英語(yǔ)教學(xué)設(shè)計(jì)：九年級(jí)Unit4

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1、中山市精品課程教學(xué)設(shè)計(jì) 一、設(shè)計(jì)的教材：《新目標(biāo)》九年級(jí) Unit 4： What would you do? 二、設(shè)計(jì)人： 中山市華南師大附中 袁祥樊 黃進(jìn)謀 三、學(xué)情分析 授課的班級(jí)是華師附中初三（9）， 班級(jí)人數(shù)37人，大部分屬于城市學(xué)生。九年級(jí)的學(xué)生平均年齡在14、15歲左右，這年齡階段的學(xué)生渴望成人化，喜歡從事他們認(rèn)為能成為成年人的學(xué)習(xí)活動(dòng)，并從探索活動(dòng)中體驗(yàn)到最大的成功體驗(yàn)和情緒滿足。這各班的學(xué)生都喜好設(shè)計(jì)自己的未來(lái)，有著強(qiáng)烈實(shí)現(xiàn)自己的愿望的意愿。這個(gè)班的學(xué)生思想活躍，樂于表達(dá)自己的思想和看法。求知欲很強(qiáng)，喜歡積極參加任務(wù)型教學(xué)活動(dòng)，有很強(qiáng)的競(jìng)爭(zhēng)意識(shí)。在學(xué)習(xí)活動(dòng)中能積極

2、發(fā)言，主動(dòng)質(zhì)疑，不懂就問，有較強(qiáng)的自控能力，并具備了一定的英語(yǔ)基礎(chǔ)知識(shí)和較好的語(yǔ)言表達(dá)能力、很強(qiáng)的探究知識(shí)的能力、合作技巧及自主學(xué)習(xí)的能力。 但仍有一小部分學(xué)生學(xué)習(xí)水平較低，基礎(chǔ)比較差，主要是學(xué)生的內(nèi)在動(dòng)力不夠，缺乏吃苦精神和自信心，表現(xiàn)在充滿樂趣的學(xué)習(xí)活動(dòng)中仍然欠積極主動(dòng)。因此，關(guān)注這部分學(xué)生至關(guān)重要，直接影響課堂教學(xué)效率，在教學(xué)中適當(dāng)?shù)墓膭?lì)、營(yíng)造一種寬松、民主、和諧的教學(xué)氛圍，關(guān)注性格內(nèi)向和學(xué)習(xí)有困難的學(xué)生，盡可能多地為他們創(chuàng)造語(yǔ)言實(shí)踐機(jī)會(huì)。此外，必須加強(qiáng)情感態(tài)度的培養(yǎng)，加強(qiáng)語(yǔ)言技能的訓(xùn)練和學(xué)習(xí)策略的指導(dǎo)，使學(xué)生在教師的指導(dǎo)下更好地構(gòu)建知識(shí)、提高技能、磨礪意志、鍛煉思維、展現(xiàn)個(gè)性、發(fā)展心

3、智和拓展視野，提高他們綜合語(yǔ)言運(yùn)用的能力，以保證高效的學(xué)習(xí)效率和發(fā)展自主學(xué)習(xí)的能力，使高效課堂成為可能。 四、 教材分析 初三英語(yǔ)教材加大語(yǔ)言訓(xùn)練的密度，語(yǔ)言材料特別豐富，促進(jìn)了學(xué)生語(yǔ)言語(yǔ)音素質(zhì)和語(yǔ)言運(yùn)用能力和表達(dá)能力的提高，充分調(diào)動(dòng)學(xué)生參與課堂教學(xué)的積極性，九年級(jí)已經(jīng)處于初中、高中的銜接的重要階段和重要的轉(zhuǎn)折時(shí)期。為了加強(qiáng)學(xué)生的閱讀能力，本冊(cè)在每個(gè)單元的后面還設(shè)置了具有跨文化內(nèi)容的語(yǔ)篇及相關(guān)的練習(xí)。語(yǔ)篇內(nèi)容均能激發(fā)學(xué)生閱讀的欲望和興趣，引導(dǎo)學(xué)生在輕松愉快的語(yǔ)言環(huán)境中運(yùn)用學(xué)過的知識(shí)表達(dá)自己的思想。 Unit 4 的topic是Talk about imaginary situations

