九年级英语《 Unit 4 What would you do》SECTION B教案

教学设计新目标英语九年级Unit4：What would you do?新目标英语九年级Unit4：What would you do?1st period教学设计I.Teaching aims and teaching demands:通过大量听说训练和交际教学,突破语法难点,形成学生自我评价In this unit:1)Students learn to report what someone said.2)Students learn to write a report card and report their grades to others.一、教学目标language goal:1．通过本单元的学习学会谈论一些假设的、虚幻的情况；2．通过本单元的学习达到如何使用虚拟句提出建议的目标；3．学会表示与现在的情况相反的虚拟语气的结构；4．学会用虚拟语气表述自己的还没有实现的愿望。

II.Teaching key and difficult points:A.Vocabularymillion、pimple、energetic、confident、shirt、tie、medical、research B.Target languageWhat would you do if you won a million dollars？I’d give it to medical research.I can’t sleep the night before an exam.What should I do？If I were you,I’d take a long walk before going to bed.C.StructuresReported speechSimple past tenseCan for abilityIII.Teaching methods:Audio-video lingual methodsIV.Teaching aids:Powerpoint;flash;Survey forms.V.Learning Strategies:1.Listening for key words. 2.Self-evaluating VI.Teaching Procedures(Main Steps)Unit4What would you do？二、教学向导1、语言功能谈论一些假设的、虚幻的情况2、语言目标3、语言结构使用should为他人提供建议4、重点词汇5、学习策略与思维技巧在学习中积极思考根据情景现象，进行发散思维训练6、多元智能想象能力逻辑表述三、主题词表lottery、million、get along with、let……down、come up with、trouble、energetic、confident、in public、social.四、教学步骤Section ALeading inT:I always had dreams，last night I had a dream again.In my dream,I got one million dollars.Now,in my life,if I had one million dollars,I would travelall over the world.All the class,please tell me:What would you do if youhad one million dollars?S1:If I had one million dollars,I would have a car,a tall building and a beautiful garden. T:(to S2)What about you?S2:If I had one million dollars,I would……T:(to S3)What about you?S3:If I had one million dollars,I would……T:(to S4)And you?S4:If I had one million dollars,I would……Then get many students to talk about the question.T:If you were in a lion’s cage,what would you do?S1:If I was in a lion’s cage,I would call for help.Get many students to answer the question.Say:When we talk about things that haven’t happened,we can use the wordsI would or I’dActivity1aRead the instructionsAsk students to read the example.Ask a few students to share their ideas with the class.Ask students to complete the task.Write a number of students’answer on the board.Activity1bRead the instructionsPoint to the pictures one by one.Point out the sample answer.Play the recording the first time.students only listen.Play the recording again.Ask the students to write in their answers.Then check the answers.Order:2143Activity1cRead the instructions to the class.Point out the example in the box.Get the students to do the pairwork,as they talk,offer some language support as needed. Ask several pairs of students to say their conversations to the class.Activity2aAsk the students to listen to the dialogue about Larry’s worries.Play the recording for the first time.T:Listen again and circle the answer in the box.Play the recording for the second time.Then check the answer.T:After listening,we know that Larry gad a lot of worries before going to Tom’s party.If I were Larry,I wou ld bring a flower as a present.What would you do?Now make dialogue using the patters.Show the following on the screen.What would you do if you were Larry?If I were Larry,I’d……Get several pairs of students to show the dialogue.Activity2bRead the instructions and point to the list of sentences inactivity2bPlay the tape again.Ask the students to fill in their answers.Then check the answers.Answers:1245Activity2cPoint to the box about Larry’s worries.Ask one student to read it to the classRead the instructions.Ask Ss to work in pairs.Ask one or two pairs to say their conversations to the class.GRAMMAR FORCUSReview the grammar box.Ask a student to read the sentence to the class.Ask a student to write the question and answer the question on the board.Ask students to write the two sentences If I were you…on the board.Circle the word were in the two sentences.When you tell someone what you would do,you use the expression if I were you,not if I was you.Activity3aRead the instructions.Then point to the blank line in each item in the first column and say,You can write the letter of the correct adv ice from the second column here.Ask different students to read the problems and pieces of advice to the class.Ask the students to complete the activity on their own.Activity3bRead the instructions.Ask students to work with partner as they talk about their problems and give each other advice.Ask several pairs of students to say their conversations to the class.4Read the instructions to the class.Help the students form groups of four or five.Ask the groups to ask each other their list of questions and listen to the answer.Section B1aRead the instructions to the class.Point to the words in the box.Read the sentences to the class saying blank in place of the blank lines.Ask students to fill in the blanks on their own.Then check the answers.Answers:1.confident2.outgoing3.creative4.shy5.energetic1bRead the instructions.Point out the example in the box.Ask several pairs of students to say their conversations to the class.2aPoint to the chart and tell students that it is a quiz from a teen magazine.Read the instructions and point to the four questions.Play the recording.Play the recording again.Then check the answers.2bRead the instructions and point to the list of questions and answers in activity2a.Read the questions or ask stu dents to do it.Play the recording again.Then check the answers.2cRead the instructions for the activity.Point to the sample conversation in the box.Point to the personality survey in activity2b.Then have students work in pairs.Ask several pairs to say their conversations to the class.3aCall attention to the three paragraphs under the heading Personality Survey Results.Next point to the questions and answers on the survey in activity2a.Read the activity3a instructions to the class again.Ask students to finish on their own.Then check their answers.Answers1.c2.a3.b3bRead the instructions.Read the example to the class.Say,Now write your own personality survey.You can use the one in activity2b as a sample.Write as many as you can.Read the instructions to the class.Help the sample conversation in the box.Ask a pair of students to read it to the class.When the groups finish asking questions and talking point out the sample conversations in the box again.Call on students in several of the groups.Self CheckSection1Ask students to fill in the blanks on their own.Then check the answers.Ask students to make their sentences with the words,preferably sentences thatAre meaningful/Answers:1.tired2.nervous3.friendly4.terrible5.shy2.Read the instructions top the class.Ask a pair of students to model the sample e-mailAsk students to complete the work on their own.Review the task.Reading:1aDraw a picture of a sad face on the board.Ask students what things in their lives make them sad.Write up exa mples they give which could be classified as accidents on the left,and examples of problems on the right. Divide the class into groups.Share each group’s ideas and compare the results.Section2Ask students to look at the artwork and the