励志的句子范文大全：期望这份"九年级英语上册教案"能够帮助您更好地理解相关事项，如果您认为这篇文章很有价值请将本网页网址收藏以方便随时阅读。老师会对课本中的主要教学内容整理到教案课件中，所以老师写教案可不能随便对待。 详细的教学教案能够帮助教师准确评估学生的学习情况。
一、教学背景分析
（一）教学内容分析
本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。本单元Section A所呈现的是与谈论喜好与厌恶相关的基本语言知识及其初步运用。这部分内容从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like…? 及其回答Yes,I do / No, I don’t.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。并借此突出本单元的语法重点。最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语言，落实新知。Section B是在Section A基础上的知识的扩展和延伸。本单元中，Section B首先以听、说、写的形式展开了食物与名称配对以及对食物进行分类。接着设计了听力填写Sandra和Tom喜欢与不喜欢的食物；自然引到了谈论一日三餐的话题的结对活动，实现了新旧知识的综合运用；一日三餐合理健康膳食引出同步阅读；之后的写一段话谈谈Tom 的一日三餐到写一段关于自己一日三餐喜欢吃的食物，直到最后的小组活动列出购物清单，使学生从完成半真实的任务转向了完成真实的任务，从而达到了创造性活用所学语言的目的。Self check部分的主要内容是对本单元主要词汇及语言运用能力的自我评价。
综上所述，本单元以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的地学习语言。
（二）教学重点和难点
教学重点：1、掌握关于食物的词汇。
2、熟练运用所学功能项目谈论喜好和厌恶。
3、能准确地用英语描述一日三餐的食谱。
教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don’t.
2、描述一日三餐的方法。
3、一般现在时，主语是三单时，助动词与动词的变化。
4、可数名词和不可数名词的区别。
（三）教学目标
《新课程标准》之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：
1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶以及表述一日三餐的词汇和语言结构。
2、语言技能目标：
（1） 开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。
（2） 展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。
（3） 引导同步阅读，使学生理解与主题相关的语言材料，并增强学生运用语言获取更多信息的能力。
（4） 进行写作练习，使学生具备初步的综合运用语言的能力。
3、情感态度目标：
（1）通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。
（2）讨论美食，享受生活美味，提倡健康合理膳食。
4、学习策略目标：
（1）Disscussion. 通过小组讨论、开展调查等研究，明确在用中学、交流中学习的想法。
（2）Classifying. 通过分类法，可简化学习过程，利于记忆。
（3）Guessing. 通过猜测，并大胆发言，以学习新知。
5、文化意识目标：了解中西方膳食的不同习惯以及表示喜好与厌恶的一些常用表达法。
二、教学方法和学习策略
1、教法
（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。
（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
2、学习策略：
（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。
（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。
三、课时结构
为了能较好地 实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
Period 1 Section A 1a /1b /1c /2a /2b.
Period 2 Section A 2c /3 /4 .
Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.
Period 4 Summing up SectionsAand Band the grammar.
四、教学过程设计
Period One
一、教学目标
1.知识目标：
1）单词：do, don’t, does, doesn’t, strawberries, like, have, bamburgers, orange, tomatoes, icecream, broccoli, salad, French fries, bananas.
2）句型：Do you like bananas?
Yes, I do. / No, I don’t.
2.能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。
3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。
二、教学重点：掌握关于食物的词汇。
三、教学难点：学会使用交际用语Do you like bananas?
Yes, I do./No, Idon’t.
四、教学设计：
Step1. 通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。
本环节课堂节录如下：
T: Today we are going to learn Unit 6. Look, what’s this?
Ss: It’s a fridge.
T: Right! There are many kinds of delicious food in it. Can you guess?
S1: Apple.
T: Yes, there are some apples in it. Are there any oranges in it?
S2: Yes.
T: OK, Maybe you are right. Now let’s open the fridge and check them out. Look, what are they?
Ss: They are bananas.
T: How do you spell it?
Ss: B-A-N-A-N-A, banana.
T: Anything else?
S: French fries.
T: Maybe you are right. Let’s see. Look! What are they?
Ss: They are French fries.
T: Can you spell it, please?
Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.
T: Yes, very good! Who can write it on the blackboard?
S: Me.
T: You please.
