新9上u2第一课时教案和学案Word下载.docx
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新9上u2第一课时教案和学案Word下载.docx
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三.教学过程:
Step1.Leadingin
1.Showthemsomepicturesaboutcolorstheyhavelearnedtoreviewtheexpressionsofdifferentcolors.
2.Freetalk:
Afterseeingsomecolors,talkaboutthecolorstheylikebestandexplainthereasons.
3.DoyouknowwhatcolorsEddieslikesbest?
Step2.Presentation
1.ListentothedialoguebetweenEddieandHobowiththefollowingquestions.
WhichcolordoesEddielikebetter?
WhydoesEddielikethiscolor?
HowdidEddiefeelafterheworethedress?
2.Explaintheuseof“wouldrather…than”tothem.
Step3.Practice
1.SsreadthedialoguesindifferentrolesandperformEddieandHobo.
2.Totranslatesomesentenceswith“wouldrather……than”.
与唱歌相比,我宁愿跳舞。
与骑自行车相比,Tom宁愿坐公共汽车。
3.Practiseinpairsandactoutthedialogue.
Step4.Presentation
1.Askstudentstolistsomecolorfulthingsthattheycanseeduringtheirdailylives(五环,icecream,worldmap).Thenshowapictureaboutarainbowtothemandask:
“What’sthis?
Whencanyouseearainbow?
Howmanycolorsarethereinarainbow?
What’stheirorder?
”
2.Withtheabovequestion,theteacherandthestudentstalkaboutthecolorsofarainbowtogether.
3.Givethecorrectorderinarainbow:
red,orange,yellow,green,blue,indigoandviolet.
Step5.Speakup
Workingroupsoftwototalkaboutthecolorsinarainbow,usingAmyand
hercousin’sdialogueasamodel.
Step6.Production
1.Fillintheblanksaccordingtothedialogue.
Eddiewantsto____clothes.Hobobringshimtwoclothes,oneis____,theotheris____.Eddiethinkshe___________wear____than____because____isgirl’scolour.Hobosaysthereis______wrong____pinkandhelpsEddieputonablue____.EddiefeelsshamebutHobosaysblue_____good__him.
2.Tofinishsomeexercisesinthepaper.
Step7.Homework
1.Copythenewwords
2.Totranslatesomesentences.
与外出相比我宁愿看电视。
与待在家相比我宁愿去购物。
这个人的左腿有问题。
这件毛衣穿在你身上看起来很美。
3.PreviewReadinginUnit2withthefollowingquestions:
Whatdoyouknowaboutcolors?
What’stheusageofcolors?
Doyouknowtherelationshipbetweenmoodsandcolors?
板书设计:
教学反思:
第2课时Reading
(1)
吴俊芳审核:
初三备课组2012.09
①Tounderstandwhatcoloursrepresent.
②Torecognizeandunderstandvocabularyaboutemotions.
③Tomatchcolourstothecharacteristics.
①TrytoencouragetheSstounderstandthepassage.
②Practisesomeexercisestomasterthepassage.
③Completethetasksbylistening,speaking,practicing.
3.情感态度与价值观:
ArousetheSs’interestoflearningEnglishbydescribingthecoloursandthemoods.
①Togettherelationshipbetweenthecoloursandthemoods
②Tomatchcolourstocharacteristicsandgetthemainideaofthetext
Step1.Checking
1.Askthemquestionsaboutcolorstocheckiftheypreviewedthetext.
Whatdoyouknowaboutcolors?
What’stheuseofcolors?
Canyoutellmetherelationshipbetweenmoodsandcolors?
2.Tellthemthatcolorshaveaveryimportantusage,thatis,differentcolorshavedifferentinfluencesonpeople’smoods.
1.Freetalk:
Showthemsomepicturesaboutcolors,includingdifferentkindsofcoloursandaskthemtoexpresstheirfeelingsafterseeingthesecolors.
What’syourfeelingafterlookingatthepictures?
---Ifeel…whenIsee…
2.Encouragestudentstosayasmuchaspossible.
3.Listentothetapeforthefirsttime,answerasimplequestion:
Howmanydifferentskindsofcoloursarethereinthetext?
Fourkinds(calm,warm,energeticandstrongcolours)
Step3.Readingcomprehension.
1.Readthetextcarefully,thenanswerthefollowingquestions:
a,Whatcolourrepresentssadness?
b,Whatmoodscanbothblueandwhitecreate?
c,Whatcoloursdopeopleliveincoldareasprefertouseintheirhomes?
Why?
d,Shouldpeoplewhowishtohaveasunnymoodoftenuseyellow?
e,Doesgreenrepresentdifferentcharacteristics?
Whatarethey?
2.Gothroughthewholepassageagain,thendoTorFexercises.
a,Differentcoloursmayrepresentcharacteristics.()
b,Blueisacalmcolour.Itcancreatthefeelingofjoy.()
c,Whitewillmakeyoufeelstressed.()
d,Orangeandyellowarewarmcolours.()
e,Ifyoufeeltiredorweak,youshouldweargreen.()
f,Redrepresentsastrongfeeling;
itcanhelpyoutakeactions.()
3.Readthetextbythemselves,thenfinishB2onpage28.
