What would you do教案
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.。
人教版九年级英语unit4全英文教案
Unit 4 what would you do?I. Analysis of the Teaching Material1. Status and FunctionIn this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.All the students are active in such activities.(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.(3)All the activities in the third period are designed to give students a reinforced practice in the use of the target language.(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.2. Teaching Aims and Demands(1)Knowledge ObjectsTo make students grasp how to talk about imaginary situations.To make students grasp how to give advice using the target language.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.(3) Moral ObjectsImaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.Two heads are better than one. Be ready to help others.In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To make students use the target language to give advice.4. Teaching Difficult PointTo train students’ listening, speaking, reading and writing skills by many different kinds of activities.5. Studying WaysTeach students how to communicate with others.Teach students how to give advice when someone is in trouble.Ⅱ. Language FunctionTalk about imaginary situations.Ⅲ. Target Language1. What would you do if you won a million dollars?I’d give it to medical research.2.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.Ⅳ.Structures1. Second conditional2. Should for adviceⅤ. Vocabularylottery, million, pimple, energetic, confident, shirt, tie, medical researchⅥ. Recyclingcharity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,late, tiredⅦ. Learning Strategies1. Matching9. Listening for key wordsⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1.Knowledge Object(1) Key Vocabularylottery, million, medical, research(2) Target LanguageLook. This girl won a million dollars in the lottery.Wow! What would you do if you won 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 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.Ⅱ.Teaching Key Points1. Target language2. The structure: I would/I’d doⅢ. Teaching Difficult PointThe structure: I would/I’d doⅣ. Teaching ProceduresStep ⅠRevisionReview the structure "should be allowed to" by asking students to make sentences about school rules. Step 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. Answers:2,1,4,3Step 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. Step ⅦThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary tie(2) Target LanguageWhat would you do if you won a million dollars?I’d give it to charities.If I were you, I’d wear a shirt and tie.If I were you, I’d take an umbrella.2. 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.Ⅱ.Teaching Key Points :1．Listening Practice 2．Target languageⅢ. Teaching Difficult Point :Train students’ ability to use the target language.Ⅳ. Teaching ProceduresStep 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.Answers:Circle 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. Answers:Checked 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 activity:Ask 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 piecesof 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 the class.Ask students questions 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.StepⅧThe Third PeriodⅠ. Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabulary: pimple, trouble(2) Target LanguageI can’t sleep the night before an exam.Then I’m too tired to do well. What should I do?If I were you, I’d take a long walk before going to bed.I really want a dog, but my parents won’t let me have one.Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.That’s a good idea.2. Ability Objects:(1) Train students’ reading skills. (2) Train students’ integrating skills.3. Moral ObjectEveryone may have some trouble. Don’t worry.Ⅱ.Teaching Key Points :1. Reading 2. Target languageⅢ. Teaching Difficult Point:Give advice using the target language.Ⅳ. Teaching ProceduresStep 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.Answers 1. c 2. a 3. 