Unit 4 what would you do? 教案示例（1）

I. Analysis of the Teaching Material

1. Status and Function

In this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.

All the students are active in such activities.

(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.

(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.

(3)All the activities in the third period are designed to give students a rein forced practice in the use of the target language.

(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.

(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.

(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.

2. Teaching Aims and Demands

(1)Knowledge Objects

To make students grasp how to talk about imaginary situations.

To make students grasp how to give advice using the target language.

(2) Ability Objects

To train students’ listening, speaking, reading and writing skills.

To train students’ communicative competence.

(3) Moral Objects

Imaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.

Two heads are better than one. Be ready to help others.

In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.

3. Teaching Key Points

To learn the key vocabulary words and the target language.

To make students use the target language to give advice.

4. Teaching Difficult Point

To train students’ listening, speaking, reading and writing skills by many different kinds of activities.

5. Studying Ways

Teach students how to communicate with others.

Teach students how to give advice when someone is in trouble.

Ⅱ. Language Function

Talk about imaginary situations.

Ⅲ. Target Language

1. What would you do if you won a million dollars?

I’d give it to medical research.

2.I can’t sleep the night before an exam.

What should I do?

If I were you, I’d take a long walk before going to bed.

Ⅳ.Structures

1. Second conditional

2. Should for advice

Ⅴ. Vocabulary

lottery, million, pimple, energetic, confident, shirt, tie, medical research

Ⅵ. Recycling

charity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,

late, tired

Ⅶ. Learning Strategies

1. Matching

9. Listening for key words

Ⅷ. Teaching Time

Seven periods

The First Period

Ⅰ. Teaching Aims and Demands

1.Knowledge Object

(1) Key Vocabulary

lottery, million, medical, research

(2) Target Language

Look. This girl won a million dollars in the lottery.

Wow! What would you do if you won a million dollars?

I’d give it to medical research.

(3)Structure

I would/I’d do

2. Ability Objects

(1) Train students’ listening skill.

(2) Train students’ communicative competence.

3. Moral Object

If you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.

Ⅱ.Teaching Key Points

1. Target language

2. The structure: I would/I’d do

Ⅲ. Teaching Difficult Point

The structure: I would/I’d do

Ⅳ. Teaching Methods

1. Scene teaching Method

2. Teaching by induction

3. Pairwork

Ⅴ. Teaching Aid

A tape recorder

Ⅳ. Teaching Procedures

Step Ⅰ Revision

Review the structure "should be allowed to" by asking students to make sentences about school rules.

Step Ⅱ 1a

This activity focuses on vocabulary and structures introduced in the unit.

Read the instructions to the class.

Call students’ attention to the words in the box. Ask a student to read them to the class.

Say, What would you do if you had a lot of money? Add more ideas to the list.

Then share your answers with other students.

Get students to complete the task. First individually, then in groups.

As they work, walk around the room checking progress and offering any help they may need.

Collect answers from students on the blackboard.

Answers will vary but should include a mixture of ideas for helping themselves and others.

Step Ⅲ 1b

This activity gives students practice understanding the target language in spoken conversation.

Read the instructions to the class.

Read the question in the speech bubble.

Explain the word lottery to students.

Say, You will hear teenagers talking about what they would do if they won the lottery.

Point to the pictures. Ask students to describe them one by one.

For example, for Picture One, a student might say, "If I won the lottery, I’d buy a big house."

Point out the sample answer. Say, The first picture you will hear about has the number one on it.

Play the recording for the first time.

Students only listen.

Play the recording again. This time students listen and number the pictures in the order they hear them.

Check the answers.

Answers

2,1,4,3

Tapescript

Girl 1: Hey, did you see this newspaper article? A girl won a million dollars in the lottery. She was only 14.

Boy 1: Wow, how luck!

Girl 1: What would you do if you won the lottery?

Boy 1:If I won the lottery, I’d give the money to the 200. I want to help the pandas.

Girl 1:That’s a good idea! I know what I’d do. If I won the lottery, I’d buy a big house for my family.

