教案課件是老師上課做的提前準(zhǔn)備，因此想要隨便寫的話老師們就要注意了。?學(xué)生的反應(yīng)可以反映教學(xué)質(zhì)量，什么樣的教學(xué)課件才是好的？今天幼兒教師教育網(wǎng)編輯為大家推薦了一篇與“九年級英語上冊教案”相關(guān)的好文閱讀，所列舉信息僅供參考請依據(jù)實(shí)際情況做出判斷！
Unit 1 The Changing Word
Topic 1 My hometown has become more and more beautiful.
SectionA
【學(xué)習(xí)目標(biāo)】
1.掌握現(xiàn)在完成時的構(gòu)成，初步了解其用法，并學(xué)會運(yùn)用have/has been to 和have/ has gone to 結(jié)構(gòu)：
2.比較并找出一般過去時與現(xiàn)在完成時的不同用法；
3.學(xué)會描述假期生活。
【預(yù)習(xí)案】
一、讀1a，完成1b的表格所缺的地點(diǎn)
二、 在文中找到，劃出并背誦下面的短語和句子
1.變化的世界________________________________ 9.一個合適的地方________________10.拍照________
2.長假過后__________________________________ 11.提高我的英語水平__________________________
3.度過一個愉快的暑假________________________ 12.順便問一下___________13.根據(jù)1a的內(nèi)容________
4.從…回來__________________________________ 14.孩子們的假期經(jīng)歷__________________________
5.巨大的變化_________________6.發(fā)生____________ 15.查出…和…的不同__________________________
7.越來越漂亮________________________________ 16.填空_____________________17.感覺舒服________
8.如此(那么)多的人___________________________ 18.患感冒______________19.很長時間_____________
【探究案】
一、 語法重點(diǎn)導(dǎo)入--- (根據(jù)句意在橫線上填入謂語動詞的適當(dāng)形式)
1. He ______________ (play) soccer on the playground now.
2. He ______________ (play) soccer on the playground yesterday.
3. He ______________ (play) soccer on the playground when I saw him yesterday.
4. He ______________ (play) soccer on the playground every day.
5. He ______________ (play) soccer on the playground tomorrow afternoon.
6. He ______________ (play) soccer on the playground 注意（6）句中的時間狀語，看P118現(xiàn)在完成時講解, 總結(jié)現(xiàn)在完成時用法
總結(jié)：
(1) 現(xiàn)在完成時中謂語動詞的形式是---________________________ 看P140-142過去分詞表，做P3---1b
(2) 經(jīng)常搭配的時間副詞有: just, already, yet, ever, never, before…
(3) 現(xiàn)在完成時句型轉(zhuǎn)換
寫出（6）句的否定句：___________________________________________________________________ 寫出（6）句的一般疑問句并肯定回答：_____________________________________________________ 寫出（6）句的劃線提問句：_______________________________________________________________ 寫出（6）句的反意疑問句：_______________________
(4) 觀察1a中出現(xiàn)的現(xiàn)在完成時的句子并翻譯理解
1. You have just come back from your hometown. 譯：_________________________________________________
2. Great changes have taken place there. 譯：_________________________________________________________
3. My hometown has become more and more beautiful. 譯：_____________________________________________
4. Where have you been? I have been to Mount Huang with my parents. 譯：________________________________
5. Where’s Maria? She has gone to Cuba to be a volunteer. 譯：___________________________________________
(5) 現(xiàn)在完成時考點(diǎn)：have / has been to --- have / has gone to
練習(xí)：參看P118現(xiàn)在完成時講解，完成P2(2)
區(qū)別：have / has been to表示曾經(jīng)______________,現(xiàn)在_____________;
have / has gone to表示已經(jīng)______________,現(xiàn)在______________.
二、在文中劃出下面的句子并分析
注意： taken是take的______________形式
點(diǎn)撥：change有名詞/動詞兩種詞性，名詞詞意是_________/__________等; 動詞詞意是_________
1take place --- 發(fā)生、舉辦，指非偶然性事件的―發(fā)生‖，即這種事件的發(fā)生一定有某種原因或事先的安排 區(qū)別：happen --- 發(fā)生、碰巧，一般用于偶然或突發(fā)性事件
注意：take the place of…--- 取代某人的`位置
練習(xí)：a. Jason ___________________________ Miss Li to teach us French next term.
b. The Olympic Games of 2008 ________________________ successfully in Beijing.
c. What ___________________________ to you yesterday?
’思考：so…that…意思是__________,引導(dǎo)_______狀語從句 區(qū)別：so that…意思是_______,引導(dǎo)_______狀語從句 練習(xí)：a.為了拍照，他爬得很高。____________________________________________________________________ b.他他爬得那么高，以至于能拍照。____________________________________________________________
3. There goes the bell. 譯：_____________________________ 思考：這是個there提前引起的__________句 回憶：副詞here, there 提前到句首要引起主謂倒裝，但是當(dāng)主語為人稱代詞時不倒裝。
練習(xí)：a. Here comes the No.31 Bus. 譯：________________________b. There they are. 譯：___________________
c. Jim跑過來了。譯：___________________________ d.他跑過來了。 譯：____________________________ 拓展：看課本P105注解寫出(3)句的同義句a.__________________________ b.____________________________
【歸納】
一、 根據(jù)首字母提示完成單詞，使句子完整通順。
1. The b______ is ringing. Let’s begin our class.
2. She has made great p______ in English with the help of her teacher.
3. Miss Lin decided to help Mary as she f______ sorry for her.
4. By the w______, where’s your library?
5. I have been to an English training school to i______ my English.
二、 根據(jù)句意及漢語提示完成單詞或短語。
1. We have just ______ (回來) from London.
2. They were very tired. I ______ (同情) for them.
3. We haven’t seen our English teacher ______ (很長一段時間).
4. Where is Lin Mei? I have ______ (告訴……一些事) her.
5. He ______ (已經(jīng)去) New York, in the USA.
三、 用所給詞的適當(dāng)形式填空。
1. —Why is the room so clean?
—Because I ______ just ______ (clean) it.
2. Wang Hai spent a whole night ______ (work) on the computer.
3. They have no house ______ (live) in.
4. My father ______ (be) to the People’s Park many times, so he knows it very well.
5. I heard Lin Hong ______ (sing) a song when I went past.
2 / 195
SectionB
【學(xué)習(xí)目標(biāo)】
1.繼續(xù)學(xué)習(xí)現(xiàn)在完成時的用法；
2.比較新舊社會青少年的生活狀況，啟發(fā)同學(xué)們珍惜新社會的幸福生活。
【預(yù)習(xí)案】
一、讀1a，回答下面的問題
1. Has Maria taken part in some volunteer activities during the summer holidays? __________________________
2. What has she done? _____________________________________________________________________________
3. What does she think of it? ________________________________________________________________________
二、 讀2a, 完成2b
三、 在文中找到并劃出下面的短語
1.參加…_______________________ 20.過著艱苦的生活______________________________
2.志愿者活動________________________________ 21.詳細(xì)地描述…__________________________
3.在暑假期間________________________________ 22.支付他們孩子的教育經(jīng)費(fèi)______________________
4.殘疾兒童__________________________________ 23.度過他們的童年______________________________
5.為…打掃房間______________________________ 24.為了…__________25.support their families________
6.喂他們吃飯____________7.為他們做飯___________ 26.做童工_________________________
8.一段美好的經(jīng)歷_______________________________ 27.日日夜夜_______________________
9.從…學(xué)到很多_________________________________ 28.足夠的吃的__________________________________
10.the different forms of the verbs___________________ 29.現(xiàn)在的青少年________________________________
11.做一個關(guān)于…的調(diào)查__________________________ 30.飛速地發(fā)展__________________________________
12.make conversations_____________ 31.為貧困家庭提供幫助__________________________
13.跳繩______________14.網(wǎng)上聊天_______________ 32.受到很好的教育______________________________
15.暑假補(bǔ)課_________________________ 33.隨著中國的發(fā)展______________________________
34.leisure activity___________35.a balanced diet______ 16.做農(nóng)活___________________________
36.play musical instruments_____________ 17.一篇有關(guān)青少年的文章________________________
37.some other training__________________18.世界各地__________________19.過去___________
【探究案】
一、在文中劃出下面的句子并分析
1. You have taken part in some volunteer activities during the summer holidays, haven’t you?
譯：___________________________________________________________________
思考：haven’t you? 構(gòu)成了句子的_____________部分
練習(xí)：根據(jù)時間狀語的變化寫出謂語動詞的不同形式并完成后面的反意疑問句
a. He ____________(take) part in some volunteer activities during the last summer holidays, ________________? b. He ____________(take) part in some volunteer activities during the next summer holidays, ______________?
c. He ___________(take) part in some volunteer activities during the summer holidays every year, ________________? d. He must ________(take) part in some volunteer activities during the summer holidays every year, ______________?
2. What a wonderful experience! 譯：________________________ 同義句：How _______________________ 感嘆句轉(zhuǎn)換練習(xí)：（根據(jù)P5---1a的圖下提示詞用what和how寫感嘆句）
a. 多么狹窄的公路??！What______________________________! / How___________________________________! b. 多么艱苦的生活條件啊！What___________________________! / How__________________________________！ 注意：如果對行為動詞感嘆，只能用How引導(dǎo)！ c. 看！他跑得是多么快?。________________________________!
3. Though I had no time to travel, I still felt very happy. 譯：_______________________________________________ 思考：你能將上句改為用but的形式嗎？______________________________________________________________ 看課本P105注解并總結(jié)：though和__________引導(dǎo)______________從句，語氣較弱，不與__________連用； ___________________和___________________也用于引導(dǎo)______________從句，帶有強(qiáng)調(diào)的意味，語氣較強(qiáng)。
4. Is that so? 譯：________________________ 區(qū)別：Is that all? 譯：________________________
鏈接：a. Do you think it’ll rain soon? I think so. 譯：_____________________________________________________ b. Do you believe China will become No.1 in the world one day? I believe so. 譯：________________________ 拓展：我希望如此___________________ 我猜是這樣的____________________
注意：I hop not. _____________________ I don’t think so.____________________
5. In order to help support their families, they had to be child laborers.
思考：你能將上句改為…so that…形式嗎？____________________________________________________________ 總結(jié)：in order to + 動詞原形，在句子中做目的狀語；so that 后面引導(dǎo)的是目的狀語從句
練習(xí)：為了趕上早班車，他們起得很早。a.____________________________________________________________ b._________________________________________________________________________________________
【歸納】
一、 根據(jù)漢語提示完成句子，每空一詞。
1. His parents couldn’t afford his ______ (教育).
2. The government gives ______ (幫助；贊助) to poor families.
3. With the ______ (發(fā)展) of China, many more children live a happy life.
4. I think we can ______ much ______ (向……學(xué)習(xí)) the farmers.
5. To make us understand what has happened, he told us about the accident ______ ______ (詳細(xì)地).
二、 用所給詞語的適當(dāng)形式填空。其中一項(xiàng)是多余的。
describe, feed, though, article, education, develop
1. Li Ming failed in the exam again ______ he tried really hard.
2. China is the largest ______ country in the world.
3. The police asked her ______ the two men.
4. Mike, you come from the countryside. Have you ever ______ sheep?
5. In the past, many children couldn’t get a good ______.
三、單項(xiàng)選擇。
1. —Have you ever been ______? —Yes. I have been to Australia.
