2019-2020年九年级英语全册 Unit 4 What would you do？单元整理教案 人教新目标版.doc

2019-2020年九年级英语全册 Unit 4 What would you do？单元整理教案 人教新目标版Teaching Aims and Demands1Knowledge Object(1) Key Vocabulary：lottery, 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) Structure：I would/Id do2Ability Objects(1) Train students listening skill.(2) Train students municative petence.3Moral ObjectIf 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 Points1Target language2The structure： I would/Id doTeaching Difficult Point：The structure: I would/Id doTeaching Methods1Scene teaching. Method 2Teaching by induction 3Pair workTeaching Aid：A tape recorderTeaching ProceduresStep RevisionReview the structure “should be allowed to” by asking students to make sentences about school rules.Step 1aThis 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.Get students to plete 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.Answers will vary but should include a mixture of ideas for helping themselves and others.Step 1bThis 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.Point to the pictures. Ask students to describe them one by one.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：2,1,4,3Step 1cThis activity provides oral practice using the target language.Read the instructions to the class.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 e 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.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 DesignUnit 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.教学反思：（十三）年 月 日上完整节课后，发现活动设计基本合理，从简单到难有坡度感，并且重难点突出，课堂气氛还算不错，基本上能够突破教学难点，巩固教学重点，完成教学任务。不过部分活动可以新颖些，过度语言或许可以丰富点，与学生的交流可以加强些，还有一个重要问题就是没有很好的利用自己设计的评价体系，只把它作为了一个摆设，在课堂中应该时刻鼓励落后的Team，最后应该称赞胜利的冠军等。Unit 4 What would you do?The Second PeriodTeaching Aims and Demands1Knowledge 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.2Ability Objects(1) Train students listening skill.(2) Train students municative petence.3Moral ObjectTwo heads are better than one. Give some direction to those who are in trouble.Teaching Key Points：1Listening Practice 2Target languageTeaching Difficult PointTrain students ability to use the target language.Teaching Methods1Listening to cassettes 2Pair work 3Teaching by inductionTeaching Aids1A tape recorder2A picture of a person in a lions cage3A projectorTeaching ProceduresStep RevisionCheck homework. Students talk about how to spend a large amount of money.Invite a student to e 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 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.Check the answers： 2,3,5Step 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.Play the recording again. Students listen and check the things.Check the answers：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.After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.Step Grammar FocusAsk different students to read the question and answer and the statements to the class.Show a picture of someone in a lions cage on the screen by a projector. Ask students questions pointing to the picture.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.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 DesignUnit 4 What would you do?Section AThe Second PeriodTarget 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 Aims and Demands1Knowledge Objects(1) Key Vocabulary：pimple, 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.2Ability Objects(1) Train students reading skills.(2) Train students integrating skills.3Moral Object：Everyone may have some trouble. Dont worry.Teaching Key Point：1Reading 2Target languageTeaching Difficult Point：Give advice using the target language.Teaching Methods：1Reading Practice 2Pair workTeaching Aid：The blackboardTeaching ProceduresStep 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.Check the 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.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 target language.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 plete 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.Ask, 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 DesignUnit 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 relax.A: 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 Aims and Demands1Knowledge Objects(1) Key Vocabulary：energetic, confident, public, in public, permission(2) Target LanguageWhat would you do if someone asked you to be in a movie?Id say yes.2Ability Objects(1) Train students ability to identify words in context.(2) Train students ability to use the target language.(3) Train students listening skill.3Moral ObjectEnable students to realize that confidence is a good personality.Teaching Key Points：1Key Vocabulary 2Target LanguageTeaching Difficult Points1Listening practice using the target language.2Use the target language.Teaching Methods：1Listening practice 2Pair workTeaching Aids：1A projector 2A tape recorderTeaching ProceduresStep Revision1Check the homework exercises on pages 1112 of the workbook.2Say, If I had a day off today, what would I do? Encourage students to give advice using sentences beginning with if I were you, Id or you should See how many pieces of advice students are able to think of.Step 1aThis activity reviews earlier vocabulary and introduces some new words. Introduce the key vocabulary words on page 29 by showing them on the screen by a projector.Read the instructions to the class.Point to the five words above the box. Invite a student to read them to the class. Ask students to tell what each word means. For example, for the word outgoing, a student might say, outgoing means friendly.Get students to fill in the blanks on their own. Walk around the room offering help as needed.Ask different students to read their sentences, filling the blanks. The rest of the class