Unit1Whatwouldyoudo?（精选4篇）
Unit1Whatwouldyoudo? 篇1
unit 1 what would you do?
一. 本周教学内容：
[话题](topic) interesting and embarrassing situations
[重点词组](key phrases)
1. won the lottery 赢得抽奖
2. in public 公共的、公众的
3. in the slightest 一点也；根本
4. plenty of 很多的、足够的
5. get along with 与…相处
6. let …down 使…失望、沮丧
7. come up with 提出、想出（问题）
8. medical research 医学研究
9. what if 如果…怎么办
10. be late for 迟到…
11. be nervous 紧张的
12. get nervous （变得）紧张的
13. take a long walk 散步
14. ask one’s permission 征求某人的许可
15. without permission 没得到许可
16. introduce oneself 自我介绍
17. rather than 而不是
18. a circle of good friends 朋友圈子
[交际用语]
1. if i were you, i’d wear a shirt and tie.
如果我是你，我就会穿衬衫打领带。
2. if i were you, i’d take an umbrella.
如果我是你，我就带把伞。
3. what would you do if you won a million dollars?
如果你赚了一百万美元，你会做什么？
4. what if i don’t know anyone?
如果我一个人也不认识怎么办？
5. you should eat lots of fruits and vegetable and drink lots of water.
你应该吃大量水果、蔬菜，大量喝水。
6. what are you like? i think i’m outgoing.
你的性格如何？我想我很外向。
[重点难点释义](language points)
1.bring的意思是把某人或某物“带来”，“拿来”，强调方向，即从别处拿到说话人这儿来。
e.g. next time you come , bring me that book , please.
下次你来的时候，把我的书带来。
take的意思是把人或物“带走，拿走”，即从说话人这儿带到别处去。
e.g. who has taken away today’s newspaper ?
谁拿走了今天的报纸？
另外，相似的词还有get 和fetch，表示到某地找到某人或某物并带回来，强调一去一回。
e.g. go and get some water. 去弄点水来。
can you fetch me some paper?
你能给我取点纸吗？
2. he might not know anyone at the party.
他可能在晚会上谁也不认识。
might 的用法如下：
（1）是情态动词may的过去式
e.g. he said that i might borrow his bike.
他说我可以借他的自行车。
（2）是may的虚拟语气形式，不表示过去，而表示现在或将来“可以，可能”，但语气更委婉、客气，有时表示对可能性有所怀疑。
e.g. a. might i borrow your bike?
我可能借你的自行车吗？（语气比may更委婉）
b. he might come today.
今天他可能会来。 （对“他来”的可能性有所怀疑）
3. what if “如果…怎么办”、“即使…又有什么关系？”
这是一个固定搭配，引导带条件从句的疑问句。
e.g. what if they don’t come?
他们不来怎么办呢？
what if i don’t know anyone?
如果我一个人也不认识，怎么办呢？
4. i get nervous before big parties.
在大的晚会之前，我会感到紧张。
get nervous 变得紧张，get是系动词，nervous 是形容词做表语。
又如：be nervous 或feel nervous 均可表达同样的含义。
5. in public 公共的、公开的
e.g. lily is very shy , and she is afraid to speak in public.
莉莉很害羞，她害怕在公众场合讲话。
6. ask one’s permission 征求某人的同意。
without permission 没有得到许可。
7. introduce vt. 介绍
introduce sb. to sb. 把（某人）介绍给（某人）
e.g. it’s my honor to introduce my teacher to everyone.
很荣幸，我把我的老师介绍给大家。
introduce oneself 自我介绍
8. sometimes you might annoy people because you’re so confident.
有时候，你可能会激怒别人，因为你太自信了。
9. you would also rather stay at home and read a good book than go to a party.
你可能宁愿呆在家里读书，也不愿去参加晚会。
rather …than …宁愿…也不…（注：than与形容词比较级无关）
rather , than 既可分开用，也可合在一起用，译成“而不是”
如：
（1）rather die than surrender 宁死不屈
（2）i , rather than you , should do the work .
