Unit
4
What
would
you
do
第四课时Section
B
3a-self
check
Learning
Goals:
In
this
lesson,
the
students
will
learn
to
use
Second
Conditional
to
talk
about
imaginary
situations.
The
teacher
should
be
sure
that
the
Ss
can
use
the
right
tense
structure
in
the
Second
Conditional
to
finish
a
personality
survey
and
write
a
reply
to
an
e-mail
from
Fran.
By
doing
the
personality
survey
and
the
writing
practice,
the
Ss
can
find
out
their
own
and
their
friends’
real
personalities
and
get
to
know
how
to
get
along
with
others
better.
Teaching
and
learning
steps:
Step
I.
Preview
Ask
the
Ss
to
translate
the
following
Chinese
into
English.
First
ask
the
Ss
to
put
them
into
English
orally,
then
let
them
write
English
down
without
looking
at
the
textbooks.
1.个性调查
_______________________________
2.非常自信
_______________________________
3.社会情境
_______________________________
4.一点也不
_______________________________
5.惹恼别人
_______________________________
6.大量朋友
_______________________________
7.喜欢别人的陪伴
________________________________
8.与……相处
_______________________________
9.而不是
________________________________
10.宁愿做……而不做……
_______________________________
11.有一小圈好朋友
_______________________________
12.一个非常重要的演讲比赛
_______________________________
13.代表我们班
_______________________________
14.使……失望
_______________________________
15.想出解决人们问题的好办法_______________________________
16.剩余的学生
_______________________________
Ask
the
Ss
to
translate
the
following
sentences.
1.你的朋友可能会说你容易相处。
______________________________________________________________________________
2.你宁愿在家里读本书也不愿意去参加聚会。
______________________________________________________________________________
（设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
Step
II.Review
and
lead
in
1.
First,
ask
the
Ss
if
they
are
sure
of
their
friends’s
and
their
own
personalities.
Give
the
Ss
time
to
have
a
small
conversation
like:
A:
What
are
you
like？
B:
I
think
I’m
…
How
about
you
2.
Then,
have
the
Ss
do
the
personality
survey
in
2a
and
count
how
many
As,
Bs
and
Cs
they
get.
（设计说明：借助学生们探索自我和他人个性的好奇心里，让学生们先做个个性调查，为阅读3a
做好铺垫。）
Step
III.
Read
1.After
the
Ss
finish
the
survey,
ask
the
Ss
to
think
about:
what
would
the
person
be
like
if
he
/she
answered
A
/
B
/
C
for
most
questions
See
how
the
Ss
guess
the
results.
2.Then
ask
the
Ss
to
fill
in
the
blanks
in
the
personality
survey
results
in
3a
with
“a”,
“b”
or
“c”.
3.
Let
the
Ss
use
the
Personality
Survey
Results
in3a
to
make
sure
what
their
friends’
and
their
own
personalities
are
according
to
As,
Bs,
Cs
they’ve
got.
4.
Give
the
Ss
time
to
have
a
discussion
about
their
personality
survey
results
and
see
if
they
agree
with
the
results
in
3a
and
think
about
how
it
helps
after
they
know
their
friends’
and
their
own
personalities.
After
the
Ss
show
their
opinions,
the
teacher
can
have
a
summary：We
can’t
judge
our
personalities
with
“good”
or
“bad”.
People’s
personalities
are
comple.
I
think
after
we
make
sure
our
own
and
our
friends’
personalities,
we
can
get
along
better
with
our
friends,
learn
from
each
other
and
help
each
other.
（设计说明：在阅读3a前，先引导学生们依据个性调查表答案选项，尝试归纳三类人的个性，提前呈现3a内容，使学生们能更自然转入正式阅读3a。）
Step
IV.
Summary：Inquiry
into
knowledge
by
translation
Choose
three
sentences
from
the
above
and
ask
the
Ss
to
try
to
summary
the
language
rules
and
fill
in
the
blanks.
The
Ss
can
help
each
other
and
have
a
discussion
after
doing
the
following
by
themselves.
Social
situations
don’t
bother
you
in
the
slightest.
_______________________________________________________________________________
1.
bother
近义词为_________
和__________。
其中_______
最为正式；_________
则指“打搅，使人不得安心”，但没有_______那么严重；________
是“使人心烦”的意思。
（1）Pardon
me
for
__________
with
such
a
small
matter.
请原谅我为这点小事麻烦你。
（2）I___________
by
his
bad
manners.
他的无礼使我恼怒。
2.
not
…in
the
slightest
意为“_____________”=_____________________
那位上了年纪的女士根本没感觉累。
The
old
lady
didn’t
feel
tired
__________________.
Your
friends
say
that
you
are
easy
to
get
along
with.
_______________________________________________________________________________
get
along
with
______________________
=________________________
get
along
well
/
badly
with
_________________________
I
am
sure
___________________________.
我相信你一定会跟他相处地很好。
You
like
talking
to
one
or
two
people
rather
than
to
a
group.
______________________________________________________________________________
1.rather
than=_______________
意为“________________”连接两个________成分， ______对称。
I’d
prefer
to
go
in
summer
rather
than
____________（在冬天）。
I
decided
to
write
rather
than
_____________(打电话)。
2.常用的结构有：
would
…rather
than
…宁愿……而不愿……=would
rather
…
than…
前后连接两个____________,
否定形式为：__________________________________________
3.would
rather
…than…
=prefer
…
to…
但prefer
…
to
…若连接两个动词，动词应为_____________形式。
He
would
rather
jog
than
play
football.
=_____________________________________________________________________________
（设计说明：首先让学生自己感知发现语言的规律，并通过小组讨论的形式获得更为准确答案，本部分的知识探究有一定难度，老师要注意适当引导。）
Step
V.
Read
1.
Ask
the
Ss
to
turn
to
P31
and
look
at
the
e-mail
in
self
check
2.
First
ask
the
Ss
to
find
out:
Who
is
this
e-mail
from
Who
is
this
e-mail
to
2.
Next
ask
the
Ss
to
guess:
What
is
Knowledgeable
like
Why
does
Fran
write
the
e-mail
to
Knowledgeable
Some
Ss
may
guess
that
Fran
might
have
problems
and
he
wants
to
ask
Knowledgeable
for
help.
3.Then,
ask
the
Ss
to
read
the
e-mail
and
find
out
the
main
idea.
The
e-mail
is
about
___________________________.
A.
Fran
has
a
problem
and
he
asks
Knowledgeable
for
help.
B.
Mei
has
a
problem
and
she
asks
Knowledgeable
for
help.
C.
Fran
asks
Knowledge
to
help
with
Mei’s
problem.
4.
Check
the
Ss’
answers.
And
ask
the
Ss
to
read
the
e-mail
more
carefully
and
finish
the
following
chart.
About
Mei
Our
classmates
want
her
to
________________Everyone
is
sure
________________________.Mei
is
very
clever
and
can
________________.She
always
____________________________.
Mei’s
problem
She
is
________________________________.She
doesn’t
want
_______________________,but
she’s
______________________________.
Solutions
What
do
you
think______________________ What
do
you
think
______________________
5.Help
the
Ss
to
retell
the
e-mail
according
to
the
information
in
the
chart.
（设计说明：在正式阅读短文前，引导学生依据Knowledgeable
单词中隐含的信息猜测Fran
写此封邮件的原因，目的在于培养学生依据信息预测文章内容的能力，便于学生在头脑中先于阅读文章前，就构建好相关语境。接下来通过完成不同的阅读任务，目的分别是为了培养学生概括文章大意，读取细节和复述的能力）
Step
VI.
Summary：Inquiry
into
knowledge
by
translation
Choose
two
sentences
from
the
above
and
ask
the
Ss
to
try
to
summary
the
language
rules
and
fill
in
the
blanks.
The
Ss
can
help
each
other
and
have
a
discussion
after
doing
the
following
by
themselves.
一、She
doesn’t
want
to
let
her
friends
down.
_______________________________________________________________________________
let
sb.
down
是固定词组，意为“____________________”。
Don’t
____________________________________________.
不要让你妈妈失望。
二、…but
you
always
come
up
with
good
solutions
to
people’s
problems.
______________________________________________________________________________
（1）come
up
with
提出（答案、方法）等。类似于_____________________.
How
would
you
________________________
this
idea
你怎样想出这个主意的？
（2）come
up
with
也可译为“赶上，追上”，与________________________同义。
We
shall
have
to
work
hard
to
______________________________(赶上他们).
（设计说明：首先让学生自己感知发现语言的规律，老师再做适当引导和补充。）
Step
VII.