Step2. 布置一项任务:老师手持一个盒子，让同学猜猜老师最喜欢的食物。规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。
本环节课堂节录如下：
T: You see, there are so many things in the fridge. I know each of you has your favourite food. Right? I have my favourite food, too. Now I want you to guess it. You can ask me questions to find it out. Think over, what question can you ask?
S: What’s your favourite food ?
T: Yes, you can ask me in this way, but I want you to guess it. I can only answer “ Yes” or “ No”. How can you ask me?
S: Do you like bananas?
T: Yes, I do. Yes, good question! So all of you can ask me like this, clear?
Ss: Yes!
S: Do you like hamburgers?
T: No, I don’t. I don’t like hamburgers.
S: Do you like oranges?
T: Yes, I do. They’re sweet.
S: Do you like ice cream?
T: Yes, I do. It’s my favourite food in summer. OK, I think one of you has got the right answer. Now my favourite food is in this box!
Ss: Chocolate!
T: No, I don’t like chocolate. let’s open and see! Look! What’s this?
Ss: Orange!
T: Who got the right answer?
S: Me!
T: OK, congratulations! And this orange is for you!
完成Section A, 1a, 1b.
Step 3. 布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词（老师请一程度较好的学生先进行示范）。
本环节课堂节录：
T: Now let’s do the pair work. Make a dialogue with your partners. Ask your partners like this to find out their favourite food. I will ask some pairs to act it out. Two minutes.
( Two minutes later )
T: OK, stop here. Who’d like to be the first pair? You two, please!
A: Hello.
B: Hi.
A: Let’s go to eat breakfast. Look, do you like hamburgers?
B: Yes, I do.
A: Oh, I like it, too. Do you like French fries?
B: No, I don’t. They aren’t healthy food.
A: OK, let’s eat hamburgers.
B: Great! Thank you.
Step 4. 完成课文32页Section A听力练习activity 2a, 2b。
Setp5. 当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。
Homework
1. Copy the new words and try to learn them by heart.
2. Make up a new dialogue about likes and dislikes then write it down in your exercise book.
五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。
Period Two
一、教学目标
1． 知识目标：
1）能将所学单词进行归类。
2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。
如：Do you /they like salad? Yes, I /they do. No, I /they don’t
Does he like French fries? Yes, he does. No, he doesn’t.
I (They) like oranges. I (They) don’t like bananas.
She likes bananas. She doesn’t like ice cream.
2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。
3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。
二、 教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。
三、 教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。
四、 教学设计:
Step 1. 复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。
本环节课堂节录如下：
T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.
T: What’s this?
Ss: Apple.
T: Do you like apples?
Ss: Yes, I do.
T: And what’s this?
Ss: Banana.
T: Yes, What about this one?
Ss: Broccoli.
T: Do you like broccoli?
Ss: No, I don’t.
…
T: Yes, good job! You have good memory!
Step 2. 导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。
本环节课堂节录如下：
T: Now I’ll ask a boy and a girl to answer my questions. First I’d like to ask a boy.
( To a boy ) Do you like pears?
B: Yes, I do.
T: Do you like French fries?
B: No, I don’t.
T: (To the class) Class, does he like pears?
Ss: Yes, he does.
T: Does he like French fries?
Ss: No, he doesn’t.
(Then ask a girl to answer the teacher’s question.)
T: (To a girl) Do you like pears?
G: Yes, I do.
T: Do you like French fries?
G: No, I don’t.
T: (To the class) Now class, does she like pears?
Ss: Yes, she does.
T: Does she like French fries?
Ss: No, she doesn’t.
T: (Pointing to the boy and the girl) Class, do they like pears?
Ss: Yes, they do.
T: Right. They like pears. Do they like French fries?
Ss: No, they don’t.
T: Yeah, they don’t like French fries. Good job!
(边说边板书重点句型.)
Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。
eg. A: I like chicken. Do you like chicken?
B: Yes, I do. / No, I don’t
C: He /She likes chicken. Does she /he like chicken?
D: Yes, he /she does. /No, He /she doesn’t.
Step 4 完成课本33页Part 3中的Pairwork. Find out what Bob and Bill like and don’t like.Then draw in the chart.
Step 5 简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客，你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.)
eg. A: Mum, tomorrow is my birthday. Jim, Kate, Lucy and Lily are coming to my party.
B: Good. Let’s give them something nice to eat. Does Jim like oranges?
A: Yes, he likes them very much.