cartoon,and then draw on theirKnowledge to say what this reading is.Answer:Two pages from a book giving advice about accidents and problemsAsk students to notice the format.Ask half of the class to be Question,and the other half of the class to be the Doctor’s answer.Read Page18aloud together.Students change roles for Page45,and read aloud the Problem s and Advice.Ask students to repeat the reading aloud in pairs,changing over for each page.Section33aAsk students to pool the knowledge they have to answer the two questions.Discuss the answers.3bAsk students to go through the accidents mentioned in the reading,and discuss how serious each one is.3cAsk each students to answer the question and check,or not check the box.Have a class discussion to see how many students share the same experience,And followed the advice given in the book.Section4Go for it!Ask students to write one more‘accident’Question and Doctor’s answer,and one more‘Problem and Advice‘using the same language style as in the reading.Take the examples of each student and write them up on a computer if available.Point out the‘new pages’for Dr.Robinson’s book,and display them on the classroom wall.Teaching stepsThe third period:(From Section B1a to Section B4)Steps Teacher’s activities Students’activitiesStep1(5’)Warming up1,Show the students two movie clips of Mickey Mouse;Donald Duck and Snoopy.Ask them to remember the lines.2.Ask some students:Q:What did Mickey Mouse/Donald Duck/Snoopy say in the movie?1.Students watch the movies and try to remember the lines.2.Individual student try to speak from memory.A:In the movie,Mickey Mouse/Donald Duck/Snoopy said…. Step2(5’)Lead-in1.Show a photo of himself and make a brief introduction.T:This is a photo of me.I’m hard working;I’m good at speaking.I’m lazy sometimes.In English I’m better at reading than listening.I can do bette r in math.2.Ask the Ss“What did I say?”1Listen to the teacher carefully.2.Look at the screen and report what Mr Chen said quickly.“Mr Chen said he was hard working;He was good at speaking;He was lazy sometimes.In English He was better at reading than listening and he could do better in math.”Step3(10’)Survey Chart&Pairwork1.Hand out the form of______’s Self Evaluationto the Ss.Each student will have two.2.Ask a student the following four questions:a)What do you look like?b)What are you like?c)What subject are you good at?d)What will you be when you grow up?3.Teacher gives him/her evaluation from time to time.Si:I’m ugly.T:I don’t think so.I think you are pretty.Si:I a m lazy.T:Really?I think you are hard-working this term.Si:I do worse in English.T:I don’t think so,I think you c an do better.4.Ask some individual student to say something about themselves and their partner.1.Read through the items of the survey form.2.Listen to the model dialogue between the teacher and the student.3.Fill in the first form with their personal information.4.Ask their partner questions,and fill in the second form for their partner.5.Four Ss to make a survey report of their deskmate,using the following sentences:Si:My partner said/t old me(that)he/she…Step4(10’)Listening Practice2a/2b1.Show them a timetable and a report card and ask and answer questions with the class like this:T:What’s this i n English?Ss:(be helped to say)It’s a report card(repeat twice).T:And this?(Show them the timetable)Ss:(shout in Chinese)T:Timetable.Ss:Timetable(repeat twice)T:How many subjects do you study at school?Ss/T:(count t ogether):English;Chinese;math;history;geography;biology;PE.music,art;politics;physics;computer science and so on.T:(Show the subject names on the screen)2.Point to the three pictures and ask Ss to tell what they see:T:What subject does he/she teach?Ss:I think he tea ches math/geography//She is a geography teacher.T:No,the women teacher in Picture2is a language teacher.Sh e teaches Spanish.The bald man in Picture3is a history teacher.They are all the boy Scott’s teacher.Now Scott is talking with his parents about his report card.Let’s listen and find out“What do his teachers say about his stu dy?”3.Play the tape for the first time.4.Play the tape for the second time,press the pause button if necessary.5.Check the answer with the Ss1.Learn some new words with the teacher.2.Say something about the pictures.3.Listen to the tape once and fill in the speech bubbles.4.Listen again and tick out Scott’s report card.5.Check the answer with the teacher.Step5(5’)Oral Practice(Pairwork)1.Talk about Scott’s report card with some Ss like this:T:Please look at Scott’s report card?What did his math teacher say?“You are hard working.”(murmurs to S1) S1(be helped to say):He said Scott was hard working.T:What did his Spanish teacher say?“You are good at speaking.”(murmurs to S2)S2:She said he was good at speaking?T:What did his history teacher say?S3:He said Scott could do better.2.Read the instructions,then have Ss work in pairs,talk about the other three report cards.3.Call on3pairs to act out the dialogue between a schoolboy/girl and his/her parents about his/her grades.1.L isten to the dialogue between the teacher and three individual students.2.Ss work in pairs,talk about the other t hree report cards.3.Three demonstration pairs to act out the dialogue.Step6(5’)Reading practice1.Read the instructions,let the Ss know what they are going to do.T:This is a letter from Allan to his grandmot her.It’s about his study,let’s read quickly and find out which is Allan’s repord card in2b.2.Ask Ss to read the letter on their own quickly,underline the subjects and find out Allan’s grades as quickly as possible.3.Present some After-Reading questions to the class.a)What was the matter with Alan’s grandmother last wee k?b)When did he get his report card?c)What is the good news?d)What is the bad news?4.Explain some language points.(Show them on the screen)a)in good health=healthyb)end-of-year exams=Fi nal Exams)c)I had a really hard time with science.=I had trouble studying science.=I found it difficult to stud y science well.1.Listen to the teacher’s instructions.2.Read the letter quickly and tick out Alan’s report card i n2b.3.Answer the After-Reading questions with the help of the teacher..4.Take notes.Step7(5’)Writing Practice on spot1.Read the instructions.2.Point to the report card3in2bT:This is Scott’s report e the information on this report card to write your letter for Scott.You can also look at P92for help.3.Ask1-2Ss to read his/her letter aloud to the class1.Listen to the teacher’s instruct ions.2.Write the letter with the help of the report card and the tapescript on P92.3.One or two Ss read his/her l etter aloud to the class:Homework Assignment:(Choose either of them)T:After school,you can have a look at your report card of last t erm,or you can ask your friend/classmate/teacher“What do you think of me/my English?”and write down their answer in the form,or you can write a letter to one of your relative or a friend about your report card(“What is g ood/bad news?)1.Make full use of the survey form,finish the last two items(Your Classmates’/Friends’Evaluat ion/Your teachers’evaluation of you)2.Write a letter to someone about your last term report card.。

