新目标英语九年级Unit4：What would you do
九年级英语全册 Unit 4 what would you do特色培优专项训练(主题阅读+综合提升训练) 人教新目标版
九年级英语全册 Unit 4 what would you do特色培优专项训练（主题阅读+综合提升训练）人教新目标版Unit 4 主题阅读I. 阅读理解There would be a school party on Friday evening. The girls were talking about what they were going to wear.“I’m going to wear a black dress, so everybody will notice(注意) me,”said Emily. “How about you, Linda?”“I’m not sure. Maybe jeans(牛仔裤),an old shirt, and a hat. People will notice me more than you! ”Linda said.“But what are the boys going to do in the party?” asked Jane. “Do you r emember the last schoo l party, last year? They just stood there, and we girls had to dance by ourselves!”“I hear that some of the boys learned how to dance this summer. Maybe it’ll be bet ter this time,” said Mary.The party was held on Friday evening, groups of students arrived. The music began. The girls stood in a line on one side, and the boys on another side. Mr. Green, their teacher, tried to get them together, but failed. After a while, Tim said,“I don’t want to stand here the whole time. The party is only for two hours. It’ll be over soon”He started to dance. All the others watched him. Then David asked Emily if she wanted to dance. Then Jack and Linda. Then, all began to dance. Soon there were more dancers than watchers.1. How long would the party last?A. On Friday evening.B. For one hour.C. For two hours.D. For three hours.2. What kind of clothes was Emily going to wear?A. A black dress.B. Jeans.C. An old shirt.D. Jeans, an old shirt and a hat.3. How did Emily and Linda dance in the school last year?A.They danced by themselves.B. They danced with the boys.C.T hey didn’t dance.D. They danced with their teachers.4.How did the boys spend the summer holiday according to the passage?A They went swimming.B. They learned to dance.C. They watched TV.D. They went climbing.5. Which is not mentioned in this passage?A. There would be a school party on Friday evening.B. Their teacher asked them to dance together.C.Jack and Linda danced together.D. The boys and girls stood together and watched their teacher dance.II. 任务型阅读A student who teaches how to giveTaking part in charity is not just for grown-up people. Children can do it too! Melvin Sheppard, 14, an American student, has done charity work for eight years. He has also encouraged his classmates to join him.Melvin studies at William Allen Middle School in Philadelphia. Recently, he collected $1,500 by himself and $487 from his classmates to donate（捐赠） to Cooper University Hospital.Melvin was born nine weeks premature in Cooper University Hospital, weighing 2.6kg. His father told him how Cooper saved his life, so he feels thankful to the hospital. Melvin’s classmates joined him as soon as they found out about his kind behavior. Their teacher, Michael Berner, also held a class with them about helping others. “It wasn’t really about the money,” Berner said. “It was about the face that they were doing something good.”“It is great, helping someone that I know,” said Jordan, Melvin’s classmate.Melvin’ s neighbors also helped out.Since Melvin was 8, he and his parents have given money to Coop er University Hospital every year. This year, Gary E. Stahl, the head of Cooper’s division of neonatology, went to Melvin’s school to accept the money.The money goes to a part of the hospital that helps about 500 young patients every year. “When they leave, we call them graduates,” Stahl said, “We are pleased when our graduates and their families do well, like Melvin and his family.”阅读下面短文，根据短文内容，回答下列问题。
九年级英语Unit4Whatwouldyoudo教案人教新目标版
九年级英语Unit4Whatwouldyoudo教案⼈教新⽬标版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 research Learning 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 Shouldfor 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 i t. 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 clause main clauseIf 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:main clause if clauseI would buy a big house if I had a million dollars.We use different verb forms in each part of a second conditional:if clause if + subject + simple past verb*main clause subject + would + verb1a Talking about imaginary situationsWhat would you do if you had a lot of money?If I had a lot of money, I would give it to charity.If I had a lot of money, I would buy snacks.If I had a lot of money, I would give it to Hope Project.If I had a lot of money, I would buy books for the poor.1b Listening and numberingNow you are going to listen and number the pictures 1 to 3 in the order you hear