check their answers：Step 1bThis activity provides oral practice using the target language.Read the instructions to the class.Call students attention to the sample conversation. Invite a pair of students to read it to the class.Have students practice in pairs. As they work, walk around the classroom checking progress and offering language support as needed. Have a few pairs of students to share their conversations with the class.Step 2aThis activity provides listening practice using the target language.Point to the list of questions underneath the headline “What would you do” Ask different students to read them to the class. Correct any pronunciation and intonation errors.Play the recording the first time. Students only listen.Play the recording a second time. This time students listen and check the answers Cellia asks.Checked questions：the teacher asked you to give a speech in front of the whole school? someone asked you to be in a movie?Step 2bThis activity provides listening practice using the target language.Point to the list of answers underneath the headline “I would ” Ask different students to read them to the class.Step 2cThis activity provides oral practice using the target language.Get students to work in pairs. As the pairs work together, move around the classroom offering language and pronunciation support as needed.Step SummaryPointing to the blackboard, say weve learned these vocabulary words and the target language.Step HomeworkGet students to make as many conversations as they can using the questions and answers in the personality survey in Activity 2a.Step Blackboard DesignUnit 4 What would you do?Section BThe Fourth Period1Key vocabulary:energetic confident public in public permission2Target language:A: What would you do if someone asked you to be in a movie?B: Id say yes.Unit 4 What would you do?The Fifth PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener(2) Reading(3) Writing2Ability Objects(1) Train students ability of reading prehension.(2) Train students ability of writing.3Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Teaching Key Points：1Reading 2Writing 3Key vocabularyTeaching Difficult Points：1Reading 2WritingTeaching Methods：1Practice method 2Pair workTeaching Aid：A projectorTeaching ProceduresStep RevisionHold 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 3aThis 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.Call students attention to the personality survey results in the box. Set a time limit of two or three minutes. Have students read 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 b answers describe another and c still another type.Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.Get students to plete the activity on their own and check the answers：1c 2a 3bStep 3bThis activity provides reading and writing practice 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 you If a friend misunderstood you, would you a, tell him/her it is a misunderstanding at once?Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.As they work, move around the room checking their works and offering language support.Step Part 4This activity provides oral practice using the target language.Read the instructions to the class.Point out the sample conversation in the box. Invite a pair of students to read it to the class.Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.Ask several students to read his/her question and tell the class about the results.Step SummarySay, In this class, weve learned some new vocabulary words. And weve also done much reading and writing practice using the target language.Step HomeworkAsk students to reread the three paragraphs under the headline personality survey results for further prehension.Step Blackboard DesignUnit 4 What would you do?Section BThe Fifth Period1Key vocabulary:pretty social bother slight in the slightest fairlyplenty plenty of get along with listener2An example to Activity 3b:If a friend misunderstood you, would youa. tell him/her its a misunderstanding at once?b. want to explain to him/her, but have no courage?c. invite him/ her to dinner and explain?Unit 4 What would you do?The Sixth PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabulary：represent, let down, e up with(2) Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.(3) Read the e-mail from Fran, and write a reply.2Ability Objects(1) Train students ability of reading prehension.(2) Train students ability of writing.3Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.Teaching Key Points1Fill in blanks and make sentences with vocabulary words.2Write a reply using the target language.Teaching Difficult Point：Make sentences with vocabulary words.Teaching Methods：1Reading method 2Writing methodTeaching Aids：1A personality survey 2A projectorTeaching ProceduresStep RevisionGo on doing the optional activity last class.Show the personality survey made up of students questions on the screen by a projector. Ask students to choose an answer to each question. Discuss the personality survey results along with students. Vote on the most popular personality.Step Part 1This activity provides a prehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of students check their answers.Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students answers with mistakes on the blackboard. Help correct the mistakes.Step Part 2This activity provides reading and writing practice using the target language.Read the instructions to the class.Get students to write a reply on their own. Say, Your reply will involve telling Mei not to be shy, explaining how she is the best person for the job and encouraging her to practice in various ways. As students do this, walk around the room offering any help they may need.Ask a few students