B: Does Kate like oranges, too?
A: No, she doesn’t. She likes pears.
B: What about Lucy and Lily? Do they like ice cream?
A: Yes, they like it very much.
B: OK. Let’s go and get some oranges, pears, ice cream and some other things.
A: OK. Let’s go.
T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our class and tell me what they like and don’t like.
Step 6 接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。
eg. Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes. He likes potatoes. Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas. They like oranges. …
Homework
1. Write a report about your food survey in your class.
2. Finish off the exercises in the exercise book.
Period Three
一、教学目标
1.知识目标：
1） 单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, dessert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list
2）句型：What do you have for breakfast/ lunch/ dinner?
For breakfast, I have…
What does he/ she have for breakfast/ lunch/ dinner?
For breakfast, he/ she has….
2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。
3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。
二、教学重点：掌握本课新单词。
三、教学难点：掌握描述一日三餐的方法。
四、教学设计：
Step1. Memory challenge
Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.
完成Section B, 2a, 2b, 2c.
Step2. 导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。
本节课堂实录如下：
T: How many meals do we have every day?
Ss: Three.
T: Yes, and what are they?
T: Right. So I have three plates for you. The first one is for breakfast, the second one is for lunch and the third one is for dinner. Now I put the food into each plate. According to it. What do you have for breakfast?
S: For breakfast, I have hamburgers, tomatoes and salad.
T: Yes, great! Then what about lunch? What do you have for lunch?
S: For lunch, I have eggs, broccoli and carrots.
T: Right! How about dinner? What do you have for dinner?
S: For dinner, I have chicken, salad and ice cream.
T: OK. Well done!
Step3. 布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。
本节课堂实录如下：
T: Do you like the food I chose for you?
Ss: Yes/ No.
T: It’s your turn now! choose food for yourself and make a dialogue with your partners. Ask your partners what they have for three meals. Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself. Two minutes, start!
( Two minutes later )
T: Time is up. Who’d like to be the first one?
Ss: Me/ Let me have a try.
T: OK, you two first. Let’s welcome!
A: Good morning.
B: Goodmorning.
A: What do you like for breakfast?
B: I like hamburgers and bananas.
A: What do you eat for lunch?
B: For lunch, I eat chicken, broccoli and ice cream. What do you have for dinner?
A: For dinner, I have rice, fish, vegetable soup and cucumbers.
B: I think your dinner is very delicious.
A: Thank you. Let’s go to KFC.
B: Really/ OK. Let’s go!
A: Not bad!
与学生讨论哪些是健康食品,哪些是不健康食品。
T: You have eaten healthy food. Let’s look at Sandra. What kind of food does she eat? Now let me tell you. Listen carefully and answer my questions.
Step 4. 完成34页Section B的听力练习activity 2a, 2b以及Pairwork 2c.
Step 5. 巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 3b.
Step 6. 完成Section B Activity 3c: Write about what you like for breakfast, lunch and dinner.
Step 7. Groupwork: You are going for a picnic with a group of friends.
1. Make a list of food to buy.
2. Read your list of food to the class.
Homework
1. Eating healthily is very important.It can make you healthy and happy. Please write about what you like for breakfast, lunch and dinner.
五、 课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。
Period Four
一、教学目标：
1．知识目标
1) 将本单元所学内容编成一个对话。
2）巩固单元语言知识点，即可教名词与不可数名词。
2． 能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。
3． 情感目标：懂得饮食合理、健康。
二、教学重点：复习单词、句型以及一日三餐表达方法。
三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。
四、教学设计：
Setp1. 复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。
本环节课堂实录如下：
T: Look at the screen.Who are they?
Ss: 蜡笔小新和樱桃小丸子.
T: Yes, they meet each other on Sunday. What do they talk about?
Ss: Hamburgers, French fries…
(Show the conversation.)
T: OK. Let’s read it together.
Boys: Good afternoon.
Girls: Good afternoon.
Boys: Let’s go to the KFC together.
Girls: great! I’d like to go.
Boys: What do you have for lunch?
Girls: I have hamburgers and salad. What about you?
Boys: I have rice, fish and broccoli.
Girls: What do you like for dinner in KFC?
Boys: I like hamburgers, chicken and ice cream. And you?
Girls: Me, too.
Boys: OK.Let’s go!
T: Now please make a conversation like this with your partners. Two minutes.