them. TapescriptGirl1:Hey, did you see this newspaper article? An old man had a million dollars.And he gave it to charity.Boy1:Wow, what a nice man!Girl1:What would you do if you had a million dollars?Boy1:If I had a million dollars, I’d give the money to the zoo.I want to help the pandas.Girl1:That’s a gook idea! I know what I’d do. I’d buy a big house for my family. Girl2:Really? I’d put the money in the bank. Then I’d just watch it grow!Boy2:Hmmmm… I think I’d give the money to medical research. I’d want to help other people.Now listen again and write down the sentences with Second conditional and Should for advice1c Doing pairworkLet’s pretend th at 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 you do if you won a million dollars?I’d give it to medical research.I’d take a chance to achieve my dream of flying to the moon.If I won 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. TapescriptGirl1:Where are you going, Larry?Boy1:To Tom’s party.Girl1:Lucky you! I’d love to go to that party!Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear.Girl1:If I were you, I’d wear a shirt and tie.Boy1:And I don’t have a present. What if everyone brings a present?Girl1:If I were you, I’d take a small present—a pen orsomething. Keep it in your pocket and if everyone has a present,you can give him yours. If not, you can keep it.Boy1:OK. But what if I don’t know anyone?Girl1:If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. Boy1: I guess I can do that.Girl1:Look! You’re s ure to have fun. But if you’re still nervous, you can leave. Now listen again and write d own all the expressions onto your phrase book.go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…,introduce… to …, have fun2b 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 Yating, you are Lar ry’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 andtie.X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d tak e a small present—a pen or something.X: What if I don’t know anyone?M: If you don’t know anyone, you can talkto Tom. He’ll introduce you to people.……3a Reading and matchingGo to page 28. Read the problems in the boxes and match them with thecorrect 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 u p parties and invite all my classmates to come and sing and dance. A:I get nervous before big parties and I get pimples. B:Pimpleslook good to me. They are not terrible at all. If I were you, thenight before the big exam I’d lie in bed counting the cows, thesheep, 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 o f fruits, drink lots of water and take a long walk before going to bed every evening.4. Doing group workYou are put into pairs and find out each other’s problems at school and at home. Then give each other advice.I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way.I failed the driver’s exam and cannot get my driver’s license.Go practicing driving more often and go over the textbook three more times. You won’t fail next time.My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or yo u can ask your mother to have her ears pierced first.I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too.I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes.……Closing down by taking a test on Second conditional Match up the parts of the sentence1. If I lost my job,a) we'd both benefit.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.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 ti me 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 di fferent 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.Words used to describe peopleAdventurous, superstitious, dependant (on), unfriendly, aggressive, active, old-fashioned, anxious, adaptable, decent, moral, annoyed, irritated, arrogant, very irritating, enlightened, well-informed, upset, excited, open, open-minded, sincere, honest, crazy, flipped-out, well-balanced, stable, shy, timid, talented, gifted, excited, enthusiastic, crazy, mad, persevering, persistent; dogged, helpful, well-known/famous, crazy, loopy, mad, zany, popular, modest, humble, self-effacing, demented, crazy, possessive, spellbinding, fascinating, silly, ignorant, stupid, spiteful, evil, angry, mean, spiteful, well-behaved, good, chaotic, disorganized, charming, cool, thankful, grateful, dumb, self-centred, ambitious, honest, jealous, selfish, simple, plain, simply, arrogant, smug, vain, unique, matchless, lonely, lonesome, vain, very mean, detestable, disgusti ng, elegant, classy, touchy, sensitive (to), sensitive, feeling, energetic; assertive, committed, dedicated, narrow-minded, successfulserious, first-class, fair, fantastic, fascinating, lazy, cowardly,fainthearted, refined, unchanging, solid, fit, feeling good,hard-working, industrious, progress-minded, cheeky, kind, friendly,happy, cheerful, merry, thoughtful, considerate, hospitable, generous, educated, cultured; well informed, patient, dangerous, full-of-feeling, sentimental, brilliant, stingy, cheap, tight, rude, low, ignorant, pleasant, brilliant, genius, just; fair; impartial, valued, dear, appreciated, clever, skillful, skillful, clever (at), closed, reserved, talkative, chatty, talkative, sociable, healthy, conscientious, greedy, reliable, trustworthy, pathetic (towards); unconcerned (about), indifferent (to), happy, lucky, rude, generous, well-dressed, good-humoured, well informed (on), good-natured, stu bborn,hard-headed, stubborn, domestic, home-loving, cheerful, bright, clear-headed, uninhibited, unworried, wonderful, magnificent, heartless, helpful, cooperative, helpful, deceitful, tricky, naughty, proud, snobby, stuck-up, polite, hungry, realistic 2a Listening and checkingCella is asking Bill questions from a personality surv ey. Check the questions Cella asks.TapescriptGirl1:I just did a personality survey in Teen Time magazine.It tells you how confident you are.Boy1:Oh? How did you do, Celia?Girl1:I don’t know yet. But it’s a really interesting test. You should try it, Bill.Boy1: OK.Girl1:How about question 1? What would you do if the teacher asked you to give a speech in front of the whole school?Boy1:I’d say I had a cold and couldn’t speak. I would be afraid to make a speech in front of the whole school.Girl1:How about this movie question? What would you do if someone asked you to be in a movie?Boy1:Oh, I’d say no. I’d be too nervous. What’s the next question?Girl1:Let’s see…2b Listening and circlingYou shall listen again to the recording and circle Bill’s responses. Copy the phrases from the listening script.do a personality survey, in Teen Time magazine, a really interesting test, give a speech, in front of the whole school, have a cold, be afraid to make a speech, in front of the whole school, in a movie2c 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 thethat in 2a.4 Doing groupworkAsk students in your group the questions from your survey. Discuss the results. Closing down by taking a personality survey Read each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly Disagree” as a description of you.Agree Disagree Strongly Disagree Questions StronglyAgreeWaste my time?Often feel blue?Seldom feel blue?Have little to say?Do not like art?Believe in the importance of art?Dislike myself?Have a good word for everyone?Feel comfortable with myself?Feel comfortable around people?Am not interested in abstractideas?Have a sharp tongue?Are always prepared?Keep in the background?Pay attention to details?Rarely get irritated?Respect others?Make friends easily?Have a vivid imagination?Find it difficult to get down to work?Am not easily bothered by things? Know how to captivate people?Avoid philosophical discussi ons?Accept people as they are?Get chores done right away?skilled in handling social situations?Cut others to pieces?Carry out my plans?Am very pleased with myself?Would describe my experiences as somewhat dull?Do not enjoy going to art museums? [来Suspect hidden motives in others?D o just enough work to get by? often down in the dumps?Tend to vote for liberal political candidates?Tend to vote for conservative political candidates?Make people feel at ease?Make plans and stick to them?Have frequent mood swings?Don't like to draw attention tomyself?Carry the conversation to ahigher level?Get back at others?Don't see things through?Panic easily?Don't talk a lot?Enjoy hearing new ideas?Insult people?Shirk my duties.Believe that others have goodintentions?SELF CHECK1.