goforit九年級(jí)unit4全單元教案

1、學(xué)科 English課型fresh年級(jí)9課題Unit 4 What would you do? 2/6教學(xué)媒體A tape recorder , CAI教學(xué)目標(biāo)知識(shí)技能1. Key Vocabularytie2. Target LanguageWhat would you do if you won a million dollars?Id give it to charities.If I were you, Id wear a shirt and tie.If I were you. Id take an umbrella.過程方法According to designing some t

2、asks, train students listening skill and communicative competence.情感態(tài)度Two heads are better than one. Give some direction to those who are in trouble.教學(xué)重點(diǎn)1Listening Practice2Target language教學(xué)難點(diǎn)Train students ability to use the target language.教學(xué)內(nèi)容及問題情境學(xué)生活動(dòng)設(shè)計(jì)意圖Step 1 RevisionInvite a student to come t

3、o 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 2 PresentationI. 2aThis activity provides practice understanding the target language in spoken conversation.Focus attention on the picture. Ask students to describe it.

4、Point to the list of reasons. Invite a student to read them to the class.Play the recording the first time. Play the recording a second time. Check the answers.II. 2bThis activity provides listening practice using the target language.Read the instructions to the class.Point to the list of sentences.

5、 Invite a student to read them to the class.Play the recording again. Check the answers.Step3 Consolidation and extension I.2cThis activity provides oral practice using the target language.Point to the list of Larrys worries in the box. Invite a student to read them to the class.Ask students to look

6、 back at the list of checked sentences.Read the instructions to the class. Ask students to make conversations using information from Activities 2b and 2c.Ask a pair of students to demonstrate a conversation to the class.After all the students have a chance to play both parts, stop the activity. Ask

7、different students to perform their conversations.Optional activityAsk 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

8、a student to read his/her advice to the class. The rest guess the problem.II. Grammar FocusAsk different students to read the question and answer and the statements to the class.Write them on the blackboard.Show a picture of someone in a lions cage on the screen by a projector. Ask students question

9、s using the target language .Get several more examples from other students.Explain the using of word “would” and “were”.Step4 SummaryTrain students listening skill and communicative competence.Step5 Homework自己想象一些情景用所學(xué)句型描述出來，可以用對(duì)話的形式。（幾句話即可）Students talk about how to spend a large amount of money.Lo

10、ok at the picture and say .Read the sentences.Read the words.Students only listen.students listen and circle the reasons.Read the sentences.Students listen and check the things.Read the sentences.Look back at the list of checked sentences.Make sentences in pairs.Read the sentences.Answer the questio

11、ns about the picture.Make notes if needed.通過復(fù)習(xí)，使學(xué)生對(duì)上節(jié)課所學(xué)知識(shí)進(jìn)行溫習(xí)。為聽力做鋪墊。檢測(cè)學(xué)生的聽力水平。同2a 進(jìn)行口語訓(xùn)練，把知識(shí)轉(zhuǎn)化為自己生活中的用語。并對(duì)2a和2b的知識(shí)進(jìn)行復(fù)習(xí)。讓學(xué)生用本課知識(shí)解決實(shí)際生活的實(shí)際問題。對(duì)知識(shí)進(jìn)行整理，設(shè)計(jì)一幅圖片，檢測(cè)學(xué)生對(duì)語言結(jié)構(gòu)的實(shí)際運(yùn)用。板書設(shè)計(jì)Unit 4 What would you do?Section AThe Second PeriodTarget language:A: What would you do if you won a million dollars?B: Id gi

12、ve it to charities.A: If I were you, Id wear a shirt and tie.B: If I were you, Id take an umbrella.A: What would you do if you were in a lions cage?B: Id call for help.C. Id get out fast.教學(xué)反思學(xué)科 English課型fresh年級(jí)9課題Unit 4 What would you do? 3/6教學(xué)媒體A tape recorder , CAI教學(xué)目標(biāo)知識(shí)技能1. Key Vocabularypimple,

