九年級(jí)英語教案

Unit1Howdoyoustudyforatest?

Teachinggoals:

語言知識(shí)目標(biāo)：

1.學(xué)會(huì)用by短語表達(dá)學(xué)習(xí)方法。

2.Vocabulary:flashcard,takenotes,frustrating,memorize,aloud,comma,make

mistakes,pronunciation,beafraidof,Whydon'tyou…?

3.Pattern:Howdoyoustudyforatest?

Well.Istudybyworkingwithmyclassmates.

語言技能：學(xué)生能與同學(xué)們交流和討論學(xué)習(xí)方法。

學(xué)習(xí)策略：使學(xué)生能根據(jù)自己的實(shí)際采用適當(dāng)?shù)膶W(xué)習(xí)方法，并形成個(gè)性化的學(xué)習(xí)。

文化意識(shí)：了解英美國家學(xué)生學(xué)習(xí)的主要方法。

情感態(tài)度：形成相互交流相互促進(jìn)的學(xué)習(xí)氛圍。

Importantanddifficultpoints:

1.Functions:Talkabouthowtostudy.

2.Structures:Verb+bywithgerund.

Period1

教學(xué)目的：Talkabouthowtostudy.

Learntheuseof“bydoingsomething”

重點(diǎn)難點(diǎn)：Usefulexpressions-Howdoyoustudy,?,?Istudybydoing…

教學(xué)工具：courseware

教學(xué)步驟：

Step1.Self-introduction

Thenewtermhascome.Askthestudentstointroducethemselvestotheothe-rs

andtheteacher.Thenaskwhattheydidinthesummerholiday.Helpthestu-dents

usetheconstruction“I,,?bydoing…”.Explain"by”.

Step2.Discussion

HavethestudentssaywhattheythinkofEnglish.Thentelleachotherhowthey

studyforanEnglishtest.Seethephrasesshowninthecourseware,whichissimilar

tola.Remindthemtouse“bydoing…”

Step3.la.Checkingthewaysyoustudy

Askstudentstofinishthetask.Theycanaddsomethingelse.

Step4.lb.Listening

Listentothelisteningstuffoflb,whichisrecordedinthecourseware

(c-onvenienttoberepeated).Finishthetask.

Thentheteacherasks,Howdid“Mei/Pierre/Antoniostudy?”Havesome

studentsgivetheanswers,i.e.repeatthesentencesbyusing“bydoing,,

Step5.1c.Makingdialogues

Workinpairsorgroups.Discussfirst.Thenmakeashortdialogue.

Havethestudentssharetheirwork.

Step6.Writing.

Fillintheblanks.Writedowntheanswersonapieceofpaper.Askstudent-s

toreadtheirwork.

Period2

教學(xué)內(nèi)容：Page3,2a,2b,2candthegrammarfocus.

教學(xué)目的：TalkabouthowtolearnEnglish.

Consolidatetheuseof“bydoingsomething”

重點(diǎn)難點(diǎn)：Usefulexpressions-Doyoustudy??,bydoing***?Yes/No...(reason).

教學(xué)工具：courseware

教學(xué)步驟：

Step1.Revision

Makeadialoguebetweentheteacherandsomestudents.Askwhethertheylike

English,thentellthereason.AskhowtheylearnEnglish.

Step2.2a.Listening

Seethecourseware.Explainanydifficultpoints.Listentothestuff,andcheck

theanswers.

Havestudentsrepeatsomemainsentences,readytopracticedialogues.

Step3.2b.Listening

Finishthetask.

Step4.2c.Doingapairwork

Givestudentssometimetotalkaboutthecontentsoflaandlb.

Seethecourseware.Somepatternswillhelp,suchas“Doyou.../Whatabout.../

Haveyouever.../Howdoyou…？”andthepossibleanswers.

Sharetheirdialogues.

Step5.Makeaconversation.

