初四英语集体备课What would you do?
卢春玲
What would you do?教案
Learning objectives (教学目标)
|
Skill Focus |
Talk about imaginary (interesting /embarrassing) situations. Talk about worries and advice. Listen, describe and talk about personalities. Learn to write in reply. Learn to deal with new problems or situations using what you know. | |
|
Language Focus |
功能句式 |
Talk about imaginary situations.（P26） What would you do if…? If I were you, I’d… If you were…, you would… Talk about worries.（P27-28） You shouldn’t worry about… I don’t know… What if…? What should I do? What problems do you have at home /school? I can’t... The problems are that… What do you think I should…? Talk about personalities.（P29） What are you like? I’m creative and outgoing. How confident you are! |
|
词汇 |
1. 重点词汇 research, worry, exam, herself, circle, listener, knowledgeable, rest, shelf, cover, deep, downstairs, correct, burn, knee, hurt, offer, refuse, safety, helpful 2. 认读词汇 million, medical, energetic, confident, permission, bother, slight, annoy, fairly, plenty, represent, aid, first-aid, nearby, press, pain, treat, burn, spotty 3. 词组 what if, in public, in the slightest, plenty of, get along with, let … down, come up with, get along with, come out | |
|
语法 |
Subjunctive mood: If I were you, I’d… | |
|
Strategy Focus |
1. Matching. 2. Sharing ideas with classmates /teachers. 3. Using what you know. | |
|
Culture Focus |
What is the others’ attitude toward money? How do they deal with worries /problems? | |
Teaching procedures and ways (教学过程与方式)
Period One New function presenting
Language goals (语言目标)
1. Words & expressions: million, medical, research
2. Key sentences: What would you do if you had a lot of money? (P26)
Ability goals (能力目标)
Enable the students to understand and talk about imaginary situations.
Emotion & attitude goals (情感和态度目标)
Enable the students to form positive attitude toward money and be ready to help others deal with problems and worries.
Strategy goals (策略目标)
To understand the targets language by reading pictures.
Culture awareness goals (文化意识目标)
People’s attitude toward money in English countries.
Teaching important (教学重点)
Talk about imaginary situations, worries /problems.
Teaching procedures & ways (教学过程和方式)
Step 1. Revision and Lead-in
Ask one or more students to show their work.
T: In the last unit, you were asked to do a project on a famous person’s childhood and how he /she became successful. Now who’d like to display your project on the classroom wall?
Sample project:
Edison’s childhood
There are many stories about what Edison was like as a child. They all show that from an early age, Edison was curious about the world around him and always tried to teach himself through reading and experiments.
Surprisingly, little “Al”Edison, who was the last of seven children in his family, did not learn to talk until he was almost four years old. Immediately thereafter, he began pleading with every adult he met to explain the workings of just about everything he met. If they said they didn’t know, he would look them straight in the eye with his deeply set and lovely blue-green eyes and ask them: “Why?”
At age 11, Tom’s parents tried to teach him how to use the resources of the local library. This led him to prefer learning through independent self instruction.
By age 12, Tom had already become an “adult” . He not only talked his parents into letting him go to work selling newspapers, snacks, and candy on the railroad, but also had started an entirely separate business selling fruits and vegetables...
By 14, Tom became totally deaf in his left ear, and approximately 80% deaf in his right ear. He once said that the worst thing about this condition was that he was unable to enjoy the beautiful sounds of singing birds.
One of the most significant events in Tom’s life now occurred when — as a reward for his heroism — the boy’s grateful father taught him how to master the use of Morse code and the telegraph.
In 1869, when Edison was twenty-two years old, he patented his first invention and advertised that he “would hereafter devote his full time to bringing out his inventions.”
Over the next years, Edison’s progress in creating successful inventions for industry really took off.
Then ask the students to tell what they can learn from Edison.
S: Edison once said, “Genius is 1% inspiration and 99% perspiration.” As for students, we should make no excuse in our learning process and work hard every day to achieve our goals.
T: Edison had a really different childhood from us. He was the greatest inventor in the nineteenth century. Of all his inventions, electric bulb, is one of the most important. But just imagine what the world would be if there is no electric bulb? Today we’re going to learn how to talk about things that haven’t happened.
Step 2. Listing and Speaking
Ask the students to read the picture on Page 26.
T: When we talk about things that haven’t happened, we can use the words I would or I’d. Now look at the picture on Page 26. What can you see in the picture?
S: We can see some people, a school, a zoo, a research lab, a bank.
T: What are the people in the lower part of the picture doing?
S1: Maybe they are thinking about the answers to the question shown in the picture.
