陜西省漢中市佛坪縣初級(jí)中學(xué)九年級(jí)英語(yǔ)全冊(cè) Unit 4 What would you do教案 人教新目標(biāo)版

《陜西省漢中市佛坪縣初級(jí)中學(xué)九年級(jí)英語(yǔ)全冊(cè) Unit 4 What would you do教案 人教新目標(biāo)版》由會(huì)員分享，可在線閱讀，更多相關(guān)《陜西省漢中市佛坪縣初級(jí)中學(xué)九年級(jí)英語(yǔ)全冊(cè) Unit 4 What would you do教案 人教新目標(biāo)版（21頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、……………………………………………………………最新資料推薦………………………………………………… Unit 4 What would you do? 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 4 What would you do? 1/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1．Key Vocabulary lottery, million, medical, research 2. Target Language Look. This girl

2、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. Structure I would/I'd do 過程 方法 According to designing some tasks, train students' listening skill and communicative competence. 情感 態(tài)度 If you won a million dollars,

3、 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. 教學(xué)重點(diǎn) 1．Target language 2．The structure: I would/I'd do 教學(xué)難點(diǎn) The structure: I would/I'd do 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Review the structure “shoul

4、d be allowed to” by asking students to make sentences about school rules. Step 2 Presentation I.1a This 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

5、class. Ask students what they would do if they have a lot of money? 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

6、 but should include a mixture of ideas for helping themselves and others. II.1b This 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. Poin

7、t to the pictures. Ask students to describe them one by one. Play the recording for the first time. Play the recording again. Check the answers. Step3 Consolidation and extension 1c This activity provides oral practice using the target language. Read the instructions to the class. Ca

8、ll 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. Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed. After studen

9、ts have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations. Step4 Summary Make sentences. Read the sentences. Add more ideas to the list. Then share your answers with other students.

10、 Look and say in groups. Students only listen. Students listen and number the pictures in the order they hear them. Read in pairs. Pretend they are the people in the picture. Talk with their partner about what they would do if they won a million dollars.

11、 復(fù)習(xí)。 復(fù)習(xí)詞匯，為聽力做準(zhǔn)備。 。 從說到聽，逐步遞進(jìn), 訓(xùn)練聽力。 將知識(shí)結(jié)構(gòu)由實(shí)際生活中的常見實(shí)例展現(xiàn)出來(lái)，引起學(xué)生興趣，便于更好應(yīng)用。 板 書 設(shè) 計(jì) Unit 4 What would you do? Section A The First Period Target language: A: Look. This girl

12、 won a million dollars in the lottery. B: Wow! What would you do if you won a million dollars? A: I'd give it to medical research. 教 學(xué) 反 思 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 4 What would you do? 2/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1. Key Vocabu

13、lary tie 2. Target Language What 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. 過程 方法 According to designing some tasks, train students' listening skill and communicative competence. 情感 態(tài)度

14、 Two heads are better than one. Give some direction to those who are in trouble. 教學(xué)重點(diǎn) 1．Listening Practice 2．Target language 教學(xué)難點(diǎn) Train students' ability to use the target language. 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Invite a student to come to the front of the class and ask if you had 10

15、0, 000 yuan, what would you buy? Students take turns answering his/her question. Step 2 Presentation I. 2a This activity provides practice understanding the target language in spoken conversation. Focus attention on the picture. Ask students to describe it. Point to the list of reasons. Invit

16、e a student to read them to the class. Play the recording the first time. Play the recording a second time. Check the answers. II. 2b This activity provides listening practice using the target language. Read the instructions to the class. Point to the list of sentences. Invite a student

17、 to read them to the class. Play the recording again. Check the answers. Step3 Consolidation and extension I.2c This 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

18、 back at the list of checked sentences. Read the instructions to the class. Ask students to make conversations using information from Activities 2b and 2c. Ask a pair of students to demonstrate a conversation to the class. After all the students have a chance to play both parts, stop the activi

19、ty. 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 pieces of advice they would give the other s

20、tudent. Ask a student to read his/her advice to the class. The rest guess the problem. II. Grammar Focus Ask different students to read the question and answer and the statements to the class. Write them on the blackboard. Show a picture of someone in a lion's cage on the screen by a projector.

