新目标英语九年级unit4：what would you do? 1st period 教学设计

（the 1st period section a 1a---section a 2b）

time:   the third period of october,13th,.(thursday) place:  class 4  grade 9.     number of students:  48

i. teaching aims and teaching demands:   通过大量听说训练和交际教学,突破语法难点, 形成学生自我评价 in this unit: 

1)students learn to report what someone said.  2)students learn to write a report card and report their grades to others.

一、教学目标language goal: 1. 通过本单元的学习学会谈论一些假设的、虚幻的情况； 2. 通过本单元的学习达到如何使用虚拟句提出建议的目标； 3. 学会表示与现在的情况相反的虚拟语气的结构； 4. 学会用虚拟语气表述自己的还没有实现的愿望。

ii. teaching key and difficult points:   a. vocabulary  million、pimple、energetic、confident、shirt、tie、medical、research

b. target language 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 .what should i do ？ if i were you , i’d take a long walk before going to bed .

c. structures reported speech simple past tense can for ability

iii. teaching methods: audio-video lingual methods iv. teaching aids: powerpoint; flash;survey forms. v.learning strategies:  1.listening for key words.   2.self-evaluating

vi.teaching procedures(main steps) unit4 what would you do ？   二、教学向导 1、语言功能 谈论一些假设的、虚幻的情况 2、语言目标   3、语言结构 使用should 为他人提供建议 4、重点词汇   5、学习策略与思维技巧 在学习中积极思考 根据情景现象，进行发散思维训练 6、多元智能 想象能力 逻辑表述

三、主题词表 lottery、million、get along with、let……down、come up with、 trouble、energetic、confident、in public、social.

四、教学步骤

section a

leading in 

t:i always had dreams，last night i had a dream again .in my dream ,i got one  million dollars. now, in my life, if i had one million dollars, i would travel  all over the world. all the class , please tell me : what would you do if you  had one million dollars? s1:if i had one million dollars, i would have a car , a tall building and a beautiful garden. t: (to s2 )what about you ? s2: if i had one million dollars, i would …… t: ( to s3 )what about you ? s3: if i had one million dollars, i would …… t:( to s4 ) and you ? s4: if i had one million dollars, i would …… then get many students to talk about the question. t: if you were in a lion’s cage , what would you do ? s1: if i was in a lion’s cage ,i would call for help. get many students to answer the question . say : when we talk about things that haven’t happened , we can use the words  i would or i’d 

activity 1a read the instructions ask students to read the example . ask a few students to share their ideas with the class. ask students to complete the task . write a number of students’ answer on the board .

activity 1b read the instructions  point to the pictures one by one . point out the sample answer. play the recording the first time . students only listen . play the recording again. ask the students to write in their answers . then check the answers. order: 2 1 4 3

activity 1c read the instructions to the class. point out the example in the box. get the students to do the pairwork , as they talk, offer some language support as needed. ask several pairs of students to say their conversations to the class.

activity 2a  ask the students to listen to the dialogue about larry’s worries . play the recording for the first time . t: listen again and circle the answer in the box . play the recording for the second time . then check the answer . t: after listening , we know that larry gad a lot of worries before going to tom’s party . if i were larry , i would bring a flower as a present . what would you do ?  now make dialogue using the patters. show the following on the screen . what would you do if you were larry? if i were larry , i’d …… get several pairs of students to show the dialogue.

activity 2b read the instructions and point to the list of sentences in 

activity 2b play the tape again. ask the students to fill in their answers. then check the answers . answers: 1 2 4 5

activity 2c point to the box about larry’s worries .ask one student to read it to the class  read the instructions . ask ss to work in pairs . ask one or two pairs to say their conversations to the class. grammar forcus  review the grammar box . ask a student to read the sentence to the class . ask a student to write the question and answer the question on the board . ask students to write the two sentences if i were you … on the board.  circle the word were in the two sentences . when you tell someone what you would do , you use the expression if i were you , not if i was you.

activity3a read the instructions . then point to the blank line in each item in the first column and say , you can write the letter of the correct advice from the second column here . ask different students to read the problems and pieces of advice to the class . ask the students to complete the activity on their own.

activity 3b read the instructions . ask students to work with partner as they talk about their problems and give each other advice . ask several pairs of students to say their conversations to the class.

