1、Unit4Whatwouldyoudo?Learningobjectives()Talkaboutimaginary(interesting/embarrassing)situations.SkillTalkaboutworriesandadvice.FocusListen,describeandtalkaboutpersonalities.Learntowriteinreply.Learntodealwithnewproblemsorsituationsusingwhatyouknow.Talkaboutimaginarysituations.P26LanguageFocusWhatwoul

2、dyoudoif?IfIwereyou,IdIfyouwere,youwouldTalkaboutworries.P27-28YoushouldntworryaboutIdontknowWhatif?WhatshouldIdo?Whatproblemsdoyouhaveathome/school?Icant.TheproblemsarethatWhatdoyouthinkIshould?Talkaboutpersonalities.P29Whatareyoulike?Imcreativeandoutgoing.Howconfidentyouare!重點詞匯research,worry,exam

3、,herself,circle,listener,knowledgeable,rest,shelf,cover,deep,downstairs,correct,burn,knee,hurt,offer,refuse,safety,helpful詞2.認讀詞匯匯million,medical,energetic,confident,permission,bother,slight,annoy,fairly,plenty,represent,aid,first-aid,nearby,press,pain,treat,burn,spotty3.詞組whatif,inpublic,inthesligh

4、test,plentyof,getalongwith,letdown,comeupwith,getalongwith,comeoutStrategyFocusCultureFocus語法Subjunctivemood:IfIwereyou,Id1.Matching.2.Sharingideaswithclassmates/teachers.3.Usingwhatyouknow.Whatistheothersattitudetowardmoney?Howdotheydealwithworries/problems?Teachingmaterialsanalyzingandrearranging(

5、教材剖析和重組)教材剖析本單元以“Whatwouldyoudo?”為話題,共設計了四個部分的內容。SectionA該部分有4個模塊：第一模塊環(huán)繞“Whatwouldyoudoifyouhadalotofmoney?”這一話題睜開思想（1a）、聽力（1b）、口語（1c）訓練；第二模塊環(huán)繞“Embarrassingsituations（worries/problems）”進行聽力（2a-2b）、口語訓練（2c）；第三模塊持續(xù)就上一模塊中的“Embarrassingsituations”這一話題睜開訓練，訓練形式為閱讀配對（3a）和角色表演（3b）；第四模塊仍就“Embarrassingsituat

6、ions”,以小組活動形式睜開議論。SectionB該部分有4個模塊：第一模塊是詞匯的學習（1a）與運用（1b）；第二模塊環(huán)繞“Apersonalitysurvey”持續(xù)對“WhatwouldyoudoifI/would”進行聽力（2a-2b）、口語訓練（2c）；第三模塊持續(xù)環(huán)繞“Apersonalitysurvey這一”話題睜開閱讀（3a）和寫作（3b）訓練；第四模塊仍就“Apersonalitysurvey這”一話題以口語訓練形式睜開小組活動。SelfCheck該部分有2個模塊：第一模塊以填空形式對所學詞匯進行訓練；第二模塊以一封E-mail睜開閱讀和寫作訓練。Reading該部分共設置了

7、5項任務：第一項任務以問題議論的方式激活學生有關背景知識；第二項任務要修業(yè)生經過迅速閱讀獲守信息；第三項任務利用議論、寫作等練習形式加深學生對閱讀內容的理解；第四項任務要修業(yè)生能運用所學知識解決實質問題；第五項任務要修業(yè)生運用所學知識睜開實踐活動（做一次檢查）。教材重組和課時分派Period1(SectionA:1a,1b,1c)NewfunctionpresentingPeriod2(SectionA:2a,2b,2c,3a,3b,4)PracticePeriod3(SectionB:1a,1b,2a,2b,2c)VocabularybuildingPeriod4(SectionB:3a,3

8、b,4)IntegratingskillsPeriod5(SelfCheck:1,2&Workbook)WritingPeriod6(Reading:Section1Section4)ReadingcomprehensionTeachingproceduresandways(教課過程與方式)PeriodOneNewfunctionpresentingLanguagegoals(語言目標)Words&expressions:million,medical,researchKeysentences:Whatwouldyoudoifyouhadalotofmoney?(P26)Abilitygoal