A. abroad B. alone C. here D. healthy
2. —The radio says it’s going to rain. —______ Bad luck! We can’t go for our picnic.
A. Is that so? B. Thank you. C. Don’t worry. D. Pardon?
3. ______ it rains heavily, ______ farmers are still working in the fields.
A. Though; but B. Though; still C. Though; / D. Although; but
4. Athletes from more than 200 countries ______ the 2008 Olympic Games in Beijing.
A. took part in B. attended C. joined D. held
5. China is still a ______ country at the present time.
A. developed B. more developed C. highly developed D. developing
SectionC
【學(xué)習(xí)目標(biāo)】
1.繼續(xù)學(xué)習(xí)現(xiàn)在完成時；；
2.對比新舊北京，了解中國發(fā)生的重大變化；
3.同學(xué)們要珍惜現(xiàn)在的美好生活。
【預(yù)習(xí)案】
一、先看圖，再讀1a，完成1b（寫出每段的段意）
二、 在文中找到并劃出下面的短語
1. infer the main idea________________________ 18.接受良好的教育_____________________________
2. the key words______________3. at present_________ 19.與…保持聯(lián)系_________________________（P105）
4. compare your idea with Kangkang’s_______________ 20.遠(yuǎn)方的親戚_________________________________
5.狹窄的公路___________________________________ 21.通過書信和電報(bào)的方式________________________
6.又小又黑的房子_______________________________ 22.改革開放____________________________________
7.艱苦的生活條件_______________________________ 23.變得更加高大明亮____________________________
8.簡潔而緩慢地通訊_____________________________ 24.改善很多____________________________________
9.寬闊的環(huán)形公路_______________________________ 25.享受更加多樣的業(yè)余活動______________________
10.高大而明亮的樓房____________________________ 26.不但…而且…_______________________
11.舒適的生活條件______________________________ 27.在互聯(lián)網(wǎng)上______________28.另外還有_________
12.more kinds, quick and easy communications 29.變得更加簡單而快捷__________________________
___________________________________________ 30.傳真機(jī)_________________31.等等…____________
13.my report on Beijing___________________________ 32.取得飛速的進(jìn)步______________________________
14.四十多年____________________________________ 33.成功地舉辦奧運(yùn)會_____________________
15.(她)親眼目睹北京的變化______________________ 34.記住過去_________________________
16.在20世紀(jì)60年代____________________________ 35.立足現(xiàn)在_________________________
17.有機(jī)會干…__________________________________ 36.展望未來_________________________
【探究案】
一、在文中劃出下面的句子并分析
1. Usually, a big family were crowed in a small house.
譯：________________________________________________
點(diǎn)撥：crowd --- 擁擠, 擠,聚集(動詞)；人群，群眾；一群(名詞) crowded --- 擁擠的(形容詞)
練習(xí)：a. There is a crowd of people in the hall.
譯：________________________________________________
b. He succeeded in crowding into the train.
譯：______________________________________________
c. Look! A crowd of ants are crowded in the hole.
譯：_________________________________________
注意：擁擠的交通不能直譯為 crowded traffic, 而是__________ /___________traffic
2. Life was so hard that people had no time or money to enjoy leisure activities.
思考：你能將上句改為too…to形式嗎？
Life was _______ ______ ______ people ______ ______ time _______ money to enjoy leisure activities.
提高：The bed is so small that Tom can’t sleep well on it.
_____________________________________________
3. China has developed rapidly since the reform and opening-up.
譯：_________________________________________
新課程標(biāo)準(zhǔn)感知
知識要點(diǎn) 本單元用虛擬句談?wù)撘恍┘僭O(shè)的情況
本單元要點(diǎn)如下
1． 學(xué)會談?wù)撘恍┘僭O(shè)的、虛幻的情況；
2． 達(dá)到如何使用虛擬句提出建議的目標(biāo)；
3． 學(xué)會表示與現(xiàn)在的情況相反的虛擬語氣的結(jié)構(gòu)；
4． 學(xué)會用虛擬語氣表述自己的還沒有實(shí)現(xiàn)的愿望
一.重點(diǎn)詞匯
million、pimple、energetic、confident、shirt、tie、medical、research lottery、million、
trouble、energetic、confident、in public、social
二.重點(diǎn)短語
1. won the lottery 贏得抽獎 2. in public 公共的、公眾的
2. in the slightest 一點(diǎn)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(yī)學(xué)研究
9. what if 如果…怎么辦 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 征求某人的許可
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(lǐng)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，你會做什么？
4. What if I don’t know anyone ? 如果我一個人也不認(rèn)識怎么辦？
5. You should eat lots of fruits and vegetable and drink lots of water.你應(yīng)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 .What 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 ______________( 穿什么) 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 ______________ (在吃過晚餐之后).
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(jīng)允許） with permission （經(jīng)過允許）
permission n. “允許” permit v. “允許”
permit sb to do sth 相當(dāng)于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． 他害怕在公眾場合講話。
2． 這個女孩很善交際。她有許多朋友。
3． 莫扎特是個很有創(chuàng)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(dāng)，非常 相當(dāng)于very, quite
② 漂亮 相當(dāng)于beautiful
2. in the slightest 意思是“根本，一點(diǎn)也”
not….in the slightest 意思是“根本不，一點(diǎn)也不”，相當(dāng)于not…. at all.
slight 是adj. 表示“輕微的，不重要的”
例：I have a slight cold. 我有點(diǎn)輕微的感冒。
3. company ① 陪伴 （不可數(shù)n.）
② 公司 （可數(shù)n.）
例：I feel at home in your company. 和你在一起令我輕松自在。
He is a driver in a bus company. 他是一家汽車公司的司機(jī)。
4. rather than, would rather…than 意思是“與其……倒不如”，“寧愿…...而不愿”
例：I want to stay at home rather than go to school.
I would rather stay at home than go to school.
這兩個短語前后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(xiàn)在的事情進(jìn)行假設(shè)，表示與現(xiàn)在事實(shí)相反的一種假設(shè)。此時，主句中謂語動詞使用“should / would + v原形”的結(jié)構(gòu)。If從句中謂語動詞使用一般過去時態(tài)，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.
1. Where have you been, Jane? 你去過哪里，簡?
2. She has gone to Cuba to be a volunteer.她去古巴當(dāng)志愿者了。
3. There goes the bell. 鈴響了。
4. Though I had no time to travel, I still felt very happy.雖然我沒有時間去旅行，但是我仍然感到很開心。
5. Now our country has developed rapidly.現(xiàn)在我們國家發(fā)展迅速。
e.g. You have just come back from your hometown.
2. 現(xiàn)在完成時態(tài)的句式:
e.g. (1) I have been to Mount Huang with my parents.
(2) I haven’t seen him for a long time.
(3) Where have you been?
(4) ——Have you ever cleaned a room? ——Yes, I have. / No, I haven’t.
3. have/ has been與 have/has gone 的區(qū)別
have/has been to sp.表示曾經(jīng)到過某地—— have/has gone to sp.表示已經(jīng)去了某地
e.g. (1) I have been to Mount Huang with my parents. (2) She has gone to Cuba to be a volunteer.
Unit 2.
plain to …… about …… 向 ……抱怨……
74.post sth. for sb. 替某人寄某物
ok/make dinner 做晚飯
76.do the laundry 做洗衣服的活
77.make the bed 整理床鋪
78.iron the shirts 熨燙襯衫
79.sweep the floor 掃地
80.explore dangerous places 探測危險的地方
81.own a robot 擁有機(jī)器人
82.change one's life a lot 改變某人的生活許多
83.buy … from … 從…… 買……
84.sell … to … 把……賣給……
85.do housework 做家務(wù)活
86.do homework 做家庭作業(yè)
87.stay in bed 呆在床上
88.return home from work /school 下班回家/ 放學(xué)回家
89.be happy / pleased / satisfied with 對……滿意
90.be ready for sth. 為……做好了準(zhǔn)備
91.be ready to do sth. 為做某事做好了準(zhǔn)備
92.get ready for sth. 為……做準(zhǔn)備
93.get ready to do sth. 為做某事做準(zhǔn)備
94.go wrong 出毛病， 走錯路
95.catch a virus 染上病毒
96.cause a lot of problems 引起許多麻煩
97.wake sb. up 叫醒某人
98.wake up 醒來
99.knock sth. over 碰翻
100.knock on /at sth. 敲（門……）
101.do with（what） 處理 ，對付
102.deal with （how） 處理，對付
103.return sth. to sb. = give back sth. to sb .把……還給……
104.return to sp.=go / come back to sp. 回到某地
105.fall to the ground 掉到地上
106.eat sth. for sb. 替某人吃某物
107.make a mess 搞成一團(tuán)糟
108.throw sth. into sp.along with sth. 把……和……一道扔進(jìn)……里
109.use sth. to do sth. 用……做某事
110.keep my flat as clean as new 保持我的公寓和新的一樣干凈
111.pay for 支付
112.That sounds good. 那聽起來很好。
113.get tired = be tired 疲憊
114.last for= go on for 持續(xù) ……
115.sth. needs doing/ to be done 某事需要被做
116.expect to do sth. 期盼做某事
117.expect sb. to do sth. 期盼某人做某事
118.expect that 從句 期盼……
119.get sth. back = have sth. back 取回，拿回
120.You are welcome to do sth. 歡迎你做某事
121.reply to 回復(fù)，答復(fù)
122.look forward to doing sth. 盼望做某事
123.hear from sb. =get a letter from sb.
=receive a letter from sb. 收到某人來信
124.clear up sth. 清理 , 整理
UNIT1:
詞組，短語
1， it is nice of you to do sth
2， bring me the newspaper
3， have lots to eat
4， worry about (not)dong sth
5， be familiar with
6， the 12 animals signs of the Chinese horoscope
7， people in the west
8， learn more about western culture
9， be divided into
10, people born under the same star
11,at times
12,like to be the leader
13,give up easily
14,take care of others
15save money
16,buy sb sth/ buy sth for sb
17,worry too much
18,pay attention to details
19,argue with others
20,love peace
21,keep secrets
22,forgive sb for one’s faults
23,have a good sence of humour
24,travel to different places
25,make and plan things
26,wait without getting angry
27,agree with each other
28,care only about oneself
29,treat everyone equally
30,feel sure about one’s ability
31,spend time /money doing sth
32,explain things to sb
33,show off
34,make such a mess
35,give each of us two gifts
36,the whole birthday cake
37,organize this party for us
38,be patient enough to do sth
39,be on the phone
40,have success at school or work
41,around the middle of the month
42,call Mr zhang on 84166488
43,have a mixture of good luck and bad luck
44,spend money wisely
45,have problems with my bike
46,get lots of rest
47,get sick
48,the same as
49,be suitable for
50,come up with=think of
51,be able to=can
52,have fun in doing sth
53,recommend sb as the new chairperson
54,try to be funny
55,finish all the summer homework
56,get full/good marks
57,forget to do sth
58,be afaid of doing sth
59,make a speech in assembly
60,show sb how to use the libriary
61,try one’s best
62,do extra work
63,get more organized
64,use sth to do
教學(xué)目標(biāo)：
知識與技能
1.Words and phrases: stomachache, cold, headache, fever,
fall off, fell off.