13、trouble2. Target LanguageIm too tired to do well. What should I do?If I were you, Id take a long walk before going to bed.過程方法According to designing some tasks ， train students reading skills and integrating skills.情感態(tài)度Everyone may have some trouble. Dont worry.教學(xué)重點(diǎn)Target language教學(xué)難點(diǎn)Give advice usi

14、ng the target language.教學(xué)內(nèi)容及問題情境學(xué)生活動(dòng)設(shè)計(jì)意圖Step 1 RevisionGet students to talk about what they would do if a teacher criticized them.Step 2 PresentationI.3aThis activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the cl

15、ass.Point out the pieces of advice on the right. Get different students to read them to the class.Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.Ask students to match each problem on the left with the correct advice on the right. Get s

16、tudents to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.Check the answers.II. 3bThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair o

17、f students to read the sample conversation.Ask students to think of different advice for the problems in Activity 3a.Collect suggestions from students. For example, for the third problem, a student might say, If I were you, Id watch TV to relax my mind.Ask students to make conversations with partner

18、s using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.Step3 Consolidation and extension Part 4This activi

19、ty provides writing, listening and speaking practice using the target language.Read the instructions to the class. Get a pair of students to say the sample conversation to the class.Point out the sample answers in the chart. Say, What problems do you have at home? At school? Get students to complete

20、 the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.Check the answers by asking different pairs of students to say their conversations to the class.Optional activityAsk, What would you

21、 do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.Step4 SummaryTrain students reading skills and integrating skills.Step5 HomeworkWrit

22、e a report about their best friends problems and give advice.Have a discussion.Read the sentences.Read .Work in pairs.Work individually to complete the activity on their own.Read the conversation in pairs.Think by oneself.Work in pairs to make new conversation.Read the conversation.Make a list in th

23、e chart. Then ask their classmates for advice and write their advice in the chart too.Work in pairs.對(duì)上節(jié)課所學(xué)知識(shí)進(jìn)行復(fù)習(xí)。培養(yǎng)學(xué)生獨(dú)立分析能力。培養(yǎng)學(xué)生的解決問題能力。創(chuàng)設(shè)一個(gè)實(shí)際情境，激起學(xué)生興趣，對(duì)本課知識(shí)進(jìn)一步掌握。板書設(shè)計(jì)Unit 4 What would you do?Section AThe Third PeriodSome good advice:教學(xué)反思學(xué)科 English課型fresh年級(jí)9課題Unit 4 What would you do? 4/6教學(xué)媒體A tape

24、recorder , CAI教學(xué)目標(biāo)知識(shí)技能1. Key Vocabularyenergetic, confident, public, in public, permission2. Target LanguageWhat would you do if someone asked you to be in a movie?Id say yes.過程方法According to designing some tasks to train students ability to identify words in context and listening skill.情感態(tài)度Enable s

25、tudents to realize that confidence is a good personality.教學(xué)重點(diǎn)1Key Vocabulary2Target Language教學(xué)難點(diǎn)1Listening practice using the target language.2Use the target language.教學(xué)內(nèi)容及問題情境學(xué)生活動(dòng)設(shè)計(jì)意圖Step 1 RevisionSay, If I had a day off today, what would I do? Encourage students to give advice using sentences beg

26、inning with if I were you, Id or you should See how many pieces of advice students are able to think of.Step 2 PresentationI.1aThis activity reviews earlier vocabulary and introduces some new words. Introduce the key vocabulary words on page 29 by showing them on the screen by a projector.energetic

27、adj. 有活力的；精力充沛的 confident adj. 自信的；有把握的public n. & adj. 公眾(的)；公共(的)in public 當(dāng)眾；公開的Read the words one by one and have students repeat several times.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 wor

28、d 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.Walk around the room offering help as needed.Correct

29、the answers.II.1bThis 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.Have students practice in pairs. As they work, walk around the classroom checking p

30、rogress and offering language support as needed. Have a few pairs of students to share their conversations with the class.III.2aThis activity provides listening practice using the target language.Call students attention to the chart. Point to the list of questions underneath the headline “What would