21、Ask students questions using the target language . Get several more examples from other students. Explain the using of word “would” and “were”. Step4 Summary Students talk about how to spend a large amount of money. Look at the picture and say . Read the sentences. Read the wo

22、rds. Students only listen. students listen and circle the reasons. Read the sentences. Students listen and check the things. Read the sentences. Look back at the list of checked sentences. Make sentences in pairs. Read

23、 the sentences. Answer the questions about the picture. Make notes if needed. 通過復(fù)習(xí)，使學(xué)生對(duì)上節(jié)課所學(xué)知識(shí)進(jìn)行溫習(xí)。 為聽力做鋪墊。 檢測(cè)學(xué)生的聽力水平。 同2a 進(jìn)行口語(yǔ)訓(xùn)練，把知識(shí)轉(zhuǎn)化為自己生活中的用語(yǔ)。并對(duì)2a

24、和2b的知識(shí)進(jìn)行復(fù)習(xí)。 讓學(xué)生用本課知識(shí)解決實(shí)際生活的實(shí)際問題。 對(duì)知識(shí)進(jìn)行整理，設(shè)計(jì)一幅圖片，檢測(cè)學(xué)生對(duì)語(yǔ)言結(jié)構(gòu)的實(shí)際運(yùn)用。 板 書 設(shè) 計(jì) Unit 4 What would you do? Section A The Second Period Target language: A: What would you do if you won a million dollars? B: I'd give it to charities. A: If I

25、were you, I'd wear a shirt and tie. B: If I were you, I'd take an umbrella. A: What would you do if you were in a lion's cage? B: I'd call for help. C. I'd get out fast. 教 學(xué) 反 思 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 4 What would you do? 3/6 教學(xué)媒體 A tape recorder

26、, CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1. Key Vocabulary pimple, trouble 2. Target Language 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. 過程 方法 According to designing some tasks ， train students' reading skills and integrating skills. 情感

27、態(tài)度 Everyone may have some trouble. Don't worry. 教學(xué)重點(diǎn) Target language 教學(xué)難點(diǎn) Give advice using the target language. 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Get students to talk about what they would do if a teacher criticized them. Step 2 Presentation I.3a This activity provides reading pract

28、ice 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 piec

29、e of advice to the class. Ask students to 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.

30、 II. 3b This activity provides oral practice using the target language. Read the instructions to the class. Invite a pair of students to read the sample conversation. Ask students to think of different advice for the problems in Activity 3a. Collect suggestions from students. For example, for th

31、e 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

32、parts, stop the activity. Get several pairs of students to say their conversations. Step3 Consolidation and extension Part 4 This activity provides writing, listening and speaking practice using the target language. Read the instructions to the class. Get a pair of students to say the sample co

33、nversation to the class. Point out the sample answers in the chart. Say, What problems do you have at home? At school? 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 i

34、n the chart. Check the answers by asking different pairs of students to say their conversations to the class. Optional activity Ask, 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 qu

35、estion and see how many new answers the other is able to think of. Step4 Summary Have a discussion. Read the sentences. Read . Work in pairs. Work individually to complete the activity on their own. Read the conversation in pairs. Think by ones

36、elf. Work in pairs to make new conversation. Read the conversation. Make a list in the chart. Then ask their classmates for advice and write their advice in the chart too. Work in pairs. 對(duì)上節(jié)課所學(xué)知識(shí)進(jìn)行復(fù)習(xí)。 培養(yǎng)學(xué)生獨(dú)立分析能力。

37、 培養(yǎng)學(xué)生的解決問題能力。 創(chuàng)設(shè)一個(gè)實(shí)際情境，激起學(xué)生興趣，對(duì)本課知識(shí)進(jìn)一步掌握。 板 書 設(shè) 計(jì) Unit 4 What would you do? Section A The Third Period Some good advice: ...... 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 4 What would you do? 4/6 教學(xué)媒體

38、 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1. Key Vocabulary energetic, confident, public, in public, permission 2. Target Language What would you do if someone asked you to be in a movie? I'd say yes. 過程 方法 According to designing some tasks to train students' ability to identify

39、words in context and listening skill. 情感 態(tài)度 Enable students to realize that confidence is a good personality. 教學(xué)重點(diǎn) 1．Key Vocabulary 2．Target Language 教學(xué)難點(diǎn) 1．Listening practice using the target language. 2．Use the target language. 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Say, If I had a day

40、off today, what would I do? Encourage students to give advice using sentences beginning with if I were you, I'd … or you should … See how many pieces of advice students are able to think of. Step 2 Presentation I.1a This activity reviews earlier vocabulary and introduces some new words. Introduc

41、e the key vocabulary words on page 29 by showing them on the screen by a projector. energetic adj. 有活力的；精力充沛的 confident adj. 自信的；有把握的 public n. & adj. 公眾(的)；公共(的) in public 當(dāng)眾；公開的 Read the words one by one and have students repeat several times. Read the instructions to the class. Point to t

42、he five words above the box. Invite a student to read them to the class. Ask students to tell what each word means. For example, for the word outgoing, a student might say, outgoing means friendly. Focus attention on the five numbered sentences in the box. Point out the sample answer. Ask students

43、to think about which word would work best in each blank. Walk around the room offering help as needed. Correct the answers. II.1b This activity provides oral practice using the target language. Read the instructions to the class. Call students' attention to the sample conversation. Invite a pa

44、ir of students to read it to the class. Have students practice in pairs. As they work, walk around the classroom checking progress and offering language support as needed. Have a few pairs of students to share their conversations with the class. III.2a This activity provides listening practice

