九年级英语下册unit4教案
九年级英语下册Unit4教案
Period 10 check out
备课建议：本课时基本上是本单元语法和重点词汇的训练。
通过一定数量的练习来检测学生的学习水平；另外，可设计好一些练习题，在本节课中让学生相互纠错、相互质疑。
Objectives: 1.To ensure that students can use “because, because of and so” to talk about reasons and “hope and wish”
2. To review vocabulary related to the theatre.
3. To review the whole unit
四会excitedly at the end of shout excitedly
There was a lot of work to do so I was very busy.
I have passed them all!
I wish you were there!
Teaching Procedures:
I. Part A: Charity shows: Review the grammar and vocabulary items that students have learned earlier in the unit.
1. Tell students that in Part A, they will have to use “because, because of , so,
hope and wish” to complete the letter.
2. Explain the context that Sandy is writing a letter to her friend about the Beijing
Sunshine Secondary School charity show.
3. Read out the letter and pause at the blanks for students to complete.
Part B: Tell students that Part B is a page form Kitty’s diary. She went to the theatre with her parents to see a show and now she is writing about it.
II. Revision of Unit 4
1. Useful expressions
①host, advertise, practise, introduce, donate, poor, camera, introduce, event,
success, fan, loudly, seem, generous, support, local, business, duty, audience, curtain, indoors, attention, like, instead, magic, pass, rise, break(different
transforms of words)
②give out, a bit, in the beginning, because of, pay attention (to), instead of
2. Useful sentence patterns
①Only if you sleep less during the day.
②I felt very happy when the organizers chose me to be the host.
③It was my job to introduce each star.
④Slowly, everything became a little bit easier.
⑤No time to be nervous any more.
⑥I had to speak loudly because of the noise.
⑦Everything seemed to happened so fast and now it is all over.
⑧I’m nervous because I don’t know how to organize a show.
3. Grammar
1) because, because of
2) conjunction so introducing results.
3) hope and wish
hope/wish to do/ hope that…/wish that clause(过去时)
备课后记；
本单元主题为慈善义演这活动，学生通过看演出、电视、新闻报道等多少有些了解。
可以通过这样一些内容导入新课学生容易接受。
备课时，感到在语法教学中，hope这一单词的用法出错率会较高，主要表现在hope sb to do sth 方面；另wish的基本用法学生掌握可能不很到位。
原因和结果状语从句是本单元的另一重点，需提醒学生不要把because和so同时出现在句子中。
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.。
初中英语九年级教案_unit4打印
Unit 4 What would you do?在本单元内我们要完成以下学习任务：1．学习表示与现在事实相反的虚拟语气的结构。
2．学习谈论一些假设的、虚拟的情况。
3．学习使用虚拟语气提出建议。
一、重难点提示1．What would you do if you had a lot of money?如果你有很多钱你将做什么？这是一个与现在事实相反的假设，用的是虚拟语气。
虚拟语气用来表示说话人的愿望、假设、猜测或建议，而不表示客观存在的事实。
虚拟语气通过谓语动词的特殊形式来表示。
在本单元中出现的是虚拟语气中的一种：表示与现在事实相反的一种假设，与if引导的条件状语从句一起使用。
结构：条件状语从句中的谓语动词用过去式（动词be多用were），主句中的动词用would＋动词原形。
e.g. —What would you do if you had a million dollars?—If I had a million dollars, I’d buy a plane and travel around the world.e.g. If I were you, I’d wear a shirt and tie.I’d=I would2．What if everybody else is wearing jeans and T-shirts?what if的用法：（1）如果……怎么办？e.g. What if I don’t know anyone?（2）即使……又有什么关系？e.g. What if he goes angry?3．—What are you like?—I think I’m creative and outgoing.※注意以下几个句子所询问的不同内容：（1）What are you like?(like是介词)询问的是性格（personality）。
（2）What do you like? (like是动词)询问的是爱好(hobby)。
人教版九年级英语Unit4教案
Unit 4 What would you do?备课人：谢桂华教学内容分析：一、教学目标1、语言目标Talking about imaginary situations .(谈论虚构情景)2、知识目标表示现在及将来情况的虚拟条件句所引起的虚拟语气的用法与结构。
3、能力目标根据本单元所学知识，让学生能对与现在事实，过去事实及将来事实相反的事用虚拟条件句表达。
二、重点知识1、重点单词:Medical research tie worry energetic confident permission herself bother annoy fairly plenty listener knowledgable rest shelf cover deep correct burn knee hurt offer refuse helpful基本要求会读会写会用2、重点短语:What if ……., not……in the slightest ,plenty of , get along with….., let……down, come up with , come out , rather than , hide……from , take a long walk , ask one’s permission , right away .基本要求会读会写会用3、重点语法:1）、Grammar : 条件状语从句2）、if 引导的非真实性条件状语从句即基本要求理解其含义，会用虚拟条件句表达不能实现的愿望、假设、怀疑、建议、猜测、可能或纯粹的空想。
