九年級(jí)英語上冊unit4英文教案

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1、 Ⅳ. Teaching Methods(教學(xué)后記) No.14 The Second Period Ⅰ. Teaching Aims and Demands(教學(xué)目的和要求) 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 t

2、ie. 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(教學(xué)重點(diǎn)) 1．Listening Practice

3、2．Target language Ⅲ. Teaching Difficult Point(教學(xué)難點(diǎn)) Train students’ ability to use the target language. Ⅳ. Teaching Methods(教學(xué)方法) 1．Listening to cassettes 2．Pairwork 3．Teaching by induction Ⅴ. Teaching Aid(教學(xué)工具) 1．A tape recorder 2．A picture of a person in a lion’s cage 3．A projector VI.

4、Teaching Procedures(教學(xué)過程) 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

5、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

6、. 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.

7、 Answers Circle items:2,3,5 Tapescript Girl 1：Where are you going, Larry? Boy 1:To Tom’s party. Girl 1:Lucky you! I’d love to go to that party ! Boy 1: Yeah, well, I’m a little nervous. I don’t know what to wear. Girl 1: If I were you, I’d wear a shirt and tie. Boy 1: What if everybody else

8、 is wearing jeans and T-shirts? Girl 1: Oh, you shouldn’t worry about what other people are wearing. Boy 1: And I don’t have a present. What if everyone brings a present? Girl 1: If I were you, I’d take a small present—a pen or something. Keep it in your pocket and if everyone has a present, you

9、 can give him yours. If not, you can keep it. Boy 1：OK. But what if I don’t know anyone? Girl 1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. Boy 1 : I guess I can do that. Girl 1: Look! You’re sure to have fun. But if you’re still nervous, you can leave. Step

10、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

11、 says to him. Play the recording again. Students listen and check the things. Check the answers. Answers Checked items: 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

12、. 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

13、 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 perfor

14、m 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/he

15、r 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 w

16、ere 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

17、 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 abo

18、ut 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 d

19、o, 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 wu

20、djuh. 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 f

21、ault, what would you do? Get students to make a list. StepⅧ Blackboard Design(板書設(shè)計(jì)) 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

22、 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. Ⅳ. Teaching Methods(教學(xué)后記) No.15 The Third Period Ⅰ. Teaching Aims and Demands(教學(xué)目的和要求) 1.Knowledge Objects (1) Key Vocabulary pimple, trouble

23、 (2) Target Language I can’t sleep the night before an exam. Then I’m too tired to do well. What should I do? If I were you, I’d take a long walk before going to bed. I really want a dog, but my parents won’t let me have one. Well, dogs can be a lot of trouble. Maybe you should get a sma

24、ll pet, like a goldfish. That’s a good idea. 2. Ability Objects (1) Train students’ reading skills. (2) Train students’ integrating skills. 3. Moral Object Everyone may have some trouble. Don’t worry. Ⅱ.Teaching Key Points(教學(xué)重點(diǎn)) 1. Reading 2. Target language Ⅲ. Teaching Difficult Point

25、(教學(xué)難點(diǎn)) Give advice using the target language. Ⅳ. Teaching Methods(教學(xué)方法) 1. Reading Practice 2. Pairwork Ⅴ. Teaching Aid(教學(xué)工具) The blackboard VI. Teaching Procedures(教學(xué)過程) Step Ⅰ Revision Check homework. Get students to talk about what they would do if a teacher criticized them. For example,

26、 a student might say I’d explain to the teacher and so forth. Step Ⅱ 3a This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class. Point out the pieces of advice on the right. Get different students to re

27、ad 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. SA: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do. Ss: If I were you, I’d talk to someone who looks friendly. Then you won’t feel

28、so shy. Say, Please match each problem on the left with the correct advice on the right. Get students 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. Answers 1. c 2. a

29、3. b Step Ⅲ 3b This activity provides oral practice using the target language. Read the instructions to the class. Invite a pair of students to read the sample conversation. SA:I can’t sleep the night before an exam. Then I’m too tired to do well. What should I do? SB: If I were you, I’d take