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.Subject: Can you help? From: FranDear Knowledgeable,My best friend, Mei, has a problem. There is a really important English speech contestfor our whole city next month. Our classmates want her to represent the class in the school contest. Everyone is sure she will win. It’s probably true. Mei is very clever, and can speak English really well. In fact, she always comes top in the school exams. The problem is that she’s very shy. She doesn’t want to let her friends down, but she’s terrified of speaking in front of other people. She’s my friend,so she can tell me that she’s shy. But she c an’t tell everyone that. I don’tthink they would b elieve her. I can’t think of any good advice to give her, butyou always come up with good solutions to people’s problems. What do you think Ishould tell Mei? What do you think I should tell the rest of the students? FranJust 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 readingpassage first.While you read, put the sentences into thought groups andunderline all the useful phrases to be copied later after class. Martin Robinson is a famous doctor/ who has a lot of experience/ dealing with teenagers.His new book/ What Would You Do/ If…? came out/ last month. It gives advice/ on whatto do/ in lots of different situations. Here are two pages/ from the book.ACCIDENTSQuestion 1: What would you do/ if you cut yourself/ by accident?Doctor: You should cover the cut/ with a clean cloth /and press it/ hard. If it’s a deep cut, you should see a doctor. Question 2: If my grandmother fell downstairs, a nd wasn’t moving, I’d hurry/ to call the hospital/ first. Is that/ correct? Doctor: Yes, speed is very important. Get the medical help/ first, then make her comfortable/ and stay/ with her. Question 3: What would you do/ if you burned yourself/ by accident?Doctor: Well, first find out/ how bad/ it is. Then/ put the burned area/ under cold running water.Question 4: What would you do/ if you injured your knee /while running?Doctor: If I felt some pain, I’d stop exercising. And/ if it hurt/ for more than a few day s, I’d see a doctor.PROBLEMSProblem 1: A friend offers you cigarettes/ at a party.Advice: Of course/ you should refuse！If I were y ou, I’d also talk to your friend/ about the dangers of smoking. Problem 2: Children often think/ medicine is candy/ and eat it.Advice: You must always hide medicine/ from children, and/ you should tell children/ to ask their parents/ before they eat “candy”/ they find.Problem 3:An “internet friend” has asked/ if you could meet.Advice: You should tell your parents/ about it, agree to meet/ in a public place, and you shouldn’t go alone.Problem 4: You get pimples/ when you are nerv ous.Advice: You should drink lots of water/ and ask your doctor for advice.Part 2: Teaching Resources (第⼆部分：教学资源)A Personality surveyIn School1. I like teachers who set routines and have organized ways of conducting classes.2. I like classes to be "hands on," I like to play games, compete, and solve problems.3. I like my teachers, especially those who are friendly.4. I learn best by working by myself.5. I prefer teac hers who stay on one topic at a time.6. I like classes that have contests, changes of pace, and variety.7. My favorite subjects are about people, such as language, drama, and literature.8. I am easily bored if the subject holds no interest to me.9. I like subjects that are useful and traditional, such as history and government.10. My favorite subjects are music, art, and crafts.11. I am social and work best in a group setting.12. Sometimes, it is hard for me to decide what's important, because so many things are interesting to me. With Friends13. I prefer friends who are careful with their money and who make plans ahead of time.14. Planning ahead bores me because I never know what I want to do until the moment arrives.15. I am sensitive to rejection and need to know that a person cares about me.16. I may seem distant and without emotions.17. I like my friends to be loyal, dependable, and on time.18. I like to excite my friends with new and different things.19. I appreciate real, human feedback and like to receive notes and gifts.20. I am uneasy about showing my emotions.With Family21. I like stability and security and enjoy traditions and celebrations.22. I need a lot of space and freedom.23. I like to be happy and loving.24. I am probably seen as a loner because I like a lot of private time to think.25. I like to spend holidays with family members and plan on such gatherings for mon ths and months.26. It is hard for me to follow rules and I feel we all should just enjoy one another.27. I am very sensitive to rejection from my family and to family conflicts.28. Sometimes, I find activities boring and have difficulty following family rules that don't make sense to me.。
新目标人教版九年级英语Unit4-What-would-you-do-教案
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。
九年级英语_Unit_4_What_would_you_do全单元课件_人教新目标版
I get nervous before big parties and then I get pimples. They look terrible! What should I do?
a The food you eat could help with this
problem. You should eat lots of fruits and vegetables and drink lots of water.
