What would you do說課稿7篇

What would you do? sectionA (1a-1c)說課稿

各位評委老師好！本人名叫田野，今天說課的內(nèi)容是：新目標(biāo)英語九年級上冊section A (1a-1c).本單元所涉及的內(nèi)容主要是學(xué)習(xí)虛擬語氣。要求學(xué)生了解和掌握虛擬語氣的用法。本節(jié)課主要學(xué)習(xí)表示與現(xiàn)在事實相反的情況下虛擬語氣的結(jié)構(gòu)。即（從句）if+主語+動詞過去式（be動詞用were）,(主句)主語+would+動詞原形。如：If I had time,I would go home.如果我有時間，我就會回家（事實上我沒有時間）。If I were you,I would buy a car. 如果我是你，我就會買一輛小轎車（事實上我不是你，也不可能買一輛小轎車）。

本課教學(xué)目標(biāo)中的技能目標(biāo)要求學(xué)生能聽懂師生之間就本節(jié)課的對話內(nèi)容而展開的回答，能與同伴利用自制的圖片進(jìn)行情景對話。本節(jié)課的知識目標(biāo)就是要求學(xué)生牢記今天所學(xué)的3個單詞（million、medical、research）及理解和運用與現(xiàn)在事實相反的情況下的虛擬語氣的用法。（What would you do if you had a million dollars?）目的就是要求學(xué)生能積極主動地投入到語言實踐中去，訓(xùn)練學(xué)生的聽、說、讀、寫的技能，讓學(xué)生通過學(xué)習(xí)本課內(nèi)容學(xué)會幫助和關(guān)心他人，讓學(xué)生知道知識能創(chuàng)造財富，有了財富才有能力關(guān)心和幫助需要幫助的人。

本課的重點和難點就是表示與現(xiàn)在事實相反的虛擬語氣的用法，學(xué)生在學(xué)習(xí)此語法時可能會出現(xiàn)主句與從句結(jié)構(gòu)搞反的現(xiàn)象。

本課的教學(xué)方法：一是聽錄音。聽錄音是學(xué)習(xí)英語的一種很好的方法，既可以訓(xùn)練學(xué)生的聽的能力，也可以訓(xùn)練學(xué)生說英語的能力，當(dāng)然也可以訓(xùn)練學(xué)生速寫的能力。二是情景對話。學(xué)生可以根據(jù)教師所提供的教具，利用教具自編自導(dǎo)的進(jìn)行交流，這種方法可以把書面知識轉(zhuǎn)化學(xué)生自身的知識，這樣可以訓(xùn)練學(xué)生說的技能，同時也可以訓(xùn)練學(xué)生的應(yīng)變能力。三是設(shè)計練習(xí)。設(shè)計練習(xí)的目的就是鞏固本課知識。

本課的學(xué)法就是要求學(xué)生經(jīng)常聽錄音，聽同學(xué)們講英語，在課堂上勇于開口，積極參與教師設(shè)計的每個教學(xué)活動。學(xué)生們利用所學(xué)知識創(chuàng)設(shè)情境進(jìn)行對話交流，以便鞏固所學(xué)知識。本節(jié)課所使用的教具就是一些自制圖片，一個抽獎箱，一些自制彩票，一臺錄音機(jī)。

本課的教學(xué)過程：

Step Ⅰ Greeting

Step Ⅱ Revision

Check the homework.

Step Ⅲ Teaching of new lesson

導(dǎo)入：教師在講臺上假裝賣彩票，有一些同學(xué)就會上來買彩票，在買彩票的學(xué)生中就會有人中大獎，然后教師利用這個機(jī)會向其發(fā)問：What would you do?這名中獎的學(xué)生可能會說出答案。（如果學(xué)生想不出，教師可向其提供準(zhǔn)備好的圖片）幫助學(xué)生回答I would buy a computer.這時教師說：If I were you, Iwould buy a car. Then let the students discuss what they would do if they had amillion dollars. Then check the answers.

Listening: (1b).Listen to the tape and finish lb.

Then check the answers.

Pairwork:(1c)Talk with your partner about what would you do if you had amillion dollars.

Step Ⅳ Summary.

Step Ⅴ Homework.

利用所給單詞的正確形式填空。

1、If it(rain)tomorrow, I’ll go to the parkwith my sister.

2、If I(be)you, I’d give her the hat.

3、If I(find)a pen, I (give)it to theteacher.

4、If I(be)a fish, I (swim)in theriver.

5、If Aunt Li were here now, she(help)me.

Step Ⅵ Blackboard design:

what would you do?

If+主語+動詞過去式，主語+would+動詞原形。

If I had a million dollars, I’d give it tomedical research.

If I were you , I’d buy a car.

What would you do? Section A3A說課稿

尊敬的各位評委、老師：

大家好！今天我說課的內(nèi)容是九年級Unit1 What would you do? Section A 3a。本次說課從以下四個環(huán)節(jié)展開：教材分析、教法和學(xué)法、教學(xué)過程、教學(xué)評價。

一、教材分析

（一）、教材的地位與作用

本節(jié)課選自九年級Unit1 What would you do? Section A部分的 3a。這是一篇短文閱讀。短文內(nèi)容主要是個人遇到的煩惱以及他人提出的建議。涉及到的重要語法是本單元的虛擬語氣句型If I were you, I’d…。通過本節(jié)課的學(xué)習(xí)讓學(xué)生掌握虛擬語氣的結(jié)構(gòu)，能夠談?wù)撓胂笾械那榫?，為Section B的學(xué)習(xí)打下基礎(chǔ)。

（二）、教學(xué)目標(biāo)

結(jié)合以上教材分析，本節(jié)課我設(shè)計了三個知識目標(biāo)、一個能力目標(biāo)和一個情感價值目標(biāo)。

1、知識目標(biāo)

1、全體學(xué)生能從音、形、義上掌握單詞 exam pimple

2、全體學(xué)生能掌握短語 what to say, too…to, take a big exam ，并會運用。

3、80%學(xué)生能正確認(rèn)知英語中的“ 虛擬語氣” 和“定語從句”

eg. If I were you, I would talk tosomeone who looks friendly.

