新目標英語九年級全冊教案Unit 4 What would you do?(新目標版九年級英語上冊教案教學設計)

新課程標準感知

知識要點 本單元用虛擬句談論一些假設的情況

本單元要點如下

1． 學會談論一些假設的、虛幻的情況；

2． 達到如何使用虛擬句提出建議的目標；

3． 學會表示與現在的情況相反的虛擬語氣的結構；

4． 學會用虛擬語氣表述自己的還沒有實現的願望

一.重點詞彙

million、pimple、energetic、confident、shirt、tie、medical、research lottery、million、

trouble、energetic、confident、in public、social

二.重點短語

1. won the lottery 贏得抽獎 2. in public 公共的、公衆的

2. in the slightest 一點也；根本 4. plenty of 很多的、足夠的

get along with 與…相處 6. let …down 使…失望、沮喪

7. come up with 提出、想出（問題） 8. medical research 醫學研究

9. what if 如果…怎麼辦 10. be late for 遲到…

11. be nervous 緊張的 12. get nervous （變得）緊張的

13. take a long walk 散步 14. ask one’s permission 徵求某人的許可

15. without permission 沒得到許可 16. introduce oneself 自我介紹

17. rather than 而不是 18. a circle of good friends 朋友圈子

三.交際用語

1. If I were you , I’d wear a shirt and tie. 如果我是你，我就會穿襯衫打領帶。

2. If I were you , I’d take an umbrella. 如果我是你，我就帶把傘。

3. What would you do if you won a million dollars ? 如果你賺了一百萬美元，你會做什麼？

4. What if I don’t know anyone ? 如果我一個人也不認識怎麼辦？

5. You should eat lots of fruits and vegetable and drink lots of water.你應該吃大量水果、蔬菜，大量喝水。

6. What are you like ? I think I’m outgoing. 你的性格如何？我想我很外向。

四.語法聚焦

What would you do if you won a million dollars ？

I’d give it to medical research .

I can’t sleep the night before an exam should I do ？

If I were you , I’d take a long walk before going to bed .

第一課時

Section A

Step 1 Free Talk

Talk about good habits of the students. Say, “ Wd all have some good habits. Can you tell the other students what good habits you have.” For example, getting up early, reading, helping others, not wasting money, etc.

When they talk, write some on the blackboard. Get the students to think about if they don’t hav have these good habits what will happen.

Step2 Talking and writing

Say, “Please imagine, what would you do if you had a lot of money?” The students discuss with the partners. Then get them to write some other situations in the list and share the answers. Point out: The sentences here are imaginary situations. They may not come true, just imaginary. So we often use the past tense and “would ” to express this kind of situation.

Step 3 Listening and talking

1b. First talk about some information in the picture. Say, “ We are going to listen to a conversation about their ideas about how to spend a million dollars.”

Students listen to the tape and number the pictures.

Then help the students practice the similar dialogue simply in 1c.

Step 4 Listening

First ask “ What would you do if you went to a party? What would you wear? What would you bring? What would you feel if you don’t know anyone at the party?”

After talking about the questions, come up with the question in 2a “ Why is Larry nervous?” Then listen.

2b. Listen again. Check the four things Larry’s sister says to him. Then check the students’ answers.

Step 5 Pairwork

According to the listening Text above, get the students to practice the conversation by looking at the instruction in 2c.

Ask some pairs to act out their own dialogues.

第二課時

Step 1 Free talk

Say “Imagine, what would you do if you were very old?”

“What would you do if you were teachers?”

“ What would you do if you had a lot of money?”

Get the students to talk about the questions. Collect their answers and write some on the blackboard.

Step 2 Grammar Focus

Point out the sentences on the blackboard all belong to imaginary situations. Ask the students to find out the rules in the sentences. Then look at the sentences in Grammar Focus. Comprehend them. Talk about some information about imaginary situations.

Step 3 Reading and watching

Ask “ Do you have some trouble during your daily life?” The students talk about their trouble and ask the other students to give advice. Then 3a, ask the students match each problem with the correct advice. Check the answers. Then comprehend the sentences.

Step 4 Game

Ask the students to write their problems on a piece of paper. Ask one student to choose some paper with problems on and read the problems. After he / she reads one problem, the other students try to give advice by using “ You should…” or “ If I were you…”.

Exercises:

完成句子：

1. He doesn’t know ______________( 穿什麼) at the party.

2. _____________ (如果我是你), I would buy a small present.

3. What would you do ______________ (如果你獲得了第一名)？

4. You’d take a long walk ______________ (在吃過晚餐之後).

5. I ______________(變得緊張) before big exams.

第三課時

Section B

Step 1 Word competition

Say “ We usually use adjectives to describe a person. Do you know those words? Let’s have a competition.”

Get representatives of boys and girls to come to the front and write the words about description on the blackboard as many as they can.

