初三英语unit4英文 22页

‎ Unit 4 what would you do?‎ 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 No.13 The First Period Ⅰ. Teaching Aims and Demands(教学目的和要求)‎ ‎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(教学重点)‎ ‎1. Target language ‎2. The structure: I would/I’d do Ⅲ. Teaching Difficult Point(教学难点)‎ The structure: I would/I’d do Ⅳ. Teaching Methods(教学方法)‎ ‎1. Scene teaching Method ‎2. Teaching by induction ‎3. Pairwork Ⅴ. Teaching Aid(教学工具)‎ A tape recorder VI. Teaching Procedures(教学过程)‎ 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(板书设计)‎ 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.‎ Ⅳ. Teaching Methods(教学后记)‎ No.14 The Second Period Ⅰ. Teaching Aims and Demands(教学目的和要求)‎ ‎1. Knowledge Objects ‎ (1) Key Vocabulary tie ‎ (2) Target Language ‎ What would you do if you won a million dollars?‎ ‎ I’d give it to charities.‎ ‎ If I were you, I’d wear a shirt and 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(教学重点)‎ ‎1．Listening Practice ‎2．Target language Ⅲ. Teaching Difficult Point(教学难点)‎ Train students’ ability to use the target language.‎ Ⅳ. Teaching Methods(教学方法)‎ ‎1．Listening to cassettes ‎2．Pairwork ‎3．Teaching by induction Ⅴ. Teaching Aid(教学工具)‎ ‎1．A tape recorder ‎2．A picture of a person in a lion’s cage ‎3．A projector VI. Teaching Procedures(教学过程)‎ Step Ⅰ Revision ‎ Check homework. Students talk about how to spend a large amount of money.‎ ‎ Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.‎ Step Ⅱ 2a This activity 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(板书设计)‎ 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.‎ Ⅳ. Teaching Methods(教学后记)‎ No.15 The Third Period Ⅰ. Teaching Aims and Demands(教学目的和要求)‎ ‎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 Points(教学重点)‎ ‎1. ‎Reading ‎2. Target language Ⅲ. Teaching Difficult Point(教学难点)‎ Give advice using the target language.‎ Ⅳ. Teaching Methods(教学方法)‎ ‎1. Reading Practice ‎2. Pairwork Ⅴ. Teaching Aid(教学工具)‎ The blackboard VI. Teaching Procedures(教学过程)‎ 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 (板书设计)‎ 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 lei 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.‎ Ⅳ. Teaching Methods(教学后记)‎ No.16 The Foruth Period Ⅰ. Teaching Aims and Demands(教学目的和要求)‎ ‎1. Knowledge Objects ‎ (1) Key Vocabulary ‎ be strict with, take a test, pass a test, fail a test ‎ (2)Target Language ‎ I think Peter should be allowed to take the test later.‎ ‎ I don’t agree.‎ ‎ I think the school has to have rules.‎ ‎2. Ability Objects ‎ (1) Train students’ listening skill.‎ ‎ (2) Train students’ ability to talk about agreement and disagreement.‎ ‎3. Moral Object ‎ It’s good manners to be on time.‎ Ⅱ.Teaching Key Points(教学重点)‎ ‎1. Review some key vocabulary words and target language.‎ ‎2. Talk about agreement and disagreement.‎ Ⅲ. Teaching Difficult Point(教学难点)‎ Talk about agreement and disagreement.‎ Ⅳ. Teaching Methods(教学方法)‎ ‎1. Review ‎2. Listening ‎3. Groupwork Ⅴ. Teaching Aid(教学工具)‎ A tape recorder VI. Teaching Procedures(教学过程)‎ Step Ⅰ Revision ‎ (1)Check the homework.‎ ‎ (2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the ‎ class into groups.‎ Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category.‎ Step　Ⅱ 1a This activity reviews the use of always, sometimes, usually and never.‎ Point to the picture. Ask students to describe what is happening in the picture.‎ Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.‎ Read the instructions and remind students of the exact meanings of the adverbs of frequency.‎ Say, Please write A after things you always do, U after things you usually do, S after things you sometimes do and N for things you never do.‎ Get students to finish the task on their own.‎ Answers to this activity will vary.‎ Step Ⅲ lb This activity provides oral practice using the target language.‎ Point out the sample conversation. Ask a pair of students to say it to the class.‎ SA: Do you ever get to class late? ‎ SB: Yes, I sometimes get to class late.‎ Say, Talk with your partner about your answers in Activity 1a.‎ As the pairs work together, walk around the room offering help if necessary.‎ Ask several pairs to share their conversations with the class.‎ Step Ⅳ 2a This activity provides practice in understanding the target language in spoken conversation. ‎ Point out the four items in Activity 1a.‎ Say, You will listen to a conversation and circle the things on the list that you hear. ‎ Play the recording for the first time. ‎ Students only listen.