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 targetlanguage.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.(2)Finish off the exercises on pages 11～12 of the workbook.StepThe Foruth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:be strict with, take a test, pass a test, fail a test(2)Target LanguageI think Peter should be allowed to take the test later.I don’t agree.I think the school has to have rules.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ ability to talk about agreement and disagreement.3. Moral Object: It’s good manners to be on time.Ⅱ.Teaching Key Points1.Review some key vocabulary words and target language.2.2. Talk about agreement and disagreement.Ⅲ. Teaching Difficult Point:Talk about agreement and disagreement.Ⅳ.Teaching ProceduresStep ⅠRevision(1)Check the homework.(2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups.Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category. StepⅡ1aThis activity reviews the use of always, sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the exact meanings of the adverbs of frequency.Say, Please write A after things you always do, U after things you usually do, S after things you sometimes do and N for things you never do.Get students to finish the task on their own.Answers to this activity will vary.Step ⅢlbThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.S A: Do you ever get to class late?S B: Yes, I sometimes get to class late.Say, Talk with your partner about your answers in Activity 1a.As the pairs work together, walk around the room offering help if necessary.Ask several pairs to share their conversations with the class.Step Ⅳ2aThis activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a.Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen.Play the recording a second time. This time students listen and circle the things that they hear. Check the answers.AnswersCircled items: 1,4StepⅤ2bThis activity provides listening practice using the target language.Point to both the numbered and lettered lists of item in the box.Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."Say, I’ll play the same recording again.You are to match the sentence parts as you hear on the tape.Play the recording for students to do the activity.Check the answers.Answers1. c 2. e 3. a 4. b 5. dStep Ⅵ2cThis activity provides oral practice using the target language.Call students’ attention to the statements in the box. Say them to the class.Ask three students to read the sample conversation to the class, completing the sentences.S A:I think Peter should be allowed to take the test later.S B:I don’t agree.S C:I think the school has to have rules.Write the conversation on the blackboard.Divide the class into groups of four. Say,Now discuss the statements with your group.As the groups work together, walk around the room offering help as needed.Ask some groups to say a few lines of their conversations to the class.NotesParents should not be too strict with teenagers. Note the word be strict with.Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.Step ⅦSummary and HomeworkSay, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school?Write a passage to describe what was happening that day.Step ⅧBlackboard DesignThe Fifth PeriodⅠ. Teaching Aims and Demands1.knowledge Objects(1) Key Vocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener(2) Reading (3) Writing2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Ⅱ.Teaching Key Points:1. Reading 2. Writing 3. Key vocabularyⅢ. Teaching Difficult Point:1. Reading 2. WritingⅣ. Teaching ProceduresStep 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 targetpersonality 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. c 2. a 3. 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.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.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 t his 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.Step ⅦThe Sixth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrepresent, let…down, come up with(2)Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.