using the target language. Show the vocabulary words on page 30 on the screen by a projector.Say the words one by one and have students repeat them several times.Call students attention to the personalitysurvey results in the box. Set a time limitof two or three minutes. Have studentsread the three paragraphs silently. Meanwhile,write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter banswers describe another and c still another type.Read the Activity 3a instructions to theclass. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out thesample answer.Get students to complete the activity ontheir own.Check the answers.Step PracticeThis activity provides reading and writingpractice using the target language.Read the instructions to the class.Invite a student to say the example to the class.If a friend said something bad about you, would youa. talk to the friend right away?b. say nothing?c. think about what he or she sa