2、能力目標(biāo)

訓(xùn)練學(xué)生掌握良好的閱讀習(xí)慣和閱讀方法，即略讀、跳讀、細(xì)讀等，以便讓全體學(xué)生的閱讀能力有不同程度的提高。

3、情感目標(biāo)

通過學(xué)習(xí)，學(xué)生能夠?qū)λ说膯栴}提出合理建議，從而培養(yǎng)樂于助人的品質(zhì)。

（三）、教學(xué)重點、難點

重點：1、能用略讀、跳讀、詳讀的閱讀方法進(jìn)行閱讀。

2、掌握本課出現(xiàn)的相關(guān)詞匯和句型，并能正確使用。

難點：能利用課文中出現(xiàn)的重要詞匯和線索來復(fù)述課文并形成自己的語篇。

二、教法和學(xué)法

本節(jié)課的教法采用的是任務(wù)型的教學(xué)方法。任務(wù)的設(shè)計由易到難，由簡到繁，環(huán)環(huán)相扣。讓學(xué)生在自主完成任務(wù)的過程中，掌握語言點，掌握閱讀的策略和技巧。

本節(jié)課的學(xué)法采用的是學(xué)生自主學(xué)習(xí)和小組合作交流相結(jié)合的學(xué)習(xí)方法。目的是讓學(xué)生在自主學(xué)習(xí)中發(fā)展，從合作交流中提高。

三、教學(xué)過程

本節(jié)課的教學(xué)過程我設(shè)計了以下六個環(huán)節(jié)：

Step1Pre-readingStep2 While-reading

Step3Post-readingStep4 Development

Step5 SummaryStep6 Homework

Step1 Pre-reading

1、Revision

課件呈現(xiàn)圖片，學(xué)生進(jìn)行問答練習(xí)：

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

B: If I had…, I would…/ If I were you, I would

設(shè)計意圖：復(fù)習(xí)前一課時所學(xué)的虛擬語氣的句型，同時為導(dǎo)入3a做鋪墊。

2、導(dǎo)入3a

T: If I had a million dollars, I’d give it tocharity to help those in trouble. In our dailylife, maybe everyone has problemsat home, at school at work and so on. Read 3a and find out what problems arementioned

設(shè)計意圖：承接上一環(huán)節(jié)，利用give it to charity 圖片導(dǎo)入，讓學(xué)生感到過渡非常自然。

Step2 While-reading

Task1、快讀

Question: What problems arementioned?

設(shè)計意圖：鍛煉學(xué)生快速閱讀的能力，題目難度低，增加學(xué)生的參與興趣，提高他們的積極性。

Task2細(xì)讀

Match each problem with the correctadvice.

設(shè)計意圖：加大問題難度，引導(dǎo)學(xué)生加深對課文的理解

Task3細(xì)讀

Read3 a carefully to find outdifficult points and discuss them in groups.

設(shè)計意圖：進(jìn)一步詳細(xì)理解課文。學(xué)生提問，學(xué)生回答，鼓勵學(xué)生能夠發(fā)現(xiàn)問題，并通過合作交流從而解決問題。(對表現(xiàn)突出的小組給以加分獎勵。)

Task4Explanation

Teacher explains some difficult and important points.

1、I’m too tired to do well.

too…to 太…而不能

eg. He is too nervous to say a word.

比較：So…that…如此…以至于

eg. I’m so tired that I can’t do well.

He is so nervous that he can’t say a word.

2、觀察下面兩個句子

If I were you, I would talk to someone who looks friendly.

The foods that you eat could helpwith this problem.

翻譯句子，認(rèn)知、理解定語從句以及先行詞和引導(dǎo)詞之間的關(guān)系。

先行詞人物

引導(dǎo)詞who/whom/that which/that

設(shè)計意圖：教師答疑解惑，并進(jìn)行知識點的補充、拓展，把握中考脈搏，舉例符合中考題的思路

Task5 Ss practice reading loudly.

設(shè)計意圖：學(xué)生朗讀課文，注意語音語調(diào)，培養(yǎng)語感，為下一環(huán)節(jié)復(fù)述課文做鋪墊。

Step3 Post-reading

Task1 Retell the story according tothe key words.

shy…what to say…talk to someone…then

get nervous…look terrible…foods…should eat…drink

can’t sleep…too…to…take a long walk…relax

設(shè)計意圖：學(xué)生讀后再說，這樣知識的輸入經(jīng)過大腦加工轉(zhuǎn)為輸出，學(xué)以致用。

Task2 Fill in blanks with the correct word given.

I’m really shy and I don’t enjoy parties. I don’t know what ______(say) ordo. If I _____(be) you, I’d talk to someone who looks friendly. Then you won’tfeel so Shy. I get nervous before big parties and then I get pimples. Whatshould I do? The foods you eat could help with this problem. You should_____(eat) fruits and vegetables and drink lots of water. I can’t sleep wellthe night before I take a big exam. Then I’m too tired ____(do ) well. Whatshould I do? If I were you, I_____(take) a long walk before ______(go) to bed.That should help you_____( relax).

設(shè)計意圖：充分利用3a提供的語言材料，將其改編成時態(tài)填空題，將中考題型的訓(xùn)練落實到平時的課堂教學(xué)中。

Task3 Ss do five exercises.

1、The two dictionaries are good and I don’t know which one______(choose).

2、It’s the most interesting movie______he has ever seen.

A. and B. that C.who

3、If I _____ you, I______ a shirt.

A. were, had worn B. were, would wear C. was, would wear

4、這輛車太貴了，我買不起。

5、你找到上周丟的那本書了嗎？

設(shè)計意圖：通過不同題型來考查學(xué)生對3a知識點的掌握情況。

Step4 拓展提升

Task : (Groupwork) What problems do you have? Ask your classmates foradvice.

設(shè)計意圖：讓學(xué)生通過本課的學(xué)習(xí)，將課本知識轉(zhuǎn)化為自己的知識，把對知識的操練上升到對知識的運用的高度。同時通過提出合理建議，培養(yǎng)學(xué)生樂于助人的品質(zhì)。

Step5總結(jié)

設(shè)計意圖：由學(xué)生自己總結(jié)本節(jié)課的收獲，一方面鍛煉歸納總結(jié)的能力，另一方面體驗成功，提高學(xué)好英語的信心。

1、學(xué)習(xí)了虛擬語氣的句型If I were you, I’d

2、學(xué)習(xí)了定語從句的句型

If I were you, I would talk to someone who looks friendly.

3、學(xué)習(xí)了從短文中獲取信息的方法

——略讀、快讀和細(xì)讀。

4、學(xué)會了設(shè)身處地為他人提出建議解決問題的方法。

Step6作業(yè)設(shè)計

根據(jù)拓展提升環(huán)節(jié)的表格內(nèi)容，寫一篇報告。

Lily has a problem. She can’t have a dog athome. If I were she, I’d get a small pet like a goldfish

設(shè)計意圖：通過作業(yè)讓學(xué)生鞏固所學(xué)的短語和句型，提高書寫英語語篇的能力。

本次說課到此結(jié)束，敬請各位專家、老師批評、指正，謝謝！

What would you do? SectionA英文說課稿

Section A

Introduction：

Good morning，my teachers andmy friends！I’m Xu Dan from Jiudaoling Middle School. Today I’m very pleasedto have this opportunity to talk about my teaching plan in front of you. Ithink it’s a challenge for me. My topic is What would you do？Section A Part1 in Grade 9 of 《Go for it.》.I’ll introduce my teaching plan from 4 parts.