9、s(能力目標)Enablethestudentstounderstandandtalkaboutimaginarysituations.Emotion&attitudegoals(感情和態(tài)度目標)Enablethestudentstoformpositiveattitudetowardmoneyandbereadytohelpothersdealwithproblemsandworries.Strategygoals(策略目標)Tounderstandthetargetslanguagebyreadingpictures.Cultureawarenessgoals(文化意識目標)Peoples

10、attitudetowardmoneyinEnglishcountries.Teachingimportant(教課重點)Talkaboutimaginarysituations,worries/problems.Teachingprocedures&ways(教課過程和方式)Step1.RevisionandLead-inAskoneormorestudentstoshowtheirwork.T:Inthelastunit,youwereaskedtodoaprojectonafamouspersonschildhoodandhowhe/shebecamesuccessful.Nowwhod

11、liketodisplayyourprojectontheclassroomwall?Sampleproject:EdisonschildhoodTherearemanystoriesaboutwhatEdisonwaslikeasachild.Theyallshowthatfromanearlyage,Edisonwascuriousabouttheworldaroundhimandalwaystriedtoteachhimselfthroughreadingandexperiments.Surprisingly,little“Al”Edison,whowasthelastofsevench

12、ildreninhisfamily,didnotlearntotalkuntilhewasalmostfouryearsold.Immediatelythereafter,hebeganpleadingwitheveryadulthemettoexplaintheworkingsofjustabouteverythinghemet.Iftheysaidtheydidntknow,hewouldlookthemstraightintheeyewithhisdeeplysetandlovelyblue-greeneyesandaskthem:“Why?”Atage11,Tomsparentstri

13、edtoteachhimhowtousetheresourcesofthelocallibrary.Thisledhimtopreferlearningthroughindependentselfinstruction.Byage12,Tomhadalreadybecomean“adult”He.notonlytalkedhisparentsintolettinghimgotoworksellingnewspapers,snacks,andcandyontherailroad,butalsohadstartedanentirelyseparatebusinesssellingfruitsand

14、vegetables.By14,Tombecametotallydeafinhisleftear,andapproximately80%deafinhisrightear.Heoncesaidthattheworstthingaboutthisconditionwasthathewasunabletoenjoythebeautifulsoundsofsingingbirds.OneofthemostsignificanteventsinTomslifenowoccurredwhenasarewardforhisheroismtheboysgratefulfathertaughthimhowto

15、mastertheuseofMorsecodeandthetelegraph.In1869,whenEdisonwastwenty-twoyearsold,hepatentedhisfirstinventionandadvertisedthathe“wouldhereafterdevotehisfulltimetobringingouthisinventions.”O(jiān)verthenextyears,Edisonsprogressincreatingsuccessfulinventionsforindustryreallytookoff.Thenaskthestudentstotellwhatt

16、heycanlearnfromEdison.S:Edisononcesaid,“Geniusis1%inspirationand99%perspiration.Asfor”students,weshouldmakenoexcuseinourlearningprocessandworkhardeverydaytoachieveourgoals.T:Edisonhadareallydifferentchildhoodfromus.Hewasthegreatestinventorinthenineteenthcentury.Ofallhisinventions,electricbulb,isoneo

17、fthemostimportant.Butjustimaginewhattheworldwouldbeifthereisnoelectricbulb?Todayweregoingtolearnhowtotalkaboutthingsthathaventhappened.Step2.ListingandSpeakingAskthestudentstoreadthepictureonPage26.Whenwetalkaboutthingsthathaventhappened,wecanusethewordsIwouldorId.NowlookatthepictureonPage26.Whatcan

18、youseeinthepicture?Wecanseesomepeople,aschool,azoo,aresearchlab,abank.Whatarethepeopleinthelowerpartofthepicturedoing?S1:Maybetheyarethinkingabouttheanswerstothequestionshowninthepicture.S2:Thewomanisreadinganewspaperandtheyareallthinkingoftheanswerstothequestion.Pretendyouarethepeopleinthepicture,w

19、hatwouldyoudoifyouhadamilliondollars?S3:Idbuyabeautifulcar.(Write:Buyabeautifulcarontheblackboard.)S4:Idbuildaresearchlab.S5:IdgiveittotheHopeProject.S6:Idtravelaroundtheworld.S7:Idgiveittomedicalresearch.Askformoreideasfromthestudents.Writetheirideasontheblackboard.buyabeautifulcar,travelaroundthew

