九年级英语 Unit 4 What would you do教案3 人教新目标版

Unit 4 What would you do?新课程标准感知知识要点本单元用虚拟句谈论一些假设的情况本单元要点如下1．学会谈论一些假设的、虚幻的情况；2．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一.重点词汇million、pimple、energetic、confident、shirt、tie、medical、research lottery、million、trouble、energetic、confident、in public、social二.重点短语1.won the lottery 赢得抽奖2. in public 公共的、公众的2.in the slightest 一点也；根本 4. plenty of 很多的、足够的get along with 与…相处 6. let …down使…失望、沮丧7. e up with 提出、想出（问题）8. medical research 医学研究9. what if 如果…怎么办10. be late for 迟到…11. be nervous 紧X的12. get nervous （变得）紧X的13. take a long walk 散步14. ask one’s permission 征求某人的许可15. without permission 没得到许可16. introduce oneself 自我介绍 17. rather than 而不是18. a circle of good friends 朋友圈子三.交际用语1. If I were you , I’d wear a shirt and tie. 如果我是你，我就会穿衬衫打领带。

2. If I were you , I’d take an umbrella. 如果我是你，我就带把伞。

3. What would you do if you won a million dollars ?如果你赚了一百万美元，你会做什么？4. What if I don’t know anyone ?如果我一个人也不认识怎么办？5. You should eat lots of fruits and vegetable and drink lots of water.你应该吃大量水果、蔬菜，大量喝水。

Unit 4 What would you do?Period 1Language goals 语言目标1. Words & expressions 生词和短语million, medical, research2. Key sentences重点句子What would you do if you had a lot of money?Ability goals 能力目标Enable the students to understand and talk about imaginary situations.Teaching important 教学重点Talk about imaginary situations, worries/problems.Teaching procedures教学过程Step 1 Revision and Lead-inAsk one or more students to show their work.T: In the last unit, you were asked to do a project on a famous person’s childhood and how he/she became successful. Now who’d like to display your project on the classroom wall?Eg , EdisonThen ask the students to tell what they can learn from Edison.T: Edison had a really different childhood from us. He was the greatest inventor in the nineteenth century. Of all his inventions, electric bulb, is one of the most important. But just imagine what the world would be if there is no electric bulb? Today we’re going to learn how to talk about things that haven’t happened.Step II Listing and SpeakingAsk the students to read the picture on Page 26.T: When we talk about things that haven’t happened, we can use the words I would or I’d. Now look at the picture on Page 26. What can you see in the picture?S: We can see some people, a school, a zoo, a research lab, a bank.T: What are the people in the lower part of the picture doing?S1: Maybe they are thinking about the answers to the question shown in the picture.S2: The woman is reading a newspaper and they are all thinking of the answers to the question.T: Pretend you are the people in the picture, what would you do if you had a million dollars?S3: I’d buy a beautiful car.Write buy a beautiful car on the blackboard.S4: I’d build a research lab.S5: I’d give it to the H ope Project.S6: I’d travel around the world.S7: I’d give it to medical research.Ask for more ideas from the students. Write their ideas on the blackboard.buy a beautiful car,travel around the world, give it to the Hope Project, build a school for the poor children, build a library for our school, build a research lab Show the following to the students and then ask them to practice in pairs.-What would you do if you have a million dollars?-I would (I’d) ____________.T: Now work in pairs and make dialogues.Sample dialogues:1.– What would you do if you saw someone stealing something?–I’d call the police.2.– What would you do if you lost your bike?–I’d buy a new one.3.– What would you do if you saw a girl crying in the street.–I’d help her find h er mother.4.– What would you do if the teacher asked you to sing a song to the class?–I’d say yes.Step III ListeningAsk the students to listen to the recording and pare their answers with those in therecording.T: Next we’ll hear a conversation abou t how to spend a million dollars. The recording will be played twice. For the first time, listen to get the order you hear.Play the tape for the first time.T: For the second time, please number the picture in the order you hear them.Play the tape for the second time. Then check the answers.Step IV Homework1.Ask the students to do more practice as required in 1c on Page 26.2.Ask the students to prepare for the next period: Think about if you have any worriesor problems in daily life.Unit 4 What would you do?Period 2Language goals 语言目标1. Words & expressions 生词和短语tie, worry, what if, pimple2. Key sentences重点句子If I were you, I’d take a small present.Ability goals 能力目标Enable the students to deal with problems and worries.Teaching important 教学重点Talk about problems /worries.Teaching procedures教学过程Step 1 Revision and Lead-inAsk the students to share their ideas about what their worries are first, and then listen to the recording talking about worries.Step 2 Listening Practice (2a, 2b , 2c)Ask the students to listen to the dialogue about Larry’s worries.Play the recording for the first time. Choose the reasons why Larry is nervous? Check the answers, then play the recording for the second time. Check the four things Larry’s sister says to him .( 1, 2, 4, 5)Step 3 PairworkIf you were Larry, what would you do? Make dialogues in pairs.Sample conversation：A: What would you do if you were Larry?B: If I were Larry, I would bring a birthday cake.Step 4 Grammar focus虚拟语气：如果我们所说的不是事实,也不是要求、命令、劝告等，而只是一种假设、愿望、建议或是一种实现不了的空想就用虚拟语气。