2.Sentences: Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
3.Grammar: Talking about illnesses.
教學(xué)重點(diǎn)：
Words and phrases: stomachache, cold, headache, fever,
fall off, fell off.
教學(xué)難點(diǎn)：
Sentences: Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
Grammar: Talking about illnesses.
教學(xué)方法：
講授、過去時
教學(xué)過程：
(一)導(dǎo)入：Step 1 Warm-up
T: Hi, boys and girls.
T: Let’s sing a song, ok?
Ss: Ok.
T: Ok! London Bridge is falling down…。 (Ss sing the song)
T: You are clever boys and girls. Now let’s have a Free Talk “What I did yesterday”， Ok?
Ss introduce what they did yesterday
(二)探究新知Step 2 Presentation and leading
T: Who can tell me what happen to Daming in last Unit.
Ss: Daming’s head was bumped.
T: Let’s play this story, ok?
Ss: Ok.
(Two students play in roles of “Daming” and “Sam”， others describe the story, the two students do the actions)
The teacher writes the word “today” on the blackboard. What happened to Daming, Sam, Amy and Lingling? Lead the students to use “to” and “and” to connect the two sentences.
Step 3 Text Teaching
T: Now, this class we are going to learn Module 10 Unit 2 Sam had lots of chocolate biscuits .First, listen to the tape and underline the new words.
(Teach the new words’ cards)
T: Now listen to the tape and repeat it. Are you clear?
(The teacher writes these sentences on the blackboard)
Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
T: Now listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.
T: Look at these words: had, ate
(三)鞏固新知Step 4 Task-Fulfilling
T: Let’s play a game, ok? Ss: Ok.
T: Let’s play “I do you say”。 I’ll ask four students to come to the front of the class, one student performs Daming eating chocolate biscuits and then having a stomachache, and others describe it, and so on.
Step 5 Text Learning
T: Look at Part 4, answer these questions:
What is wrong with Little Tommy?
What’s wrong with Little Lingling?
What’s wrong with Little Ben?
T: Listen to the tape and repeat it.
T: Let’s read the poem together and do the actions, ok?
Ss: Ok.
(四)作業(yè)布置Homework
(五)小結(jié)：過去時的用法
板書設(shè)計(jì)：
Unit 2 Sam had lots of chocolate
Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
四年級英語教案范文二：過去式
教學(xué)目標(biāo)：
知識目標(biāo)
A、能聽、 說 、讀、寫并正確使用單詞
“happen, ride, thirsty, watermelon, carry, bump，
fell/fall off, went/go, bought/buy ”。
B、能理解并靈活掌握句型
We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. 。
能力目標(biāo)
在知識目標(biāo)的基礎(chǔ)上，要求學(xué)生在實(shí)際生活中運(yùn)用動詞過去時態(tài)句型We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried….來談?wù)摶蛎枋鲞^去發(fā)生的事情，同時在課文的教學(xué)中培養(yǎng)學(xué)生的閱讀能力，從而提高他們的綜合語言運(yùn)用能力
情感目標(biāo)
讓學(xué)生通過運(yùn)用語言來完成學(xué)習(xí)任務(wù)，感受成功，從而引發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的內(nèi)在動機(jī)，最終使他們形成英語學(xué)習(xí)的積極態(tài)度。
教學(xué)重點(diǎn)：
能理解并靈活使用句型We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. ，掌握過去時態(tài)的表達(dá)方式。
教學(xué)難點(diǎn)：
過去時態(tài)的運(yùn)用及利用教師設(shè)計(jì)的各種閱讀訓(xùn)練活動，通過輸入和輸出的方式，使得學(xué)生感知并理解教學(xué)內(nèi)容，并以此話題展開“說”與“寫”的訓(xùn)練，培養(yǎng)學(xué)生的綜合運(yùn)用語言的技能。
教學(xué)過程：
一、Warm up
1.Greetings.
T:Hello,boys and girls.
Ss:Hello,Ms Wang.
T: How are you?
Ss: Fine ,thank you ! And you ?
T: I’m fine , too. Thank you !
2. Sing a song.
T: Let’s sing a song. 《We walked and walked》Ok?
Ss: Ok!
3. Free talk.
T: I went to the supermarket. And I bought some apples, bananas and a big watermelon.(Teacher shows pictures and new words.)Who can introduce : What did you do yesterday?( Teacher shows the questions.)
師生互相問候、聽唱歌曲，營造活躍輕松的學(xué)習(xí)氛圍。由于歌曲和所做動作在內(nèi)容上有一定的聯(lián)系，所以學(xué)生在邊唱邊跳中很自然地進(jìn)入一種語言狀態(tài)，同時也為以下的學(xué)習(xí)做了鋪墊。
師生自由對話，創(chuàng)設(shè)寬松的學(xué)習(xí)氛圍，這樣既復(fù)習(xí)了舊知，又讓學(xué)生感知新知，為學(xué)習(xí)新內(nèi)容打下基礎(chǔ)，從而使知識連成線，織成網(wǎng)，滾成球。
二、Presentation
活動1)
巧設(shè)情景，引入新課。
1.(師事先與一位學(xué)生S1共同創(chuàng)設(shè)情景：在老師與學(xué)生Free talk時，突然S1坐在座位不小心摔倒了，這時老師與他進(jìn)行對話并通過表情動作)
T:“What happened to you ?
Ss: I fell off my chair.
T: Oh,it is an accident.(教學(xué))
2.(同時，借助多媒體展示Sam 從自行車上摔倒的圖片)
引出課題T: Today we’ll learn Module10 Accidents Unit 1“Sam fell off his bike.”
(Ss read the sentence.)
3.提出任務(wù)：教師告訴學(xué)生通過本節(jié)課的學(xué)習(xí)過后，同學(xué)們來談?wù)撆及l(fā)事件，小組合作自編自演故事。
從創(chuàng)設(shè)情景引出課文的情景，從而引出課題，學(xué)生很自然地理解課題。
使學(xué)生帶著任務(wù)有目的的學(xué)習(xí)，并激發(fā)學(xué)習(xí)興趣。
活動2)
三、自主探索，學(xué)習(xí)課文。
1.首先出現(xiàn)Sam和Daming 兩個人物的頭飾，T告訴學(xué)生：Let’s listen and find the answer “what did Sam and Daming go yesterday?”
Listen and point,then choose the right answer.
A.went for a bike ride
B.went to school
引出went for a bike ride 的教學(xué)。(手勢及動作)
T:What is the difference between these sentences?
A.Yesterday I went to a park.
B.I go to school by bike every day.
Ss:( 找出不同點(diǎn))
(分小組進(jìn)行操練)
2.Listen ,point and repeat,then answer“Why did Sam fell off his bike?”
1)Listen and repeat.
2) Discuss in groups then answer.
3)學(xué)生回答中引出新詞的教學(xué)：carried, bumped, hungry, thirsty, bought, watermelon, fell off方法同“went”的教學(xué)。(運(yùn)用肢體語言及圖片展示進(jìn)行教學(xué)，Drill line by line)
4)Drill the sentences row by row.
3.最后，再次聽音跟讀的情況下圍繞“What happened to Daming?的問題引導(dǎo)學(xué)生小組分角色復(fù)述課文的主要內(nèi)容。(強(qiáng)調(diào)先后順序，并用“then….,and then…..進(jìn)行復(fù)述。)
在學(xué)習(xí)故事的過程中，讓學(xué)生說一說其中的人物情節(jié)安徽教師招考網(wǎng)()既幫助其理解故事，更主要的是能使學(xué)生體會英語故事的豐富多彩，這是閱讀教學(xué)興趣培養(yǎng)的補(bǔ)充環(huán)節(jié)。
培養(yǎng)學(xué)生積極交流新知的能力,培養(yǎng)學(xué)生自主發(fā)現(xiàn)、總結(jié)規(guī)律的能力
Read the dialogues according to the pictures . Then play a guessing game “Which picture is missing?
培養(yǎng)學(xué)生的獨(dú)立認(rèn)讀能力并在游戲中進(jìn)一步鞏固新知。
活動3)
Play a memory game(利用多媒體呈現(xiàn)所學(xué)過的動詞及其過去式，一分鐘后，點(diǎn)擊一部分詞的原形或過去式不見了，讓小組比賽搶答。
將游戲與練習(xí)有機(jī)結(jié)合，融為一體，讓學(xué)生邊做游戲邊練習(xí)，寓教于樂，極大地激發(fā)了學(xué)生的學(xué)習(xí)興趣。
活動4)
AB Ex3看圖填動詞的過去式，并小組分角色表演這意外事件。比比哪組表演得好。
在聽說讀的基礎(chǔ)上，進(jìn)一步落實(shí)寫的目標(biāo)。培養(yǎng)學(xué)生的書面表達(dá)能力。
四、Production:
Tell interesting stories.(practice in group)
Eg: Yesterday, Tom went for a bike ride with his friends. He___________. Then he________, and then he __________,and then he________.......(went,bought,carried,bumped,fell off,was,walked…)
So he was _______(happy,sad悲傷的，hungry,thirsty,excitied興奮地….)
1. Practise in groups.
2. Tell and act it out.
即培養(yǎng)了合作交流的意識，且開拓思維，借此練習(xí)動詞過去式的句型。
五、Homework
1、抄寫課文P46 M10U1的單詞兩遍。
(1)分角色朗讀對話。
(2)分角色表演對話。
四年級英語教案范文三：過去的動作
目標(biāo)與重難點(diǎn);
教學(xué)目標(biāo)：
1、能夠運(yùn)用Did Dad cook lunch?這類語句詢問他人過去的動作，并用Yes,he did./No, he didn’t.來回答。
2、學(xué)習(xí)并學(xué)會運(yùn)用詞匯phone。
3、學(xué)習(xí)一首歌謠，這項(xiàng)內(nèi)容不作要求，讓學(xué)生根據(jù)自己的情況選擇學(xué)習(xí)與掌握。
二、教學(xué)重點(diǎn)：
能夠運(yùn)用Did Dad cook lunch?這類語句詢問他人過去的動作，并用Yes,he did./No, he didn’t.來回答。
教學(xué)過程：
一、1、復(fù)習(xí)動詞的過去式，教師把一些動詞及其過去式寫在黑板上，讓學(xué)生連線。如cook, play,walk,watch,phone 和它們的過去式cooked, played,walked,watched,phoned ,其中只有phone-- phoned這個詞學(xué)生沒學(xué)，當(dāng)他們把其他詞對應(yīng)起來之后，很容易地就掌握了phoned這個過去式。
2、練習(xí)，如引導(dǎo)學(xué)生依次說出下列內(nèi)容：phone—phoned—phoned Grandma—Mum phoned Grandma—Yesterday,Mum phoned Grandma.
