新9AUnit2colours教案Word格式文档下载.docx

新9AUnit2colours教案Word格式文档下载.docx

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Teachingsteps:

Step1.Warming–up

Askstudentswhatcolourstheylike,thenletthemtalkabouttheirpartner’sfavouritecolours.

Step2.Presentation

1.AskstudentswhatcolourEddielikes,thenletthemlistentothetapeandfindouttheanswertothisquestion

2.Checktheanswer.

StudentsreadthedialoguebetweenEddieandHobo,thentheteacherexplainsomekeypoints

Step3.Practice

Studentspracticethedialoguewiththepartner,thenasksomeofthemtoactoutthedialogue

Step4.Presentation

1.Askstudentstoguessteacher’sfavouritecolour,thentellthemthattheteacherlikesthecoloursoftherainbow

2.Teachthemthesevencoloursoftherainbow:

red,orange,yellow,green,blue,indigo,violet

3.Practicethesevencolours,usingthedialogueinPartB

Step5.Agame

Step6.Exercises

Talkabouttheirfavouritecolours

Practicereadingthedialogueinpairs

Encouragestudentsto

guessthesevencolours

oftherainbow.

教后记

第2课时

Colours（ReadingA）

知识目标:

Tounderstandwhatcoloursrepresent

能力目标:

Torecognizeandunderstandvocabularyaboutemotions

情感目标:

Tomatchcolourstothecharacteristics

Step1:

Revision

Revisedifferentkindsofcoloursbyaskingstudents:

What’syourfavouritecolour?

Step2:

Presentation.

Tellstudentsthatdifferentcolourscangivepeopledifferentfeelings.

Letstudentsenjoyaseriesofpictures,includingdifferentkindsofcoloursandletstudentsdiscuss:

What’syourfeelingafterlookingatthepictures?

Encouragestudentstosayasmuchaspossible.

Thenteachersmakeaconclusion:

Blue&

whitecanmakepeoplecalmandpeaceful.Bluecanalsorepresentsadnessandwhiteisthecolourofpurity.

Yellowandorangemakeyoufeelwarm,happyandcontented.Orangerepresentsjoywhileyellowisthecolourofwisdom.

Greenmakesyoufeelenergetic.Itrepresentsnewlifeandgrowth.

Redrepresentspower.Itisalsothecolourofheatandstrongfeelings.

Step3:

Discussion.

Letstudentsthinkabout:

Howcancolourchangepeople’smoods?

Encouragestudentstoexpresshimselfusinghis/herownwords

Step4:

Homework

Greetwiththeteacherfreely.!

Haveafreetalkwiththeteacherfreely.

第3课时

Colours（ReadingB,C）

Torecognizeandunderstandvocabularyaboutemotions

Readingcomprehension.

1.Askstudentstoscanthepassagequicklyandthenmatchthecolourwithwhattheyrepresent.

Askstudentstoreadthepassageagaincarefullyandthenfillintheblanksaccordingtothepassage

Languagepoints.

1.Askastudentatatimetoreadaparagraph.Aftereachparagraph,askstudentstosaywhichpartsofthetexttheydonotunderstand.

2.Explainsomedifficultlanguagepointstostudents.

e.g.remindsb.ofsth

havedifficulty（in）doingsth.

make/find/thinkit+adjective+todosth.

Step3:

Discussion

1.Askstudentswhattheythinkaboutthearticle.Dotheyagreewithwhatitsaysorwhichpartofthetextdotheylikemost?

2.Askstudentstotelltheclassanyinterestingfactstheyknowaboutcolours.

Step7:

Exercises

Step8:

Homework.

Readthepassageoverandoveragaintobefamiliarwithit.

FinishofftheexercisesintheWorkbook

总课题

9AUnit2Colours

第4课时

课 

题

Grammar

New

知识目标

Tolearnsomeusefulexpression_rs.

TolearnthestructureoftheObjectClause

能力目标

TousetheObjectClausecorrectly.

情感目标

Toco-operatewellwithpartners.

教学重点

教学难点

教学准备

Acomputer,notebooksandworksheets.

课前预习

Gothroughthepartandunderlinethepuzzles.

学情分析

ThestudentshavelearnedmanysentenceswiththeObjectClause,however,theyhavenotgraspedthestructureoftheclause,alsotheyneedtoknowtheuseoftheclausetotally.

教学环节

教 

师 

活 

动

学生活动

Step1.

Greetings.

Step2.

Presentation.

Step3

Practice.

Step4

Step5.

Step6

Step7.

Consolidation.

Step8

Summaryandassignment.

Greetwiththeclassandaskthemsomesimplequestions.RemindthattheyshouldtakegoodcareofthemselvestokeepA/H1N1flu.