AskstudentstotelltheotherstheirownexperienceaboutstudyingEnglish

byworkinginpairsorgroups.Thenmakeaconversationrespectively.

Theycanuseindirectspeech,suchas”…saysshelearns…by…”etc.

Step6.Summary

Pointoutthemaincontentslearntthesetwodays.

Period3

教學(xué)內(nèi)容：Page4,3a,3b,

教學(xué)目的：Practicereading.Learnusefulexpressions.Practicewriting.

重點(diǎn)難點(diǎn)：v+ingphraseusedasasubject

find/think+0+OC

教學(xué)工具：courseware

教學(xué)步驟：

Step1.Makeastatement.

Firstlytheteacherasksastudentaquestionandthestudentanswers.Ask

several.

Havemanymorestudentsmakeastatementonebyonetointroducehowhe/she

learnsEnglish.

Step2.3a.Reading

Firstly,readtothetapealoud.Payattentiontothepronunciationandthe

intonation.

Readagain,underlinetheusefulexpressions.

Readoncemore.Fillinthechart.Checktheanswers.

Step3.Learntheusefulexpressions.

1.Askstudentstosaytheusefulexpressionstheyhaveunderlined.

2.Addifthestudentsmisssome.

3.Learnsomegrammar:

Askastudenttotellushowmanysentences,whichincludev-ingphraseasasubject,

areinthetext.Pointouttheconstructions.Explainwhytheyareused.

Teachthestructure“find/think+0+OC”andothergrammar.

Step4.3b.Pairwork

Givethestudentsalittletimetopreparearoleplay.

Asksometosharetheirworkwiththewholeclass.

Step5.Consolidation

InChinese,teachersayssomeimportantphrasesfromthetext.Havethestudents

tellustheEnglishonesasquicklyaspossible.

Period4

Teachingprocedures:

Step1Revision

1.Greetings.

2.Checkthehomework.

Step2Reading

1.Readtheinstructionsandmakesurestudentsknowwhattodo.

2.Givestudentsseveralminutestoreadthearticleandfinishthetask.

3.Afterstudentsfinished,askonestudenttowritehis/heranswersonthe

blackboard.

4.Correcttheanswers.

5.Askonevolunteertoreadthearticlealoudtotheclass,offerassistanceif

necessary.

Step3Writing

First,havestudentsfinishtheletterontheirown,whiletheyareworking,walk

aroundandgivethemsomehelp.Thenasktwostudentstoreadtheirletteraloud

totheclass.Finallyanswersomequestionsthestudentsmayhave.

Step4Interview

1.Readtheinstructionsandexplainhowtofinishthistask.

2.Dividetheclassintogroupsoffour.Ineachgroup,eachstudenttakesturn

interviewingtheotherstudentsandtakenotes.

3.Asksomegroupstotelltheclassabouttheiranswers.

Step5Selfcheck

1.Studentsfinishitontheirown,thenchecktheanswerswiththewholeclass.

2.Asksomestudentstomaketheirownsentenceswiththesewordsorally.

3.Askstudentstowriteanarticle.Asksomeonetoreadhisarticletotheclass.

Step6Homework

Havestudentsfinishthearticleastheirhomework.

Periods

Teachingprocedures:

Step1Leadingin

Askstudentstothinkofsomereadingstrategiestheyhavelearnedbefore,and

writedownthemontheblackboard.

Step2Pre-task

1.Letstudentsthinkofsomeproblemstheyhavehadrecently.Theninpairs,tell

theirpartnerhowtheydealtwiththem.

2.Inpairs,getstudentstolookupthewordsinactivitylb.

Step3While-task

1.Explainsomethingaboutthelearningstrategy.

2.Letthestudentsscanthepassageformainidea.

3.Explainsomephrases:

4.Letstudentsreadthepassageagain,thistimereadcarefully.

5.Asksomecomprehensionquestionsaboutthepassage.

Step4Post-task

1.3a.Studentsfinishitfirst,thenchecktheanswerswiththewholeclass.