山西省太谷县明星中学九年级英蚩册Unit 4 What would youdo?》教案人教新目标版I. Teaching aims(1) Knowledge and skillsA: Key words: million, medical, research, worry, what if, would, should, etc.B: Target I anguage:(D -What would you do if you had a million dollar s?-I would buy snacks / give it to charity / travel all over the world / put __ it in the bank.②一I want to help …③一What if ...?④“I f I were you, I 'd… I 'd=l wouldC: Learn to talk about what people often do in imaginary situations (second conditional) and give their reasons(want ) , and then give them proper advice (should for advice)(2) Processes and methodsWith the learning strategies of matchi ng and listening for key words, students learn to imagine different kinds of interesting and embarrassing situatio ns and give their reasons, and then give their own advice on these situations by doing some ac tivities and tasks individually, in pair or in group・(3) Emotion, attitudes and value : To imagine about your future and care about oth ers. / Money isn 'teverything.II. Important and difficult points(1) Talk about what people often do in imaginary situations (second conditional)and give their reasons (want).(2) Give proper advice on different situations (should for advice).(3) Listening practice: Listen for key words.(4) Group work: My dream.III. Teachi ng and lear ning methods(1) Four-in-one teaching approach (preparati on, prese ntation, practice andproduction).(2) Task-based teaching method, including activities like free talk, etc.(3) Communicative teaching method, including question-and 一answering, groupdiscussion, etc.(4) Cooperative learning method, including activities like pair work and groupwork.(5) In dependent lear ning method, in cludi ng activities stude nts do before or afterclass.IV Teachi ng stepsStepl Free talk ・Ask and answer.1 .Do you want to win in a lottery ?2. What would you do if you had a lot of money ?Step 2 Review1. Review the sentences what we ' ve learned.A: What would you do if you had one million Yuan ?B： If I had one million yuan ,l would •…2 Review the pharese .Pay more attention to “put ” “make ”.3.Studnts make their own conversations with the phrases ・Step 3 Listening .First ,students talk about the pictures ,like : If he /she had one million dollars ,he /she would •…Then listen to the tape ,put the pictures in the right order.Step 4 PresentationI want to go to a party ,but I am ne rvous .Can you help me ?Students talk about in pairs .A:What wou Id Iwear if I were going to a party ton ight?B: If I were you ,l would wear •…A::What would I wear if I were going to a party tonight?B: If I were you ,l would bring •…2. T: Look at the boy. He is Larry and he seems nervous? What are his worries? Now,let 's listen and check Larry 's worries.(Play the rec ording)3. Listen to the tape (2 a 2b)Step 5 Pairwork .Student A is Kate. Student B is Betty. Student A talk about troubles. Student B,give advice.Step 6 Make a surveyReport: If Lily were a teacher, she would be frien dly to her students ・ If Nancy were•••Step 7 Exercise.Do some exercises・Step 8 Homework.Write a composition :What would you do if you were a teacher?。