Unit4 What would you do?The First PeriodI. Teaching Aims and Demands1. Knowledge Object(1)Key V ocabularymillion, medical, research(2)Target LanguageLook. This old man had a million dollars, and he gave it to charity. Wow! What would you do if you had 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 had a million dollars, you’d buy a big house, buy a car and so forth. However, we would help other people who need help if we had a lot of money.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 projectorVI. Teaching ProceduresStep I. lead-inShow the pictures of Lijiacheng and Bill Gates to the class, asking “who is he?” Get students to focus attention to the class.“They are rich men. Both of them have a lot of money”Show the picture of money. And lead the students to learn and read the new vacabulary million.T: “Do Lijiacheng and Bill Gates have a million dollars?”Ss: “Yes.”Ss: “No.”T: “Well. I don’t have a million dollars, either. It doesn’t matter. Let’s imagine that if the money were yours.”T: “What would you do if you had a million dollars? You can answer me with ‘I would…’ Here, more pictures may help you.”Show the pictures for the students to brainstorm.Step II. Activitiy 1a1.WritingGet the students to add more ideas and fill in the chart.Invite some students to share their answers in the sentences patterns as following:T: “What would you do if you had a million dollars?”Ss: “I would…”The teacher introduce more materials for the class. Lead them to know that money can do many things like helping other people.2. Grammar: the subjunctive moodSummarize the meanings and the structure of the subjunctive mood.The meaning: to describe the imaginary situations.“If +S+the past tence of the verb/were, S+would+verb.”Then ask the students to make sentences individually:Invite some of them to present their ideas.Step III. 1b Listening1.Play the recording. The first time, the students listen and number the pictures[1-3] in the order. Ask one student to answer. Then correct it. Correct answer: 2,1,4,32.Play again. This time, the students should fill in the chart.3.Then fill in the blanks using the informaion they heard and say out each of the whole sentence by a group.Step IV. Oral practice and pairworkShow the sentence patterns on screen. Ask the students to do the pairwork with their partners.Then gether the pictures for the students to do the pairwork.A: What would you do if you had a million dollars?B: If I had a…, I would/ I’d… .Step V. Practice1. Provide more topics for the class to discuss.“If I were my mother, I would/I’d…”“If I were a spacewoman, I would/I’d…”“If I were Bill Gates, I would/I’d…”Ask some students to show their opinions.2. Rush to answer: fill in the blanks and translate the sentences.i.What would you do if you ______ (step)on the moon?ii.What would you do if you ______ (get) lost on your way home?iii.What would you do if you ______ (be)your parent?iv.如果我有一百万美圆,我就会买一栋大房子.v.如果我是你, 我就会去那里。