(3)Read the email from Fran, and write a reply.2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.Ⅱ.Teaching Key Points1. Fill in blanks and make sentences with vocabulary words.2. Write a reply using the target language.Ⅲ. Teaching Difficult PointMake sentences with vocabulary words.Ⅳ. Teaching ProceduresStep 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. Vote 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 practic e using the key vocabulary words and the target language presented in this unit.Step VI Homework（1）Read the email from Fran again.（2）Finish off the workbook exercises on pages 12～14 of the workbook.Step ⅦReading: What would you do if ……The Seventh PeriodⅠ. Teaching Aims and Demands1.Knowledge ObjectsKey vocabularyShelf,come out, cover, ppress, deep, downstairs,hurt, knee, offer, refuse , helpful and so forth.Text: What would you do if ……2.Ability ObjectsTrain students’ ability of reading for special information.Train students’ ability of understanding words in context.Train students, writing skill.3. Moral ObjectBasketball is popular among people all over the world. Not only does it build our body, but it also brings us entertainment. Thank the inventor, James Naismith.Ⅱ.Teaching Key PointsKey vocabularyRead the text for special information.Read the text to understand words in context.Make a list of good things and difficult things about being a basketball player.Ⅲ. Teaching Difficult PointTrain students’ reading skill.Ⅳ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words.Show the vocabulary on the screen by a projector.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 The history of basketball to the class. Ask, What do you think the article is about? Read the instructions to the class.Point to the four questions in the box.Say, Please discuss the questions with your partner to see how much you know about basketball. But don’t look at the reading. Instead, use your background knowledge.Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.When most students are finished, invite pairs of students to report their results.Don’t say yes or no to their answers.Step ⅢPart 2This activity provides practice in scanning for specific information. Look at the picture. Ask students to describe what is happening in the picture.Read the instructions and draw students’ attention to the chart. Get a student to say the sample answer using a complete sentence, e. g. Basketball’s inventor was born in 1861.Say, Please read through the article silently. Find information for the years in the chart. Remember to skim for the key ideas rather than read slowly.Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.Check the answers.Step IV Part 3This activity encourages students to use the strategy of reading in context.。
九年级英语 Unit 4 What would you do教案 人教新课标版
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。
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。
九年级英语全册Unit4Whatwouldyoudo(第2课时)教案人教新目标版
Unit4 What would you do ？ Section A (1a—2c）Teaching and Learning Goals:Learn and use: million, medical， research; What would you do if you had a lot of money? Enable the students to understand and talk about imaginary situations。
Enable the students to form positive attitude toward money and be ready to help others deal with problems and worries。
Preview1、把……捐给慈善机构__________2、存入银行________________3、医学研究 _____________4、迟到__________________5、带一件礼物______________6、在聚会上___________7、穿衬衣打领带_________ 8、担心……__________9、有一百万美元________ 10、献给医学研究_________（预习检测时把本课时将要出现的重点短语拿出来，让学生熟悉，降低学习的困难。
）Warming up and leading in1.Greetings.2. Draw a tree to help students memorize the phrases。
PresentationPresent some pictures and let students try to answer the question:“What would you do if you had a million dollars ?” travelbuy a house movies buy snacksput it in the bankgive it to charityIwouldgive the money to charity.What would you do if you had a milliondollars ?I wouldput the money in a bank.What would you do if you had a milliondollars ?I wouldbuy a big house.What would you do if you had a milliondollars ?I would（通过树形图展示本课时出现的重要短语，并把这些短语与 I would 连起来，让学生先感知，然后通过问答形式让学生知道如何提问与回答目标句型，采取齐读、男女生读、分排读等多种读的方式操练句型。