4、 and give some advice with the target languages。 主要任務(wù)是： （1）、通過本單元的學(xué)習(xí)體會(huì)談?wù)撘恍┘僭O(shè)的、虛擬的情況； （2）、通過本單元的學(xué)習(xí)達(dá)到如何使用虛擬句提出建議的目標(biāo)； （3）、學(xué)會(huì)表示與現(xiàn)在情況相反的虛擬語(yǔ)氣的結(jié)構(gòu)； （4）、學(xué)會(huì)用虛擬語(yǔ)氣表述自己還沒有實(shí)現(xiàn)的愿望。 根據(jù)本單元的教學(xué)任務(wù)， 我對(duì)一些內(nèi)容進(jìn)行了整合： (1)、在period 1中，我加入了大量的豐富的圖片導(dǎo)入新課，如：If I were Yao Ming, I would-----. If I had a million dollars, I would

5、…. 然后，設(shè)計(jì)了一個(gè)小組調(diào)查的任務(wù)來(lái)對(duì)新句型進(jìn)行操練：What would you do if…。 (2)、 在period 2中，根據(jù)學(xué)習(xí)內(nèi)容，設(shè)計(jì)更加貼近生活的活動(dòng)。如：假如在你和你的好朋友打架了怎么辦？有人誤解了你，怎么辦？父母讓你呆在家里，不讓外出怎么辦？等等，并給出建議。 （3）、 在前閱讀時(shí)，通過討論這些我們生活中的問題來(lái)導(dǎo)入課文，降到難度并激發(fā)學(xué)習(xí)興趣。如：1. What problems do you have at school? 2. Do you know some accidents? What would you do if some accidents ha

6、ppened to you? 本單元的教學(xué)內(nèi)容與所設(shè)計(jì)的任務(wù)有簡(jiǎn)單開始有步驟的提升難度，各個(gè)任務(wù)具有相當(dāng)?shù)南嚓P(guān)性，層次分明，形成一個(gè)具有整體性的任務(wù)鏈。讓每個(gè)學(xué)生都有機(jī)會(huì)參與到課堂中來(lái)，以提高他們學(xué)習(xí)的積極性和興趣，對(duì)今后的教學(xué)有很大程度上的幫助，學(xué)生的投入程度直接關(guān)系到課堂的有效性；在教學(xué)過程中，教師起促使、引導(dǎo)、調(diào)控的作用，通過激趣、平等對(duì)話、引導(dǎo)點(diǎn)撥、討論、圖片展示等教學(xué)方法，希望能最大程度達(dá)到將情感態(tài)度與價(jià)值觀的實(shí)現(xiàn)始終貫穿于整個(gè)教學(xué)過程中。而學(xué)生通過合作學(xué)習(xí)、知識(shí)競(jìng)賽、討論、探究等環(huán)節(jié)形成互相間活躍而融洽的氣氛，從而完成達(dá)到運(yùn)用英語(yǔ)的能力。 五、單元教學(xué)安排 本單元安排了四個(gè)

7、課時(shí)。 Period 1: Section A 1a—Grammar Focus （聽說課） Period 2: Section A 3a ---4 （說讀寫課） Period 3: Section B （聽說讀寫課） Period 4: Reading （閱讀課） 六、教學(xué)導(dǎo)向 語(yǔ)言功能 語(yǔ)言目標(biāo) 談?wù)撘恍┘僭O(shè)的、虛擬的情況 What would you do if you won a million dollars? I would give i

8、t to medical research. I can’t sleep the night before an exam. What should I do? If I were you, I would take a long walk before going to bed. 語(yǔ)言結(jié)構(gòu) 重點(diǎn)詞匯 使用should 為他人提供建議 million, pimple, energetic, confident, shirt, tie, medical research, permission, herself, bother, not---in the slightest, A

9、nnoy, plenty of, get along with, circle, listener, knowledgeable, let---down, come up with, rest, aid, nearby, Shelf, come out, cover with, deep, downstairs, correct, burn, Knee, hurt, offer, refuse, helpful, treat, burn. 學(xué)習(xí)策略與思維技巧 多元智能 在學(xué)習(xí)中積極思考 根據(jù)情境想象，進(jìn)行發(fā)散思維訓(xùn)練 想象能力 邏輯表述 情感態(tài)度目標(biāo) 文化意識(shí)目標(biāo) 激