广东省汕头市龙湖实验中学九年级英语全册《Unit 4 What would you do》（Period 4）教案人教新目标版Teaching aims:1.knowledge aims :Words: energetic confident ….Useful expressions: without permission introduce oneself to sb. Get along with2.Ability aims :g et the students to make up some sentences using “if I were …,I would do…” Improve their listening skills3.moral aims :you’d better bother others .Teaching importance:Learn to use “if I were/did …,I would do …”Warm-upGiving definitionsSay “ Just now we had the word competition. Then let’s try to give definitions of these words in English.” Discuss with partners and give definitions.Writing and competitionGet the students to understand the instructions in 1a. Understand the meaning of every word. Then fill in the blanks with the words. Check the answers.After students write the words, have a competition of making up sentences. Say, “ Please make up sentences by using these words. Let’s see who can make up more sentences , boys or girls?”. Then do it.After that ,the students can ask and answer with the partner , “what are you like?,I am …., what is he like? He is …. Get the students to the words .Listening2a. At first help the students understand the instruction. Look at the personality sur vey. Explain “ give a speech, without permission, introduce oneself to sb.” Then listen. Check the questions Celia asks.2b. Listen again. Circle Bill’s responses. Then check the answers.Explain importanceAfter that, get the students to practice the dialogues with the questions and answers.ReadingAsk the students to read the passage in 3a and fill in the blanks in the results with “a”, “b” or “c” according to the survey in 2a. Then help the students comprehend the whole passage.Some points:1. pre tty ① 相当，非常相当于very, quite ② 漂亮相当于beautiful2. in the slightest 意思是“根本，一点也”not….in the slightest 意思是“根本不，一点也不”，相当于not…. at all.slight 是adj. 表示“轻微的，不重要的” 例：I have a slight cold. 我有点轻微的感冒。