30、a long walk before going to bed. That should help you relax. Say, Please 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, I’d watch TV to relax my mind. Ask students to make conver

31、sations with partners 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. Step Ⅳ Part 4 This activit

32、y 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. SA:I really want a dog, but my parents won’t let me have one. SB:Well, dogs can be a lot of trouble. Maybe you s

33、hould get a small pet, like a goldfish. SA:That’s a good idea. Write the conversation on the blackboard. Point out the sample answers in the chart. Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart

34、 too. Get students to complete 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. A

35、nswers will vary. Optional activity Ask, What would you 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. Step Ⅴ Summary Say, In t

36、his class, we’ve done a lot of reading, speaking and writing practice using the target language. Step Ⅵ Homework (1) Review the target language by reading the conversations in Activity 3a. (2)Finish off the exercises on pages 11～12 of the workbook. Step Ⅶ Blackboard Design (板書設(shè)計(jì)) Unit 4 Wh

37、at would you do? Section A The Third Period Target language: A:I can’t sleep the night before an exam. Then I’m too tired to do well. What should I do? B: If I were you, I’d take a long walk before going to bed. That should help you relax A:I really want a dog, but my parents won’t lei me hav

38、e one. B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish. A: That’s a good idea. Ⅳ. Teaching Methods(教學(xué)后記) No.16 The Foruth Period Ⅰ. Teaching Aims and Demands(教學(xué)目的和要求) 1. Knowledge Objects (1) Key Vocabulary be strict with, t

39、ake a test, pass a test, fail a test (2)Target Language I think Peter should be allowed to take the test later. I don’t agree. I think the school has to have rules. 2. Ability Objects (1) Train students’ listening skill. (2) Train students’ ability to talk about agreement and disagreeme

40、nt. 3. Moral Object It’s good manners to be on time. Ⅱ.Teaching Key Points(教學(xué)重點(diǎn)) 1. Review some key vocabulary words and target language. 2. Talk about agreement and disagreement. Ⅲ. Teaching Difficult Point(教學(xué)難點(diǎn)) Talk about agreement and disagreement. Ⅳ. Teaching Methods(教學(xué)方法) 1. Review

41、2. Listening 3. Groupwork Ⅴ. Teaching Aid(教學(xué)工具) A tape recorder VI. Teaching Procedures(教學(xué)過程) Step Ⅰ Revision (1)Check the homework. (2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups. Each group is asked to write down as many th

42、ings as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category. Step?、?1a This activity reviews the use of always, sometimes, usually and never. Point to the picture. Ask students to describe what is happening in the pictu

43、re. Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class. Read the instructions and remind students of the exact meanings of the adverbs of frequency. Say, Please write A after things you always do, U after things you usually do, S

44、 after things you sometimes do and N for things you never do. Get students to finish the task on their own. Answers to this activity will vary. Step Ⅲ lb This activity provides oral practice using the target language. Point out the sample conversation. Ask a pair of students to say it to the c

45、lass. SA: Do you ever get to class late? SB: Yes, I sometimes get to class late. Say, Talk with your partner about your answers in Activity 1a. As the pairs work together, walk around the room offering help if necessary. Ask several pairs to share their conversations with the class. Step Ⅳ 2a

46、 This activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a. Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen. Play th

47、e recording a second time. This time students listen and circle the things that they hear. Check the answers. Answers Circled items: 1,4 Tapescript Man: What’s the matter, Peter? Boy: I think I’m going to fail a maths test, Dad. Man: You are? Why? Boy: Well, I missed the bus and I had to wa

48、lk to school. Man: So? Boy: I’m not allowed to get to class late, and there was a big test today. Man: And you weren’t allowed to take the test? Boy: That’s right. But I know I could pass the test. Man: Well, Peter, the school has to have rules, you know. Boy: I know. But I should be allowed t

49、o take the test later. It’s not fair. Man: I agree. Maybe you could talk to the teacher after school. Boy: Yeah. Maybe if I explain what happened, she’ll understand. Step?、?2b This activity provides listening practice using the target language. Point to both the numbered and lettered lists of i

