九年级英语全册 Unit 4 What would you do？The Second Period教案 人教新目标版.doc

Unit 4 What would you do?
The Second Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary：tie
(2) Target Language
What would you do if you won a million dollars?
I'd give it to charities.
If I were you, I'd wear a shirt and tie.
If I were you. I'd 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.
Ⅱ．Teaching Key Points：1．Listening Practice 2．Target language
Ⅲ．Teaching Difficult Point
Train students' ability to use the target language.
Ⅳ．Teaching Methods
1．Listening to cassettes 2．Pair work 3．Teaching by induction
Ⅴ．Teaching Aids
1．A tape recorder
2．A picture of a person in a lion's cage
3．A projector
Ⅵ．Teaching Procedures
Step Ⅰ 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 Ⅱ 2a
This 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 doesn't 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： 2,3,5
Step Ⅲ 2b
This 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 Larry's sister says to him.
Play the recording again. Students listen and check the things.
Check the answers：1,2,4,5
Step Ⅳ 2c
This activity provides oral practice using the target language.
Point to the list of Larry's 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 don't know what to wear.
SB: If I were you, I'd 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 activity
Ask 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 Ⅴ Grammar Focus
Ask different students to read the question and answer and the statements to the class.
S1: What would you do if you won a million dollars?
S2: I'd give it to charities.
S3 :If I were you, I'd wear a shirt and tie.
S4: If I were you, I'd take an umbrella.
Write them on the blackboard.
Show a picture of someone in a lion's cage on the screen by a projector. Ask students questions pointing to the picture.
T: Have you ever been in a lion's cage?
Ss: No.
T: That's right. None of us has ever been in a lion's cage. What would you do if you were in a lion's cage? (Write the question on the blackboard.)
S1: I'd call for help. (Write the sentence on the blackboard.)
T: What about you?
S1: I'd get out fast. (Write the sentence on the blackboard.)
Get several more examples from other students.
Say, When we talk about things that haven't happened, we often use the word would (underline the word would in the question) . Apostrophe'd 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 note
When 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.
Step Ⅵ Summary
Say, In this class, we've learned the target language I'd give it to charities and If I were you, I'd wear a shirt and tie. And we've also done much listening practice using the target language.
Step Ⅶ Homework
Say, If your teacher criticized you, but in fact it isn't your fault, what would you do? Get students to make a list.
Step Ⅷ Blackboard Design
Unit 4 What would you do?
Section A
The Second Period
Target language:
A: What would you do if you won a million dollars?
B: I'd give it to charities.
A: If I were you, I'd wear a shirt and tie.
B: If I were you, I'd take an umbrella.
A: What would you do if you were in a lion's cage?
B: I'd call for help.
C. I'd get out fast.