广东省汕头市龙湖实验中学九年级英语全册《Unit 4 What would you do》（Period 4）教案人教新目标版Teaching aims:1. knowledge aims :Words: knowledgeable, represent aid…..2. Phrase:let …down come up with.. the rest of the …have experience doing sth. by accident cover …withoffer sb. sth.= offer sth. to sb. 3. hide sth from sb.Ability aims :do some reading and solve some questions.moral aims :learn about “accidents and problems.” Learn how to solve them. Teaching procedure:Warm-upCheck the survey like this, “how many people would talk to the friend right away ? how many people would say nothing? How many people would think about what he or she said ?GrammarShow a diagram to the class and say , “we have learned imperative mood, and now get the students to make up some sentences with itif clause if + subject + simple past verb*main clause subject + would + verbReading and watchingshow some situations that some persons were in trouble. Ask the students to give some advice .pay attention to the grammar.2. 3a ,ask the students match each problem with the correct advice. Check the answer. Then comprehend the sentences.Get pimples take the exam too…to take a long walk Before going to bed GameAsk the students to write their problems on a piece of paper .then ask one to show the problem to the others. After he or she reads the problems ,the others try to give some advice using “ if I were …,I would do …”get them make up some dialogue .and explain “trouble”SummaryGet the student sum up the class. and do some exercises.Homework《极限》Unit 4 Section B。

Unit 4 What would you do?The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：pimple, 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 Object：Everyone may have some trouble. Don't worry.Ⅱ．Teaching Key Point：1．Reading 2．Target languageⅢ．Teaching Difficult Point：Give advice using the target language.Ⅳ．Teaching Methods：1．Reading Practice 2．Pair workⅤ．Teaching Aid：The 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.S A: I'm really shy and I just don't enjoy parties. I don't know what to say or do.S B: 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.：1.c 2.a 3.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.S A: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?S B: 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.S A: I really want a dog, but my parents won't let me have one.S B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.S A: 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 practiceusing 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.。

Unit 4 What would you do?The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：represent, let … down, come 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.2．Ability Objects(1) Train students' ability of reading comprehension.(2) Train students' ability of writing.3．Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences with vocabulary words.2．Write a reply using the target language.Ⅲ．Teaching Difficult Point：Make sentences with vocabulary words.Ⅳ．Teaching Methods：1．Reading method 2．Writing methodⅤ．Teaching Aids：1．A personality survey 2．A projectorⅥ．Teaching ProceduresStep Ⅰ 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 Ⅱ Part 1This activity provides a comprehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.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.Answers：1．tired 2．nervous 3．friendly 4．terrible 5．shyAsk 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.Sample answers1．Are you tired?2．Don't be nervous. It's nothing serious.3．We must be friendly and patient to the old.4．—What's wrong with you?—I've got a terrible headache.5．She is so shy a girl that she daren't speak in public.Step Ⅲ Pa rt 2This activity provides reading and writing practice using the target language.Read the instructions to the class.Teach students to practice the words represent, let … down and come up with. Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the e-mail again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.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 to read their replies to the class and share their solutions.Answers to this activity will vary.A sample versionDear Fran,I'm very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always comes top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you'll make it.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language.Ask students to read the cartoon story in pairs. Ask, Why is it funny? Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.Step Ⅴ SummaryIn this class, we've done much reading and writing practice using the key vocabulary words and the target language presented in this unit.Step Ⅵ Homework(1) Read the e-mail from Fran again.(2) Finish off the workbook exercises on pages 12～14 of the workbook.Step Ⅶ Blackboard DesignUnit 4 What would you buy?Self checkThe Sixth PeriodSample answers to Activity 1:1．Are you tired?2．Don't be nervous. It's nothing Serious.3．We must be friendly and patient to the old.4．—What's wrong with you?—I've got a terrible headache.5．She is so shy a girl that she daren't speak in public.。

Unit 4 What would you do?The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge 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 from Fran, and write a reply.2．Ability Objects(1) Train students' ability of reading prehension.(2) Train students' ability of writing.3．Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences with vocabulary words.2．Write a reply using the target language.Ⅲ．Teaching Difficult Point：Make sentences with vocabulary words.Ⅳ．Teaching Methods：1．Reading method2．Writing methodⅤ．Teaching Aids：1．A personality survey2．A projectorⅥ．Teaching ProceduresStep Ⅰ 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 Ⅱ 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.Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.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.Answers：1．tired 2．nervous3．friendly 4．terrible5．shyAsk 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.Sample answers1．Are you tired?2．Don't be nervous. It's nothing serious.3．We must be friendly and patient to the old.4．—What's wrong with you?—I've got a terrible headache.5．She is so shy a girl that she daren't speak in public.Step Ⅲ Part 2This activity provides reading and writing practice using the target language.Read the instructions to the class.Teach students to practice the words represent, let … down and e up with. Read the from Fran to the class. Set a time limit of five minutes. Students read the again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.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 to read their replies to the class and share their solutions.Answers to this activity will vary.A sample versionDear Fran,I'm very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always es top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you'll make it.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language.Ask students to read the cartoon story in pairs. Ask, Why is it funny? Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.Step Ⅴ SummaryIn this class, we've done much reading and writing practice using the key vocabulary words and the target language presented in this unit.Step Ⅵ Homework(1) Read the from Fran again.(2) Finish off the workbook exercises on pages 12～14 of the workbook.Step Ⅶ Blackboard DesignUnit 4 What would you buy?Self checkThe Sixth PeriodSample answers to Activity 1:1．Are you tired?2．Don't be nervous. It's nothing Serious.3．We must be friendly and patient to the old.4．—What's wrong with you?—I've got a terrible headache.5．She is so shy a girl that she daren't speak in public.。