‎ Play the recording a second time. This time students listen and circle the things that they hear. ‎ Check the answers.‎ Answers Circled items: 1,4‎ Tapescript Man: What’s the matter, Peter?‎ Boy: I think I’m going to fail a maths test, Dad.‎ Man: You are? Why?‎ Boy: Well, I missed the bus and I had to walk to school.‎ Man: So?‎ Boy: I’m not allowed to get to class late, and there was a big test today.‎ Man: And you weren’t allowed to take the test?‎ Boy: That’s right. But I know I could pass the test.‎ Man: Well, Peter, the school has to have rules, you know.‎ Boy: I know. But I should be allowed to take the test later. It’s not fair.‎ Man: I agree. Maybe you could talk to the teacher after school.‎ Boy: Yeah. Maybe if I explain what happened, she’ll understand.‎ Step　Ⅴ 2b This activity provides listening practice using the target language.‎ Point to both the numbered and lettered lists of item in the box.‎ Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."‎ Say, I’ll play the same recording again.‎ You are to match the sentence parts as you hear on the tape.‎ Play the recording for students to do the activity.‎ Check the answers.‎ Answers ‎1. c 2. e 3. a 4. b 5. d Step Ⅵ 2c This activity provides oral practice using the target language.‎ Call students’ attention to the statements in the box. Say them to the class.‎ Ask three students to read the sample conversation to the class, completing the sentences.‎ SA:I think Peter should be allowed to take the test later.‎ SB:I don’t agree.‎ SC:I think the school has to have rules.‎ Write the conversation on the blackboard.‎ Divide the class into groups of four. Say,‎ Now discuss the statements with your group.‎ As the groups work together, walk around the room offering help as needed.‎ Ask some groups to say a few lines of their conversations to the class.‎ Notes Parents should not be too strict with teenagers. Note the word be strict with.‎ Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.‎ Step Ⅶ Summary and Homework Say, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school? ‎ Write a passage to describe what was happening that day.‎ Step Ⅷ Blackboard Design (板书设计)‎ Unit 3 Teenagers should be allowed to choose their own clothes.‎ Section B The Fourth Period Target language:‎ A: I think Peter should be allowed to take the test later.‎ B: I don’t agree.‎ C: I think the school has to have rules.‎ Ⅳ. Teaching Methods(教学后记)‎ No.17 The Fifth Period Ⅰ. Teaching Aims and Demands(教学目的和要求)‎ ‎1.knowledge Objects ‎ (1) Key Vocabulary ‎ pretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener ‎ (2) ‎Reading ‎ (3) Writing ‎2. Ability Objects ‎ (1) Train students’ ability of reading comprehension.‎ ‎ (2) Train students’ ability of writing.‎ ‎3. Moral Objects ‎ Sometimes you might annoy people because you are so confident. In fact, being a good listener is an art.‎ Ⅱ.Teaching Key Points(教学重点)‎ ‎1. ‎Reading ‎2. Writing ‎3. Key vocabulary Ⅲ. Teaching Difficult Point(教学难点)‎ ‎1. Reading 2. Writing Ⅳ. Teaching Methods(教学方法)‎ ‎1. Practice method 2. Pairwork Ⅴ. Teaching Aid(教学工具)‎ A projector VI. Teaching Procedures(教学过程)‎ Step Ⅰ Revision Hold a quick survey around the class. Ask what would you do if…‎ ‎(1) the teacher asked you to give a speech in front of the whole school?‎ ‎(2) your brother borrowed your clothes without permission?‎ ‎(3) someone asked you to be in a movie?‎ ‎(4) you wanted to be friends with a new student?‎ Encourage students to give different answers to each question.‎ Step Ⅱ 3a This activity introduces key vocabulary words and provides reading practice using the target language.‎ Show the vocabulary words on page 30 on the screen by a projector.‎ pretty adv. 相当；颇；非常 social adj. 社会的；社交的 bother v. 打扰；扰乱 slight adj. 微不足道的；极不重要的 in the slightest 一点儿也；根本 fairly adv. 相当；完全 plenty adj. 很多的；足够的 plenty of 很多的；足够的 get along with 与......相处 listener n. 听者；收听者 Say the words one by one and have students repeat them several times.‎ Call students’ attention to the personality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Mean while, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type.‎ Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.‎ Get students to complete the activity on their own.‎ Check the answers.‎ Answers ‎1. c 2. a 3. b Step Ⅲ 3b This activity provides reading and writing practice using the target language.‎ Read the instructions to the class.‎ Invite a student to say the example to the class. ‎ If a friend said something bad about you, would you…‎ a. talk to the friend right away?