2.3b.Helpstudentstofinishthework.

3.3c.Firstletstudentsdoitontheirown,thenchecktheanswers.

Step5Homework

1.Firstdiscussitwiththewholeclass,thengetthestudentstowriteashort

passageaboutthewaysofdealingwithproblems.

2.Havethemwriteitontheirexercisebooks.

Unit2Iusedtobeafraidofthedark.

Tolearntounderstandanduseusedto+verb

Tolistenandspeakaboutwhatoneusedtobelike

Warmingupbystudyingthetitle“Iusedtobeafraidofthedark.”

Areyouafraidofthedark?Yesorno?Youarenotafraidofthedark.Neitheram

I.Buttotellyouthetruth,Iusedtobeafraidofthedark.Myhomeusedtobe

small,anditusedtobedarkintheevening.SoIusedtobeafraidofthedark.

Iusedtobeafraidofthedark.

主語+謂語（usedto+動(dòng)詞原形）

“usedto+動(dòng)詞原形”表示：過去?！?現(xiàn)在不……o

Iusedtogotoworkbybus.NowItakeataxi.

Sheusedtobeveryshy.。

注意“usedto+動(dòng)詞原形”的疑問形式和否定形式：

一Didyouusetobeafraidofthedark?一Yes,Iusedtobeafraidofthedark.

一Didheusetobeafraidofthedark?一No,hedidnotusetobeafraidofthedark.

Period1

StepIOrganizationofclass

1.Greeting2.Warmingup

StepIIPresentation

1.WordsCompetition

Showtheclassmanywordsofappearanceandpersonality.Getthemtoputthe

wordsintherightplace.

2.Guess:Whoistheboy?

ShowtheclasssomeinformationaboutHarryPotter:

Heisaboy.Heisnottall.Hehascurlyhair.Heiseasygoing.Heisvery

smart.Hecanseestrangethingsandsoon.

3.Showtwophotosoftheteacher一fiveyearsago/now.Askthestudentssome

questions:WhatdidIlooklikefiveyearsago?WhatdoIlooklikenow?

4.IntroducethenewconversationsinUnit2.

Iusedtobefat.Iamthinnow.

Iusedtohavelonghair.Ihaveshorthairnow.

Iusedtoplaybasketball.Iplayping-pongnow.

Step111TeachingTasks

1.TaskOne(Pairwork):Listeningtothetape

(1)Showthestudentstwopicturesandsaysomethingaboutthepeopleinthe

picture.

(2)Listentothetape.Thenfillintheblanksinlb,2a,2b.

2.TaskTwo(Groupwork):Describingdifferentpersons

(1)Showthestudentsasetofpictures,suchasamoviestar,asportsman,

ateacher.

(2)Getthestudentstodiscussingroupsandtakenotes,suchas:JackyChan

usedtohavebigeyes,butnowhehassmalleyes.

(3)Asktwoorthreegroupstopresenttheiranswers.

3.TaskThree(Teamwork):Survey

(1)Askthestudentstobringtwophotosofthemselvestoclass.

(2)Getthestudentstotalkaboutthechangesoftheirclassmatesandwrite

downthekeywordsintheform.

(3)Lettheteamleaderpresenttheirsurveyresults.

StepIVSummary

StepVAssignhomework

Writeacompositionaboutyourclassmatebeforeandnow.

Period2

StepIOrganizationofclass

1.Greetings

2.SinginganEnglishsong

StepIIRevision

Revisetheconversationsthatthestudentslearnedinthefirstperiod.Ask

themtotalkaboutsomepictures.

StepIIIPresentation

1.Showtheclassapictureofabigdog,thenintroducethenewconversations.

Iusedtobeafraidofbigdogs./I'mstillafraidofbigdogs.

2.Askthestudentssomequestionslikethis：

Whatdidyouusetobeafraidof?/Areyoustillafraidof...?

StepIVTeachingTasks

1.TaskOne(Pairwork)：Matchthepictureswiththephrases.