Write
1.Ask
the
Ss
to
suppose
they
were
Knowledgeable
and
would
write
a
reply
to
Fran.
Before
writing,
ask
the
Ss
to
work
in
a
group
of
four
and
talk
about
what
Knowledgeable
should
write
in
the
reply.
To
Mei:
To
the
rest
of
the
students:
2.
Possible
discussion
results:
To
Mei:
believe
herself,
be
confident,
regard
the
problem
as
a
challenge,
try
to
practice
speaking
in
front
of
the
classmates
as
much
as
possible.
To
the
rest
of
the
students:
understand
her;
encourage
her;
not
give
her
too
much
pressure;
help
Mei
practice
speaking
3.Let
the
Ss
use
the
discussion
results
to
finish
the
reply
in
class
if
time
is
possible.
(设计说明：写作前，引导学生们未动笔前，先构思写作框架和内容，可以有效培养学生们布局谋篇的能力，不再盲目的去写。)
Step
VIII.
Exercises:
the
end-of-
class
test
I.
Write
the
right
word
according
to
the
first
given
letter
or
Chinese.
1.He
can’t
speak
in
front
of
people.
He
is
s_________.
2.He
is
________(自信的)
to
pass
the
exam.
3.Without
my
________(允许)，don’t
touch
my
things.
4.I
am
very
busy.
Don’t
b______
me,
OK
5.He
is
__________(精力充沛的).
He
can
do
everything
well
enough.
6.Our
classmates
want
her
to
________(代表)
the
class
in
the
school
contest.
II.
Fill
in
the
blanks
with
the
right
forms
of
the
words.
1.My
teacher
wanted
me
to
give
a
________(speak).
2.I’ve
asked
his
_______(permit)
to
use
his
car.
3.Jim
is
a
good
________(listen)
when
we
get
together.
4.If
you
were
_______(friendly)
to
people,
you
would
have
more
friends.
5.
Everyone
is
sure
she
_______(win).
III.
Translate
Chinese
into
English.
1.我宁愿去上海也不去海南。
_____________________________________________________________________________
2.在她学习的时候，没有任何事情可以打扰她。
_____________________________________________________________________________
3.——他是个什么样的人？
——他很有活力，从不疲倦。
_____________________________________________________________________________
_____________________________________________________________________________
4.Henry
总是在想变得富有的办法。
_____________________________________________________________________________
5.剩余的钱是Mary的。
_____________________________________________________________________________
（设计意图：通过检测学生的学习情况，有助于以学定教。）
Step
IX.
Homework
1.Read
3a
and
self
check
2.
(
★
)
2.Finish
self
check
1.
(
★
)
3.Add
two
more
questions
into
the
Personality
Survey.
(
★★
)
4.Finish
the
reply
to
the
e-mail.
(
★★
)
本节课亮点：
1.导入新课时，借助学生们探索自我和他人个性的好奇心里，让学生们先做个个性调查，为阅读3a
做好铺垫。
2.在阅读3a前，先引导学生们依据个性调查表答案选项，尝试归纳三类人的个性，提前呈现3a内容，使学生们能更自然转入正式阅读3a。
3.
在知识探究时，首先让学生自己感知发现语言的规律，然后通过小组内的合作学习让学生们自己探究更为准确的答案。
4.
在正式阅读短文前，引导学生依据Knowledgeable
单词中隐含的信息猜测Fran
写此封邮件的原因，目的在于培养学生依据信息预测文章内容的能力，便于学生在头脑中先于阅读文章前，就构建好相关语境。
5.
写作前，引导学生们未动笔前，先构思写作框架和内容，可以有效培养学生们布局谋篇的能力，不再盲目的去写。
使用注意事项：
1．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。
2．本节课容量大，时间如控制不当，有可能一节课难以完成预设任务。
Keys:
Step
I.
Preview
1.a
personality
survey
2.
pretty
confident
3.
social
situations
4.not…in
the
slightest
5.annoy
people
6.plenty
of
friends
7.
enjoy
the
company
of
other
people
8.get
along
with…
9.
rather
than
10.would
rather
do…
than
do…
11.
have
a
small
circle
of
good
friends
12.a
really
important
English
contest
13.represent
our
class
14.let…down
e
up
with
good
solutions
to
people’s
problems
16.the
rest
of
the
students
1.Your
friends
would
probably
say
that
you
are
easy
to
get
along
with.
2.You
would
also
rather
stay
at
home
and
read
a
book
than
go
to
a
party.
Step
IV.
Summary：Inquiry
into
knowledge
by
translation
一、社交环境不会对你有任何影响。
1.trouble;
annoy;
trouble;
bother;
trouble;
annoy;
bothering
you;
was
annoyed
2.根本不，一点也不；not…at
all;
in
the
slightest
/
at
all
二、你的朋友说你容易相处。
与……相处；
get
along
with;
与……相处得好/
差；you
will
get
along
very
well
with
him
三、你喜欢和一两个人聊天而不是同一群人聊。
1.
instead
of;
而不是；
并列；
前后；in
winter;
telephone
2.
动词原形；
would
rather
not
do
sth.
3.
v-ing
He
prefers
jogging
to
playing
football.
Step
V.
Read
3.C
4.
represent
the
class
in
the
school
contest;
she
will
win;
speak
English
really
well;
comes
top
in
the
school
exams;
very
shy;
to
let
her
friends
down;
terrified
of
speaking
in
front
of
the
people;
I
should
tell
Mei;
I
should
tell
the
rest
of
the
students
Step
VI.
Summary：Inquiry
into
knowledge
by
translation
她不想让她的朋友失望。使某人失望；let
your
mum
down;
二、但你总能想出解决人们问题的好办法。（1）think
of;
come
up
with（2）catch
up
with;
come
up
with
Step
VIII.
Exercises:
the
end-of-
class
test
I.
1.shy
2.
confident
3.
permission
4.
bother
5.
energetic
6.
represent
II.
1.speech
2.
permission
3.
listener
4.
more
friendly
5.
will
win
III.1.
I
would
go
to
Shanghai
rather
than
to
Hainan.
2.Nothing
can
bother
her
in
the
slightest
when
she
is
studying.
3.-What
is
he
like
-He
is
energetic,
and
hardly
ever
tired.
4.Henry
is
always
trying
to
come
up
with
ways
to
get
rich.
5.The
rest
of
the
money
is
Mary’s.
PAGE
1课题：Unit4
What
would
you
do
Section
A
(1a-2c)
Teaching
and
Learning
Goals:
Learn
and
use:
million,
medical,
research;
What
would
you
do
if
you
had
a
lot
of
money
Enable
the
students
to
understand
and
talk
about
imaginary
situations.
Enable
the
students
to
form
positive
attitude
toward
money
and
be
ready
to
help
others
deal
with
problems
and
worries.
Preview
1、把……捐给慈善机构__________
2、存入银行________________
3、医学研究
_____________
4、迟到__________________
5、带一件礼物______________
6、在聚会上___________
7、穿衬衣打领带_________
8、担心……__________
9、有一百万美元________
10、献给医学研究_________
（预习检测时把本课时将要出现的重点短语拿出来，让学生熟悉，降低学习的困难。）
Warming
up
and
leading
in
1.Greetings.
2.
Draw
a
tree
to
help
students
memorize
the
phrases.
Presentation
Present
some
pictures
and
let
students
try
to
answer
the
question:
“What
would
you
do
if
you
had
a
million
dollars
”
（通过树形图展示本课时出现的重要短语，并把这些短语与
I
would连起来，让学生先感知，然后通过问答形式让学生知道如何提问与回答目标句型，采取齐读、男女生读、分排读等多种读的方式操练句型。）
Listening
for
the
general
idea
1.T:
These
are
our
opinions.
Let’s
come
to
others’
opinions.Listen
to
1b
and
number
the
pictures
from
1
to
4
in
the
order
you
hear.
Listening
for
the
specific
ideas
1.
Listen
and
circle
the
reasons
why
Larry
is
nervous..
2.
Check
the
answers.
3.
Listen
again.
Check
(√)
the
four
things
Larry’s
sister
says
to
him.
4.
Check
the
answers.
5.Listen
for
another
time.
Fill
in
the
blanks.
Girl
1:
Hey,
did
you
see
this_____
_______
An
old
man
had
a
____dollars.
And
he
gave
it
to_____.
Boy
1:
Wow,
_____a
nice
man!
Girl
1:
What
_____
you
do
if
you
____a
million
dollars
Boy
1:_____
I
won
a
million
dollars,
I’d
give
the
money
to
the
zoo.
I
want
to
help
the_______.