S2: The woman is reading a newspaper and they are all thinking of the answers to the question.
T: Pretend you are the people in the picture, what would you do if you had a million dollars?
S3: I’d buy a beautiful car.
(Write: Buy a beautiful car on the blackboard.)
S4: I’d build a research lab.
S5: I’d give it to the Hope Project.
S6: I’d travel around the world.
S7: I’d give it to medical research.
…
Ask for more ideas from the students. Write their ideas on the blackboard.
buy a beautiful car, travel around the world, give it to the Hope Project,
build a school for the poor children, build a library for our school, build a research lab…
Show the following to the students and then ask them to practise in pairs.
—What would you do if you have a million dollars?
—I would (I’d) ____________.
T: Now work in pairs and make dialogues.
Sample dialogues:
1. — What would you do if you saw someone stealing something?
— I’d call the police.
2. — What would you do if you lost your bike?
— I’d buy a new one.
3. — What would you do if you saw a girl crying in the street?
— I’d help her find her mother.
4. — What would you do if the teacher asked you to sing a song to the class?
— I’d sing a song.
5. — What would you do if you found a wallet in the street?
— I’d give it to the police.
Step 3. Listening
Ask the students to listen to the recording and compare their answers with those in the
recording.
T: Next we’ll hear a conversation about how to spend a million dollars. The recording will be played twice. For the first time, listen to get the order you hear.
Play the tape for the first time.
T: For the second time, please number the pictures in the order you hear them.
Play the tape for the second time. Then check the answers.
Step 4. Homework
1. Ask the students to do more practice as required in 1c on Page 26.
2. Ask the students to prepare for the next period. Think about if you have any worries or problems in daily life.
Period Two Practice
Language goals (语言目标)
1. Words & expressions: tie, worry, what if, pimple
2. Key sentences: If I were you, I’d take an umbrella.（P27）
Ability goals (能力目标)
Enable the students to deal with problems and worries.
Emotion & attitude goals (情感和态度目标)
The students are ready to give advice to those who have worries problems.
Strategy goals (策略目标)
Enable the students to match the problems and worries.
Culture awareness goals (文化意识目标)
How to deal with worries and problems.
Teaching important (教学重点)
Talk about worries /problems.
Teaching procedures & ways (教学过程和方式)
Step 1. Revision
Ask the students to share their ideas about what their worries at first, and then listen to the recording talking about worries.
T: What do you worry about during listening?
S1: I’m worried about that I can’t follow the speakers.
T: Then what would you do?
S2: I would try to get as much information as possible.
Ask the other students if they have any other good ideas to help.
T: What are your worries?
S2: My worry is my PE /little brother.
Step 2. Listening Practice
Ask the students to do listening to the dialogue about Larry’s worries.
T: Yes. Nearly everyone has some worries everyday. When we haven’t got enough money, we might worry about food, clothes, houses, cars, etc. But if we had a lot of money, we would worry about how to spend it. To cut it short, worries come along with money. Next we’re going to listen to a recording about Larry’s worries. Before we do this, let’s look at the picture on Page 27 first. Look! The boy is getting ready to go somewhere and he is feeling a little nervous. His sister’s helping him pick out what to wear. Now listen and find out what Larry’s worry is. For the first time, just listen.
Play the recording for the first time.
T: Listen again and circle the answers in the box.
Play the recording for the second time. Then check the answers.
T: You’ll hear the same conversation again. This time check the things that Larry’s sister says to him and fill in your answers on the line.
Play the recording again, then check the answers.
T: After listening, we know that Larry had a lot of worries before going to Tom’s party. If I were Larry, I would bring a flower as a present. What would you do? Now make dialogues using the pattern.
Show the following on the screen.
What would you do if you were Larry?
If I were Larry, I’d…
Sample dialogues:
S1: What would you do if you were Larry?
S2: If I were Larry, I would bring a birthday cake.
S3: What would you do if you were Larry?
S4: I would bring him some chocolates, because chocolate is his favorite.
…
Step 3. Reading
T: Maybe we all have kinds of worries or problems everyday. For example, some students are worried about their English or other subjects; some are worried about what to wear everyday, etc. And most of us are always ready to help others who have problems and worries. But before your help, you should get to know first, what are the worries or problems of others.
Ask the students to read the column in 3a on Page 28.
T: Now you will read the short passages on page 28 of the textbook and match each problem on the left with the correct advice on the right. Then point to the blank line in each item in the first column and ask students to write the letter of the correct advice from the second column.
T: Next please write the letter of the correct advice from the second column here.
Check the answers.