教案模板
Teaching Plan for Soapy’s Winter HomeByLi JianyunSupervisorFang RuifenChizhou CollegeAnhui, ChinaOctober, 2010Teaching PlanTeaching ProceduresⅠ. Pre – reading activityThe text introduces the story of a homeless person named Soapy. Before reading it, please discuss the following two questions:What would you do if you were homeless?If I were homeless, I would hunt a job to support myself. Maybe I would hire a room with another person, thus I could have a temporal shelter, without worrying about where to go.What do you think about the life of a person who has no home or regular work?The life of a homeless person must be very misery and terrible. Maybe he has no clothes to wear, no food to eat, no job to do and no home to go. What’s worse, every day he must be annoyed at where to live and what to eat.The life of a person without a regular job is not so good. Perhaps he has to do some odd jobs to earn a little money. He is always on the move from one job to another. At any time he may be in danger of losing his job.Ⅱ. Related informationWe’d better learn some related information about the text before we read it.The text “Soapy’s Winter Home” is adapted from O Henry’s short story the Cop and the Anthem. O HenryO Henry, one of the world’s three short story masters, was born on Sept. 11, 1862 and died on June 5, 1910. O Henry is the pseudonym of William Sydney Porter. His stories expressed the effect of coincidence through humor and irony, and often had surprising endings. His representative works include the Cop and the Anthem, the Gift of the Magi, and the Last Leaf etc. HymnA song, used in Christian worship, is usually sung by the Christians.Ⅲ. Text analysisⅰ. Global understanding of the text1.As we all know, a short story consists of setting, character and plot. Please skim the text andmake clear the setting, character and plot of the story.Setting refers to the background of the story, including time, location, atmosphere etc.Time: winter was comingLocation: in the parkAtmosphere: it was very cold (three newspapers under his coat had failed to keep out the cold as he slept on the bench.)Character: Soapy (a wanderer)Motivation: to get three months of sure food and shelter and friends in prisonPlot means the arrangements of a series of events. In order to realize his aim, Soapy has to do something wrong so as to be put into prison. Please go on reading to find out what things Soapy did and whether he reached his purpose.Event 1: to eat a big meal in a restaurant without paying money, but he failed, because a waiter pushed him back into the street.Event 2: to smash a large window, but the policeman didn’t believe it was he who did that.Event 3: to take a man’s silk umbrella, but the man didn’t call the police.Event 4: to listen to the hymn outside a church, which moved him to decide to turn a new leaf, but just at that moment he was arrested by a policeman. And he was sentenced three months in prison the next morning.2. At present you have finished reading the story, can you answer the following questions?⑴ Why was Soapy looking for a new home?Because winter was coming, he wanted to look for a new home to keep out the cold.⑵ What did Soapy look like before he went to the restaurant?He shaved and looked neat.⑶ What ways did Soapy try to go to prison?To eat a big meal, to smash a large window and to take an umbrella⑷ What did Soapy finally do to go to prison?He did nothing but listen to the hymn, but a policeman arrested him.⑸ When Soapy was sent to prison, was it as he had planned?No. because the music moved him to decide to pull himself up.⑹What’s the writer’s tone?The writer’s tone is ironic and critic.⑺ What’s the theme of the story?The story criticizes the cruelty of the capitalist society and expresses the author’s sympathy for the poor.3.Please judge the following sentences True or False.⑴ ( F ) In the summer Soapy’s home was an old church.