九年級(jí)英語(yǔ)上冊(cè)u(píng)nit4英文教案

. Teaching Methods(教學(xué)后記)No.14The Second Period. Teaching Aims and Demands(教學(xué)目的和要求)1. Knowledge Objects (1) Key Vocabulary tie (2) Target Language What would you do if you won a million dollars? Id give it to charities. If I were you, Id wear a shirt and tie. If I were you, Id take an umbrella.2. Ability Objects (1)Train students listening skill. (2) Train students communicative competence.3. Moral Object Two heads are better than one. Give some direction to those who are in trouble.Teaching Key Points(教學(xué)重點(diǎn))1Listening Practice2Target language. Teaching Difficult Point(教學(xué)難點(diǎn))Train students ability to use the target language. Teaching Methods(教學(xué)方法)1Listening to cassettes2Pairwork3Teaching by induction. Teaching Aid(教學(xué)工具)1A tape recorder2A picture of a person in a lions cage3A projectorVI. Teaching Procedures(教學(xué)過(guò)程)Step Revision Check 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 2aThis 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 doesnt 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 Toms party.Girl 1:Lucky you! Id love to go to that party !Boy 1: Yeah, well, Im a little nervous. I dont know what to wear.Girl 1: If I were you, Id wear a shirt and tie.Boy 1: What if everybody else is wearing jeans and T-shirts?Girl 1: Oh, you shouldnt worry about what other people are wearing.Boy 1: And I dont have a present. What if everyone brings a present?Girl 1: If I were you, Id take a small presenta 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 dont know anyone?Girl 1: If you dont know anyone, you can talk to Tom. Hell introduce you to people.Boy 1 : I guess I can do that.Girl 1: Look! Youre sure to have fun.But if youre still nervous, you can leave.Step 2bThis 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 Larrys sister says to him.Play the recording again. Students listen and check the things.Check the answers.AnswersChecked items: 1,2,4,5Step 2cThis activity provides oral practice using the target language.Point to the list of Larrys 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.SA: I dont know what to wear.SB: If I were you, Id 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 Grammar 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:Id give it to charities.S3:If I were you, Id wear a shirt and tie.S4:If I were you, Id take an umbrella.Write them on the blackboard.Show a picture of someone in a lions cage on the screen by a projector. Ask studentsquestions pointing to the picture.T: Have you ever been in a lions cage?Ss: No.T: Thats right. None of us has ever been in a lions cage. What would you do if you were in a lions cage? (Write the question on the blackboard.)S1:Id call for help. (Write the sentence on the blackboard.)T: What about you?S1:Id get out fast. (Write the sentence on the blackboard. )Get several more examples from other students.Say, When we talk about things that havent happened, we often use the word would (underline the word would in the question). Apostrophed 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 SummarySay, In this class, weve learned the target language Id give it to charities and If I were you, Id wear a shirt and tie. And weve also done much listening practice using the target language.Step HomeworkSay, If your teacher criticized you, but in fact it isnt your fault, what would you do? Get students to make a list.Step Blackboard Design(板書(shū)設(shè)計(jì))Unit 4 What would you do?Section AThe Second Period Target language: A: What would you do if you won a million dollars? B: Id give it to charities. A: If I were you, Id wear a shirt and tie. B: If I were you, Id take an umbrella. A: What would you do if you were in a lions cage? B: Id call for help. C. Id get out fast. Teaching Methods(教學(xué)后記)No.15The Third Period. Teaching Aims and Demands(教學(xué)目的和要求)1.Knowledge Objects (1) Key Vocabulary pimple, trouble (2) Target Language I cant sleep the night before an exam. Then Im too tired to do well. What should I do? If I were you, Id take a long walk before going to bed. I really want a dog, but my parents wont let me have one. Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish. Thats a good idea.2. Ability Objects (1) Train students reading skills. (2) Train students integrating skills.3. Moral Object Everyone may have some trouble. Dont worry.Teaching Key Points(教學(xué)重點(diǎn))1. Reading2. Target language. Teaching Difficult Point(教學(xué)難點(diǎn))Give advice using the target language. Teaching Methods(教學(xué)方法)1. Reading Practice2. Pairwork. Teaching Aid(教學(xué)工具)The blackboardVI. Teaching Procedures(教學(xué)過(guò)程)Step RevisionCheck homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say Id explain to the teacher and so forth.Step 3aThis 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.SA: Im really shy and I just dont enjoy parties. I dont know what to say or do.Ss: If I were you, Id talk to someone who looks friendly. Then you wont 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 3bThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair of students to read the sample conversation.SA:I cant sleep the night before an exam. Then Im too tired to do well.What should I do?SB: If I were you, Id 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, Id 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 Part 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.SA:I really want a dog, but my parents wont let me have one.SB:Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.SA:Thats 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 SummarySay, In this class, weve done a lot of reading, speaking and writing practice using the target language. Step Homework(1) Review the target language by reading the conversations in Activity 3a.