‎ b. say nothing?‎ c. think about what he or she said?‎ T: What kind of person is question a asking about?‎ Ss: Outgoing.‎ T: What about b?‎ Ss: Shy.‎ T: What about e?‎ Ss: Pretty confident.‎ Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.‎ Give another example on the blackboard. If a friend misunderstood you, would you…‎ a. tell him/her it is a misunderstanding at once?‎ b. want to explain to him/her, but have no courage?‎ c. invite him/her to dinner and explain?‎ Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.‎ As they work, move around the room checking their works and offering language support.‎ Step Ⅳ Part 4‎ This activity provides oral practice using the target language.‎ Read the instructions to the class.‎ Point out the sample conversation in the box. Invite a pail of students to read it to the class.‎ SA: How many people would talk to the friend right away?‎ SB: Three. And two people would say nothing.‎ Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.‎ Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.‎ Ask several students to read his/her question and tell the class about the results.‎ Optional activity Divide the class into groups and ask each group to write a question with three choices. Collect the results. After class, combine the survey questions into a new survey. Make a survey to the class tomorrow.‎ Step Ⅴ Summary say, In this class, we’ve learned some new vocabulary words. And we’ve also done much reading and writing practice using the target language.‎ Step Ⅵ Homework Ask students to reread the three paragraphs under the headline personality survey results for further comprehension.‎ Step Ⅶ Blackboard Design (板书设计)‎ Unit 4 What would you do?‎ ‎ Section B ‎ The Fifth Period ‎1. Key vocabulary:‎ ‎ pretty social ‎ bother slight ‎ in the slightest fairly ‎ plenty plenty of ‎ get along with listener ‎2. An example to Activity 3b:‎ ‎ If a friend misunderstood you, would you…‎ ‎ a. tell him/her it’s a misunderstanding at once?‎ b. want to explain to him/her, but have no courage?‎ ‎ c. invite him/her to dinner and explain?‎ Ⅳ. Teaching Methods(教学后记)‎ No.18 The Sixth Period Ⅰ. Teaching Aims and Demands(教学目的和要求)‎ ‎1. Knowledge Objects ‎ (1) Key Vocabulary ‎ represent, let…down, come up with ‎ (2)Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.‎ ‎ (3)Read the email from Fran, and write a reply.‎ ‎2. Ability Objects ‎ (1) Train students’ ability of reading comprehension.‎ ‎ (2) Train students’ ability of writing.‎ ‎3. Moral Object ‎ The reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.‎ Ⅱ.Teaching Key Points(教学重点)‎ ‎1. Fill in blanks and make sentences with vocabulary words.‎ ‎2. Write a reply using the target language.‎ Ⅲ. Teaching Difficult Point(教学难点)‎ Make sentences with vocabulary words.‎ Ⅳ. Teaching Methods(教学方法)‎ ‎1. Reading method ‎2. Writing method Ⅴ. Teaching Aid(教学工具)‎ ‎1. A personality survey ‎2. A projector VI. Teaching Procedures(教学过程)‎ Step Ⅰ Revision Go on doing the optional activity last class.‎ Show the personality survey made up of students’ questions on the screen by a projector. Ask students to choose an answer to each question. Discuss the personality survey results along with students. Vote on the most popular personality.‎ Step Ⅱ Part 1‎ This activity provides a comprehensive review of vocabulary presented in the unit.‎ Focus attention on the box. Invite a student to read the vocabulary words at the top.‎ Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.‎ Ask students to fill in the blanks on their own.‎ Check the answers. Five students each read a sentence, filling in the blanks. The rest of students check their answers.‎ Answers ‎1. tired 2. nervous ‎3. friendly 4. terrible ‎5. shy Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.‎ Sample answers ‎1. Are you tired?‎ ‎2. Don’t be nervous. It’s nothing serious.‎ ‎3. We must be friendly and patient to the old.‎ ‎4. --What’s wrong with you?‎ ‎ --I’ve got a terrible headache.‎ ‎5. She is so shy a girl that she daren’t speak in public.‎ Step Ⅲ Part 2‎ This activity provides reading and writing practice using the target language.‎ Read the instructions to the class. Teach students to practice the words represent, let…down and come up with.‎ Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the email again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.