Unit 4 What would you do?Part 1: Teaching design (第一部分：教学设计)Structures: Second conditional, Should for adviceTarget language:What 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. Wha t should I do?If I were you, I’d take a long walk before going to bed.Vocabulary: million, charity, pimple, confident, shirt, tie, medical researchLearning strategies: Matching, Listening for key wordsSECTION AGoals●To learn to use Second conditional and Should for advice●To listen and talk about imagined lifeProceduresWarming up by learning about Second conditional and Should for adviceThe second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.The structure of a second conditional sentenceLike a first conditional, a second conditional sentence consists of two clauses, an "if" clause and a main clause:If I had a million dollars, I would buy a big house.If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma:I would buy a big house if I had a million dollars.We use different verb forms in each part of a second conditional:if + subject + simple past verb*subject + would + verb1a Talking about imaginary situations1b Listening and numberingNow you are going to listen and number the pictures 1 to 3 in the order you hear them.Now listen again and write down the sentences with Second conditional and Should for advice1c Doing pairworkLet’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.Look. This old man had a million dollars, and he gave it to charity.Wow! What would a million dollars?I’d give it to medical research.I’d take a chance to achieve my dream of flying to the moon.a million dollars, I’d stop working and become a professional runner.I’d go to an old people’s home to help them.I’d volunteer at the hospital twice every week.2a Listening and circlingListen to the tape and circle the reasons in the box on page 27 why Larry is nervous.2b Listening and checkingListen to the tape again and check on page 27 the four things Larry’s sister says to him.2c Doing pairworkXu Linfeng, you are Larry. Men Yati ng, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.X: I don’t know what to wear.M: If I were you, I’d wear a shirt and tie.X: I don’t have a present. What if everyone elseM: If I we re you, I’d take a small present—a pen or something. brings a present?X: What if I don’t know anyone?M: If you don’t know anyone, you can talk to Tom. He’llintroduce you to people.……3a Reading and matchingGo to page 28. Read the problems in the boxes and match them with the correct advice.And now write down all the expressions into your phrase book.be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy3b Thinking and role playingNext you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.A:I am really shy. I don’t enjoy parties.B:If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.A: I get nervous before big parties and I get pimples.B: Pimples look good to me. They are not terrible at all. I f I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.A:I can’t lose my weight.B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.4. Doing group workClosing down by taking a test on Second conditionalMatch up the parts of the sentence1. If I lost my job,A we'd both benefit.B I'd have a lot of problems getting another one.C you'd be more aware of what people really felt.D we wouldn't be so behind technologically.2. If I were in your position,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C you'd be more aware of what people really felt.D we wouldn't be so behind technologically.3. If I spoke Japanese as well as you do,A I'd resign rather than wait to be sacked.B I'd try to find a job with one of the Japanese banks.C we'd both benefit.D we wouldn't be so behind technologically.4. If we spent more on Research and Development,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C I'd try to find a job with one of the Japanese banks.D we wouldn't be so behind technologically.5. If you spoke less and listened more,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C I'd try to find a job with one of the Japanese banks.D you'd be more aware of what people really felt.6. If you spent more time on your own problems and a bit less on mine,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C we'd both benefit.D I'd try to find a job with one of the Japanese banks.7. If we controlled our expenses a bit better,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C we'd save a lot of money.D I'd try to find a job with one of the Japanese banks.8. If you invested some time into learning how the Internet works,A you'd find that it could really help you in your job.B I'd have a lot of problems getting another one.C we wouldn't be so behind technologically.D I'd try to find a job with one of the Japanese banks.9. If we opened an office in Tokyo,A we wouldn't be so behind technologically.B you'd be more aware of what people really felt.C I'd be interested in working there.D we'd both benefit.10. If you didn't take the job,A you'd regret it later.B you'd be more aware of what people really felt.C we wouldn't be so behind technologically.D I'd try to find a job with one of the Japanese banks. SECTION BGoals●To find out about people’s personalities●To learn to communicate by Second conditional and Should for adviceProceduresWarming up by learning about personalityWhat is personality? What is your personality?In psychology, personality describes the character of emotion, thought, and behavior patterns unique to a person. There are several theoretical perspectives on personality in psychology, which involve different ideas about the relationship between personality and other psychological constructs, as well as different theories about the way personality develops.1a Describing and fillingTurn to page 29 and fill in the blanks with words given.1b Which words in activity 1a describe you? Tell your partner.What are you like? I think I am creative and outgoing.2a Listening and checkingCella is asking Bill questions from a personality survey. Check the questions Cella asks.2b Listening and circling2c Doing pairworkIn pairs ask and answer the questions in the personality survey on page 29.3a Reading and fillingLook at the survey in 2a and read the personality survey result below on page 30. Fill in the balnks with a, b or c.3b Looking and writingNext you are to write your own personality survey based on the that in 2a.4 Doing groupworkAsk students in your group the questions from your survey. Discuss the results.Closing down by taking a personality surveyRead each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly1.Filling the blanksOn page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary.2.Reading an e-mailRead the e-mail from Fran and copy all the expressions.Just for funTo end this period let’s do something fun—to find the animals.Reading: What would you do if …?Before you read, go to page 148 to learn the words for this reading passage first.While you read, put the sentences into thought groups and underline all the useful phrases to be copied later after class.。