Part1: Theanalyses of the teaching material. (I divide this part into 3)

1. Statue andfunctions

This lesson isthe first part of this unit and it also plays an important part in this book.So I think if the students can learn it well, it’ll be good for their further studyingin the future. At the same time, they can also get more practice fromlistening, speaking, reading and writing. What’s more, they can also receive somemoral education.

2. The teachingaims

l The knowledgeand ability aims:

To understandand grasp the 4-nouns,1-adiective,1-phrase .To comprehend and use theSubjunctive Mood and can use it to describe their wishes and provide advice forothers.

l The processand methods:

According to《The new Englishcourse standard》,I’ll mainly use Task-based learning and Activity-based teaching inmy lesson. I’ll make different situations to train my students to co-operate,to practice, to experience, to take part and to communicate with others.. Andencourage more students to take part in the activities.

l Emotion ,Attitude and value points:

Such a topic isrelated to the students daily life. So it’s easy to arouse their interest oflearning English. According to different activities, train them to care forothers,to understand others and to provide valuable advice for others.

3. Theimportant and difficult points

l The importantpoints

According tothe students real language level and ability, I think the important points areto grasp the words and phrase and try to comprehend the Subjunctive Mood.

l The difficultpoints

To know thestructure of Subjunctive Mood and try to use it to solve their problems intheir daily life .

Part 2 Teachingstrategy

l The method ofteaching

According to《The new Englishcourse standard》,We should develop the course resource and expand their learningchannel. And the language goal of this unit is to talk about the imaginarysituations, so I’ll mainly use multi-media computer system to attract my studentsand design different language situations .I’ll give my students different tasks toencourage more students to take part in them.

l The method oflearning

Cooperation,Communication, Discussion, Experience, Practice and Self-learning.

Part 3 Teachingdesign

In this class,communicative approach and computer-assisted Instruction are to be used in thisclass.So I’ll give my students more free time and make them the real masterof the class. At the same time I’ll change my role into their helper or assistant .So duringthis lesson, the emphases are to be laid on:

1.Student-centered teaching

2. Task-basedlearning

3. Activity-basedteaching （Individual work, pair work, group work, class work）

Part 4 Teachingprocedure

1.Warm up &lead in

At thebeginning, I’ll show my students a piece of video. I think it’s very funny.While the students are watching, I’ll explain something for them. At theend of the video, I’ll stop and ask: “Imagine this is you, what would you do ?”This is classwork.. I’ll encourage more students to answer. At the same time I’ll write downthe important part on the blackboard. And emphasize: “If I were them,I would run as quickly as I can ”.

I design thispart in order to make good use of the multi-media computer system to attract mystudents and make them feel the real language situations and lead them to getto know the structure of the Subjunctive Mood

2. Practice

In this part, I’ll provide 4pictures for my students, and I’ll ask them to talk about the pictures using the sentence likethis: “What would you do if you were the woman/the boy /the girl or LiJiacheng?” This is pair work.

I design thispart in order to train my students to co-operate and communicate with others.By practicing using the sentence pattern, they’ll be more familiar with the structureof the Subjunctive Mood. And I think the rich and colorful pictures will arousethe students curiosity and make them take part in the pair work actively.

3. Task 1

Next part is atask, I’ll show them a picture with a lot of money and make them have agroup discussion. They are supposed to use the sentence pattern to describetheir wishes and then report their results in groups.

I design thispart in order to improve their spoken English and train them to be morefamiliar with the structure of the Subjunctive Mood. And encourage them to usewhat they’ve learnt to express their wishes. At the same time, they can alsoreceive some moral education: That is “To use the money to do the usefulthings”

4. Listeningparts

There are 2parts of listening in this lesson. According to this part, they’ll finish theexercises on their books. During the listening, they’ll findsomething new. For the students, I think they should try to guess the meaningsof the new parts first,and then by discussing, they should try to use them indifferent language situations. For the teacher, I think I should provide enoughhelp for my students and help them to comprehend the new parts. For example:What if, it’s very important.And after that, work in pairs to practice thelistening part and to consolidate what they’ve learnt.

The purpose ofthis part is to develop the students listening ability and to train them tofind problems and to solve problems by themselves.

5. Sum-up

After learningall the above parts, they must have grasped most of the structure of theSubjunctive Mood. I’ll make them do a summary by discussing in groups. And I’ll help them.

I’ll train mystudents to analyses and summarize what they’ve learnt.

6. Task link

In this part, I’ll provide 5different kinds of tasks for my students to consolidate what they’ve learnt .Theycan choose the one they’re the most interested in and take part in it. They can combinea new group and work with other members to practice the language goals. Whenthey’re working, I’ll show them a beautiful song to relax them and limit theirworking time .After that, let them report their results. Their results can bevaried. They can summary, act, exchange their ideas, write letters and so on.

I design thispart in order to give the students more freedom and make them the real masterof the class. In this class they can do what they’re interested in and work with thestudents they like. By doing this, they can combine the language structureswith the language functions. The rich and colorful activities will arouse theirinterest again. They can get happiness as well as they get knowledge. Also theycan receive some emotional education. So I think it’s the mostexcellent part in my class.

7. Homework

Their homeworkis to write a composition. I’ll give them 3 topics . They can choose one of them.

I do this inorder to suit the students in different levels. And to improve their ability ofwriting .

8. Blackboarddesign.

This is myblackboard design.

I think theblackboard design can reflect the teacher’s ability of mastering the teachingparts. And can lead the students to pay more attention to it. So I divide myblackboard design into 3 parts. It looks clean and makes the students think it’s easy tolearn. I want to make it inductive, instructive and artistic.

This is myteaching plan . Your advice will be welcomed. Thank you for listening.

What would you do? SectionA英文說課稿二

Good afternoon,everyone. I’m glad to have an apportunity to talk about someof my teaching ideas. My topic is talking about imaginary situations from Gofor it Section A , , Book 3. I’ll talk about the following parts.

First, I’ll talk about my understanding of this teaching material.

In this unit students learn to talk about imaginary situations . Such topicenables students to activate their imagination and raise learning interest ofstudents . Most of students are active in such activities.

