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九年级英语全册 Unit 4 what would you do特色培优专项训练（主题阅读+综合提升训练）人教新目标版Unit 4 主题阅读I. 阅读理解There would be a school party on Friday evening. The girls were talking about what they were going to wear.“I’m going to wear a black dress, so everybody will notice(注意) me,”said Emily. “How about you, Linda?”“I’m not sure. Maybe jeans(牛仔裤),an old shirt, and a hat. People will notice me more than you! ”Linda said.“But what are the boys going to do in the party?” asked Jane. “Do you r emember the last schoo l party, last year? They just stood there, and we girls had to dance by ourselves!”“I hear that some of the boys learned how to dance this summer. Maybe it’ll be bet ter this time,” said Mary.The party was held on Friday evening, groups of students arrived. The music began. The girls stood in a line on one side, and the boys on another side. Mr. Green, their teacher, tried to get them together, but failed. After a while, Tim said,“I don’t want to stand here the whole time. The party is only for two hours. It’ll be over soon”He started to dance. All the others watched him. Then David asked Emily if she wanted to dance. Then Jack and Linda. Then, all began to dance. Soon there were more dancers than watchers.1. How long would the party last?A. On Friday evening.B. For one hour.C. For two hours.D. For three hours.2. What kind of clothes was Emily going to wear?A. A black dress.B. Jeans.C. An old shirt.D. Jeans, an old shirt and a hat.3. How did Emily and Linda dance in the school last year?A.They danced by themselves.B. They danced with the boys.C.T hey didn’t dance.D. They danced with their teachers.4.How did the boys spend the summer holiday according to the passage?A They went swimming.B. They learned to dance.C. They watched TV.D. They went climbing.5. Which is not mentioned in this passage?A. There would be a school party on Friday evening.B. Their teacher asked them to dance together.C.Jack and Linda danced together.D. The boys and girls stood together and watched their teacher dance.II. 任务型阅读A student who teaches how to giveTaking part in charity is not just for grown-up people. Children can do it too! Melvin Sheppard, 14, an American student, has done charity work for eight years. He has also encouraged his classmates to join him.Melvin studies at William Allen Middle School in Philadelphia. Recently, he collected $1,500 by himself and $487 from his classmates to donate（捐赠） to Cooper University Hospital.Melvin was born nine weeks premature in Cooper University Hospital, weighing 2.6kg. His father told him how Cooper saved his life, so he feels thankful to the hospital. Melvin’s classmates joined him as soon as they found out about his kind behavior. Their teacher, Michael Berner, also held a class with them about helping others. “It wasn’t really about the money,” Berner said. “It was about the face that they were doing something good.”“It is great, helping someone that I know,” said Jordan, Melvin’s classmate.Melvin’ s neighbors also helped out.Since Melvin was 8, he and his parents have given money to Coop er University Hospital every year. This year, Gary E. Stahl, the head of Cooper’s division of neonatology, went to Melvin’s school to accept the money.The money goes to a part of the hospital that helps about 500 young patients every year. “When they leave, we call them graduates,” Stahl said, “We are pleased when our graduates and their families do well, like Melvin and his family.”阅读下面短文，根据短文内容，回答下列问题。
Unit 4 I used to be afraid of the dark.一、词汇与短语◆重点单词A部分1．humorous 有幽默感的；滑稽有趣的adj.2．interview 采访；面试v. 面试；访谈n. 3．silent 不说话的；沉默的adj.4．deal 对付;对待v.5．helpful 有用的；有帮助的adj.6．shyness 害羞；腼腆n.7．score 得分；进球n.&v.8．dare 敢于；胆敢v. 9．background 背景n.10．crowd 人群；观众n.11．ton 吨n.；（pl.）大量；许多12．private 私人的；私密的adj. 13．guard 警卫；看守n. 守卫；保卫v.14．require 需要；要求v. 15．European 欧洲（人）的adj. 欧洲人n.16．African 非洲（人）的adj. 非洲人n. 17．British 英国（人）的adj.18．speech 讲话；发言n.19．public 民众n. 公开的；公众的adj.B部分1．ant 蚂蚁n.2．insect 昆虫n.3．seldom 不常；很少adv.4．influence 影响v.&n.5．absent 缺席；不在adj.6．fail 不及格；失败；未能（做到）v. 7．examination 考试；审查n.8．exactly 确切地；精确地adv. 9．pride 自豪；骄傲n.10．proud 自豪的；骄傲的adj. 11．general 总的；普遍的adj. 将军n.12．introduction 介绍n.◆重点短语A部分1．be afraid of 害怕2．not enough to do sth. 不足够做某事3．get good grades in…在…方面取得好成绩4．from time to time 时常；有时5．be more interested in…对…更感兴趣6．talk to/with…和……谈话7．see sb. doing sth. 看见某人正在做某事8．take up doing sth. 开始做某事9．deal with./do with 应对；处理10．dare (not) to do sth. (不)敢做某事11．not……anymore 不再……12．all the time 一直；总是13．worry about……担心……14．be prepared to do sth.准备好做某事15．be very careful about……非常注意……16．give up (doing)……放弃(做)……17．fight on 继续战斗18．make it to the top 能成功到达顶峰19．require a lot of talent 需要很多天赋20．a very small number of 一小部分21．eat a lot of vegetables 吃大量的蔬菜22．listen to pop music 听流行音乐23．watch scary movies 看恐怖片24．at least 至少25．in public公开地；在别人(尤指生人)面前26．tons of许多的；大量27．give a speech 做演讲28．a number of许多；大量B部分1．make a decision做决定2．in person亲身；亲自3．even though即使；尽管4．take care of 照顾；照料5．be absent from 缺席；不在6．paint pictures 画画7．take pride in…为…感到自豪8．music classes 音乐课9．be proud of…为…骄傲；感到自豪10．on the soccer team 在足球队11．do well in……在……方面做得好12．work hard 学习努力13．make friends with sb. 和某人交朋友14．take care of/look after 照顾15．move to……搬到……16．feel lonely 感到孤独17．be absent from classes 旷课18．a boarding school 一所寄宿学校19．fail the exams/examinations 考试不及格20．advise sb. to do sth.建议某人做某事21．send…to…派……到……；送……到……22．look for 寻找23．have a great influence on sb. 对某人有很大影响◆重点句子A部分1．Mario, you used to be short, didn't you? 马里奥，你过去很矮，不是吗？2．It's been three years since we last saw our primary school classmates.我们上次见到小学同学已经三年了。
九年级英语全册 Unit 4 What would you do 要点详解 人教新目标版Section A1. if 引导的非真实性条件状语从句 即 虚拟语气通过动词形式的变化来表示说话人对发生的动作或存在的状态所持的态度或看法的动词形式称为语气。
.英语中的语气分三种：陈述语气、祈使语气、虚拟语气。
虚拟语气表示说话人所说的话不是事实，而是一种祝愿，建议，与事实相反的假设或实际可能性不大的情况等（即非真实的假设）。