该做这个工作的是我，而不是你。
10. in the slightest 根本，一点也
eg. social situations don’t bother you in the slightest.
社会环境根本影响（干扰）不了你。
11. plenty of 充足的、大量的
12. enjoy the company of other people. 享受他人的陪伴
13. a circle of good friends. 朋友圈子
14. let sb. down 使（某人）失望、沮丧
15. come up with 提出问题
语法知识
虚拟语气
1. 语气就是我们常说的说话人说话的口气。
在汉语中，语气是由说话人说话的语调、情节等等表现出来的，动词没有任何变化。而在英语中，除了
语调之外，最主要的是动词发生变化而表示不同的语气。
在英语中语气分为三类：陈述语气、祈使语气、虚拟语气。
2. 虚拟语气：如果我们所说的不是事实，也不是要求、命令、劝告等，而只是一种假设、愿望、建议或
是一种实现不了的空想就用虚拟语气。
3. 虚拟语气常用在条件句中，及其他一些从句中。
注意：条件句分两种，真实条件句和虚拟条件句。只有在虚拟（非真实）条件句中，才用虚拟语气，而
在真实条件句中，要用陈述语气。
请比较：
（1）if it is sunny tomorrow , we’ll go to the zoo.
如果明天天气好，我们将会去公园。在这句话中，明天天气好是完全有可能实现的，并非虚拟、幻想，
因此是真实条件句。在本句中，适用“主将从现。”
（2）if i were you , i would go at once.
（如果我是你的话，我立刻就走。）在这句话中，条件句，“如果我是你”，但事实上，我不可能成为
你，这只是假设的情况，没有实现的可能。当条件实现的可能性很小，甚至可以说没有时，就需要用虚拟语
气来表示，动词发生了变化。
4. 在虚拟语气中，句子动词的时态比真实条件句中的时态后退一步
即：
现在时→过去时（该用现在时时，用过去时）
过去时→过去完成时（该用过去时时，用过去完成时）
将来时→过去将来时（该用将来时时，用过去将来时）
过去将来时→过去将来完成时（该用过去将来时时，用过去将来完成时）
在这一单元中，我们只要求初步接触虚拟语气的用法及结构，学习表示与现在事实相反的情况下如何体
现虚拟语气。
5. “表示与现在事实相反的情况”的虚拟语气
请看例句：
if i were you, i would take a small present.
如果我是你的话，我就带上一个小礼物。
（注：在这个句子中，即“if i were you 中，一定用were ，而不能用was”）
（这句话中，是与现在的事实相反，“现在如果我是你的话。”事实上，我不可能成为你，也就根本没
有实现的可能）
请大家注意主句与条件从句中动词时态的变化。
形式：
从句（用过去时）主句（用过去将来时）
注：虚拟语气中的were 除了在if i were you 的结构中不能改动外，其它情况下有时可用was。
又如：
if i won a million dollars, i’d give it to charities.
如果我赢了一百万英镑，我要捐给慈善机构。
（在此句中，if条件句中，动词用过去式won，主句则用should / would 加动词原形。现实情况是我没
赢一百万英镑；虚拟的情况是假如我赢了一百万，这种虚拟是不可能变成现实的，因此用虚拟语气。）
6. 虚拟语气的疑问式，除了动词相应的变化外，其他变化与陈述语气相同
如：
（1）what would you do if you were in the lion’s cage ?
如果你在狮子笼里，你会怎么做？
（疑问词在句首，主句中助动词提前，从句跟在主句后面。）
if i were in the lion’s cage, i’d call for help.
如果我在狮子笼里，我会大呼救命。
if i were in the lion’s cage. i’d get out fast.
如果我在狮子笼里，我会迅速出来。
（2）what would you do if you won the lottery ?
如果你赢了抽奖，你会做什么？
i’d give it to medical research.
我会用于医学研究。
or i’d put it in the bank.
我会存到银行。
or if i were a millionaire, i would buy a big house in the country.