I’ll talk about the first period of Unit 4.

The first period introduces the key vocabulary words and the targetlanguage in this unit. The topic,what would you do if you had a lot of moneymakes the introduction easier.

I.Teaching aims of this lesson.

1.Knowledge objects:

Students will be able to understand the grammar of subjunctive mood, someimportant phrases and sentences.

2.Ability objects:

To train studentslistening andspeaking skills.

3.Moral objects

Remember it’s really being cool to realize your dream through greatefforts.

II. Key points and difficult points.

1.Key vocabulary : million, medical , research,tie, what if

2.Target language: What would you do if you had….

3.The structure : I would / I’d do….

III.Something about the students

1.Most of them don’t often use English to express themselves andcommunicate with others .

2.Some of them aren’t active in class because theyare afraid of making mistakes.

IV.Now next ,I’ll talk about my teaching opinions, methods and aids.

While dealing withthe lesson , I’ll do my best to carry out the following teaching opinions.

1.Combine the language structures with thelanguage functions.

2.Let studentsknow how to talk about imaginary situations with the subjunctive mood

3.I’ll take theTask-based learning approach .

4.And I’ll usesome teaching aids, such as a tape recorder, CAI and so on.

V. Now let me talk about my teaching procedures.

Step 1: Lead-in

T: What a fine day, isn’t it? If it’s fine this Sunday, what will you do?

S1: I will go shopping with my friends if it is fine this Sunday.

S2: I will go to the park with my cousin.

…

T: Then if there were no classes this afternoon,what would you do?

Tell students thatthere are classes this afternoon in fact .Let Ss know why we use “were” and“would”. Help Ss answer with “I would do…if there were no classes thisafternoon”.

S3: I would play basketball with my friends if there were no classes thisafternoon.

T: After school Jim played basketball with his friends .He went back homevery late and his mother was very angry. If you were him, what would you do ?Can you give him some advice?

S4: If I were him , I would say sorry to mother.

S5: If I were him, I would try to do something to makemother happy.

T: There will be an English test. Jim worries about it . What should he do?

S6; If I were him , I would study harder.

In this step,I want to revise the if clause,and next I will lead in thesubjunctive mood. I think students can understand easily and grasp it.

Step 2: Practice

T; Bill Gates is a very rich man in the world . He has given a lot of hismoney to charity. If you had so much money, what would you do?

Get Ss to think it over and write down their answers(Section A 1a)

Let Ss listen to the tape and number the picture.(Section A 1b)

Then get Ss to practice the conversation.

Ss practice the conversation, they communicate with each other often.Everyone has a chance to speak English.

Step3: Listening and practicing

T:If I had much money, I’d buy many presents for each of my friends. Larryis going to his friend,Tom’s birthday party . But he’s a little nervous.Why?Can you guess?

S1: Perhaps he is late.

S2: He doesn’t have enough money to buy a present

T; Maybe you are right.I’m not sure .Let’s listen to the tape.

Get Ss to listen to the tape and circle the reasons（Section A 2a）

Get Ss to listen to the tape again and check the advice Larry’s sister saysto him. Let Ss read the conversation after the tape. Then let Ss do pairwork.

S1: Hi, Harry . You look worried.

S2; I’m going to Tom’s party .But I don’t know what to wear.

S1: If I were you, I would wear a shirt and a tie.

S2; I don’t have a present.What if everyone else brings a present？

After this step . Ss can have a good understanding of the subjunctive moodand develop their listening ability.

Step 4: Discussion

Get Ss to choose one of the following situations or make up anotherimaginary situation , have a discussion in groups and write down theiradvice,then give a report.

1.Tom had an argument with his best friend . Whatshould he do?

2.There are always some Ss talking in class. Ifyou were the teacher,what would you do?

In this step, students can use English in the real situation and useEnglish to solve the real problems.

Step 5: Homework’

Write a passage “If I were a teacher/headmaster…”

At last ,let metalk about my blackboard design. We will have a look at it on the blackboard.

What would you do?

Words and phrasesSentences

Million What would you do if you hada million dollars?

Medical researchI’d give it to charity.

What ifIf I were you ,I’d wear a shirt and a tie

Worry about

tie

I write these words and phrases on the blackboard in order to tell thestudents that they are very important .I think my blackboard design will helpstudents understand the lesson better.

So much for this .Thank you.

What would you do? SectionB說課稿

人教版九年級What would you do? Section B

教學(xué)流程：

一、課前預(yù)習(xí)，大聲朗讀單詞3遍，進(jìn)行每日播報。

二、課上探究

㈠復(fù)習(xí)檢測

1、詞匯互譯

有活力的a._________ permission_________ 很多的，大量的____________

使惱怒，使生氣v.___________ circle__________ 聽者、收聽者_(dá)__________

Not…in the slightest__________________ confident_________________

2、兩人一組交換檢查詞匯掌握情況

㈡課前導(dǎo)入

1、人氣調(diào)查－What are you like?

⑴連線――“調(diào)查準(zhǔn)備”

Outgoingpeople like to meet new people.

Creative people usually like art and music.

Shypeople get nervous when they have to meet new people.

Energeticpeople are hardly tired.

Confidentpeople aren’t afraid to speak in public.

⑵聽錄音，標(biāo)出你所聽到的問題（2a）

⑶再聽錄音，寫出你所聽到的回答。

________________________________________________

㈡讀前導(dǎo)入—介紹東西方文化在家庭教育方面的不同

㈢多層閱讀

⑴默讀3a后，用3b中的“a”“b”或“ c”填空。

⑵大聲朗讀3a兩遍，與同桌討論自己的性格特點。

㈣精講足練

1、introduce vt.“介紹、相識”常用于下列結(jié)構(gòu)：

①introduce oneself to sb.（向某人）作自我介紹

He will introduce himself to us.他要向我們作自我介紹。

②introduce sb. to sb.把某人介紹給某人 Could you introduce the girl to me? 你能把這個女孩介紹給我認(rèn)識嗎？ Can you i_____ yourself to us in English?

2、be easy to do sth.“容易做某事”

這篇課文對我們來說容易理解。The text is _____ for us___ ________..

3、would rather…than…寧愿……而不愿……；與其……不如……。在would rather和than后所連接的兩個對比部分要結(jié)構(gòu)相同。

我寧愿要那個紅的也不愿要那個綠的。

I would rather____(have) the red one than the green one.

