课题Unit 4 What would you do? Period 1教学目标1.Knowledge Object(1) Key V ocabulary: lottery, million, medical, research(2) Target Language2. Ability Objects(1) Train students’ listening skill and 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.教材分析1.Teaching Key Points Target languageThe structure: I would/I’d do 2. Teaching Difficult Point The structure: I would/I’d do实施教学过程设计Step ⅠLeading inT:I always had dreams，last night I had a dream again .In my dream ,I got onemillion dollars. Now, in my life, if I had one million dollars, I would travel all over the world. All the class , please tell me : What would you do if you had 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 lio n’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 words I would o r I’dStep Ⅱ1aThis 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 Ⅲ1bThis 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.Answers2,1,4,3TapescriptStep Ⅳ1cThis 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.S A :Look! This girl won a million dollars in the lottery.S B: Wow ! What would you do if you won a million dollars?S A: 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 ⅤSummaryIn 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 ⅥHomeworkIf 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.教学反思课题Unit 4 What would you do? Period 2教学目标1. Knowledge Objects(1) Key V ocabulary tie(2) Target Language2. 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.教材分析1. Teaching Key PointsListening PracticeTarget language2. Teaching Difficult PointTrain students’ ability to use the target language.实施教学过程设计Step ⅠRevisionCheck 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 Ⅱ2aThis 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:2,3,5Step Ⅲ2bThis 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 Ⅳ2cThis 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.S A: I don’t know what to wear.S B: 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 ⅤGrammar FocusAsk different students to read the question and answer and the statements to theclass.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 studentsquestions pointing to the picture.T: Have you ever been in a lion’s cage?S s: 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 ⅥSummarySay, 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 ⅦHomeworkSay, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.教学反思课题Unit 4 What would you do? Period 3教学目标1.Knowledge Objects(1) Key V ocabulary：pimple, trouble(2) Target Language2. Ability Objects( 1) Train students’ reading skills.(2) Train students’ integrating skills.3. Moral ObjectEveryone may have some trouble. Don’t worry.教材分析1. Teaching Key PointReadingTarget language2. Teaching Difficult PointGive advice using the target language.实施教学过程设计Step ⅠRevisionCheck 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 Ⅱ3aThis 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 s: 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 Ⅲ3bThis 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 ⅣPart 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 ⅤSummarySay, In this class, we’ve done a lot of reading, speaking and writing practice using the target language.Step ⅥHomework(1) Review the target language by reading the conversations in Activity 3a.教学反思课题Unit 4 What would you do? Period 5教学目标1.knowledge Objects(1) Key V ocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener (2) Reading & Writing2. Ability Objects(1) Train students’ ability of reading comprehension & writing.3. Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.教材分析1. Teaching Key Points ReadingWritingKey vocabulary2. Teaching Difficult Points Reading 2. Writing实施教学过程设计Step ⅠRevisionHold 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 Ⅱ3aThis 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. Mean while, 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 Ⅲ3bThis 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 e?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 ⅣPart 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 pail of students to read it to the class.S A: How many people would talk to the friend right away?S B: 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 activityDivide the class into groups and ask each group to write a question with three choices. Collect the results. After class, combine the survey questions into a new survey. Make a survey to the class tomorrow.Step ⅤSummarysay, In this class, we’ve learned some new vocabulary words. And we’ve also done much reading and writing practice using the target language.Step ⅥHomeworkAsk students to reread the three paragraphs under the headline personality survey results for further comprehension.教学反思课题Unit 4 What would you do? Period 6教学目标1. Knowledge Objects(1) Key V ocabulary：represent, let…down, come up with(2)Read the email from Fran, and write a reply.2. Ability Objects(1) Train students’ ability of reading comprehension & writing.3. Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.教材分析1. Teaching Key PointsFill in blanks and make sentences with vocabulary words. Write a reply using the target language.2. Teaching Difficult PointMake sentences with vocabulary words.实施教学过程设计Step ⅠRevisionGo 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. V ote on the most popular personality.Step ⅡPart 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.Answers1. tired2. nervous3. friendly4. 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 ⅢPart 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 email 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 ⅣJust 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 ⅤSummaryIn 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 email from Fran again.