31、 you do” Ask different students to read them to the class. Correct any pronunciation and intonation errors.Play the recording the first time.Play the recording a second time. Check the answers.IV.2bThis activity provides listening practice using the target language.Point to the list of answers under

32、neath the headline “I would ” Ask different students to read them to the class.Play the recording again. Check the answers.Step3 Consolidation and extension 2cThis activity provides oral practice using the target language.Point to the sample conversation in the box. Invite a pair of students to read

33、 it to the class.Point out the personality survey in Activity 2a. 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.Step4 S

34、ummaryTrain students ability to identify words in context and listening skill.Step5 通過網(wǎng)上的性格測(cè)試，了解自己的性格。Have a discussion and make sentences.Repeat the words.Practice in pairsMake conversations to tell each other what words in 1a to describe himself/herself.Read .Only listen.Listen and check the answe

35、rs Celia asks.Listen and circle Bills responses.Read in pairs.Work in pairs. Ask and answer the questions in the survey.對(duì)上節(jié)課重點(diǎn)語言結(jié)構(gòu)進(jìn)行復(fù)習(xí)。為學(xué)生完成1a練習(xí)做準(zhǔn)備。訓(xùn)練由認(rèn)知詞匯到使用的能力。把自己的具體 情況用本節(jié)重點(diǎn)句型練習(xí)，激發(fā)興趣、加深記憶。板書設(shè)計(jì)Unit 4 What would you do?Section BThe Fourth Period1Key vocabulary:energetic confidentpublic in public2Ta

36、rget language:A: What would you do if someone asked you to be in a movie?B: Id say yes.教學(xué)反思學(xué)科 English課型fresh年級(jí)9課題Unit 4 What would you do? 4/6教學(xué)媒體A tape recorder , CAI教學(xué)目標(biāo)知識(shí)技能1. Key Vocabularyenergetic, confident, public, in public, permission2. Target LanguageWhat would you do if someone asked you

37、to be in a movie?Id say yes.過程方法According to designing some tasks to train students ability to identify words in context and listening skill.情感態(tài)度Enable students to realize that confidence is a good personality.教學(xué)重點(diǎn)1Key Vocabulary2Target Language教學(xué)難點(diǎn)1Listening practice using the target language.2Use

38、the target language.教學(xué)內(nèi)容及問題情境學(xué)生活動(dòng)設(shè)計(jì)意圖Step 1 RevisionSay, If I had a day off today, what would I do? Encourage students to give advice using sentences beginning with if I were you, Id or you should See how many pieces of advice students are able to think of.Step 2 PresentationI.1aThis activity review

39、s earlier vocabulary and introduces some new words. Introduce the key vocabulary words on page 29 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. 公眾(的)；公共(的)in public 當(dāng)眾；公開的Read the words one by one and have students repeat several times

40、.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

41、. Point out the sample answer. Ask students to think about which word would work best in each blank.Walk around the room offering help as needed.Correct the answers.II.1bThis activity provides oral practice using the target language.Read the instructions to the class.Call students attention to the s

42、ample conversation. Invite a pair of students to read it to the class.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.III.2aThis activity provi

43、des listening practice using the target language.Call students attention to the chart. 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.Play the recording the first time.Play t

44、he recording a second time. Check the answers.IV.2bThis 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.Play the recording again. Check the answers.Step3 Consolidation and

45、extension 2cThis 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.Point out the personality survey in Activity 2a. Get students to work in pairs. As the pairs work together, move around the classr

46、oom offering language and pronunciation support as needed.Check the answers by asking different pairs to share their conversations with the class.Step4 SummaryTrain students ability to identify words in context and listening skill.Step5 通過網(wǎng)上的性格測(cè)試，了解自己的性格。Have a discussion and make sentences.Repeat t

47、he words.Practice in pairsMake conversations to tell each other what words in 1a to describe himself/herself.Read .Only listen.Listen and check the answers Celia asks.Listen and circle Bills responses.Read in pairs.Work in pairs. Ask and answer the questions in the survey.對(duì)上節(jié)課重點(diǎn)語言結(jié)構(gòu)進(jìn)行復(fù)習(xí)。為學(xué)生完成1a練習(xí)做準(zhǔn)備