二、學(xué)習(xí)課文。
1教師用多媒體展示課文中的圖片或讓學(xué)生直接觀察課文插圖，通過仔細(xì)觀察回答老師的問題：Did Dad cook lunch? 并且指導(dǎo)學(xué)生用Yes,he did.做回答。
2.聽錄音，學(xué)生討論回答活動2中的問題。
3、再聽錄音，跟讀課文。
4、在熟讀課文的基礎(chǔ)上讓學(xué)生描述課文內(nèi)容。
三、韻句學(xué)習(xí)：
1、學(xué)生自己讀韻句，找出自己不會讀的單詞。
2、教師領(lǐng)讀韻句內(nèi)容。
3、聽錄音跟讀。
4、學(xué)生邊說韻句邊表演出韻句內(nèi)容。
四、課本，活動4.
Play the game: Last wekend.
六、 總結(jié)評價
1、這節(jié)課我的表現(xiàn)：A 優(yōu)秀 B 良好 C不是很好，我要繼續(xù)努力。
2、下列句子我會讀。用“∨”標(biāo)出會讀的句子。
(1)Yesterday,Mr Smart cooked noodles for lunch.
(2)Tom helped him.
(3)Mum phoned Grandma.
(4)Sam and Amy watched TV.
(5)Did Dad cook lunch? Yes,he did./No, he didn’t
七、Homework:
認(rèn)真聽課文錄音并跟讀三遍。
hear from sb.=receive/ get a letter from sb.
work well in doing sth.做某事方面很有功效
be short of 缺乏……
one of the greatest problems 最大問題之一
1.We got lost and couldn’t find each other. 我們走失了，互相找不到對方。
2.It seems that their living conditions were not very good. 似乎他們的生活條件不是很好。
3.It is possible that Kangkang’s father was the only child in his family.
康康的父親有可能是他家中的獨(dú)生子。
4.One answer is known as the one-child policy. 其中一項(xiàng)眾所周知的措施是獨(dú)生子女政策.
5.And even though we have made a lot of progress, we have big pollution problems in the
city. 雖然我們已經(jīng)取得了很大的進(jìn)步，但是仍存在嚴(yán)重的城市污染問題。
already “已經(jīng)”（多用于肯定陳述句）。
如：He has already gone home. 他已經(jīng)回家了。
yet “已經(jīng); 還”（用于否定句或疑問句）。
如：Have you found him yet? 你已經(jīng)找到他了嗎？
I haven’t finished my homework yet. 我還沒完成作業(yè)。
※ already 也可用于疑問句，表“出乎意料或驚奇”
Have you finished your homework already? 難道你已經(jīng)完成作業(yè)了？
ever “曾經(jīng)”（多用于疑問句，問初次經(jīng)歷）。
如：I have ever been abroad. 我曾出過國。
never“從未；從來不”（多用于否定陳述句），?；卮餰ver的句型。
如：I have never seen him before.
----Has he ever been abroad? 他曾出過國嗎？
----No, never. 不，從來不。
just “剛剛”（多用于肯定句，位于謂語動詞之前）。
如： I have just tried to call you. 我剛剛打電話給你。
before “之前”（一般位于句末；常與never呼應(yīng)）。
如：He says he has never seen such beautiful scenery before.
1.---- I really hate to go shopping. 我真討厭去購物。
---- So do I . 我也是。
So do I .為倒裝句，表示前面提到的肯定情況也同樣適合另外一個主體，表“某某也一樣”，結(jié)構(gòu)為“so + be /情態(tài)動詞/ 助動詞 + 主語”。
如：Jim is a student, so is Tom. 吉姆是一名學(xué)生，湯姆也是。
Jim can swim, so can Tom. 吉姆會游泳，湯姆也會。
Jim likes sports, so does Tom. 吉姆喜歡運(yùn)動，湯姆也喜歡。
如表前面不怎樣，后面“也不”怎樣時，其結(jié)構(gòu)為“ neither/ nor + be /情態(tài)動詞/ 助動詞 + 主語”。
如：Jim wasn’t Chinese, neither/ nor were they. 吉姆不中國人，他們也不是。
Jim can’t speak Japanese, neither can I . 吉姆不會說日語，我也不會。
Jim didn’t go there, neither did I . 吉姆沒去那兒，我也沒去。
如前后兩句表達(dá)的是同一個主體，則不能倒裝，表“的確如此”。
如：Jim is a good student. So he is. 吉姆是一名好學(xué)生，的確如此。
Jim swims well. So he does. 吉姆游泳很好，的確如此。
2.At that time, China was the country with the largest population in the world.
那時，中國是世界上人口最多的國家。
population為不可數(shù)名詞，表示人口的多少只能用 “l(fā)arge”或 “small”修飾，提問人口用“what”.
如：The population of Shanghai is larger than that of Beijing. 上海的人口比北京多。
What’s the population of China?= How many people are there in China?
中國的人口有多少？
3. Great changes have taken place in China. 中國發(fā)生了巨大變化。
take place 指必然性的“發(fā)生”或有計(jì)劃、安排之內(nèi)的“舉行”。
如：The meeting will take place next Friday. 會議將在下周五舉行。
happen 指偶然的、沒有預(yù)料的“發(fā)生“，其結(jié)果往往給人帶來不幸或麻煩。
如：The accident happened yesterday. 事故發(fā)生在昨天。
※兩者都不用于被動語態(tài)。
如：The population has increased a lot. 人口增長發(fā)很多。
4.increase 可作及物動詞也可作不及物動詞。其含義是“增長，增加，加強(qiáng)”等。
increase by… 指“增加了……”; increase to…指 “增加到……”
5. and about one fifth of the people in the world live in China.
而且世界上大約五分之一的人口生活在中國。
one fifth 是分?jǐn)?shù)表達(dá)法。英文分?jǐn)?shù)表達(dá)法：分子為基數(shù)詞，分母為序數(shù)詞，先讀分子后讀分母。當(dāng)分子大于1時，分母的序數(shù)詞則變?yōu)閺?fù)數(shù)，直接在詞尾加“s”。
如：one fourth四分之一three fourths 四分之三one second二分之一two thirds三分之二
6.It has worked well in controlling China’s population.
它在控制人口數(shù)量方面取得了顯著的功效。
work well in doing sth. 表“在……方面很有功效”, 如:
如：Doing eye exercises works well in protecting our eyesight.
做眼保健操在保護(hù)視力方面很有功效。
7. Because of our large population, we are short of energy and water.
be short of… 表 “缺乏……”
如:She is always short of money at the end of every month. 每個月底她總是缺錢。
be short for… 表“是……的縮寫”.
如:TV is short for television. TV是television的縮寫形式.
8. Can all Chinese families offer their children a good education?
所有的中國家庭都能給他們的的孩子提供良好的教育嗎？
offer 表“（主動）給予， 提供”
offer sb. sth. “提供某人某物”.
如：I offered him a glass of wine. 我敬了他一杯酒。
offer to do sth. “（主動）提出做某事”
如：She offered to cook for her mother. 她提出幫她媽媽煮飯。
I can’t go shopping in big stores unless I travel for a couple of hours.
我得花幾個小時，才能到大的商場購物。
9. unless = if not 表“除非…; 如果不”，引導(dǎo)條件狀語從句。
如：I won’t go unless I hear from you. = I won’t go if I don’t hear from you.
如果你不通知我，我就不去。
Unless Bill studies hard, he’ll fail in the exam. 如果比爾不努力, 他不會通過考試的.
10. a couple of… 表 “幾個人或幾件事”.
如:a couple of years ago 幾年前; a couple of students 幾個學(xué)生
如: a couple of watches 兩只手表； five couples of cats 五對貓
11.pair 指兩件不可分開使用的東西,它們可指兩件互不相連的東西(鞋子、襪子等)，也可指
兩部分構(gòu)成的一件東西（褲子、剪刀等）。
如：a pair of shoes 一雙鞋子a pair of pants 一條褲子
( )1.-They have been to Australia.
-So _____ I.
A. do B. have been C. did D. have
分析：D 此句為so引導(dǎo)的完全倒裝句。其含義為“A如此，B也如此。”其結(jié)構(gòu)是so+be/助動詞/情態(tài)動詞+主語。本句為完成時態(tài)，其助動詞是have。故選D。
( )2.The population of Shanghai is larger than _____ of Shenyang.
分析：A 此句要用相同成分即上海的人口和沈陽的人口做比較。因?yàn)閜opulation是不可數(shù)名詞，所以用that代替。如果是復(fù)數(shù)名詞則要用those來代替。
( )3.-_____ the population of the U.S.A. in ?
-It _____ about 296 million.
C. How many is; was D. How many was; is
分析：B 問人口的多少用what而不用how many。本題問的是的人口， 故為過去時態(tài)。
( )4._____ of the teachers are women in our school.
A. Two third B. Two threes C. Two thirds D. Second three
分析：C分?jǐn)?shù)的表達(dá)法是基數(shù)詞在前表示分子，序數(shù)詞在后表示分母；當(dāng)分子大于1時，表示分母的序數(shù)詞要加s。
( )5.He’s read this book before, _____?
A. hasn’t he B. doesn’t he C .isn’t he D. wasn’t he
分析：A 本題考查反義疑問句反問部分的時態(tài)與人稱的單復(fù)數(shù)要與陳述部分一致的用法。
( )6.The _____ population may be the greatest challenge of the world today.
A. increase B. increased C. increasing D. increases
分析：C 本題考查increase的現(xiàn)在分詞作定語的情況，表示“正在增長的”。increased是它的過去分詞也可作定語，但表示的是“已增長過的”。
( )7.The little girl has _____ finished reading the book you lent her.
A .already B. yet C. still D. once
分析：A already“已經(jīng)”，常用覨t now.
分析：C 上句為否定情況，應(yīng)用neither/nor+助動詞+主語，表示“我也未參觀過造紙廠”。
1. ---No one likes “Little Emperors.” ---N___________ do my parents.
2. The cars in the cities are i____________ rapidly these days, so traffic jam comes into being.
3. People couldn’t live long because of poor medical t________________.
4. In China, some people in less developed areas p__________ boys to girls.DA被動語態(tài)。根據(jù)題中changes是復(fù)數(shù)，答句用完成時態(tài)。故選B。
( )9.Students today have a lot of pressure(壓力) _____ they have to learn too much knowledge at school.
A. in order to B .unless C. because D .because of
分析：C in order to和because of后面不能接從句，unless不符合題意。故選C，用because。
( )10.-I have never visited a paper factory.
A. So have I. B. So I have. C. Neither have I. D.I haven’t now.
分析：C 上句為否定情況，應(yīng)用neither/nor+助動詞+主語，表示“我也未參觀過造紙廠”。
1. ---No one likes “Little Emperors.” ---N___________ do my parents.
2. The cars in the cities are i____________ rapidly these days, so traffic jam comes into being.
3. People couldn’t live long because of poor medical t________________.
4. In China, some people in less developed areas p__________ boys to girls.
5. His mother told him that the sun r__________ in the east and sets in the west.
1.We must ___________ ___________ (采取措施) to control the population.