10、發(fā)并強(qiáng)化學(xué)生的學(xué)習(xí)興趣；鼓勵(lì)學(xué)生多聽、多讀英語(yǔ)，樂于模仿，敢于開口，積極參與小組活動(dòng)并能和他人愉快。合作；幫助他人樹立強(qiáng)烈的自信心，鍛煉他們克服困難的意志。 讓學(xué)生初步了解西方國(guó)家文化， 初步形成跨文化交際意識(shí)，提高學(xué)生的人文素質(zhì)。 Unit 4： What would you do? Period 1 一、課型：聽說課 二、時(shí)間：40分鐘。 三、 教學(xué)要求： 知識(shí)與能力 Structures: Second conditional, Should for advice Target languag

11、e: 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 過程與方法 Thro

12、ugh examples What would you do if you had a million dollars?/ What would you do if ----? to design task-based activities to train widely, make students raise questions and solve problems, using the media to improve their initiative. 情感態(tài)度價(jià)值觀 To learn to communicate with the past tense, information

13、exchange, training students in environmental awareness and healthy recreational activities, love of nature. 教學(xué)重、難點(diǎn) Key points: To learn to use Second conditional and Should for advice. Difficulties: To listen and talk about imagined life 四. 教學(xué)準(zhǔn)備 教師準(zhǔn)備： 錄音機(jī)、磁帶、課件 學(xué)生準(zhǔn)備 預(yù)習(xí)生詞和課文 五.

14、Teaching Procedures 教學(xué)步驟、 時(shí)間 目的 教師活動(dòng) /方法 學(xué)生活動(dòng) /方法 條件/手段 Step1: Organization To use English. Organize Ss by doing a report about activities that they did last weekend. Ss do that. Speaking Step 2: Brainstorm. 1. Arouse students’ interest in learning. 2. Lead in new lesson. lead in

15、new lesson lead in new lesson lead in new lesson lead in new lesson Look and say. Ask：What would you do if you were/ had ---? Look at the pictures and answer the teacher’s questions. Multimedia Step 3: Pair work. Input the new target languages and the whole sentences. 1． Ask them to lo

16、ok at pictures to talk like this: A: What would you do if you had a million dollars? B: I would put in the bank if I had a million dollars. 1. Work in pairs to input the target languages. Work in pairs. Step 4: Listening. To develop their listening skills and Ss can be able to answer the quest

17、ions after listening. Help them and correct their pronunciation 1. Listen and number Play the recording of 1b, Section A. 2. Listen and repeat Play the recording several times so that the students have plenty of chances to practice. While the students are repeating, the teacher must pay at

18、tention to their reading. Help them and correct their pronun- ciation when necessary. 1. Listen and number the pictures 2. And then repeat after the tape. 3.At last raise their hands to tell the results. 4. Read it loudly after the tape.. Multimedia Tape recorders Step 5: Task 1: Memory Game

19、. To acquire the target languages. To guide and monitor the Ss practice in pairs about the pictures. Practice and act it out in pairs with the pictures quickly. Work in pairs with the target languages. Step 6: Listening. Practice their listening skills and Ss can be able to answer the questi

20、ons after listening. Help them and correct their pronunciation and stress. Listen to the tape of Section A 2a. and 2B Before listening, get them to read the items 2a/2b. 1. Listen and answer the questions. 2. Listen again and repeat after the tape. Multimedia and tape recorders Step 7:

21、Task 2: Interview. To acquire the real languages. Get the students to interview the partners with the target languages. Interview their partners: What would you do if you had/were----? To use Learning plan. Step 8: Task 3: Discussion & Competition. To acquire new target languages. Get

22、 into groups of four to discuss the problems that they may have in their diary life. Work in group of four. Some groups would like to act it out. Speaking. Work in groups with the target languages. Step 9: Homework. Practice the dialogue according to the pictures on Page 1.And record in

23、the tape. Please write down five sentences using the target language. 六. Blackboard design Unit 4： What would you do? Section A Period one What would you do if you had a million dollars? I would give it to the charity. What if I don’t know anyone in the party? If I wer

24、e you, I would ----. Unit 4： What would you do? Period 2 一、課型：說讀寫課 二、時(shí)間：40分鐘。 三、 教學(xué)要求： 知識(shí)與能力 Structures: How to give 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

