新疆生产建设兵团第五师八十六团第一中学九年级英语全册 Unit 4 What would you do第二课时教学设计 人教新目标版.doc

Unit 4 What would you do设计要素设计内容教学内容分析1、 1、Learn to use subjunctive mood and master the structure .2、 Learn to use imaginary situations and improve own confident personality.教学目标知识与技能1. Key Vocabularytie2. Target LanguageWhat 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.过程与方法According to designing some tasks, train students listening skill and communicative competence.情感态度价值观Two heads are better than one. Give some direction to those who are in trouble.学情分析In the first period, students have known the structure of subjunctive mood .It is the ground of listening and pair work.教学分析教学重点1Listening Practice2Target language教学难点难点Train students ability to use the target language.解决办法Listening , pair work 教学资源A tape recorder , CAI板书设计Unit 4 What would you do?Section AThe Second PeriodTarget 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.教学过程设计（第 2 课时）教学环节教师活动学生活动教学媒体预期效果Step 1 RevisionStep 2 PresentationStep3 Consolidation and extension Step4 SummaryStep 5 ExercisesStep 6 HomeworkInvite 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.I. 2aThis 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. Invite a student to read them to the class.Play the recording the first time. Play the recording a second time. Check the answers.II. 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.Play the recording again. Check the answers.I.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. 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 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.II. Grammar FocusAsk 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 lions cage on the screen by a projector. Ask students questions using the target language .Get several more examples from other students.Explain the using of word “would” and “were”.1.A: What are you doing this evening? B: Im not sure. If there_ (not be) anything good on TV, I think I _ (read) a detective story. Or maybe I_(go) to bed early.2.A: What time will Kate be home? B: If I _(know) I _(tell) you. But unfortunately, she didnt say anything about it.1. Do workbook2. Make new conversationsStudents talk about how to spend a large amount of money.Look at the picture and say .Read the sentences.Read the words.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 the sentences.Answer the questions about the picture.Make notes if needed.通过复习，使学生对上节课所学知识进行温习。为听力做铺垫。检测学生的听力水平。同2a 进行口语训练，把知识转化为自己生活中的用语。并对2a和2b的知识进行复习。让学生用本课知识解决实际生活的实际问题。对知识进行整理，设计一幅图片，检测学生对语言结构的实际运用。教学设计评价