(2)Finish off the exercises on pages 1112 of the workbook.Step Blackboard Design (板書(shū)設(shè)計(jì))Unit 4 What would you do?Section AThe Third PeriodTarget language:A:I cant sleep the night before an exam. Then Im too tired to do well.What should I do?B: If I were you, Id take a long walk before going to bed. That should help you relaxA:I really want a dog, but my parents wont lei me have one.B: Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.A: Thats a good idea. Teaching Methods(教學(xué)后記)No.16The Foruth Period. Teaching Aims and Demands(教學(xué)目的和要求)1. Knowledge Objects (1) Key Vocabulary be strict with, take a test, pass a test, fail a test (2)Target Language I think Peter should be allowed to take the test later. I dont 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 Its good manners to be on time.Teaching Key Points(教學(xué)重點(diǎn))1. Review some key vocabulary words and target language.2. Talk about agreement and disagreement. Teaching Difficult Point(教學(xué)難點(diǎn))Talk about agreement and disagreement. Teaching Methods(教學(xué)方法)1. Review2. Listening3. Groupwork. Teaching Aid(教學(xué)工具)A tape recorderVI. Teaching Procedures(教學(xué)過(guò)程)Step Revision (1)Check the homework. (2) Competition: Write "are allowed to" and "arent 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 arent allowed to do. See which group can think of the most items for each category.Step 1aThis 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, Safter 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 lbThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.SA: Do you ever get to class late? SB: 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 2aThis 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: 1,4TapescriptMan: Whats the matter, Peter?Boy: I think Im going to fail a maths test, Dad.Man: You are? Why?Boy: Well, I missed the bus and I had to walk to school.Man: So?Boy: Im not allowed to get to class late, and there was a big test today.Man: And you werent allowed to take the test?Boy: Thats right. But I know I could pass the test.Man: Well, Peter, the school has to have rules, you know.Boy: I know. But I should be allowed to take the test later. Its not fair.Man: I agree. Maybe you could talk to the teacher after school.Boy: Yeah. Maybe if I explain what happened, shell understand.Step 2bThis 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, Ill 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 2cThis 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.SA:I think Peter should be allowed to take the test later.SB:I dont agree.SC: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 Summary and HomeworkSay, In this class, weve learned to talk about agreement and disagreement. And weve also reviewed adverbs of frequency. Have you ever been late for school? Write a passage to describe what was happening that day.Step Blackboard Design (板書(shū)設(shè)計(jì))Unit 3 Teenagers should be allowed tochoose their own clothes.Section BThe Fourth PeriodTarget language:A: I think Peter should be allowed to take the test later.B: I dont agree.C: I think the school has to have rules. Teaching Methods(教學(xué)后記)No.17The Fifth Period. Teaching Aims and Demands(教學(xué)目的和要求)1.knowledge Objects (1) Key Vocabulary pretty, 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 Objects Sometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Teaching Key Points(教學(xué)重點(diǎn))1. Reading2. Writing3. Key vocabulary. Teaching Difficult Point(教學(xué)難點(diǎn))1. Reading 2. Writing. Teaching Methods(教學(xué)方法)1. Practice method 2. Pairwork. Teaching Aid(教學(xué)工具)A projectorVI. Teaching Procedures(教學(xué)過(guò)程)Step RevisionHold 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 3aThis activity introduces key vocabulary words and provides reading practice using the target language.Show the vocabulary words on page 30 on the screen by a projector.pretty adv. 相當(dāng)；頗；非常social adj. 社會(huì)的；社交的bother v. 打擾；擾亂slight adj. 微不足道的；極不重要的in the slightest 一點(diǎn)兒也；根本fairly adv. 相當(dāng)；完全plenty adj. 很多的；足夠的plenty of 很多的；足夠的get along with 與.相處listener n. 聽(tīng)者；收聽(tīng)者Say the words 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. 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 3bThis 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. If a friend said something bad about you, would youa. talk to the friend right away?b. say nothing?c. think about what he or she said?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 youa. 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 Part 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.SA: H