九年级英语全册Unit4Whatwouldyoudo第4课时教案人教新目标版

Unit4Whatwouldyoudo?（SectionB1a-2c）goals:aboutpersonalitiesGetthestudentstograspthenewwordsenergetic,permission,Listen,describeandtalkaboutpersonalities.aboutembarrassingsituations）GetthestudentstograspthesentenceWhatwouldyoudo„(目引，一话述本课知识能和感标)proceduresandways教学程方1PreviewLookatp29,putthefollowingintoChineseor1.在公共场所_____________________2.变得紧张________________________3.做演讲______________________4.未经准许_____________________5.beinamovie_____________________6.befriendswithsb.________________________7.introduceoneself__________________________8.askone’permission_________________________预习调生参、验感、践交，学定教Revision.Whatwouldyoudoif„Iwould„„Warmingupandwords.Talkaboutthepersonalitywordsoffamouspeopleorfriends.T:I’outgoingandkind.Whatarelike?S1:I’shy.

S2:I’quiet.S3:’outgoing.T:OK.Lookatthepictures.Canyoutellmewhattheyarelike?S1:Heisconfident.(BillGates)S2:Heisenergetic.(LiuXiang)S3:„T:Youdidagoodjob.Differentpeoplehavedifferentpersonality.Maybesomeoneisconfident,someoneisenergetic,iscreative„(利用班上同学来举例，贴近生，学生更容易理解，同时温习旧词，引出新词，选择学生感兴趣的图，激发学生的学热情。通过引导，让学生更容易接受新词)LeadinT:Asyouknow,differentpeoplehavedifferentpersonality.Whatkindofpeopleareyou?S4:I’„（导要系学内，使生然然进新的习Showsomepictures.Askthestudentstrytosaywhattheyarelike.S1:’funny..S2:’confident.S3:’energetic.S4:’creative.(用图画使学生更直观地去练)1aand1bT:Verygood.NowLetcometo1aUsewordsfromtheboxtocompletethedefinitions.Thenasksomestudentssaytheiranswers.T:Doyouhaveanyotherdifficulties?Canyoume?Sscansayanydifficultythattheyhave,eveninChinese.6ListeningandSpeaking(2aP29)

forgeneral听取意T:OK.We’veknownourpersonalities.CeliaisaskingBillquestionsfromapersonality.Listenandgetthemainidea.WhatsCelia)A.howtobeconfident.whatyouwoulddoifyouwereinembarrassingsituations(worries/problems）.C.Bill’spersonality.（先大，解段forspecificideas听取节CeliaisaskingBillquestionsfromapersonality.CheckthequestionsCeliaasks.confidentareyoudoifthe’thatanotherstudentcoulddoaskedyoutoaspeechfrontofthewholeschool?

IdIhadacold.Idyes.wouldyoudoifyoura.I’tellhimtoaskmypermissionbeforeborrowedyourclothespermission?

borrowssomethingnexttime.IwouldntsayanythingIborrowinghisclothespermission.youdoifsomeonea.I’dsayyes.youtobeamovie?b.I’no.Idmyfriendsinamoviewouldyoudoifyoua.Idintroducemyself.tobefriendswithanewb.Idwaitfortotome.Idinvitehim/hertohavedinnermy

Checktheanswers.Listenagain.CircleBillsresponses.T:Whatwouldyoudoifyouinembarrassingsituations）Nowlet’listenagainand’responses.Listenagainandfillintheblanks.Celia:Ijustdida_____________inTeenTimemagazine.Ittellsyouhow_______youare.Bill:Oh?______didyouCelia?Celia:know_____.Butitsareally______test.Youshould_____it,Bill.Bill:OKCelia:______________question1?_____________theteacheraskedyoutogiveaspeechinfrontofthewholeschool.Bill:____________Ihadacoldcouldn’speak.Ihadacoldcouldn’tspeak.Iwouldbeafraidto_____________________infrontofwholeschool.Celia:Howaboutthis________question?Whatwouldyoudoifsomeoneaskedto_____amovie?Bill:，’say_______.Idbetoo__________.What’the_________question?Celia:Let’s________......Listenandrepeat(先大，后听节初用的技获、理传所信。解段，行力仿感英发特，高语达平)2cT:WeheardjustnowwhatBillwoulddoifhehadworries/problems.WhataboutAndhowaboutfriends?makeconversationsusingtheinformationfrom2aand2b.Askthestudentstoactoutthedialogues2c.

dialogue1:S1:WhatwouldyoudoifsomeoneaskedyoutoinS2:I’dsaydialogue2:S3:Whatwouldyoudoiftheteacheraskedyougiveaspeechinfrontschool?S4:’dsayIhadacold.8Post-listeningactivities听后动T:’knowntheofBillspersonalitysurvey.Nowlet`sinterviewpersonalities.Takenotes.Thengiveareport.Whatwouldyoudoifsomeoneaskedyoutobeinmovie?S1:I’sayyes.S2:I’sayno.S3:I’ifmyfriendscouldbeinmovietoo.Reportlikethis:Marywouldsayyesifsomeoneaskedhertobeinamovie.Liwouldsayifsomeoneaskedhimtobeinamovie.Lucywouldaskifherfriendscouldbeinatoo.（合际采自的学了不同的格点,引导生成信,开朗,方真,善性）Step9合作究wouldyoudoifyourbrotherborrowedyourclotheswithoutpermission?____________________________________________________________________为名，为“常见固搭有（）givepermissiontodosth.___________________________（）askpermissionfromsb.________________________________（）with/without(ones)permission____________________________（）习：翻译下面的句子You’betterleave______________________(经允)。2.permission的动词形式为___________及物动词，用法与__________相同常用于

________________和_____________种结构。练习：(1)允我解释。Permitme_______________.(2)我不允许在墙上乱写。Wedon’permit_____________________onthewall.（识部鼓学通合学自总，养生察发现归的力教只行拨落了学教10Theend-ofclasstest

当检Ⅰ.根句和语首母示，写词’tspeakfrontpeople.Heiss____________.is______________(自信)passtheexam._______________(允),don’ttouchmythings.is_________(精力沛),hecandoeverythingwellImyself。Ⅱ.用给词适形填。．Mywantedmetoa__________(speak)．’veaskedhisusehis．CanyoutellmelongIcan________(borrow)thebook?．Pleasehelp_________(you)somefish,myboys.．Whatmoney?Ⅲ..译句子1.不允许，任何人不得把书带出图书馆。___________________________________________________________________2.___他是个什么样的人？___他很有活力，从不疲倦。__________________________________________________________________________________3.如果老是要求你在全校师生面作个报告，你会怎么办？___________________________________________________________________11HomeworkYoumustwriteanarticleaboutyourpersonalityYoumaysearchtheInternetformorepersonalitysurvey.

(分布作，向体生亮点：1.SectionB的节听说课结合了单词课的教学图画或学生的个性特点引入新单词述了学生的真实个性特点，学生更容易感兴趣，也更容易在语境中去理解单词。2.听后活动的设计是在实际语境中进行的，能激起学生的共鸣。3.多个步骤都训练了本课出现的重点句型，根据学生最后的反馈来看，学生掌握的还是很不错的。4.家庭作业的布置分成布置，可以让学生根据自己的程度去选择。本课的内容是关于学生的个性调查结果然学生来说很实用但是不能兼顾到每个学生的个性特点不能每个都给出解方案要真的对学生有所帮助教师在课下要与学生真心交流。听后活动的使用建议：听后活动是听力的输出部分师可以根据学生汇报的熟练情况决定喊几组学生去训练议老师们再给学生绘制一个表格样学生在采访时会更加方便条件的学校可