人教版新目标九年级英语Unit4单元集体备课教案
【操作案例】
1.要求学生翻开课本P26，要求学生听第一遍录音，完成2a，2b的听力任务。(1分钟)
2.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
3.听力内容巩固训练。要求学生根据所听到的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(4分钟)
4.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
5.完成教材1c的任务，要求学生利用1a的信息，模仿1c方框中的对话编造自己的对话。并邀请2-3对同学当堂进行演示。(3分钟)
6.小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时纠正。(2分钟)
用括号内所给动词的正确形式填空。
Teacher:What did you look like five years ago?
Students:I used to_______________________.
①be short
②have long hair
③wear glasses
…
3.要求学生听第一遍录音，并完成课本上1b的听力任务。(1分钟)
Step 2完成教材3a-3c的任务
【操作案例】
1.要求学生快速默读短文，熟知大意，并推断每段的大意与3a所给的哪条信息相匹配。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)
2.先邀请几位同学阅读短文(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)
3.短文内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。(4分钟)
1)Tony used tobe(be) thin and short.
2)I used tostudy(study) English by listening to tapes,but I watch English movies now.
环节说明:通过学习1a，使学生对used to结构有所了解；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固对used to结构的认识。
②I used to like math,but I like English now.
…（4分钟）
环节说明: 通过描述自己的外貌激发学生的表达欲望,使学生体验到了掌握知识的个人意义。
Step 2完成教材1a-1c的任务
【操作案例】
1.要求学生翻开课本P25，快速阅读1a部分的内容。并按要求完成课本上相应的任务。(1分钟)
人教版新目标九年级英语Unit4单元集体备课教案
首备人
九年级组
复备人
课型
课时
授课人
授课时间
授课班级
备课组
课题
Unit 4I used to be afraid of the dark.
第一课时Section A(1a~2d)
二次备课
教学目标
【知识目标】
Important words:
humorous,,helpful,score
教学
重难点
be used to do sth.,be used to doing sth.和used to do的用法。
教学方法
导学互学
教学过程
Step 1情景导入
参考案例
Teacher: Twenty years ago,I was a student.But now,I’m a teacher.That is to say,I used to be a student.
2.检查答案，先要求全班一起给出答案并检查讨论。然后要求2-3名同学就“What did you look like five years ago?And what do you look like now？”给出自己的答案，并把收集的答案以“used to…”的形式出示在黑板上。(3分钟)
参考案例
(4)Only a very small number of people make it to the top.
【能力目标】
1.能够在短文中找到并运用关于个人经历的语言结构。
2.对used to结构进行总结和运用。
【情感目标】
让学生勇敢地面对生活,不害怕挑战,充分相信自己,才能实现理想。
教学
重难点
1)Mario hasn’t seen Bobforfour years.
2)Did Mariousedto be short?Yes,he did.
3)Paula used to bequiet,but she isoutgoingnow.
4)And Paula used to play thepiano,but she likessportsnow,like soccer and swimming.
B.The same.
C.But now I’m more interested in sports.
D.Oh,so-so.
E.Don’t you remember me?
F.Did you use to play the violin?
G.You often chat with your friends on the Internet.
4.大声朗读听力材料。(1分钟)
5.放下听力材料，要求学生模仿听力内容，利用2a，2b的信息分角色练习对话练习。然后邀请2-3对同学当堂演示。看哪一对的表现最佳。(5分钟)
6.播放2d的对话录音，让学生跟读，模仿并理解大意。然后让学生分角色朗读并表演2d的对话。(5分钟)
7.对话内容巩固训练。要求学生根据2d的对话内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对对话内容的了解。(4分钟)
二次备课
教学目标
【知识目标】
Important words:
background,interview,Asian,dare,private,guard,require,European,African,British,speech,public
Important phrases:
take up singing,deal with,in front of crowds,get tons of attention,fight on,a number of,read books on European history,African culture,enjoy country music,be alone,give a speech,in public
补全对话。
Lucy: Hi,are you Jack?
Jack:Lucy!How nice to see you!How are you?
Lucy:1.DAnd you?
Jack:2.BLucy,you used to have short hair,didn’t you?
Lucy:Yeah.You used to be short,didn’t you?
___________________________________________
2.What did they use to be like?How have they changed?
