黑龙江省铁力市第五中学九年级英语全册 Unit 4 What would you do Period 1教案 人教新目标版.doc

Unit 4 What would you do Period 1
Learning objectives (教学目标)

Skill
Focus
Talk about imaginary (interesting /embarrassing) situations.
Talk about worries and advice.
Listen, describe and talk about personalities.
Learn to write in reply.
Learn to deal with new problems or situations using what you know.

Language
Focus

功能句式
Talk about imaginary situations.（P26）
What would you do if…?
If I were you, I’d…
If you were…, you would…
Talk about worries.（P27-28）
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 problems are that…
What do you think I should…?
Talk about personalities.（P29）
What are you like?
I’m creative and outgoing.
How confident you are!

词汇
1. 重点词汇
research, worry, exam, herself, circle, listener, knowledgeable, rest, shelf, cover, deep, downstairs, correct, burn, knee, hurt, offer, refuse, safety, helpful
2. 认读词汇
million, medical, energetic, confident, permission, bother, slight, annoy, fairly, plenty, represent, aid, first-aid, nearby, press, pain, treat, burn, spotty
3. 词组
what if, in public, in the slightest, plenty of, get along with, let … down, come up with, get along with, come out
语法

Subjunctive mood: If I were you, I’d…

Strategy
Focus
1. Matching.
2. Sharing ideas with classmates /teachers.
3. Using what you know.
Culture
Focus
What is the others’ attitude toward money?
How do they deal with worries /problems?
Teaching materials analyzing and rearranging (教材分析和重组)
1. 教材分析
本单元以“What would you do?”为话题, 共设计了四个部分的内容。
Section A
该部分有4个模块：第一模块围绕“What would you do if you had a lot of money? ”这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕“Embarrassing situations（worries /problems）” 进行听力（2a2b）、口语训练（2c）；第三模块继续就上一模块中的“Embarrassing situations ”这一话题展开训练，训练形式为阅读配对（3a）和角色表演（3b）；第四模块仍就“Embarrassing situations”,以小组活动形式展开讨论。
Section B
该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕“A personality survey”继续对“What would you do if…/ I would…”进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕“A personality survey”这一话题展开阅读（3a）和写作（3b）训练；第四模块仍就“A personality survey”这一话题以口语训练形式展开小组活动。
Self Check
该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块以一封E-mail展开阅读和写作训练。
Reading
该部分共设置了5项任务：第一项任务以问题讨论的方式激活学生相关背景知识；第二项任务要求学生通过快速阅读获取信息；第三项任务利用讨论、写作等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生运用所学知识开展实践活动（做一次调查）。
教材重组和课时分配
Period 1 (Section A: 1a, 1b, 1c) New function presenting
Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) Practice
Period 3 (Section B: 1a, 1b, 2a, 2b, 2c) Vocabulary building
Period 4 (Section B: 3a, 3b, 4) Integrating skills
Period 5 (Self Check: 1, 2 & Workbook) Writing
Period 6 (Reading: Section 1—Section 4) Reading comprehension

Teaching procedures and ways (教学过程与方式)

