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2019-2020年九年級(jí)英語(yǔ) Unit 4 What would you do教案 人教新課標(biāo)版 Language goals 語(yǔ)言目標(biāo) 1. Words & expressions 生詞和短語(yǔ) million, medical, research 2. Key sentences重點(diǎn)句子 What would you do if you had a lot of money? Ability goals 能力目標(biāo) Enable the students to understand and talk about imaginary situations. Teaching important 教學(xué)重點(diǎn) Talk about imaginary situations, worries/problems. Teaching procedures教學(xué)過(guò)程 Step 1 Revision and Lead-in Ask one or more students to show their work. T: In the last unit, you were asked to do a project on a famous person’s childhood and how he/she became successful. Now who’d like to display your project on the classroom wall? Eg , Edison Then ask the students to tell what they can learn from Edison. T: Edison had a really different childhood from us. He was the greatest inventor in the nineteenth century. Of all his inventions, electric bulb, is one of the most important. But just imagine what the world would be if there is no electric bulb? Today we’re going to learn how to talk about things that haven’t happened. Step II Listing and Speaking Ask the students to read the picture on Page 26. T: When we talk about things that haven’t happened, we can use the words I would or I’d. Now look at the picture on Page 26. What can you see in the picture? S: We can see some people, a school, a zoo, a research lab, a bank. T: What are the people in the lower part of the picture doing? S1: Maybe they are thinking about the answers to the question shown in the picture. S2: The woman is reading a newspaper and they are all thinking of the answers to the question. T: Pretend you are the people in the picture, what would you do if you had a million dollars? S3: I’d buy a beautiful car. Write buy a beautiful car on the blackboard. S4: I’d build a research lab. S5: I’d give it to the Hope Project. S6: I’d travel around the world. S7: I’d give it to medical research. Ask for more ideas from the students. Write their ideas on the blackboard. buy a beautiful car, travel around the world, give it to the Hope Project, build a school for the poor children, build a library for our school, build a research lab Show the following to the students and then ask them to practice in pairs. -What would you do if you have a million dollars? -I would (I’d) ____________. T: Now work in pairs and make dialogues. Sample dialogues: 1. – What would you do if you saw someone stealing something? – I’d call the police. 2. – What would you do if you lost your bike? – I’d buy a new one. 3. – What would you do if you saw a girl crying in the street. – I’d help her find her mother. 4. – What would you do if the teacher asked you to sing a song to the class? – I’d say yes. Step III Listening Ask the students to listen to the recording and pare their answers with those in the recording. T: Next we’ll hear a conversation about how to spend a million dollars. The recording will be played twice. For the first time, listen to get the order you hear. Play the tape for the first time. T: For the second time, please number the picture in the order you hear them. Play the tape for the second time. Then check the answers. Step IV Homework 1. Ask the students to do more practice as required in 1c on Page 26. 2. Ask the students to prepare for the next period: Think about if you have any worries or problems in daily life. Unit 4 What would you do? Period 2 Language goals 語(yǔ)言目標(biāo) 1. Words & expressions 生詞和短語(yǔ) tie, worry, what if, pimple 2. Key sentences重點(diǎn)句子 If I were you, I’d take a small present. Ability goals 能力目標(biāo) Enable the students to deal with problems and worries. Teaching important 教學(xué)重點(diǎn) Talk about problems /worries. Teaching procedures教學(xué)過(guò)程 Step 1 Revision and Lead-in Ask the students to share their ideas about what their worries are first, and then listen to the recording talking about worries. Step 2 Listening Practice (2a, 2b , 2c) Ask the students to listen to the dialogue about Larry’s worries. Play the recording for the first time. Choose the reasons why Larry is nervous? Check the answers, then play the recording for the second time. Check the four things Larry’s sister says to him .( 1, 2, 4, 5) Step 3 Pairwork If you were Larry, what would you do? Make dialogues in pairs. Sample conversation： A: What would you do if you were Larry? B: If I were Larry, I would bring a birthday cake. Step 4 Grammar focus 虛擬語(yǔ)氣：如果我們所說(shuō)的不是事實(shí),也不是要求、命令、勸告等，而只是一種假設(shè)、愿望、建議或是一種實(shí)現(xiàn)不了的空想就用虛擬語(yǔ)氣。 注意: 條件句分兩種, 真實(shí)條件句和虛擬條件句。