擴(kuò)展鏈接：①當(dāng)我們表達(dá)“寧愿做某事”時，可只用would rather than do,而不帶than，表示句子主語的愿望，后接省略to的不定式。

He would rather walk to school.他寧愿步行去上學(xué)。

②prefer to do…rather than do…意為“寧愿做…而不愿做…” He preferred to walk thererather than go by bus.他寧愿走著去那里，也不愿乘公共汽車去。

㈤寫作練習(xí)-用動詞的適當(dāng)形式填空

Dear editor,

I’m a student in a university of Zhenzhou. I’m a little shy.

I’d like_____(chat) with my teacher very well. One day, a good friend toldme that our teacher would move home and she needed some help. So Iagree____(help) her. After finished____(do) that, our teacher invitedus_____(have) a meal. I was so shy that I ate a little and said,“I’m full.” Theteacher____(think) she didn’t treat me very well, and I didn’t want to make herunhappy. I know it’s all because I’m too shy. What should I do? Please help me!

Li Hua

三、課后延伸

（一）復(fù)習(xí)鞏固復(fù)習(xí)當(dāng)天所學(xué)內(nèi)容，整理課堂筆記，掌握新詞匯、語法知識等并輔以鞏固練習(xí)。

Form: If+主語+動詞的過去式(bewere),主語+would+動詞原形.

1. If I had time, I would go for a walk. (事實上我現(xiàn)在沒有時間，不能去散步．)

2. If I were invited, I would go to the dinner.

（事實上沒有人邀請我，我也不能去參加宴會．）

3.If I had a million dollars, I would put it in the bank.

（事實上我沒有一百萬美圓，也不可能存在銀行．）

4.If I were Zhao Benshan,I would be watched by the people of the world. (事實上我不可能是趙本山，也不可能被全世界人關(guān)注。)

練一練：1.If I _________(find) a purse, I __________(give) it to the police.

2. If I ______(be) a bird, I ___________(fly) in the blue sky.

3. If you _______(have) something important, you _________( can go) now.

4. If I ________(be) you, I _____________(choose)this one.

（二）分層作業(yè) 詳見家庭作業(yè)紙

㈢達(dá)標(biāo)檢測題

一、英漢互譯

1、in public____________ 2、緊張，變得緊張______________

3、hardly ever___________4、做演講，發(fā)言______________

5、in front of____________6、等候，等待______________

7、pretty confident________________ 8、大量的，充足的_________________

9、not…in the slightest______________ 10、寧愿…而不愿_______________

11、a small circle of_______________ 12、立刻，馬上_____________

二、選擇：

1、We are going for a picnic tomorrow. I’ll call Wendy to make sure______.

（中考真題）

A. why to start B. when to start C. what to start D. which to start

2、-When will Han Han’s new book_______? （中考真題）

-Sorry, I don’t know. I’m looking forward to his new book, too.

A. come on B. come in C. come out D. come over

3、-What about playing football this afternoon, Sam?

-I would rather_____ at home than___ football. It’s too hot outside.

A. stay; playing B. stay; play C. to stay; to play D. to play; playing

4、I find Tom easy to get along_____. So I’d like him to come to my birthdayparty. A. to B. for C. with D. at

5、-What would you do if you won a million yuan?-_________.

A.I will give it to charities B.I will buy snacks

C. I will put it in the bank D. I’d give it to medical research

答案：

一、1、在公共場合 2、get nervous 3、幾乎不，從不 4、give a speech

5、在…前面（在內(nèi)部） 6、wait for 7、相當(dāng)自信 8、plenty of9、一點也不，根本不 10、would rather…than 11、一個…的小圈子 12、right away

二、1.B 2.C 3.B 4.C 5.D

What would you do?說課稿

I.案例背景：

語言學(xué)家的研究表明，聽、說、讀、寫在人們的語言使用中各占一定的比例，我們的《英語（新目標(biāo)）》，是在基礎(chǔ)教育課程整體改革需要的趨勢下應(yīng)運而生的一套英語系列教材。在每一個單元的教學(xué)中，教材都安排有這幾個基本的訓(xùn)練環(huán)節(jié)。如何才能在初中英語的課堂教學(xué)中恰當(dāng)運用有效策略，培養(yǎng)與訓(xùn)練學(xué)生的綜合能力呢？如何才能讓學(xué)生在中考中取得理想的成績呢？這就需要教師抓好課堂的每一個環(huán)節(jié)，積極地從多層次鞏固、多方面訓(xùn)練、多形式提高學(xué)生的綜合能力。為此，我已原生態(tài)的課堂進(jìn)行了初步的嘗試。

Ⅱ.課堂實錄、案例分析與反思：

組織課堂：（二分鐘）

Ss（standing）：Good morning，Mr.Yang.

T: Good morning, class. It’s a fine day, isn’t it?

Ss: Yes ,it is.

T: How do you like today?

Ss: We feel comfortable about it.

T: Very good. I hope we all have good feelings in a new day. Let’s beginour new lesson today.

課前交流可以讓學(xué)生放松一下心情，并能以輕松愉悅的、積極地心態(tài)投入到課堂學(xué)習(xí)中，使課堂產(chǎn)生事半功倍的效果。

Step one: words and expressions.

從詞匯開始，為教學(xué)掃清障礙（五分鐘）

T： Dear class！ Today we’ll learn Section B. Before our new lesson, first, let’s review words and expressions we’velearnt for this lesson. Zhao Zhiguang,“百萬”。

Zhao: million, M-I-L-L-I-O-N.

T:一百萬。

Zhao: a million

T:數(shù)以百萬計。

Zhao: millions of.

T: Good. Sit down, please. Next, Jiang Dandan , 醫(yī)學(xué)的

J：Medical. M-E-D-I-C-A-L.

T:醫(yī)學(xué)研究。

J: medical research

T: Very good! sit down, please . Next ,……

(優(yōu)點：用時較短，可以讓學(xué)生充分的復(fù)習(xí)前面的單詞，對應(yīng)英語和漢語意思準(zhǔn)確、熟練、無誤；復(fù)習(xí)的是重、難點詞匯，內(nèi)容與中考接軌。

反思：本環(huán)節(jié)只調(diào)動了一部分同學(xué)，而讓大部分同學(xué)在等、沒能進(jìn)行更積極的訓(xùn)練；

可使用的糾正策略：以習(xí)題的形式對詞匯進(jìn)行檢查，我們可以找一些近幾年的中考題，有選擇的摘錄經(jīng)典中考題，既可以檢查詞匯，又可以訓(xùn)練中考題型，既有信度、又有效度，并且會使每一個同學(xué)有事可做。 )

對話練習(xí)目標(biāo)功能語言：（十分鐘）

T:Now let’s practice dialogues. We’d better use the expression we’velearnt in this unit----If clause. We’ll practice three minutes and then asksome students to write down their answers. Ok let’s begin.