(1)Showthestudentssixpicturesaboutthephrasesin3a.

(2)Askthestudentstotalkaboutthepicturesinpairsandmatchthem.

2.TaskTwo：Putchecksinthefirsttwocolumns.

(1)Showthemthefirsttwocolumnsabout"I",thengetthemtoputchecks.

(2)Askagroupofstudentstoreadouttheiranswerslikethis:

Iusedtobeafraidof.../I'mstillafraidof...

3.TaskThree(Pairwork)：Putchecksinthelasttwocolumns.

(1)Showthestudentsthelasttwocolumnsabout“MyPartner.

(2)Getthestudentstopracticethedialogsin3b.

(3)Putchecksinthecolumns.

(4)Askseveralpairstopresenttheiranswers.

4.TaskFour(Groupwork):Asurvey

(1)Showthestudentsaformabouttheactivities.

(2)Getthestudentstofillintheblanksabout"I”.

(3)Getthestudentstoasktheirclassmatesandfillintheblanksabout"My

classmate”.

(4)Askthestudentstoaskquestionslikethis:

Whatdidyouusetoeat?/Whatdoyoueatnow?

(5)Lettwoorthreegroupspresenttheirresults.

5.TaskFive(Teamwork):HowhasZhongshanchanged?

(1)ShowtheclassseveralpicturesofZhongshancity一PastandNow.

(2)Getthestudentstotalkaboutthepicturesandwritedownthekeywords

onthepaper.

(3)Asktwoorthreeteamleaderstopresenttheiropinions.

StepVSummary

StepVIAssignhomework

Getthestudentstowriteacompositionabout“Zhongshanhaschangedalot!z

Period3

StepIOrganizationofclass

StepIICheckingupthehomework

1.Asktwostudentstoreadouttheircompositions(Zhongshanhaschangeda

lot!).

2.Getstudentstodiscussthecompositions.

StepIIIPresentation

1.Showtheclassfourpicturesinla.

2.Askstudentstodescribewhatishappeningineachpicture:

3.Askstudentstocheckthethingstheylikedtodowhentheywereveryyoung.

StepIVTeachingTasks

1.TaskOne(Pairwork):Iusedtoliketo...

(1)Pointoutthelinesunderthepictureinlb.

(2)Askstudentstowritedowndifferentthingsthattheyusedtoliketodo.

(3)Getstudentstodiscusstheanswersinpairs,thenasksomestudentsto

readouttheirsentences.

2.TaskTwo:Listeningpractice(2a,2b)

(1)Askstudentstolistentoadialogbetweenaboyandagirl.

(2)Askstudentstocheckthesentencesonthelistthattheyhear.

(3)Checktheanswersin2a.

(4)Playtherecordingagain.Askstudentstofillintheblankswiththewords

theyhear.

(5)Correcttheanswersin2b.

3.TaskThree(Pairwork):Makingupdialogues

(1)Teachstudentstheconversationin2c.

(2)SaysomesentencesusingDidyou...?andtheanswersYes,Idid./No,I

didn，t.

(3)Askstudentstomakesimilardialogsinpairs.

4.TaskFour(Groupwork):Adebate

(1)Showstudentsasurveythattheteacherdidbeforetheclass.

(2)Getthemtodiscusstheirhairstylesinthepastandnowlikethis:

Iusedtohave…h(huán)air,butnowIhave…h(huán)air.

(3)AdebateShouldstudentschoosetheirownhairstyle?Whyorwhynot?

5.TaskFive:ReadingPractice

(1)Getstudentstoreadthestoryin3a.

(2)AskstudentstocompletethechartaboutRoseTangthenandnow.

StepVSummary

StepVIAssignhomework

1.AskstudentstoCompletetheletterin3b(HowI'vechanged!).

2.Getstudentstotalktotheirparentsandfillinthechartin4a.