(Two minutes later.)
T: Now, I’d like to ask some pairs to act it out. You please.
A: Nice to meet you.
B: Nice to meet you.
A: Oh, it’s seven o’clock now. Let’s go to school.
B: OK.
A: Do you like apples?
B: Yes, I do.
A: Do you like strawberries?
B: No, I don’t. It’s too sour. Do you like French fries?
A: No, I don’t.It’s isn’t healthy food.
B: What do you have for breakfast?
A: For breakfast, I have hamburgers, eggs and orange juice. What about you?
B: I have hamburgers, French fries and coca cola.
A: Let’s have lunch together, OK?
B: OK. Bye-bye.
A: Bye.(A is a girl,B is a boy.)
Step2. 归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。）
本环节课堂实录：
T: Next let’s review the grammar together. Please take out your notebooks.
T: 英语名词可以大致分为两类，是哪两类？
Ss: 可数名词和不可数名词。
T: 对，可数名词又可以分为两类：单数和复数名词。
1．可数名词。举例：apple, orange, desk, chair, book等。
2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a glass of water，一杯水，a piece of news一则新闻。
3．有时既可当可数名词又可当不可数名词。如：ice cream, salad, chicken.
T: 好的，接下来我们来看可数名词的复数形式。
可数名词由单数变为复数有五种情况：
1． 词尾加s，如apples,oranges.
2．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes, tomato--tomatoes. 但有些例外。如：radios, photos, zoos.
3．以y结尾的，去y加ies. 如story--stories.
4．以f或fe结尾的，去f或fe加ves. 如knife--knives.
5．不规则变化：如child--children, man--men, tooth--teeth.
T: 关于名词的复数形式，清楚了吗？ Ss: 清楚。
T: 好，接着我们再看看动词变化。
1． 陈述句中，主语如果是第三人称单数，谓语动词加S
如：He likes hamburgers.
He has chicken for dinner. (have-has)
2． 否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’t. doesn’t和don’t后面动词变原形。
如：I don’t like hamburgers
He dosen’t like ice cream.
3． 一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。
如：Does he like pears?
Do they like Salad?
T: OK.These are the main grammar points of unit six.Do you have any questions?
Ss: No.
Finish off Self-Check.
Do a short test about the grammer above.
Homework
1. Make a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)
一、重点短语
1. 从……出来 get out of ...
2. 在……的顶上 on top of ...3. 期望…… look forward to ... 4. 穿过 go through5. 朝……望过去 look across6. 同意 agree with7. 在我看来 in my opinion8. 多于 more than9. 无数的 millions of10. 加入 join in
二、重点句型
1. be not sure... 对……不确定
2. There be nothing to do... 没有什么可以……3. There be no sign of ... ……没有迹象4. I think... 我认为……5. It’s about ...wide and ...high. 大约多宽多高。
外研版九年级上册英语教案
外研版九年级英语上册 Module 10 Unit 1教案
设计的基本理念：依托外研版九年级新教材第十模块，根据新课标的崭新理念，以培养学生自主、合作、探究精神，突出培养学生的综合英语语言运用能力为指导思想而设计。
课 型：Listening and speaking
教学内容分析：
1．单元教材内容贴近学生生活，主要涉及运动训练、健康饮食以及身体健康等，易于学生接受。同时，前面几个模块已对定语从句进行了学习，已有一定基础，对培养学生发散思维和锻炼口语有着积极的作用。
2．教材内容的前几个模块一直都在学习定语从句which ,that, who的用法，经过前几个单元的铺垫，本单元whose引导的定语从句教学就不是难点。
学生分析：
1．已处于九年级上学期，经过初中阶段两年多的系统学习，已具有一定的认知水平和对英语语言的运用水平。
2．学生的主动思考与口语水平不高。所以在这一单元的`学习中，可能很多学生的参与性较差，所以应该采取有效的措施，提高学生开口的安全感，引导学生积极参与学习过程，实实在在地提高教学的实效性。
教学目标：
1． 正确使用下列单词和词组：ache ，exercise ,weight, give up ,interest.
