2019-2020年九年級英語全冊 Unit 4 What would you do（第五課時）Reading教案 人教新目標版.doc

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2019-2020年九年級英語全冊 Unit 4 What would you do（第五課時）Reading教案 人教新目標版 Learning Goals: In this lesson, the students will learn to use Second Conditional to talk about imaginary situations. The teacher should remind the Ss of the right tense structure in the Second Conditional during reading What Would You Do If…? By reading, the Ss can learn how to deal with some accidents and problems better. Lead the Ss to use what they’ve already known to deal with more problems. Teaching and learning steps: Step I. Pre-reading activities 1. Preview Ask the Ss to translate the following Chinese into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks. (1)一本急救書 _________________________________________ (2)在附近的架子上 _________________________________________ (3)在處理青少年問題上有豐富的經驗 _________________________________________ (4)出版 _________________________________________ (5)碰巧，偶然 _________________________________________ (6) 用一塊干凈的布蓋上傷口 _________________________________________ (7)從樓上摔下來 _________________________________________ (8)匆忙給醫(yī)院打電話 _________________________________________ (9) 得到醫(yī)療救助 _________________________________________ (10)使她舒服 _________________________________________ (11)冷的自來水 _________________________________________ (12)覺得有些疼痛 _________________________________________ (13)停止運動 _________________________________________ (14)吸煙的危害 _________________________________________ (15)把藥藏離孩子 _________________________________________ (16)向你的醫(yī)生征求建議 _________________________________________ Ask the Ss to translate the following sentences. --如果你碰巧切傷了你自己，你將會怎么辦？ --你應該用一塊干凈的布蓋住傷口并用力壓它。 ______________________________________________________________________________ ______________________________________________________________________________ （設計說明：本部分詞組和句子為學生的預習作業(yè)，詞組和句子都是本節(jié)課的重要語言知識，該部分預習內容可以幫助學生更有目的性的預習。同時通過檢測學生的預習效果，教師可以更有針對性地教，學生可以更有針對性的學。） 2. Lead in (1)Show some pictures to the Ss and ask the Ss to classify the pictures into two groups: accident, problem. (2)Ask the Ss to try giving definitions for “accident” and “problem”. Then the teacher has a summary: “accident”: happens suddenly and causes injury. “problem”: makes people unhappy, nervous and try to deal with it. (3)Check the Ss if they know how to deal with some accidents or problems in the daily life. Show some pictures of accidents and problems to the students and ask the students to show their opinions. What would you do if you cut yourself by accident? What would you do if someone fell downstairs and couldn’t move? What would you do if someone offered you cigarettes? （設計說明：先用直觀形象的圖片或是視頻幫助學生們直觀形象的感知accident 和problem 的區(qū)別，再讓學生們嘗試給accident 和problem 下定義會容易很多，最后通過引導學生們思考如何處理常見的accident 和problem激發(fā)學生們嘗試解決更多accident 和problem的探究熱情，從而自然導入閱讀 Reading。） Step II. While-reading activities 1. Read the passage fast and silently to find the general idea. Some Ss might know how to deal with the above things. Some might not. Tell the Ss if they want to know how to deal with the above things better, they can read the Reading on P32-33. Ask the Ss to read the reading passage and find out : What would you do if…? What is the reading passage about ? It is about how to deal with ________ and ________. 2. Read the text carefully and silently to find the specific ideas讀取細節(jié) (1)Ask the Ss to read the page about accidents and find out: How many accidents are mentioned? There are ________ accidents. (2) Tell the Ss to read the passage more carefully and find out how to deal with these accidents. Ask the Ss to read and fill in the blanks in the chart. Cut yourself by accident. Cover the cut with ___________ and press it hard. If it’s a _____ cut, you should see a doctor. Someone falls downstairs and doesn’t move. _______________first and then make him or her fortable and stay with him or her. Burn yourself by accident. First find out how bad it is. Then put the burned area under _______________. Injure your knee while running. If you feel some pain, you should ______________ . (3) Then, ask the Ss to read the page about problems and find out: How many problems are mentioned? There are ________ problems. (4) Tell the Ss to read the passage more carefully and find out how to deal with the problems. Ask the Ss to read and fill in the blanks in the chart. A friend offers you cigarettes at a party. You should ______ and talk to your friend about the _______ of smoking. Children often think medicine is candy and eat it. _____ medicine from children. An “Internet friend” wants to meet you. Tell your parents about it, agree to meet _______________ and you shouldn’t go alone. You get pimples when you are nervous. You should drink ___________ and ask your doctor for advice. (設計說明：本部分的內容重在培養(yǎng)學生們概括大意和尋找細節(jié)信息的能力) Step III. Post-reading activities 1. Read and retell (1)Play the tape and ask the Ss to read after the tape and prepare for retelling. (2)Let the Ss use the chart about accidents to retell how to deal with the accidents. e.g. If you cut yourself by accident, you should … If…, you should… (3)Let the Ss use the chart about problems to retell how to deal with those problems. e.g. If a friend offered you cigarettes at a party, you should … If…, you should… (設計說明：本部分的內容重在培養(yǎng)學生們口頭表達的能力，同時通過復述引導學生更好地內化語言知識。) 