Period4

StepIOrganizationofclass

StepIICheckingupthehomework

1.Asksomestudentstoreadouttheletter(HowI'vechanged!).

2.Getstudentstodiscusstheiranswersandchoosethebestone.

StepIIITeachingTasks

1.TaskOne(Pairwork)

Askstudentstofinish4abeforetheclass-Talktotheirparentsandfillin

thechartin4a.

2.TaskTwo(Groupwork)

(1)Askstudentstotalkaboutthecontentsin4awiththeirclassmates.

(2)Choosetwogroupstopresenttheiranswers.

3.TaskThree(Teamwork):HowhasYuMeichanged!

(1)GetstudentstotalkaboutthepicturesinSelfCheck2.

(2)AskstudentstousethedrillsinUnit2todescribethepictures.

(3)AskstudentstowritedownacompositionaboutYuMeionthepaper.

4.TaskFour(Teamwork):Asurvey--Howhasourlifechanged?

(1)ShowstudentssomeinformationinUnit2.

(2)Askstudentstotalkabouthowtheirlifehaschangedsinceprimaryschool

andfillintheblanksinthesurveyform.

(3)Asktheteamleaderstopresenttheirsurveyresults.

5.TaskFive:Acompositionaboutthechangesinourlife

(1)Getstudentstowriteacompositiononthepaper.

(2)Askstudentstoexchangetheircompositionsandcorrectthem.

StepIVSummary

StepVAssignhomework

FinishPartOneofSelfCheck.

Period5

StepIOrganizationofclass

1.Askthewholeclasssomequestions:

Whatsubjectsdoyoustudyatschool?

Whatsubjectdoyoulikebest?Why?

2.TalkabouttheusageandimportanceofEnglish.

StepIIIntroducingE-mailEnglish

Whatdoese-mailEnglishmean?Whatisitusedfor?

StepIIITeachingTasks

1.TaskOne(Pairwork)

(1)AskstudentstotalkaboutthewordsinPart1.

(2)Askstudentstofillinthechartwiththeirpartnersandtrytothinkof

somemore.

2.TaskTwo:Matching

(1)Getthestudentstoreadthewholearticleasquicklyastheycan.

(2)TrytofinishtheexerciseinPart2-Matcheachparagraphwithitsmain

idea.

3.TaskThree:DeepComprehension

(1)Tellthestudentstoreadthearticlemorecarefullyagain.

(2)TrytofinishtheexerciseinPart3-Matchthewordsandexpressionswith

theirmeanings.

(3)TrytofinishtheexerciseinPart4-Findwordsorphrasesfor1-5.

4.TaskFour(Pairwork)

(1)AskthestudentstofinishPart5inpairs.

(2)Writeamessagetotheirpartnerusingthee-mailEnglishinthisreading

orothere-mailwords.

(3)Letsomestudentsreadouttheire-mails.

StepIVSummary

StepVAssignhomework

Writeareplytoyourpartner,usingthee-mailEnglishasmuchaspossible

Unit3Teenagersshouldbeallowedtochoosetheirownclothes.

I.Learningobjectives

SkillFocus:Talkaboutwhatyouareallowedtodo.

Learntotalkabout“agree"and"disagree”.

Talkabouttherulesaroundthestudents.

Learntomakerulesorchangerulesreasonably.

Sentences:Ithinkteenagersshouldbeallowedtodrive.

Studentsshouldnotbeallowedtohavepart-timejob.

Vocabulary:license,silly,study,present,member,sleepy,reply,possibly,drop,

final,count,owner,sky,catch,interview,noise,wind,neighbor,director,smell,

finger,lift,stonegetintheway,careabout,insteadof,stayup,concentrate

on,atpresent,oldpeople'shomestayup,bestrictwith,theotherday,learnfrom,

atpresent,begoodfor,English-EnglishDictionary

Grammar:should+beallowedtodo

StrategyFocus1.Reflecting2.transforminginformation

CultureFocusWhatrulesdotheyhaveatschool/home?