Step 4. Role Play
Ask the students to act out the conversation in pairs.
T: The exercises above provide us only one type of advice for each problem. Now think of different advice for the problems in activity 3a. Work in pairs and roles play conversations with your partner.
Sample conversations：
1. —I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.
What should I do?
—If I were you, I’d talk to people I don’t know.
2. —I get nervous before big parties and then I get pimples. They look terrible! What should I do?
—If I were you, I’d try to talk to someone and forget about the parties.
3. —I can’t sleep at night before I take a big exam. Then I’m too tired to do well.
What should I do?
—If I were you, I’d do some sports or drink some milk before going to bed.
Step 5. Homework
T: In this class, we heard Larry talking about his worries and his sister’s advice to him. After class, please do the GROUPWORK on Page 28.
Period Three New vocabulary
Language goals (语言目标)
1. Words & expressions：energetic, confident
2. Key sentences：(1) What if you do if…? (P29）
(2) I think I’m creative and outgoing. (P29）
Ability goals (能力目标)
Enable the students to learn to describe personalities.
Emotion & attitude goals (情感和态度目标)
Enable the students to learn to deal with different personalities.
Strategy goals (策略目标)
Enable the students to know how to deal with different personalities.
Culture awareness goals (文化意识目标)
Different personalities are viewed differently in different cultures.
Teaching important (教学重点)
How to describe different personalities.
Teaching procedures & ways (教学过程和方式)
Step 1. Revision
Check the homework.
T: Some of your parents often say they find it difficult to communicate with their growing children. If I were in such a situation, what should I do? Can any of us give me some advice?
S1: If I were you, I’d ask them to obey my orders.
S2: If I were you, I’d try to make a heart-to-heart talk with them.
…
Ask the students about their ideas about their problems at home /at school.
T: As teenagers, you may have many new and different ideas from your parents. Well, everyone, what problems do you have at home /at school? Show your list and advice please.
Ask some of the students to show their work and then make dialogues in pairs.
Sample list of answers:
|
At home |
Advice |
At school |
Advice |
|
I can’t play video games. |
Do some reading. |
I can’t understand the teacher well. |
Ask the teacher to speak more slowly and clearly. |
|
Don’t have a chance to practise English. |
Read aloud by yourself or watch English programs. |
Can’t get along with others. |
Try to be more friendly with others. |
|
Don’t like doing homework. |
Do some cleaning instead. |
Dare not speak in public. |
Don’t be shy. Try to be more confident. |
|
Can’t sleep well. |
Try to go to bed on time. |
Often late for school. |
Try to get up earlier. |
|
Can’t get a secret kept from parents. |
Try to make your parents understand you. |
Often lose the chance to answer the teachers’ questions. |
Try to be the first to put up your hand and to be more creative. |
Sample dialogue 1
S1: I love playing video games, but my parents don’t let me play.
S2: Well, too many video games will waste your study. Maybe you can do some reading instead.
S1: That’s a good idea.
Sample dialogue 2
S1: I always try hard to understand the teacher well, and I often lose chance of answering the teachers’ questions.
S2: Don’t worry. Try to ask for help from your classmates or from your teachers.
S1: Good idea.
Sample dialogue 3
S1: I can’t play video games at home. My parents don’t allow me to play at home.
S2: Well, playing video games may greatly influence your study. So you’d better do some reading, instead.
S1: That’s a good idea.
Step 2. Word Study
T: In your lists of problems, we may find some students in our class often dare not to speak in public. They are not confident. What about you? What words do you know can we use to describe people?
S1: Hardworking, friendly…
Try to get as many words as possible and write them down on the blackboard, such as the following:
easy-going, reserved, hospitable, sociable, formal, talkative, fun-loving, respectful, humorous, serious, romantic, lazy, diligent, kind
T: The above are all words to describe what one is like in personalities. But what are these kinds of persons really like? Now read the descriptions in Form 1, and then try to fill in the blanks in Form 2.
Show the following to students. Then ask them to match the numbers in Form 1 with the correct statements in Form 2.