如果我是百万富翁，我就在乡村买座大房子。
关于虚拟语气，我们要学习的东西还有许多，同学们会在今后的学习当中，慢慢接触到。
Unit1Whatwouldyoudo? 篇2
unit 4 what would you do?i.learning objectives 教学目标skillfocustalk about imaginary (interesting/embarrassing) situationstalk about worries and advicelisten, describe and talk about personalitieslearn to write in reply learn to deal with new problems or situations using what you knowlanguagefocus 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 is that …what do you think i should …talk about personalities（p29） what are you like? i’m creative and outgoing.how confident are you? 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, helpful2. 认读词汇million, medical, pimple, 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 …strategyfocus1. matching2. sharing ideas with classmates/teachers3. using what you know culture focuswhat is the others’ attitude toward money?how do they deal with worries/problems?ii. teaching materials analyzing and rearranging 教材分析和重组1. 教材分析本单元以what would you do为话题,共设计了四个部分的内容：section a 该部分有4个模块：第一模块围绕what would you do if you had a lot of money?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕embarrassing situations（worries/problems） 进行听力（2a-2b）、口语训练（2c）；第三模块继续就上一模块中的embarrassing situations这一话题展开训练，训练形式为阅读配对（3a）和角色表演（3b）；第四模块仍就embarrassing situations以小组活动形式展开讨论。section b该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕a personality survey继续对what would you do if…/i would…进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕a personality survey 这一话题展开阅读（3a）和写作（3b）训练；第四模块仍就a personality survey这一话题以口语训练形式展开小组活动。self check该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块就一封e-mail展开阅读和写作训练。reading该部分共设置了5项任务：第一项任务以问题讨论的方式激活学生相关背景知识；第二项任务要求学生通过快速阅读获取信息；第三项任务利用讨论、写作等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生运用所学知识开展实践活动（做一次调查）。2. 教材重组和课时分配period i (section a: 1a, 1b, 1c) new function presenting period ii (section a: 2a, 2b, 2c, 3a, 3b, 4) practiceperiod iii (section b: 1a, 1b, 2a, 2b, 2c) vocabulary building period iv (section b: 3a, 3b, 4) integrating skills period v (self check: 1, 2 & workbook) writingperiod vi (reading: section 1—section 4) reading comprehension iii. teaching procedures and ways 教学过程与方式
period i new function presentinglanguage goals 语言目标1. words & expressions 生词和短语million, medical, research 2. key sentences 重点句子 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 target language by reading picturesculture 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 and ways 教学过程和方式step 1 revision and lead-inask 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, he 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 we 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 ii listing and speakingask 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 labshow the following to the students and then ask them to practice 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 say yes. 5. – what would you do if you found a wallet in the street? – i’d give it to the police. step iii 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 picture in the order you hear them. play the tape for the second time. then check the answers.
step iv homework 1. ask the students to do more practice as required in 1c on page 26. ask the students to prepare for the next period: think about if you have any worries or problems in daily life.
Unit1Whatwouldyoudo? 篇3
i.teachinggoals
1.knowledgegoals
w or ds:research,medical,million
phrases: whatif,giveittocharity
sentencestructure:iwould/i’ddo
whatwouldyoudoifyouhadamilliondollars?
i’dgiveittomedical research.
2.abilitygoals
developthestudents’speakingandlisteningability.
beabletotalkaboutimaginarysituationswithtargetlanguage..
3.moralgoals
trainstudents’abilityofdealingwiththethingshappeningsuddenly.
developthestudents’lovetothepoorbypracticingtargetlanguage.
ii.teachingkeypoints
teachingvocabulary
targetlanguage
iiiteachingdifficultpoints
thestructureifiwere…….,iwould…….ifidid…….iwould……
ivteachingmethods
teachingbyillumination
teachingbyaskingquestions
teachingbypairwork
vteachingaids
ataperecordersomepicturesacomputer
viteachingprocedures
stepigreetings.