Step4.Practice
Askstudentstoreadthepassageagaincarefullyandthenfillintheblanksaccordingtothepassage.
Step5.Production
1.DividetheSsinto4groups,andeachgrouptalksaboutonekindofcolour.Thensayitaloudbeforethewholeclass.
2.Finishtheexercisesonthepapers.
Step6.Homework
1.Readthepassageoverandoveragaintobefamiliarwithit.
2.FinishofftheexercisesintheWorkbook.
3.PreviewReadingandfindoutthedifficultlanguagepointsbythemselves.
第3课时Reading
(2)
一.教学目标:
1.知识与技能目标:
Tomasterthedifficultlanguagepointsinthetext.
Tolearntousethelanguagepointsandtheimportantpatterns.
①Someimportantlanguagepoints
②Tomasterthelanguagepointsandlearntousethem
Step1.Revision&
checking
1Dictation
2Askstudentstotalkaboutwhatthedifferentcoloursrepresent.
3SomeSsgivesomedifficultlanguagepointsandtheirownexplanation.
Step2.Reading
1Readthearticlecarefully.
2Askastudentatatimetoreadaparagraph.Aftereachparagraph,askstudentstosaywhichpartsofthetexttheydonotunderstand.
3Haveaninterviewingroups,asktheirpartnerssomequestionsaboutcolours.
Step3.Explanation
Theteacherexplainssomedifficultlanguagepointsandgivessomeexamplestothestudents.
a.anythinginteresting:
There’snotanythinginterestinginthefilm.
Sth/anything/nothing+adj:
Thereissomethingwrongwithmybike.
b.Prefertodo…/preferdoingsthtodoingsth/prefersthtosth:
①Iprefercoffeetotea.
②Shepreferstostayathome.
③IpreferwatchingTVtoreadingbooks.
c.Wearingblueisgoodforourmind:
①Swimmingintheriverisverydangerous.
②Joggingisgoodfortheoldpeople.
d.make/find/thinkit+adjective+todosth.
①IfinditdifficulttolearnEnglishwell.
②Ithinkitimpossibletofinishthejobinsuchashorttime.
e.Remindsomebodyofsomething/somebody.Thesongremindedmeofmyoldfriend.
f.cheer..up—makesbhappy:
Thegoodnewscheersusup.
g.havedifficulty(in)doingsth:
IoftenhaddifficultymakingadecisionwhenIwasyoung.
h.energy—energeticpeace—peacefulsadness—sad
wisdom—wisegrow—growthdifficulty—difficult
Step4:
Production
1.FinishB1,C1&
C2.
2.Millieiswritingtoherpenfriendaboutcoloursandmoods.Completeheremail.
Step5.Homework
1Makesuretoreadthepassagesmoothly.
2Exercisesintheworkbook.
3Previewthenewcontent(thinkoverthesynonymsofsomewords)
教学反思:
第4课时Grammar
初三备课组2012.09
①Touse‘wouldrather…than…’toexpresspreferences.
②Touse‘prefer…to…’toexpresspreferences.
③Tousetheindefinitepronounstotalkaboutpeopleandthings.
①Usethetwopatternsinexpression
②Theuseoftheindefinitepronounces.
③EnableSstousetheindefinitepronouncescorrectly.
ArousetheSs’interestoflearningEnglish.
①Touse“wouldrather…than…”toexpresspreferences.
②Touse“prefer…to…”toexpresspreferences.
③Theuseoftheindefinitepronounces.
Checking
GiveSssomewords,andaskSstogivethesynonymsofthem.
1.Showsomepicturesforthemtochoose.
2.Use‘I’dratherthan…’totranslatesomesentencestoconsolidatewhat
theylearnt.
Step3.PartA
1.Explainthecontext.
2.Workinpairstocompletetheexercise.
3.Askstudentstoreadoutthecompletedconversation.Correctmistakesand
mispronunciation.
4.Askstudentstocomplete‘workouttherule’ontheirown.
PartB
1.Explainthecontext.
2.Tellstudentsthatwecanalsousethestructure‘prefer…to…’totalkaboutpreferences.
3.Givestudentssomeexamples.
Step5.Practice
Askstudentstousethehintsgiveninthepicturestomakesentences.
Step6:
Completethesentencesusing‘prefer’or‘wouldrather
Step7:
Presentation.
1.Saythefollowingsentences:
Somebody/Someoneiswaitingforyouatthegate.
Isthereanyone/anybodyintheclassroom?
Nobody/Nooneknowstheanswer.
2.Remindthestudentsthatpronounsareusedtorefertopeople.
Step8:
PartC
1.Gothroughrules1,2and3onPage33withstudents.Thenaskstudentstoreadtherulesaloud,witheachstudentreadingonesentence.
2.Checkwhetherstudentsunderstandtherulesbywritingthefollowingsentencesontheboard.
3.Explainthecontext.MillieiswritinginherdiaryabouthershoppingtripwithAmy.As
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