Girl
1:
That’s
a
good
idea!
I
know
what
I’d
do.
I’d
buy
a
big
house
for
my
family.
Girl
2:
Really
I’d
put
the
money
in
the
____.
Then
I’d
just
watch
it_____!
Boy
2:
Hmm…
I
think
I’d
give
the
money
to_______
______.
I’d
want
to
help
other
people.
6.
Check
the
answers.
7.
Ask
Ss
to
repeat
after
the
tape.
（播放四遍听力材料，前三遍听完成课本任务，最后一遍听，然后跟读模仿语音语调，训练学生的口语，以听促说。）
Post-listening
activities
1.
Imagine
you
are
one
of
the
people
in
the
picture.
Talk
with
your
partner
about
what
you
would
do
if
you
had
a
million
dollars.
Sample:
A：Look
.
This
old
man
had
a
million
dollars,
and
he
gave
it
to
charity.
B:
Wow!
What
would
you
do
if
you
had
a
million
dollars
A:
I’d
give
it
to
medical
research.
2.
3.Ask
several
pairs
to
say
their
conversations
to
the
class．
（听后的第一个两人对话让学生假设是图片中的一人，和同桌谈论“如果你有一百万你会怎么做？”第二个对话假设是Larry和他姐姐的对话，谈论Larry的困扰。）
Inquiry
into
knowledge
by
translation
一.What
would
you
do
if
you
had
a
million
dollars？
________________________________________
1.if
引导的_______条件状语从句。即_____语气。虚拟语气表示说话人的愿望、假设或建议，不是客观存在的事实。
与现在事实相反的虚拟语气，其结构为：
条件从句的谓语动词
主句的谓语动词
动词的过去式（be动词用were）
should/would＋动词原形
（1）如果我有时间，我就会去散步。
If
I
____
time,
I
_____
go
for
a
walk.
（2）假如我是你的话，我会带上雨伞。
If
I
____you
,
I
______
______
an
umbrella.
2、million与具体的数字连用时，其后不加___，也不加of；million不与具体的数字连用时，其后加s与______连用。类似用法的单词有hundred,thousand,billion等。
two
million
dollars__________
millions
of
dollars
_____________
二、
What
if
everyone
else
brings
a
present
__
——————————————————————
__________________________________________________________________
what
if
+从句“
如果……
将会怎么样 ”,固定搭配,
引导带条件句的疑问句,
相当于
__________________
天要是下雨怎么办？
What
if
it
_____
(rain)
他要是不来怎么办？
What
if
he
________________
(not
com)
（采取小组合作的方法，让学生自己先讨论，若有问题老师再给予适当指导。讲练结合，加深印象。）
Answers
to
Inquiry
into
knowledge
by
translation
一.1.如果你有一百万你将做什么？
非真实性；虚拟；had;would;were;
would
take
2.s;of;两百万美元；数百万美元
二.如果其他的人都带来了礼物,我该怎么办
“What
should
+
主语
+do
+
if
…”；rains;doesn't
come
The
end-of
class
test
一.根据首字母填空。
1.
I
used
to
feel_____
(紧张)
before
an
exam.
2.
What
would
you
do
if
you
had
a
m____
dollars？
3.The
doctors
are
doing
medical
r______
on
illness.
4.
He
left
all
his
money
to
c____
to
help
the
poor.
5.
Don’t
w_____
aboutme.
I’
ll
be
all
right.
二.
用所给单词的适当形式填空
1.
Why
do
you
look
so
______
(worry)
2.What
______
you____
(do)
if
you
had
a
lot
of
money
3.
I
would
love
_____
(get)
a
small
pet.
4.
My
parents
take
a
long
walk
before_____
(go)
to
bed.
5.
Light
musice
should
help
you
_____
(relax).
三、翻译句子。
1.如果我有了零钱，我会把它存进银行。
______________________________________
2.如果我是你的话，我会很紧张。
_______________________________________
3.如果其他人都带了礼物怎么办？
_______________________________________
4.请给我们演示如何去做。
_________________________________________
5.今年将有成千上万的外国游客到中国旅游。
__________________________________________
亮点:
1.本课时展示完标题What
would
you
do 后，我就让学生猜测我们本单元将要学习什么内容，将要学习什么时态，让学生做到心中有数。
2.导入部分简洁有效，直接用图片配问题What
would
you
do
if
you
had
a
million
dollars
，这样在第一次接触句型时就鼓励学生背诵句子，达到熟悉的程度。而且采用多种读法，男女生读，大小声读，前后排读等方式，把学生的积极性调动起来了。
3.1b听力前先让学生预测四个小图片的内容，让学生把短语写在旁边，然后再听，这样效果不错。
4.经过反复读反复运用，学生对目标语言掌握的不错，基础稍微弱的学生也能把句子说的比较流畅，我觉得这是让我最开心的地方。
不足之处：
还是时间分配的问题，2B的听力没听完，1A给的时间有点多，而且学生们对这个问题比较兴奋，所以找的回答问题的学生的人数也有点多，应该稍微控制一下。
使用建议:
直接用图片配上问题与答案导入，简洁有效，而且学生一上课就接触新的东西，一节课知识的复现率很高，所以掌握的不错。
答案：
Listening
for
the
general
idea
2,1,4,3
Listening
for
the
specific
ideas
1.
Listen
and
circle
the
reasons
why
Larry
is
nervous..
2,3,5
2.
Check
(√)
the
four
things
Larry’s
sister
says
to
him.
1,2,4,5
5.
Fill
in
the
blanks.
Newspaper;article;million
;charity;what;would;had
;If;pandas;bank;grow;medical
research.
The
end-of
class
test
一.根据首字母填空。
(1)
nervous
(2)
million
(3)
research
(4)
charity
(5)
worry
二.
用所给单词的适当形式填空
1.worried
2.
would;do
3.to
get
4.
going
5.relax
三、翻译句子。
1.
If
I
have
change,
I’ll
put
it
in
the
bank.
2.
If
I
were
you,
I
would
be
very
nervous.
3.
What
if
everyone
else
brings
a
present
4.
Please
show
us
how
to
do
that.
5.
Thousands
of
foreign
visitors
will
come
to
visit
China
this
year.
I
would
travel
buy
a
house
movies
the
movies
buy
snacks
put
it
in
the
bank
give
it
to
charity
1.
He’s
late
for
the
party.
2.
He
doesn’t
know
what
to
wear.
3.
He
doesn’t
know
if
he
should
bring
a
present.
4.
He
can’t
find
his
shoes.
5.
He
might
not
know
anyone
at
the
party.
(
)
1.
If
I
were
you,
I’d
wear
a
shirt
and
tie.
(
)
2.
You
shouldn’t
worry
about
what
other
people
are
wearing.
(
)
3.
If
I
were
you,
I’d
be
a
little
late.
(
)
4.
If
I
were
you,
I’d
take
a
small
present.
(
)
5.
If
you
don’t
know
anyone,
you
can
talk
to
Tom.
(
)
6.
But
if
you’re
still
nervous,
you
don’t
have
to
go.
PAGE
1Unit
4
What
would
you
do
第五课时Reading:
What
would
you
do
if…
Learning
Goals:
In
this
lesson,
the
students
will
learn
to
use
Second
Conditional
to
talk
about
imaginary
situations.
The
teacher
should
remind
the
Ss
of
the
right
tense
structure
in
the
Second
Conditional
during
reading
What
Would
You
Do
If…
By
reading,
the
Ss
can
learn
how
to
deal
with
some
accidents
and
problems
better.
Lead
the
Ss
to
use
what
they’ve
already
known
to
deal
with
more
problems.
Teaching
and
learning
steps:
Step
I.
Pre-reading
activities
1.
Preview
Ask
the
Ss
to
translate
the
following
Chinese
into
English.
First
ask
the
Ss
to
put
them
into
English
orally,
then
let
them
write
English
down
without
looking
at
the
textbooks.
(1)一本急救书
_________________________________________
(2)在附近的架子上
_________________________________________
(3)在处理青少年问题上有丰富的经验
_________________________________________
(4)出版
_________________________________________
(5)碰巧，偶然
_________________________________________
(6)
用一块干净的布盖上伤口
_________________________________________
(7)从楼上摔下来
_________________________________________
(8)匆忙给医院打电话
_________________________________________
(9)
得到医疗救助
_________________________________________
(10)使她舒服
_________________________________________
(11)冷的自来水
_________________________________________
(12)觉得有些疼痛
_________________________________________
(13)停止运动
_________________________________________
(14)吸烟的危害
_________________________________________
(15)把药藏离孩子
_________________________________________
(16)向你的医生征求建议
_________________________________________
Ask
the
Ss
to
translate
the
following
sentences.