（教師板書對話：

A：I can’t study anything well. I’m not good at studying. Your advice,please?

Sa: If I were you , I’d read aloud books.

Sb: If I were you, I’d

Sc: ……）

(Three minutes later.)

T：Ok.who will come here and write down your sentence. At most five.

(five students came to the blackboard and wrote down what they wanted to say.)

The sentences are :

Deng Jingjing : If I were you, I’d read more easy and short Englishstories.

Jiang Dandan : If I were you , I’d ask the teacher for help.

HuangXuan : If I were you ,I’d work harder than anyone else.

DengRuirui: If I were you , I’d learn from others .

GuoPanpan: If I were you , I’d study with friends and discuss

with them.

T: From these sentences, we can find we all can find ways to learn Englishbetter. I hope we can get better marks and high abilities. (學(xué)生會心地點點頭，說明適時的鼓勵與積極的評價能給同學(xué)們更大的學(xué)習(xí)動力，更能激發(fā)他們的進(jìn)取心。學(xué)生也產(chǎn)生了繼續(xù)學(xué)習(xí)的濃厚興趣。)

（在本環(huán)節(jié)，注重讓學(xué)生用目標(biāo)語言解決實際問題，并非為教教材而教教材，重點鍛煉學(xué)生運用目標(biāo)語言解決實際問題的能力。）

Step tow: Presentation

（Ⅰ）學(xué)習(xí)新內(nèi)容，提升閱讀能力（二十分鐘）

T：Now , let’s learn more .Turn to page28. Read and try to understand themeaning of it. Give you five minutes. If you have problems , you can move andask others in class. (學(xué)生們積極的進(jìn)行著讀與理解的訓(xùn)練，并且不同層次的學(xué)生都在努力地學(xué)習(xí)應(yīng)學(xué)會的內(nèi)容，通過自由結(jié)合學(xué)習(xí)使學(xué)生的積極性進(jìn)一步提升。)

At the same time the teacher wrote some exercises on the blackboard.（板書內(nèi)容：

左：Ⅰ

1.I don’t know _____________________（說什么、做什么）.

2. 參加考試_________________ 3.散步______________

4.在某方面幫助某人___________ 5.太……而不能……_____________

中：Ⅱ

1. The first person is___________________________.

He should _____________________________________

2. The second one gets____________________________

He should _____________________________________

3. The last one can’t____________________________

He should _____________________________________ ）

（Five minutes later）

T：Who will be brave enough to come here and read a passage?

Ren Mengyu came to the blackboard and began to read the first passage.Then Meng Haoting、 Wu Dandan 、Wu Rujie 、Tian Lulu and Wang Ruijie came and read one by one.（在本環(huán)節(jié)，學(xué)生能積極的進(jìn)入角色，順利的完成閱讀的任務(wù)。）

T: Very good. We all have done well. Let’s do more .

（讓學(xué)生到前面來練習(xí)閱讀可以有多種好處：利于集中其他學(xué)生的注意力；利于鍛煉學(xué)生的膽量；利于學(xué)生們發(fā)現(xiàn)并糾正錯誤。）

（Ⅱ）深化閱讀練習(xí)，激發(fā)學(xué)生潛能力（十分鐘）

T：Our next task is to find out how to fill in the blanks in the middle ofthe blackboard. If you can’t do those, please match the problems and advice in3a.You can move and discuss if necessary. In ten minutes, you can come andfinish them .(學(xué)生的學(xué)習(xí)興趣更加高漲)

（Six minutes later）Sun Lulu 、Wang Yuanyuan 、Deng Jingjing cameand filled blanks. Other students gave their opinions.(本環(huán)節(jié)，以本為本，但又高于課本，體現(xiàn)了教學(xué)的層次性，進(jìn)行課本教學(xué)的同時又進(jìn)行了考試技能的訓(xùn)練，對學(xué)生的能力是很好的鍛煉和磨練。)

T：We’ll come to our last task in this lesson. Now let’s read the text againand find out some useful things together. Something can help you is on the leftof the blackboard.（學(xué)生積極性達(dá)到高潮）

(Three minutes later , some Ss finished those and they gave exactexplanations.)（本環(huán)節(jié)利于學(xué)生的自由發(fā)揮，因為，有些題目他們可以給出多種答案、解釋。這充分說明：我們只要發(fā)動學(xué)生，他們就會發(fā)揮出應(yīng)有的創(chuàng)造性、訓(xùn)練出我們臆想象不到的結(jié)果，達(dá)到他們自由學(xué)又應(yīng)有的學(xué)習(xí)效果，這種理想的程度。）

T：Our task after class is practicing speaking using the target languagewe’ve learnt in this lesson. We can practice as part four on page28 (the bellis ringing) OK. Let’s have a rest and hope you have a good time all day long.

Ss: The same to you, Mr. Yang .See you.

(學(xué)生帶著愉快的笑容、幸福而滿足的心情離開了課堂。)

What would you do?說課稿

1．教學(xué)設(shè)計學(xué)科名稱:Unit4 What wouldyou do?（九年級英語上）

2．所在班級情況，學(xué)生特點分析:我所任教的九年級（3），（4）班的學(xué)生，無論從學(xué)習(xí)習(xí)慣還是聽課習(xí)慣都存在著很大差異。其中（3）班的學(xué)生沉默寡言，不善于表現(xiàn)，課堂氣氛有點沉悶；而（4)班的學(xué)生恰恰相反，思維活躍，敢于表現(xiàn)，課堂氣氛活躍。所以在教學(xué)中我得采取不同的方法完成教學(xué)任務(wù)。

3．教學(xué)內(nèi)容分析:

本單元以What would you do？為話題,共設(shè)計了四個部分的內(nèi)容：

Section A

該部分有4個模塊：第一模塊圍繞What would you doif you had a lot of money?這一話題展開思維（1a）、聽力（1b）、口語（1c）訓(xùn)練；第二模塊圍繞Embarrassing situations（worries/problems）進(jìn)行聽力（2a-2b）、口語訓(xùn)練（2c）；第三模塊繼續(xù)就上一模塊中的Embarrassingsituations這一話題展開訓(xùn)練，訓(xùn)練形式為閱讀配對（3a）和角色表演（3b）；第四模塊仍就Embarrassingsituations以小組活動形式展開討論。