20、orld,giveittotheHopeProject,buildaschoolforthepoorchildren,buildalibraryforourschool,buildaresearchlabShowthefollowingtothestudentsandthenaskthemtopractiseinpairs.Whatwouldyoudoifyouhaveamilliondollars?Iwould(Id)_.Nowworkinpairsandmakedialogues.Sampledialogues:Whatwouldyoudoifyousawsomeonestealingso

21、mething?Idcallthepolice.Whatwouldyoudoifyoulostyourbike?Idbuyanewone.Whatwouldyoudoifyousawagirlcryinginthestreet?Idhelpherfindhermother.Whatwouldyoudoiftheteacheraskedyoutosingasongtotheclass?Idsingasong.Whatwouldyoudoifyoufoundawalletinthestreet?Idgiveittothepolice.Askthestudentstolistentotherecor

22、dingandcomparetheiranswerswiththoseintherecording.Nextwellhearaconversationabouthowtospendamilliondollars.Therecordingwillbeplayedtwice.Forthefirsttime,listentogettheorderyouhear.Playthetapeforthefirsttime.T:Forthesecondtime,pleasenumberthepicturesintheorderyouhearthem.Playthetapeforthesecondtime.Th

23、enchecktheanswers.Step4.HomeworkAskthestudentstodomorepracticeasrequiredin1conPage26.Askthestudentstoprepareforthenextperiod.Thinkaboutifyouhaveanyworriesorproblemsindailylife.PeriodTwoPracticeLanguagegoals(語言目標)Words&expressions:tie,worry,whatif,pimpleKeysentences:IfIwereyou,Idtakeanumbrella（.P27）A

24、bilitygoals(能力目標)Enablethestudentstodealwithproblemsandworries.Emotion&attitudegoals(感情和態(tài)度目標)Thestudentsarereadytogiveadvicetothosewhohaveworriesandproblems.Strategygoals(策略目標)Enablethestudentstomatchtheproblemsandworries.Cultureawarenessgoals(文化意識目標)Howtodealwithworriesandproblems.Teachingimportant

25、(教課重點)Talkaboutworries/problems.Teachingprocedures&ways(教課過程和方式)Step1.RevisionAskthestudentstosharetheirideasaboutwhattheirworriesatfirst,andthenlistentotherecordingtalkingaboutworries.T:Whatdoyouworryaboutduringlistening?S1:ImworriedaboutthatIcantfollowthespeakers.T:Thenwhatwouldyoudo?S2:Iwouldtryt

26、ogetasmuchinformationaspossible.Asktheotherstudentsiftheyhaveanyothergoodideastohelp.T:Whatareyourworries?S2:MyworryismyPE/littlebrother.Step2.ListeningPracticeAskthestudentstodolisteningtothedialogueaboutLarrysworries.tgotenoughmoney,wemightworryaboutfood,clothes,houses,cars,etc.Butifwehadalotofmon

27、ey,wewouldworryabouthowtospendit.Tocutitshort,worriescomealongwithmoney.NextweregoingtolistentoarecordingaboutLarrysworries.Beforewedothis,letslookatthepictureonPage27first.Look!Theboyisgettingreadytogosomewhereandheisfeelingalittlenervous.Hissistershelpinghimpickoutwhattowear.Nowlistenandfindoutwha

28、tLarrysworryis.Forthefirsttime,justlisten.Playtherecordingforthefirsttime.T:Listenagainandcircletheanswersinthebox.Playtherecordingforthesecondtime.Thenchecktheanswers.T:Youllhearthesameconversationagain.ThistimecheckthethingsthatLarryssistersaystohimandfillinyouranswersontheline.Playtherecordingaga

29、in,thenchecktheanswers.T:Afterlistening,weknowthatLarryhadalotofworriesbeforegoingtoTomsparty.IfwereLarry,Iwouldbringaflowerasapresent.Whatwouldyoudo?Nowmakedialoguesusingthepattern.Showthefollowingonthescreen.WhatwouldyoudoifyouwereLarry?IfIwereLarry,IdSampledialogues:S1:WhatwouldyoudoifyouwereLarr

