九年级英语全册Unit4Whatwouldyoudo第5课时教案人教新目标版

Unit4Whatwouldyoudo?第课SectionB3a-selfcheckGoals:Inlesson,thewillSecondConditionaltotalkaboutimaginarysituations.TheteachershouldbethattheSscanusetensestructureintheSecondConditionaltofinishpersonalitysurveyandwriteatoane-mailfromFran.Bydoingpersonalitysurveywritingpractice,theSscanouttheirandtheir’personalitiesandgettoknowhowtogetalongwithothersandlearningsteps:StepI.PreviewAsktheSstotranslatethefollowingChineseintoEnglish.FirsttheSstoputthemEnglishorally,thenletwriteEnglishdownwithoutthetextbooks.1.个调查_______________________________2.非自信_______________________________3.社情境_______________________________4.一也不_______________________________5.惹别人_______________________________6.大朋友_______________________________7.喜别人的陪伴________________________________8.与…相处_______________________________9.而是________________________________10.宁做……而不做……_______________________________11.有小圈好朋友_______________________________12.一非常重要的演讲比赛_______________________________13.代我们班_______________________________14.使……望_______________________________15.想解决人们问题的好办_______________________________16.剩的学生_______________________________AsktheSstotranslatethesentences.1.你朋友可能会说你容易相处______________________________________________________________________________2.你愿在家里读本书也不愿意参加聚会。______________________________________________________________________________（设计说明组和句子学生的预习作业子是课的重要语言知识，该部分预习内容可以帮助学生更目的性的预习通检测学生的预习效果师可以更有针对性地教，学生可以更有对性的学StepII.Reviewandlead1.asktheiftheyoffriendsandtheirownpersonalities.GivetheSstimetohaveasmallconversationA:areyoulikeB:I’m…Howyou?

2.havetheSsdothepersonality2aandhowmanyBsandCs（设计说明助生们探索自和他人个性的好奇心里学生们先做个个性调查阅读做好Step1.AftertheSsfinishthesurvey,asktheSstothinkabout:whatwouldpersonbeifhe/sheA/B/Cforquestions?SeehowtheSsguesstheresults.2.Thentheinblanksthepersonalitysurveyresultsin3awith“a”,“b”or“c”.3.LettheSsusethePersonalitySurveyResultsin3atofriends’andtheirownpersonalitiesareAs,Bs,Csgot.4.GivetheSstimetohaveadiscussionabouttheirpersonalitysurveyresultsseeifwiththeinabouthowithelpsknowtheirfriends’andtheirownpersonalities.Sstheiropinions,theteachercan：We’tjudgeourpersonalitieswith“goodor“bad”.Peoplepersonalitiesarecomple.thinkafterwemakesureourownandourfriends’personalities,webetterwithourfriends,learneachother.（设计说明：在阅读3a，先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，使学生能更自然转入正式阅读3aStepIV.：InquiryintobytranslationChoosesentencesfromtheaboveasktheSstotrysummarythelanguagerulesinblanks.Sscanhelpeachotherandafterdoingthefollowingbythemselves.一Socialsituations’tbotherintheslightest._______________________________________________________________________________1.bother近义_________和。其中为正式则打人得安心______么严重；________“使人心烦”的意。（1）Pardonmefor__________withsuchasmallmatter.请原谅我为这点小事麻烦你。（2）I___________byhisbadmanners.他的无礼使我恼怒。2.not…intheslightest意为“”=_____________________那位上了年纪的女士根本没感觉。Theoldlady’tfeeltired__________________.二Yourfriendssaythatyouaretogetalongwith._______________________________________________________________________________getwith______________________=________________________getwellwith_________________________Iam___________________________.

我相信你一定会跟他相处地很好三Youtalkingtooneortwopeopletoagroup.______________________________________________________________________________1.ratherthan=_______________意________成对称。I’dprefertoinsummerratherthan（天Idecidedtoratherthan打话。2.常的结构有：would…rather…宁愿……不愿……=would…前后连接两____________,否式为3.wouldrather=prefer…但prefer…to…连接两个词，动词应式。Heratherjogthanfootball.=_____________________________________________________________________________（设计说明让学生自己感发现语言的规律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，老师要注意适当引导StepV.1.AsktheSstoturntoP31andatthee-mailinselftheSsto*Whoise-mail*Whoise-mailto?2.asktheSstoguess:*WhatisKnowledgeablelike?*Whye-mailtoKnowledgeable?SomeSsmayguessthatmighthaveproblemsheaskKnowledgeablefor3.Then,asktheSstoreadthee-mailandthemainidea.Thee-mailis___________________________.A.hasproblemandheasksKnowledgeableforhelp.B.MeihasaproblemKnowledgeableforhelp.C.Knowledgetohelpwith’sproblem.4.Checkthe’answers.asktheSstoreadmorecarefullyandfinishthefollowingAboutMeiOurclassmateswantherto________________Everyoneissure________________________.Meiisverycleverandcan________________.Shealways____________________________.Mei’sproblem