Section B

該部分有4個模塊：第一模塊是詞匯的學(xué)習(xí)（1a）與運用（1b）；第二模塊圍繞A personalitysurvey繼續(xù)對What would you doif…/I would…進(jìn)行聽力（2a-2b）、口語訓(xùn)練（2c）；第三模塊繼續(xù)圍繞A personalitysurvey 這一話題展開閱讀（3a）和寫作（3b）訓(xùn)練；第四模塊仍就A personalitysurvey這一話題以口語訓(xùn)練形式展開小組活動。

Self Check

該部分有2個模塊：第一模塊以填空形式對所學(xué)詞匯進(jìn)行訓(xùn)練；第二模塊就一封E-mail展開閱讀和寫作訓(xùn)練。

Reading

該部分共設(shè)置了5項任務(wù)：第一項任務(wù)以問題討論的方式激活學(xué)生相關(guān)背景知識；第二項任務(wù)要求學(xué)生通過快速閱讀獲取信息；第三項任務(wù)利用討論、寫作等練習(xí)形式加深學(xué)生對閱讀內(nèi)容的理解；第四項任務(wù)要求學(xué)生能運用所學(xué)知識解決實際問題；第五項任務(wù)要求學(xué)生運用所學(xué)知識開展實踐活動（做一次調(diào)查）。讓學(xué)生學(xué)會利用虛擬語氣談?wù)摷僭O(shè)的情景，充分發(fā)揮學(xué)生的想象力，以形成樂觀開朗的性格，并培養(yǎng)他們正確的人生觀和價值觀。

枯燥的話題很難提起學(xué)生的學(xué)習(xí)興趣。在這單元通過一個有趣的話題——假如你有一百萬美元,你會怎么做來激起學(xué)生的學(xué)習(xí)興趣,讓學(xué)生主動談自己的看法,學(xué)有所得。

學(xué)情分析：

九年級學(xué)生已具備了一定詞匯量，并且在八年級就已經(jīng)掌握了if引導(dǎo)的真實條件句，經(jīng)過兩年的新課程理念的熏陶及實踐，有了初步的自主、合作、探究的能力。加上學(xué)生都有一雙充滿幻想的翅膀，本節(jié)課的內(nèi)容恰好符合學(xué)生的這一特點，他們一定會對本節(jié)課感興趣。

4．教學(xué)目標(biāo):

⑴知識目標(biāo):

①What would you do if you had a milliondollars?

I’d give the money to charity.

②If I were you, I’d wear a shirt and tie.

⑵能力目標(biāo):發(fā)展學(xué)生的聽及識記能力,培養(yǎng)學(xué)生綜合語言運用

能力。

⑶情感、態(tài)度和價值觀：通過本節(jié)課,激發(fā)學(xué)生對社會的關(guān)注,

增強(qiáng)奉獻(xiàn)意識,使學(xué)生形成積極的情感態(tài)度,主動思維,大膽

表述,提高語言實際運用能力。

5．教學(xué)難點分析:

To train students listening, speaking, reading and writingskills by many different kinds of activities.

教學(xué)方法

本課采用任務(wù)型教學(xué)法,用What would you doif you had a million dollars?這個問句,引出談?wù)摷傧肭闆r的話題。采用提問、啟發(fā)和歸納的教法,讓學(xué)生易于接受教材內(nèi)容,培養(yǎng)學(xué)生的語言運用能力.

6．教學(xué)課時:5個課時

7．教學(xué)過程：

The First Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Object

(1) Key Vocabulary

lottery, million,medical, research

(2) TargetLanguage

Look. This girlwon a million dollars in the lottery.

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

Id give it tomedical research.

(3) Structure

I would/Id do

2.Ability Objects

(1) Train students listening skill.

(2) Train students communicative competence.

3.Moral Object

If you won amillion dollars, youd buy a big house, buy a car and so forth. However, doremember its really being cool to realize your dream through great efforts.

Ⅱ.Teaching Key Points

1.Target language

2.The structure: Iwould/Id do

Ⅲ.Teaching Difficult Point

The structure: Iwould/Id do

Ⅳ.Teaching Methods

1.Scene teaching.Method

2.Teaching byinduction

3.Pairwork

Ⅴ.Teaching Aid

A tape recorder

Ⅵ.Teaching Procedures

Step Ⅰ Revision

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

Step Ⅱ 1a

This activityfocuses on vocabulary and structures introduced in the unit.

Read theinstructions to the class.

Call students attention to the words in the box. Ask astudent to read them to the class.

Say, What wouldyou do if you had a lot of money? Add more ideas to the list. Then share youranswers with other students.

Get students tocomplete the task. First individually, then in groups.

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

Collect answersfrom students on the blackboard.

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

Step Ⅲ 1b

This activitygives students practice understanding the target language in spokenconversation.

Read theinstructions to the class.

Read the questionin the speech bubble.

Explain the wordlottery to students.

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

Point to thepictures. Ask students to describe them one by one.

For example, forPicture One, a student might say,"If I won the lottery, Id buy a bighouse. "

Point out thesample .answer, Say, The first picture you will hear about has the number oneon it.

Play the recordingfor the first time. Students only listen.

Play the recordingagain. This time students listen and number the pictures in the order they hearthem.

Check the answers.

Answers

2,1,4,3

Tape script

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

Boy 1: Wow, howluck!

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

Boy 1: If I wonthe lottery, Id give the money to the 200. I want to help the pandas.

Girl 1 : Thats agood idea! I know what Id do. If I won the lottery, Id buy a big house for myfamily.

Girl 2: Really Idput the money in the bank. Then Id just watch it grow!

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

Step Ⅳ 1c

This activityprovides oral practice using the target language.

Read theinstructions to the class.

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

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

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

SA: Id give it tomedical research.

Write it on theblackboard.

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

Get students towork in pairs. As they work in pairs together, walk around the room offeringlanguage support as needed.

After studentshave had a chance to practice several exchanges, ask pairs to come to the frontof the classroom and act out their conversations.

Step Ⅴ Summary

In this class,weve learned some vocabulary words and the target language what would you doif you won the lottery? Id give it to medical research.

Step Ⅵ Homework

If you had a largeamount of money, e. g. 100 , 000 what would you buy? Please write down eachitem and its cost to see when you will spend the full amount. And bring yourlists to class tomorrow.

Step Ⅶ Blackboard Design

What would you do?

Section A

The First Period

Target language:

A: Look. This girlwon a million dollars in the lottery.

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

A: Id give it tomedical research.

The second Period:

Ⅰ.Teaching Aims and Demands

1.KnowledgeObjects

(1) Key Vocabulary

tie

(2) TargetLanguage

What would you doif you won a million dollars?

Id give it tocharities.

If I were you, Idwear a shirt and tie.

If I were you. Idtake an umbrella.

2.Ability Objects

(1) Train students listening skill.