___________________________________________
环节说明:通过带着问题去学习对话，从而达到导入新课的目的，同时也可以使学生积极反思自己的学习生活，与以前的生活作比较，科学安排好自己的学习时间。
Write the sentence on the bd.(To get them to understand better,show them an old photo of a classmate)
Teacher:This is…He was really short then,but now he is so tall.So he used to be really short.
Important phrases:
used to,be afraid of,wear glasses,from time to time,such a great idea,get good scores
Important sentences:
(1)Mario,you used to be short,didn’t you?
环节说明:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
教学反思
首备人
九年级组
复备人
课型
课时
授课人
授课时间
授课班级
备课组
课题
Unit 4I used to be afraid of the dark.
第二课时Section A(3a~3c)
1.学会如何描述过去与现在的对比变化;
2.通过交流表达和阅读训练,进一步巩固used to do sth.句型。
教学方法
导学小组合作学习
教学过程
Step 1情景导入
参考案例
你了解一些名人和明星吗？他们一开始就这么有能力吗？他们像你们这么大时会是什么样子呢？(4分钟)
Questions:
1.Do you want to know what some famous man and stars used to be like when they were in your age?
4.完成教材3b的任务，要求学生再次阅读短文内容，完成3b中所给的有关Candy的句子。(5分钟)
5.两人一组，一人是记者，另一人是Candy，相互问答有关Candy的情况，完成3c的任务。（3分钟）
英语九全人教版新目标(新版)Unit4教案(4)231
英语九全人教版新目标（新版）Unit4教案（4）Unit4 I used to be afraid of the darkThe Fourth PeriodI. Teaching Aims and Demands1 Knowledge Objects⑴Key VocabularySpider insect chew gum⑵Target languageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.2 Ability objects⑴Train Ss’ ability to talk about what they used to be/do.3 Moral ObjectPeople surely change. Ss should take good care of their process of their growth. II Teaching Key Points1 Key vocabularyspider insect chew gum2 Target languageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.III Teaching Difficult PointsTalk about what you used to be /do.IV Teaching MethodsPractice methodV Teaching AidsA tape recorderA picture with spiders and a picture with insectsA gumVI Teaching ProceduresStep 1 ReviewCheck the homework. Ask different Ss to report their results of the survey in activity 4 in page 12 and what their grandparents, parents or old friends used to be afraid of when they were children.Step 2 section B 1aThis activity provides new vocabulary words and provides practice with the target language.1Using pictures, teach Ss to practice the words spider and insect.Teach the words gum by holding a gum.And teach the verb chew by chewing the gum.2 Call Ss’ attention to the pictures. Ask: what are they doing in the pictures?S1: The girl is exercising in gym class in picture 1.S2: The girl is painting pictures in picture 2.S3: Students are singing in music class in picture3.S4: A boy is looking at the spiders and other insects in picture 4.2Ask Ss to check the things you like to do when you were a child.3Check the answers by asking different Ss to report his work like this: When I wasa child, I used to like painting p ictures and singing in music class…Step 31bThis activity provides Ss to practice using the target language.1Ask, what other things did you use to like to do when you were younger?Write Ss’ answers on the Bb.2Ask Ss to discuss in pairs.Step 4 2a & 2b &2cThe activity provides Ss listening and writing practice in using the target language.2a 1 Set Ss a time limit of one minute. Ask Ss to look through the sentences in the box. You will hear a conversation about things in the past and now between a boy and a girl. Listen and check the sentences you hear.2 Check the answers.2b 1 Play the recorder again. Ss listen and fill the blanks.2 Listen and repeat some key sentences.2c 1 Pair work. Ask two Ss to read the conversation in 2c. Ss then work in pairs to make their own conversation.Step 5 Summary and HomeworkSay, in this clas s, we’ve learned the new vocabulary words “spider, insect, gum, chew” and the target language I used to do something. Homework for you, Please preview the article in 3a.Teaching postscript:课后思考题【完形填空】完形填空。
人教新目标九年级英语第四单元教案(教学设计)
Talk about what you used to be afraid of and what you are still afraid of using the target language.
Teaching Methods
Teaching and discussion,
Be confident of yourself. Practice more, and you will sure change.