30、y?S2:IfIwereLarry,Iwouldbringabirthdaycake.S3:WhatwouldyoudoifyouwereLarry?S4:Iwouldbringhimsomechocolates,becausechocolateishisfavorite.Step3.ReadingMaybeweallhavekindsofworriesorproblemseveryday.Forexample,somestudentsareworriedabouttheirEnglishorothersubjects;someareworriedaboutwhattoweareveryday

31、,etc.Andmostofusarealwaysreadytohelpotherswhohaveproblemsandworries.Butbeforeyourhelp,youshouldgettoknowfirst,whataretheworriesorproblemsofothers.Askthestudentstoreadthecolumnin3aonPage28.Nowyouwillreadtheshortpassagesonpage28ofthetextbookandmatcheachproblemontheleftwiththecorrectadviceontheright.Th

32、enpointtotheblanklineineachiteminthefirstcolumnandaskstudentstowritetheletterofthecorrectadvicefromthesecondcolumn.T:Nextpleasewritetheletterofthecorrectadvicefromthesecondcolumnhere.Checktheanswers.Step4.RolePlayAskthestudentstoactouttheconversationinpairs.T:Theexercisesaboveprovideusonlyonetypeofa

33、dviceforeachproblem.Nowthinkofdifferentadvicefortheproblemsinactivity3a.Workinpairsandrolesplayconversationswithyourpartner.Sampleconversations：ImreallyshyandIjustdontenjoyparties.Idontknowwhattosayordo.WhatshouldIdo?IfIwereyou,IdtalktopeopleIdontknow.IgetnervousbeforebigpartiesandthenIgetpimples.Th

34、eylookterrible!WhatshouldIdo?IfIwereyou,Idtrytotalktosomeoneandforgetabouttheparties.IcantsleepatnightbeforeItakeabigexam.ThenImtootiredtodowell.IfIwereyou,IInthisclass,weheardLarrytalkingabouthisworriesandhissistersadvicetohim.Afterclass,pleasedotheGROUPWORKonPage28.PeriodThreeNewvocabularyLanguage

35、goals(語言目標)Words&expressions：energetic,confidentKeysentences：(1)Whatifyoudoif?(P29）IthinkImcreativeandoutgoing.(P29）Abilitygoals(能力目標)Enablethestudentstolearntodescribepersonalities.Emotion&attitudegoals(感情和態(tài)度目標)Enablethestudentstolearntodealwithdifferentpersonalities.Strategygoals(策略目標)Enablethestu

36、dentstoknowhowtodealwithdifferentpersonalities.Cultureawarenessgoals(文化意識目標)Differentpersonalitiesarevieweddifferentlyindifferentcultures.Teachingimportant(教課重點)Howtodescribedifferentpersonalities.Teachingprocedures&ways(教課過程和方式)Step1.RevisionCheckthehomework.AdviceAtschoolAdviceDosomereading.Icantu

37、nderstandAsktheteachertotheteacherwell.speakmoreslowlyandclearly.T:Someofyourparentsoftensaytheyfinditdifficulttocommunicatewiththeirgrowingchildren.IfIwereinsuchasituation,whatshouldIdo?Cananyofusgivemesomeadvice?S1:IfIwereyou,Idaskthemtoobeymyorders.S2:IfIwereyou,Idtrytomakeaheart-to-hearttalkwith

38、them.Askthestudentsabouttheirideasabouttheirproblemsathome/atschool.Asteenagers,youmayhavemanynewanddifferentideasfromyourparents.Well,everyone,whatproblemsdoyouhaveathome/atschool?Showyourlistandadviceplease.Asksomeofthestudentstoshowtheirworkandthenmakedialoguesinpairs.Samplelistofanswers:AthomeIc

39、antplayvideogames.DonthaveaReadaloudbyyourselfCantgetalongTrytobemorechancetopractiseorwatchEnglishwithothers.friendlywithEgrams.others.DontlikedoingDosomecleaningDarenotspeakinDontbeshy.Trytohomework.instead.public.bemoreconfident.Cantsleepwell.TrytogotobedonOftenlateforTrytogetuptime.school.earlie