‎ Get students to write a reply on their own. Say, Your reply will involve telling Mei not to be shy, explaining how she is the best person for the job and encouraging her to practice in various ways. As students do this, walk around the room offering any help they may need.‎ Ask a few students to read their replies to the class and share their solutions.‎ Answers to this activity will vary, ‎ A sample version Dear Fran,‎ ‎ I’m very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always comes top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you’ll make it.‎ Step Ⅳ Just for Fun!‎ This activity provides reading and speaking practice with the target language.‎ Ask students to read the cartoon story in pairs. Ask, Why, is it funny? Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.‎ Step Ⅴ Summary In this class, we’ve done much reading and writing practice using the key vocabulary words and the target language presented in this unit.‎ Step VI Homework ‎（1）Read the email from Fran again.‎ ‎（2）Finish off the workbook exercises on pages 12～14 of the workbook.‎ Step Ⅶ Blackboard Design (板书设计)‎ Unit 4 What would you buy?‎ Self check The Sixth Period Sample answers to Activity 1:‎ ‎1. Are you tired?‎ ‎2. Don’t be nervous. It’s nothing serious.‎ ‎3. We must be friendly and patient to the old.‎ ‎4. —What’s wrong with you?‎ ‎ —I’ve got a terrible headache.‎ ‎5. She is so shy a girl that she daren’t speak in public.‎ Ⅳ. Teaching Methods(教学后记)‎ Reading‎: The history of basketball No.17 The Seventh Period Ⅰ. Teaching Aims and Demands(教学目的和要求)‎ ‎1.Knowledge Objects Key vocabulary challenge, non-contact sport, hoop, balcony. divide, blackboard and so forth.‎ Text: The history of basketball.‎ ‎2.Ability Objects Train students’ ability of reading for special information.‎ Train students’ ability of understanding words in context.‎ Train students, writing skill.‎ ‎3. Moral Object Basketball is popular among people all over the world. Not only does it build our body, but it also brings us entertainment. Thank the inventor, James Naismith.‎ Ⅱ.Teaching Key Points(教学重点)‎ Key vocabulary Read the text for special information.‎ Read the text to understand words in context.‎ Make a list of good things and difficult things about being a basketball player.‎ Ⅲ. Teaching Difficult Point(教学难点)‎ Train students’ reading skill.‎ Ⅳ. Teaching Methods(教学方法)‎ Up-down reading method Pairwork Groupwork Ⅴ. Teaching Aid(教学工具)‎ A projector VI. Teaching Procedures(教学过程)‎ Step I Key Vocabulary This activity introduces the key vocabulary words.‎ Show the following vocabulary on the screen by a projector.‎ inventor v. 发明者；发明家 court n. 球场 factory n. 工厂 invent v. 发明；发 challenge v. 向……挑战 indoors adv. 在室内；在屋里 hard adj. 硬的；坚硬的 wooden adj. 本质的 touch v. 接触；碰撞 fall down 摔倒；跌倒 hoop n. (篮球)篮圈；篮 balcony n. (大厅或运动场的)看座；看台 basket n. 篮；篓；筐 divide v. 分；分开 in history 在历史上 blackboard n. (篮球架上的)篮板 replace v. 替代；替换 compete v. 竞争；对抗 earn v. 赚得；挣得 NBA (=National Basketball Association) 全美篮球协会 increase v. 增加；增长 separate v. 分；分开 Have students repeat again and again until they can pronounce them fluently and accurately.‎ Step Ⅱ Part 1‎ This activity is designed to activate students’ background knowledge before attempting the reading.‎ Read the title The history of basketball to the class. Ask, What do you think the article is about?‎ Read the instructions to the class.‎ Point to the four questions in the box.‎ Say, Please discuss the questions with your partner to see how much you know about basketball. But don’t look at the reading. Instead, use your background knowledge.‎ Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.‎ When most students are finished, invite pairs of students to report their results.‎ Don’t say yes or no to their answers.‎ Step Ⅲ Part 2‎ This activity provides practice in scanning for specific information. Look at the picture. Ask students to describe what is happening in the picture.‎ Read the instructions and draw students’ attention to the chart. Get a student to say the sample answer using a complete sentence, e. g. Basketball’s inventor was born in 1861.‎ Say, Please read through the article silently. Find information for the years in the chart. Remember to skim for the key ideas rather than read slowly.‎ Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.‎ Check the answers.‎ Answers In 1861,basketball’s inventor was born.‎ In 1891, the first game of basketball was played.‎ In 1936,basketball became an Olympic event.‎ Since 1949, basketball has been seen everywhere in China.‎ Step IV Part 3‎ This activity encourages students to use the strategy of reading in context.