Teaching Key Points
Target language: Are you afraid of the dark? Are you still afraid of the dark?
The structure: used to
Teaching Difficult Points
The structure: used to
Teaching Methods
Listening，pairwork and discussion
Learning methods
Reading, discussion, cooperation
Learning methods
Reading, discussion, cooperation.
Teaching Aids
A project
Teaching Procedures
Teaching notes
Step IRevision
Translate the sentences into English.
Yes/No questions with used to
Statements with used to.
人教新目标九年级英语全册Unit 4(第3课时)教案
设计意图
Step1Revision
Check homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them. Display some better ones in the classroom.
II.3bThis activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class.
Ask and answer.
Give the example.
Work in groups.
培养学生独立阅读能力。
培养学生的合作能力。
通过此活动，让学生对本课内容进一步掌握。。
作业
Ask a few students to tell the class about the other students they have talked to.
教
学
反
思
Show a student's work on the screen by a projector. Help him/her correct any errors.
Step 2 Presentation
I.3aThis activity provides reading and writing practice using the target language.
人教新目标九年级英语全一册Unit4period4教学设计
3.引导学生深入理解文章内容，提高阅读理解能力，尤其是对文章主旨和细节的把握。
4.教会学生将理论知识与实际生活相结合，培养他们的环保行为和习惯。
（三）教学设想
1.创设情境，激发兴趣：通过展示现实生活中的环保案例，引起学生对环保话题的关注，激发他们的学习兴趣。
7.口语练习：与同学进行角色扮演，模拟一次环保主题的演讲或辩论，提高口语表达能力。
作业要求：
1.学生按时完成作业，确保作业质量。
2.家长协助监督，关注学生的作业进度。
3.教师在下次课堂上对作业进行反馈，指导学生改进。
6.反馈评价，促进成长：通过课堂提问、作业批改等方式，了解学生的学习情况，及时给予反馈，帮助学生不断进步。
在教学过程中，教师应关注学生的个体差异，灵活运用多种教学方法，注重培养学生的语言能力、思维品质和学习策略。同时，教师还要关注学生的情感态度和价值观，引导他们形成正确的环保观念，为构建和谐生态环境贡献力量。
3.每个小组汇报讨论成果，其他小组给予评价和建议。
（四）课堂练习
1.教师设计不同类型的练习题，包括词汇填空、句型转换、阅读理解和写作等，以检验学生对课堂所学知识的掌握程度。
2.学生独立完成练习题，教师巡回指导，针对学生的疑问进行解答。
3.教师选取部分练习题进行讲解，强调解题技巧和易错点。
（五）总结归纳
4.培养学生对英语学科的兴趣和热情，激发学生持续学习的动力。
5.培养学生的国际视野，使其了解全球环境问题，关注世界各地的环保举措。
二、学情分析
九年级的学生已经具备了一定的英语基础，掌握了基本的词汇、语法和句型。在此基础上，他们对环保话题有所了解，但可能对环境保护的具体措施和全球环境问题的严重性认识不足。因此，在本节课中，教师应关注以下学情：
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。
人教版新目标九年级英语Unit4单元教案
Keys:1. anymore 2. popular 3. hang out 4.be careful
2. Work on 3c
1.告诉学生们本学习活动的要求：假设你是一名采访者，你伙伴是Candy，你向她询问问题，她来回答。
2. Give Ss and example:
教学反思
河东中学英语组集体备课模板
年级
九年级
课题
Unit 4 I used to be afraid of the dark.
Section A2(3a-3c)
组别
英语组
主备教师
孙仲奎
参备教师
郑海虹
课时
备课组组长
教研组组长
包组领导
教
学
目
标
知识与能力
1)学习掌握下列词汇：background, interview, Asian, deal with, dare, private, guard, require
1)How old is Candy Wang?
2)What was she like?
3)Why did she take up singing?
4)What’s she like now?
Ss try to read and find the answers to these questions.
