新目标英语九年级Unit4What would you do 1st period 教学设计.docx

1、新目标英语九年级Unit4What would you do 1st period 教学设计新目标英语九年级Unit4：What would you do 1st period 教学设计新目标英语九年级Unit4：What would you do? 1st period 教学设计（The 1st period Section A 1a-Section A 2b）Time: The third period of October,13th,2005.(Thursday) Place: Class 4 Grade 9. Number of students: 48I. Teaching aims

2、 and teaching demands: 通过大量听说训练和交际教学,突破语法难点, 形成学生自我评价 In this unit:1)Students learn to report what someone said. 2)Students learn to write a report card and report their grades to others.一、教学目标language goal: 1 通过本单元的学习学会谈论一些假设的、虚幻的情况； 2 通过本单元的学习达到如何使用虚拟句提出建议的目标； 3 学会表示与现在的情况相反的虚拟语气的结构； 4 学会用虚拟语气表述自己

3、的还没有实现的愿望。II. Teaching key and difficult points: A. Vocabulary million、pimple、energetic、confident、shirt、tie、medical、researchB. Target language What would you do if you won a million dollars ？ Id give it to medical research . I cant sleep the night before an exam .What should I do ？ If I were you , I

4、d take a long walk before going to bed .C. Structures Reported speech Simple past tense Can for abilityIII. Teaching methods: Audio-video lingual methods IV. Teaching aids: Powerpoint; flash;Survey forms. V.Learning Strategies: 1.Listening for key words. 2.Self-evaluatingVI.Teaching Procedures(Main

5、Steps) Unit4 What would you do ？ 二、教学向导 1、语言功能 谈论一些假设的、虚幻的情况 2、语言目标 3、语言结构 使用should 为他人提供建议 4、重点词汇 5、学习策略与思维技巧 在学习中积极思考 根据情景现象，进行发散思维训练 6、多元智能 想象能力 逻辑表述三、主题词表 lottery、million、get along with、letdown、come up with、 trouble、energetic、confident、in public、social.四、教学步骤Section ALeading inT:I always had dre

6、ams，last night I had a dream again .In my dream ,I got one million dollars. Now, in my life, if I had one million dollars, I would travel all over the world. All the class , please tell me : What would you do if you had one million dollars? S1:If I had one million dollars, I would have a car , a tal

7、l building and a beautiful garden. T: (to S2 )What about you ? S2: If I had one million dollars, I would T: ( to S3 )What about you ? S3: If I had one million dollars, I would T:( to S4 ) And you ? S4: If I had one million dollars, I would Then get many students to talk about the question. T: If you

8、 were in a lions cage , what would you do ? S1: If I was in a lions cage ,I would call for help. Get many students to answer the question . Say : When we talk about things that havent happened , we can use the words I would or IdActivity 1a Read the instructions Ask students to read the example . As

9、k a few students to share their ideas with the class. Ask students to complete the task . Write a number of students answer on the board .Activity 1b Read the instructions Point to the pictures one by one . Point out the sample answer. Play the recording the first time . students only listen . Play

10、the recording again. Ask the students to write in their answers . Then check the answers. Order: 2 1 4 3Activity 1c Read the instructions to the class. Point out the example in the box. Get the students to do the pairwork , as they talk, offer some language support as needed. Ask several pairs of st

11、udents to say their conversations to the class.Activity 2a Ask the students to listen to the dialogue about Larrys worries . Play the recording for the first time . T: Listen again and circle the answer in the box . Play the recording for the second time . Then check the answer . T: After listening

12、, we know that Larry gad a lot of worries before going to Toms party . If I were Larry , I would bring a flower as a present . What would you do ? Now make dialogue using the patters. Show the following on the screen . What would you do if you were Larry? If I were Larry , Id Get several pairs of st

13、udents to show the dialogue.Activity 2b Read the instructions and point to the list of sentences inactivity 2b Play the tape again. Ask the students to fill in their answers. Then check the answers . Answers: 1 2 4 5Activity 2c Point to the box about Larrys worries .Ask one student to read it to the

14、 class Read the instructions . Ask Ss to work in pairs . Ask one or two pairs to say their conversations to the class. GRAMMAR FORCUS Review the grammar box . Ask a student to read the sentence to the class . Ask a student to write the question and answer the question on the board . Ask students to

15、write the two sentences If I were you on the board. Circle the word were in the two sentences . When you tell someone what you would do , you use the expression if I were you , not if I was you.Activity3a Read the instructions . Then point to the blank line in each item in the first column and say ,

