资源描述
Unit 1 What would you do
【教学目标】
知识与能力：
（1）Some important words and useful expressions
（2）learn the new grammar
（3）Use them to do exercises
过程与方法：
（1）采用任务型教学法,用What would you do if you had a million dollars?这个问句,引出谈论假想情况的话题。
（2）采用提问、启发和归纳的教法,让学生易于接受教材内容,培养学生的语言运用能力。
情感态度与价值观：
（1）发展学生的听及识记能力,培养学生综合语言运用能力。
（2）通过本节课的学习,激发学生对社会的关注, 增强奉献意识,使学生形成积极的情感态度,主动思维,大胆表述,提高语言实际运用能力
【重点难点】
重点：
Learn words and expressions in Section B.
难点：
Improve the ability of using English.
【教具准备】录音机,图片，多媒体
【教学过程】
Free Talk
“What would do if you had a million dollars?”
Step 1. Revision
1.Check the homework exercises on pages 11~12 of the workbook.
2. Say If I had a day 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. Learn Section B 1a
This activity reviews earlier vocabulary and introduces some new words. Introduce the key vocabulary words on page 4 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. 公众(的);公共(的)
in public 当众;公开的
permission n. 许可;允许;准许
Say the words one by one and have students repeat several times.
Write them on the blackboard.
Read the instructions to the class.
Point to the 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 to think about which word would work best in each blank.
Get students to fill in the blanks on their own. Walk around the room offering help as needed.
Ask different students to read their sentences, filling the blanks. The rest of the class checks their answers.
Correct the answers.
Answers
1. Confident 2.Outgoing 3.Creative 4.Shy 5.Energetic
2. Step 3. 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 pair of students to read it to the class.
SA: What are you like?
SB: I think I'm creative and outgoing.
Say, Practice in pairs. Say the sample conversation first. Then make conversations to tell each other what words in activity 1a describe you.
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.
Step4. 2a Learn some important expressions
1.energetic n. energy
2.confident n. confidence
be confident to do sth
be confident that 从句
have (enough) confidence (in) doing sth.
3. permission v. permit ,permitted ,permitted
permit/allow sb. to do sth.
without permission with one’s permission
ask (for) one’s permission
4.herself :by herself
主格
宾格
形物代
名物代
反身代
I
me
my
mine
myself
we
us
our
ours
ourselves
you
you
your
yours
yourself
you
you
your
yours
yourselves
he
him
his
his
himself
she
her
her
hers
herself
they
them
their
theirs
themselves
5.bother 同义trouble bother sb.
6.not …in the slightest =not … at all = not a bit
区分 not a little = much
7.annoy : adj annoyed
annoy sb. = make sb. annoyed
Be annoyed with sb.
Be annoyed about/at sth.
7.fairly=quite=pretty
8.plenty of =lots of=a lot of
9.get along/on well/badly with …
10.circle : n.. have a small circle of …
v. circle around
11.listen n. listener
good listeners 好的听众
12.know n. knowledge adj. knowledgeable
He is a ______________ man.(同义句)
He is a man with much _____________。
This activity provides listening practice using the target language.
Call students' attention to the chart. Tell them that this is a questionnaire about how confident you are. Explain to students that a questionnaire means a written list of questions to be answered by a number of people.
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.
Say, You are to listen to a conversation between Celia and Bill. Check the questions Celia asks.
Play the recording the first time.
Students only listen.
Play the recording a second time. This time students listen and check the answers Celia asks.
Check the answers.
Answers
Checked questions:
the teacher asked you to give a speech in front of the whole school?
Someone asked you to be in a movie?
Typescript
Girl 1: I just did a personality survey in Teen Time Magazine. It tells you how confident you are.
Boy 1: Oh? How did you do, Celia?
Girl 1: I don't know yet. But it's a really interesting test. You should try it, Bill.
Boy 1: OK.
Girl 1: How about question 1? What would you do if the teacher asked you to give a speech in front of the whole school?
Boy 1: I'd say I had a cold and couldn't speak. I would be afraid to make a speech in front of the whole school.
Girl 1: How about this movie question? What would you do if someone asked you to be in a movie?
Boy 1: Oh, I'd say no. I'd be too nervous. What's the next question?
Girl 1: Let's see …
Step 5. 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.
Say, You are to listen to the same conversation again. This time listen to both the questions and answers. Circle the letter of the correct answers to each question. Play the recording again. Students listen and circle Bill's responses.
Check the answers.
Answers
Both answers should be b.
Step 6. 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.
SA: What would you do if someone asked you to be in a movie?
SB: I'd say yes.
Write it on the blackboard.
Point out the personality survey in Activity 2a. Say, Please work in pairs. Ask and answer the questions in the survey.
Get students to work in pairs. As the pairs work together, move around the classroom offering language and pronunciation support as needed.
Check the answers by asking different pairs to share their conversations with the class.
Step 7. Summary
(Pointing to the blackboard) What have we learned this class?
Ask a student to answer.
【作业设计】
Homework
A. Read and write the useful expressions
B. Get students to make as many conversations as they can use the questions and answers in the personality survey in Activity 2a.
【板书设计】
1.energetic n. energy
2.confident n. confidence
be confident of sth
be confident to do sth
be confident that 从句
have (enough) confidence (in) doing sth.
3. Permission v. permit ,permitted ,permitted
Permit/allow sb. to do sth.
without permission with one’s permission
ask (for) one’s permission
4.herself :by herself
5.bother 同义trouble bother sb.
6.not …in the slightest =not … at all = not a bit
区分 not a little = much
7.annoy : adj annoyed
annoy sb. = make sb. Annoyed
Be annoyed with sb.
Be annoyed about/at sth.
7.fairly=quite=pretty
8.plenty of =lots of=a lot of
9.get along/on well/badly with …
10.circle : n.. have a small circle of …
v. circle around
11.listen n. listener
good listeners 好的听众
12.know n. knowledge adj. knowledgeable
【当堂小测】
本节课所学的单词及短语句子进行听写。
【教学反思】
Most students can grasp the words and phrases very well ,they can use them freely.85% of the students get full marks.
But there are also many students can’t retell the text ,I will give them one day to remember the important sentences, in fact the students’ level isn’t the same, so I give them different homework. Some students must recite the text according to the Chinese meaning, others recite important sentences that they can remember.
I believe they will study English better and better.
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