4 read the instructions to the class. help the students form groups of four or five. ask the groups to ask each other their list of questions and listen to the answer.

section b  1a  read the instructions to the class. point to the words in the box . read the sentences to the class saying blank in place of the blank lines. ask students to fill in the blanks on their own. then check the answers. answers:  1. confident 2. outgoing 3. creative 4. shy 5. energetic 

1b read the instructions. point out the example in the box . ask several pairs of students to say their conversations to the class.

2a point to the chart and tell students that it is a quiz from a teen magazine. read the instructions and point to the four questions . play the recording . play the recording again . then check the answers .

2b read the instructions and point to the list of questions and answers in activity 2a . read the questions or ask students to do it. play the recording again . then check the answers.

2c read the instructions for the activity . point to the sample conversation in the box. point to the personality survey in activity 2b. then have students work in pairs. ask several pairs to say their conversations to the class.

3a call attention to the three paragraphs under the heading personality survey results. next point to the questions and answers on the survey in activity 2a. read the activity 3a instructions to the class again. ask students to finish on their own. then check their answers . answers 1. c 2 . a 3 . b 

3b read the instructions . read the example to the class . say , now write your own personality survey . you can use the one in activity 2b as a sample. write as many as you can. read the instructions to the class. help the sample conversation in the box. ask a pair of students to read it to the class. when the groups finish asking questions and talking point out the sample conversations in the box again. call on students in several of the groups. self check  section1 ask students to fill in the blanks on their own . then check the answers. ask students to make their sentences with the words , preferably sentences that are meaningful/ answers: 1. tired 2. nervous 3. friendly 4 . terrible 5 . shy 2. read the instructions top the class. ask a pair of students to model the sample e-mail ask students to complete the work on their own. review the task.

reading: 1a  draw a picture of a sad face on the board. ask students what things in their lives make them sad. write up examples they give which could be classified as accidents on the left , and examples of problems on the right . divide the class into groups . share each group’s ideas and compare the results.

section 2  ask students to look at the artwork and the cartoon , and then draw on their  knowledge to say what this reading is . answer: two pages from a book giving advice about accidents and problems ask students to notice the format . ask half of the class to be question, and the other half of the class to be the doctor’s answer. read page 18 aloud together . students change roles for page 45, and read aloud the problems and advice . ask students to repeat the reading aloud in pairs, changing over for each page.

section 3 3a  ask students to pool the knowledge they have to answer the two questions . discuss the answers.

3b ask students to go through the accidents mentioned in the reading , and discuss how serious each one is.

3c ask each students to answer the question and check , or not check the box . have a class discussion to see how many students share the same experience , and followed the advice given in the book.

section4 go（请记得收藏本站-一路高升范文网，以获取更多新鲜内容） for it! ask students to write one more ‘accident ’question and doctor’s answer, and one more ‘problem and advice ‘ using the same language style as in the reading . take the examples of each student and write them up on a computer if available. point out the ‘new pages’ for dr. robinson’s book, and display them on the classroom wall. teaching steps

the third period: ( from section b 1a to section b 4 ) steps teacher’s activities students’ activities step1(5’)warming up 1,show the students two movie clips of mickey mouse; donald duck and snoopy.  ask them to remember the lines.2.ask some students:  q:what did mickey mouse/donald duck/snoopy say in the movie?

1. students watch the movies and try to remember the lines.

2. individual student try to speak from memory.a: in the movie,mickey mouse/donald duck/snoopy said…. step 2(5’)lead-in 1. show a photo of himself and make a brief introduction .t:this is a photo of me.i’m hard working;i’m good at speaking.i’m lazy sometimes.in english i’m better at reading than listening.i can do better in math.2.ask the ss “what did i say?” 1listen to the teacher carefully.2.look at the screen and report what mr chen said quickly. “mr chen said he was hard working;he was good at speaking;he was lazy sometimes.in english he was better at reading than listening and he could do better in math.”

step 3(10’)survey chart& pairwork 1. hand out the form of ______’s  self evaluationto the ss.each student will have two.

2. ask a student the following four questions:a) what do you look like?b) what are you like?c) what subject are you good at?d) what will you be when you grow up?