2. Doing eye exercises ____________ __________ (起明顯作用) in protecting our eyesight.
3. In 1960s, we were ________ _________ (缺乏) food and money .
4. He wouldn’t leave the TV set, __________ ___________ (既使) he was going to have an important exam the next day.
5.Her daughter __________ __________ (迷路) in the shopping center yesterday.
1.中國人口有多少？ 中國有大約13億人口。
_______ the _________ _______ China ? China ______ a population of ______1.3 billion.
2. 為什么中國要實(shí)施獨(dú)生子女政策？ 雖然跟以前比，中國人口增長放慢了，但人口問題依然嚴(yán)峻。
---Why does China _________ __________ with its __________ policy ?
---___________ its population is __________ _________ slowly than before, its population problem _________ ___________ quite ___________.
3. 這所學(xué)校里老師的數(shù)量是300人，其中四分之一是女教師。
_________ ___________ of the teachers in the school __________ 300, _________ ___________ of them ___________ women teachers.
4. 上周石油的價格增長了百分之二。 的確如些。
The price of oil ___________ ___________ 2% last week.
__________ _________ _____________.
5. 你生活在哪種家庭，是大家庭，還是小家庭？
_________ _________ of family are you ________, ________ family or _______ family ?
( ) 1. Two thirds of the surface of the earth ____ covered with water.
( ) 2. The number of workers in this factory _____ increasing.
( ) 3. ---It seems to me that you are very hard-working, Maria.
---I have to. I have a lot of _____ from my family and society.
A. time B. efforts C. pressure
( ) 4. ---______ have you done with the waste ?
---I have thrown it away.
( ) 5. ---Which country has a ____ population, England or Germany ?
( ) 6. About one fifth of the people in the world _____ in China.
A. live B. is living C. has lived
( ) 7. ---Excuse me, is Joan in ?
---Sorry, she isn’t here. She ___ to the airport to see her parents off half an hour ago.
A. went B. has gone C. has been
( ) 8. ---Who will go to the airport to meet Jenny ?
---I will. I _____ her several times. I can find her easily.
A. met B. have met C. will meet
( ) 9. We are tired. We have studies for ____ hours.
A. a couple B. couple C. a couple of
( ) 10. The more excellent our public transportation is, _____ our life will be.
A. the happier B. the more happy C. the more happily
( ) 11. ---What did Jeff say about the lost girl ?
---He said that he had seen her _______.
A. three days agoB. three days before C. for three days
( ) 12. ---Dad, my teacher said I had made a lot of progress recently.
---I’m glad to hear that. But I think you still _______.
A. have a long way to go B. have a rest C. live in the present
( ) 13. ---I went swimming last Sunday.
---_________. I like it very much.
A. So I do B. So I did C. So did I
( ) 14. ---We haven’t been to the Great Wall. ---_________.
A. So has she B. Nor she has C. Neither has she
( ) 15. ---Did you know _______?
---They had a quarrel about the answer to the question.
A. what did they happen B. what happened to them C. what they happened
1. Neither 2. increasing 3. treatment 4.prefer 5. rises
1. take measures 2. works well 3. short of 4. even though 5. got lost
1 What’s the population of, has, about / around
2. carry on, one-child, Though, growing more, still seems , serious
3. The number, is, a quarter, are
5. What kind/ sort / type, in, extended, nuclear
1----5 ABCBA 6----10 AABCA 11----15 BACCB
9A Unit 1 Star Signs
1. It is nice of you to bring me the newspaper. (It’s nice of sb. to do sth. 某人做某事真是太好了，形容詞表示人的品質(zhì)特征時，介詞用of)
2. It says I’ll have lots to eat and drink today. (報(bào)紙、雜志、牌子、廣告等上寫著用 says)
3. You shouldn’t worry about not having breakfast. (擔(dān)心沒有早飯吃) (worry about (not) doing sth. 擔(dān)心（不）做某事，動名詞的否定形式是在動名詞前面加not)
4. A year is divided into (被分成)12 different star signs.
5. The time of your birthday decides your star sign.
6. People born under the same star sign (出生在同一星座下的人)share similar characteristics.
(be similar to = be the same as 和……相同，與…….相似)
7. take an active part in 積極參加 be impatient with sb. 對某人沒有耐心
be patient with sb. 對某人有耐心 give up easily 輕易放棄
be curious about… 對……感到好奇 be kind / friendly / nice to sb. 對某人友好
be confident of sth. 對……有信心/把握 pay attention to details 注重細(xì)節(jié)
buy your friends nice gifts = buy nice gifts for your friends 給朋友買漂亮的禮物
have lots of energy = energetic 精力充沛 keep secrets 保守秘密
enjoy life 熱愛生活 have a good sense of humour 有幽默感
be successful in doing sth. 成功地做某事 dream about everything 夢想一切
8. You love peace(熱愛和平) and do not like to argue with others.（和別人爭吵）
（ argue with sb. about sth. 因某事和某人爭吵）
9. It is silly of you not to forgive others for their faults.
(原諒別人的過失) (forgive sb. for sth. 原諒某人某事)
（動詞不定式的否定放在不定式前面 not to do sth.）
10. You are patient enough（enough 修飾形容詞放在形容詞后面，patient 是形容詞，前面要用be動詞）to wait without getting angry. （介詞后面用動詞ing 形式）
11. You hate to be like anyone else（ else修飾特殊疑問詞、不定代詞，放在它們后面） and try everything just to be different.
12. A fair person treats everyone equally.(平等地對待每個人，一視同仁)
13. A confident person feels sure about his own abilities.
( be / feel sure /certain of / about sth. 對感到自信/ 有把握)
14. make friends with him 和他交朋友 tell jokes 講笑話
take care of = look after 照顧，照料 share food with others和別人分享食物
15. 反義詞： active---inactive, modest---proud, patient---impatient, fair---unfair,
correct---incorrect, polite---impolite, selfish---generous,
16. It is thoughtful of Andy to play his CDs for us. （Andy為我們播放CD，他考慮得真周到）
17. It is typical of Simon to make such a mess. （把事情搞得亂七八糟是Simon的典型特征。）(make a mess 把……搞得亂七八糟)
18. each of us 我們每個人 at all times 一直，始終
travel around the world 周游世界 travel to different places 去不同的地方旅行
pass the football to Peter = pass Peter the football 把足球傳給Peter
plan to go out 計(jì)劃外出 pack one’s bag整理行李
19. Sandy has been on the phone for hours. (Sandy已經(jīng)打了好幾個小時的電話了。)
20. This month（這個月，不用介詞） you will have a lot to celebrate.
21. You will have success at school or work(學(xué)業(yè)有成，事業(yè)有成) around the middle of the month.（大約在本月中旬）
22. You will be given some money.
23. For more details, please call Master Zhang on 5556 0678.
（call+人+on + 號碼, 表示按….. 號碼給……打電話）
24. a mixture of good luck and bad luck （好運(yùn)和厄運(yùn)的混合體）
25. go to a party 去參加聚會 have problems with my health 健康有問題
be suitable for the post 適合這個職位 run for the post 競爭這個職位
26. I don’t think he would be able to(=can) organize things well.
27. He is imaginative enough to come up with new ideas. 他富有充分的想象力來產(chǎn)生一些新的觀點(diǎn)。(imaginative是形容詞，前面要用be 動詞，enough放在形容詞之后)
(come up with =think of 想出)
28. Who else would be suitable (for the post)? 還有誰合適（這個職位）呢？
29. recommend David for the post / job 推薦David 擔(dān)任這個職位/做這項(xiàng)工作(for +職位)
recommend David as the new chairperson of the Students’ Union
推薦David 當(dāng)學(xué)生會的新任主席（as+人，既指職位也指人）
recommend a good dictionary to me (recommend sth. to sb. 向某人推薦某物)
recommend us to read this book (recommend sb. to do sth. 推薦某人做某事)
30. He is a Gemini. = His star sign is Gemini. 他是雙子座。
31. The only thing is that David has much more hair than my uncle.
32. We think he will be an excellent chairperson because he has many good personal qualities.
33. He thinks he can do anything if he tries his best.
34. He is never afraid of making a speech（發(fā)言） in assembly（在晨會上）.
(be afraid of doing sth. 害怕做某事) （他在晨會上發(fā)言從未害怕過/ 拘束過）
35. He will / would not mind doing extra work for the Students’ Union.
（不介意為學(xué)生會做額外的工作）（mind doing sth. 介意做某事）
36. He always gets good marks in tests. ( 在測試中成績一直名列前茅)
37. He even got full marks(得滿分) once in an English test.
38. He never forgets to do the things he needs to do. （從不忘記去做他需要做的事）
39. He has joined the Computer Club（參加電腦俱樂部） this year because he wants to learn to use the computer to help himself get more organized.（幫助自己工作起來更有效率）
40. We think that David has all the qualities to be a good chairperson.(具備了一個優(yōu)秀學(xué)生會 主席應(yīng)該具備的各項(xiàng)素質(zhì))
41. We hope that you agree with us.
42. ---It was kind of you to recommend me as the new chairperson.
= Thank you for recommending me as the new chairperson. (謝謝你們推薦我當(dāng)新任主席)
---It’s our pleasure. = Not at all. = You are welcome. 不用謝。
43. You are the most suitable person.
44. Mr Wu spends a lot of time explaining things to us.
(spend ….doing sth.花時間做某事) （explain sth. to sb. 向某人解釋某事）
45. Daniel is very clever, but he never shows off.(買弄，炫耀)
I. 重點(diǎn)詞組
1. get lost 迷路
2. each other 彼此
3.at least 至少
4take place發(fā)生
5because of 因?yàn)?/p>
6.be strict with sb. 對某人嚴(yán)格要求
7.carry out 實(shí)行
8.be short of 缺乏
9.take measures to do sth.采取措施做某事
10.be known as… 作為……而著名
well in doing…在……方面起作用
12.a couple of 一些
13keep up with趕上,跟上
II.重點(diǎn)句型
1. Have you found him yet? 你已經(jīng)找到他了嗎?
2. ——I really hate to go shopping. 我的確討厭購物。——So do I.我也如此。
3. But it seems that their living conditions were not very good.但是似乎他們的生活條件不太好。
4. But great changes have already taken place in China recently.但是近來中國已發(fā)生了巨大的變化。
5. Because of the one-child policy, now most families have only one child.
由于我國獨(dú)生子女政策的實(shí)行，現(xiàn)在大部分家庭只有一個孩子。
6. What’s the population of the U.S.A.?美國的人口是多少?
7. ——What’s more, the population in developing countries is growing faster. ——So it is.
而且，發(fā)展中國家的人口在更快地發(fā)展。 的確如此。
8. Our government has taken many measures to control the population.
我們的政府已采取了許多控制人口的措施。
III.語法：
常用于現(xiàn)在完成時的時間狀語：already, just , yet, ever, never, recently.
e.g. 1. I have just called you.
2. ——Have you ever been to France? ——No, I’ve never been to any European countries.
3. ——Have you seen him yet? ——Yes, I have seen him already.