2. Discussion (1) Ask the Ss to discuss the following questions with a partner, and see if the Ss have some basic life experience. * Why is cold running water helpful to treat a small burn? *Why would it be dangerous to meet an “internet friend” alone? (2) Let the Ss work in groups of four to add more “accidents” and more “problems” and their solutions to Dr. Robinson’s book. And see which group has the most life experience. Question: Problem: Doctor: Advice: （設計說明：學生們所知道的要比他們自己認為的多得多。教師要引導學生們運用他們已經知道的來幫助他們學到更多的東西或者處理問題。） Step IV. Summary：Inquiry into knowledge by translation 1. Play the tape, ask the Ss to read after the tape and see if they have any problems in understanding the text. 2. Ask the Ss to look at the following sentences and try to summarize the language rules and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves. 一、What would you do if you injured your knee while running? _______________________________________________________________________________ 1._________一般指由于意外或事故造成損傷。_________ 可以指肉體上的傷害，也可以指精神上傷害，特指伴有疼痛的肉體上的傷害。 He ______________________ in the accident. 他在那次事故中受了重傷。 He_______________________ when he fell from the ladder. 他從梯子上掉下來時，傷了腿。 2. hurt 作不及物動詞時， 是“________”的意思。 My leg _______________________. 我腿痛。 二、A friend offers you cigarettes at a party. _______________________________________________________________________________ Offer 用作動詞，意為“提供， 為……提供……；給予”；常用短語offer sb. sth. =_________________ 意思是“為某人提供某物”。 I _________________ a glass of wine. 我敬了他一杯酒。 offer to do sth. 主動提出干某事 He offered __________( work) in the country. 他自愿在農村工作。 （設計說明：首先讓學生自己感知發(fā)現(xiàn)語言的規(guī)律，并通過小組討論的形式獲得更為準確的答案，老師要注意適當引導。） Step V. Exercises: the end-of- class test I. Write the right word according to the first given letter or Chinese. 1. Don’t talk loudly in p_______. 2. There are many books on the s_________. 3.Jane and Helen enjoyed ________ （玩得高興）at the party. 4.Everybody should know the d_______(危險) of smoking. 5. His friend offered him cigarettes, but he r________. II. Fill in the blanks with the right forms of the words. 1. Thank you very much. You have been very ________( help). 2. He was badly ___________(injure) in the accident. 3. He didn’t agree with me, so he refused _________(do) with me. 4. Doctor Robert gave the children advice in different __________(situation). 5. You must put the burnt area under cold ________(run) water. III. Translate Chinese into English. 1.我在街上偶然遇到了他。(by accident) _____________________________________________________________________________ 2.他給老板到了一杯茶。(offer) _____________________________________________________________________________ 3.那位年輕的婦女匆忙去照料她的寶寶。(hurry to) _____________________________________________________________________________ （設計意圖：通過檢測學生的學習情況，有助于以學定教。） Step VI. Homework 1. Read the Reading after the tape.( ★ ) 2. Add at least one more “accident” and one more “problem” and their solutions to Dr. Robinson’s book. ( ★ ) 3. Find one accident or problem in the reading that you have experienced and how you have dealt with it. And see if you followed the advice given in the Reading.( ★★ ) 本節(jié)課亮點： 1. 預習部分的詞組和句子都是本節(jié)課的重要語言知識，該部分預習內容可以幫助學生更有目的性的預習。同時通過檢測學生的預習效果，教師可以更有針對性地教，學生可以更有針對性的學。 2.導入部分，先用直觀形象的圖片幫助學生們直觀形象的感知accident 和problem 的區(qū)別，再讓學生們嘗試給accident 和problem 下定義會容易很多，最后通過引導學生們思考如何處理常見的accident 和problem激發(fā)學生們嘗試解決更多accident 和problem的探究熱情，從而自然導入閱讀 Reading。 3. 學生們所知道的要比他們自己認為的多得多。教師要引導學生們運用他們已經知道的來幫助他們學到更多的東西或者處理問題。因此在讀后任務中設計了一個讓學生們比賽看誰能添加更多accidents 和problems的活動。 4. 家庭作業(yè)分層布置，讓學習能力強的同學做更能體現(xiàn)他們高水平的作業(yè)。 使用注意事項： 1．預習內容一定要提前布置給學生，便于學生更有目的性的去預習，提高課上做題速度。 2．非真實條件句在本課中不必再做過多解釋，引領學生們在復述過程中鞏固即可。 Keys: Step I. Pre-reading activities Phrases: (1) a first-aid book (2)on a nearby shelf (3)have a lot of experience dealing with teenagers (4)e out (5)by accident (6)cover the cut with a clean cloth (7)fall downstairs (8) hurry to call the hospital (9)get the medical help (10) make her fortable (11)cold running water (12)feel some pain (13)stop exercising (14)the dangers of smoking (15) hide medicine from children (16) ask your doctor for advice Sentences: -What would you do if you cut yourself by accident? -You should cover the cut with a clean cloth and press it hard. Step II. While-reading activities 1.accidents, problems 2.(2). a clean cloth，deep，Call the hospital，cold running water，stop exercising (4). refuse，dangers，Hide，in a public place，lots of water Step IV. Summary：Inquiry into knowledge by translation 一、 跑步時傷了膝蓋你會怎么辦？1.injure; hurt; was badly injured; hurt his leg 2. 痛; hurt 二、 聚會上一位朋友請你吸煙。 offer sth. to sb.; offered him; to work Step V. Exercises: the end-of- class test I.1. public 2. shelf 3. themselves 4. danger 5. refused II. 1.helpful 2. injured 3.to do 4. situations 5. running III. 1. I met him by accident by accident. 2. He offered the boss a cup of tea. 3.The young woman hurried to look after her baby.