40、r.CantgetasecretTrytomakeyourOftenlosetheTrytobethefirsttokeptfromparents.parentsunderstandyou.chancetoanswerputupyourhandtheteachersandtobemorequestions.creative.Sampledialogue1S1:Iloveplayingvideogames,butmyparentsdontletmeplay.S2:Well,toomanyvideogameswillwasteyourstudy.Maybeyoucandosomereadingin

41、stead.S1:Thatsagoodidea.Sampledialogue2S1:Ialwaystryhardtounderstandtheteacherwell,andIoftenlosechanceofansweringtheteachersquestions.S2:Dontworry.Trytoaskforhelpfromyourclassmatesorfromyourteachers.S1:Goodidea.Sampledialogue3S1:Icantplayvideogamesathome.Myparentsdontallowmetoplayathome.S2:Well,play

42、ingvideogamesmaygreatlyinfluenceyourstudy.Soyoudbetterdosomereading,instead.S1:Thatsagoodidea.Step2.WordStudyT:Inyourlistsofproblems,wemayfindsomestudentsinourclassoftendarenottospeakinpublic.Theyarenotconfident.Whataboutyou?Whatwordsdoyouknowcanweusetodescribepeople?S1:Hardworking,friendlyTrytogeta

43、smanywordsaspossibleandwritethemdownontheblackboard,suchasthefollowing:easy-going,reserved,hospitable,sociable,formal,talkative,fun-loving,respectful,humorous,serious,romantic,lazy,diligent,kindT:Theaboveareallwordstodescribewhatoneislikeinpersonalities.Butwhatarethesekindsofpersonsreallylike?Nowrea

44、dthedescriptionsinForm1,andthentrytofillintheblanksinForm2.Showthefollowingtostudents.ThenaskthemtomatchthenumbersinForm1withthecorrectstatementsinForm2.Form1A.outgoingB.energeticC.shyD.confidentIfyouareoutgoing,youliketomeetandtalktonewpeople.Ifyouareenergetic,youareveryactiveandhavealotofenergy.If

45、youareshy,youfeelnervousandembarrassedwhentalkingtootherpeople,especiallypeopleyoudonotknow.Ifyouareconfident,youaresurethatyoucandosomethingordealwithasituationsuccessfully.E.creativeIfyouarecreative,youuseyourimaginationorskillstomakethings.Form2Whatkindofpersondoeseachofthefollowingitemsdescribe?

46、Puttheabovenumbers(A-E)intheblanksaftereachitem._Whentheteacheraskedhimtogiveaspeechinfrontofthewholeschool,heneverrefused;heisalwayssurethathecandosomethingordealwithasituationsuccessfully._Tomishardlyevertired.Heworksalldaylongandgetsupearlyinthemorning.Heisveryactiveinallkindsofactivities.Itseems

47、hehasendlessenergy._Jeffenjoyshisjobandoftenproducesnewandeffectiveideas.Heisverygoodatusinghisimaginationandskillstomakethings._Katehasplentyoffriends,sheenjoysthecompanyofotherpeople.Someofmyclassmatesoftencometoherwhentheywantadvice.Weallfeelthatsheiseasytogetalongwith._WhenBobisinaparty,heisalwa

48、yswaitingsomeotherstointroducethemselvestohim.Helikestalkingtooneortwoofhisbestfriendsratherthanastranger.Sampleanswers:1-5DBEACStep3.PairworkAskthestudentstoworkinpairstopractisethedialogue.Whichwordsinactivity1aonpage29describeyou?Nowworkinpairsandtellyourpartneraboutitandthenpractiseaskingandansw

49、eringthequestionsinthepersonalitysurvey.Sampledialogue1:S1:Whatareyoulike?S2:IthinkImshyandunconfident.Idontknowwhattosaybeforestrangersanddarenottospeakaloud.Sampledialogue2:S3:Whatareyoulike?S4:IthinkImoutgoingandenergetic.Iliketomakefriendseverywhere.IliketalkingwithdriversorpassengerswhenItakeab

50、usortaxi.Ineverfeeltiredduringmystudy.Step4.FreeTalkAskthestudentstoworkinpairsandaskandanswereachotherquestionsmodeledafter2a.Doyouknowyourselfverywell?Whatkindofpersonalitydoyouhave?Whichwordsinactivity1aonpage29describeyou?Nowworkinpairsandtellyourpartneraboutitandthenpractiseaskingandansweringth