Whatschoolorotherrulesdoyouthinkshouldbefollowed/changed?

Period1

Goals1.Totrainstudents,listening,speaking,readingandwritingskills.

2.Totrainstudents'communicativecompetence.

Procedures:Warmingupbylearning“beallowedtodo"Hi,everyone.Todaywe'

regoingtostudyUnit3.ItstitleisTeenagersshouldbeallowedtochoosetheir

ownclothes.Inthetitlewefindaphrase“beallowedto“Whatdoesitmean?How

isitusedinEnglish?

Presentation

Step1Showthepictureofpowerpointtohelpstudentsunderstand“agree”and

“disagree”.

to(Hriveacar

Doyouagreeordisagreeteenagersto5gettheirearspierced

tousembilephonesatschool

Step2Listen.lb

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguagein

spokenconversation.Readtheinstructionstotheclass.Say,Youwillheara

conversationbetweenAnnaandhermother.Theydon'tagreewitheverything.Get

studentstoreadthethreesentencesintheboxsilently.

Playthereadingforthefirsttime.

Studentsonlylisten.

Playtherecordingasecondtime.ThistimestudentslistenandcircleTorF.

Checktheanswers.

Step3pairworkLookatthepowerpointandpractiseinpairs.

Period2

Grammer:被動(dòng)語態(tài)

1.“語態(tài)”表示主語和謂語動(dòng)詞之間的關(guān)系。英語中有“兩態(tài)”的說法，即主動(dòng)語

態(tài)和被動(dòng)語態(tài)，本單元中反復(fù)出現(xiàn)的shouldbeallowed就是一個(gè)含有情態(tài)動(dòng)詞

(should)的被動(dòng)語態(tài)。先看幾個(gè)基本概念：

主語是動(dòng)作的發(fā)出者為主動(dòng)語態(tài)

主語是動(dòng)作的接受者為被動(dòng)語態(tài)

只有及物動(dòng)詞才有被動(dòng)語態(tài)。

2.被動(dòng)語態(tài)的構(gòu)成

一般現(xiàn)在時(shí)的被動(dòng)語態(tài)為：主+am/is/are(not)+過去分詞

一般過去時(shí)的被動(dòng)語態(tài)為：主+was/were+過去分詞

如：Butterismadefrommilk.

Thishousewasbuilt100yearsago.

以前我們學(xué)過的was/wereborn生于，就是一個(gè)被動(dòng)語態(tài),born是個(gè)過去分

詞(bear)

-Whenwereyouborn?—Iwasbornin1989.

如果要特別強(qiáng)調(diào)動(dòng)作或行為的執(zhí)行者，句子后面需接by~，譯為“被(由)…”

如：Wewerewokenupbyaloudnoise.

從上面例子，我們可以看出現(xiàn)在完成時(shí)被動(dòng)語態(tài)的構(gòu)成為:主語+have/has+

been+過去分詞如：Mykeyhasbeenstolen.

含有情態(tài)動(dòng)詞的被動(dòng)語態(tài)情態(tài)動(dòng)詞+be+過去分詞

Anotehadbetterbelefttohim.

Teenagersshouldbeallowedtoweartheirownclothes

這里我們列舉了幾個(gè)主要時(shí)態(tài)，

一般將來時(shí)主語+will+be+過去分詞

過去將來時(shí)主語+would/should+be+過去分詞

過去進(jìn)行時(shí)主語+was/were+being+過去分詞

過去完成時(shí)主語+had+been+過去分詞

被動(dòng)語態(tài)的時(shí)態(tài)是由be的時(shí)態(tài)決定的，be是什么時(shí)態(tài)，全句就是什么時(shí)態(tài)，be

動(dòng)詞后面的過去分詞不變。歸納：

肯定句：主語+be+過去分詞+(by~)

否定句：主語+benot+過去分詞+(by~)

一般疑問句：Be+主語+過去分詞+(by~)?