只有在虛擬(非真實(shí))條件句中, 才用虛擬語(yǔ)氣, 而在真實(shí)條件句中, 要用陳述語(yǔ)氣。 請(qǐng)比較： (1). If it is sunny tomorrow, we’ll go to the zoo. 如果明天天氣好, 我們將會(huì)去公園。 在這句話(huà)中, 明天天氣好是完全有可能實(shí)現(xiàn)的, 并非虛擬、幻想, 因此是真實(shí)條件句。 (2). If I were you , I would go at once. (如果我是你的話(huà), 我立刻就走。) 這句話(huà)是條件句 “如果我是你”, 但事實(shí)上, 我不可能成為你, 這只是假設(shè)的情況, 沒(méi)有實(shí)現(xiàn)的可能。當(dāng)條件實(shí)現(xiàn)的可能性很小, 甚至可以說(shuō)沒(méi)有時(shí), 就需要用虛擬語(yǔ)氣來(lái)表示, 動(dòng)詞發(fā)生了變化。也就是說(shuō)虛擬語(yǔ)氣表示和現(xiàn)實(shí)的事實(shí)相反時(shí)，從句用一般過(guò)去時(shí), 主句用 “should/would/could/ might +動(dòng)詞原形” 。 Step 5 Reading Read the column in 3a on page 28, help the others who have problems or worries. Please write the letter of the correct advice from the second column here. Then check the answers. Step 6 Role Play Ask the students to act out the conversation in pair Sample conversations： 1. — I’m really shy and I just don’t enjoy parties. I don’t know what to say or do. What should I do? — If I were you, I’d talk to people I don’t know. 2. — I get nervous before big parties and then I get pimples. They look terrible! What should I do? — If I were you, I’d try to talk to someone and forget about the parties. Step 7 Homework We heard Larry talking about his worries and his sister’s advice to him. After class, please do the GROUPWORK on page 28. Unit 4 What would you do? Period 3 Language goals 語(yǔ)言目標(biāo) 1. Words & expressions 生詞和短語(yǔ) energetic, confident 2. Key sentences重點(diǎn)句子 What would you do if…? I think I’m creature and outgoing. Ability goals 能力目標(biāo) Enable the students to describe personalities. Teaching important 教學(xué)重點(diǎn) How to describe different personalities. Teaching procedures教學(xué)過(guò)程 Step 1 Revision Check the homework. Eg : At home Advice At school Advice can’t sleep try to go to bed on time often late for school try to get up earlier … … ... … Step 2 Word Study Some of you often dare not speak in public. You are not confident. What words do you know we can use to describe people? Fill in the blanks in the sentences below with words from the box. A. Outgoing If you are outgoing, you like to meet and talk to new people. B. Energetic If you are energetic, you are very active and have a lot of energy. C. Shy If you are shy, you feel nervous and embarrassed when talking to other people, especially people you do not know. D. Confident If you are confident, you are sure that you can do something or deal with a situation successfully. E. Creative If you are creative, you use your imagination or skills to make things. Let them recite the new words. Step 3 Pairwork Ask and answer the questions in the personality survey. Sample dialogue 1: A: What are you like? B: I think I’m shy and unconfident. I don’t know what to say before strangers and dare not speak aloud. Sample dialogue 2: A: What are you like? B: I think I’m outgoing and energetic. I like to make friends everywhere. I like talking with drivers or passengers when I take a bus or taxi. I never feel tired during my study. Step 4 Free Talk Do you know yourself very well? What kind of personality do you have? Work in pairs and tell your partners about your personalities. eg, --What would you do if your mother didn’t permit you to attend a music school? -- I’d ask for help from my father. Step 5 Homework Ask the students to search for information on how to make a survey, and then make a simple survey of classmates after class. Unit 4 What would you do? Period 4 Language goals 語(yǔ)言目標(biāo) 1. Words & expressions 生詞和短語(yǔ) permission, herself, bother, slight, annoy, fairly, plenty, circle, listener, give a speech, ask one’s permission, in the slightest, plenty of, get along with 2. Key sentences重點(diǎn)句子 What would you do if someone asked you to be in a movie? I’d say no. If a friend said something bad about you, would you …? Ability goals 能力目標(biāo) Enable the students to make a personality survey. Teaching important 教學(xué)重點(diǎn) How to make a personality survey. Teaching procedures教學(xué)過(guò)程 Step 1 Revision Check the homework. Step 2 Listening Point to the chart and ask the students what a quiz is about. Read the instructions, check the questions Celia asks. Then ask the students to listen for the first time and find out the questions. And play the recording again, circle the letter of the correct answer to each question. Step 3 Reading Ask the students to read the paragraphs by themselves. Read the questions and answers on the survey in 2a. Then fill in each blank in the result with “ a, b, c” that describe different types of persons. Check the work and offering language help if necessary. Step 