人教版新目标九年级英语unit4教案

人教版新目标九年级英语unit4教案

Unit 4 What would you do?

Period 1

Language goals 语言目标

1. Words & expressions 生词和短语

million, medical, research

2. 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-in

Ask one or more students to show their work.

T: In the last unit, you were asked to do a project on a famous person’s childhood and how he/she became successful. Now who’d like to display your project on the classroom wall? Eg , Edison

Then ask the students to tell what they can learn from Edison.

T: Edison had a really different childhood from us. He was the greatest inventor

in the nineteenth century. Of all his inventions, electric bulb, is one of the most important. But just imagine what the world would be if there is no electric bulb? Today we’re going to learn how to talk about things that haven’t happened. Step II Listing and Speaking

Ask the students to read the picture on Page 26.

T: When we talk about things that haven’t happened, we can use the words I would

or I’d. Now look at the picture on Page 26. What can you see in the picture? S: We can see some people, a school, a zoo, a research lab, a bank.

T: What are the people in the lower part of the picture doing?

S1: Maybe they are thinking about the answers to the question shown in the picture. S2: The woman is reading a newspaper and they are all thinking of the answers to the question.

T: Pretend you are the people in the picture, what would you do if you had a million dollars?

S3: I’d buy a beautiful car.

Write buy a beautiful car on the blackboard.

S4: I’d build a research lab.

S5: I’d give it to the Hope Project.

S6: I’d travel around the world.

S7: I’d give it to medical research.

…

Ask for more ideas from the students. Write their ideas on the blackboard.

buy a beautiful car,travel around the world, give it to the Hope Project, build

a school for the poor children, build a library for our school, build a research

lab

Show the following to the students and then ask them to practice in pairs.

-What would you do if you have a million dollars?

-I would (I’d) ____________.

T: Now work in pairs and make dialogues.

Sample dialogues:

1.– What would you do if you saw someone stealing something?

–I’d call the police.

2.– What would you do if you lost your bike?

–I’d buy a new one.

3.– What would you do if you saw a girl crying in the street.

–I’d help her find her mother.

4.– What would you do if the teacher asked you to sing a song to the class?

–I’d say yes.

5.– What would you do if you found a wallet in the street?

–I’d give it to the police.

Step III Listening

Ask the students to listen to the recording and compare their answers with those

in the recording.

T: Next we’ll hear a conversation about how to spend a million dollars. The recording will be played twice. For the first time, listen to get the order you hear. Play the tape for the first time.

T: For the second time, please number the picture in the order you hear them. Play the tape for the second time. Then check the answers.

Step IV Homework

1.Ask the students to do more practice as required in 1c on Page 26.

2.Ask the students to prepare for the next period: Think about if you have any

worries or problems in daily life.

Unit 4 What would you do?

Period 2

Language goals 语言目标

1. Words & expressions 生词和短语 tie, worry, what if, pimple

2. 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-in

Ask the students to share their ideas about what their worries are first, and then listen to the recording talking about worries.

Step 2 Listening Practice (2a, 2b , 2c)

Ask the students to listen to the dialogue about Larry’s worries.

Play the recording for the first time. Choose the reasons why Larry is nervous? Check the answers, then play the recording for the second time. Check the four things Larry’s sister says to him .( 1, 2, 4, 5)

Step 3 Pairwork

If you were Larry, what would you do? Make dialogues in pairs.

Sample conversation：

A: What would you do if you were Larry?

B: If I were Larry, I would bring a birthday cake.

Step 4 Grammar focus

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。

注意: 条件句分两种, 真实条件句和虚拟条件句。只有在虚拟(非真实)条件句中, 才用虚拟语气, 而在真实条件句中, 要用陈述语气。

请比较：

(1). If it is sunny tomorrow, we’ll go to the zoo.

如果明天天气好, 我们将会去公园。

在这句话中, 明天天气好是完全有可能实现的, 并非虚拟、幻想, 因此是真实条件句。(2). If I were you , I would go at once.

(如果我是你的话, 我立刻就走。) 这句话是条件句“如果我是你”, 但事实上, 我不可能成为你, 这只是假设的情况, 没有实现的可能。当条件实现的可能性很小, 甚至可以说没有时, 就需要用虚拟语气来表示, 动词发生了变化。也就是说虚拟语气表示和现实的事实相反时，从句用一般过去时, 主句用“should/would/could/ might +动词原形” 。Step 5 Reading

Read the column in 3a on page 28, help the others who have problems or worries. Please write the letter of the correct advice from the second column here. Then check the answers.

Step 6 Role Play

Ask the students to act out the conversation in pair

Sample conversations：

1. —I’m really shy and I just don’t enjoy parties. I don’t know what to say or do. What should I do?

—If I were you, I’d talk to people I don’t know.

2. —I get nervous before big parties and then I get pimples. They look terrible!

What should I do?

— If I were you, I’d try to talk to someone and forget about the parties. Step 7 Homework

We heard Larry talking about his worries and his sister’s advice to him. After class, please do the GROUPWORK on page 28.

