Period One
教學設計
江岸車輛廠子弟學校 韓志勇
一、 教材分析
1、 教材簡析
此課為本單元的第一節課，主要談論假想的情況，它圍繞著以下
兩個話題展開：
①What would you do if you had a million dollars?
②If I were you, I would ……
2、 教學目標
⑴知識目標：
① What would you do if you had a million dollars?
I’d give the money to charity.
② If I were you, I’d wear a shirt and tie.
⑵能力目標：發展學生的聽及識記能力，培養學生綜合語言運用
能力。
⑶情感、態度和價值觀：通過本節課，激發學生對社會的關注，
增強奉獻意識，使學生形成積極的情感態度，主動思維，大膽
表述，提高語言實際運用能力。
3、 重點和難點
⑴重點句子：
What would you do if you had a million dollars?
I’d give it to medical research.
If I were you, I’d take a small present.
⑵難點：2a 部分，聽the reasons why Larry is nervous。
原因是語速較快且人稱由I到he的轉變。
4、 教學輔助工具：錄音機，圖片
二、 學情分析
枯燥的話題很難提期學生的學習興趣。在這節課，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生的
興趣，讓學生主動談自己的看法，學有所得。
三、 教學方法
本課采用任務型教學法，用What would you do if you had a million dollars?這個問句，引出談論假想情況的話題。 采用提問、啟發和歸納的教法，讓學生易于接受教材內容，培養學生的語言運用能力。
四、 教學過程設計
Step Ⅰ. Greet the whole class as usual.
Step Ⅱ. Warming-up
T: Do you have ten Yuan in your pocket?
S1: No, I don’t.
T: (Take out ten Yuan and give it to the student)
OK, never mind. What would you do if it was yours? What would you do if you had ten Yuan?
S1: I would buy snacks.
T: OK, thank you. Sit down, please.
(To the whole class) Just now, it was only ten Yuan. What about 100 Yuan? What would you do if you had 100 Yuan?
S2: I’d buy a beautiful jacket.
T: Thank you.
(To the whole class) Now suppose you had a million dollars, what would you do? We know that one dollar nearly equals eight Yuan, so that’s a large sum of money. Think it over carefully and tell me your ideas. What would you do if you had a million dollars?
S3: I’d buy a big house.
S4: I’d buy a sports car.
S5: I’d put it in the bank.
T: OK, stop here. Please look at the blackboard and guess what would I do if I had a million dollars?
(Teacher puts two pictures onto the blackboard and asks students to guess.)
Answers: ①I’d give the money to the zoo.
I want to help pandas.
②I’d give the money to the medical research.
I want to help the sick people.
Step Ⅲ. Listening ⅰ
1. Section A 1a.
Add more ideas and write them down,
2. Ask two students to write their answers onto the blackboard, and then correct them.
3. Section A 1b.
Listen to the tape and number the pictures 1-3.
4. Correct the answer.
Step Ⅳ. Listening ⅱ
1. Point to the picture on the book and ask students to tell what is happening.
Explain that the boy is getting ready to go to his friend Tom’s party and he’s feeling a little nervous. His sister is helping him pick out what to wear.
2. Section A 2b.
Listen and check four things Larry’s sister says to him.
Explain that Larry is nervous to go to the party so his sister gives some advice to him. What are they?
3. Check the answer.
4. 2a. Circle the reasons why Larry is nervous.
First read the five sentences. Then listen and circle the reasons. Listen to it twice.
5. Correct the answer.
StepⅤ. Pairwork
Student A is Larry and Student B is his sister.
Student A, talk about your worries;
Students B, give advice.
Example:
A: I don’t know what to wear.
B: If I were you, I’d wear a shirt and tie.
C: If I were you, I’d take a small present.
D: If I had enough money, I would send him a sports car.
Step Ⅵ. Summary and Homework
1. Read and copy the grammar focus.
2. Make five sentences according to the VP
3. Pre-read 3a on page 28.
1、這樣會使學生很感興趣；
2、 從10元到100元再到100萬元，讓學生的思維有準備的過程，并且使學生積極地思考，主動學習。
3、學生考慮的多是個人，而沒有為社會做奉獻的意識，教師應積極引導。
4、這個內容也為下一步做聽力練習奠定了語言基礎，適當減輕了聽力難度。
5、有了熱身部分的鋪墊，這個聽力顯得很簡單。
6、進一步熟悉鞏固句型：
What would you do if you had a million dollars?
I’d give some to the zoo. I want to help the pandas.
7、通過讀圖，讓學生初步了解聽力內容，增強他們的學習信心。
8、這里的四條建議在聽力材料中都是原話，故較簡單，放在前面完成。
9、2a 相對較難,所以放在后面完成。
10、2a的難點在于人稱的改變，沒有錄音稿的原文，需要學生理解去完成。
11、在完成2b后,對聽力材料內容比較熟悉，讓學生更容易完成2a的任務。
12、對話練習，培養學生運用語言的能力，談論假想的情況。
13、進一步鞏固課堂知識，并用所學內容進行操練，保證課堂效益。
14、積極預習，為下一節課做準備。
五、 板書設計
Unit 4 What would you do?
ten Yuan? I would buy snacks.
What would you do if you had one hundred Yuan? I’d buy a beautiful jacket.
a million dollars? I’d buy a big house.
I’d buy a sports car.
I’d put it in the bank.
六、教學反思
1．用提問的方式引導學生循序漸進，順利進入話題。
2．將任務2b調整到2a之前完成，充分的考慮到了學生接受的能力，作到了根據實際情況用教材而不是死板的教教材。
3．聽力練習與思考的時間較多，使得口語練習的機會相對較少。