组别
英语组
主备教师
孙仲奎
参备教师
郑海虹
课时
备课组组长
教研组组长
包组领导
教
学
目
标
知识与能力
1)学习掌握下列词汇：European, African, British, speech, public, in public
新目标九年级Unit 4英文版教案
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 rein forced 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. V ocabularylottery, 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 Methods1. Scene teaching Method2. Teaching by induction3. PairworkⅤ. Teaching AidA tape recorderⅣ. 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.Answers2,1,4,3TapescriptGirl 1: Hey, did you see this newspaper article? A girl won a million dollars in the lottery. She was only 14.Boy 1: Wow, how luck!Girl 1: What would you do if you won the lottery?Boy 1:If I won the lottery, I’d give the money to the 200. I want to help the pandas.Girl 1:That’s a good idea! I know what I’d do. If I won the lottery, I’d buy a big house for my family.Girl 2: Really? I’d put the money in the bank. Then I’d just watch it grow!Boy 2: Hmmmm…I think I’d give the money to medical research. I’d want to help other people. Step 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 ⅦUnit 4 what would you do 教案示例（2）Ⅰ. 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 Points1．Listening Practice2．Target languageⅢ. Teaching Difficult PointTrain students’ ability to use the target language.Ⅳ. Teaching Methods1．Listening to cassettes2．Pairwork3．Teaching by inductionⅤ. Teaching Aids1．A tape recorder2．A picture of a person in a lion’s cage3．A projectorⅥ. 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.AnswersCircle items:2,3,5TapescriptGirl 1：Where are you going, Larry?Boy 1:To Tom’s party.Girl 1:Lucky you! I’d love to go to that party !Boy 1: Yeah, well, I’m a little nervous. I don’t know what to wear.Girl 1: If I were you, I’d wear a shirt and tie.Boy 1: What if everybody else is wearing jeans and T-shirts?Girl 1: Oh, you shouldn’t worry about what other people are wearing.Boy 1: And I don’t have a present. What if everyone brings a present?Girl 1: If I were you, I’d take a small present—a pen or something.Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it.Boy 1：OK. But what if I don’t know anyone?Girl 1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.Boy 1 : I guess I can do that.Girl 1: Look! You’re sure to have fun.But if you’re still nervous, you can leave.Step Ⅲ2bThis activity provides listening practice using the target language.Read the instructions to the class.Point to the list of sentences. Invite a student to read them to the class.Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.Play the recording again. Students listen and check the things.Check the answers.AnswersChecked items: 1,2,4,5Step Ⅳ2cThis activity provides oral practice using the target language.Point to the list of Larry’s worries in the box. Invite a student to read them to the class.Ask students to look back at the list of checked sentences.Read the instructions to the class. Say,Please make conversations using information from Activities 2b and 2c.Ask a pair of students to demonstrate a conversation to the class.S A: I don’t know what to wear.S B: If I were you, I’d wear a shirt and tie.Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.Optional activityAsk students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.Step ⅤGrammar FocusAsk different students to read the question and answer and the statements to theclass.S1:What would you do if you won a million dollars?S2:I’d give it to charities.S3:If I were you, I’d wear a shirt and tie.S4:If I were you, I’d take an umbrella.Write them on the blackboard.Show a picture of someone in a lion’s cage on the screen by a projector. Ask studentsquestions pointing to the picture.T: Have you ever been in a lion’s cage?S s: No.T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)S1:I’d call for help. (Write the sentence on the blackboard.)T: What about you?S1:I’d get out fast. (Write the sentence on the blackboard. )Get several more examples from other students.Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would ( underline the abbreviation ‘d in the answers).Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.Pronunciation noteWhen saying the words would you in phrases such as what would you do…,English speakers often run the words together and pronounce these words as if they were spelled wudjuh.Step ⅥSummarySay, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.Step ⅦHomeworkSay, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.StepⅧUnit 4 what would you do 教案示例（3）Ⅰ. Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabularypimple, 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 Point1. Reading2. Target languageⅢ. Teaching Difficult PointGive advice using the target language.Ⅳ. Teaching Methods1. Reading Practice2. PairworkⅤ. Teaching AidThe blackboardⅥ. 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.Answers1. c2. a3. bStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair of students to read the sample conversation.S A:I can’t sleep the night before an exam. Then I’m too tired to do well.What should I do?S B: If I were you, I’d take a long walk before going to bed. That should help you relax.Say, Please think of different advice for the problems in Activity 3a.Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.Step ⅣPart 4This activity provides writing, listening and speaking practice using the 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.Step ⅦBlackboard Design。
新目标九年级英语Unit 4集体备课教案
新目标九年级英语Unit 4集体备课教案主备人：胡先琴参加人员：金毅胡先琴董小桃审阅人：金毅教学时间：2011.9.26----10.14Unit 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 trainstudents’ 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 t o 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 W aysTeach 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. T eaching TimeSeven periodsThe first period：Section A 1a, 1b, 1c,The second period：2a, 2b, 2c Grammar FocusThe third period：Section A 3a, 3b, 4The fourth period: Section B 1a ,1b ,2a ,2b, 2cThe fifth period：Section B 3a, 3b, 4,The sixth period：Self checkThe seventh period：ReadingThe First PeriodⅠ. T eaching Aims and Demands1.Knowledge Object(1) Key Vocabularylottery, million, medical, research(2) Target LanguageLook. This girl won a million dollars in the lottery.W ow! 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 f orth. However do remember it’s really being cool to realize your dream through great efforts.Ⅱ.T eaching Key Points1. Target language2. The structure: I would/I’d doⅢ. T eaching Difficult PointThe structure: I would/I’d doⅣ. T eaching Methods1. Scene teaching Method2. Teaching by induction3. PairworkⅤ. T eaching AidA tape recorderⅣ. T eaching 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, Y ou 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 picturesin the order they hear them.Check the answers. 2,1,4,3TapescriptGirl 1: Hey, did you see this newspaper article? A girl won a million dollars in the lottery. She was only 14.Boy 1: W ow, how luck!Girl 1: What would you do if you won the lottery?Boy 1:If I won the lottery, I’d give the money to the 200. I want to help the pandas.Girl 1:That’s a good idea! I know what I’d do. If I won the lottery, I’d buy a big house for my family.Girl 2: Really? I’d put the money in the bank. Then I’d just watch it grow!Boy 2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.Step 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.SA :Look! This girl won a million dollars in the lottery.SB: W ow ! What would you do if you won a million dollars?SA: 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 tocome 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 lot tery? 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 ⅦBlackboard DesignUnit 4 What would you do?Section AThe First PeriodTarget language:A: Look. This girl won a million dollars in the lottery.B: W ow! What would you do if you won a million dollars?A: I’d give it to medical research.Unit 4 Period 2Language goals 语言目标1. W ords & 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 s tudents 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。
英语集体备课《Unit 4 What can you do 》教案
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人教版九年级英语全册Unit4SectionA1a2d教学设计
3.培养学生独立思考、自信表达的能力，增强团队合作意识，提高人际沟通能力。
4.激发学生学习英语的兴趣，培养热爱生活、积极向上的态度，为未来的学习和发展奠定基础。
在教学过程中，教师要关注学生的个体差异，充分调动学生的积极性，鼓励他们主动参与课堂活动，提高英语综合运用能力。同时，注重培养学生的情感态度和价值观，使他们在学习英语的过程中，形成良好的品格和价值观。
3.教学步骤：
a.设计填空、选择、改错等练习，让学生在课堂上完成。
b.教师对练习进行讲解，帮助学生纠正错误，巩固知识点。
c.设计口语练习，让学生在实际情境中运用所学词汇和句型。
（五）总结归纳，500字
1.教学活动：对本节课的学习内容进行总结归纳。
2.设计意图：帮助学生巩固所学知识，提高学习效果。
3.教学步骤：
2.学会运用一般现在时和一般过去时描述人物的性格特点及行为变化，提高英语时态运用的准确性。
3.能够理解并运用本章节所学的阅读策略（如：预测、扫描、略读等）进行文章阅读，提高阅读速度和理解能力。
4.通过小组合作，学会倾听他人意见，表达个人观点，提高口语表达和交流能力。
（二）过程与方法
1.通过小组讨论、角色扮演等活动，培养学生合作学习、探究学习的能力。
3.教学步骤：
a.通过例句和情境，讲解词汇和句型的用法，让学生在实际情境中感知语言。
b.引导学生观察一般现在时和一般过去时的区别，并通过练习加以巩固。
c.采用任务型教学法，设计相关任务，让学生在小组内运用所学知识进行交流。
（三）学生小组讨论，500字
1.教学活动：组织学生进行小组讨论，讨论青春期的性格特点和行为变化。