16、 You can write the letter of the correct advice from the second column here . Ask different students to read the problems and pieces of advice to the class . Ask the students to complete the activity on their own.Activity 3b Read the instructions . Ask students to work with partner as they talk abou

17、t their problems and give each other advice . Ask several pairs of students to say their conversations to the class.4 Read the instructions to the class. Help the students form groups of four or five. Ask the groups to ask each other their list of questions and listen to the answer.Section B 1a Read

18、 the instructions to the class. Point to the words in the box . Read the sentences to the class saying blank in place of the blank lines. Ask students to fill in the blanks on their own. Then check the answers. Answers: 1. confident 2. outgoing 3. creative 4. shy 5. energetic1b Read the instructions

19、. Point out the example in the box . Ask several pairs of students to say their conversations to the class.2a Point to the chart and tell students that it is a quiz from a teen magazine. Read the instructions and point to the four questions . Play the recording . Play the recording again . Then chec

20、k the answers .2b Read the instructions and point to the list of questions and answers in activity 2a . Read the questions or ask students to do it. Play the recording again . Then check the answers.2c Read the instructions for the activity . Point to the sample conversation in the box. Point to the

21、 personality survey in activity 2b. Then have students work in pairs. Ask several pairs to say their conversations to the class.3a Call attention to the three paragraphs under the heading Personality Survey Results. Next point to the questions and answers on the survey in activity 2a. Read the activ

22、ity 3a instructions to the class again. Ask students to finish on their own. Then check their answers . Answers 1. c 2 . a 3 . b3b Read the instructions . Read the example to the class . Say , Now write your own personality survey . You can use the one in activity 2b as a sample. Write as many as yo

23、u can. Read the instructions to the class. Help the sample conversation in the box. Ask a pair of students to read it to the class. When the groups finish asking questions and talking point out the sample conversations in the box again. Call on students in several of the groups. Self Check Section1

24、Ask students to fill in the blanks on their own . Then check the answers. Ask students to make their sentences with the words , preferably sentences that Are meaningful/ Answers: 1. tired 2. nervous 3. friendly 4 . terrible 5 . shy 2. Read the instructions top the class. Ask a pair of students to mo

25、del the sample e-mail Ask students to complete the work on their own. Review the task.Reading: 1a Draw a picture of a sad face on the board. Ask students what things in their lives make them sad. Write up examples they give which could be classified as accidents on the left , and examples of problem

26、s on the right . Divide the class into groups . Share each groups ideas and compare the results.Section 2 Ask students to look at the artwork and the cartoon , and then draw on their Knowledge to say what this reading is . Answer: Two pages from a book giving advice about accidents and problems Ask

27、students to notice the format . Ask half of the class to be Question, and the other half of the class to be the Doctors answer. Read Page 18 aloud together . Students change roles for Page 45, and read aloud the Problems and Advice . Ask students to repeat the reading aloud in pairs, changing over f

28、or each page.Section 3 3a Ask students to pool the knowledge they have to answer the two questions . Discuss the answers.3b Ask students to go through the accidents mentioned in the reading , and discuss how serious each one is.3c Ask each students to answer the question and check , or not check the

29、 box . Have a class discussion to see how many students share the same experience , And followed the advice given in the book.Section4 Go for it! Ask students to write one more accident Question and Doctors answer, and one more Problem and Advice using the same language style as in the reading . Tak

30、e the examples of each student and write them up on a computer if available. Point out the new pages for Dr. Robinsons book, and display them on the classroom wall. Teaching stepsThe third period: ( From Section B 1a to Section B 4 ) Steps Teachers activities Students activities Step1(5)Warming up 1

31、,Show the students two movie clips of Mickey Mouse; Donald Duck and Snoopy. Ask them to remember the lines.2.Ask some students: Q:What did Mickey Mouse/Donald Duck/Snoopy say in the movie?1. Students watch the movies and try to remember the lines.2. Individual student try to speak from memory.A: In

32、the movie,Mickey Mouse/Donald Duck/Snoopy said. Step 2(5)Lead-in 1. Show a photo of himself and make a brief introduction .T:This is a photo of me.Im hard working;Im good at speaking.Im lazy sometimes.In English Im better at reading than listening.I can do better in math.2.Ask the Ss “What did I say?” 1Listen to the teacher carefully.2.Look at the screen and report what Mr Chen said quickly. “Mr Chen said he was hard working;He was good at speaking;He was lazy sometimes.In English He was better at reading than listening and he could do better in math.”