新9上u2第一课时教案和学案Word下载.docx

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