If 引导的条件状语从句分为真实和非真实条件句（虚拟条件句）。
真实条件句表示在假设的条件下，有可能实现的情况。
非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气。
If he doesn ’t hurry up, he will miss the bus.( 真实条件状语)If he was free, he asked me to tell stories.（真实条件状语）If I were you, I would go at once.（非真实条件状语从句）If there was no air, people would die.（非真实条件状语从句） 1）非真实条件句中虚拟语气的基本形式。
①与现在事实相反If I had time, I would go for a walk.如果我有时间，我就会去散步。
(实际情况：我现在没有时间，也不会去散步。
)If I were you, I would take an umbrella.假如我是你的话，我会带上雨伞。
(事实上我不可能是你。
)I would say no if someone asked me to be in a movie.假如有人请我当电影演员，我会表示拒绝。
(事实上现在没有人请我当电影演员)If I knew his telephone number, I would tell you.如果我知道他的电话号码，我就会告诉你。
Unit 4 I used to be afraid of the dark.第一节单项选择（本题共15小题，每小题1分，计15分）( )1.He is afraid of ________ strangers.A．see B．seeing C．saw D．seen( )2.Great changes________ in Beijing in the last ten years.A．take place B．took place C．will take place D．have taken place ( )3.If you are famous，people will follow you ________.A．all the time B．the all time C．all time D．time all( )4.________ we felt tired，________ we felt happy.A．Though；but B．If；but C．Though；/ D.Because；so( )5.It is ________ a beautiful garden ________ we like to play in it.A．so; that B．such; that C．too; to D．very; that( )6.—Lily won first prize in yesterday's dancing competition.—Really？Then her mother must be ________ her.A．mad at B．worried about C．interested in D．proud of( )7.Mary is my pen pal. She is ________ girl.A．a 8 years old B．an 8-year-old C．an 8-years-old D．a 8-year-old ( )8.—________ my surprise, Jin Ming was chosen into our school football team.—Congratulations. He did well ______ playing football when he was very young. I hope he'll be the best player in our school.A．To; of B．At; at C．To; in D．In; about( )9.This place ________ a factory but now it is a park.A．used to being B．used to be C．is used to D．using to be ( )10.We still couldn't decide ________ with our difficulties in learning English.A．what to solve B．how to solve C．what to deal D．how to deal ( )11.—How is your grandma?—She's fine.She used to____TV at home after supper.But now she is used to_______out for a walk.A．watch; go B．watching; go C．watching; going D．watch; going ( )12.—Is Paul still afraid of high places?—________.A．I think so B．I don't agree C．I hope so D．I don't mind( )13.—What ________ the number of the students in your school?—About two thousand. A number of them ________ from the countryside.A．is；are B．is；is C．are；is D．are；are( )14.Linda used ________ short,________ she?A．be；didn't B．be；did C．to be；didn't D．to be；did ( )15.—Danny，would you please ________ my dog when I am away?—No problem.A．look up B．look like C．look on D．look after第二节完形填空（本题共10小题，每小题1.5分，计15分）阅读下面的短文，掌握其大意，然后从短文后各题所给的A、B、C、D四个选项中选出可以填人相应空白处的最佳答案。
九年级(下)Unit 4能力测试题听说考试部分(15分)一、模仿朗读(共3分)听以下短文一遍，你有50秒钟的时间准备，然后模仿朗读。
当听到“开始录音”的信号后，立即在50秒钟内朗读短文，当听到要求“停止录音”的信号时，停止朗读。
Last week in Geography class, we learnt that if all the ice in the North and South Poles melted, sea level around the world would rise, and many cities would be flooded and disappear. It started to worry me. What would happen if our city was badly flooded? Would anyone remain alive?二、信息获取(7.5分)第一节听选信息(0.75 x 6=4.5分)听三段对话，每段播放两遍。
各段播放前你有10秒钟的阅题时间。
各段播放后有两个问题。
请根据所听到的问题和括号内的提示，选择正确的信息在8秒钟内口头回答。
听第一段对话，回答第1〜2两个问题。
现在你有10秒钟的阅题时间。
1. Where did the fire break out?(in Songshan Village / in Anshan Village/ on a hill)2. What will the villagers do next?(ask more people for help / leave their village / try to stop the fire)听第二段对话，回答第3〜4两个问题。
现在你有10秒钟的阅题时间。
3. What is the man reading?(a magazine / a book / a newspaper)4. When is the man going to plant trees?(this Sunday / next Saturday / next Sunday)听第三段对话，回答第5〜6两个问题。
Unit 4检测卷(满分：120分时间：100分钟)听力部分(20分)一、听句子，选出与所听句子内容相符的图片(每小题1分，共5分)A B CD E________(1)________(2)________(3)________(4)________(5)二、听小对话，选择正确的答案(每小题1分，共5分)6．What did the boy's mother use to be like?A．She was thin. B．She was tall.C．She had long hair. 7．What did Bill use to look like?A．He was fat. B．He used to be short.C．He wasn't short. 8．Is the boy still afraid of snakes?A．Yes, he is. B．Yes, he did.C．No, he isn't.9．What team did Steve use to be on?A．The swimming team. B．The soccer team.C．The tennis team. 10．How did Bob use to go to school?A．Walk. B．Ride a bike. C．Take a bus.三、听长对话，选择正确的答案(每小题1分，共5分)听第一段对话，回答第11～12小题。
11．What color is Tina's hair now?A．Black. B．Red. C．Yellow.12．What did Bob use to be like?A．Thin. B．Strong. C．Fat.听第二段对话，回答第13～15小题。
13．How long haven't they seen each other?A．For 2 years. B．For 4 years.C．Since 2 weeks ago. 14．What did the man use to wear?A．Suits. B．Tshirts.C．Jeans.15．Where does the man work now?A．In a school. B．In a bank.C．In a company.四、听短文，回答问题(每小题1分，共5分)16．How many students were there in the speaker's class?A．50. B．55. C．65.17．What did Lily use to be like?A．Outgoing. B．Honest. C．Shy.18．What color is Alfred's hair now?A．Red. B．Colorful. C．Black.19．What did the speaker use to do after school?A．He used to draw pictures.B．He used to play basketball.C．He used to play volleyball.20．How often does the speaker play football?A．Twice a month. B．Twice a week.C．Once a month.笔试部分(100分)五、单项选择(每小题1分，共15分)21．His mother ________ quarrel with his father，but now they get alongwell with each other because of him.A．was used to B．used toC．got used to D．was used for22．What I experienced in the poor mountain villages ______ my life and decision about future.A．caused B．influencedC．appeared D．fought23．Mr Green used to live in Beijing with his daughter, ________？A．did he B．didn't heC．did she D．didn't she24. I saw some boy students ________ basketball when I passed the playground.A．played B．plays C．playing D．to play25．—Has Mike received his mother's mail?—Yes, he signed for it ________ this morning.A．in person B．in fact C．in silence26．—Peter, you got to school by taxi?