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9A Unit2 教案

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新坍初级中学九年级英语学科教学案 课题9AUnit2 Comic strips & welcome to the unit 主备人：王本杰 任教者：______________ 2012年秋学期【总第11课时】 知识目标 To recognize the names of different colours 能力目标 To recognize the colours of the rainbow and the order of the colours 情感目标 To encourage students to show love to those in need 教学重难点 To master the new words and phrases

课 堂 活 动 Teaching procedures: Step1. Warming – up Ask students what colours they like, then let them talk about their partner‟s favourite colours. Step2. Presentation 1.Ask students what colour Eddie likes, then let them listen to the tape and find out the answer to this question 2. Check the answer. Students read the dialogue between Eddie and Hobo, then the teacher explain some key points： （1）one 代词，意为“一个（件，快……）”，代替可数名词的单数。 e.g. I don‟t like this hat. Show me a bigger one. （ 我不喜欢这顶帽子，拿顶大点的给我看看。） （2）would rather 意为“宁愿”，其后要跟动词原形 e.g. She would rather have the small one than the large one. ( 她宁愿要小的而不要大的。) I would rather study at home. ( 我宁愿在家学习。) （3）look good on sb 意为“穿在某人身上好看” e.g. That black suit looks good on you. ( 那套黑西服穿在你身上好看。) 自主备课（学习） （4）There‟s nothing wrong with pink, you know. （你是知道的，粉红色本身没有错。） nothing 是不定代词，它通常放在所修饰的形容词之前。类似的不定代词还有something/somebody; anything/anybody; nobody/nothing/no one 等。 There is nothing/ something wrong with sb./ sth. 表示某人/某个东西没出/出了毛病。 e.g. There is something wrong with my watch It doesn‟t work. Step3. Practice Students practice the dialogue with the partner, then ask some of them to act out the dialogue Step4. Presentation 1.Ask students to guess teacher‟s favourite colour, then tell them that the teacher likes the colours of the rainbow. 2.Teach them the seven colours of the rainbow: red, orange, yellow, green, blue, indigo, violet. 3.Practice the seven colours, using the dialogue in Part B. Step5. A game Play a game about colours: Ask students to use colours to describe the things in the classroom and the clothes they wear. The one who describes the most will be the winner. 自主备课（学习）

教 后 反 思 新坍初级中学九年级英语学科教学案 课题9AUnit2 ReadingⅠ 主备人：王本杰 任教者：______________ 2012年秋学期【总第12课时】 知识目标 To understand what colours represent. 能力目标 To recognize and understand vocabulary about emotions. 情感目标 To match colours to the characteristics. 教学重难点 To recognize and understand vocabulary about emotions. 课 堂 活 动 Teaching procedures: Step 1: Revision Revise different kinds of colours by asking students: What’s your favourite colour? Step 2: Presentation 1.Tell students that different colours can give people different feelings. 2.Let students enjoy a series of pictures, including different kinds of colours and let students discuss: What’s your feeling after looking at the pictures? (Encourage students to say as much as possible.) Step 3: New lesson 1. Read the passage aloud. Ask students to listen to you carefully and follow the text on the page. 2. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand. 3. Ask more able students what they think about the article. Do they agree with what it says or which part of it do they like most? Encourage more able students to give reasons for their answers. 4. Ask students to tell the class any interesting facts they know about the colors. Step 4: Practice 1. Ask students to read Part A on page 26 and 27 again and use the information to complete Part B1 on page 28. 2. Ask students to work in pairs to complete Part B2. Ask students to raise their hands when they have finished. The first pair to finish the exercise correctly is the winner. 3. After students have finished, give the correct answer to each question. Language points 1.Colours can change our moods and make us feel happy or sad, energetic or sleepy. ( 颜色会改变我们的情绪，让我们感到高兴或悲伤，充满活力或昏昏欲睡。) make sb. do sth. “使得某人做某事”，后接宾语和宾语补足语。 e.g. The news made her very sad. 2.Wearing blue clothes or sleeping in a blue room is good for the mind and body 自主备课（学习） because this colour creates the feeling of harmony. （穿蓝色的衣服或睡在一间蓝色的房间里对我们的身体和头脑都有好处，因为这个颜色创造出和谐的感觉。） be good for … “对…有利” e.g. Taking a walk after supper is good for our health. 它的反义词是 be bad for wearing是wear的动名词形式，因为它在句中做主语，所以要加ing e.g. Reading in bed is bad for your eyes. 3.I am feeling blue. 我感到伤心。 英语中一些表示颜色的词常常会有另外的喻义。 e.g. a green hand 生手 a white lie 一个善意的谎言 4.People living in cold climates prefer to use warm colours in their homes to create a warm and comfortable feeling. (生活在寒冷气候下的人们更愿意使用暖色给他们的家带来温暖、舒适的感觉。) prefer “更喜欢”，后可跟名词、代词，也可跟动词不定式或动名词。 e.g. He prefers coffee. I prefer to live in a city.= I prefer living in a city. 表示“与…相比更喜欢…”用prefer…to… e.g. He prefers football/playing football to basketball/playing basketball. 5.Orange can bring you success and cheer you up when you are feeling sad. (橘黄色能给你带来成功，并且当你伤心的时候能使你振作起来。) cheer sb up 使某人振作起来 6.Yellow is the colour of sun, so it can remind you of a warm, sunny day.（黄色是太阳的颜色，所以它能使你想起温暖、晴朗的日子。） remind sb of sth/ sb. “使某人想起某事/某人” e.g. He reminds me of my brother. 7.This can help when you are having difficulty making a decision. （当你难以作出决定的时候，它会帮助你。） make a decision “做决定”/ have difficulty(in)doing sth. “做某事有困难” 自主备课（学习）