‎ Ask students to read the article once.‎ Say, Pay attention to the bold words and expressions. And note any other word or sentence you don’t understand. Read in context, guessing their meanings from the other words around them.‎ A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Dent’ give them the correct answers.‎ Let students look at the words and expressions and their meanings in the box.‎ Point out the sample answers. Then ask students to match the correct meanings with the correct words and expressions.‎ Allow them one or two minutes to do this.‎ Check the answers. ‎ Answers challenge a, non-contact sport f, hoop e, balcony b, divide d, blackboard c Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help.‎ Answers to this activity will vary. Ask a student to write his/her answers on the blackboard.‎ Sample answers ‎ 1. He challenged me to try again.‎ ‎ 2. A non-contact sport will do you less injury.‎ ‎ 3. Basketball hoops are made of metal. ‎ ‎ 4. The audience in the balcony are cheering the victory.‎ ‎ 5. Divided into two teams, we began to play the game.‎ ‎ 6. Blackboards are more or less prevent balls is from hitting against the audience.‎ Step Ⅴ Part 4‎ This activity helps students read for specific information.‎ Ask students to read the five questions on their own. Try to remember or guess the answers before looking at the reading.‎ Say, Please read the article again and find the answers to these questions.‎ Get students to do the activity individually or in pairs. Walk around the classroom checking their progress and offering language support as needed.‎ Check the answers by asking different students to give their answers.‎ Sample answers ‎1. The game’s inventor used two fruit basket to put the balls in.‎ ‎2. Berlin is important in the history of basketball because that is where it became an Olympic sport in 1936.‎ ‎3. People wouldn’t get hurt playing basketball because it was a non-contact sport.‎ ‎4. Naismith had nine people on each team because he had a class of 18 men.‎ ‎5. Wang Zhizhi; Yao Ming Step Ⅵ Part 5‎ This activity helps students work in a group and think critically about what they have read.‎ Read the instructions to the class.‎ Focus attention on the chart. Invite different students to read the sample answers. Ask another one or two students for good and difficult things about being a basketball player.‎ S1: You can win honour for your motherland.‎ S2: You have to spend less time with your family.‎ Say. You are to make a list of good things and difficult things in the chart.‎ Get students to work in groups of four.‎ As the groups work together, walk around the room checking their work.‎ Check the answers and ask students to vote on best and worst parts of being a basketball player.‎ Optional activity Get students to think of as many rules of basketball as they can and explain the rules as well as the reason for each rule.‎ Culture note Everyone wants to support his/her team, but it should not be at the expense of the other team. Some so-called fans often behave badly by booing or even throwing garbage at them. This is not sportsman like behavior and it’s far better to cheer more loudly for your team than criticize the team they play with. A game is not only a "game".‎ Step Ⅶ Summary Say, This class provides us a lot of reading as well as writing practice. It trains students’ ability of scanning for specific information and using what you know.‎ Step Ⅷ Homework Have students to collect pictures and information of their favourite basketball players.‎ A sample version Basketball star Yao Ming topped Forbes Magazine’s ‎ ‎2004 list of Chinese celebrities, beating off the ‎ challenge of entertainers such as Kungfu star Jet Li and Zhang ziyi.‎ His earnings of US $14. 6 million in 2003 were the second-highest among Chinese celebrities. Li was the top earner with US $17 million, although he only ranked 10th in the overall list.‎ The celebrities listed had to have been born and raised in the Chinese mainland.‎ Step Ⅸ Blackboard Design (板书设计)‎ Reading‎: The history of basketball The Seventh Period Sample answers to Activity 3:‎ ‎1. He challenged me to try again.‎ ‎2. A non-contact sport will do you less injury.‎ ‎3. Basketball hoops are made of metal.‎ ‎4. The audience in the balcony are cheering the victory.‎ ‎5. Divided into two teams, we began to play the game.‎ ‎6. Backboards can more or less prevent balls from hitting against the audience.‎ Ⅳ. Teaching Methods(教学后记)‎