⑵ ( T ) Soapy wanted to go to prison to find food and shelter.⑶ ( T ) Soapy was thrown out of the restaurant because he wasn’t dressed well enough.⑷ ( F ) The umbrella really belonged to Soapy.⑸ ( F ) Soapy was not familiar with the hymn during his good days.⑹ ( F ) At the church Soapy made up his mind to try another way of getting to prison.⑺ ( T ) In the end Soapy was sent to prison for standing out doing nothing.⑻ ( F ) Soapy stayed in prison all the year round.ⅱ. Detailed understanding of the textNow let’s analyze the story in detail. In the process of analysis, I’ll explain some difficult sentences, key words and expressions.1. Soapy sat uneasily on his bench in the park.Meaning: Soapy sat unnaturally and uncomfortably on his bench in the park.uneasily:不安地，局促地The audience shifted uneasily in their seats. 观众在座位上不安地动来动去。
《 What would you like 》教案设计
《What would you like》教案设计第一章：教学目标1.1 知识目标学生能够掌握并运用基本的英语交际用语，如"What would you like?" 和"I would like "，以表达自己的喜好和需求。
1.2 技能目标学生能够在日常生活中，运用所学的英语交际用语，进行简单的交流和表达。
1.3 情感目标培养学生对英语学习的兴趣和积极性，提高他们的自信心。
第二章：教学重难点2.1 教学重点学生能够正确地发音和使用"What would you like?" 和"I would like " 进行交际。
2.2 教学难点学生能够灵活运用所学的交际用语，在实际情境中进行交流。
第三章：教学方法3.1 任务型教学法通过设定不同的场景和任务，让学生在实际操作中学习和使用所学的交际用语。
3.2 情境教学法通过创设真实的生活情境，让学生在情境中学习和运用所学的交际用语。
第四章：教学准备4.1 教具准备教学卡片、图片、实物等。
4.2 教学环境教室内的座位安排成圆形或方形，以便于学生之间的互动和交流。
第五章：教学过程5.1 热身活动（5分钟）通过唱一首英语歌曲，如"Hello, hello, what do you like?" 来调动学生的学习气氛。
5.2 引入新课（10分钟）教师向学生展示一些食物和饮料的图片，问学生"What would you like?"，让学生回答并实践使用这个交际用语。
5.3 新课教学（15分钟）教师通过出示食物和饮料的实物或图片，引导学生用"I would like " 来表达自己的喜好。
教师可以设置不同的场景，如餐厅、家庭等，让学生在不同的情境中学习和运用所学的交际用语。
5.4 练习活动（10分钟）学生分成小组，根据教师设定的场景，用"What would you like?" 和"I would like " 进行角色扮演和交流。
Unit_4_What_would_you_do教案
Unit 4 What wo uld yo u do?单元分析内容提示本单元主要内容是学会利用虚拟语气来讨论假设的情景，以及如何面对这些状况，采取相应的应变措施，通过对事件的处理态度，培养从容自信的性格。
教学目标Skill Focus Talk about imaginary (interesting/embarrassing) situationsTalk about worries and adviceListen, describe and talk about personalitiesLearn to write in replyLearn to deal with new problems or situations using what you knowLanguage Focus功能句式Talk about imaginary situations（P26）What would you do if …?If I were you, I’d …If you were …, you would …Talk about worries（P27-28）You shouldn’t worry about …I don’t know …What if …?What should I do?What problems do you have at home/school?I can’t ...The problems is that …What do you think I should …Talk about personalities（P29）What are you like?I’m creative and outgoing.How confident are you?词汇重点词汇research, worry, exam, herself, circle, listener, knowledgeable, rest, shelf, cover, deep, downstairs, correct, burn, knee, hurt, offer, refuse, safety, helpful认读词汇million, medical, pimple, energetic, confident, permission, bother, slight, annoy, fairly, plenty, represent, aid, first-aid, nearby, press, pain, treat, burn, spotty词组what if, in public, in the slightest, plenty of, get along with, let … down, come up with, get along with, come out语法Subjunctive mood: If I were you, I’d …Strategy Focus MatchingSharing ideas with classmates/teachers 3. Using what you knowCulture Focus What is the others’ attitude toward money? How do they deal with worries/problems?教材分析本单元以What would you do为话题,共设计了四个部分的内容：一、Section A该部分有4个模块：1．第一模块围绕What would you do if you had a lot of money?这一话题展开思维（ 1a）、听力（1b）、口语（ 1c）训练；2．第二模块围绕Embarrassing situations（worries/problems）进行听力（ 2a-2b）、口语训练（ 2c）；3．第三模块继续就上一模块中的Embarrassing situations这一话题展开训练，训练形式为阅读配对（ 3a）和角色表演（3b）；4．第四模块仍就Embarrassing situations以小组活动形式展开讨论。
21世纪大学英语3教案
吉林警察学院
教师教案
（2015－2016学年第一学期）课程名称：大学英语
课程编号：
年级专业：2014级本科计算机、法学、侦查学区队
开课系部：中外语言系
开课教研室：英日教研室
任课教师：林若铭
吉林警察学院教务处制
课程教学基本信息
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案
《大学英语》课程教案。
九年级英语全册Unit4Whatwouldyoudo(第4课时)教案人教新目标版
Unit 4 What would you do？（SectionB1a—2c)Teaching goals:Talk about personalitiesGet the students to grasp the new words：energetic, confident, permission, herself。