4 Groupwork Write your own personality survey. Sample survey question 1: What would you do if you were arguing with others of a party? a. accept people as they are. b. make people feel at ease. c. cut others to pieces. Sample survey question 2: What would you do if someone often said something bad about you? a. have a good word with him / her. b. seldom feel blue and make him / her understand you better. c. often feel blue and decide not to say anything with him / her anymore. Step 5 Homework Ask the students to do the exercises on page 31. Unit 4 What would you do? Period 5 Language goals 語(yǔ)言目標(biāo) 1. Words & expressions 生詞和短語(yǔ) knowledgeable, represent, let…down, e up with , rest 2. Key sentences重點(diǎn)句子 If you were more friendly to people, you would have more friends. I can’t think of any good advice to give her, but you always e up with good solutions to people’s problems. What do you think I should tell Mei? Ability goals 能力目標(biāo) Enable the students to write an email in reply. Teaching important 教學(xué)重點(diǎn) How to write an email in reply. Teaching procedures教學(xué)過(guò)程 Step 1 Revision Ask the students to describe people with the words what they have learnt. Fill in the blanks with words in part 1 in Self Check. The keys: 1—5 tried, nervous, friendly, terrible, shy Step 2 Reading Ask the students to read the e-mail. For e-mail writing, we must pay attention to the following: 1. Keep your message short. 2. Keep your message simple. 3. Give your main idea using a few sentences so people can understand you immediately. 4. Don’t type all in capital letters. Step 3 Writing Ask the students to write a reply as required on page 31.Then ask some of them to read their works to the class. One sample version: Subject: Reply From: Knowledgeable Dear Fran, Shyness is extremely mon, especially among teens. As shy people, most of us are worrying about ourselves—about how we look, what we say and whether other people will like us—to stop to think about what we can do for other people.But really, that’s what being social is about—the other person, not us. So you can tell her two ways to overe shyness. First, tell her that she should let people know that she is shy in case she is misunderstood. Second, tell her that it is better to make things easy for the other person. Tell her to remember that she is the best person for the job; she can practise in various ways. And tell the rest of the students that you should all help and encourage her to overe shyness. Knowledgeable Step 4 Homework Write an e-mail based on the following information. 假如你是成芳，最近在因特網(wǎng)上交了一個(gè)叫Susan 的美國(guó)網(wǎng)友。請(qǐng)根據(jù)下列要點(diǎn)給Susan 寫(xiě)封e-mail，介紹一下自己的情況。 1） 中學(xué)生，家住安徽； 2） 喜歡集郵和運(yùn)動(dòng)； 3） 對(duì)英語(yǔ)很感興趣，會(huì)唱英語(yǔ)歌曲； 4） 班里同學(xué)也想找網(wǎng)友，希望得到幫助； 5） 想去美國(guó)上學(xué)。 Unit 4 What would you do? Period 6 Language goals 語(yǔ)言目標(biāo) 1. Words & expressions 生詞和短語(yǔ) aid, first-aid, nearby, self, cover, press, deep, downstairs, correct, burn, knee, pain, hurt, offer, refuse, safely, helpful, treat, burn, spotty, e out 2. Key sentences重點(diǎn)句子 It gives advice on what to do in lots of different situations. If I were you, I’d also talk to your friends about the dangers of smoking. You should drink lots of water and ask your doctor for advice. Ability goals 能力目標(biāo) Enable the Ss to learn the way to deal with accidents or problems correctly using what they know. Teaching important 教學(xué)重點(diǎn) How to rate the accidents or problems and how to deal with them. Teaching procedures教學(xué)過(guò)程 Step 1 Before Reading Discuss the following questions and take notes. 1. What kinds of accidents do you know of? Fire , flood , natural disaster, car injuries… 2. What is the biggest problem a teenager has? Drugs , not knowing what the purpose of life is… Step 2 While Reading Ask the Ss to read first the materials individually, then work in pair practicing reading the text: What would you do if …? Then study the new words and point out the phrases: eg, by accident , cover…with , press…h(huán)ard, fall downstairs, hide …from, go alone…etc. Step 3 After Reading Discuss the two questions: 1. Why is cold running water helpful to treat a small burn? 2. Why would it be dangerous to meet an “internet friend” alone? Step 4 Go For It Think of one more accidents, eg, Accidents Advice Problems Advice If you saw someone’s nose bleeding Pinching the nose tightly to prevent the blood running Your classmates asked you to play video games Talk to them about the danger of too much games Step 5 Homework Ask the Ss to do the rest exercises in the textbook.