—Oh, I ________ take a taxi to school, but my bike needs repairing today.A．usually B．sometimesC．never D．seldom27．—Do you still remember that accident, Dean?—Of course. I never forget it ________ it happened many years ago.A．unless B．ever sinceC．only when D．even though28．The girl has walked to school since she was 7 years old. Now she ________ going to school on foot.A．used to B．was used toC．is used to D．is used for29．My friend Lily is such a ________ girl that everyone in our class likes her very much.A．proud B．nervousC．absent D．humorous30．—________ my surprise, Jin Ming was chosen into our school football team.—Congratulations. He did well ________ playing football when he was very young. I hope he'll be the best player in our school.A．To; of B．At; atC．To; in D．In; about31． We advise parents ________ their children at home alone in order to keep them away from danger.A．not leave B．not to leaveC．leave D．to leave32． Jenny's uncle is a scientist. She is proud ________ him.A．from B．at C．in D．of33．—________ you ________ take a bus to school?—Yes. But now I usually go to school on foot.A．Did；use to B．Do；used toC．Do；use to D．Did；used to34．As a reporter, I want to ________ Ma Yun about how to become the richest man in China.A．require B．repeat C．admire D．interview35．—Li Ming won first prize in this chess competition.—Really? His parents must ________ him.A．look after B．wake upC．be angry with D．take pride in六、完形填空 (每小题1.5分，共15分)(词数：约220；建议用时：7分钟)A teacher had been made very angry by some of his boys making ahigh sound during school hours. At last he was forced to ________(36) any one who should repeat the wrong act. The next morning, a loud sound was heard in the quiet room. The students were very much surprised, and the teacher at once looked around to ________(37) the person who had made a high sound.When a boy who was often in bad act, was told he was wrong, he ________(38) said he hadn't done it, yet his words were not believed, and he was brought up for punishment. Seeing what was about to take place, Charles, a little boy, got up suddenly from his ________(39).“Don't punish John, sir. I made the high sound. I'm very sorr y. I didn't mean to whistle.” He held out his hand to be punished. Taking the little boy's ________(40), the teacher said, “Charles, you have done right. I can't punish you after you ________(41)so nobly.” Even the youngest child in the school felt ________(42)of Charles, for every child could see how bravely he had acted.Charles was truly a brave boy. He had done ________(43)he knew to be right. True courage may also be shown by ________(44)to do that which we know to be wrong, ________(45)bad people may laugh at us.36．A.punish B．praise C．fix D．hurt37．A.hide B．discover C．pay D．wake38．A.actively B．aloudC．strongly D．softly39．A.bag B．board C．desk D．seat40．A.hair B．arm C．finger D．hand41．A.have given B．have runC．have acted D．have fallen42．A.afraid B．proud C．sure D．careful43．A.what B．which C．who D．when44．A.refusing B．continuingC．dreaming D．wanting45．A.but B．though C．after D．until七、阅读理解(每小题2分，共30分)A (词数：约380；建议用时：8分钟)Decide to Do WellEverybody makes decisions in daily life.They can be as important as what you will do in the future or as simple as what you will eat for breakfast.Any decision could be the turning point of your life.I made an important decision when I was in Junior 3.Before I made that decision I was one of the boys who tried too hard to act as an adult.I didn't know that only kids want to show themselves as adults.I didn't listen to my parents and teachers，and my grades became poor.Then came the high school entrance exam.At the turning point of my life，my mom wanted to have a conversation with me.I wanted to turn it down but when I looked at her eyes，I felt I couldn't refuse.Instead of asking me to study hard，to my surprise，Mom just asked what I wanted to do in the future.Without thinking too much，I just said I would like to study hard.Mom smiled and asked again：“I asked: what do you WANT to do？”I never seriously thought about the question.So，I kept silent.“Whether you want to go on studying or enter the society，”she went on，“it is your own decision.Your life ought to be decided by you，not by anyone else，including me.”After saying that，she had tears in her eyes.For the first time in my life I was asked to make my own decision.I sat in my chair and thought about myself，my life and what kind ofperson I wanted to become.It took me what seemed to be ages to make the biggest decision so far in my life—I wanted to be a man who makes a difference in the world.To achieve that，I needed to study hard.The path to my future became clear to me.I didn't act rebelliously(叛逆地) any more.With passion (激情) in my heart，I studied hard.Now，I'm 17 and I'm in one of the best schools in my city，in one of the best classes at the school and I am one of the best students in the class.Thanks to that decision，I have become what I am today. 46．When did the writer make the important decision?A．After he was 17 years old.B．After he was in one of the best classes.C．When he was a pupil.D．When he was studying in Junior 3.47．What was the writer like before the decision?A．His grades became poor.B．He tried too hard not to act as an adult.C．He was one of the top students in his class.D．He did what his teachers and his parents asked him to do. 48．How did the writer make the decision?A．It was easy for him to make the decision.B．It was his second time to make the decision.C．He made the decision seriously.D．It was his mother that made the decision for him.49．Why did the writer make the decision?A．Because his teacher talked with him patiently.B．Because he didn't want to act rebelliously any more.C．Because his mother asked him to study hard as usual.D．Because his father asked him to think about his future by himself.50．