Listen, describe and talk about personalities.Talk about embarrassing situations（worries/problems）Get the students to grasp the sentence structure:“What would you do if….？”（目标引领，用一段话表述了本节课的知识、能力和情感目标.)Teaching procedures and ways 教学过程与方式Step 1 PreviewLook at p29， put the following into Chinese or English.1.在公共场所______________________2.变得紧张________________________3.做演讲_______________________4.未经准许_____________________5.be in a movie_____________________6.be friends with sb.________________________7.introduce oneself __________________________8.ask one’s permission _________________________(预习强调学生的参与、体验、感知、实践和交流，以学定教。
）Step2 Revision。
What would you do if….I would… if….Step3 Warming up and new words。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
What would you do教案
九年级英语U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，虚拟语气表示
说话人所说的
话不是事实，而是一种祝愿，建议或是与事实相反的假
设等。
If 引导的条件状语从句分为真实和非真实条件句，非
真实条件
句应用虚拟语气。
如果要表示与现在或将来事实相反时，其虚拟语气结构为：
句型
条件从句
主句
谓语动词形式
动词过去式(be动词用were)
would+动词原形
即：(从句)if +主语+动词过去式(be 动词用were), 一般过去时
(主句) 主语+would+动词原形过去将来时
如：If I had time, I would go for a walk. 如果我有时间，我就会去散步。
(事实上我现在没有时间) If I were you, I would take an umbrella. 假如我是你的话，我会带上雨伞。
(事实上我不是你) I would saasked me to be in a movie. 假如有人请我当电影演员，我会表示拒绝。
(事实上瑞没有人请我当电影演员)
2d to do sth. 假装做某事 I pretended to sleep just nowd +从句假装… I pretended that I fell aslbe late for 迟到如： I am late for work/ school/ class/ paa few 与 a little 的区别，few 与 little 的区别
⑴ a few 一些修饰可数名词 a little 一些修饰不可数名词两者表肯定意义如：He has a few friends. 他有一些朋友。
Ta little sugabottle. 在瓶子里有一些糖。
⑵ few 少数的修饰可数名词
little 少数的修饰不可数名词但两者表否定意义如：He has few friends. 他没有几个朋友。
Tlittle sugabottle.在瓶子里没有多少糖。
5. still 仍然,还
用在be动词之后，行为动词之前如： I am still a student.我仍然是个学生 I still love him.我仍然爱他。
6. hundred, thousand , million, billion (十亿)词前面有数词或several
一词时要不能加s ，反之，则要加s 并与of 连用，表
示数量很
多如：several hundred/ thousand/ million/ billle 几百/千/百万/十亿人 hundred上百棵树 7. what if + 从句如果…怎么办，要是… 又怎么样如：Whadoesn’t come? 要是她不来怎么办？ What if LiLei knows? 如果李雷知道了怎么办？ 8. add添加…到… 如： I added some sugar to water. 我把糖添加到水里。
9. 系动词与形容词连用 get nervous 变得紧张 feel shy 觉得害羞 ldly 看起来友好 10. too +形/副+to do sth. 太…而不能如：I’d to stand. 我太累了而不能站。
11. help w如：They help wblem. help sb. do. 如：They help you relax. 他们帮助你放松 12. in public 在公共场所如: Don’ublic. 请不要在公共场所吸烟。
getic adj. 活力的如：She is a energetic girl. 她是一个活力的女孩。
energy n. 活力如：She has lgies. 她有活力。
14. ask sb. to do 叫…做某事
ask sbdo sth.叫…不要做某事
tell sb. to do 告诉…做某事
tell sbdo sth. 告诉…不要做某事
如：Teacher askedlean the claTeacher askedlean the claart doing == start to do. 开始做某事如： He
started speaking/ to speak. 他开始说话。
16. borrowb. 从某人那里借来某物如： I borrowed a bLily. 我从莉莉那里借来一本书。
17.wab.等某人如：I am wa我正在等他。
duce sb. to sb. 把某人介绍给某人如： I introduced Lily to Anna. 我把莉莉介绍给安娜。
19. invite sb. to do 邀请某人做某事如：
Lily invited me to gupper. 莉莉邀请我去她家吃晚饭。
20. have dinner/ supper 吃晚饭
have lunch/ breakfast 吃午餐、吃早餐
21. pl修饰不可数名词，也可以修饰可数名词许多如： They have pld/ apples. 他们有许多的食物/苹果。
22. 给某人某物 givb. 如： give an applgive sb. sth. give me an apple 给我一个苹果
23. get along with sb. 与…相处如：
Do you get along well with your friends? 你和你的朋友相处得好吗？
24. would rather dan do sth. 表示愿做某事而不愿做某事如：
I would rather walk than run.
25. whole 整个 26. in fact 事实上
27. let sb. down 让某人失望如：
Don’t let youdown. 不要让你的妈妈失望。
2up w提出想出如：
He came up with a good idea. 他提出了一个好主意。
catch up with sb. 追上赶上如：
Lily caught up with Anna. 莉莉赶上了安娜。
29. have exdoing 在做某事有经验如：
I have exaching我在教英语方面有经验。
30ut 出版，出来如：
The magaut once a week. 这种杂志每周出版一次。
31. by accident 偶然地，无意之中如：Last week I cuger by accident. 上个星期我不小心割到自己的手指。
32. hurry to do 匆忙… I huall the polan 超过b. sth. 给某人提供某物
宾语从句宾语从句在复合句中作主句的宾语。
①由连接词+ 主语+ 谓语构成
常由下面的一些词引导：
②由that 引导表示陈述意义 that 可省略
He says (that) he is a他说他在家里。
③由if , whether 引导表示一般疑问意义(带有是否、已否、对否等)
I don’t know if / whether Wei Hua l我不知道韦华是否喜欢鱼。
④由连接代词、连接副词(疑问词) 引导表示特殊疑
问意义
Do you know what he wants to buy? 你知道他想要买什么吗？
⑤从句时态要与主句一致
当主句是一般现在时，从句根据情况使用任何时态
He says (that ) he is a他说他在家里。
I don’t know (that)ging now. 我不知道她正在唱歌。
She waw if I havdwork.
她想要知道我是否已经完成了我的作业。
Do you know when he will be back? 你知道他将会什么时候回来？
当主句是一般过去时，从句应使用过去某时态(一般过去时,
过去进行时，过去将来时，过去完成时)
He said (that) he was a他说他在家里。
I didn’t know that she was singing now. 我不知道她正在唱歌。
She wanted to know if I hadd m homework.
她想要知道我是否已经完成了我的作业。
Did you know when he would be back? 你知道他将会什么时候回来？。