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9A Unit 1 第2-3课时教案

9A Unit 1 第2-3课时教案

9A Unit 1 Star Signs第二、三课时Reading鲁河中学陈寿红Objectives1. To understand what star signs are and what they represent2. To recognize and understand vocabulary about characteristics3. To use adjectives to describe someone’s characteristicsTeaching procedures:1. Brainstorm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates.2. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.3. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand. Less able students may find some of the names of the star signs difficult. If so, do not force them to learn them by heart because they are only used here to arouse students’ interest. It is more important for them to learn the adjectives that describe people’s characteristics. This will enable them to complete the Main Task at the end of the unit.4. Ask some questions to check understanding.Part BTeaching procedures1. Before doing Part B, review adjectives used to describe characteristics. Ask students to describe their classmates.2. Ask less able students to work in pairs. Tell them to skip the ones they are not sure about and do the easier ones first. Check answers as a class.Part CTeaching procedures1. Tell students to work in pairs to complete Part C1. When students have completed all the answers, ask them to raise their hands. The first pair to complete the exercise correctly is the winner.2. After students have finished, give the correct answer to each question. Highlight where students can find the answers in the passage. This will help them when correcting their own mistakes and provide them with a better understanding of wherethey went wrong.3. For stronger classes, ask students to correct the incorrect sentences.4. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.5. Ask students to do Part C2 on their own and check their answers with their partners. Ask students to refer to the reading passage on page 4 and 5. If students have different answers, ask them to discuss the answers.Part DTeaching procedures1. For weaker classes, write a list of characteristics on the board for students’reference2. Ask less able students to pick five characteristics that describe themselves and write them in the blanks in part D1. Tell more able students that they can also use characteristics that are not listed on the board. Tell less able students to refer to the reading passage on pages 4 and 5 if they need help with ideas.3. Now, ask students to read the description of their star sign on pages 4 and 5. Ask them to write whether the characteristics listed under their star sign match the characteristics they have listed.4. Ask all those who think their characteristics match their star sign to raise their hands. Then ask all those whose characteristics do not match to raise their hands.5. Do a class survey. Ask students whether they believe in star signs. Count how many say ‘yes’and how many say ‘no’. Write the numbers on the board. For more able students, ask them to say why they believe or do not believe in star signs.6. Divide the class into pairs. Ask students to write down five words that describe their partner’s characteristics in Part D2.7. Ask students to exchange books and compare what they have written.8. Homework: 《课时练》P3-6 课后笔记：。