Behave, persuade ，ban, educate等。
2．掌握并运用下列词组： give up, need to do,bump into等。
3．掌握whose 引导的定语从句并灵活运用。
教学策略：
1. 开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。
2. 兴趣激发策略。有了兴趣，学生才会有了参与的欲望，才能点燃他们的思维火花。
3. 任务型活动策略。在做中学，在做中练，在做中巩固往往有良好的效果。
学习策略：
1. 课前预习，找出文章重难点与重点的短语语句。
2. 合作学习。学会倾听、学会表达、学会讨论，学会合作学习。注意学习方法，在小组合作中、在班级合作中，学习他人长处，学习沟通技巧，最终在学习中不断成长。
教学手段：
本课采用任务型教学法，用多媒体、录音机等辅助教学手段进行，为学生运用英语进行交际创设情景，实现师生互动，生生互动。
教学重点：
1.重点词汇：ache，exercise, weight, give up, interest. behave, persuade ，ban, educate等
2.重点句型： whose 引导的定语从句
教学难点：定语从句的理解和运用
教学过程
一、
1）The teacher asks：
How are you?
Do you often do sports?
What’s your favourite sports?
Answer the questions. (展开竞赛，学生抢答，激发学生参与课堂的积极性)
2）Lead the students’ attention to the pictures and the new words on the book.
Say something about the pictures. Read the words on the book.
利用图片与文字的联系，建立概念与所指之间的直接关联，减少母语的干扰。同时，锻炼了学生们听、说的能力，动静结合，使学生们在适当的情境中，快乐的学习本单元所学词汇和短语。为接下的听说做好铺垫。
3) 听力训练
Do Activity 2.
依据目标：采用活动途径，倡导体验参与，掌握运用语言的能力。
Play the tape and ask： What does Tony do to keep fit? What do his classmates think of it?Listen to the tape and answer the questions.
简单易答的问题入手，使学生敢于发言.
Ask them match the words in Activity 5.
SS do these parts according to the aims.
充分调动各类学生积极参与英语课堂和自主学习英语的能力。使学生通过亲身体验，合作式的完成任务，通过交流、最终培养了学生良好的综合语言运用的能力。
二、合作探究
1）Read the dialogue by themselves ,then act it in groups to grasp it 。
2）at the same time ,find “whose “modle” ，and write them down.
3) groups show the dialogue in class.
4)Solve the problems in the dialogue, find out the difficults and important points.
三、知识点精析
1）a bit 意为“有点儿”，可修饰形容词及其比较级。
He is a bit tired..
知识拓展：a bit 与a little
(1) 当肯定句中修饰形容词或副词是，可互换。
(2) 修饰不可数名词时，a little= a bit of.
(3) 与not 连用时，not a bit表示“一点也不” not a little“非常”，相当于very.
He’s not a bit tired. 他一点也不累。 He’s not a little tired. 他非常累。
2）give up 意为“放弃”，其后常接名词、代词或动名词，若是人称代词，只放中间。 Though English is hard to learn, you shouldn’t give it up.
3)He doesn’t look like someone whose fitness and health interest him very much.
“interest”作动词，意为“使。。。。。感兴趣”。也可用作名词，意为“兴趣，爱好”常用于词组“feel/have/show/take/an interest in sb./sth.
四．巩固提升。
合并复合句
1. There is a girl. Her glasses are red.
______________________________________.
2. We went back to help the girl. The girl’s bike is broken.
_______________________________________________.
3. This is a book.I’m looking for the book.
____________________________________________.
五．达标测试。
根据汉语意思完成句子。
1. 如果你想保持身体健康的话就不要放弃。
Don’t ______ ______ if you want to _____ ________.
2. 汤姆对这部有趣的电影很兴趣。
Tom _____ _____ ＿＿the ______film.
3. 厨房里还有点面包。
There is ____ ____ ____ bread in the chicken.
六．课后提升。
What’s the best way to stay fit and healthy? Why? 结合所学内容以及自己的感悟写一篇60词左右的小文章。
课后反思：
本节课健康训练与保持为话题展开教学，进行多层次的听力训练，由浅入深，由易到难不同学生都能学有所获，之后进行学生自己以及小组的对话练习与展示，使学生进一步加强对素材的熟悉，然后进行小组合作探究处理教材重难点，在设置写的训练，效果较好，但小组的评价时机要进一步做好处理。
Unit 4 What would you do?
Part 1: Teaching design (第一部分：教学设计)
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：教学资源)
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.