--如果你碰巧切伤了你自己，你将会怎么办？
--你应该用一块干净的布盖住伤口并用力压它。
______________________________________________________________________________
______________________________________________________________________________
（设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
2.
Lead
in
(1)Show
some
pictures
to
the
Ss
and
ask
the
Ss
to
classify
the
pictures
into
two
groups:
accident,
problem.
(2)Ask
the
Ss
to
try
giving
definitions
for
“accident”
and
“problem”.
Then
the
teacher
has
a
summary:
“accident”:
happens
suddenly
and
causes
injury.
“problem”:
makes
people
unhappy,
nervous
and
try
to
deal
with
it.
(3)Check
the
Ss
if
they
know
how
to
deal
with
some
accidents
or
problems
in
the
daily
life.
Show
some
pictures
of
accidents
and
problems
to
the
students
and
ask
the
students
to
show
their
opinions.
What
would
you
do
if
you
cut
yourself
by
accident
What
would
you
do
if
someone
fell
downstairs
and
couldn’t
move
What
would
you
do
if
someone
offered
you
cigarettes
（设计说明：先用直观形象的图片或是视频帮助学生们直观形象的感知accident
和problem
的区别，再让学生们尝试给accident
和problem
下定义会容易很多，最后通过引导学生们思考如何处理常见的accident
和problem激发学生们尝试解决更多accident
和problem的探究热情，从而自然导入阅读
Reading。）
Step
II.
While-reading
activities
1.
Read
the
passage
fast
and
silently
to
find
the
general
idea.
Some
Ss
might
know
how
to
deal
with
the
above
things.
Some
might
not.
Tell
the
Ss
if
they
want
to
know
how
to
deal
with
the
above
things
better,
they
can
read
the
Reading
on
P32-33.
Ask
the
Ss
to
read
the
reading
passage
and
find
out
:
What
is
the
reading
passage
about
It
is
about
how
to
deal
with
________
and
________.
2.
Read
the
text
carefully
and
silently
to
find
the
specific
ideas读取细节
(1)Ask
the
Ss
to
read
the
page
about
accidents
and
find
out:
How
many
accidents
are
mentioned
There
are
________
accidents.
(2)
Tell
the
Ss
to
read
the
passage
more
carefully
and
find
out
how
to
deal
with
these
accidents.
Ask
the
Ss
to
read
and
fill
in
the
blanks
in
the
chart.
Cut
yourself
by
accident.
Cover
the
cut
with
___________
and
press
it
hard.
If
it’s
a
_____
cut,
you
should
see
a
doctor.
Someone
falls
downstairs
and
doesn’t
move.
_______________first
and
then
make
him
or
her
comfortable
and
stay
with
him
or
her.
Burn
yourself
by
accident.
First
find
out
how
bad
it
is.
Then
put
the
burned
area
under
_______________.
Injure
your
knee
while
running.
If
you
feel
some
pain,
you
should
______________
.
(3)
Then,
ask
the
Ss
to
read
the
page
about
problems
and
find
out:
How
many
problems
are
mentioned
There
are
________
problems.
(4)
Tell
the
Ss
to
read
the
passage
more
carefully
and
find
out
how
to
deal
with
the
problems.
Ask
the
Ss
to
read
and
fill
in
the
blanks
in
the
chart.
A
friend
offers
you
cigarettes
at
a
party.
You
should
______
and
talk
to
your
friend
about
the
_______
of
smoking.
Children
often
think
medicine
is
candy
and
eat
it.
_____
medicine
from
children.
An
“Internet
friend”
wants
to
meet
you.
Tell
your
parents
about
it,
agree
to
meet
_______________
and
you
shouldn’t
go
alone.
You
get
pimples
when
you
are
nervous.
You
should
drink
___________
and
ask
your
doctor
for
advice.
(设计说明：本部分的内容重在培养学生们概括大意和寻找细节信息的能力)
Step
III.
Post-reading
activities
1.
Read
and
retell
(1)Play
the
tape
and
ask
the
Ss
to
read
after
the
tape
and
prepare
for
retelling.
(2)Let
the
Ss
use
the
chart
about
accidents
to
retell
how
to
deal
with
the
accidents.
e.g.
If
you
cut
yourself
by
accident,
you
should
…
If…,
you
should…
(3)Let
the
Ss
use
the
chart
about
problems
to
retell
how
to
deal
with
those
problems.
e.g.
If
a
friend
offered
you
cigarettes
at
a
party,
you
should
…
If…,
you
should…
(设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。)
2.
Discussion
(1)
Ask
the
Ss
to
discuss
the
following
questions
with
a
partner,
and
see
if
the
Ss
have
some
basic
life
experience.
Why
is
cold
running
water
helpful
to
treat
a
small
burn
Why
would
it
be
dangerous
to
meet
an
“internet
friend”
alone
(2)
Let
the
Ss
work
in
groups
of
four
to
add
more
“accidents”
and
more
“problems”
and
their
solutions
to
Dr.
Robinson’s
book.
And
see
which
group
has
the
most
life
experience.
Question:
Problem:
Doctor:
Advice:
（设计说明：学生们所知道的要比他们自己认为的多得多。教师要引导学生们运用他们已经知道的来帮助他们学到更多的东西或者处理问题。）
Step
IV.
Summary：Inquiry
into
knowledge
by
translation
1.
Play
the
tape,
ask
the
Ss
to
read
after
the
tape
and
see
if
they
have
any
problems
in
understanding
the
text.
2.
Ask
the
Ss
to
look
at
the
following
sentences
and
try
to
summarize
the
language
rules
and
fill
in
the
blanks.
The
Ss
can
help
each
other
and
have
a
discussion
after
doing
the
following
by
themselves.
一、What
would
you
do
if
you
injured
your
knee
while
running
_______________________________________________________________________________
1._________一般指由于意外或事故造成损伤。_________
可以指肉体上的伤害，也可以指精神上伤害，特指伴有疼痛的肉体上的伤害。
He
______________________
in
the
accident.
他在那次事故中受了重伤。
He_______________________
when
he
fell
from
the
ladder.
他从梯子上掉下来时，伤了腿。
2.
hurt
作不及物动词时，
是“________”的意思。
My
leg
_______________________.
我腿痛。
二、A
friend
offers
you
cigarettes
at
a
party.
_______________________________________________________________________________
Offer
用作动词，意为“提供，
为……提供……；给予”；常用短语offer
sb.
sth.
=_________________
意思是“为某人提供某物”。
I
_________________
a
glass
of
wine.
我敬了他一杯酒。
offer
to
do
sth.
主动提出干某事
He
offered
__________(
work)
in
the
country.
他自愿在农村工作。
（设计说明：首先让学生自己感知发现语言的规律，并通过小组讨论的形式获得更为准确的答案，老师要注意适当引导。）
Step
V.
Exercises:
the
end-of-
class
test
I.
Write
the
right
word
according
to
the
first
given
letter
or
Chinese.
1.
Don’t
talk
loudly
in
p_______.
2.
There
are
many
books
on
the
s_________.
3.Jane
and
Helen
enjoyed
________
（玩得高兴）at
the
party.
4.Everybody
should
know
the
d_______(危险)
of
smoking.
5.
His
friend
offered
him
cigarettes,
but
he
r________.
II.
Fill
in
the
blanks
with
the
right
forms
of
the
words.
1.
Thank
you
very
much.
You
have
been
very
________(
help).
2.
He
was
badly
___________(injure)
in
the
accident.
3.
He
didn’t
agree
with
me,
so
he
refused
_________(do)
with
me.
4.
Doctor
Robert
gave
the
children
advice
in
different
__________(situation).
5.
You
must
put
the
burnt
area
under
cold
________(run)
water.
III.
Translate
Chinese
into
English.
1.我在街上偶然遇到了他。(by
accident)
_____________________________________________________________________________
2.他给老板到了一杯茶。(offer)
_____________________________________________________________________________
3.那位年轻的妇女匆忙去照料她的宝宝。(hurry
to)
_____________________________________________________________________________
（设计意图：通过检测学生的学习情况，有助于以学定教。）
Step
VI.
Homework
1.
Read
the
Reading
after
the
tape.(
★
)
2.
Add
at
least
one
more
“accident”
and
one
more
“problem”
and
their
solutions
to
Dr.
Robinson’s
book.
(
★
)
3.
Find
one
accident
or
problem
in
the
reading
that
you
have
experienced
and
how
you
have
dealt
with
it.