51、equestionsinthepersonalitysurvey.S1:Whatwouldyoudoifsomeoneaskedyoutoplayvideogames?S2:Idsayno.Itisbadformyeyes.Sampledialogue2:S1:Whatwouldyoudoifyourmotherdidntpermityoutoattendamusicschool?S2:Idaskforhelpfrommyfather.Step5.HomeworkAskthestudentstosearchforinformationonhowtomakeasurvey,andthenmake

52、asimplesurveyofclassmatesafterclass.T:Ifyouwanttomakeapersonalitysurveyofyourclassmates,whatshouldyoudo?S1:First,Idwritedown:whatthegoalofmysurveyisandwhoIwillask;then,Illdesignsomequestions;andwritedownthesurveyresults.Askformoreideasandtellstudentswhatacompletesurveyis.GoalWhodoyouaskQuestiondesig

53、ningResultsS2:Finally,weshouldstudytheresultsandmakeaconclusion.T:Good.Afterclass,pleasemakeapersonalitysurveyofyourclassmates.PeriodFourIntegratingSkillsTeachinggoals(教課目的)Languagegoals(語言目標)1.Words&expressions:permission,herself,bother,slight,annoy,fairly,plenty,circle,listener,giveaspeech,askones

54、permission,intheslightest,plentyof,getalongwithKeysentences：(1)Whatwouldyoudoifsomeoneaskedyoutobeinamovie?Idsayno.Ifafriendsaidsomethingbadaboutyou,wouldyoudo?Abilitygoals(能力目標)Enablestudentstotellpositivepersonalitiesfromnegativepersonalities.Strategygoals(策略目標)Enablestudentstotakeadvantagesofones

55、personalitiesinforminggoodstudyhabits.Cultureawarenessgoals(文化意識目標)Enablestudentstounderstandthedifferencesbetweenhomecultureandothercultures.Teachingimportant&difficultpoints(教課重點和教課難點)Howtomakeapersonalitysurvey.Teachingprocedures&ways(教課過程與方式)Step1.RevisionCheckthehomework.T:Whataboutyoursurvey?O

56、ursurveyquestionsandanswersareasfollows:Ifafriendtookyoureraserwithoutpermission,whatwouldyoudo?Idtellhimtoaskmypermissionbeforehetakessomethingnexttime.Iwouldntsayanything.Iwouldstarttotakehisthingswithouthispermission.Ifyourparentsaskedyounottomakefriendswiththeothergirls/boys,whatwouldyoudo?a.Idt

57、akenonoticeofwhattheysaid.Idfollowingtheiradvice.Idarguewiththemaboutit.Ifyouwantedtobefriendswithyournewclassmates,whatwouldyoudo?a.Idintroducemyself.b.Idwaitforhim/hertointroducehimself/herselftome.c.Idinvitehertomyhomefordinner.Ifyourclassmatesaskedyoutobeinaroleplay,whatwouldyoudo?Idsayno.IdsayO

58、K.Idaskifmyfriendscouldbeinthemovie,too.Askthestudentstotellpositivepersonalitiesfromnegativepersonalities.Onecharactercanberegardedaspositiveornegativeorneitherindifferentcountries.Forexample,intheUnitedStates,beingoutgoingandconfidentisapositivepersonalitycharacteristic,whileinsomeculturesthesecha

59、racteristicsarenotasimportant,ormaybenegativepersonalitycharacteristic.WhatdoyouthinkispositivepersonalitiesinChineseculture?DoesChineseculturevaluethesecharactersinthefollowingform?Nowworkinpairsandtellwhichofthefollowingispositive.Putintheblanksifyouthinkitispositive,put“N”initifitisnegative,ifnei

60、therput“M”init.Showthefollowing:Charactershardworkingeasy-goingfun-lovinglazyPositiveorNegativeSampleanswers:Charactershardworkingeasy-goingfun-lovinglazyPositiveorNegativePMMNStep2.ListeningPointtothechartandaskstudentswhataquizisabout.Whatsthis?(Pointtothechartonpage29.)S1:Itsaquiz.(Orasurvey/aper