2022年九年级英语全册 Unit 4 What woud ou 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 doen’t hurr ue to the e here tomorrow, I houd/woud ta to him如果他哪天来这儿的话，我就跟他谈谈。

（事实：来的可能性很小）If there were a heav now net Sunda, we woud not go ating如果下周日下大雪，我们就不能去滑冰了，（事实：不知能否下雪）If ou ucceeded, everthing woud be a right如果你成功了，一切都会好起来的。

（实际情况：成功的可能性很小）2）虚拟语气的其他用法①虚拟语气用在wih 后的宾语从句a、表示与现在事实相反的愿望，谓语动词用过去式I wih I had our brain我希望我有你那样的头脑。

事实：我根本比不上你b、表示过去事实相反的愿望，谓语动词：hadv-edI wih I had nown the truth of the matter我希望我原来知道这件事的真相。

（事实：原来不知道）c、表示将来难以实现的愿望，谓语动词：houd/woud 动词原形I wih I houd have a chance again很难再有这样的机会了。

（事实：很难再有这样的机会了）②虚拟语气用在ugget建议、init坚持、demand要求、order命令等动词后的宾语从句中。

分课时教学设计Unit 4 What would you do?The First PeriodSection A 1a----2cPart 1:Teaching design (第一课时：教学设计)Teaching aims:1. knowledge aims : Words: million medical research tiePhrase: what if ….? Millions of ..2. Ability a ims :Improve the speaking skills using “if…were/did…,I would do…”3. moral aims :We should be kind to others and help others.Teaching importance:Control “if…were/did…,I would do…”Teaching difficulties:Learn How to use imperative mood?Teaching procedure:Step 1. Warm-upShow a picture of a bird is flying in sky.Ask “What would you do if you were a bird?...,and tell the students “If I were a bird ，I would fly in the blue sky.”Step 2. PresentationPoint to the another picture, and ask the students “What would you do if you were a fish ?”Get several more examples from the students. the ask the students “What would you do if you were a monkey ?” repeat it .and tell the students should answer “I would …”then,tell the Ss to ask Ss:S1: What would you do if you were Liu Xiang?S2: If I were Liu Xiang , I would join in the 2012 Olympics in London. What would you do if you were Liu Xiang, S3?S3: What would he do if he were Liu Xiang?S4: If he were Liu Xiang, he would join in the 2012 Olympics in London. What would he do if he were Liu Xiang, S3?S5: What would you do if you were Yang Liwei?S6: If I were Yang Liwei ,I would travel in space. What would you do if you were Yang Liwei, S3?S7: What would he do if he were Yang Liwei?S8: If he were Yang Liwei, he would travel in space. What would he do if he were Yang Liwei ,S3?Explain: 主+would +do if 主+were/did..And say , “when we talk about thing that haven’t happened, we can use the words’ I would/I’d. after that ,get more answers.Step 3.Activity 1 Discuss in Group1. If you were a girl / boy, what would you do?2. If you were your parents, what would you ask your children to do?3. If you were a kid forever, what would you do?Activity 2 Do a SurveyWhat would you do if you had a lot of money ?老师一边展示图片，一边说下列的句子：P1：The boy doesn’t enough food to eatP2：The buildings were broken down by the earthquake.P3: Hope project helps people who need.P4: There are many places of interest in the world.P5: A lot of money. If you had a lot of money what would you do?Then ,make a survey , then fill in the blank-What would you do if you had a lot of money?-If I …, I would…1、小组活动，要求每一位同学根据调查表，在被调查的过程中，要尽可能地发挥自己的想象，要有自己的特色。