3. teacher gives him/her evaluation from time to time.si:i’m ugly.t:i don’t think so.i think you are pretty.si:i am lazy.t:really?i think you are hard-working this term.si:i do worse in english.t:i don’t think so,i think you can do better.

4. ask some individual student to say something about themselves and their partner.  1. read through the items of the survey form.          2. listen to the model dialogue between the teacher and the student.          3. fill in the first form with their personal information.          4. ask their partner questions,and fill in the second form for their partner.          5. four ss to make a survey report of their deskmate,using the following sentences: si: my partner said /told me (that) he/she …

step 4(10’)listening practice2a/2b 

1. show them a timetable and a report card and ask and answer questions with the class like this:t:what’s this in english?ss:(be helped to say) it’s a report card (repeat twice).t:and this?(show them the timetable)ss:功课表(shout in chinese)t:timetable.ss:timetable(repeat twice)t:how many subjects do you study at school?ss/t:(count together):english;chinese;math;history;geography;biology;pe.music,art;politics;physics;computer science and so on.t:(show the subject names on the screen)

2. point to the three pictures and ask ss to tell what they see:t:what subject does he/she teach?ss:i think he teaches math/geography//she is a geography teacher.t:no,the women teacher in picture 2 is a language teacher.she teaches spanish.the bald man in picture 3 is a history teacher.they are all the boy scott’s teacher.now scott is talking with his parents about his report card.let’s listen and find out “what do his teachers say about his study?”

3. play the tape for the first time.

4. play the tape for the second time,press the pause button if necessary.

5. check the answer with the ss 1. learn some new words with the teacher.2. say something about the pictures.3. listen to the tape once and fill in the speech bubbles.4. listen again and tick out scott’s report card.5. check the answer with the teacher.

step5(5’)oral practice(pairwork) 

1. talk about scott’s report card with some ss like this:

t:please look at scott’s report card?what did his math teacher say? “you are hard working.”(murmurs to s1) s1(be helped to say):he said scott was hard working. t:what did his spanish teacher say? “you are good at speaking.”(murmurs to s2) s2:she said he was good at speaking?t:what did his history teacher say? s3:he said scott could do better.

2. read the instructions ,then have ss work in pairs ,talk about the other three report cards.

3. call on 3 pairs to act out the dialogue between a schoolboy/girl and his/her parents about his/her grades. 1. listen to the dialogue between the teacher and three individual students.2. ss work in pairs, talk about the other three report cards.3. three demonstration pairs to act out the dialogue.

step 6(5’)reading practice  1. read the instructions,let the ss know what they are going to do.t:this is a letter from allan to his grandmother.it’s about his  study,let’s read quickly and find out which is allan’s repord card in 2b. 

2. ask ss to read the letter on their own quickly,underline the subjects and find out allan’s grades as quickly as possible.

3. present some after-reading questions to the class.a) what was the matter with alan’s grandmother last week?b) when did he get his report card?c) what is the good news?d) what is the bad news?

4. explain some language points.(show them on the screen)a) in good health=healthyb) end-of-year exams=final exams(期末考试)c) i had a really hard time with science. =i had trouble studying science. =i found it difficult to study science well. 1. listen to the teacher’s instructions.2. read the letter quickly and tick out alan’s report card in 2b.3. answer the after-reading questions with the help of the teacher..4. take notes.

step 7(5’)writing practice on spot 

1. read the instructions.

2. point to the report card 

3 in 2bt:this is scott’s report card.use the information on this report card to write your letter for scott.you can also look at p92 for help.3. ask 1-2 ss to read his/her letter aloud to the class 1. listen to the teacher’s instructions.2. write the letter with the help of the report card and the tapescript on p92.3. one or two ss read his/her letter aloud to the class:

homework assignment: (choose either of them)t:after school,you can have a look at your report card of last term,or you can ask your friend/classmate/teacher “what do you think of me/my english?”and write down their answer in the form,or you can write a letter to one of your relative or a friend about your report card(“what is good /bad news?)1. make full use of the survey form,finish the last two items(your classmates’/friends’evaluation /your teachers’ evaluation of you)2.write a letter to someone about your last term report card.

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