Period One
New function presenting
Language goals (语言目标)
1. Words & expressions: million, medical, research
2. Key sentences: What would you do if you had a lot of money? (P26)
Ability goals (能力目标)
Enable the students to understand and talk about imaginary situations.
Emotion & attitude goals (情感和态度目标)
Enable the students to form positive attitude toward money and be ready to help others deal with problems and worries.
Strategy goals (策略目标)
To understand the targets language by reading pictures.
Culture awareness goals (文化意识目标)
People’s attitude toward money in English countries.
Teaching important (教学重点)
Talk about imaginary situations, worries /problems.
Teaching procedures & ways (教学过程和方式)
Step 1. Revision and Lead-in
Ask one or more students to show their work.
T: In the last unit, you were asked to do a project on a famous person’s childhood and how he /she became successful. Now who’d like to display your project on the classroom wall?
Sample project:
Edison’s childhood
There are many stories about what Edison was like as a child. They all show that from an early age, Edison was curious about the world around him and always tried to teach himself through reading and experiments.
Surprisingly, little “Al”Edison, who was the last of seven children in his family, did not learn to talk until he was almost four years old. Immediately thereafter, he began pleading with every adult he met to explain the workings of just about everything he met. If they said they didn’t know, he would look them straight in the eye with his deeply set and lovely blue-green eyes and ask them: “Why?”
At age 11, Tom’s parents tried to teach him how to use the resources of the local library. This led him to prefer learning through independent self instruction. 
By age 12, Tom had already become an “adult” . He not only talked his parents into letting him go to work selling newspapers, snacks, and candy on the railroad, but also had started an entirely separate business selling fruits and vegetables...
By 14, Tom became totally deaf in his left ear, and approximately 80% deaf in his right ear. He once said that the worst thing about this condition was that he was unable to enjoy the beautiful sounds of singing birds 
One of the most significant events in Tom’s life now occurred when — as a reward for his heroism — the boy’s grateful father taught him how to master the use of Morse code and the telegraph. 
In 1869, when Edison was twenty-two years old, he patented his first invention and advertised that he “would hereafter devote his full time to bringing out his inventions.”
Over the next years, Edison’s progress in creating successful inventions for industry really took off.
Then ask the students to tell what they can learn from Edison.
S: Edison once said, “Genius is 1% inspiration and 99% perspiration.” As for students, we should make no excuse in our learning process and work hard every day to achieve our goals.
T: Edison had a really different childhood from us. He was the greatest inventor in the nineteenth century. Of all his inventions, electric bulb, is one of the most important. But just imagine what the world would be if there is no electric bulb? Today we’re going to learn how to talk about things that haven’t happened.
Step 2. Listing and Speaking
Ask the students to read the picture on Page 26.
T: When we talk about things that haven’t happened, we can use the words I would or I’d. Now look at the picture on Page 26. What can you see in the picture?
S: We can see some people, a school, a zoo, a research lab, a bank.
T: What are the people in the lower part of the picture doing?
S1: Maybe they are thinking about the answers to the question shown in the picture.
S2: The woman is reading a newspaper and they are all thinking of the answers to the question.
T: Pretend you are the people in the picture, what would you do if you had a million dollars?
S3: I’d buy a beautiful car.
(Write: Buy a beautiful car on the blackboard.)
S4: I’d build a research lab.
S5: I’d give it to the Hope Project.
S6: I’d travel around the world.
S7: I’d give it to medical research.
…
Ask for more ideas from the students. Write their ideas on the blackboard.
buy a beautiful car, travel around the world, give it to the Hope Project,
build a school for the poor children, build a library for our school, build a research
lab…
Show the following to the students and then ask them to practise in pairs.
—What would you do if you have a million dollars?
—I would (I’d) ____________.
T: Now work in pairs and make dialogues.

Sample dialogues:
1. — What would you do if you saw someone stealing something?
— I’d call the police.
2. — What would you do if you lost your bike?
— I’d buy a new one.
3. — What would you do if you saw a girl crying in the street?
— I’d help her find her mother.
4. — What would you do if the teacher asked you to sing a song to the class?
— I’d sing a song.
5. — What would you do if you found a wallet in the street?
— I’d give it to the police.
Step 3. Listening
Ask the students to listen to the recording and compare their answers with those in the
recording.
T: Next we’ll hear a conversation about how to spend a million dollars. The recording will be played twice. For the first time, listen to get the order you hear.
Play the tape for the first time.
T: For the second time, please number the pictures in the order you hear them.
Play the tape for the second time. Then check the answers.
Step 4. Homework
1. Ask the students to do more practice as required in 1c on Page 26.
2. Ask the students to prepare for the next period. Think about if you have any worries or problems in daily life.