Girl 2: Really? I’d put the money in the bank. Then I’d just watch it grow!

Boy 2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.

Step Ⅳ 1c

This activity provides oral practice using the target language.

Read the instructions to the class.

Call students’ attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.

SA :Look! This girl won a million dollars in the lottery.

SB: Wow ! What would you do if you won a million dollars?

SA: I’d give it to medical research.

Write it on the blackboard.

Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.

Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.

After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.

Step Ⅴ Summary

In this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery? I’d give it to medical research.

Step Ⅵ Homework

If you had a large amount of money, e, g. ￥100,000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow.

Step Ⅶ Blackboard Design

Unit 4 What would you do?

Section A

The First Period

Target language:

A: Look. This girl won a million dollars in the lottery.

B: Wow! What would you do if you won a million dollars?

A: I’d give it to medical research.

Unit 4 what would you do 教案示例（2）

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary tie

(2) Target Language

What would you do if you won a million dollars?

I’d give it to charities.

If I were you, I’d wear a shirt and tie.

If I were you, I’d take an umbrella.

2. Ability Objects

(1)Train students’ listening skill.

(2) Train students’ communicative competence.

3. Moral Object

Two heads are better than one. Give some direction to those who are in trouble.

Ⅱ. Teaching Key Points

1．Listening Practice

2．Target language

Ⅲ. Teaching Difficult Point

Train students’ ability to use the target language.

Ⅳ. Teaching Methods

1．Listening to cassettes

2．Pairwork

3．Teaching by induction

Ⅴ. Teaching Aids

1．A tape recorder

2．A picture of a person in a lion’s cage

3．A projector

Ⅵ. Teaching Procedures

Step Ⅰ Revision

Check homework. Students talk about how to spend a large amount of money.

Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.

Step Ⅱ 2a

This activity provides practice understanding the target language in spoken conversation.

Focus attention on the picture. Ask students to describe it. Help students say that the boy is going to somewhere, but he doesn’t know what to wear. The girl is helping him to pick out clothes.

Point to the list of reasons. Invite a student to read them to the class.

Say, You are to listen to a conversation between Larry and the girl and circle the reasons. Play the recording the first time. Students only listen. Play the recording a second time. This time students listen and circle the reasons.

Check the answers.

Answers

Circle items:2,3,5

Tapescript

Girl 1：Where are you going, Larry?

Boy 1:To Tom’s party.

Girl 1:Lucky you! I’d love to go to that party !

Boy 1: Yeah, well, I’m a little nervous. I don’t know what to wear.

Girl 1: If I were you, I’d wear a shirt and tie.

Boy 1: What if everybody else is wearing jeans and T-shirts?

Girl 1: Oh, you shouldn’t worry about what other people are wearing.

Boy 1: And I don’t have a present. What if everyone brings a present?

Girl 1: If I were you, I’d take a small present-a pen or something.

Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it.

Boy 1：OK. But what if I don’t know anyone?

Girl 1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.

Boy 1 : I guess I can do that.

Girl 1: Look! You’re sure to have fun.

But if you’re still nervous, you can leave.

Step Ⅲ 2b

This activity provides listening practice using the target language.

Read the instructions to the class.

Point to the list of sentences. Invite a student to read them to the class.

Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.

Play the recording again. Students listen and check the things.

Check the answers.

Answers

Checked items: 1,2,4,5

Step Ⅳ 2c

This activity provides oral practice using the target language.

Point to the list of Larry’s worries in the box. Invite a student to read them to the class.

Ask students to look back at the list of checked sentences.

Read the instructions to the class. Say,

Please make conversations using information from Activities 2b and 2c.

Ask a pair of students to demonstrate a conversation to the class.

SA: I don’t know what to wear.

SB: If I were you, I’d wear a shirt and tie.

Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.

After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.

Optional activity

Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.

Step Ⅴ Grammar Focus

Ask different students to read the question and answer and the statements to the

class.

S1:What would you do if you won a million dollars?

S2:I’d give it to charities.