Unit 4 What would you do?

Period 3

Language goals 语言目标

1. Words & expressions 生词和短语energetic, confident

2. Key sentences重点句子

What would you do if…? I think I’m creature and outgoing.

Ability goals 能力目标Enable the students to describe personalities. Teaching important 教学重点How to describe different personalities. Teaching procedures教学过程

Step 1 Revision

Check the homework. Eg :

At home Advice At school Advice

can’t sleep try to go to bed on

time often late for

school

try to get up

earlier

……... …

Step 2 Word Study

Some of you often dare not speak in public. You are not confident. What words do you know we can use to describe people? Fill in the blanks in the sentences below with words from the box.

A. Outgoing If you are outgoing, you like to meet and talk to new people.

B. Energetic If you are energetic, you are very active and have a lot of energy.

C. Shy If you are shy, you feel nervous and embarrassed when talking to other people, especially people you do not know.

D. Confident If you are confident, you are sure that you can do something or deal with a situation successfully.

E. Creative If you are creative, you use your imagination or skills to make things. Let them recite the new words.

Step 3 Pairwork

Ask and answer the questions in the personality survey.

Sample dialogue 1:

A: What are you like?

B: I think I’m shy and unconfident. I don’t know what to say before strangers and dare not speak aloud.

Sample dialogue 2:

A: What are you like?

B: I think I’m outgoing and energetic. I like to make friends everywhere. I like talking with drivers or passengers when I take a bus or taxi. I never feel tired during my study.

Step 4 Free Talk

Do you know yourself very well? What kind of personality do you have? Work in pairs and tell your partners about your personalities. eg,

--What would you do if your mother didn’t permit you to attend a music school? -- I’d ask for help from my father.

Step 5 Homework

Ask the students to search for information on how to make a survey, and then make a simple survey of classmates after class.

Unit 4 What would you do?

Period 4

Language goals 语言目标

1. Words & expressions 生词和短语

permission, herself, bother, slight, annoy, fairly, plenty, circle, listener, give

a speech, ask one’s permission, in the slightest, plenty of, get along with

2. Key sentences重点句子

What would you do if someone asked you to be in a movie?

I’d say no.

If a friend said something bad about you, would you …?

Ability goals 能力目标

Enable the students to make a personality survey.

Teaching important 教学重点

How to make a personality survey.

Teaching procedures教学过程

Step 1 Revision

Check the homework.

Step 2 Listening

Point to the chart and ask the students what a quiz is about. Read the instructions, check the questions Celia asks. Then ask the students to listen for the first time and find out the questions. And play the recording again, circle the letter of the correct answer to each question.

Step 3 Reading

Ask the students to read the paragraphs by themselves. Read the questions and answers on the survey in 2a. Then fill in each blank in the result with “ a, b, c” that describe different types of persons. Check the work and offering language help if necessary.

Step 4 Groupwork

Write your own personality survey.

Sample survey question 1:

What would you do if you were arguing with others of a party?

a. accept people as they are.

b. make people feel at ease.

c. cut others to pieces.

Sample survey question 2:

What would you do if someone often said something bad about you?

a. have a good word with him / her.

b. seldom feel blue and make him / her understand you better.

c. often feel blue and decide not to say anything with him / her anymore. Step 5 Homework

Ask the students to do the exercises on page 31.

Unit 4 What would you do?

Period 5

Language goals 语言目标

1. Words & expressions 生词和短语

knowledgeable, represent, let…down, come up with , rest

2. Key sentences重点句子

If you were more friendly to people, you would have more friends.

I can’t think of any good advice to give her, but you always come up with good solutions to people’s problems.

What do you think I should tell Mei?

Ability goals 能力目标

Enable the students to write an email in reply.

Teaching important 教学重点

How to write an email in reply.

Teaching procedures教学过程

Step 1 Revision

Ask the students to describe people with the words what they have learnt. Fill in the blanks with words in part 1 in Self Check. The keys:

1—5 tried, nervous, friendly, terrible, shy

Step 2 Reading

Ask the students to read the e-mail.

For e-mail writing, we must pay attention to the following:

1. Keep your message short.

2. Keep your message simple.

3. Give your main idea using a few sentences so people can understand you immediately.

4. Don’t type all in capital letters.

Step 3 Writing

Ask the students to write a reply as required on page 31.Then ask some of them to read their works to the class.

One sample version:

Subject: Reply From: Knowledgeable

Dear Fran,

Shyness is extremely common, especially among teens. As shy people, most of us are worrying about ourselves—about how we look, what we say and whether other people will like us—to stop to think about what we can do for other people. But really, that’s what being social is about—the other person, not us. So you can tell her two ways to overcome shyness. First, tell her that she should let people

know that she is shy in case she is misunderstood. Second, tell her that it is better

to make things easy for the other person. Tell her to remember that she is the best

person for the job; she can practise in various ways. And tell the rest of the students

that you should all help and encourage her to overcome shyness. Knowledgeable

Step 4 Homework

Write an e-mail based on the following information.