Which of the following is TRUE?A．The writer made the decision that he should work hard.B．It took the writer several years to make the decision.C．After hearing his mother's words，the writer had tears in his eyes.D．At the turning point of his life，the writer wanted to havea conversation with his mother.B (词数：约170；建议用时：5分钟)An eightyyearold couple were having trouble with their memories. One day, they decided to see a doctor. The doctor told them that there was nothing serious, but he suggested that they should start writing things down to help them remember things. The couple thanked the doctor and left.Later that night while watching TV, the old man got up from his chair and his wife asked, “Where are you going？”“To the kitchen.”“Will you get me an ice cream？” asked the wife.“Sure.”Then his wife asked him to write it down.“No, I can remember that，” replied the husband.“Well, I also want some strawberries and cream on top. You'd better write it down, or you will forget that，” said the wife.“No, I can remember that，” the husband got a little unhappy and went into the kitchen.After about 20 minutes, the husband returned with a plate of fish. The wife laughed, “Haha! Your bad memory! I wanted some bread withcream.”51．How old was the wife?A．Eight. B．Eighteen.C．Eighty. D．Eighties.52．Why did the couple go to the doctor's?A．Because they had a headache.B．Because they had bad memories.C．Because the doctor was their son.D．Because the old man was ill.53．What did the husband give to the wife?A．An ice cream.B．Some strawberries and cream.C．Some bread with cream.D．Some fish.54．What did the wife really want?A．Some bread with cream.B．An ice cream with some strawberries and cream.C．A plate of fish.D．Some strawberries and cream.55．Which sentence is right?A．The couple often forgot some things.B．Only the husband had a bad memory.C．The couple were ill.D．The doctor also had a bad memory.C (词数：约280；建议用时：8分钟)There is little rain in deserts. Because deserts are so dry, they have no “quilt” to help stop the soil from going away. As a result, they may get very hot during the day with the sun shining, but don't hold the heat overnight. Many deserts can quickly get cold once thesun goes down. Some deserts can reach temperatures of over 100 degrees F during the day and then drop below freezing (32 degrees F) during the night.The largest hot and dry desert in the world is the Sahara Desert in Northern Africa. The Sahara is a sandy desert with great sand hills. It covers over 3 million square miles of Africa. Other large deserts include the Arabian Desert in the Middle East, the Gobi Desert in Northern China and Mongolia, and the Kalahari Desert in Africa.Animals that live in the desert are also used to needing little water. Many get all the water they need from the food they eat. Other animals keep water that they can use later. The camel stores up fat in its hump while other animals keep something they need in their tails.Only certain types of plants can live in the terrible environment of the desert. You won't see a lot of tall trees in the desert. Most plants have a way to keep water in their leaves or trunks so they can live a long time without water.Now deserts cover around 20% of the world's land, but they are growing. This is called desertification and is caused by different reasons including human activities. The Sahara Desert is growing larger and larger each year. What should we do with it?56．How is the weather during the night in the desert?A．Hot. B．Cold. C．Cool.57．Where does the camel store up fat?A．In its hump. B．In its stomach.C．In its tail.58．Why won't we see a lot of tall trees in the desert?A．Because of few people there.B．Because of the sun shining.C．Because of the terrible environment.59．How much of the land do deserts cover in the world?A．One fifth. B．Less than 10%.C．Two fifths.60．Is the Sahara Desert growing or not?A．Nobody knows it. B．It's growing.C．It's not growing.八、词汇运用(每小题1分，共10分)(一)根据汉语提示完成句子。
得阅读者得高分阅读是各类英语考试中的“重头戏”，是全面检测学生接受书面信息和反馈能力的重要标尺。
《得阅读者得高分——单元同步话题阅读与答案详解》是根据人教版七至九年级教材要求而编写的。
三个年级所涉及的阅读话题共55个。
每个单元在阅读材料前面简明扼要编有“阅读话题、语言目标、阅读提示”，以帮助同学们提升阅读理解能力。
每篇阅读材料含有“答案详解”，提供每小题解题指导。
九年级全册同步话题阅读与答案详解Unit 4 I used to be afraid of the dark阅读话题：我们的变化。
语言目标：学会谈论过去的情况。
阅读提示：短文中常要用到语法结构“used to +动词原形”。
话题阅读AI used to be very close to my father when I was a child. He gave me almost everything I wanted. Whenever I quarreled with my mother, I would turn to my father for comfort. He was everything to me.Time flies like a bird. As I got older, I became silent and found it hard to start a conversation with my father. The gap between us began to grow. He had done so much for me but I always take it for granted.Last time our school gave us two days off, and daddy gave me a ride home on his motorbike. I was tired and fell asleep on his back. Later my mother said he was very happy because is had been a long tome since we got close last. Suddenly I felt a little shamed. I realized that I had paid no attention to him a lot during the last few years.The next day I stayed in bed and when daddy tried to wake me up to have breakfast, I pretended that I couldn’t hear him. At last he brought a bowl of noodles to my bed, and said, “Come on, dear, have your breakfast and then continue your dream.” I got so angry with him for interrupting my sleep that I shouted, “Leave me alone.”As I said this, I sat up quickly, and the bowl of noodles broke on the floor. Hearing the noise, mum came in and shouted at me, “Who else treats you as well as he does?”I was shocked and didn’t know what to say. Finally I rushed with tear all over my face. I went to the poolwhere I used to go fishing with daddy. A few minutes later, I heard the sound of daddy’s motorbike. He was looking for me anxiously, but he didn’t notice me as I was sitting behind a tall brush.I