(2) Train students communicative competence.

3.Moral Object

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

Ⅱ.Teaching Key Points

1.ListeningPractice

2.Target language

Ⅲ.Teaching Difficult Point

Train students ability to use the target language.

Ⅳ.Teaching Methods

1.Listening tocassettes

2.Pairwork

3.Teaching byinduction

Ⅴ.Teaching Aids

1.A tape recorder

2.A picture of aperson in a lions 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 studentto come to the front of the class and ask, if you had 100, 000 yuan, what wouldyou buy? Students take turns answering his/her question.

Step Ⅱ 2a

This activityprovides practice understanding the target language in spoken conversation.

Focus attention onthe picture. Ask students to describe it. Help students say that the boy isgoing to somewhere, but he doesnt know what to wear. The girl is helping himto pick out clothes.

Point to the listof reasons. Invite a student to read them to the class.

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

Check the answers.

Answers

Circle items:2,3,5

Tape script

Girl 1: Where areyou going, Larry?

Boy 1 : To Tomsparty.

Girl 1: Lucky you!Id love to go to that party!

Boy 1: Yeah, well,Im a little nervous. I dont know what to wear.

Girl 1: If I wereyou, Id wear a shirt and tie.

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

Girl 1: Oh, youshouldnt worry about what other people are wearing.

Boy 1: And I donthave a present. What if everyone brings a present?

Girl 1: If I wereyou, Id take a small present-a pen or something. Keep it in your pocket and ifeveryone has a present, you can give him yours. If not, you can keep it.

Boy 1: OK. Butwhat if I dont know anyone?

Girl 1: If youdont know anyone, you can talk to Tom. Hell introduce you to people.

Boy 1 :I guess Ican do that.

Girl 1: Look!Youre sure to have fun. But if youre still nervous, you can leave.

Step Ⅲ 2b

This activityprovides listening practice using the target language.

Read theinstructions to the class.

Point to the listof sentences. Invite a student to read them to the class.

Say, You willlisten to the same conversation again. This time you are to check the fourthings Larrys sister says to him.

Play the recordingagain. Students listen and check the things.

Check the answers.

Answers

Checked items:1,2,4,5

Step Ⅳ 2c

This activityprovides oral practice using the target language.

Point to the listof Larrys worries in the box. Invite a student to read them to the class.

Ask students tolook back at the list of checked sentences.

Read theinstructions to the class. Say, Please make conversations using informationfrom Activities 2b and 2c.

Ask a pair ofstudents to demonstrate a conversation to the class.

SA: I dont knowwhat to wear.

SB: If I were you,Id wear a shirt and tie. Get students to work in pairs. As the pairs worktogether, walk around the room listening in on various pairs and givinglanguage and pronunciation support as needed.

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

Optional activity

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

Step Ⅴ Grammar Focus

Ask differentstudents to read the question and answer and the statements to the class.

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

S2: Id give it tocharities.

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

S4: If I were you,Id take an umbrella.

Write them on theblackboard.

Show a picture ofsomeone in a lions cage on the screen by a projector. Ask students questionspointing to the picture.

T: Have you everbeen in a lions cage?

Ss: No.

T: Thats right.None of us has ever been in a lions cage. What would you do if you were in alions cage? (Write the question on the blackboard.)

S1: Id call forhelp. (Write the sentence on the blackboard.)

T: What about you?

S1: Id get outfast. (Write the sentence on the blackboard.)

Get several moreexamples from other students.

Say, When we talkabout things that havent happened, we often use the word would (underline theword would in the question) . Apostrophed is the abbreviation of the wordwould (underline the abbreviation d in the answers) .

Then underline theword 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 targetlanguage on the blackboard.

Pronunciation note

When saying thewords would you in phrases such as what would you do …,English speakers often run the wordstogether and pronounce these words as if they were spelled wudjuh.

Step Ⅵ Summary

Say, In thisclass, weve learned the target language Id give it to charities and If I wereyou, Id wear a shirt and tie. And weve also done much listening practiceusing the target language.

Step Ⅶ Homework

Say, If yourteacher criticized you, but in fact it isnt your fault, what would you do? Getstudents to make a list.

Step Ⅷ Blackboard Design

What would you do?

Section A

The Second Period

Target language:

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

B: Id give it tocharities.

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

B: If I were you,Id take an umbrella.

A: What would youdo if you were in a lions cage?

B: Id call forhelp.

The Third Period

Ⅰ.Teaching Aims and Demands

1.KnowledgeObjects

(1) Key Vocabulary

pimple, trouble

(2) TargetLanguage

I cant sleep thenight before an exam.

Then Im too tiredto do well. What should I do?

If I were you, Idtake a long walk before going to bed.

I really want adog, but my parents wont let me have one.

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

Thats a goodidea.

2.Ability Objects

(1) Train students reading skills.

(2) Train students integrating skills.

3.Moral Object

Everyone may havesome trouble. Dont worry.

Ⅱ.Teaching Key Point

1.Reading

2.Target language

Ⅲ.Teaching Difficult Point

Give advice usingthe 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. Forexample, a student might say Id explain to the teacher and so forth.

Step Ⅱ 3a

This activityprovides reading practice using the target language. Point to the problems onthe left. Ask different students to read them to the class.

Point out thepieces of advice on the right. Get different students to read them to theclass.

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

SA: Im really shyand I just dont enjoy parties. I dont know what to say or do.

SB: If I were you,Id talk to someone who looks friendly. Then you wont feel so shy.

Say, Please matcheach problem on the left with the correct advice on the right. Get students tocomplete the activity on their own. As they work individually, move around theroom answering any questions students raise and offering help as needed.

Check the answers.

Answers

1.c 2.a 3.b

Step Ⅲ 3b

This activityprovides oral practice using the target language.

Read theinstructions to the class. Invite a pair of students to read the sampleconversation.

SA: I cant sleepthe night before an exam. Then Im too tired to do well. What should I do?

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

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

Collectsuggestions from students. For example, for the third problem, a student mightsay, If I were you, Id watch TV to relax my mind.

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

After each studenthas a chance to play both parts, stop the activity. Get several pairs ofstudents to say their conversations.

Step Ⅳ Part 4

This activityprovides writing, listening and speaking practice using the target language.

Read theinstructions to the class. Get a pair of students to say the sampleconversation to the class.

SA: I really wanta dog, but my parents wont let me have one.

SB: Well, dogs canbe a lot of trouble. Maybe you should get a small pet, like a goldfish.

SA: Thats a goodidea.

Write theconversation on the blackboard.

Point out thesample 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 theiradvice in the chart too.