教学反思课题Unit 4 What would you do? Period 7教学目标1. Knowledge ObjectsKey VocabularyText: That’s Cool!2. Ability ObjectsTrain students’ ability of reading for special information.Train students’ reading, writing, listening and speaking skills.3. Moral ObjectPeople use the word "cool" to describe almost whatever they see or feel. However, to realize your dream through great effort is really being cool.教材分析1. Teaching Key PointsKey vocabularyRead the text for special information.Read the text to understand words in context.Fill in the chart with the things you and your classmates think are cool.2. Teaching Difficult PointTrain students’ reading skill.实施教学过程设计Step 1 Learn the new wordsShow the new words on the screenmaterial adj．物质的；实体的chat v.聊天；闲聊online adj．联线的；联机的lifestyle n．生活方式include v.包含；包括stuff n．要素；素材recent adj.最近的；近来的equipment n．配备；装备notebook computer 笔记本电脑personal adj．个人的；私人的digital adj．数字的；数字显示的PDA(＝personal digital assistant)掌上电脑topical adj．热带的；热带地方的island n．岛，岛屿develop v.发展；使发达developed country发达国家Matrix《黑客帝国》(电影名称) net n．网；通信网；网状织物flash n．Macromedia公司开发的动画编辑工具animation n．动画片technology n．技术；工艺direction n．指导；指引natural adj．自然的；合乎常理的；正常的effort n．努力；努力的尝试youth n .年轻；青春；青年人proud adj．感到自豪的；得意的be proud of为……感到自豪；为……感到骄傲value v.给……估价；评价independence n．独立；自主；自立freedom n．自由advise v劝告；建议normal adj．正常的；平常的Have students repeat again and again until they can pronounce them fluently and accurately.Step ⅡPart 1This activity is designed to activate students’ background knowledge before attempting the reading.Read the title That’s Cool to the class. Ask, What do you think the article is about?Read the instructions to the class. Say, In your opinion, what does the word "cool" mean? Give examples. But don’t look at the reading. Instead, use your background knowledge.Ask two students to give their examples.S1: I think cool means that you can always wear the latest fashions.S2: Whenever I take an exam, I will get the first. I think it’s coolSay, Now ask your classmates what "cool" means to them. As they work, walk around the room checking progress and offering help as needed.Step ⅢPart 2This activity provides practice in scanning for specific information.Read the instructions to the class.Draw students’attention to the names and the main ideas in the box. Point out the line between Zhang Tong and d. Your personality shows how cool you are.Say, Zhang Tong thinks your personality shows how cool you are. Now you are to read the article silently. Match the people with their opinions. Remember to skim for the key ideas rather than read slowly.Get students to work in pairs. As they are doing this, move around the room to make sure students discuss the topic in English.Check the answers.AnswersZhang Tong: dJia Ping: cHuang Shaohua: bShi Kai: aStep ⅣPart 3This activity encourages students to use the strategy of reading in context.Ask students to read the article once.Say, Pay attention to the bold words and expressions. And note any other words or sentences you don’t understand. Read in context, guessing their meanings from the other words around them.A few minutes later, ask different students to say the meanings of the words and expressionsindicated in bold by guess. Don’t give them the correct answers.Let students look at words and expressions and their meanings in the box. Point out the sample answers. Then ask students to match the correct meanings with the correct words and expressions.Allow them one or two minutes to do this.Check the answers.Answerslifestyle d, way cool a, give some direction b, material things c.Get student to make sentences with the words and expressions. Remind them to look at the article again for extra help.Answers to this activity will vary. Ask a student to write his/her answers on the blackboard.Help correct any mistakes.Sample answers1. People have different lifestyle from one another.2. To some students, it’s way cool to own a mobile phone.3. As teachers, we should give students some direction on how to learn English well.4. Cars are material things. Few people can afford them.Step ⅤPart 4This activity helps students read for specific information.Say, You will read the article again and complete the sentences. Elicit the first answer from the class (For Jia Ping, being cool is a popular and successful lifestyle).Get students to do the activity individually.Check the answers. Answers will vary slightly.Sample answers1. a popular and successful lifestyle2. you can chat with friends, watch movies and buy things3. Want material things4. youth today values5. don’t follow what everyone else doesStep ⅥPart 5This activity helps students think critically about what they have read, Read the instructions to the class. Draw students’ attention to the chart in the reading.Demonstrate how to do the activity with the class.T: I think going abroad is cool. For example America. What is a cool place for you, Wei Ming?W: The Antarctica.T: What about you, Liu Chang?L: I like climbing most. I think Qomolangma Mountain is a cool place.Draw a simple chart on the blackboard.What is a Cool…? You Wei Ming Liu ChangPlace America The Antarctica (Qomolangma Mountain kind of music …………Get students to do the activity in groups of three.Answers will vary. Vote on the coolest place and other things.Culture noteSmoking was once a way some young men showed they were cool. However, as we learn about the dangers of smoking such as cancer, we see that it and other self-destructive behaviors such as drinking is not good way to be cool.Step ⅦSummarySay, This class provides us a lot of reading as well as writing practice. It trains students’ ability of scanning for specific information.Step ⅧHomeworkQuite a few advertisements use tricks to make things look cook Ask students to collect advertisements of cool things and see what they have in common.教学反思。