I were you , I would go at
也就是说虚拟语气表示和现实的事实 相反时，从句用一般过时。 主句wouldshould//could/might +动词 原形 if …一般过去时/were…
• 1.If I had time, I would go for a walk. • 2.If I were invited, I would go to the dinner party. •3.If I won a million dollars in the lottery, I would put it in the bank.
S: That‟s a good idea. I‟ll try to do what you said.
4 We meet problems every day .Work in groups
to ask others’ problems and give advice. Then Report the result according to your survey.
九年级英语全册 Unit 4 What would you do要点详解 人教新目标版
九年级英语全册 Unit 4 What would you do 要点详解 人教新目标版Section A1. if 引导的非真实性条件状语从句 即 虚拟语气通过动词形式的变化来表示说话人对发生的动作或存在的状态所持的态度或看法的动词形式称为语气。
.英语中的语气分三种：陈述语气、祈使语气、虚拟语气。
虚拟语气表示说话人所说的话不是事实，而是一种祝愿，建议，与事实相反的假设或实际可能性不大的情况等（即非真实的假设）。
If 引导的条件状语从句分为真实和非真实条件句（虚拟条件句）。
真实条件句表示在假设的条件下，有可能实现的情况。
非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气。
If he doesn ’t hurry up, he will miss the bus.( 真实条件状语)If he was free, he asked me to tell stories.（真实条件状语）If I were you, I would go at once.（非真实条件状语从句）If there was no air, people would die.（非真实条件状语从句） 1）非真实条件句中虚拟语气的基本形式。
①与现在事实相反If I had time, I would go for a walk.如果我有时间，我就会去散步。
(实际情况：我现在没有时间，也不会去散步。
)If I were you, I would take an umbrella.假如我是你的话，我会带上雨伞。
(事实上我不可能是你。
)I would say no if someone asked me to be in a movie.假如有人请我当电影演员，我会表示拒绝。
(事实上现在没有人请我当电影演员)If I knew his telephone number, I would tell you.如果我知道他的电话号码，我就会告诉你。
九年级英语 Unit 4《What would you do》同步练习2 人教新目标版
Unit 4一、根据英文解释，补全单词。
1.s__________ tiny; not important2.f___________ rather; quite; completely3.r___________ stand for; indicate4.n___________ near in position; not far away5.c___________ to overlay or spread with something二、单项填空。
1. Last year Cameron earns _____ dollars.A. two millionsB. two millions ofC. million ofD. millions of2. If I ______ you, I would make it.A. wasB. isC. wereD. be3. If it were a nice day, they ______ for a picnic. But they were unlucky today.A. would goB. will goC. have to goD. went4. There is ______ rain in Guangzhou at this time of year.A. manyB. fewC. plenty ofD. a lot5. I don' t know if Aaron _____. If he _____, call me, please.A. will come, will comesB. comes, comesC. will come, comesD. comes, will come6. Julia's ______ excited to say a word.A. soB. suchC. tooD. very7. I think Maria is creative and outgoing,______ ?A. don' t IB. isn't sheC. doesn't sheD. do you8. Tom failed in the exam, but it didn't let him _____.A. upB. inC. outD. down9. What ______ you do if you ______ a monitor?A. will, becomesB. would, becameC. would, becomeD. will, became10. Andrea left the classroom without ______ a word.A. sayB. to sayC. sayingD. to say11. Have you _______ up with a good idea?A. cameB. caughtC. comeD. got12. We don' t like this kind of shirt ______ the slightest.A. inB. onC. ofD. at13. I'd rather _______ at home than ______ out on such a snowy day.A. to stay, to goB. stay, goC. staying, goingD. to stay, go14. My hair is long, I will have it______ .A. cutsB. cuttingC. to cutD. cut15. Millions of people play basketball ______ fun, but _____ people know how basketball started.A. for, a fewB. for, fewC. as, a fewD. as, few三、选用方框中所给的动词，并用其适当形式填空，动词be可重复使用。
初三英语Unit4 What would you do知识精讲 人教版(新目标)
初三英语Unit 4 What would you do?知识精讲人教版（新目标）【同步教育信息】一. 本周教学内容：Unit 4 What would you do?教学目标：1. 学会表达与现在情况相反的虚拟语气的结构。
2. 学习使用虚拟语气提出建议。
3. 谈论一些假设的、虚拟的情况。
4. 学会用虚拟语气表达自己还没有实现的愿望。
重点词组、短语：million百万in public 当众，公开的trouble 烦恼plenty of 很多的，足够的energetic有活力的get along with 与……相处factory 工厂let…down 使……失望或沮丧hard 硬的 e up with提出，想出win the lottery 彩票中奖medical research 医学研究get pimples 长青春痘what if 如果……怎么办too…to…太……而不能get nervous变得紧Xlook terrible 看起来糟糕let me have one 让我拥有一个introduce oneself 自我介绍speak in public在公共场合讲话without permission 未经允许not…in the slightest一点也不plenty of 充足的rather than 而不是would rather…than…宁愿……而不right away 立刻，马上invite sb. to do sth. 邀请某人做某事no … in the slightest 一点也不e top 名列前茅think of 想出重点句型：1. What would you do if you had a million dollars?I’d give it to charity.2. If I were you, I’d wear a shirt and tie.If I were you, I’d take a small present.3. I can’t sleep the night before an exam. What should I do?重点语法：1. 虚拟语气。