1. not only…but also… 不仅……而且……
1. For example, we should use both sides of paper and reuse plastic bags.
例如,我们应该用纸的两面,并且重新使用塑料袋。
2. Everyone is supposed to do that.每个人都有义务那样做.
3. First, you ought to turn off the lights when you leave a room.首先, 你离开房间时应该随手关灯。
4. Easier said than done. 说起来容易做起来难。
5. Well, actions speak louder than words.嗯, 百说不如一做。
6. There will be a lot of hard work to do tomorrow, so make sure you go to bed early tonight.
明天有许多繁重的活要干,今晚一定要早睡。
并列句：由两个或两个以上并列而又相互独立的简单句构成。
常用的并列连词有：and, or, but, while, not only… but also
e.g. 1. The river is dirty and the temperature of the earth is rising.
2. They work well, but they are slow and can’t run for long.
I. 重点词组
1.learn…from…向……学习
2.in order to为了
3.give support to… 为……提供帮助
4.see sth. oneself 亲眼所见某物
5.keep in touch with 与……保持联系
6.sorts of各种各样的
7.make progress 取得进步
8.thanks to 由于
II.重点句型
1. Where have you been, Jane? 你去过哪里，简?
2. She has gone to Cuba to be a volunteer.她去古巴当志愿者了。
3. There goes the bell. 铃响了。
4. Though I had no time to travel, I still felt very happy.虽然我没有时间去旅行，但是我仍然感到很开心。
5. Now our country has developed rapidly.现在我们国家发展迅速。
III.语法
1. 现在完成时态的构成：助动词have/has+动词的过去分词
e.g. You have just come back from your hometown.
2. 现在完成时态的句式:
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与 have/has gone 的区别
have/has been to sp.表示曾经到过某地—— have/has gone to sp.表示已经去了某地
e.g. (1) I have been to Mount Huang with my parents. (2) She has gone to Cuba to be a volunteer.
Unit1 Topic 2 Where are you from?
Section C
学习目标：
1.学习数字0-10 及短语zero, one, two, three, four, five, six, seven, eight, nine, ten ,telephone, number
2. 学习如何询问别人的电话号码及应答
What’s his telephone number?
His telephone number is (010)8267-6790.
3.了解单词音节和重音。做到语音正确。
学习重点：
数字的灵活运用 学习难点：听音辨词
学习过程：
Step 1复习导入
1. (复习上节课的重要知识点。)
2. (朗读句子，并标出语调,巩固be from在不同人称的应用，复习国家名称。) Step2 问题导学 A.选择最佳答案
( )1 —Are they from Canada? —No, they ____.
A. are B. aren’t C. isn’t
( )2. —What’s ____ telephone number?
—It’s 8265-3412.
A. you B. your C. my
( )3. —____ are they? —They are XiaoLi and Jane.
A. Who B. What C. Where
( )4.. Mary ____ from Cuba.
A. is B. am C. are
( )5. “One one zero” 表示 ____。
A. 火警 B. 匪警 C. 急救中心
( )6.. —Is he Li Ping? —Yes, ____.
A. I’m B. he’s C. he is
B.根据句意及首字母提示填词。(5分)
1. —W____ are you from? 2. —What’s y____ name? —I’m from Shanghai. —My name is David.
3. —Are you f____ Zhengzhou? —No, we aren’t.
4. —What’s your telephone n ?—It’s (010)8659-7981.
5. —E me, are you Frank? —Yes, I am.
Step 3 呈现
1. (示范每个数字的'读音，要求学生先静听，再模仿。)
2. (师连续读出这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读，培养学生语感。)
3.(做出打电话的动作，理解telephone number的意思。)
T:What’s your telephone number?
S1:My telephone number is
Step 4. 精讲点拨
1— W____ is he? —He i____ Xiao Ming.
2. —Is she ____ Japan? —No, she ____.
3. —W ____ are they from? —They are from C____.
4. —What’s y____ QQ number?
—____ QQ number is 158141028.
5. —____ she Jane? —____, she is.
归纳小结：
重点句型:
What’s your telephone number? My telephone number is
What’s his telephone number?His telephone number is
当堂检测 A从Ⅱ栏中选出Ⅰ栏的正确应答语。 Ⅰ
( ) 6. How old are you?
( ) 7. Where are you from?
( ) 8. What’s your telephone number?
( ) 9. Is Miss Yang your English teacher?
( ) 10. Glad to meet you.