And
see
if
you
followed
the
advice
given
in
the
Reading.(
★★
)
本节课亮点：
1.
预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。
2.导入部分，先用直观形象的图片帮助学生们直观形象的感知accident
和problem
的区别，再让学生们尝试给accident
和problem
下定义会容易很多，最后通过引导学生们思考如何处理常见的accident
和problem激发学生们尝试解决更多accident
和problem的探究热情，从而自然导入阅读
Reading。
3.
学生们所知道的要比他们自己认为的多得多。教师要引导学生们运用他们已经知道的来帮助他们学到更多的东西或者处理问题。因此在读后任务中设计了一个让学生们比赛看谁能添加更多accidents
和problems的活动。
4.
家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。
使用注意事项：
1．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。
2．非真实条件句在本课中不必再做过多解释，引领学生们在复述过程中巩固即可。
Keys:
Step
I.
Pre-reading
activities
Phrases:
(1)
a
first-aid
book
(2)on
a
nearby
shelf
(3)have
a
lot
of
experience
dealing
with
teenagers
(4)come
out
(5)by
accident
(6)cover
the
cut
with
a
clean
cloth
(7)fall
downstairs
(8)
hurry
to
call
the
hospital
(9)get
the
medical
help
(10)
make
her
comfortable
(11)cold
running
water
(12)feel
some
pain
(13)stop
exercising
(14)the
dangers
of
smoking
(15)
hide
medicine
from
children
(16)
ask
your
doctor
for
advice
Sentences:
-What
would
you
do
if
you
cut
yourself
by
accident
-You
should
cover
the
cut
with
a
clean
cloth
and
press
it
hard.
Step
II.
While-reading
activities
1.accidents,
problems
2.(2).
a
clean
cloth，deep，Call
the
hospital，cold
running
water，stop
exercising
(4).
refuse，dangers，Hide，in
a
public
place，lots
of
water
Step
IV.
Summary：Inquiry
into
knowledge
by
translation
跑步时伤了膝盖你会怎么办？1.injure;
hurt;
was
badly
injured;
hurt
his
leg
2.
痛;
hurt
聚会上一位朋友请你吸烟。
offer
sth.
to
sb.;
offered
him;
to
work
Step
V.
Exercises:
the
end-of-
class
test
I.1.
public
2.
shelf
3.
themselves
4.
danger
5.
refused
II.
1.helpful
2.
injured
3.to
do
4.
situations
5.
running
III.
1.
I
met
him
by
accident
by
accident.
2.
He
offered
the
boss
a
cup
of
tea.
3.The
young
woman
hurried
to
look
after
her
baby.
What
would
you
do
if… 新目标九年级英语Unit4
SectionA(3a-4)
Teaching
Goals
Talk
about
their
own
problems
and
worries
using
“pimple,
trouble,
nervous,
too…to…,
before
going
to
bed,
I
f
I
were
you,
I’d
…”
.If
others
are
in
trouble,
students
can
think
of
some
advice
to
help
them.
Students
are
encouraged
to
brave
to
face
the
life
and
learning
difficulties.
Step1.
Preview
预习检测
Put
them
into
English
orally.
1.变得紧张_______________
2.起痘痘__________________
3.看起来糟糕______________
4.太.....而不能_____________
5.睡觉前_______________
6.看起来友好___________________
（学生通过预习重点单词和短语，能够对本节课的内容有初步了解，为学习新内容扫清障;并能培养学生发现问题的能力。）
Step2.
Warming
up
and
leading
in热身导入
教师可以利用一些实物或图片，比如一辆破旧不堪的摩托车，堆积如山的文件，或者是一些生活中让人备受困扰的问题的图片来导出本节课的话题。
T:
Do
you
have
some
trouble
during
your
daily
life
T:
This
is
my
motorbike.
It
is
very
old
and
often
broken.
What
shall
I
do
S:
If
I
were
you,
I’d
buy
a
new
one.
T:
Thank
you
for
your
advice.
I
will
think
about
buying
a
new
one.
And
do
you
have
any
problems
(展示另一张图片，一个长着青春痘的女孩。)This
is
Tracy.
She
is
a
little
nervous．Do
you
know
why
Yes.
She
has
got
pimples.
Do
you
have
such
a
problem
T:
So
today,
we
will
study
Section
A
3a
to
4.
What
would
you
do
if…
（实物和图片的展示最大程度激发学生的学习兴趣，使其轻松愉快进入本节课的中心话题。）
Step3.
Read
the
paragraphs
fast
and
silently
to
find
the
general
idea读取大意
1.
The
main
idea
of
the
passage
is
about ．
A.
how
to
keep
healthy.
B.
some
problems
and
advice.
C.
what
are
your
worries.
(学生对学习段落进行整体了解和把握，了解大意主旨。培养学生阅读概括能力。)
Step4.
Read
the
paragraphs
carefully
and
silently
to
find
the
specific
ideas读取细节
Match
each
problem
with
the
correct
advice.
1.____________
2.______________
3._______________
（本环节的设计促进学生对整篇文章细节的理解和把握。锻炼学生的理解能力和全盘操纵能力。）
Step
5.
Post-reading
activities听后活动
1.
Listen
and
repeat.
（学生模仿专家正确的语音语调，纠正自己的发音错误。锻炼学生的模仿能力，培养学生的英语语感。）
2.
Read
aloud
by
themselves
then
read
the
paragraphs
in
pairs.
（加深对所学文章深层次的理解，锻炼学生的口语表达能力。特别是要给后进生表现的机会。）
3.
Retell
the
passages
according
to
the
key
words
in
the
chart
.
Name
Problems
Advice
Mouse
Don’t
enjoy
parties....
Talk
to
some
who
looks
friendly....
Spotty
Get
pimples....
Eat
fruits....
Sleepless
Can’t
sleep....
Take
a
long
walk....
（培养学生灵活自如的运用所学语言目标。）
4.
Groupwork:
What
problems
do
you
have
at
home
What
problems
do
you
have
at
school
1).Make
a
list.
Name
At
home
Advice
At
school
Advice
Rose
Li
Can’t
have
a
dog
.
Be
shy
Mary
Yang
Celia
Liu
2).Discuss
them
in
groups,
other
students
give
some
advice
.
3).Try
to
make
a
conversation
like
this:
A:
I
really
want
a
dog,
but
my
parents
won’t
let
me
have
one.
B:
Well,
dogs
can
be
a
lot
of
trouble.
Maybe
you
should
get
a
small
pet,
like
a
goldfish.
A:
That’s
a
good
idea.
4).The
group
leader
does
a
report
like
this:
Rose
Li
wants
a
dog,
but
her
parents
won’t
let
her
have
one.
Tom
Yang
gave
her
a
piece
of
advice
:
“Have
a
small
pet,
like
a
goldfish.”
Mary
Liu....
（用所学语言目标解决自己的实际问题，并能帮助别人解决困难,对学生进行情感教育。)
Step
6.
Inquiry
into
knowledge
by
translation
翻译探究
一、If
I
were
you,
I’d
take
a
long
walk
before
going
to
bed.
________
If
引导的是__________
条件状语从句，即
__________
语气。本句是与现在相反的虚拟语气，其结构为：
条件从句中谓语动词形式
主句中谓语动词形式
2.
before
going
to
bed
意为“____________________”,
before
为介词，后跟
______________.
类似用法的词还有
_____________________________.
如：
I
went
to
bed
after
___________________
yesterday
evening.
昨天晚上我做完作业就上床睡觉了。
二、I’m
too
tired
to
do
well.
too...to...意为“
”。too
为副词，后接形容词或副词的
级，其中的不定式表示否定的结果。如：
My
brother
to
school.
我弟弟太小，不能去上学。
（引导学生观察、发现、归纳和总结语言学习规律，形成有效的学习策略。培养学生归纳、总结的能力。）
Step
7.
The
end-of-
class
test当堂检测
一、根据句意和首字母或汉语提示完成句子。
1.
I
used
to
feel
___________(紧张)
when
I
spoke
in
front
of
a
group.
2.
Molly
often
gets
___________(丘疹)
before
a
big
exam.
3.
You
should
eat
lots
of
fruit
and
_____________
(蔬菜)
every
day.
4.What
would
you
do
if
you
had
two
____________(百万)
dollars
二、根据提示翻译下列句子。
1.大考之前我变得紧张然后我就起丘疹。（get
nervous）
___________________________________________________________
2.如果我是你，上床之前我会散步。那应该有助你放松。（before
doing
）
___________________________________________________________
3.我太累了不能按时完成这项工作，我该怎么办呢？(too….to….)