didn’t return home until 10 a.m. The moment my parents saw me, they rushed to me. Mum hugged me tightly and daddy looked at me with worry in his eyes. “Are you hungry, dear?” he said at last. Before I could say anything, he had gone off on his motorbike to buy food for me.1.. When the writer grew older, he found it for him to have a talk with his father.A. goodB. pleasantC. a problemD. fantastic2. The sentence in this passage “He was everything to me” means ________.A. My father gave me everythingB. My father would give me whatever I wantedC. When my father was angry, he wouldn’t give me anythingD. I used to depend on him in everything in my life3. The writer was angry with his father because __________.A. he didn’t realize his father’s love for himB. his father destroyed his sleepingC. the father didn’t know his son was sleepingD. his father wanted him to have noodles4. The father went off to buy food for the writer because the father ________.A. felt sorry for waking his son upB. was really wrong about his behaviorC. knew his son hadn’t had his breakfast yetD. still held deep care for his son5.The best title for this passage is _________.A. The gap between the Father and the SonB. Father’s LoveC. How to get on with FatherD. I Love FatherBDear Tommy,I’m writing to you on your third birthday. I want to tell you something about your grandma’stime. I was born sixty-eight years ago in a small village.Transportation used to be a big problem. When we traveled from village to village, we usedto walk or ride horses.Shopping was not an easy job, either. There were no supermarkets in the neighborhood. Weused to grow most of our own food: rice and vegetables. We kept things cool in a specialunderground room.The biggest difference is that you have electricity (电). We didn’t have electrici ty until verylate in our small village. We didn’t have any televisions of course. We used to perform ourlocal (地方的) music and enjoy it very much.Life used to be very hard, but I was not upset. I would like you to know about the old daysand be happy about what you have when you grow up. Remember, feeling good about life is the key to happiness.Love,Your grandma6.This letter is written by _____________A. a grandfather to a grandsonB. a grandmother to a grandsonC. a grandfather to a granddaughterD. a grandmother to a granddaughter7.Tommy is ________when the letter is written.A. oneB. twoC. threeD. four8. This letter is mostly aboutA. the writer’s old life experienceB. the writer’s future lifeC. what a kid can do for old peopleD. how the writer has changed9.Which is NOT true about the writer?A. She was born in the countryside.B. She felt good about the village life.C. She used to grow vegetables in the village.D. She used to walk or ride horses from city to city.10.Why did the writer write this letter?A. She wanted to show that life now is really happy.B. She wanted to tell others that life was so hard in the past.C. She wanted the kid to be positive about life in the future.D. She wanted the kid to dream about his future life.CI am Liu Li. I am a high school student now. It seems that my life has changed a lot in the last few years. For example, I used to have short hair, but now it grows long. I used to be afraid of the sea because I didn’t know how to swim, but now I am a good swimmer in our school. I used to be short but I am tall. As for eating, I used to eat meat b ut now I eat more vegetables than meat. When I was younger, I didn’t use to read any books, but I like reading storybooks. When I was in primary school, I used to play football after school, but now I have to go right home and do homework. I didn’t use to like math and I used to be terrified of tests, but now I like all the subjects and never mind tests any more. In the past, I used to have time chatting with my parents, but now I hardly ever chat.I have to study. I miss the old days.11. What does Liu Li’s hair look like now?A. It’s shortB. It’s longC. It’s straight.D. It’s curly.12. Why did Liu Li use to be afraid of the sea?A. Because there were many sharks in it.B. Because there were always strong waves in the sea.C. Because she couldn’t s wim.D. Because she had met an accident in the sea.13.What does Liu Li eat now?A. She eats more vegetables than meat.B. She eats only meatC. She eats only vegetablesD. She eats more fruit than vegetables.14. What kind of books does Liu Li like to read now?A. English books.B. Famous novelsC. Picture booksD. Storybooks15. What did NOT Liu Li use to do?A. SwimB. Chat B. Eat meat D. Play footballDIt seems that Yu Mei has changed a lot. She used to be very short when she was young, but now she is verytall. ____________16_____________But now she doesn’t worry about speaking in public. She use to argue with her mother, but now she often communicates with her and regards her as her best friend.Her daily life is different and she used to like different things when she was a little girl. ____________17_____________Now, she doesn’t mind them. She used to play with her friends all day, and she was very happy.____________18_____________She used to like planting flowers, but now she is too busy to do that, and she spends lots of time on homework every day. She used to like watching cartoons, but now she is more interested in sports games and English programs. ____________19_____________ She thinks that the more books she reads, the more knowledge she can get.________20___________But what changed her life? The time-time can change everything.阅读下面短文，掌握其大意，然后根据短文内容从下面方框的七个选项中，选择五个还原到文中，使短文意思通顺、结构完整。
九年级全册Unit1---Unit8 重点短语，句型翻译练习题Unit1+Unit21.我不得不读完一本书并且在下周一做一份报告。
I have to __________________a book and___________________ next Monday2.我想学习新单词和更多的语法，这样我就可以对英文电影有一个更好的了解。
I want to earn new words and more grammar___________________ I can______________________ English movies3.但是你是否能做好这件事取决于你的学习习惯。