25、 should I do? If I were you, I’d take a long walk before going to bed. Vocabulary: pimple, energetic, confident, permission, herself. 過程與方法 Through examples What would you do if you had a million dollars?/ What would you do if。。。? to design task-based activities to train widely, make students

26、raise questions and solve problems, using the media to improve their initiative. 情感態(tài)度價(jià)值觀 To learn to how to solve the problems in your diary. 教學(xué)重、 難點(diǎn) Key points: To find out about people’s personalities. Difficulties: To learn to communicate with others. D. 教學(xué)準(zhǔn)備 教師準(zhǔn)備： 錄音機(jī)、磁帶、課件 學(xué)生準(zhǔn)備 熟

27、記學(xué)過的本單元的重點(diǎn)目標(biāo)語(yǔ)言 五. Teaching Procedures 教學(xué)步驟、 時(shí)間 目的 教師活動(dòng) /方法 學(xué)生活動(dòng) /方法 條件/手段 Step1: Organization. To use English. Organize Ss by doing a report about activities that they did yesterday. Ss do that. Speaking Step 2: Brainstorm. 1. Arouse students’ interest in learning. 2. Review the

28、old lesson. lead in new lesson lead in new lesson lead in new lesson lead in new lesson Look and say, to show your problem. Say：I argued with my best friends. What should I do? Look at the pictures and give your advice. Multimedia Step 3: Reading. Input the new target languages by readin

29、g 3a on page 28. Ask them to read and match each problem with the correct advice. Work by themselves to learn how to solve the problems. Reading. Step 4:Task 1: Playing a game. Get them to take an interest in class. Get the students to show their problems and the others to give advice. T

30、ry to give the best advice and tell which the good /bad advice is. To show some pictures. Step 4: Task 2: Interview. To use the target languages and give advice. Get them to interview your classmate: 1. What’s your biggest problem at home? 2. What’s your biggest problem at school? Practic

31、e and act it out in pairs. What’s your biggest problem at home? 2. What’s your biggest problem at school? Work in pairs with the target languages. Step 5: Task 3: Discussion. To acquire the real languages. Get the students to give advice to Jim’s problems. Discuss and fill in the chart to

32、 give advice. And give a repot. Learning Plan with a chart. Step 6： Homework. Practice the target languages. Ask them to write an article about Jim’s problems. Please write a letter to Jim and give some advice. No less than 80 words. Hand it in tonight. 六. Blackboard design Unit

33、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 c

34、age? B: I’d call for help. C. I’d get out fast. Unit 4： What would you do? Period 3 一、課型：聽說讀寫課 二、時(shí)間：40分鐘。 三、 教學(xué)要求： 知識(shí)與能力 Structures: 1. To find out about people’s personalities 2. To learn to communicate by Second conditional and Should for advice .

35、Target language: The first is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language. The second provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing

36、 skills. Vocabulary: bother, not…in the slightest, annoy, fairly, plenty of, get along with, circle, listener, knowledgeable, represent, let…down, come up with, rest. 過程與方法 Talk about people’s personalities and learn some adjectives. 情感態(tài)度價(jià)值觀 Imaginary situations are unreal. Do remember: it

37、’s really cool to realize your dream through great efforts. 教學(xué)重、難點(diǎn) Key points: To learn to use Second conditional and Should for advice. Difficulties: To listen and talk about imagined life 四. 教學(xué)準(zhǔn)備 教師準(zhǔn)備： 錄音機(jī)、磁帶、課件 學(xué)生準(zhǔn)備 五. Teaching Procedures 教學(xué)步驟、 時(shí)間 目的 教師活動(dòng) /方法 學(xué)生活動(dòng) /方法 條

38、件/手段 Step1: Organization. To use English. Organize Ss by doing a report about activities that they did last weekend. Ss do that. speaking Step 2: Brainstorm. 1. Arouse students’ interest in learning. 2. Lead in new lesson. lead in new lesson lead in new lesson lead in new lesson lead in ne

39、w lesson Look and say. Ask：--What is he/she like? Look at the pictures to answer the teacher’s questions. Multimedia Step 3: Short pair work. Input the new target languages and the whole sentences. 1． Ask them to look at pictures to talk like this: A: What are you like? B: I think I a

40、m ----. 1. Work in pairs to input the target languages. Work in pairs. Step 4: Listening. To develop their listening skills and Ss can be able to answer the questions after listening. Help them and correct their pronunciation Listen and do 2a/2b. While the students are repeating, the teac