课时划分：第一课时：Section A: 1a-1c第二课时：Section A: 2a-4第三课时：Section B: 1a-2c第四课时：Section B: 3a-4第五课时：Self chelf第六课时：ReadingPeriod 1教学目标：Section A 1a---1c语言目标:1.生词和短语: million, medical, research2.重点句子:What would you do if you had a lot of money?能力目标:Enable the students to understand and talk about imaginary situations.教学重点: Talk about imaginary situations, worries/problems.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 pro ject 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 Hope Project.S6: I’d travel around the world.S7: I’d give it to medical research.Ask for more ideas from the students. Write their ideas on the blackboard.buy a beautiful car,travel around the world, give it to the Hope Project, build a school for the poor children, build a library for our school, build a research labShow the following to the students and then ask them to practice in pairs.-What would you do if you had a million dollars?-I would (I’d) ____________.T: Now work in pairs and make dialogues.Sample dialogues:1.– What would you do if you saw someone stealing something?–I’d call the police.2.– What would you do if you lost your bike?–I’d buy a new one.3.– What would you do if you saw a girl crying in the street.–I’d help her find her mother.4.– What would you do if the teacher asked you to sing a song to the class?–I’d say yes. Step III ListeningAsk the students to listen to the recording and compare their answers with those in the recording.T: Next w e’ll hear a conversation about how to spend a million dollars. The recording will be played twice. For the first time, listen to get the order you hear.Play the tape for the first time.T: For the second time, please number the picture in the order you hear them.Play the tape for the second time. Then check the answers.Notes:1.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/ billion people几百/千/百万/十亿人hundreds of trees 上百棵树2. 1.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，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。
人教版九年级英语全册教案Unit4教案
Unit 4 I used to be afraid of the dark.第一课时Section A(1a〜2d)教学设计画画画瓯图置瓯围§自主学习案翻译下列词组和句子。
1.过去常常干某事used_ to_ do sth.2.对... 感兴趣be interested in3.惧怕黑暗be afraid of the dark4.时常from time to time5.如此好的一个主意such a good idea6.取得好的分数get good grades7.你过去常常弹钢琴吗？Did you use to play the piano?8.我过去不喜欢穿红色的衣服。
I didn't use _to like wearing red clothes.§课堂导学案Step 1 准备与热身(Preparation)T: Twenty years ago, I was a student.But now, I'm a teacher.That is to say, I used to be a student.(write the sentence on the bd.)To get them to understand better, show them an old photo of a classmateT: This is •••He was really short then, but now he is so tall.So he used to be really short.Questions：Teacher: Can you tell me what you looked like five years ago?Students：.①I used to have big eyes, but now I have small ones.②I used to like math, but I like English now.Show two different pictures of some famous people.Talk about their differences.Step 2 呈现与输入(Presentation)1.要求学生翻开课本P25迅速阅读1a部分的内容。
人教版英语九年级全册-Unit 4 Section A (1a—2d)教案
Unit 4I used to be afraid of the dark.Section A (1a—2d)一、教学目标1. 熟练掌握下列词汇和短语：humorous, silent, helpful, score, from time to time, used to…2. 掌握并运用下列句型：Did Mario use to be short?Yes, he did. He used to be really short.What’s he like now?He’s tall n ow.Paula used to be really quiet.I know. She was always silent in class.3. 能够听懂关于人们今昔变化的对话，运用used to结构描述自己和同学曾经的性格特点和相貌。
4. 能够准确描述自己或他人在外表、性格、兴趣等方面所发生的变化。
5. 培养学生积极健康的心态，学会谈论事情的发展和变化。
二、教学重点及难点重点：1. 掌握本单元出现的与性格和外貌相关的词汇、短语及目标语言。
2. 学会用used to描述自己或他人的变化。
难点：准确运用used to准确描述自己或他人在外表、性格、兴趣等方面所发生的变化。