S3:If I were you, I’d wear a shirt and tie.

S4:If I were you, I’d take an umbrella.

Write them on the blackboard.

Show a picture of someone in a lion’s cage on the screen by a projector. Ask students

questions pointing to the picture.

T: Have you ever been in a lion’s cage?

Ss: No.

T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)

S1:I’d call for help. (Write the sentence on the blackboard.)

T: What about you?

S1:I’d get out fast. (Write the sentence on the blackboard. )

Get several more examples from other students.

Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would ( underline the abbreviation ‘d in the answers).

Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.

Pronunciation note

When saying the words would you in phrases such as what would you do…,

English speakers often run the words together and pronounce these words as if they were spelled wudjuh.

Step Ⅵ Summary

Say, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.

Step Ⅶ　Homework

Say, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.

StepⅧ Blackboard Design

Unit 4 What would you do?

Section A

The Second Period

Target language:

A: What would you do if you won a million dollars?

B: I’d give it to charities.

A: If I were you, I’d wear a shirt and tie.

B: If I were you, I’d take an umbrella.

A: What would you do if you were in a lion’s cage?

B: I’d call for help.

C. I’d get out fast.

Unit 4 what would you do 教案示例（3）

Ⅰ. Teaching Aims and Demands

1.Knowledge Objects

(1) Key Vocabulary

pimple, trouble

(2) Target Language

I can’t sleep the night before an exam.

Then I’m too tired to do well. What should I do?

If I were you, I’d take a long walk before going to bed.

I really want a dog, but my parents won’t let me have one.

Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.

That’s a good idea.

2. Ability Objects

(1) Train students’ reading skills.

(2) Train students’ integrating skills.

3. Moral Object

Everyone may have some trouble. Don’t worry.

Ⅱ. Teaching Key Point

1. Reading

2. Target language

Ⅲ. Teaching Difficult Point

Give advice using the target language.

Ⅳ. Teaching Methods

1. Reading Practice

2. Pairwork

Ⅴ. Teaching Aid

The blackboard

Ⅵ. Teaching Procedures

Step Ⅰ Revision

Check homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.

Step Ⅱ 3a

This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.

Point out the pieces of advice on the right. Get different students to read them to the class.

Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.

SA: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.

Ss: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.

Say, Please match each problem on the left with the correct advice on the right.

Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.

Check the answers.

Answers

1. c 2. a 3. b

Step Ⅲ 3b

This activity provides oral practice using the target language.

Read the instructions to the class. Invite a pair of students to read the sample conversation.

SA:I can’t sleep the night before an exam. Then I’m too tired to do well.

What should I do?

SB: If I were you, I’d take a long walk before going to bed. That should help you relax.

Say, Please think of different advice for the problems in Activity 3a.

Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.

Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.

After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.

Step Ⅳ Part 4

This activity provides writing, listening and speaking practice using the target

language.

Read the instructions to the class. Get a pair of students to say the sample conversation to the class.

SA:I really want a dog, but my parents won’t let me have one.

SB:Well, dogs can be a lot of trouble.

Maybe you should get a small pet, like a goldfish.

SA:That’s a good idea.

Write the conversation on the blackboard.

Point out the sample answers in the chart.

Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.

Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.

Check the answers by asking different pairs of students to say their conversations to the class.

Answers will vary.

Optional activity

Ask, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.

Step Ⅴ Summary

Say, In this class, we’ve done a lot of reading, speaking and writing practice using the target language.

Step Ⅵ Homework

(1) Review the target language by reading the conversations in Activity 3a.

(2)Finish off the exercises on pages 11～12 of the workbook.

Step Ⅶ Blackboard Design

Unit 4 What would you do?

Section A

The Third Period

Target language:

A:I can’t sleep the night before an exam. Then I’m too tired to do well.

What should I do?

B: If I were you, I’d take a long walk before going to bed. That should help you relax

A:I really want a dog, but my parents won’t let me have one.

B: Well, dogs can be a lot of trouble.

Maybe you should get a small pet, like a goldfish.

A: That’s a good idea.