Module3 unit2 language
Welcome
1. in a broad sense從廣義上講
2. transmit information傳播信息
3. various forms of language語言的各種形式
4. stand for a beaming smile代表燦爛的微笑
5. all over the world/ throughout the world全世界
6. fly in circles 繞圈飛行
7. inform sb of/ about sth.通知某人某事
keep sb informed of sth使某人被通知
8. including sth/ sth included包括某事
9. share sth with sb與某人分享某物
10. make a special Internet language構(gòu)成一種特殊的因特網(wǎng)語言
11. have some effective methods for studying the English language
有一些學(xué)習(xí)英語的特殊方法
Reading
1. throughout history貫穿歷史；throughout the world/ all over the world
2. be made up of/consist of由…組成
3. a language with some confusing rules 一種帶有令人迷惑規(guī)則的語言
4. bring sth with sb to sp將某物待在身邊帶到某地
5. at the end of the 9th Century 在九世紀(jì)晚期
6. a language called Celtic一種叫做凱爾特的語言
7. be different from與……不同
8. It’s certain that… …是確定的
9. the official language of England英國官方語
10. sb find it hard to do sth覺得做某事很難
11. This is because…/ That is why…表語從句句型
12. have similar meaning in …有類似的意思
13. contribute to / result in/ lead to/cause the development of……導(dǎo)致……的發(fā)展
14. sb take control of控制
15. sb lose control of失去控制
16. be replaced by/ with；設(shè)備sb take the place of sb 被…代替
17. despite the fact/ in spite of the fact盡管事實(shí)如此
18. have an impact on(the English language)對…巨大沖擊
19. at this point在此期間
20. raise animals 飼養(yǎng)動物
21. the upper/lower class上(下)層階級
22. common people普通人（地位相對低的）
23. by the latter half of the 24th century到24世紀(jì)下半葉
24. be adopted by被…采用
25. one’s mother tongue/ one’s native language母語
26. undergo huge changes(underwent, undergone)經(jīng)歷巨大變化/ undergo treatment接受治療
27. continue doing/ continue to do sth繼續(xù)做某事
28. a sequence of events一系列事件
29. relate… to…與…相關(guān)
30. official occasions官方正式場合
31. modern English/life/science and technology現(xiàn)代英語/生活/科技
32. make a promise; keep /break one’s promise做許諾；遵守諾言/食言
33. promise to do sth許諾做某事
34. a promising boy一個有前途的男孩
35. disagree with what =everything that =all that sb say
1.The English language is made up of/consists of the rules and vocabulary each group of people brought to Britain with them.
英語是由每個進(jìn)入不列顛的人群所說語言中的規(guī)則和詞匯構(gòu)成的。
2.They brought with them their languages, which also mixed with Anglo-Saxon.
他們帶來了自己的語言，與盎格魯薩克森語混合起來
3.The language they created is what we now call Old English.
他們創(chuàng)造的語言就是我們現(xiàn)在所說的古英語。
4.Middle English is the name given to the English used from around the 12th to the 16th century.中古英語這個名詞是指大約12世紀(jì)至16世紀(jì)期間所使用的英語
5.However, the Norman conquest did not have the same result that the Germanic invasion had had about 600 years earlier.
然而，諾曼征服并沒有給英語帶來大約6前日耳曼入侵所帶來的相同后果。
6.The question of English will continue changing in the future is easy to answer.
英語在未來是否會繼續(xù)變化這個問題其實(shí)很容易回答
7.Where a person comes from will affect their style of speech.
一個人來自哪里會影響他們說話的風(fēng)格
8.There are many different dialects of English depending on where people live.
根據(jù)人們居住的地方（的不同）有許多不同英語方言。
9. We sometimes find it hard to decide which words or phrases to use
我們有時發(fā)現(xiàn)很難決定用何詞和短語。
10.This is where I disagree.
This is what I disagree to.這就是我不贊同的地方。
Word power & Grammar & Task
1. spoken English/written English口語、書面語
2. a large amount of / a great deal of+不可數(shù)n
3. a large number of/ a great(good) many+可數(shù)n復(fù)
4. a large quantity of/plenty of+可數(shù)/不可數(shù)n
5. sort out=arrange安排
6. discard=throw away丟棄
7. I regret to inform you我遺憾地通知你
8. in addition=plus除此之外
9. have a word with=speak to與某人談話
10. have words with sb與某人吵架
11. take sth into consideration考慮某事
12. five permanent members of the UN Security Council五個聯(lián)合國安理會常任理事國
13. take action/measures to do sth采取行動做某事
14. set high standards for設(shè)一個標(biāo)準(zhǔn)
15. below standard在標(biāo)準(zhǔn)以下
16. up to the required standard超過被要求的標(biāo)準(zhǔn)
17. make a decision做決定
18. at one time曾經(jīng)（at times 有時候）
19. at a time一次
20. keep … pure使…純化
21. due to/because of/thanks to/ as a result of/owing to由于
22. ban sb from doing sth阻止某人做某事
23. easily accessed television programs容易接受的電視節(jié)目have access to
24. get along/on with sb與某人相處
25. There is no need to do sth沒有必要做某事
26. waste time doing sth浪費(fèi)時間做某事
27. It’s a waste of time to do/doing sth
28. shorten the distance縮短距離
29. embarrass sb into doing sth做某事使某人尷尬
30. refuse to accept an idea拒絕接受一個主意
31. from across the world從全世界
32. adopt one’s suggestion/a new teaching method
采納某人的建議/一種新的教學(xué)方法
project
1. A differ greatly from B in size and shape
A與B 在尺寸及形狀方面大大不同
2. the very first Chinese characters真正第一批簡體中文
3. change over time隨著時間改變
4. as a whole作為整體
5. on the whole（常用于句首）
6. combine two or more elements together把兩種及更多種元素結(jié)合起來
7. the symbol for a man代表人類
8. be the opposite of sth是…的相反
9. Opposite our school are two shops.（倒裝句）
10. Opposite our school is a shop.
11. be highly complex非常復(fù)雜
12. reflect one’s thought反應(yīng)某人的思想
13. simplified Chinese characters簡體中文
14. be widely used in mainland China在中國大陸廣泛使用
15. The way a written language developed can tell us just as much about a culture as the history of a spoken language.書面語發(fā)展方式表示出來的文化就像口語的歷史表示出來的文化一樣。
16. The Chinese language differs from many Western languages in that it uses characters which have meanings and can stand alone as words.
漢語和許多西方語言不同，區(qū)別在于漢語使用本身就有意義，可以獨(dú)立成字的漢字。
17. Not all characters are used to describe objects.=
All characters are not used to describe objects.=并非所有漢字都用來描述事物的。
2. pour… into… 把……排放到……
5. do harm to … / be harmful to… 對……有害
1. Look, there are several chemical factories pouring waste water into the streams.
看, 有幾家化工廠正往河里排放廢水.
2. Everything has changed.一切已發(fā)生了變化.
3. How long have you been like this? 你像這樣多長時間了?
4. I’m always in a bad mood because I can’t stand the environment here.
我的情緒總是很差因?yàn)槲沂懿涣诉@里的環(huán)境.
5. However, not all people know that noise is also a kind of pollution and is harmful to humans’ health.
然而,并非所有的人都知道噪音也是一種污染, 而且有害于人類健康.
1. Granny said, “I’m feeling even worse.”
Granny said that she was feeling even worse.
2. “ Do you still want to live here, Granny?” the journalist asked.
The journalist asked Granny if she still wanted to live there.
3. “ How is the environment around this place?” the journalist asked.
The journalist asked how the environment around that place was.
一、學(xué)習(xí)目標(biāo)：
知識目標(biāo)：能正確使用Mdule 12中的單詞和短語；
能力目標(biāo)：能表述某一課程的情況；正確掌握主謂一致。
情感目標(biāo)：通過了解其他國家暑期培訓(xùn)班、夏令營等相關(guān)信息，拓展視野。
二、重點(diǎn)、難點(diǎn)：
重點(diǎn)：
1. 應(yīng)用本模塊交際用語，如：Welce t…; Please give a ” I std up and englishcurse-suer.c.
試題答案
一、1. A 2. B 3. C
4. A 解析：the rest在此處指“其余的錢”，ne為不可數(shù)名詞，因此the rest所指為單數(shù)意義，謂語動詞要用單數(shù)。此外，“give sth. t sb.”的`被動形式為“sth. be given t sb.”，故選A。
5. B 6. D 7. B 8. C
9. D 解析：該題考查主謂一致。由nt nl…but als連接兩個并列主語，其謂語動詞的單復(fù)數(shù)形式同與其最靠近的主語保持一致，故謂語動詞應(yīng)用單數(shù)形式。又據(jù)句意“他們都還沒有回來”，可知用has gne而不用has been。
10. A 解析：該題考查主謂一致。neither…nr是一組連詞，可連接兩個并列主語，其謂語動詞應(yīng)同最靠近它的主語I保持一致，因此選A。
11. A 解析：該題考查主謂一致。這個句子的主語是a nuber f deer，是一個復(fù)數(shù)概念，因此謂語動詞應(yīng)用復(fù)數(shù)形式。（deer的單復(fù)數(shù)同形）
12. B
13. D 解析：“分?jǐn)?shù)或百分?jǐn)?shù)＋f＋名詞”構(gòu)成的短語作主語時，其謂語動詞的單復(fù)數(shù)形式要由f后的名詞而定。One third f the是指“三分之一的學(xué)生”，f后的the是指學(xué)生，為可數(shù)名詞的復(fù)數(shù)，故謂語動詞要用復(fù)數(shù)。
14. B
15. C 解析：此句意為“當(dāng)我來訪時，他們?nèi)胰苏诔酝盹垺?，fail是指家里的每一個人，故謂語動詞要用復(fù)數(shù)。
二、1~5 DABCD 6~10 AAABD
三、(A) CDADB (B) ABDBC
四、1. sunglasses 2. curse 3. bed 4. rest 5. prgress 6. experienced
7. Mer 8. relatinships 9. applicatin 10. activities
五、1. have taen place 2 give a 5
Unit 4 What would you do?
Part 1: Teaching design (第一部分：教學(xué)設(shè)計(jì))
Structures: Second conditional, Should for advice
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.
Vocabulary: million, charity, pimple, confident, shirt, tie, medical research
Learning strategies: Matching, Listening for key words
SECTION A
Goals
●To learn to use Second conditional and Should for advice
●To listen and talk about imagined life
Procedures
Warming up by learning about Second conditional and Should for advice
The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.
The structure of a second conditional sentence
Like a first conditional, a second conditional sentence consists of two clauses, an “if” clause and a main clause:
if clause main clause
If I had a million dollars, I would buy a big house.
If the “if” clause comes first, a comma is usually used. If the “if” clause comes second, there is no need for a comma:
main clause if clause
I would buy a big house if I had a million dollars.
We use different verb forms in each part of a second conditional:
if clause if + subject + simple past verb*
main clause subject + would + verb
1a Talking about imaginary situations
What would you do if you had a lot of money?
If I had a lot of money, I would give it to charity.
If I had a lot of money, I would buy snacks.
If I had a lot of money, I would give it to Hope Project.
If I had a lot of money, I would buy books for the poor.