三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1 Warming-upFree talkT show some pictures, and ask Ss to describe his/her appearance.T: What is he/she like?Ss: He / She is…【设计意图】利用图片复习描述人物外貌和性格的词汇和句型，温故知新。
Step 2 Pre-listeningWork on 1a1. Fill in the chart with words to describe people2. Look at the pictures and compare the differences.【设计意图】学习有关人物外貌特征和性格的单词和短语，为下面的听力教学做铺垫。
人教版新目标九年级英语Unit4单元教学设计教案
人教版新目标九年级英语Unit4单元教学设计教案教学目标1. 帮助学生掌握本单元的重点词汇和短语。
2. 培养学生听、说、读、写的能力。
3. 帮助学生理解并运用本单元的语法知识。
4. 激发学生研究英语的兴趣和自信心。
教学步骤Step 1: 导入新知- 创设情境，引发学生兴趣，激活已有知识。
- 使用图片、视频等多媒体素材，呈现本单元的话题和内容。
Step 2: 新课讲解- 通过示范和解释，讲解本单元的重点词汇和短语。
- 引导学生正确发音和记忆。
Step 3: 听力训练- 运用听力材料，让学生进行听力练。
- 提供听力策略和技巧，帮助学生提高听力能力。
Step 4: 口语练- 进行口语练活动，通过角色扮演、对话练等形式，让学生运用所学知识进行口语表达。
- 提供相关词汇和句型的情景教学，帮助学生积极参与。
Step 5: 阅读理解- 提供相关阅读材料，让学生进行阅读理解练。
- 引导学生掌握阅读技巧，如浏览、扫读、略读和深度阅读。
Step 6: 写作训练- 引导学生根据所学内容进行写作练。
- 提供写作模板和范文，帮助学生提高写作水平。
Step 7: 语法讲解- 讲解本单元的语法知识，如时态、被动语态等。
- 通过例句和练，加深学生理解和运用。
Step 8: 评价与反馈- 针对学生的表现进行评价，并提供及时反馈。
- 鼓励学生积极参与，帮助他们更好地理解和掌握所学知识。
教学资源- 人教版新目标九年级英语教材- 多媒体设备和教学素材- 相关练和评价材料教学策略- 创设情境，激发学生兴趣。
- 多媒体辅助教学，提供丰富的教学资源。
- 分组合作研究，激发学生参与和合作的热情。
- 情景教学，帮助学生在实际语境中运用所学知识。
教学评价- 针对学生在听、说、读、写等方面的表现进行评价。
- 采用课堂观察、小组讨论、作业评改等方式进行评价。
- 及时反馈学生的优点和需要改进之处。
教学反思与改进- 教师要不断反思，对课堂教学进行总结和改进。
人教版九年级英语下册 Unit 4 Section A(3a-4c)教案
Unit 4 I used to be afraid of the dark 一、教学目标：
知识与技能：
1、学习掌握下列词汇：European, African, British, speech, public, in public
2、进行一步复习巩固学习生词和词组。
3、掌握如何表达过去常常做的事情或状态的used to句型。
4、掌握used to的不同句型用法。
过程与方法：
1、通过并通过不同方式的练习，来熟练运用used to句型的用法。
2、通过归纳法掌握语法重点
情感态度价值观：
让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。
二、教学重点与难点：
1、总结used to 的不同句式。
2、掌握used to句型的用法。
三、教学准备：
1、课件多媒体
板书设计
Unit 4 I used to be afraid of the dark.
第二课时Section A (3a-4c)
1. 否定句
used not
主语+ to do sth.
didn’t use
2. 一般疑问句
Did + 主语+ use + to do…?
答语：Yes, sb did. / No, sb didn’t.
3. 反意疑问句
主句，didn’t + 人称代词？。
九年级英语下册 Unit4精品教学案(共10课时) 牛津译林版
9B Unit4 Great people9B Unit4 Great people参考答案Comic strip & Welcome to the unit一、根据提示，写出正确的单词。
1. astronaut2. stars3. singers.4. invent5. caring for二、用所给词组的正确形式填空。
1.great people2. made popular3. the World Cup4. discovered America5. to care for6. Walking on the moon7. heard of8. in the west Reading(1)一、flight, lisence, joined, pilot, selected, managed, commanded, giant, mankind,heroes, back, alien, Award, citizen二、用所给词的适当形式填空。
1.to walk2.interested skiing3.to become4.better to be safe5.successfully6.flying flight7.engineering8.spinned9.pilots 10.was chosenReading(2)一、用所给词组正确形式填空。
1.stay awy2.Have taken back3.Sending messages to4.tries to5.It is said6.collecting samples7.received an award8.futher study二、同义句转换1.He went to New York at seven2.In his spare time, he built many model planes.3.It is said that Neil was the first man to walk on the moon.4.Our leader gives an important job to me三、翻译句子。
人教版九年级英语Unit4《I used to be afraid of the dark》教案
Unit 4 I used to be afraid of the dark.Section A 1 (1a-1c)教学设计一、教学目标：1. 语言知识目标：1) 能掌握以下单词：tall, short, straight hair, curly hair, ugly, strong, heavy, wear glasses, outgoing, quiet, funny, lazy, hard-working, patient, appearance, personality, muscle, strict, handsome,honest,humorous,bald能掌握以下句型：①—He used to be short. —But he is tall now.②—She used to have straight hair? —But she has curly hair now.③—Did he used to be short? —Yes, he did./No, he didn’t—Used he to wear glasses? —Yes, he did./No, he didn’t.2) 能了解以下语法：—used to be+adj 或used to do 结构的用法以及表示的含义。
3）—used to be+adj 或used to do 结构怎么变成一般疑问句，及其肯定、否定回答。
2. 情感态度价值观目标：学会用used to be+adj 或used to do结构进行信息交流，帮助学生学会珍惜时间，感受父母的不易。
二、教学重难点1. 教学重点：1) 用所学的句型结构问答过去的某人是什么样子的。
2) 掌握本课时出现的新词汇。
2. 教学难点：1) used to be+adj 或used to do 结构变成一般疑问句有两种情况。
2) 此结构中所涉及的时态问题。
三、教学过程Ⅰ. Lead-in1. 通过看图片来进入本课时的主题，讨论一个人从小到大有了怎样的变化。