But_______________________________________ depends on your learning habits.4.研究表明成功的学习者有一些相同的良好习惯。
Research shows that successful learners have some good habits______________________5.他们也寻找方法复习已经学过的东西。
They also look for ways to review ______________________________________6.他们甚至相互提问并尽力找出答案。
They even ask each other and________________________________ the answers.7.我觉得我们一天吃五顿饭!我都重了五磅。
I think that we ate five meals a day! I’ve _______________________________ five pounds8.我想知道那是否和云南省傣族人的泼水节相似。
I wonder if_______________________________ the Water Festival of the Dai people in Yunnan Province9.他还赠送礼物给那些需要帮助的人。
2019-2020年(秋)九年级英语全册 Unit 4 What would you do教案1 人教新目标版1．教学设计学科名称:Unit4 What would you do?（九年级英语上）2．所在班级情况，学生特点分析:我所任教的九年级（3），（4）班的学生，无论从学习习惯还是听课习惯都存在着很大差异。
其中（3）班的学生沉默寡言，不善于表现，课堂气氛有点沉闷；而（4)班的学生恰恰相反，思维活跃，敢于表现，课堂气氛活跃。
所以在教学中我得采取不同的方法完成教学任务。
3．教学内容分析:本单元以What would you do？为话题,共设计了四个部分的内容：Section A该部分有4个模块：第一模块围绕What would you do if you had a lot of money?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕Embarrassing situations （worries/problems）进行听力（2a-2b）、口语训练（2c）；第三模块继续就上一模块中的Embarrassing situations这一话题展开训练，训练形式为阅读配对（3a）和角色表演（3b）；第四模块仍就Embarrassing situations以小组活动形式展开讨论。
Section B该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕A personality survey继续对What would you do if…/I would…进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕A personality survey 这一话题展开阅读（3a）和写作（3b）训练；第四模块仍就A personality survey这一话题以口语训练形式展开小组活动。
Self Check该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块就一封E-mail展开阅读和写作训练。
Reading该部分共设置了5项任务：第一项任务以问题讨论的方式激活学生相关背景知识；第二项任务要求学生通过快速阅读获取信息；第三项任务利用讨论、写作等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生运用所学知识开展实践活动（做一次调查）。
让学生学会利用虚拟语气谈论假设的情景，充分发挥学生的想象力，以形成乐观开朗的性格，并培养他们正确的人生观和价值观。
枯燥的话题很难提起学生的学习兴趣。
在这单元通过一个有趣的话题——假如你有一百万美元,你会怎么做来激起学生的学习兴趣,让学生主动谈自己的看法,学有所得。
学情分析：九年级学生已具备了一定词汇量，并且在八年级就已经掌握了if引导的真实条件句，经过两年的新课程理念的熏陶及实践，有了初步的自主、合作、探究的能力。
加上学生都有一双充满幻想的翅膀，本节课的内容恰好符合学生的这一特点，他们一定会对本节课感兴趣。
4．教学目标:⑴知识目标:①What would you do if you had a million dollars?I’d give the money to charity.②If I were you, I’d wear a shirt and tie.⑵能力目标:发展学生的听及识记能力,培养学生综合语言运用能力。
⑶情感、态度和价值观：通过本节课,激发学生对社会的关注,增强奉献意识,使学生形成积极的情感态度,主动思维,大胆表述,提高语言实际运用能力。
5．教学难点分析:To train students’ listening, speaking, reading and writing skills by many different kinds of activities.教学方法本课采用任务型教学法,用What would you do if you had a million dollars?这个问句,引出谈论假想情况的话题。
采用提问、启发和归纳的教法,让学生易于接受教材内容,培养学生的语言运用能力.6．教学课时: 5个课时7．教学过程：The First PeriodⅠ.Teaching Aims and Demands1.Knowledge Object(1) Key Vocabularylottery, 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?I'd give it to medical research.(3) StructureI would/I'd do2.Ability Objects(1) Train students' listening skill.(2) Train students' communicative competence.3.Moral ObjectIf you won a million dollars, you'd buy a big house, buy a car and so forth. However, do remember it's really being cool to realize your dream through great efforts.Ⅱ.Teaching Key Points1.Target language2.The structure: I would/I'd doⅢ.Teaching Difficult PointThe structure: I would/I'd doⅣ.Teaching Methods1.Scene teaching. Method2.Teaching by induction3.PairworkⅤ.Teaching AidA tape recorderⅥ.Teaching ProceduresStep Ⅰ RevisionReview the structure "should be allowed to" by asking students to make sentences about school rules.Step Ⅱ 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.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.Get students to complete 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 Ⅲ 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.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, I'd 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, I'd give the money to the 200. I want to help the pandas.Girl 1 : That's a good idea! I know what I'd do. If I won the lottery, I'd buy a big house for my family.Girl 2: Really I'd put the money in the bank. Then I'd just watch it grow!Boy 2: Hmmmm … I think I'd give the money to medical research. I'd want to help other people.Step Ⅳ 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: I'd 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.After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.Step Ⅴ SummaryIn this class, we've learned some vocabulary words and the target language what would you do if you won the lottery? I'd give it to medical research.Step Ⅵ 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 Ⅶ 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: I'd give it to medical research.The second Period:Ⅰ.Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularytie(2) Target LanguageWhat would you do if you won a million dollars?I'd give it to charities.If I were you, I'd wear a shirt and tie.If I were you. I'd take an umbrella.2.Ability Objects(1) Train students' listening skill.(2) Train students' communicative competence.3.Moral ObjectTwo heads are better than one. Give some direction to those who are in trouble. Ⅱ.Teaching Key Points1.Listening Practice2.Target languageⅢ.Teaching Difficult PointTrain students' ability to use the target language.