She________________________________.

is

She’twant_______________________,butshe’s______________________________.SolutionsWhatdothink______________________?Whatdoyou______________________?

youthink5.HelptheSstotheaccordingtoinformationthe（设计说明阅短文前生依据Knowledgeable词中隐含的信息猜测写此封邮件的原因在于培学生依据信息预测文章内容的能力学头脑中先于阅读文章前构好相关语下过完成不同的阅读任务的别是为了培养学生概括文章大意，读取细节和述的能力）StepVI.：InquiryintobytranslationChoosetwosentencesfromtheaboveandasktheSstotosummarylanguagerulesinblanks.TheSscanhelpeachotherandhaveafterdoingthefollowingbythemselves.一、toletherfriendsdown._______________________________________________________________________________letsb.down是定词组，意____________________Don’t____________________________________________.不要让你妈妈失望。二、…butalwayscomeupwithgood’sproblems.______________________________________________________________________________（1）comeup提（答案方法）等。类似____________________.How________________________this你怎样想出这个主意的？（2）comeup也译为“上，追上同Wehavetoto______________________________(赶)（设计说明：首先让学生自己感发现语言的规律，老师再做适当引导和补充Step1.AsktheSstosupposetheyKnowledgeablewouldatoFran.BeforeaskSstoworkinoffouraboutwhatKnowledgeableshouldinthereply.ToTotherestofthe2.Possiblediscussionresults:Tobelieveherself,beconfident,regardproblemaschallenge,trytospeakinginfrontoftheclassmatesasaspossible.Totherestoftheunderstandencourageher;toomuchhelpMeipracticespeaking3.LettheSsusetheresultstofinishthereplyinclassis

possible.(设计说明：写作前，引导学生未动笔前，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)StepExercises:theend-of-I.wordaccordingtothegivenChinese.1.Hecan’tspeakinofHeiss_________.2.Heis自)to3.Withoutmy________(允，don’ttouchmythings.4.Iam’tb______me,OK?5.Heis精沛).Hecandoeverythingwellenough.6.Ourclassmateswantto________(表theclassintheschoolcontest.II.intheblankswiththerightformsofwords.1.Myteacherto________(speak).2.I’ve_______(permit)tousehis3.Jimisagood________(listen)whenwegettogether.4.Ifyouwere_______(friendly)topeople,havemorefriends.5.Everyoneis_______(win).III.TranslateintoEnglish.1.我愿去上海也不去海南。_____________________________________________________________________________2.在学习的时候，没有任何事可以打扰她。_____________________________________________________________________________3.—他是个什么样的人？——他很有活力，从不疲倦。__________________________________________________________________________________________________________________________________________________________4.Henry总是变得富有的办。_____________________________________________________________________________5.剩的钱是的。_____________________________________________________________________________（设计意图：通过检测学生的学情况，有助于以学定教StepIX.Homework1.Read3aand2.2.Finish1.★3.AddtwomorequestionsPersonality(★4.Finishthethe★)本节课亮点：1.导新课时助生们探索我和他人个性的好奇心里学生们先做个个性调查阅读做好。2.在读3a前先引导学生们据个性调查表答案选项，尝试归纳三类人的个性，提前呈现内，使学生们能更自然入正式阅读3a在探究时，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让学生们自己探究更为准确的答案。4.正式阅读短文前，引导学依据Knowledgeable词中隐含的信息猜测Fran写

邮件的原因在于培养学生据信息预测文章内容的能力学生在头脑中先于阅读文章前，就构建好相关语境。5.作前，引导学生们未动笔，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，时间如控制当，有可能一节课难以完成预设任务。Keys:StepI.Preview1.apersonalitysurveyprettyconfident3.socialsituations4.not…panyof8.getalong…9.than10.wouldratherthan11.havecircleoffriends12.areallyimportantEnglishcontest13.representour…eupwithsolutionstopeople’sproblems16.therestofthe1.Yourfriendsprobablysaythatyouaretogetalongwith.2.Youalsostayathomeandabookgoaparty.StepIV.：Inquiryintobytranslation一、社交环境不会对你有任何影。1.trouble;ann