___________________________________________________________
4.如果我有一百万美元，我会捐献给慈善机构。(had)
___________________________________________________________
（检查学生对本节课的知识掌握的情况，以便于及时的查漏补缺。）
教学反馈：
亮点：本节课设计了多个环节来锻炼学生的阅读和口语表达能力。充分地调动了学生的学习热情，特别是小组活动环节更是把整堂课推向了高潮。
不足之处：时间分配上有点前松后紧。合作探究环节处理的仓促。
使用建议：小组活动环节可以适当地拓展到小组外。
参考答案：
翻译探究：
如果我是你，睡觉前我会去散步。
非真实性；虚拟语气；一般过去式，be
→
were；would
/could
/should/might
+V.
睡觉
答案前；V-ing；when,
while,
after；doing
my
homework
我太累了做不好。
太......而不能......；原；is
too
young
to
go
当堂检测：
一．1.
nervous
2.
pimples
3.
vegetables
4.
million
二．1.
I
get
nervous
before
big
parties
and
then
I
get
pimples.
2.
If
I
were
you,
I’d
take
a
long
walk
before
going
to
bed.
That
should
help
you
relax.
3.
Then
I’m
too
tired
to
do
well.
What
should
I
do
4.
If
I
had
a
million
dollars,
I
would
give
it
to
charity.
第1页（共7页）Unit
4
What
would
you
do
（SectionB1a-2c）
Teaching
goals:
Talk
about
personalities
Get
the
students
to
grasp
the
new
words：
energetic,
confident,
permission,
herself.
Listen,
describe
and
talk
about
personalities.
Talk
about
embarrassing
situations（worries/problems）
Get
the
students
to
grasp
the
sentence
structure:“What
would
you
do
if…. ”
(目标引领，用一段话表述了本节课的知识、能力和情感目标。)
Teaching
procedures
and
ways
教学过程与方式
Step
1
Preview
Look
at
p29,
put
the
following
into
Chinese
or
English.
在公共场所______________________
变得紧张________________________
做演讲_______________________
未经准许 _____________________
be
in
a
movie_____________________
be
friends
with
sb.________________________
introduce
oneself __________________________
ask
one’s
permission _________________________
(预习强调学生的参与、体验、感知、实践和交流，以学定教。）
Step2
Revision.
What
would
you
do
if….
I
would…
if….
Step3
Warming
up
and
new
words.
Talk
about
the
personality
words
of
famous
people
or
familiar
friends.
T:
I’m
outgoing
and
kind.
What
are
you
like
S1:
I’m
shy.
S2:
I’m
quiet.
S3:
I’m
outgoing.
T:
OK
.Look
at
the
pictures.
Can
you
tell
me
what
they
are
like
S1:
He
is
confident.(Bill
Gates)
S2:
He
is
energetic.(Liu
Xiang
)
S3:…
T:
You
did
a
good
job
.Different
people
have
different
personality.
Maybe
someone
is
confident,
someone
is
energetic,
someone
is
creative…
(利用班上同学来举例，贴近生活，学生更容易理解，同时温习旧词，引出新词，选择学生感兴趣
的图片，激发学生的学习热情。通过引导，让学生更容易接受新词。)
Step4
Lead
in
T:
As
you
know,
different
people
have
different
personality.
What
kind
of
people
are
you
S4:
I’m….
（导入要联系所学的内容，使学生自然而然地进入新课的学习。）
Show
some
pictures.
Ask
the
students
to
try
to
say
what
they
are
like.
S1:
He’s
funny..
S2:
He’s
confident.
S3:
He’s
energetic.
S4:
He’s
creative.
(用图画使学生更直观地去练习)
Step5
1a
and1b
T:
Very
good.
Now
Let’s
come
to
1a
Use
the
words
from
the
box
to
complete
the
definitions.
Then
ask
some
students
to
say
their
answers.
T:
Do
you
have
any
other
difficulties
Can
you
tell
me
Ss
can
say
any
difficulty
that
they
have,
even
in
Chinese.
Step
6
Listening
and
Speaking
(2aP29)
Listening
for
the
general
idea听取大意
T:
OK.
We’ve
known
our
personalities.
Celia
is
asking
Bill
questions
from
a
personality
survey
.
Listen
and
get
the
main
idea.
What’s
Celia
asking
about (
)
how
to
be
confident.
what
you
would
do
if
you
were
in
embarrassing
situations
(worries/problems）.
Bill’s
personality.
（先听大意，理解文段）
Listening
for
the
specific
ideas听取细节
T:
Celia
is
asking
Bill
questions
from
a
personality
survey
.Check
the
questions
Celia
asks.
How
confident
are
you
_____What
would
you
do
if
the
teacher
asked
you
to
give
a
speech
in
front
of
the
whole
school
I’d
say
that
another
student
could
do
it
better.I’d
say
I
had
a
cold.I’d
say
yes.
______What
would
you
do
if
your
brother
borrowed
your
clothes
without
permission
I’d
tell
him
to
ask
my
permission
before
he
borrows
something
next
time.I
wouldn’t
say
anythingI
would
start
borrowing
his
clothes
without
permission.
_____What
would
you
do
if
someone
asked
you
to
be
in
a
movie
I’d
say
yes.I’d
say
no.I’d
ask
if
my
friends
could
be
in
a
movie
too.
_______What
would
you
do
if
you
wanted
to
be
friends
with
a
new
student
I’d
introduce
myself.I’d
wait
for
him/her
to
introduce
himself/herself
to
me.I’d
invite
him/her
to
have
dinner
at
my
house.
Check
the
answers.
2b
Listen
again.
Circle
Bill’s
responses.
T:
What
would
you
do
if
you
were
in
embarrassing
situations
(worries/problems）.
Now
let’s
listen
again
and
Circle
Bill’s
responses.
Listen
again
and
fill
in
the
blanks.
Celia:
I
just
did
a
_______
______in
Teen
Time
magazine.
It
tells
you
how_______
you
are.
Bill:
Oh
______did
you
do,
Celia
Celia:
I_____
know
_____.But
it’s
a
really
______test.
You
should
_____
it,
Bill.
Bill:
OK
Celia:______
________question
1 ____
____
_____
_____if
the
teacher
asked
you
to
give
a
speech
in
front
of
the
whole
school.
Bill:_____
_______I
had
a
cold
and
couldn’t
speak.
I
had
a
cold
and
couldn’t
speak.
I
would
be
afraid
to
______
_______
________in
front
of
the
whole
school.
Celia:
How
about
this
________question
What
would
you
do
if
someone
asked
you
to
_____a
movie
Bill:
Oh，I’d
say
_______.I’d
be
too__________.
What’s
the
_________question
Celia:
Let’s________......
Listen
and
repeat
(先听大意，然后再听细节，初步用听的技能获取、处理和传递所需信息。理解文段后，进行听力模仿，感知英语发音特点，提高口语表达水平。)
Step7
2c
T:
We
heard
just
now
what
Bill
would
do
if
he
had
worries/problems
.
What
about
you
And
how
about
your
friends
Please
make
conversations
using
the
information
from
2a
and
2b.
Ask
the
students
to
act
out
the
dialogues
in
2c.
Sample
dialogue
1:
S1:
What
would
you
do
if
someone
asked
you
to
be
in
a
movie .
S2:
I’d
say
yes.
Sample
dialogue
2:
S3:
What
would
you
do
if
the
teacher
asked
you
to
give
a
speech
in
front
of
the
whole
school
S4:
I’d
say
I
had
a
cold.
Step
8
Post-listening
activities听后活动
T:
You’ve
known
the
result
of
Bill’s
personality
survey
.Now
let`s
interview
our
personalities.
Take
notes.
Then
give
a
report.
What
would
you
do
if
someone
asked
you
to
be
in
a
movie
S1:
I’d
say
yes.
S2:
I’d
say
no.
S3:
I’d
ask
if
my
friends
could
be
in
a
movie
too.
Report
like
this:
Mary
would
say
yes
if
someone
asked
her
to
be
in
a
movie
.Li
Lei
would
say
no
if
someone
asked
him
to
be
in
a
movie.
Lucy
would
ask
if
her
friends
could
be
in
a
movie
too.
（结合实际去采访自己的同学，了解不同同学的性格特点,引导学生形成自信,开朗,大方,真诚,友善的性格）
Step9合作探究
What
would
you
do
if
your
brother
borrowed
your
clothes
without
permission
____________________________________________________________________
1.Permission为_________名词，意为“__________”，常见的固定搭配有：
（1）give
sb.
permission
to
do
sth.___________________________
（2）ask
permission
from
sb.________________________________
（3）with/without(one’s)
permission____________________________
（4）练习：翻译下面的句子
You’d
better
leave
______________________(经他允许)。
2.permission的动词形式为___________，及物动词，用法与__________相同，常用于________________和_____________两种结构。
练习：
(1)
允许我解释。
Permit
me_______________.