B.用适当的词填空。 Hello! My 1 is Kangkang. 2 am from China. This 3 my friend. 4 is his name? His name is Mike. 5 is from the U.S.A. His phone 6 is (010)6534-8719. Miss Zhao 7 my teacher. 8 is she from? She is from China, 9 . She is fine. 10 telephone number is (010)6534-8897.
1. ___________ 2. ___________ 3. ___________ 4. ___________
5. ___________ 6. ___________ 7. ___________
9. ___________ 10. ___________ 8. ___________
新课程标准感知
知识要点 本单元用虚拟句谈论一些假设的情况
本单元要点如下
1． 学会谈论一些假设的、虚幻的情况；
2． 达到如何使用虚拟句提出建议的目标；
3． 学会表示与现在的情况相反的虚拟语气的结构；
4． 学会用虚拟语气表述自己的还没有实现的愿望
一.重点词汇
million、pimple、energetic、confident、shirt、tie、medical、research lottery、million、
trouble、energetic、confident、in public、social
二.重点短语
1. won the lottery 赢得抽奖 2. in public 公共的、公众的
2. in the slightest 一点也；根本 4. plenty of 很多的、足够的
get along with 与…相处 6. let …down 使…失望、沮丧
7. come up with 提出、想出（问题） 8. medical research 医学研究
9. what if 如果…怎么办 10. be late for 迟到…
11. be nervous 紧张的 12. get nervous （变得）紧张的
13. take a long walk 散步 14. ask one’s permission 征求某人的许可
15. without permission 没得到许可 16. introduce oneself 自我介绍
17. rather than 而不是 18. a circle of good friends 朋友圈子
三.交际用语
1. If I were you , I’d wear a shirt and tie. 如果我是你，我就会穿衬衫打领带。
2. If I were you , I’d take an umbrella. 如果我是你，我就带把伞。
3. What would you do if you won a million dollars ? 如果你赚了一百万美元，你会做什么？
4. What if I don’t know anyone ? 如果我一个人也不认识怎么办？
5. You should eat lots of fruits and vegetable and drink lots of water.你应该吃大量水果、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.语法聚焦
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 .
第一课时
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.
第二课时
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 ______________ (如果你获得了第一名)？
4. You’d take a long walk ______________ (在吃过晚餐之后).
5. I ______________(变得紧张) before big exams.
第三课时
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 演讲
2. without permission （未经允许） with permission （经过允许）
permission n. “允许” permit v. “允许”
permit sb to do sth 相当于allow sb to do sth 意思是“允许某人做某事”
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“向某人自我介绍”
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:
翻译句子：
1． 他害怕在公众场合讲话。
2． 这个女孩很善交际。她有许多朋友。
3． 莫扎特是个很有创造力的音乐家。
4． 男孩们总是精力旺盛。他们几乎从不感觉到累。
第四课时
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 相当，非常 相当于very, quite
② 漂亮 相当于beautiful
2. in the slightest 意思是“根本，一点也”
not….in the slightest 意思是“根本不，一点也不”，相当于not…. at all.
slight 是adj. 表示“轻微的，不重要的”
例：I have a slight cold. 我有点轻微的感冒。
3. company ① 陪伴 （不可数n.）
② 公司 （可数n.）
例：I feel at home in your company. 和你在一起令我轻松自在。
He is a driver in a bus company. 他是一家汽车公司的司机。
4. rather than, would rather…than 意思是“与其……倒不如”，“宁愿…...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.
这两个短语前后都连接两个相同的成分。
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.
第五课时
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.
第六课时
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…..
此句使用了虚拟语气，对现在的事情进行假设，表示与现在事实相反的一种假设。此时，主句中谓语动词使用“should / would + v原形”的结构。If从句中谓语动词使用一般过去时态，如果该动词是be动词，则一律用were.
例：If I knew this, I would tell you.
2. burn-burned – burned 或burn – burnt – burnt 意思是“烧伤，烧坏”
例：The house is burning.
如果表示“被烧死”，则常用be killed by fire / in the fire, 也可用be burnt to death.
3. injure “伤害，损伤”，指事故中肉体上受到伤害，也指精神上的损伤，常用人作主语。
例：She was badly injured in an accident.
4. hurt “疼痛”，可用疼痛的具体部位作主语，也可用人作主语。
例：My head hurts.
She hurt herself yesterday.