新外研版八年级下册英语 Module 9 Unit 2 教案(教学设计)

新外研版八年级下册英语 Module 9 Unit 2 教案(教学设计)

Module 9FriendshipUnit 2 I believe that the world is what you think it is.单silence, bright, treasure, trust, glue, include, circle,1. To learn about some expressions in the passage.2. To learn about the object clauses.1. To get information from the article.2. The use of “lonely and include”.new school. ()②It happened in summer. ()③I felt happy when I heard the other students talking and laughing. ()3. Paragraphs 4、5、6、7:Let them read Paragraphs 4、5、6、7 and fill in the blanks. Then one day, a girl looked at me and①, I felt②______, lively and warm. It was like a hidden ③. The smile ④_________my life. And the girl has ⑤_________ my best friend now.4. Paragraph 8:Ask a group of six students to read Paragraph 8, the other students try to find out:①What does the writer1. Copy the new words and expressions.2. Write a story between you and your best friend.在整个课堂设计中, 所有的活动都是在围绕学生的友谊展开的。

人教版新目标九年级英语Unit2单元教案

人教版新目标九年级英语Unit2单元教案

Step 2 Reading
3aRead thepassage about Mid-Autumn Festival and answer the questions.
How do people celebrate the Middle-Autumn Festival?
1c Talk about the pictures in 1a.
Make conversations.
Examples
A: What do youlike best about the Dragon Boat Festival?
B: I love the races. I think they’re fun to watch.
Step 5 Pair Work
A: What do you like best about the …?
B: I love the ... I think that they’re...
Step 6 Listening
2a Listen to theconversation between Wu Ming and Harry and circle the correct words in sentences.
2. Copy thesentences with the Objective Clause and learn them by heart.
修改补充
教学过程
修改补充
板书设计
Unit2 Ithinkthat mooncakes are delicious!
Bill thinks that the races were not that interesting to watch.
1. ___ The Water Festival in Thailand
九年级上册英语教案 教学设计 讲课稿 Module 1 Unit 2

九年级上册英语教案 教学设计 讲课稿 Module 1 Unit 2

九年级上册Module 1 Unit 2 The Grand Canyon was not just big.（P 1）各位同学们，大家好。

我是来自的老师，很高兴将和大家共同度过一段充实有趣的英语学习时光。

今天由我带领大家进行九年级上册第1模块第2单元的学习，本节课将侧重读写训练。

本模块的标题是Wonders of the world我们主要通过Unit 2 The Grand Canyon was not just big.的内容进行阅读和写作的学习。

（点击鼠标）（P 2）首先和同学们分享的是本节课的内容分析。

（点击鼠标）（P 3）第二单元是一节读写课，作者用细腻的文笔介绍了“我”游览美国科罗拉多大峡谷的经历以及大峡谷的壮观景色。

（点击鼠标）（P 4）基于以上内容，本节课的学习目标包括两方面：1、能够读懂关于大峡谷游记的文章，获取事实性信息，并进行推测，理解作者的观点及写作意图。

2、能够知道如何对旅行时的见闻和感受进行描述。

（点击鼠标）（P5）相信大家都还记得第一单元中我们了解过的世界奇观。

（点击鼠标）（P6）Talk about a great natural wonder you know. Use the words in the box to help you. 请你用下面这些词谈论你所知道的一个自然奇观。

下面给大家一些时间（停30秒）（点击鼠标）（P7）对于世界奇观的欣赏，我想大家还意犹未尽，今天我将继续带着大家深入了解另一个自然奇观。

你知道这是哪里吗？大家猜对了，这是（点击鼠标）The Grand Canyon大峡谷。

那么通过文章的标题A great wonder of the natural world，（点击鼠标）你能预测一下作者在文章中会写什么内容吗？（停顿）（点击鼠标）（P8）带着大家的预测，让我们共同走进作者的大峡谷之旅。

（点击鼠标）（P9）由于本课新词较多，首先根据词性的划分为大家扫清生词障碍。