人教新目标英语九年级上Unit 4 What would you do课件
(2)would rather do sth.=had rather do sth. 宁愿做…，较喜欢做… Would rather do sth. than do sth. =prefer to do sth. rather than do sth. 宁愿做…而不愿做… e. g. • I would rather drink green tea than coffee. • I’m rather bored than tired.
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.
parties.
3. — I can’t sleep the night before I take a big exam. Then I’m too tired to do well. What should I do? — If I were you, I’d do some
sports or drink s入声音）
Girl1: I just did a personality survey in Teen Time magazine. It tells you how confident you are. Boy1: Oh? How did you do, Celia? Girl1: I don’t know yet. But it’s a really interesting test. You should try it, Bill.
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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. V ocabularymillion、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)Unit4 What 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 onemillion 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‟dActivity 1aRead 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 .Activity 1bRead 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: 2 1 4 3Activity 1cRead 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.Activity 2aAsk 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.Activity 2bRead the instructions and point to the list of sentences inactivity 2bPlay the tape again.Ask the students to fill in their answers. Then check the answers .Answers: 1 2 4 5Activity 2cPoint 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.Activity 3bRead 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.4 Read 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 activity 2a . 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 activity 2b.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 activity 2a.Read the activity 3a instructions to the class again.Ask students to finish on their own.Then check their answers .Answers1. c 2 . a 3 . b3bRead the instructions .Read the example to the class .Say , Now write your own personality survey .You can use the one in activity 2b 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. friendly 4 . terrible 5 . 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.Section 2Ask 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 Page 18 aloud together . Students change roles for Page 45, and read aloud the Problem s and Advice .Ask students to repeat the reading aloud in pairs, changing over for each page.Section 33aAsk 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 B 1a to Section B 4 )Steps Teacher‟s activities Students‟ activitiesStep1(5‟)Warming up 1,Show the students two movie clips of Mickey Mouse; Donald Duck and Snoopy. Ask t hem 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…. Step 2(5‟)Lead-in 1. 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.”Step 3(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 …Step 4(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 Picture 2 is a language teacher.Sh e teaches Spanish.The bald man in Picture 3 is 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 Ss 1. 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 Sc ott‟s report card.5. Chec k 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 on 3 pairs 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.Step 6(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 in 2b.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 week ?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 in 2b.3. Answer the After-Reading questions with the help of the teacher..4. Take notes.Step 7(5‟)Writing Practice on spot1. Read the instructions.2. Point to the report card3 in 2bT:This is Scott‟s report e the information on this report card to write your letter for Scott.You can also look at P92 for help.3. Ask 1-2 Ss to read his/her letter aloud to the class 1. 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.。