Ⅳ.Teaching Methods1.Listening to cassettes2.Pairwork3.Teaching by inductionⅤ.Teaching Aids1.A tape recorder2.A picture of a person in a lion's cage3.A projectorⅥ.Teaching ProceduresStep Ⅰ RevisionCheck homework. Students talk about how to spend a large amount of money.Invite a student to come 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 Ⅱ 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 doesn't 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 Tom's party.Girl 1: Lucky you! I'd love to go to that party!Boy 1: Yeah, well, I'm a little nervous. I don't know what to wear.Girl 1: If I were you, I'd wear a shirt and tie.Boy 1: What if everybody else is wearing jeans and T-shirts?Girl 1: Oh, you shouldn't worry about what other people are wearing.Boy 1: And I don't have a present. What if everyone brings a present?Girl 1: If I were you, I'd take a small present-a 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 don't know anyone?Girl 1: If you don't know anyone, you can talk to Tom. He'll introduce you to people.Boy 1 :I guess I can do that.Girl 1: Look! You're sure to have fun. But if you're still nervous, you can leave.Step Ⅲ 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 Larry's sister says to him.Play the recording again. Students listen and check the things.Check the answers.AnswersChecked items: 1,2,4,5Step Ⅳ 2cThis activity provides oral practice using the target language.Point to the list of Larry's 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 don't know what to wear.SB: If I were you, I'd 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 Ⅴ Grammar FocusAsk different students to read the question and answer and the statements to the class.S1: What would you do if you won a million dollars?S2: I'd give it to charities.S3 :If I were you, I'd wear a shirt and tie.S4: If I were you, I'd take an umbrella.Write them on the blackboard.Show a picture of someone in a lion's cage on the screen by a projector. Ask students questions pointing to the picture.T: Have you ever been in a lion's cage?Ss: No.T: That's right. None of us has ever been in a lion's cage. What would you do if you were in a lion's cage? (Write the question on the blackboard.)S1: I'd call for help. (Write the sentence on the blackboard.)T: What about you?S1: I'd get out fast. (Write the sentence on the blackboard.)Get several more examples from other students.Say, When we talk about things that haven't happened, we often use the word would (underline the word would in the question) . Apostrophe'd 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 Ⅵ SummarySay, In this class, we've learned the target language I'd give it to charities and If I were you, I'd wear a shirt and tie. And we've also done much listening practice using the target language.Step Ⅶ HomeworkSay, If your teacher criticized you, but in fact it isn't your fault, what would you do? Get students to make a list.Step Ⅷ Blackboard DesignUnit 4 What would you do?Section AThe Second PeriodTarget language:A: What would you do if you won a million dollars?B: I'd give it to charities.A: If I were you, I'd wear a shirt and tie.B: If I were you, I'd take an umbrella.A: What would you do if you were in a lion's cage?B: I'd call for help.The Third PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularypimple, trouble(2) Target LanguageI can't sleep the night before an exam.Then I'm too tired to do well. What should I do?If I were you, I'd take a long walk before going to bed.I really want a dog, but my parents won't let me have one.Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.That's a good idea.2.Ability Objects(1) Train students' reading skills.(2) Train students' integrating skills.3.Moral ObjectEveryone may have some trouble. Don't worry.Ⅱ.Teaching Key Point1.Reading2.Target languageⅢ.Teaching Difficult PointGive advice using the target language.Ⅳ.Teaching Methods1.Reading Practice2.PairworkⅤ.Teaching AidThe blackboardⅥ.Teaching ProceduresStep Ⅰ RevisionCheck homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I'd explain to the teacher and so forth.Step Ⅱ 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: I'm really shy and I just don't enjoy parties. I don't know what to say or do.SB: If I were you, I'd talk to someone who looks friendly. Then you won't feel so shy.Say, Please match each problem on the left with the correct advice on the right. Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.Check the answers.Answers1.c2.a3.bStep Ⅲ 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 can't sleep the night before an exam. Then I'm too tired to do well. What should I do?SB: If I were you, I'd 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, I'd 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 Ⅳ 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.SA: I really want a dog, but my parents won't let me have one.SB: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.SA: That's 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.Get students to complete 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.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 Ⅴ SummarySay, In this class, we've done a lot of reading, speaking and writing practice using the target language.Step Ⅵ Homework(1) Review the target language by reading the conversations in Activity 3a.(2) Finish off the exercises on pages 11~12 of the workbook.Step Ⅶ Blackboard DesignUnit 4 What would you do?Section AThe Third PeriodTarget language:A: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?B: If I were you, I'd take a long walk before going to bed. That should help you relax.A: I really want a dog, but my parents won't let me have one.B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.A: That's a good idea.The Fourth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularyenergetic, confident, public, in public, permission(2) Target LanguageWhat would you do if someone asked you to be in a movie?I'd say yes.2.Ability Objects(1) Train students' ability to identify words in context.(2) Train students' ability to use the target language.(3) Train students' listening skill.3.Moral ObjectEnable students to realize that confidence is a good personality. Ⅱ.Teaching Key Points1.Key Vocabulary2.Target LanguageⅢ.Teaching Difficult Points1.Listening practice using the target language.e the target language.