(2)
我们不允许在墙上乱写。
We
don’t
permit
_____________________on
the
wall.
（知识点部分鼓励学生通过合作学习自己总结，培养学生观察、发现、归纳的能力，教师只进行点拨，落实了以学定教。）
Step
10
The
end-of
class
test
当堂检测
Ⅰ.根据句意和汉语或首字母提示，填写单词。
He
can’t
speak
in
front
of
people
.He
is
s____________.
He
is______________(自信的)to
pass
the
exam.
Without
my
_______________(允许),don’t
touch
my
things.
He
is_________(精力充沛的),he
can
do
everything
well
enough.
I’d
i_________
myself。
Ⅱ.用所给单词的适当形式填空。
My
teacher
wanted
me
to
give
a
__________(speak)
I’ve
asked
his
____________(permit)
to
use
his
car.
Can
you
tell
me
how
long
I
can
________(borrow)
the
book
Please
help
_________(you)
to
some
fish,
my
boys.
What
________you________(do),if
you_______(have)much
money
Ⅲ..翻译句子
1.
不经允许，任何人不得把书带出图书馆。。
___________________________________________________________________
2.___他是个什么样的人？
___他很有活力，从不疲倦。
________________________________________
__________________________________________
3.如果老是要求你在全校师生面前作个报告，你会怎么办？
___________________________________________________________________
Step
11Homework
You
must
write
an
article
about
your
own
personality
survey.
You
may
search
the
Internet
for
more
personality
survey.
(分层布置作业，面向全体学生)
亮点：
SectionB的这节听说课结合了单词课的教学，以图画或学生的个性特点引入新单词，描述了学生的真实个性特点，学生更容易感兴趣，也更容易在语境中去理解单词。
听后活动的设计是在实际语境中进行的，能激起学生的共鸣。
多个步骤都训练了本课出现的重点句型，根据学生最后的反馈来看，学生掌握的还是很不错的。
家庭作业的布置分成布置，可以让学生根据自己的程度去选择。
本课的内容是关于学生的个性调查结果，虽然对学生来说很实用，但是不能兼顾到每个学生的个性特点，不能每个都给出解决方案，要想真的对学生有所帮助，教师在课下要与学生真心交流。
听后活动的使用建议：
听后活动是听力的输出部分，教师可以根据学生汇报的熟练情况决定喊几组学生去训练，建议老师们再给学生绘制一个表格，这样学生在采访时会更加方便。有条件的学校可以印刷一些学案，学生人手一张，使用起来更有真实感。
参考答案：
Preview:
1.not
…in
the
slightest
2.
plenty
of
3.
get
along
with
4.
would
rather…than…
5.社会形势
6.喜欢别人的陪伴7.小圈子的….8.个性调查结果
听取大意
B
2a
1,
3
2b
b,
b
听力填空：personality
survey,
confident,
How,
don’t,
yet,
interesting,
try,
How
about,
What
would
you
do,
I’d
say,
make
a
speech,
movie,
be
in,
nervous,
next,
see.
合作探究：
不可数；允许，许可
准许某人做某事
征求某人的许可
经/未经某人的许可
with
his
permission
permit,
allow,
permit
sb.
to
do
sth.
和permit
doing
sth.
to
explain
writing
当堂检测：
Ⅰ..
1.shy
2.confident
3.permission
4.
energetic
5.would
do
,had
二.翻译句子
1.
Nobody
can
take
the
books
out
of
the
library
without
permission.
2.
What
is
he
like
He
is
energetic,
never
tired.
3.
What
would
you
do
if
the
teacher
asked
you
to
give
a
speech
in
front
of
the
whole
school Unit
4
What
would
you
do
第一课时：
New
words
Teaching
and
Learning
Goals：
Learn
the
new
words
of
Unit4
in
one
class.
Memorize
the
words
by
reading
and
using
them.
Learn
the
use
of
them
and
try
to
spell
the
words
in
this
unit.
Students
try
to
learn
how
to
read
and
remember
the
words
and
phrases
,
and
how
to
learn
individually
and
collectively.
Teaching
and
learning
steps
Step
1: Learn
to
read
the
words
on
P148
Students
try
to
read
the
words
using
the
phonetics
by
themselves.
Then
read
with
their
partners
in
groups.
Get
some
individual
students
to
read
and
correct
their
pronunciations.
Follow
the
teacher
because
they
can
hear
the
teacher
pronounce
the
word
clearly
and
correctly.
Read
after
the
tape.
Read
aloud
and
the
teacher
walk
around
to
see
if
they
have
any
question.
Get
some
individual
students
to
read
again
to
see
if
everyone
can
read
correctly.
(设计意图：利用音标读单词是一种能力，9年级学生已初步具有这种能力。让学生学会试读单词是一种学习习惯的培养，首先学生自己根据音标字读单词，并标出试读时有困难的。接着两人一组或以小组为单位解决遇到的困难。然后找单个同学读单词，教师及时更正错音，帮助学生正音。最后让学生跟录音读。如此几步的学习，大多数学生可以熟悉单词的读音，正确试读出单词。最后还是不会的同学，就给他们找“老师”，他们组的组长就是他们的“老师”，负责课下教会他们。单词的学习坚持从个体—同伴—小组—整体的原则，培养学生自主学习和小组互助学习的能力。尽量培养学生不用音标也能读单词的能力。)
Step
2
:
Learn
to
remember
words
on
P147-148
一.
Remember
the
words
by
looking
at
pictures.
It’s
a
tie.
He
is
wearing
a
shirt
and
tie.
circle
a
circle
of
friends
￥
one
million
She
gets
a
lot
of
pimples
on
her
face.
Look
at
the
burn
on
his
hand.
They
are
listeners.
It’s
a
first
aid
case
(box).
a
shelf
The
books
are
on
the
shelves.
The
rest
of
her
face
is
covered
with
the
paper.
It’s
a
map
of
a
knee.
two
knees
The
water
is
half-meter
deep.
She
is
pressing
her
eyes.
3+2=5
√
It’s
correct.
二.
Remember
the
words
by
matching
itself
with
its
meaning.
1.
not
…in
the
slightest
not
…at
all
一点也不
2.
plenty
of
a
lot
of
许多，大量（后跟可数或不可数名词）
3.
get
along
(well
)
with
sb
get
on
(well
)
with
sb
表示与某人相处得好（另外后跟sth时表示某事的进展情况）
4.
come
up
with（a
good
idea）
think
of（a
good
idea）
5.
regard...as
treat...as
把...
...当作...
...
6.
useful
helpful
adj.有帮助的，有用的
三．Remember
the
words
by
their
similar
pronunciations
and
forms.
1.
myself
yourself
himself
herself
itself
ourselves
yourselves
themselves
(...自己)
shelf
--
shelves
(架子，搁板)
总结：以f,fe结尾的名词变复数变为ves的词有：thief，wife，life,
oneself,
leaf,
wolf,
shelf,
knife,
half
.
口诀：小偷之妻生活难，自己扫叶来做饭，忽见一狼躲架下，拿刀把它劈两半。(注：scarf的复数直接加s或变f为ves都可。)
2.
air
fair
unfair
fairly
adv.
相当地，还算
3.
boy
toy
noy
annoy
v.
使生气；使烦恼
4.
kid
hid
did
aid
n.帮助，救助，援助，救护
5.
sleep
sweep
sheep
deep
adj.
深的
6.
mess
less
unless
press
v.
按，压，挤
四．Remember
the
words
by
conversion(转换)
、complex
words
（合成）and
derivative（派生）
1.
worry
v.为......担忧
worry
about
n.
烦恼，忧虑：Tom’s
worries
2.
cover
n.盖子，皮
v.
覆盖，遮盖
3.
burn
v.
烧伤，烧坏
n.
火、热、酸造成的伤痕或伤害
4.
tie
v.
系，拴
n.
领带
5.
rest
n.&v.
休息
n.
剩余部分，其余
6.
down
(向下)+
stairs(楼梯)
downstairs
在楼下
upstairs
在楼上
7.
near
+
by
--
nearby
adj.
附近的，近处的
8.
medicine
(n.
内服药)
medical(adj.
医疗的，医学的)
9.
energy
n.
精力
energetic
adj.
有精力的，精力充沛的
10.confident
adj.