41、her must pay attention to their reading. Help them and correct their pronunciation when necessary. 1. Listen and finish 2a/2b. 2. And then repeat after the tape. 3.At last raise their hands to tell the results. 4. Read it loudly after the tape. Multimedia Tape recorders Step 5: Reading. To

42、 develop reading skills and learning strategy. To guide and monitor the Ss practice reading. 1. Get Ss to skim and fill in the blanks. 2. Ask them scan and check T or F. Read and finish exercises. Work by themselves. Step 6: Task: Describe and guess To acquire the real languages. Get

43、the students to read the passage and guess who he/she is. Describe classmates’ look and personality. And guess who he/she is. Work by themselves. Step 7: Exercise. To consolidate target languages in this unit. Get them do some exercises. Do some exercises. Step 8: Homework. To review

44、the lessons. Get the students to write a passage about their classmate. Please write a passage about your classmate using some adjectives. 六. Blackboard design Unit 4 what would you do? Section B Period 3 A: What are you like? B : I am outgoing and energetic. ou

45、tgoing/ shy/ creative / energetic / confident Unit 4： What would you do? Period 4: Reading 一、課型：閱讀課 二、時(shí)間：40分鐘。 三、 教學(xué)要求： 知識(shí)與能力 Target language: 1. To develop the reading skills. 2. To get the learning strategy. Vocabulary: aid, first-aid, nearly, shelf, come out, cover, press,

46、 deep, downstairs, correct, burn, knee, pain, offer, refuse, helpful, treat, burn . 過程與方法 Through how to use what you know to deal with the problems. 情感態(tài)度價(jià)值觀 1. To learn to how to solve the problems in your diary. 2. To know how to protect yourself from danger. 教學(xué)重、 難點(diǎn) Key points: Reading

47、 and getting information and getting the reading strategies. Difficulties: To review the grammar in this unit. D. 教學(xué)準(zhǔn)備 教師準(zhǔn)備： 錄音機(jī)、磁帶、課件 學(xué)生準(zhǔn)備 預(yù)習(xí)本閱讀課的詞匯 五. Teaching Procedures 教學(xué)步驟、 時(shí)間 目的 教師活動(dòng) /方法 學(xué)生活動(dòng) /方法 條件/手段 Step1: Organization. To use English. Organize Ss by doing a report ab

48、out activities that they did yesterday. Ss do that. Speaking Step 2: Pre-reading. 1.Arouse students’ interest in reading. lead in new lesson lead in new lesson lead in new lesson lead in new lesson Lead them to discuss the three questions. Discus this questions: 1. What problems do you

49、 have at school? 2. Do you know some accidents? 3. What would you do if some accidents happened to you? Step 3: Reading: Skimming. Input the new target languages by reading. Ask them to read and answer these three questions. Try to read quickly and get the main ideas. Reading quickly. St

50、ep 4: Reading: Scanning. To read again and get details. Guide the students to get the details. Try to get the details after reading. Reading again. Step 5: Task 1: Role play. To practice spoken English and acquire real English. Get them to interview your classmate: Let’s role play the c

51、onversations in the article. One student acts as the doctor. And the other student acts as a patient and asks him for advice. Practice and act it out in pairs. Let’s role play the conversations in the article. One student acts as the doctor. And the other student acts as a patient and asks him for

52、advice. Work in pairs to practice the dialogue. Step 6: Task 2. Writing. To practice the writing and acquire the real languages. Give some problems and some outlines and guide them to write a passage for advice. If possible, you can give an example. According to the outline that the teacher

53、 gives, write a passage to give advice. Writing strategy. Step 7: Summary. To summarize the key point in this class. 1.Target language: If I were you, I would… 2. Learn to give advice Know about some accidents and problems and learn to give advice. 3. Learn to write about your problems

54、or accidents To review the key points in this unit. Step8: Homework: writing. Practice the target languages. Ask them to go on writing an article. Go on writing or correcting your composition above. 六. Blackboard design Unit 4: What would you do? The Fourth Period：Reading

55、 by accident --What would you do if you cut yourself by accident? cover…with -- I would … offer sb sth --What’d you do if you an “Internet friend” asked me to meet? =offer sth to sb -- I would tell my parents…. the danger of hide … from ask sb for advice - 16 -