Read the passage, and finish 3b.
教学目标(Teaching Aims)
通过本课教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本课只教学生静态位置的表达。(动态位置以后再学)要学习be动词，介词in,
on, near, behind, under以及定冠词the和不定冠词a/an的用法。
词汇学习： 掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find,
window
理解： broom, raincoat, cap, Hong Kong, Macao, SAR
语音： /i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教学建议
本课主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?)
的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。
大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。
以上表达应会听、说、(包括会问回答)读，语调语、音基本正确。
辅音音标的发音不必一步到位。如; /s/, /z/
教学重难点分析
1.句型
a.主谓一致，即be动词的单复数。
Where is/ Where’s …?
It is/ It’s on/ in/behind/near/under the…
Where are/ Where’re …?
They are/ They’re on/ in/behind/near/under the…
注意语序：
特殊疑问句： 疑问词 + 是动词 + 主语 + 问号
b. 介词in, on, near, behind, under的用法; 可组成介词短语。
介词 + 定冠词 + 名词
如：in the morning, at night, in the desk, on the table, near the door等。
2. 日常交际用语
Look at the picture. What can you see …? I can / can’t see… Can you see
…?
Where is /Where’s…? It is / It’s in, behind, near, under the…
Where are /Where’re …? They are / They’re in, behind, near, under the…
单词训练建议
classroom, blackboard, schoolbag, raincoat，football
均为合成词。可让学生利用所学过的单词知识，自学这些单词。
学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom
口语训练建议
本课的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在…
里，(上，后面，附近)的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。
为了使学生能够确切把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：
1.创设一个合乎生活逻辑的语境。
2.寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。---- Where’s the
brush? ---- It’s under the teacher’s table.老师也可自问自答。尽量从交际出发，减少纯句型练习。
3.确定对话参与者之间的特定关系。
在物体选择上，一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。
画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。
运用型训练建议
老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。
Eg.
Teacher: Could you help me?
Student: Sure.
T: Go to my office and fetch your notebooks.
S: Where are our notebooks?
T: They are on my table.
S: Where is your table?
T: It’s near the second window.
S: OK.
笔头训练建议
老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：
1.清楚的展示物体的位置。
2.严格限定表示条件。
3.迅速反馈改正信息。
语法训练建议
冠词训练
a. 第一次提到用a/an。
b. 定冠词特指后接单述或复数名词。
可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。
c. 位置介词的用法。
in the bag, under the table, on the desk , on the table等。
情感教育建议
通过本课的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。
可利用本课所提供的内容，Taiwan, Hong Kong, Macao, SAR, 进行爱国主义教育。
情景教学
学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。
冠词a/an, the的用法
冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a, an)和定冠词(the)。
不定冠词a和an的功能
1、 指人或事物的某一种类。例如：He is a student..他是学生。
2、 指人或某事物，但不具体说明何人或何物。例如;A boy is over there.
3、 表示数量“一”的概念。例如：I have a bike, a computer and a small room.
我有一辆自行车、一台电脑和一个小房间。
4、 用于某些固定词组中。例如：have a look, have a seat等。
定冠词the的用法描述
1. 用来特指某些人或某些事物。例如：The books on the desk are our teachers(books被on the
desk所限定).桌上的书是我们老师的。
2. 常用在上文提到过的人或事物的名词前。例如：There is a chair in the room. A woman is on the
chair. The woman in lilys mother.房间里有一把椅子，一位妇女坐在椅子上，那位妇女是莉莉的妈妈。
3. 用来指说话人双方都知道的人或事物。例如：Where is the teacher?老师在哪儿(双方都知道指的是哪个老师)?
4.在世界上独一无二的事物前。如：the moon
5. 在序数词和形容词级前。如：the youngest boy(最年轻的男孩) the first lesson(第一课)
6. 用在乐器类前。如：play the violin(拉小提琴)
7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：The Greens are not here
8. 用在一些习惯用语中。例如：in the morning, in the same class等。
何时不用冠词?
1. 在专用名词前。例如： in China; in Grade One等。
2. 名词前已有了做定语用的形容词、某些代词、名词所有格等修饰词语时。例如：this pencil; his knife等。
3. 表示一类人和事物的复数名词前。例如：These are oranges.
4. 在称呼语或头衔的名词前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu.
5. 在某些习惯用语中。例如：go home; go to school等。
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