1b Listening and numbering
Now you are going to listen and number the pictures 1 to 3 in the order you hear them.
Tapescript
Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity.
Boy1: Wow, what a nice man!
Girl1: What would you do if you had a million dollars?
Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas.
Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family.
Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow!
Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.
Now listen again and write down the sentences with Second conditional and Should for advice
1c Doing pairwork
Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.
Look. This old man had a million dollars, and he gave it to charity.
Wow! What would you do if you won a million dollars?
I’d give it to medical research.
I’d take a chance to achieve my dream of flying to the moon.
If I won a million dollars, I’d stop working and become a professional runner.
I’d go to an old people’s home to help them.
I’d volunteer at the hospital twice every week.
2a Listening and circling
Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.
Tapescript
Girl1: Where are you going, Larry?
Boy1: To Tom’s party.
Girl1: Lucky you! I’d love to go to that party!
Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear.
Girl1: If I were you, I’d wear a shirt and tie.
Boy1: And I don’t have a present. What if everyone brings a present?
Girl1: 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 can give him yours. If not, you can keep it.
Boy1: OK. But what if I don’t know anyone?
Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.
Boy1: I guess I can do that.
Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave.
Now listen again and write down all the expressions onto your phrase book.
go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun
2b Listening and checking
Listen to the tape again and check on page 27 the four things Larry’s sister says to him.
2c Doing pairwork
Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.
X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie.
X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present-a pen or something.
X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.
… …
3a Reading and matching
Go to page 28. Read the problems in the boxes and match them with the correct advice.
And now write down all the expressions into your phrase book.
be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy
3b Thinking and role playing
Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.
A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.
A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.
A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.
4. Doing group work
You are put into pairs and find out each other’s problems at school and at home. Then give each other advice.
I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way.
I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time.
My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first.
I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too.
I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes.
… …
Closing down by taking a test on Second conditional
Match up the parts of the sentence
1. If I lost my job,
a) we'd both benefit.
b) I'd have a lot of problems getting another one.
c) you'd be more aware of what people really felt.
d) we wouldn't be so behind technologically.
2. If I were in your position,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) you'd be more aware of what people really felt.
d) we wouldn't be so behind technologically.
3. If I spoke Japanese as well as you do,
a) I'd resign rather than wait to be sacked.
b) I'd try to find a job with one of the Japanese banks.
c) we'd both benefit.
d) we wouldn't be so behind technologically.
4. If we spent more on Research and Development,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) I'd try to find a job with one of the Japanese banks.
d) we wouldn't be so behind technologically.
5. If you spoke less and listened more,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) I'd try to find a job with one of the Japanese banks.
d) you'd be more aware of what people really felt.
6. If you spent more time on your own problems and a bit less on mine,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) we'd both benefit.
d) I'd try to find a job with one of the Japanese banks.
7. If we controlled our expenses a bit better,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) we'd save a lot of money.
d) I'd try to find a job with one of the Japanese banks.
8. If you invested some time into learning how the Internet works,
a) you'd find that it could really help you in your job.
b) I'd have a lot of problems getting another one.
c) we wouldn't be so behind technologically.
d) I'd try to find a job with one of the Japanese banks.
9. If we opened an office in Tokyo,
a) we wouldn't be so behind technologically.
b) you'd be more aware of what people really felt.
c) I'd be interested in working there.
d) we'd both benefit.
10. If you didn't take the job,
a) you'd regret it later.
b) you'd be more aware of what people really felt.
c) we wouldn't be so behind technologically.
d) I'd try to find a job with one of the Japanese banks.
SECTION B
Goals
●To find out about people’s personalities
●To learn to communicate by Second conditional and Should for advice
Procedures
Warming up by learning about personality
What is personality? What is your personality?
In psychology, personality describes the character of emotion, thought, and behavior patterns unique to a person. There are several theoretical perspectives on personality in psychology, which involve different ideas about the relationship between personality and other psychological constructs, as well as different theories about the way personality develops.
1a Describing and filling
Turn to page 29 and fill in the blanks with words given.
1b Which words in activity 1a describe you? Tell your partner.
What are you like? I think I am creative and outgoing.
Words used to describe people
Adventurous, superstitious, dependant (on), unfriendly, aggressive, active, old-fashioned, anxious, adaptable, decent, moral, annoyed, irritated, arrogant, very irritating, enlightened, well-informed, upset, excited, open, open-minded, sincere, honest, crazy, flipped-out, well-balanced, stable, shy, timid, talented, gifted, excited, enthusiastic, crazy, mad, persevering, persistent; dogged, helpful, well-known/famous, crazy, loopy, mad, zany, popular, modest, humble, self-effacing, demented, crazy, possessive, spellbinding, fascinating, silly, ignorant, stupid, spiteful, evil, angry, mean, spiteful, well-behaved, good, chaotic, disorganized, charming, cool, thankful, grateful, dumb, self-centred, ambitious, honest, jealous, selfish, simple, plain, simply, arrogant, smug, vain, unique, matchless, lonely, lonesome, vain, very mean, detestable, disgusting, elegant, classy, touchy, sensitive (to), sensitive, feeling, energetic; assertive, committed, dedicated, narrow-minded, successful
serious, first-class, fair, fantastic, fascinating, lazy, cowardly, fainthearted, refined, unchanging, solid, fit, feeling good, hard-working, industrious, progress-minded, cheeky, kind, friendly, happy, cheerful, merry, thoughtful, considerate, hospitable, generous, educated, cultured; well informed, patient, dangerous, full-of-feeling, sentimental, brilliant, stingy, cheap, tight, rude, low, ignorant, pleasant, brilliant, genius, just; fair; impartial, valued, dear, appreciated, clever, skillful, skillful, clever (at), closed, reserved, talkative, chatty, talkative, sociable, healthy, conscientious, greedy, reliable, trustworthy, pathetic (towards); unconcerned (about), indifferent (to), happy, lucky, rude, generous, well-dressed, good-humoured, well informed (on), good-natured, stubborn, hard-headed, stubborn, domestic, home-loving, cheerful, bright, clear-headed, uninhibited, unworried, wonderful, magnificent, heartless, helpful, cooperative, helpful, deceitful, tricky, naughty, proud, snobby, stuck-up, polite, hungry, realistic
2a Listening and checking
Cella is asking Bill questions from a personality survey. Check the questions Cella asks.
Tapescript
Girl1: I just did a personality survey in Teen Time magazine. It tells you how confident you are.
Boy1: Oh? How did you do, Celia?
Girl1: I don’t know yet. But it’s a really interesting test. You should try it, Bill.
Boy1: OK.
Girl1: How about question 1? What would you do if the teacher asked you to give a speech in front of the whole school?
Boy1: I’d say I had a cold and couldn’t speak. I would be afraid to make a speech in front of the whole school.
Girl1: How about this movie question? What would you do if someone asked you to be in a movie?
Boy1: Oh, I’d say no. I’d be too nervous. What’s the next question?
Girl1: Let’s see…
2b Listening and circling
You shall listen again to the recording and circle Bill’s responses. Copy the phrases from the listening script.
do a personality survey, in Teen Time magazine, a really interesting test, give a speech, in front of the whole school, have a cold, be afraid to make a speech, in front of the whole school, in a movie
2c Doing pairwork
In pairs ask and answer the questions in the personality survey on page 29.
3a Reading and filling
Look at the survey in 2a and read the personality survey result below on page 30. Fill in the balnks with a, b or c.
3b Looking and writing
Next you are to write your own personality survey based on the that in 2a.
4 Doing groupwork
Ask students in your group the questions from your survey. Discuss the results.
Closing down by taking a personality survey
Read each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly Disagree” as a description of you.
Questions Strongly Agree Agree Disagree Strongly Disagree
Waste my time?
Often feel blue?
Seldom feel blue?
Have little to say?
Do not like art?
Believe in the importance of art?
Dislike myself?
Have a good word for everyone?
Feel comfortable with myself?
Feel comfortable around people?
Am not interested in abstract ideas?
Have a sharp tongue?
Are always prepared?
Keep in the background?
Pay attention to details?
Rarely get irritated?
Respect others?
Make friends easily?
Have a vivid imagination?
Find it difficult to get down to work?
Am not easily bothered by things?
Know how to captivate people?
Avoid philosophical discussions?
Accept people as they are?
Get chores done right away?
skilled in handling social situations?
Cut others to pieces?
Carry out my plans?
Am very pleased with myself?
Would describe my experiences as somewhat dull?
Do not enjoy going to art museums?
Suspect hidden motives in others?
Do just enough work to get by?
often down in the dumps?
Tend to vote for liberal political candidates?
Tend to vote for conservative political candidates?
Make people feel at ease?
Make plans and stick to them?
Have frequent mood swings?
Don't like to draw attention to myself?
Carry the conversation to a higher level?
Get back at others?
Don't see things through?
Panic easily?
Don't talk a lot?
Enjoy hearing new ideas?
Insult people?
Shirk my duties.
Believe that others have good intentions?
SELF CHECK
1.Filling the blanks
On page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary.
2.Reading an e-mail
Read the e-mail from Fran and copy all the expressions.
Subject: Can you help? From: Fran
Dear Knowledgeable,
My best friend, Mei, has a problem. There is a really important English speech contest for our whole city next month. Our classmates want her to represent the class in the school contest. Everyone is sure she will win. It’s probably true. Mei is very clever, and can speak English really well. In fact, she always comes top in the school exams. The problem is that she’s very shy. She doesn’t want to let her friends down, but she’s terrified of speaking in front of other people. She’s my friend, so she can tell me that she’s shy. But she can’t tell everyone that. I don’t think they would believe her. I can’t think of any good advice to give her, but you always come up with good solutions to people’s problems. What do you think I should tell Mei? What do you think I should tell the rest of the students? Fran
Just for fun
To end this period let’s do something fun-to find the animals.
Reading: What would you do if …?
Before you read, go to page 148 to learn the words for this reading passage first.
While you read, put the sentences into thought groups and underline all the useful phrases to be copied later after class.
Martin Robinson is a famous doctor/ who has a lot of experience/ dealing with teenagers. His new book/ What Would You Do/ If…? came out/ last month. It gives advice/ on what to do/ in lots of different situations. Here are two pages/ from the book.
ACCIDENTS
Question 1: What would you do/ if you cut yourself/ by accident?
Doctor: You should cover the cut/ with a clean cloth /and press it/ hard. If it’s a deep cut, you should see a doctor.
Question 2: If my grandmother fell downstairs, and wasn’t moving, I’d hurry/ to call the hospital/ first. Is that/ correct?
Doctor: Yes, speed is very important. Get the medical help/ first, then make her comfortable/ and stay/ with her.
Question 3: What would you do/ if you burned yourself/ by accident?
Doctor: Well, first find out/ how bad/ it is. Then/ put the burned area/ under cold running water.
Question 4: What would you do/ if you injured your knee /while running?
Doctor: If I felt some pain, I’d stop exercising. And/ if it hurt/ for more than a few days, I’d see a doctor.
PROBLEMS
Problem 1: A friend offers you cigarettes/ at a party.