Form 1
|
A. outgoing |
If you are outgoing, you like to meet and talk to new people. |
|
B. energetic |
If you are energetic, you are very active and have a lot of energy. |
|
C. shy |
If you are shy, you feel nervous and embarrassed when talking to other people, especially people you do not know. |
|
D. confident |
If you are confident, you are sure that you can do something or deal with a situation successfully. |
|
E. creative |
If you are creative, you use your imagination or skills to make things. |
Form 2
|
What kind of person does each of the following items describe? Put the above numbers (A-E) in the blanks after each item. 1. _____ When the teacher asked him to give a speech in front of the whole school, he never refused; he is always sure that he can do something or deal with a situation successfully. 2. _____ Tom is hardly ever tired. He works all day long and gets up early in the morning. He is very active in all kinds of activities. It seems he has endless energy. 3. _____ Jeff enjoys his job and often produces new and effective ideas. He is very good at using his imagination and skills to make things. 4. _____ Kate has plenty of friends, she enjoys the company of other people. Some of my classmates often come to her when they want advice. We all feel that she is easy to get along with. 5. _____ When Bob is in a party, he is always waiting some others to introduce themselves to him. He likes talking to one or two of his best friends rather than a stranger.
|
Sample answers: 1-5 D B E A C
Step 3. Pairwork
Ask the students to work in pairs to practise the dialogue.
T: Which words in activity 1a on page 29 describe you? Now work in pairs and tell your partner about it and then practise asking and answering the questions in the personality survey.
Sample dialogue 1:
S1: What are you like?
S2: I think I’m shy and unconfident. I don’t know what to say before strangers and dare not to speak aloud.
Sample dialogue 2:
S3: What are you like?
S4: I think I’m outgoing and energetic. I like to make friends everywhere. I like talking with drivers or passengers when I take a bus or taxi. I never feel tired during my study.
Step 4. Free Talk
Ask the students to work in pairs and ask and answer each other questions modeled after 2a.
T: Do you know yourself very well? What kind of personality do you have? Which words in activity 1a on page 29 describe you? Now work in pairs and tell your partner about it and then practise asking and answering the questions in the personality survey.
Sample dialogue 1:
S1: What would you do if someone asked you to play video games?
S2: I’d say no. It is bad for my eyes.
Sample dialogue 2:
S1:What would you do if your mother didn’t permit you to attend a music school? S2: I’d ask for help from my father.
Step 5. Homework
Ask the students to search for information on how to make a survey, and then make a simple survey of classmates after class.
T: If you want to make a personality survey of your classmates, what should you do?
S1: First, I’d write down: what the goal of my survey is and who I will ask; then, I’ll design some questions; and write down the survey results.
Ask for more ideas and tell students what a complete survey is.
|
Goal |
Who do you ask |
Question designing |
Results |
|
|
|
|
|
S2: Finally, we should study the results and make a conclusion.
T: Good. After class, please make a personality survey of your classmates.
Period Four Integrating Skills
Teaching goals (教学目标)
Language goals (语言目标)
1. Words & expressions: permission, herself, bother, slight, annoy, fairly, plenty, circle, listener, give a speech, ask one’s permission, in the slightest, plenty of, get along with
2. Key sentences：(1) What would you do if someone asked you to be in a movie?
(2) I’d say no.
(3) If a friend said something bad about you, would you do?
Ability goals (能力目标)
Enable the students to make a personality survey.
Emotion & attitude goals (情感和态度目标)
Enable students to tell positive personalities from negative personalities.
Strategy goals (策略目标)
Enable students to take advantages of one’s personalities in forming good study habits.
Culture awareness goals (文化意识目标)
Enable students to understand the differences between home culture and other cultures.
Teaching important & difficult points (教学重点和教学难点)
How to make a personality survey.
Teaching procedures & ways (教学过程与方式)
Step 1. Revision
Check the homework.
T: What about your survey?
S: Our survey questions and answers are as follows:
1. If a friend took your eraser without permission, what would you do?
a. I’d tell him to ask my permission before he takes something next time.
b. I wouldn’t say anything.
c. I would start to take his things without his permission.
2. If your parents asked you not to make friends with the other girls /boys, what would you do?
a. I’d take no notice of what they said.
b. I’d following their advice.
c. I’d argue with them about it.
3. If you wanted to be friends with your new classmates, what would you do?
a. I’d introduce myself.
b. I’d wait for him/her to introduce himself/herself to me.
c. I’d invite her to my home for dinner.
4. If your classmates asked you to be in a role play, what would you do?
a. I’d say no.
b. I’d say OK.
c. I’d ask if my friends could be in the movie, too.
Ask the students to tell positive personalities from negative personalities.
T: One character can be regarded as positive or negative or neither in different countries. For example, in the United States, being outgoing and confident is a positive personality characteristic, while in some cultures these characteristics are not as important, or may be negative personality characteristic. What do you think is positive personalities in Chinese culture? Does Chinese culture value these characters in the following form? Now work in pairs and tell which of the following is positive. Put “P” in the blanks if you think it is positive, put “N” in it if it is negative, if neither put “M” in it.