Step 2 Giving definitions

Say “ Just now we had the word competition. Then let’s try to give definitions of these words in English.” Discuss with partners and give definitions.

Step 3 Writing and competition

Get the students to understand the instructions in 1a. Understand the meaning of every word. Then fill in the blanks with the words. Check the answers.

After students write the words, have a competition of making up sentences. Say, “ Please make up sentences by using these words. Let’s see who can make up more sentences , boys or girls?”. Then do it.

Step 4 Listening

2a. At first help the students understand the instruction. Look at the personality survey. Explain “ give a speech, without permission, introduce oneself to sb.” Then listen. Check the questions Celia asks.

Some points:

1. give a speech = make a speech, give a talk 演講

2. without permission （未經允許） with permission （經過允許）

permission n. “允許” permit v. “允許”

permit sb to do sth 相當於allow sb to do sth 意思是“允許某人做某事”

例：The teacher didn’t permit us to swim in this river.

= We can’t swim in this river without the teacher’s permission.

3. introduce oneself to sb. 意思是“向某人自我介紹”

例：Let me introduce myself to you. I am Jim.

2b. Listen again. Circle Bill’s responses. Then check the answers.

Step 5 Practice

Get the students to practice the similar conversation in 2c by looking at the personality survey.

Exercises:

翻譯句子：

1． 他害怕在公衆場合講話。

2． 這個女孩很善交際。她有許多朋友。

3． 莫扎特是個很有創造力的音樂家。

4． 男孩們總是精力旺盛。他們幾乎從不感覺到累。

第四課時

Step 1 Free talk

Ask questions like “What would you do if the teacher asked you to give a speech in front of the whole school? What would you do if someone took away your things without permission? What would you do if someone asked you to be in a movie? What would you do if you wanted to be friends with a new student?”

Get the students to talk about them.

Step 2 Reading

Ask the students to read the passage in 3a and fill in the blanks in the results with “a”, “b” or “c” according to the survey in 2a. Then help the students comprehend the whole passage.

Some points:

1. pretty ① 相當，非常 相當於very, quite

② 漂亮 相當於beautiful

2. in the slightest 意思是“根本，一點也”

not… the slightest 意思是“根本不，一點也不”，相當於not…. at all.

slight 是adj. 表示“輕微的，不重要的”

例：I have a slight cold. 我有點輕微的感冒。

3. company ① 陪伴 （不可數n.）

② 公司 （可數n.）

例：I feel at home in your company. 和你在一起令我輕鬆自在。

He is a driver in a bus company. 他是一家汽車公司的司機。

4. rather than, would rather…than 意思是“與其……倒不如”，“寧願…...而不願”

例：I want to stay at home rather than go to school.

I would rather stay at home than go to school.

這兩個短語前後都連接兩個相同的成分。

After explaining the points, ask the students to read the passage.

Step 3 Groupwork

Divide the students into several groups with four students in each. Design a personality survey according to the example in 3b. The survey must include at least two questions. Then discuss about the questions with the group members.

At last share the students’ answers and make a conclusion, such as “Student….. is very outgoing. Student … is very friendly” and so on.

Homework:

Recite the passage in 3a.

第五課時

Step 1 Warming up

Ask the students make examples about good or bad personality. Discuss about the personality the students like.

Step 2 Self check

For Ex 1, fill in each bland with the correct word given. Understand the Chinese meaning of every sentence.

For Ex 2, read the e-mail and comprehend it.

Then read the passage. Write a reply according to this email. Ask some students to read their replies.

Step3 Just for fun

Students read the funny cartoons at last.

第六課時

Step 1 Warming up

Talk about the questions “ Do you often surf the Internet? Do you have a net friend? What would you do if the net friend wanted to meet you?”

Step 2 Reading

Say “ In our daily life, we would meet lots of situations. And what would you do if something happened? Then let’s study the passage.”

Give a reading task to the task to the students. “ Find out all the accidents and problems in the reading text.” After the students finish the task, help them comprehend the passage.

Some points:

1. If I were you, I’d have a first-aid…..

此句使用了虛擬語氣，對現在的事情進行假設，表示與現在事實相反的一種假設。此時，主句中謂語動詞使用“should / would + v原形”的結構。If從句中謂語動詞使用一般過去時態，如果該動詞是be動詞，則一律用were.

例：If I knew this, I would tell you.

2. burn-burned – burned 或burn – burnt – burnt 意思是“燒傷，燒壞”

例：The house is burning.

如果表示“被燒死”，則常用be killed by fire / in the fire, 也可用be burnt to death.

3. injure “傷害，損傷”，指事故中肉體上受到傷害，也指精神上的損傷，常用人作主語。

例：She was badly injured in an accident.

4. hurt “疼痛”，可用疼痛的具體部位作主語，也可用人作主語。

例：My head hurts.

She hurt herself yesterday.

Read the passage, and finish 3b.