九年级英语上册unit4whatwouldyoudo教案人教新目标版.doc

教学资料参考范本九年级英语上册 unit4what would you do教案 人教新目标版撰写人：_时 间：_I. Analysis of the Teaching Material 1. Status and Function In this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students. All the students are active in such activities. (1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier. (2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language. (3)All the activities in the third period are designed to give students a rein forced practice in the use of the target language. (4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language. (5) The fifth period provides students with much reading and writing practice. So its helpful to improve students reading and writing skills. (6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students ability of reading and writing.2. Teaching Aims and Demands(1)Knowledge ObjectsTo make students grasp how to talk about imaginary situations.To make students grasp how to give advice using the target language. (2) Ability Objects To train students listening, speaking, reading and writing skills. To train students (3) Moral Objects Imaginary situations are unreal. Do remember: its really cool to realize your dream through great efforts. Two heads are better than one. Be ready to help others. In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China. 3. Teaching Key Points To learn the key vocabulary words and the target language. To make students use the target language to give advice. 4. Teaching Difficult Point To train students listening, speaking, reading and writing skills by many different kinds of activities.5. Studying Ways Teach students how to give advice when someone is in trouble. Language Function Talk about imaginary situations. Target Language 1. What would you do if you won a million dollars? Id give it to medical research. 2.I cant sleep the night before an exam. What should I do? If I were you, Id take a long walk before going to bed.Structures 1. Second conditional 2. Should for advice. Vocabulary lottery, million, pimple, energetic, confident, shirt, tie, medical research. Recycling charity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax, late, tired. Learning Strategies 1. Matching 9. Listening for key words. Teaching Time Seven periodsNo.13The First Period. Teaching Aims and Demands(教学目的和要求)1.Knowledge Object (1) Key Vocabulary lottery, million, medical, research (2) Target Language Look. 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 students3. Moral Object 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 Points(教学重点)1. Target language2. The structure: I would/Id do. Teaching Difficult Point(教学难点)The structure: I would/Id do. Teaching Methods(教学方法)1. Scene teaching Method2. Teaching by induction3. Pairwork. Teaching Aid(教学工具)A tape recorderVI. Teaching Procedures(教学过程)Step Revision Review the structure should be allowed to by asking students to make sentences about school rules.Step 1a 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. As they work, walk around the room checking progress and offering any help they may need. Collect answers from students on the blackboard. Answers will vary but should include a mixture of ideas for helping themselves and others. Step 1b 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.For example, for Picture One, a student might say, If I won the lottery, Id buy a big house.Point out the sample answer. Say, The first picture you will hear about has the number one on it.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.Answers2,1,4,3TapescriptGirl 1: Hey, did you see this newspaper article? A girl won a million dollars in the lottery. She was only 14.Boy 1: Wow, how luck!Girl 1: What would you do if you won the lottery?Boy 1:If I won the lottery, Id give the money to the 200. I want to help the pandas.Girl 1:Thats a good idea! I know what Id do. If I won the lottery, Id buy a big house for my family.Girl 2: Really? Id put the money in the bank. Then Id just watch it grow!Boy 2: Hmmmm I think Id give the money to medical research. Id want to help other people.Step 1cThis 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.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.Step 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. Step Blackboard Design(板书设计)Unit 4 What would you do?Section AThe 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. Teaching Methods(教学后记)No.14The Second Period. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects (1) Key Vocabulary tie (2) Target Language What 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 students3. Moral Object Two heads are better than one. Give some direction to those who are in trouble.Teaching Key Points(教学重点)1Listening Practice2Target language. Teaching Difficult Point(教学难点)Train students ability to use the target language. Teaching Methods(教学方法)1Listening to cassettes2Pairwork3Teaching by induction. Teaching Aid(教学工具)1A tape recorder2A picture of a person in a lions cage3A projectorVI. Teaching Procedures(教学过程)Step Revision Check homework. Students talk about how to spend a large amount of money.Step 2aThis 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.AnswersCircle items:2,3,5TapescriptGirl 1：Where are you going, Larry?Boy 1:To Toms party.Girl 1:Lucky you! Id love to go to that party !Boy 1: Yeah, well, Im a little nervous. I dont know what to wear.Girl 1: If I were you, Id wear a shirt and tie.Boy 1: What if everybody else is wearing jeans and T-shirts?Girl 1: Oh, you shouldnt worry about what other people are wearing.Boy 1: And I dont have a present. What if everyone brings a present?Girl 1: If I were you, Id take a small presenta pen or something.Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it.Boy 1：OK. But what if I dont know anyone?Girl 1: If you dont know anyone, you can talk to Tom. Hell introduce you to people.Boy 1 : I guess I can do that.Girl 1: Look! Youre sure to have fun.But if youre still nervous, you can leave.Step 2bThis 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.AnswersChecked items: 1,2,4,5Step 2cThis 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.SA: I dont know what to wear.SB: If I were you, Id wear a shirt and tie.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.After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.Optional activityAsk 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.Step Grammar FocusAsk different students to read the question and answer and the statements to theclass.S1:What would you do if you won a million dollars?S2:Id give it to charities.S3:If I were you, Id wear a shirt and tie.S4:If I were you, Id take an umbrella.Write them on the blackboard.Show a picture of someone in a lions cage on the screen by a projector. Ask studentsquestions pointing to the picture.T: Have you ever been in a lions cage?Ss: No.T: Thats right. None of us has ever been in a lions cage. What would you do if you were in a lions cage? (Write the question on the blackboard.)S1:Id call for help. (Write the sentence on the blackboard.)T: What about you?S1:Id get out fast. (Write the sentence on the blackboard. )Get several more examples from other students.Say, When we talk about things that havent happened, we often use the word would (underline the word would in the question). Apostrophed is the abbreviation of the word would( underline the abbreviation d in the answers).Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.Pronunciation noteWhen saying the words would you in phrases such as what would you do,English speakers often run the words together and pronounce these words as if they were spelled wudjuh.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.Step HomeworkSay, If your teacher criticized you, but in fact it isnt your fault, what would you do? Get students to make a list.Step Blackboard Design(板书设计)Unit 4 What would you do?Section AThe 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. Teaching Methods(教学后记)No.15The Third Period. Teaching Aims and Demands(教学目的和要求)1.Knowledge Objects (1) Key Vocabulary pimple, trouble (2) Target Language I 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.3. Moral Object Everyone may have some trouble. Dont worry.Teaching Key Points(教学重点)1. Reading2. Target language. Teaching Difficult Point(教学难点)Give advice using the target language. Teaching Methods(教学方法)1. Reading Practice2. Pairwork. Teaching Aid(教学工具)The blackboardVI. Teaching Procedures(教学过程)Step RevisionCheck 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 3aThis 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.SA: Im really shy and I just dont enjoy parties. I dont know what to say or do.Ss: If I were you, Id talk to someone who looks friendly. Then you wont feel so shy.Say, Please match each problem on the left with the correct advice on the right.Check the answers.Answers 1. c 2. a 3. bStep 3bThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair of students to read the sample conversation.SA:I cant sleep the night before an exam. Then Im too tired to do well.What should I do?SB: If I were you, Id take a long walk before going to bed. That should help you relax.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 Part 4This 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.SA:I really want a dog, but my parents wont let me have one.SB:Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.SA:Thats a good idea.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.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. Step Homework(1) Review the target language by reading the conversations in Activity 3a.(2)Finish off the exercises on pages 1112 of the workbook.Step Blackboard Design (板书设计)Unit 4 What would you do?Section AThe 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 lei 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. Teaching Methods(教学后记)No.16The Foruth Period. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects (1) Key Vocabulary be strict with, take a test, pass a test, fail a test (2)Target Language I 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.3. Moral Object Its good manners to be on time.Teaching Key Points(教学重点)1. Review some key vocabulary words and target language.2. Talk about agreement and disagreement. Teaching Difficult Point(教学难点)Talk about agreement and disagreement. Teaching Methods(教学方法)1. Review2. Listening3. Groupwork. Teaching Aid(教学工具)A tape recorderVI. Teaching Procedures(教学过程)Step Revision (1)Check the homework.t 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 1aThis 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 lbThis activity provides oral practice using the target language.