Ⅳ.Teaching Methods1.Listening practice2.PairworkⅤ.Teaching Aids1.A projector2.A tape recorderⅥ.Teaching ProceduresStep Ⅰ Revision1.Check the homework exercises on pages 11~12 of the workbook.2.Say, If I had a day off today, what would I do? Encourage students to give advice using sentences beginning with if I were you, I'd … or you should … See how many pieces of advice students are able to think of.Step Ⅱ 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.energetic adj. 有活力的;精力充沛的confident adj. 自信的;有把握的public n. & adj. 公众(的);公共(的)in public 当众;公开的permission n. 许可;允许;准许Say the words one by one and have students repeat several times.Write them on the blackboard.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.Focus attention on the five numbered sentences in the box. Point out the sample answer. Ask students to think about which word would work best in each blank.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.Correct the answers.Answers1.Confident2.Outgoing3.Creative4.Shy5.EnergeticStep Ⅲ 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.SA: What are you like?SB: I think I'm creative and outgoing.Say, Practice in pairs. Say the sample conversation first. Then make conversations to tell each other what words in activity 1a describe you.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 Ⅳ 2aThis activity provides listening practice using the target language.Call students' attention to the chart. Tell them that this is a questionaire about how confident you are. Explain to students that a questionaire means a written list of questions to be answered by a number of people.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.Say, You are to listen to a conversation between Cellia and Bill. Check the questions Cellia asks.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.Check the answers.AnswersChecked questions:the teacher asked you to give a speech in front of the whole school?someone asked you to be in a movie?TapescriptGirl 1: I just did a personality survey in Teen Time Magazine. It tells you how confident you are.Boy 1: Oh? How did you do, Cellia?Girl 1 :I don't know yet. But it's a really interesting test. You should try it, Bill.Boy 1: OK.Girl 1: How about question 1? What would you do if the teacher asked you to give a speech in front of the whole school?Boy 1: I'd say I had a cold and couldn't speak. I would be afraid to make a speech in front of the whole school.Girl 1: How about this movie question? What would you do if someone asked you to be in a movie?Boy 1: Oh , I'd say no. I'd be too nervous. What's the next question?Girl 1: Let's see …Step Ⅴ 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.Say, You are to listen to the same conversation again. This time listen to both the questions and answers. Gircle the letter of the correct answers to each question. Play the recording again. Students listen and circle Bill's responses.Check the answers.AnswersBoth answers should be b.Step Ⅵ 2cThis activity provides oral practice using the target language.Point to the sample conversation in the box. Invite a pair of students to read it to the class.SA: What would you do if someone asked you to be in a movie?SB: I'd say yes.Write it on the blackboard.Point out the personality survey in Activity 2a. Say, Please work in pairs. Ask and answer the questions in the survey.Get students to work in pairs. As the pairs work together, move around the classroom offering language and pronunciation support as needed.Check the answers by asking different pairs to share their conversations with the class.Step Ⅶ SummaryPointing to the blackboard, say we've learned these vocabulary words and the target language.Step Ⅷ HomeworkGet students to make as many conversations as they can using the questions and answers in the personality survey in Activity 2a.Step Ⅸ Blackboard DesignUnit 4 What would you do?Section BThe Fourth Period1.Key vocabulary:energetic confidentpublic in publicpermission2.Target language:A: What would you do if someone asked you to be in a movie?B: I'd say yes.The Fifth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener(2) Reading(3) Writing2.Ability Objects(1) Train students' ability of reading comprehension.(2) Train students' ability of writing.3.Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Ⅱ.Teaching Key Points1.Reading2.Writing3.Key vocabularyⅢ.Teaching Difficult Points1.Reading2.WritingⅣ.Teaching Methods1.Practice method2.PairworkⅤ.Teaching AidA projectorⅥ.Teaching ProceduresStep Ⅰ 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 Ⅱ 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.pretty adv. 相当，颇;非常social adj. 社会的;社交的bother v. 打扰;扰乱slight adj. 微不足道的;极不重要的in the slightest 一点儿也;根本fairly adv. 相当;完全plenty adj. 很多的;足够的plenty of 很多的;足够的get along with 与……相处listener n. 听者;收听者Say the words one by one and have students repeat them several times.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 complete the activity on their own.Check the answers.Answers1.c2.a3.bStep Ⅲ 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 …a. talk to the friend right away?b. say nothing?c. think about what he or she said?T: What kind of person is question a asking about?Ss : Outgoing.T: What about b?Ss : Shy.T: What about c?Ss: Pretty confident.Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.Give another example on the blackboard.If a friend misunderstood 'you, would you a, tell him/her it is a misunderstanding at once?b. want to explain to him/her, but have no courage?c. invite him/her to dinner and explain?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 Ⅳ 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.SA: How many people would talk to the friend right away?SB: Three. And two people would say nothing.Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.Ask several students to read his/her question and tell the class about the results.Optional activity。