45、using the target language. Call students' attention to the chart. Point to the list of questions underneath the headline “What would you do…” Ask different students to read them to the class. Correct any pronunciation and intonation errors. Play the recording the first time. Play the recording a

46、second time. Check the answers. IV.2b This activity provides listening practice using the target language. Point to the list of answers underneath the headline “I would …” Ask different students to read them to the class. Play the recording again. Check the answers. Step3 Consolidation an

47、d extension 2c This activity provides oral practice using the target language. Point to the sample conversation in the box. Invite a pair of students to read it to the class. Point out the personality survey in Activity 2a. Get students to work in pairs. As the pairs work together, move around

48、the classroom offering language and pronunciation support as needed. Check the answers by asking different pairs to share their conversations with the class. Step4 Summary Have a discussion and make sentences. Repeat the words.

49、 . Practice in pairs Make conversations to tell each other what words in 1a to describe himself/herself. Read . Only listen. Listen and check the answers Celia asks. Listen and circle Bill's responses. Read in pairs.

50、 Work in pairs. Ask and answer the questions in the survey. 對(duì)上節(jié)課重點(diǎn)語(yǔ)言結(jié)構(gòu)進(jìn)行復(fù)習(xí)。 為學(xué)生完成1a練習(xí)做準(zhǔn)備。 訓(xùn)練由認(rèn)知詞匯到使用的能力。

51、 把自己的具體 情況用本節(jié)重點(diǎn)句型練習(xí)，激發(fā)興趣、加深記憶。 板 書 設(shè) 計(jì) Unit 4 What would you do? Section B The Fourth Period 1．Key vocabulary: energetic confident public in public 2．Target language: A: What would you do if someone asked you to be in a movie? B: I'd say yes. 教 學(xué) 反 思

52、 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 4 What would you do? 5/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1. Key Vocabulary pretty, social, in the slightest, fairly, get along with, let … down, come up with 2. Read the e-mail from Fran, and write a reply.

53、 過程 方法 According to designing some tasks to train students' ability of reading comprehension and writing. 情感 態(tài)度 Sometimes you might annoy people because you are so confident. In fact, being a good listener is an art. The reason why you are shy may be that you are afraid of being laughed at. E

54、ncourage students to be confident. 教學(xué)重點(diǎn) 1．Reading 2．Writing 教學(xué)難點(diǎn) 1．Reading 2．Writing 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Hold 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 yo

55、ur 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 2 Presentation I. 3a This activity introduces key vocabulary words and provides reading practice using the t

56、arget language. Read the words which in this lesson one by one and have students repeat them several times. Call students' attention to the personality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Read the Activity 3a inst

57、ructions 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. II.3b This activity provides reading and writing practice using the tar

58、get language. Read the instructions to the class. Ask students to write their own personality survey. 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. invit

59、e him/her to dinner and explain? Get students to work individually. As they work, move around the room checking their works and offering language support. Step3 Consolidation and extension I. Part 1 This activity provides a comprehensive review of vocabulary presented in the unit. Focus atte

60、ntion on the box. Invite a student to read the vocabulary words at the top. Ask students to fill in the blanks on their own. Check the answers. II.Part 2 This activity provides reading and writing practice using the target language. Read the instructions to the class. Teach students to practi

61、ce 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 e-mail 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. G

62、et students to write a reply on their own.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. Step4 Summary Answer the questions. Repeat the words after

63、 teacher. Read the paragraphs Reread the personality survey results again and decide which letter goes in each paragraph. Work in groups. Work individually. Fill in the blanks on their own. Read and write.

64、 對(duì)本單元的重點(diǎn)句型繼續(xù)復(fù)習(xí)。 為本節(jié)課掃清詞匯障礙。 此活動(dòng)對(duì)提高學(xué)生的學(xué)習(xí)興趣會(huì)有很大鼓動(dòng)。 對(duì)學(xué)生的情感進(jìn)行正確培養(yǎng)。 學(xué)生獨(dú)立寫作，教師給予協(xié)作，既培養(yǎng)學(xué)生獨(dú)立寫作能力，教師又能及時(shí)發(fā)現(xiàn)問題。 板 書 設(shè) 計(jì) Unit 4 What wou

65、ld you do? The Fifth Period An example to Activity 3b: If a friend misunderstood you, would you… a. tell him/her it's a misunderstanding at once? b. want to explain to him/her, but have no courage? c. invite him/ her to dinner and explain? 教 學(xué) 反 思 學(xué)科 E

66、nglish 課型 fresh 年級(jí) 9 課題 Unit 4 What would you do? 6/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 Key Vocabulary downstairs correct burn offer 過程 方法 According to designing some tasks to train students' ability of reading comprehension. 情感 態(tài)度 教學(xué)重點(diǎn) Reading 教學(xué)難點(diǎn) Reading ` 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Have a dictation about this class. Step 2 Presentation I. section 1 This activity encourages students to consider the differences between