Presentsomethingthathappensinoureverydaylife.Showthesomepicturesonppts.Andsomesentenceswithobjectclause.

Presentthatanobjectclausefunctionsastheobjectinasentence.Itcanbeputaftersomeverbssuchasthink,believeandknow.Itcanalsofollowsomeadjectivessuchascertainandsure.

Telltheclassthatanobjectclausecanbeintroducebytheconnective“that”.Sometimes,wecanleave“that”out.

1.Showsomegroupsentencesandasktheclasstoworkinpairstomakesentences.

Hehasbeenherefortwoyears.

A:

Howlonghashebeenhere?

B:

Iguessthathehasbeenherefortwoyears.

Yes.

C:

Iknowhehasbeenherefortwoyearsandahalf.

Idon’tthinkyouareright.

….

2.AsktheclasstoreadthesentencesonPage14PartBandjudgewhetheritisanobjectclauseornot,ifitis,writedownO,orN.

Presentthatwecangetdifferentkindofformsoftheobjectclausebythedifferenttypesofsentences.

1.Statements.

Acomputerprogrammerwasmurdered,weallknow.

Weallknowthatacomputerprogrammerwasmurdered.

2.GeneralQuestions

Havethepolicefoundoutthemurdereryet?

Wedon’tknow.

Wedon’tknowwhetherthepolicehavefoundoutthemurderer.

3.Wh-questions.

Whatclueshavethepolicefoundout?

Canyoutellme?

Canyoutellmewhatcluesthepolicehavefoundout?

AsktheclasstoworkinpairstohelpDanieltorewritethesentencesonPage15PartC1using“if”or“whether”tomakeclauses.

Presentthatthetenseinobjectclausesentencesischangedwithdifferentsituations.

Ifthemainclauseisasimplepresenttense,theobjectclausecancomeinapropercertaintense.

Ifthemainclauseisasimplepasttense,theobjectclausecancomeinacertainpasttenseexcepttheobjectclausedescribingatruth.

Hesaidthathehadbeenherefortwoyears.

Ourteachertoldusthatthereare12monthsinayear.

Handouttheworksheetsandasktheclasstodosomeexercisestoconsolidatethisclass.

Summarizethisclassandasktheclasstodosomemoreexercisesafterschool.

Greetwiththeteacher.

Listencarefullyandtrytocatchthemainpoints.

Watchandworkinpairstomakesentences.

Readandjudge.

Listenandgraspthemainpoints.

Workinpairsandmakesentences.

Dosomeclassworktoconsolidatetheobjectclause.

第5课时

Grammar

Touseobjectclausesintroducedby“wh-“words

Reviewobjectclausesintroducedby“iforwhether”and“that”.

Explainthattheseclausesrelateto“yes/no”questions.

Structures:

主语+谓语+宾语从句①that+主语+谓语+其他

②if/whether+主语+谓语+其他

Tellstudentsthatwhenobjectclausesrelateto“wh-“questions,

weshoulduse“wh-“wordstointroduceobjectclauses.Askstudentstoread 

thegrammarrulesandthetwoexamplesatthetop.

Remindthemthattheclausesshouldbeintroducedby“wh-“wordsandthewordorderintheclauseshouldbethesameasinthestatements.

e.g:

Therobotnolongerknew.

Whenshoulditcookbreakfast.

→Therobotnolongerknewwhenitshouldcookbreakfast.

Step4:

Writethefollowingsentencesontheblackboardandencourage

studentstousethefollowingstructures:

⑴Iamnotsure…

⑵I’dliketoknow…

⑶Ican’timagine…

⑷Canyoutellme…?

① 

whereisZhongshanPark?

② 

Howdidyougotoschool?

③ 

WhatwillyoudonextSunday?

④ 

Whenwastheparceldelivered?

⑤ 

Whocalledinthemorning?

Step5:

Asksstudentstodotheexerciseonpage25.Studentswillbeable 

tocompleteitontheirown.Checktheanswersasaclass.

III. 

Homework:

1. 

Reviewtherulesofobjectclausesintroducedby

“wh-/that/if/whether”.

2. 

Previewgrammar

（2）

9AUnit2Colour

第6课时

Integratedskills

1.TounderstandthecontextofanadvertisementandaTVdemonstration.

2.Tounderstandhowacolortherapistdoes.

1.Togetinformationfromaprintedadvertisement.

2.TogetfurtherinformationfromaTVinterview.

3.Toconsolidationtheinformationgainedfromreadingandlisteninganddeterminethefacts.

Tolearnthroughdifferentfeelingstodifferentcolours.

2.Tounderstandhowacolorthera