特殊疑問句：疑問詞+be+主語+過去分詞+(by~)

3.被動(dòng)語態(tài)的用法：

(1)不知道或沒有必要說明動(dòng)作的執(zhí)行者是誰，不用by+動(dòng)作執(zhí)行者短語

Suchbooksarewrittenforchildren.

(2)強(qiáng)調(diào)動(dòng)作的承受者，這時(shí)應(yīng)用by短語。

ThecupwasbrokenbyDavid.

(3)作客觀說明時(shí)，常采用一種被動(dòng)語態(tài)句型

It?s/wassaid/believed/reported/+that

Itisreportedthathundreds

ofpeoplewerekilledinthisearthquake.

Period3

Goals:Trainstudents'integratingskills.

Talkaboutwhatoneselfisorisn'tallowedtodousingthetargetlanguage.

Procedures:Talkaboutagreementanddisagreement.

StepIRevision

Competition:Write〃areallowedto〃and〃aren'tallowedto〃ontheblackboard,

Dividetheclassintogroups.Eachgroupisaskedtowritedownasmanythingsas

theycanthinkofaboutwhatteenagersareoraren,tallowedtodo.Seewhichgroup

canthinkofthemostitemsforeachcategory.

StepIIla

Pointtothepicture.Askstudentstodescribewhatishappeninginthepicture.

Helpstudentstosay,Theboyislateforclass.Inviteastudenttoreadthefour

questionsintheboxtotheclass.Readtheinstructionsandremindstudentsofthe

exactmeaningsoftheadverbsoffrequency.Say,PleasewriteAafterthingsyou

alwaysdo,Uafterthingsyouusuallydo,SafterthingsyousometimesdoandNfor

thingsyouneverdo.Getstudentstofinishthetaskontheirown.

StepIIIlb

Pointoutthesampleconversation.Askapairofstudentstosayittotheclass.

StepIV2a

PointoutthefouritemsinActivityla.Say,Youwilllistentoaconversation

andcirclethethingsonthelistthatyouhear.

Playtherecording.Checktheanswers.

Period4

IItisdesignedtogivestudentsmorereinforcedpractice,especiallywriting

practice.Theactivity,writingalettertotheeditoragreeingordisagreeing,makes

studentsbetterunderstandhowtousethetargetlanguagepresentedinthisunit

totheirdailylife.

II.TeachingAimsandDemands

(1)KnowledgeObjects

Studentslearntotalkaboutwhattheyareallowedtodoandlearntoagreeand

disagree.Tomakestudentslearnandgraspthestructureshouldbeallowedtodo.

(2)AbilityObjects

Totrainstudents,listening,speaking,readingandwritingskills.

Totrainstudents,communicativecompetence.

(3)MoralObjects

Studentsmaythinktheyshouldbeallowedmorefreedomathome.Infact,theyare

Weakintellingtherightfromwrong.Soacceptparents,advice.

Studentsshouldhavethecourageoftheiropinions.

3.TeachingKeyPoints

Tolearnthekeyvocabularyandthetargetlanguage.

Tolearntheusageofthestructureshouldbeallowedtodo.

4.TeachingDifficultPoints

Tolearntotalkaboutwhatyouareallowedtodousingthestructureshouldbeallowed

todoandlearntoagreeanddisagree.

Totrainstudents,listening,speaking,readingandwritingskills.

6.StudyingWay:

Teachstudentshowtoexpressagreementanddisagreementindailylife.

III.LanguageFunctions

1.Talkaboutwhatyouareallowedtodo.

2.Agreeanddisagree.

Unit4Whatwouldyoudo?

1.knowledgeaims:Words:millionmedicalresearchtie

Phrase:whatif….？Millionsof

2.Abilityaims:Improvethespeakingskillsusing,if…were/did…，Iwoulddo***

3.moralaims:Weshouldbekindtoothersandhelpothers.

Teachingimportance:

Control“if…were/did…，I