50、tem in the box. Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class." Say, I’ll play the same recording again. You are to match the sentence parts as you hear on the tape. Play the recording for students to do the activity. Check the answers. Answers

51、 1. c 2. e 3. a 4. b 5. d Step Ⅵ 2c This activity provides oral practice using the target language. Call students’ attention to the statements in the box. Say them to the class. Ask three students to read the sample conversation to the class, completing the sentences. SA:I think Peter should b

52、e allowed to take the test later. SB:I don’t agree. SC:I think the school has to have rules. Write the conversation on the blackboard. Divide the class into groups of four. Say, Now discuss the statements with your group. As the groups work together, walk around the room offering help as neede

53、d. Ask some groups to say a few lines of their conversations to the class. Notes Parents should not be too strict with teenagers. Note the word be strict with. Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his wo

54、rk. Step Ⅶ Summary and Homework Say, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school? Write a passage to describe what was happening that day. Step Ⅷ Blackboard Design (板書設(shè)計(jì)) Unit 3 Teenager

55、s should be allowed to choose their own clothes. Section B The Fourth Period Target language: A: I think Peter should be allowed to take the test later. B: I don’t agree. C: I think the school has to have rules. Ⅳ. Teaching Methods(教學(xué)后記) No.17 The Fifth Period Ⅰ.

56、Teaching Aims and Demands(教學(xué)目的和要求) 1.knowledge Objects (1) Key Vocabulary pretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener (2) Reading (3) Writing 2. Ability Objects (1) Train students’ ability of reading comprehension. (2) Train studen

57、ts’ ability of writing. 3. Moral Objects Sometimes you might annoy people because you are so confident. In fact, being a good listener is an art. Ⅱ.Teaching Key Points(教學(xué)重點(diǎn)) 1. Reading 2. Writing 3. Key vocabulary Ⅲ. Teaching Difficult Point(教學(xué)難點(diǎn)) 1. Reading 2. Writing Ⅳ. Teaching Methods(

58、教學(xué)方法) 1. Practice method 2. Pairwork Ⅴ. Teaching Aid(教學(xué)工具) A projector VI. Teaching Procedures(教學(xué)過程) Step Ⅰ Revision Hold a quick survey around the class. 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

59、 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. Step Ⅱ 3a This activity introduces key vocabulary words and provides reading practice using the target language. Show the

60、 vocabulary words on page 30 on the screen by a projector. pretty adv. 相當(dāng)；頗；非常 social adj. 社會(huì)的；社交的 bother v. 打擾；擾亂 slight adj. 微不足道的；極不重要的 in the slightest 一點(diǎn)兒也；根本 fairly adv. 相當(dāng)；完全 plenty adj. 很多的；足夠的 plenty of 很多的；足夠的 get along with 與......相處 listener n. 聽者；收聽者 Say the words one by one

61、and have students repeat them several times. Call students’ attention to the personality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Mean while, write the new words on the blackboard. Ask students to look at the questions an

62、d answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type. Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in ea

63、ch paragraph. Point out the sample answer. Get students to complete the activity on their own. Check the answers. Answers 1. c 2. a 3. b Step Ⅲ 3b This activity provides reading and writing practice using the target language. Read the instructions to the class. Invite a student to say the ex

64、ample to the class. If a friend said something bad about you, would you… a. talk to the friend right away? b. say nothing? c. think about what he or she said? T: What kind of person is question a asking about? Ss: Outgoing. T: What about b? Ss: Shy. T: What about e? Ss: Pretty confident.

65、 Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type. Give another example on the blackboard. If a friend misunderstood you, would you… a. tell him/her it is a misunderstanding at once? b. want to ex

66、plain to him/her, but have no courage? c. invite him/her to dinner and explain? Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model. As they work, move around the room checking their works and offering language support. Step Ⅳ Part 4 This activity provides oral practice using the target language. Read the instructions to the class. Point out the sample conversation in the box. Invite a pail of students to read it to the class. SA: H