自信的
confidence
n.
自信
11.permit
v.
允许
permission
n.
允许，许可
12.listen
v.
听
listener
n.
听众
13.know--ledge--able
----
knowledgeable
adj.知识渊博的
14.
her--self
----
herself
n.她自己
15.
help--ful
----
helpful
adj.
有用的，有益的
五.
Remember
the
words
by
their
Chinese.
1.
医学的，医疗的
2.
打扰，使恼怒
3.
充足，大量
4.
使......失望或沮丧
5.
出版，发行，出来，开花
6.
疼
7.提供
(research,
bother,
plenty,
let...down,
come
out,
pain,
offer
)
（设计意图：记忆单词的方法很多，利用多种手段和多种形式呈现给学，来吸引学生的兴趣，降低难度扩大学生的词汇量。例如：通过图画和简单的句子记忆，学生易于接受，印象深刻；用一词多义，合成，派生等等方法能使学生举一反三，极大的扩充词汇量；通过重点短语对比和汉意的方式全面的对单词加深对词汇的理解。）
Step
3:
Consolidation
of
words
Give
the
students
a
few
minutes
to
try
to
memorize
the
words
first
.
1.Get
the
students
to
read
the
word
by
looking
at
the
Chinese.
Then
look
at
the
Chinese
and
say
English.
2.
Then
get
them
to
work
in
pairs
to
spell
the
words
or
write
down
the
words
with
the
Chinese
given
in
guide
books.
Underline
the
words
they
haven’t
grasped.
3.
Get
the
students
to
have
a
short
dictation
about
the
important
words
and
phrases.
If
they
can’t
,
dictate
after
class
in
groups.
（设计意图：此环节为巩固单词。通过两两提问或使用助学默写的形式来对单词加以巩固。这一环节有五分之二的学生往往不达标，需要利用自习课或课余的时间让小组长跟踪检查，尽量能让再有五分之一的学生顺利过关，其余的五分之一还需要时间和同学习们的帮助，教师应及时督促、让小组长反馈检查的结果，做好跟踪检查。）
Step
4
:
Read
the
story
and
translate
into
Chinese:
1.
Get
the
students
to
read
the
story,
and
underline
the
new
words.
2.
Translate
the
story
into
Chinese
in
groups
of
three.
3.
Read
the
story
fluently
by
themselves.
The
twins
Lucy
and
Lily
are
energetic
and
knowledgeable
singers.
They
had
plenty
of
listeners.
One
day
Lucy
would
represent
the
whole
city
to
take
part
in
a
speech
contest,
but
she
got
some
pimples
on
her
face.
She
covered
them
with
a
piece
of
paper
and
pressed
hard.
She
happened
to
step
on
a
circle
and
fell
down
to
the
2
meters
deep
downstairs
and
hurt
her
knees.
She
hurried
to
take
a
first-aid
book
from
a
nearby
shelf
which
came
out
recently.
She
couldn’t
see
clearly
so
she
lit
a
candle（点燃一支蜡烛）and
it
burned
herself.
She
had
so
much
pain
on
her
body
that
she
was
sent
into
the
hospital.
In
the
hospital
she
offered
to
help
others,
she
got
along
well
with
a
circle
of
the
patients.
She
couldn’t
take
part
in
the
contest
but
she
didn’t
want
to
let
her
classmates
down.
So
she
came
up
with
a
helpful
idea
to
ask
her
confident
sister
to
take
the
contest
instead
of
her.
Lily
worried
what
if
others
knew
it
.
She
told
her
to
wear
a
shirt
and
tie
and
not
to
worry
about
the
rest.
Lily
took
part
in
the
contest
and
won
the
first
prize
without
the
others’
permission.
She
felt
what
she
did
wasn’t
correct
and
wasn’t
happy
in
the
slightest.
She
refused
to
be
interviewed.
Getting
pimples
annoyed
Lucy
fairly.
“If
I
had
a
million
dollars
I
would
give
it
to
medical
research
to
treat
pimples,
then
I
won’t
have
worries”
she
said.
双胞胎是精力充沛、知识渊博的歌手，她们有大量的听众。一天姐姐要代表全市参加一个演讲比赛，可是脸上起了疙瘩。她就用纸盖住它使劲的挤。她碰巧踩到一个圈子上掉到了2米深的楼下，伤了膝盖。她赶紧去附近的架子上去拿一本新版的急救的书，由于看不清，她点燃蜡烛烧到了她自己。她身体疼的如此厉害以至于她被送到了医院。在医院里她主动帮助其他病人，与周围一圈人相处的很好。她不能参加比赛了但她不想让同学们失望，于是她相出了一个有用的主意让她那个自信的妹妹替她参加。她妹妹担心如果让别人知道怎么办。她让妹妹穿上西装打上领带参加比赛其他的不用管。在没经大家允许的情况下妹妹参加了比赛且获得了冠军。她觉得自己所做的不对所以一点也不高兴并且拒绝采访。
起疙瘩这件事使她相当生气。她说如果她有一百万美元她会捐给医疗研究机构来治疗疙瘩。如果有用的话，她就不会再有烦恼了。（39个词）
（设计意图：词不离句，句不离篇。在学生掌握本单元单词的基础上，再学习由本单元的生词编成了一篇小故事，引导学生不仅记忆词汇本身的意义，同时在具体的语境中体会它的意义。体现了词不离句，的教学原则。有助于学生学习理解和使用本单元的词汇。）
Step
5
Mind
map思维树
Get
the
students
to
read
the
mind
map
and
fill
in
the
mind
map
according
to
the
story
,
they
can
discuss
in
groups.
Get
the
students
to
retell
the
story
using
the
mind
map.
设计意图：把故事和思维导图结合起来，让学生加深对本单元词汇和短语的理解，使学生对词汇从逻辑范畴上记忆词汇。进一步把词汇和具体语境的连接起来，巩固对词汇的记忆。
Step
6
当堂检测
一．按要求写出下列单词。
1.
hurt(过去式)
2.medicine(形容词)
3.burn(过去式)
4.help(形容词)
5.confident
(名词)
6.worry(名词)
7.shelf（复数）
8.herself（复数）
9.listen
(名词)
10.
know(名词)
（形容词）
二．汉译英
1.医疗研究
2.如果...
...
将会怎么样________
3.一点也不______
4.
出版________
5.很多，足够_________
6.与......
相处
7.烦恼
n._____
8.剩余部分
9.拒绝
10.
提供
11.
有用的
三．根据括号中的汉语意思或首字母提示写单词,
并用其适当形式完成句子。
1.
What
would
you
do
if
you
had
a
m
dollars
2.
Don’t
w_____
about
me.
3.
The
doctor
are
doing
medical
r__________.
4.
He
is
________
(自信的)to
pass
the
exam.
5.
He
never
gets
tired,
he
is
a(an)
________
(精力充沛的)
man.
6.
Jim
is
a
good
_____
(听众)
when
we
get
together.
7.
I
am
very
busy.
Don’t
______
(打扰)
me
please.
8.
He
is
a
___________(知识丰富的)
man
,
he
always
has
interesting
story
to
tell
us.
9.
You
won’t
let
me
______
(失望)，will
you
10.
There
are
many
books
on
the
_______
(架子).
亮点：
本单元的单词课堂设计基本涵盖了本单元的单词，尤其是故事编写让学生在故事中对单词有了大致理解。单词的拼读注重了学生自学能力和小组合作能力的培养。同时通过各种形式的单词记忆既加深了单词的识记，又理解了部分单词的大致用法，尤其是故事中的Lucy参加比赛和发生的事故是对Self
check和Reading有了一定的渗透，达到了预习的目的。当堂检测的设计更是有效地补充与巩固了词汇的用法。
不足之处：
一节课内容设计的有些多，如果在此前预习的很好，还是能充分完成的。同时本节课容量较大，部分环节不能很好的展示与训练。同时设计中对虚拟语气设计较少。
使用建议：
首先要对单元内容达到熟练掌握，能够基本明确单词在单元中的位置及其用法，同时必须准备完善的的多媒体课件，才能有效地增加课堂效率。
答案一．1.hurt，2.
medical
3.burned
4.helpful
5.
confidence
6.
worry
shelves
8.
themselves
9.listener
10.
knowledge
knowledgeable
二：1.medical
research
2.what
if
3.not
...
in
the
slightest
4.come
out
5.plenty
of
6.get
along
with
7.worry
8.rest
9.refuse
10.offer
11.useful
三．1.million
2.worry
3.research
4.confident
5.energetic
6.listener
7.bother
8.knowledgeable
9.down
10.shelves/shelf
