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九年级英语全册《Unit 4 What would you do Period 1 Section A 1a-2c》教案
lAnalyzing of the teaching material
Teaching material： Section A: 1a-2c
Teaching aims：
a. master the basic vocabulary and phrases.
b. use the new sentence structure to question and answer
Learning task：1)If I had lots of money, I would… 2) Talk about worries and give advice
Aims：through group work, make a survey about the worries of the classmates and give proper advice, and how to deal with the money if we were rich, learn to use the subjunctive mood correctly, improve the ability of communicating
Language skills：listening .speaking .reading and writing
Language points：Talk about imaginary situations, using the subjunctive mood
Vocabulary, phrases and sentences：million, medical, pimple, research, worry, exam, What would you do if …?/ If I were you, I’d … / If you were …, you would …/ You shouldn’t worry about …/I don’t know …/What if …? /What should I do?/ What problems do you have at home/school? /I can’t ... / the problem is that …
l Analyzing of teaching important points and difficult points：
teaching important points：basic vocabulary and phrases and sentences
difficult points：How to tell the imaginary situation from the real condition, and use the subjunctive mood correctly.
l The preparing before classes
CAI for this period
Try to find out what rich people are doing with their money
l The designing of teaching
Teaching procedures instructions and advice
↘Step1 Warm-up/Revision
1.Greetings, and report about what rich people are doing with their money.
2. Talk with students about the following:
1) How was your summer vacation?
2) What interesting things did you do during the vacation?
3) Were you a good girl during the vacation?
4) If you had a long vacation, what would you do?
Help the students to answer: If I were a man, I would wear a T-shirt and a tie…
↘Step2 Presentation/Practice
1. Show more imaginary situations and let the students feel more about the subjunctive mood:
T: If I were on the ship, I would …(a ship bursting into fire)
S1: If I were on the ship, I would jump into the water at once…
T: If I were the baby, I would …(a baby with a big snake )
S1: If I were the baby, I would play with it…
2. Repeat the activity using different situations for the students. to drill in pairs
A: If I were in the desert, I would …(some people walking in the desert)
B: If I were in the desert, I would…
A: If I were in the cage, I would …(some tigers walking in the cage)
B: If I were in the cage, I would…
↘Step3 Lead-in
Show a photo of Bill Gates and ask the students: How much do you know about him? Then let them guess what I would if I were him; (If Bill Gates gave me a million dollars, then I would have a million dollars.) If I had a million dollars, what would I do?
And present: medical research, put it in a bank, give it to charity, project hope, etc.
↘Step4 Work on 1b and 1c
Show the question in 1a，students make list about the things they would do if they had lots of money.
Work on 1b students listen and finish 1b.
Work on 1c
Pretend you are the people in the picture. Talk with your partner about other ways you could spend a million dollars, several pairs of students share their conversations with the class.
↘Step5 Work on 2a and 2b
1. The students will hear their teacher say: Why am I very nervous these days? Because I’m going to CCTV for a party show. If you were me, what would you do/wear/take…? What about my friend Larry? Is he very nervous, too? Why?
2. Work on 2a. Get the students to understand the situation
First and then listen and check.
Work on 2b. Listen again and match the questions with answers.
Listen and imitate.
↘Step6 Role play
Pair work , Larry and his sister,
Larry: I don’t know what to wear?
Sister: If I were you, I would...
Students say their conversations to the class.
↘Step7 Group work then report
Group work. Student A, talk about your own worries. Student B, C, D, gives advice.
A: I’m going to CCTV; I don’t know what to wear.
B: If I were you, I’d wear a dress.
C: If I were you, I’d wear a T-shirt and jeans.
D: If you don’t know what to wear, just ask your parents.
...
↘Step8 Summary
Review and summarize the grammar focus. Ask students to read and know how to use the sentences:
The subjunctive mood: It is used to express thoughts---wishes, suggestions, suppositions or something contrary to facts.
Example 1: He acts as if he _____ drunk. A. is B. were
Situation 1: He is showing a set of zuiquan. Choose B
Situation 2: Now he has drunk 2 bottles of Maotai. Choose A
Example 2: That girl acts as if she____ a boy. A. is B. were
The students will hear their teacher say, “She looks like a boy. She plays basketball better than boys. She is very active…. As a matter of a fact, is that girl a boy or a girl? A girl is a girl after all”. So they’ll know the answer.
Example 3: That boy talks as if he ______ everything in the world. A. knows B. knew
The students will hear their teacher say, “Is it possible the boy knows everything in the world?” So the answer is very obvious.
↘Step9 Exercise
Students will fill in the blanks; it’s about what they’ve learnt in this lesson:
1）If I ______(be) a bird, I ___________(fly) in the blue sky.
2）If I _________(find) a purse, I __________(give) it to the police.
3）If you _______(have) something important, you _________( can go) now.
4）If he ________(have) no time, let’s ask Tom instead.
5）If she ________(come), please tell me.
6）If I ________(be) you, I __________(choose) this one .
The answers are: 1) were, would fly 2) find, will give 3) have, can go 4) has 5) comes 6) were, would choose.
Homework:
Oral work: Listen to the conversations in 1b and 2a and imitate
Written work: 1. copy new words
2. Finish off workbook exercise.
汇报主要是为了检查作业和为下一步作准备。
真实的每日谈话，简单而自然，也提高学生的英语的信息沟通。
所有不可能且有意思的情景和话题更能让学生喜欢。
让他们有了最先的头脑风暴后，再进行下一步的竞猜游戏。
通过这步，可以更自然的呈现新词汇。
通过这步，让学生更熟悉新内容的。还可以很自然有效的过渡到2a.
熟能生巧，模拟和操练对下一步的输出很重要。
有效的输入后，就不必担心他们更好的输出了，该是真实交流的时候了。
必要时，教师可以用中文。
练习和小结对巩固和落实所学内容同样重要。
作业不可以随意布置，应让学生巩固所学的内容，让学生觉得物有所值。
Blackboard Design
million
medical
pimple
research
worry
exam,
Unit4 What would you do?
What would you do if …?
If I were you, I’d …
You shouldn’t worry about …
What should I do?
What problems do you have at home/school?
I can’t ... / the problem is that …
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