stepiiwarm-upandleadin
showapictureinwhichamanwonalottery.thenaskstudents“whatwouldyoudoifyouhadalotofmoney?”firsttheteachergivesanexample.“iwouldgiveittocharity.”letstudentsworkinpairs.aftersomeminutes,asksevera lgroupstosaytheirideas.
stepiiispeakingpractice
task1aftersharetheideas,teacherwillgivethenewgrammarandwriteitontheblackboard.
were
ifsubjec t………..subjectwould/should/could/might/……
did
thenshowseveralpicturestopracticetargetlanguage.studentsworkinpairs.latertheteacherchecks.
task2competition
thenmakesen tencesasmanyaspossiblewiththetargetlanguage.checkandseewhichonegetsthemostsentences,giveaprize.
stepivlisteningpractice1a2a2b
1atheteacherexplainthedifficultpoints.
playtherecordingthefirsttime.studentsonlylisten.
playtherecordingasecondtime.student snumberthepictures…
checktheanswers.
an swers:2143.
2aaskthe studentstolookatthepicture.ask,whatishappening?(theboyisgettingreadytogosomewhereandheiffeelingalittlenervous.hissisterishelpinghimpickoutwhattowear.)explainthedifficultpoints.
theyplaytherecordingthefirsttime.studentsonlylisten.playtherecordingasecondt ime.studentscirclethereasons.
checktheanswers.
answers:
thefollowingitemsshouldbecircled:235.
thenplaytherecordingagain.askthestudents tocheckthefourthingslarry’ssistersaystohim.
checktheanswers.
answers:
thefollowinganswersshouldbechecked:1245.
stepvexercises.
givelimitedtimethencheckincla ss.
stepⅵsummaryandhomework
summarizewhatthestudentshavelearntandgivethemsomehomework.
ifyouhadalargeamountofmoney,for¥100,000,example,whatwouldyoubuy?pleasewritedowneachitemanditscosttosee whenyouwillspendthefullamount.
Unit1Whatwouldyoudo? 篇4
教 学 设 计题目unit 4 what would you do? 总课时4课时学校长江二中教者崔婧娟年级九年级学科英语设计来源 自我设计教学时间XX年1月11日----1月14日教学分析这一单元在本册书中地位很重要，以本单元以“what would you do?”为话题, 共设计了四个部分的内容第一模块围绕“what would you do if you had a lot of money? ”这一话题展开，第二模块围绕“embarrassing situations（worries /problems）” 进行口语训练；第三模块继续就上一模块中的“embarrassing situations ”这一话题展开训练，训练形式为阅读配对和角色表演；第四模块仍就“embarrassing situations”,以小组活动形式展开讨论。 学 情 分 析学生的基础相当薄弱，水平不一，所以我在教学的过程中会尽量让所有学生都参与到活动中来。 教学目标知识与技能目标1. words & expressions: million, medical, research 2. key sentences: what would you do if you had a lot of money?过程与方法目标to understand the targets language by reading pictures.情感态度与价值观目标enable the students to form positive attitude toward money and be ready to help others deal with problems and worries重点
talk about imaginary situations, worries /problems难点learn the sentence structure 课前准备学生的学习准备：教材，练习本；教师的教学准备：录音机 教 学 流 程分课时环节与时间
教师活动学生活动△设计意图 ◇资源准备 □评价○反思step1. revision and lead-in (5’)ask one or more students to show their work.display project on the classroom wall △使学生融入课堂气氛 step2. listing and speaking (5’) ask the students to read the picture on the book，then ask some questions read the book and answer the questions△锻炼学生听和说step3. listening(10’)ask the students to listen to the recording and compare their answers with those in the recordinglisten △锻炼学生听力水平step4. summary and homework1,summarize 2.. ask the students to do more practice as required in 1c on page 26. 3.. ask the students to prepare for the next period. think about if you have any worries or problems in daily life. △提高学生各方面的水平，如：听，说，读，写等。unit 4 what would you do? what would you do if…? if i were you, i’d… if you were…, you would…○反思：本节课目标得当，重点突出，教学组织形式有效，不过仍然有学生掌握的不好，以后应该多锻炼。