假如你是成芳，最近在因特网上交了一个叫Susan 的美国网友。请根据下列要点给Susan 写

封e-mail，介绍一下自己的情况。

1）中学生，家住安徽；

2）喜欢集邮和运动；

3）对英语很感兴趣，会唱英语歌曲；

4）班里同学也想找网友，希望得到帮助；

5）想去美国上学。

Unit 4 What would you do?

Period 6

Language goals 语言目标

1. Words & expressions 生词和短语

aid, first-aid, nearby, self, cover, press, deep, downstairs, correct, burn, knee,

pain, hurt, offer, refuse, safely, helpful, treat, burn, spotty, come out

2. Key sentences重点句子

It gives advice on what to do in lots of different situations.

If I were you, I’d also talk to your friends about the dangers of smoking.

You should drink lots of water and ask your doctor for advice.

Ability goals 能力目标

Enable the Ss to learn the way to deal with accidents or problems correctly using

what they know.

Teaching important 教学重点

How to rate the accidents or problems and how to deal with them.

Teaching procedures教学过程

Step 1 Before Reading

Discuss the following questions and take notes.

1.What kinds of accidents do you know of?

Fire , flood , natural disaster, car injuries…

2.What is the biggest problem a teenager has?

Drugs , not knowing what the purpose of life is…

Step 2 While Reading

Ask the Ss to read first the materials individually, then work in pair practicing reading the text: What would you do if …?

Then study the new words and point out the phrases: eg,

by accident , cover…with , press…hard, fall downstairs, hide …from, go alone…etc.

Step 3 After Reading

Discuss the two questions:

1.Why is cold running water helpful to treat a small burn?

2.Why would it be dangerous to meet an “internet friend” alone?

Step 4 Go For It

Think of one more accidents, eg,

Accidents Advice Problems Advice

If you saw someone’s nose bleeding Pinching the nose

tightly to prevent

the blood running

Your classmates

asked you to play

video games

Talk to them about

the danger of too

much games

Step 5 Homework

Ask the Ss to do the rest exercises in the textbook.

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译林版英语九年级上册Unit 4 Growing up 教案

Unit 4 Growing up 教案 一、教学重点 会准确运用描述成长的相关词汇。通过学生自主、合作、探究等学习方式，在小组协商、讨论、调查、采访、语言产出等活动中使学生达到学以致用的教学效果。课前布置学生找出他们小时候的照片，准备一个关于自己的小演讲。 二、教学目标 1. 知识目标 掌握并运用本单元的重点词汇和句型。 2. 情感目标 通过谈论学生自身的变化让他们懂得感恩父母，是父母的养育使得他们茁壮成长。 三、教学步骤 1、课前热身（Warming-up） 一对学生上讲台作一分钟演讲，手拿照片谈论他们的变化。 2、导入新课（Leading-in） 老师评论学生的对话引入新课：How do you learn about the world? (板书课题：Growing up) 用课件呈现图片，学单词：deal，simply，national，graduate，although等。 活动1：看图讨论 与学生分享几位名人的成长经历，要求学生了解后能用英文复述一遍该人物的成长过程。 图片1: 周恩来 图片2: 林肯 图片3: 海明威 图片4: 牛顿 活动方式：抽同学上讲台作复述，大家作评价。

3、学习新课（while-teaching） 1）Look and learn a）再次呈现本节教学内容单词 b）让学生听录音跟读，正音。 2）Look and say 呈现一系列的图片，让学生看图谈论Spud Webb的成长历程。 表达：attend senior school，sit in the stands，lead…to…，as a result，get a scholarship… 要求学生听录音之后完成part B，填入正确的答案。（让学生互相检查答案，共同学习）3）Look and read 活动2： 让学生完成B3的对话后进行两人一组的练习。 表演对话，让学生分组起来讲对话。教师做出评价。加深对课文的理解。 4、课后任务（post-teaching） 围绕本单元语言目标，教师设计语言任务，让学生根据所给表格填好自己不同年龄段的经历，并写成短文形式在班级进行展示、交流。此任务的布置不仅在于训练学生的语言运用能力，同时也对学生进行思想品德教育，要懂得尊敬和感激长辈。 5、小结 课后反思（Feedback） 本课设计以任务型教学的方式，通过学生自主、合作学习为活动形式，让学生结对语言练习(Pair work)、小组练习(Group work)等方式促使学生取得进步。在小组活动中激发学生学习语言，运用语言的欲望，并通过学生自我评价、小组评价、教师评价等方式，使学生树立学习的信心，增强学习语言的成就感。 本节课的设计程序上各环节过渡自然，较好地突出了单元教学的语言目标，围绕 Growing up 展开了不同形式语言练习活动，学生在听、说、读、写等语言技能等方面得到了有效训练。 四、家庭作业 回顾成长历程，写一篇关于自己成长的英语作文，200字左右。 背诵reading课文，抽查。