Show the following:
|
Characters |
hardworking |
easy-going |
fun-loving |
lazy |
|
Positive or Negative |
|
|
|
|
Sample answers:
|
Characters |
hardworking |
easy-going |
fun-loving |
lazy |
|
Positive or Negative |
P |
M |
M |
N |
Step 2. Listening
Point to the chart and ask students what a quiz is about.
T: What’s this? (Point to the chart on page 29.)
S1: It’s a quiz. (Or a survey /a personality survey.)
T: What is it about?
S2: It is a personality’s survey.
Ask the students how to make a quiz.
T: We can easily see from the chart that a quiz should include questions and different answers to be chosen from. If you want to do a quiz, what would you do?
S3: The person making the quiz asks some questions and the person taking a quiz chooses an answer to each question from the given choices.
Read the instructions or ask different students to do it.
T: Next we’ll listen to Celia asking Bill questions from a personality survey. But before do that, you’ll have to read the questions and answers first. That’s always the way we do listening practice.
Ask the students to listen for the first time.
T: Now listen to Celia asking Bill questions. Check the questions that Celia asks.
Ask the students to listen for the second time.
T: For the second time, please put a check in front of the questions that Celia asks.
Ask the students to read the answers in activity 2a first and then listen to the conversation again and circle the letter of the correct answer to each question.
T: Now you will hear the same recording again. This time, circle the letter of the correct answer to each question.
Play the recording again. Then check the answers.
Step 3. Reading
Ask the students to read the paragraph by themselves.
T: When a survey is finished, you should study the results and reach some conclusions such as paragraph on page 30. Now please read the three paragraphs by yourselves loudly.
Ask different students to read the questions and answers on the survey in activity 2a.
T: Well, who’d like to read the questions and answers on the survey in activity 2a for us?
Read the activity 3a instructions to the class.
T: The letters “a, b and c” in the above answers to the questions of survey describe different types of people. The letter “a” describes one type of person, and so do “b and c”. Now reread the paragraph below and decide which letter goes in each blank.
Ask the students to finish on their own.
T: Now please fill in each blank in the result with “a”, “b” or “c”.
Check the work and offer language help if necessary.
Step 4. Groupwork
Ask the students to work in groups and make a survey in their groups.
T: Next you will make a survey using what you have written just now. Work in groups and ask your group members to answer the questions from your survey.
(Ask students to give their survey questions to each person in their group, and record their answers.)
T: Each member of the group must answer the survey questions and record your answers.
(Ask two students to read the sample conversation in the box.)
T: Now who’d like to read the sample conversation in the box to the class? Any volunteer?
(Ask several pairs of students to read their survey questions and tell the class about the results.)
T: Now I will ask you about your surveys. First, read the survey questions of your group, then tell the class about your results.
Sample survey question 1:
What would you do if you were arguing with others in a party?
a. Accept people as they are.
b. Make people feel at ease.
c. Cut others to pieces.
Sample survey question 2:
What would you do if someone often said something bad about you?
a. Have a good word with him /her.
b. Seldom feel blue and make him /her understand you better.
c. Often feel blue and decide not to say anything with him /her anymore.
What would you do if you were late for school again?
a. Tell the truth.
b. Explain to the teacher why you are late again.
c. Find another excuse and promise you would never be late again.
What would you do if your teacher misunderstood you when you are trying to help others?
a. Feel unfair about it.
b. Tell the teacher what you are doing.
c. Never offer help to others late on.
(Ask students to draw some conclusions according to their survey questions and answers.)
T: Collect your survey results and see how many people in your group choose “a, b or c”? Write them down, please.
Sample survey results:
|
|
Choice a |
Choice b |
Choice c |
|
Q1 |
2 |
2 |
1 |
|
Q2 |
1 |
2 |
2 |
|
Q3 |
3 |
1 |
1 |
|
Q4 |
2 |
3 |
0 |
(Ask students to discuss the results.)
T: For the question 1 in the form above, we can see 2 people would accept the people as they are, and 2 more would make people feel at ease and only 1 want to cut others to pieces. Which is the best behavior or response, do you know? Now discuss your results.
(Sample answers of Group 4)
S1: Three of us chose answer “b” for the question. I think it’s the best way to remove the misunderstanding.
S2: I agree with you. If I were the teacher, I would get to know what happened first.
S3: On one hand, it’s unfair to be misunderstood when you are doing something good or right.
On the other, I think sometimes we should let others know what we are doing.
S4: I don’t think so. We don’t need to let others know what we are doing.
S5: Sometimes it’s not good to explain things you did to others.
Step 5. Homework
Ask the students to do the exercises .
高洁
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