Advice: Of course/ you should refuse！If I were you, I’d also talk to your friend/ about the dangers of smoking.
Problem 2: Children often think/ medicine is candy/ and eat it.
Advice: You must always hide medicine/ from children, and/ you should tell children/ to ask their parents/ before they eat “candy”/ they find.
Problem 3: An “internet friend” has asked/ if you could meet.
Advice: You should tell your parents/ about it, agree to meet/ in a public place, and you shouldn’t go alone.
Problem 4: You get pimples/ when you are nervous.
Advice: You should drink lots of water/ and ask your doctor for advice.
Part 2: Teaching Resources (第二部分：教學(xué)資源)
A Personality survey
In School
1. I like teachers who set routines and have organized ways of conducting classes.
2. I like classes to be “hands on,” I like to play games, compete, and solve problems.
3. I like my teachers, especially those who are friendly.
4. I learn best by working by myself.
5. I prefer teachers who stay on one topic at a time.
6. I like classes that have contests, changes of pace, and variety.
7. My favorite subjects are about people, such as language, drama, and literature.
8. I am easily bored if the subject holds no interest to me.
9. I like subjects that are useful and traditional, such as history and government.
10. My favorite subjects are music, art, and crafts.
11. I am social and work best in a group setting.
12. Sometimes, it is hard for me to decide what's important, because so many things are interesting to me.
With Friends
13. I prefer friends who are careful with their money and who make plans ahead of time.
14. Planning ahead bores me because I never know what I want to do until the moment arrives.
15. I am sensitive to rejection and need to know that a person cares about me.
16. I may seem distant and without emotions.
17. I like my friends to be loyal, dependable, and on time.
18. I like to excite my friends with new and different things.
19. I appreciate real, human feedback and like to receive notes and gifts.
20. I am uneasy about showing my emotions.
With Family
21. I like stability and security and enjoy traditions and celebrations.
22. I need a lot of space and freedom.
23. I like to be happy and loving.
24. I am probably seen as a loner because I like a lot of private time to think.
25. I like to spend holidays with family members and plan on such gatherings for months and months.
26. It is hard for me to follow rules and I feel we all should just enjoy one another.
27. I am very sensitive to rejection from my family and to family conflicts.
28. Sometimes, I find activities boring and have difficulty following family rules that don't make sense to me.
Unit 4 what would you do? 教案示例（1）
I. Analysis of the Teaching Material
1. Status and Function
In this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.
All the students are active in such activities.
(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.
(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.
(3)All the activities in the third period are designed to give students a rein forced practice in the use of the target language.
(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.
(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.
(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.
2. Teaching Aims and Demands
(1)Knowledge Objects
To make students grasp how to talk about imaginary situations.
To make students grasp how to give advice using the target language.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence.
(3) Moral Objects
Imaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.
Two heads are better than one. Be ready to help others.
In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.
3. Teaching Key Points
To learn the key vocabulary words and the target language.
To make students use the target language to give advice.
4. Teaching Difficult Point
To train students’ listening, speaking, reading and writing skills by many different kinds of activities.
5. Studying Ways
Teach students how to communicate with others.
Teach students how to give advice when someone is in trouble.
Ⅱ. Language Function
Talk about imaginary situations.
Ⅲ. Target Language
1. What would you do if you won a million dollars?
I’d give it to medical research.
2.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.
Ⅳ.Structures
1. Second conditional
2. Should for advice
Ⅴ. Vocabulary
lottery, million, pimple, energetic, confident, shirt, tie, medical research
Ⅵ. Recycling
charity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,
late, tired
Ⅶ. Learning Strategies
1. Matching
9. Listening for key words
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ. Teaching Aims and Demands
1.Knowledge Object
(1) Key Vocabulary
lottery, million, medical, research
(2) Target Language
Look. This girl won a million dollars in the lottery.
Wow! What would you do if you won a million dollars?
I’d give it to medical research.
(3)Structure
I would/I’d do
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
If you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.
Ⅱ.Teaching Key Points
1. Target language
2. The structure: I would/I’d do
Ⅲ. Teaching Difficult Point
The structure: I would/I’d do
Ⅳ. Teaching Methods
1. Scene teaching Method
2. Teaching by induction
3. Pairwork
Ⅴ. Teaching Aid
A tape recorder
Ⅳ. Teaching Procedures
Step Ⅰ Revision
Review the structure “should be allowed to” by asking students to make sentences about school rules.
Step Ⅱ 1a
This activity focuses on vocabulary and structures introduced in the unit.
Read the instructions to the class.
Call students’ attention to the words in the box. Ask a student to read them to the class.
Say, What would you do if you had a lot of money? Add more ideas to the list.
Then share your answers with other students.
Get students to complete the task. First individually, then in groups.
As they work, walk around the room checking progress and offering any help they may need.
Collect answers from students on the blackboard.
Answers will vary but should include a mixture of ideas for helping themselves and others.
Step Ⅲ 1b
This activity gives students practice understanding the target language in spoken conversation.
Read the instructions to the class.
Read the question in the speech bubble.
Explain the word lottery to students.
Say, You will hear teenagers talking about what they would do if they won the lottery.
Point to the pictures. Ask students to describe them one by one.
For example, for Picture One, a student might say, “If I won the lottery, I’d buy a big house.”
Point out the sample answer. Say, The first picture you will hear about has the number one on it.
Play the recording for the first time.
Students only listen.
Play the recording again. This time students listen and number the pictures in the order they hear them.
Check the answers.
Answers
2,1,4,3
Tapescript
Girl 1: Hey, did you see this newspaper article? A girl won a million dollars in the lottery. She was only 14.
Boy 1: Wow, how luck!
Girl 1: What would you do if you won the lottery?
Boy 1:If I won the lottery, I’d give the money to the 200. I want to help the pandas.
Girl 1:That’s a good idea! I know what I’d do. If I won the lottery, I’d buy a big house for my family.
Girl 2: Really? I’d put the money in the bank. Then I’d just watch it grow!
Boy 2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.
Step Ⅳ 1c
This activity provides oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.
SA :Look! This girl won a million dollars in the lottery.
SB: Wow ! What would you do if you won a million dollars?
SA: I’d give it to medical research.
Write it on the blackboard.
Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.
Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.
Step Ⅴ Summary
In this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery? I’d give it to medical research.
Step Ⅵ Homework
If you had a large amount of money, e, g. ￥100,000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow.
Step Ⅶ Blackboard Design
Unit 4 What would you do?
Section A
The First Period
Target language:
A: Look. This girl won a million dollars in the lottery.
B: Wow! What would you do if you won a million dollars?
A: I’d give it to medical research.
Unit 4 what would you do 教案示例（2）
Ⅰ. Teaching Aims and Demands
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 tie.
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
1．Listening Practice
2．Target language
Ⅲ. Teaching Difficult Point
Train students’ ability to use the target language.
Ⅳ. Teaching Methods
1．Listening to cassettes
2．Pairwork
3．Teaching by induction
Ⅴ. Teaching Aids
1．A tape recorder
2．A picture of a person in a lion’s cage
3．A projector
Ⅵ. Teaching Procedures
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 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. 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.
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 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 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 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 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.
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 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 perform 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/her 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 were 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 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 about 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 do, 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 wudjuh.
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 fault, what would you do? Get students to make a list.
StepⅧ Blackboard Design
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 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.
Unit 4 what would you do 教案示例（3）
Ⅰ. Teaching Aims and Demands
1.Knowledge Objects
(1) Key Vocabulary
pimple, trouble
(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 small 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 Point
1. Reading
2. Target language
Ⅲ. Teaching Difficult Point
Give advice using the target language.
Ⅳ. Teaching Methods
1. Reading Practice
2. Pairwork
Ⅴ. Teaching Aid
The blackboard
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Check homework. Get students to talk about what they would do if a teacher criticized them. For example, 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 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.
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 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 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 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 conversations 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 activity 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 should 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 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.
Answers 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 this 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
Unit 4 What 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 let me have 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.
一、重點(diǎn)短語
1. 處于困境 in trouble
2. 比如 for example3. 和……比較 compare... with...4. 吵鬧;喧嘩 make a noise5. 隔壁;相鄰 next to6. 用……填充…… fill...with7. 期待 look forward to8. 不僅……而且 as well as 9. 注意 pay attention to10. 發(fā)現(xiàn);查明 find out11. 得知 learn about 12. 所有年齡段的 of all ages13. 全世界 in the whole world
二、重點(diǎn)句型1. It’s against ... 這是違反……
2. That’s no good. 那樣不好。3. No wonder ... 難怪……
三、重點(diǎn)語法if 從句 1：if 從句 + 祈使句
1. 結(jié)構(gòu)：“if 從句 + 祈使句”意為“如果……，就 / 要……”。
2. 用法：① “if從句+祈使句”結(jié)構(gòu)中，if引導(dǎo)的從句可以放在主句之前，也可以放在主句之后。② if 從句在前時，主從句之間必須用逗號隔開。③ 主句是祈使句，if 從句要用一般現(xiàn)在時。例如：If you want to leave, drive slowly. 如果你想走，慢點(diǎn)開車。Stay at home if it rains. = If it rains, stay athome. 如果下雨，你就待在家。
表示禁止的結(jié)構(gòu)1. “No + 名詞 / 動名詞!”句型常用于公共場合的提示語，意為“禁止……，不準(zhǔn)……”。例如：No smoking! 禁止吸煙!No burning!禁止煙火!2. Don’t + 動詞原形.例如：Don’t jump. 不準(zhǔn)蹦跳。
喜歡《九年級英語上冊教案15篇》一文嗎？“幼兒教師教育網(wǎng)”希望帶您更加了解幼兒園教案，同時，yjs21.com編輯還為您精選準(zhǔn)備了九年級英語上冊教案專題，希望您能喜歡！
相關(guān)推薦
以下內(nèi)容“九年級英語上冊教案”是幼兒教師教育網(wǎng)小編從網(wǎng)絡(luò)收集整理的。上課前準(zhǔn)備好課堂用到教案課件很重要，又到了寫教案課件的時候了。做足了教案課件的前期準(zhǔn)備，這樣才能達(dá)到預(yù)期的教學(xué)目標(biāo)。還請多多關(guān)注我們網(wǎng)站！...
每個老師在上課前需要規(guī)劃好教案課件，又到了老師開始寫教案課件的時候了。教案是教學(xué)模式和教育思想的體現(xiàn)，如何根據(jù)課件寫教案呢？幼兒教師教育網(wǎng)的編輯特別為您精選的“九年級英語上冊教案”一定能夠讓您滿意，為了避免遺失建議您將本頁網(wǎng)址收藏好！...
古人云，工欲善其事，必先利其器。幼兒園教師在平時的學(xué)習(xí)工作中，都會提前準(zhǔn)備很多資料。資料可以指生產(chǎn)、生活中必需的東西。如：生產(chǎn)資料；生活資料。有了資料的幫助會讓我們在工作中更加如魚得水！那么，你知道優(yōu)秀的幼師資料是怎樣的呢？于是，小編為你收集整理了四年級英語上冊課件九篇。在此溫馨提醒你在瀏覽器收藏本...
最新更新