48、。訓(xùn)練由認(rèn)知詞匯到使用的能力。把自己的具體 情況用本節(jié)重點(diǎn)句型練習(xí)，激發(fā)興趣、加深記憶。板書設(shè)計(jì)Unit 4 What would you do?Section BThe Fourth Period1Key vocabulary:energetic confidentpublic in public2Target language:A: What would you do if someone asked you to be in a movie?B: Id say yes.教學(xué)反思學(xué)科 English課型fresh年級(jí)9課題Unit 4 What would you do? 5/6教學(xué)媒體A

49、 tape recorder , CAI教學(xué)目標(biāo)知識(shí)技能1. Key Vocabularypretty, social, in the slightest, fairly, get along with, let down, come up with2. Read the e-mail from Fran, and write a reply.過程方法According to designing some tasks to train students ability of reading comprehension and writing.情感態(tài)度Sometimes you might an

50、noy people because you are so confident. In fact, being a good listener is an art.The reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.教學(xué)重點(diǎn)1Reading2Writing教學(xué)難點(diǎn)1Reading 2Writing教學(xué)內(nèi)容及問題情境學(xué)生活動(dòng)設(shè)計(jì)意圖Step 1 RevisionHold a quick survey around the clas

51、s. Ask what would you do if 1 the teacher asked you to give a speech in front of the whole school?2 your brother borrowed your clothes without permission?3 someone asked you to be in a movie?4 you wanted to be friends with a new student?Encourage students to give different answers to each question.S

52、tep 2 PresentationI. 3aThis activity introduces key vocabulary words and provides reading practice using the target language.Read the words which in this lesson one by one and have students repeat them several times.Call students attention to the personality survey results in the box. Set a time lim

53、it of two or three minutes. Have students read the three paragraphs silently. Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.Get students to complete the activity on the

54、ir own.Check the answers.II.3bThis activity provides reading and writing practice using the target language.Read the instructions to the class.Ask students to write their own personality survey. Give another example on the blackboard.If a friend misunderstood you, would you a, tell him/her it is a m

55、isunderstanding at once?b. want to explain to him/her, but have no courage?c. invite him/her to dinner and explain?Get students to work individually. As they work, move around the room checking their works and offering language support.Step3 Consolidation and extension I. Part 1This activity provide

56、s a comprehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.Ask students to fill in the blanks on their own.Check the answers. II.Part 2This activity provides reading and writing practice using the target language.

57、Read the instructions to the class.Teach students to practice the words represent, let down and come up with. Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the e-mail again carefully and discuss what they are going to write in the reply. Move around the room

58、 answering any questions students have in the reading.Get students to write a reply on their own.As students do this, walk around the room offering any help they may need.Ask a few students to read their replies to the class and share their solutions.Step4 SummaryTrain students ability of reading co

59、mprehension and writing.Step5 Homework用50字左右的文字描述自己或同學(xué)的性格，并且能針對(duì)性格方面的不足給出你的建議。Answer the questions.Repeat the words after teacher.Read the paragraphsReread the personality survey results again and decide which letter goes in each paragraph.Work in groups.Work individually.Fill in the blanks on their

60、own.Read and write.對(duì)本單元的重點(diǎn)句型繼續(xù)復(fù)習(xí)。為本節(jié)課掃清詞匯障礙。 此活動(dòng)對(duì)提高學(xué)生的學(xué)習(xí)興趣會(huì)有很大鼓動(dòng)。對(duì)學(xué)生的情感進(jìn)行正確培養(yǎng)。學(xué)生獨(dú)立寫作，教師給予協(xié)作，既培養(yǎng)學(xué)生獨(dú)立寫作能力，教師又能及時(shí)發(fā)現(xiàn)問題。板書設(shè)計(jì)Unit 4 What would you do?The Fifth PeriodAn example to Activity 3b:If a friend misunderstood you, would youa. tell him/her its a misunderstanding at once?b. want to explain to him/h