新9上u2第一课时教案和学案Word下载.docx

1、三教学过程:Step 1. Leading in1. Show them some pictures about colors they have learned to review the expressions of different colors.2. Free talk: After seeing some colors, talk about the colors they like best and explain the reasons.3. Do you know what colors Eddies likes best?Step 2. Presentation1. Lis

2、ten to the dialogue between Eddie and Hobo with the following questions.Which color does Eddie like better? Why does Eddie like this color?How did Eddie feel after he wore the dress?2. Explain the use of “would ratherthan” to them.Step 3. Practice1. Ss read the dialogues in different roles and perfo

3、rm Eddie and Hobo.2. To translate some sentences with “would ratherthan”. 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. Practise in pairs and act out the dialogue.Step 4. Presentation1. Ask students to list some colorful things that they can see during their daily lives （五环，ice cream, world map）. Then show a p

4、icture about a rainbow to them and ask: “ Whats this? When can you see a rainbow? How many colors are there in a rainbow? Whats their order?”2. With the above question, the teacher and the students talk about the colors of a rainbow together.3. Give the correct order in a rainbow: red, orange, yello

5、w, green ,blue, indigo and violet.Step 5. Speak upWork in groups of two to talk about the colors in a rainbow, using Amy andher cousins dialogue as a model.Step 6.Production1. Fill in the blanks according to the dialogue. Eddie wants to _ clothes. Hobo brings him two clothes, one is _, the other is

6、_. Eddie thinks he _ _ wear _ than _ because _ is girls colour. Hobo says there is _ wrong _ pink and helps Eddie put on a blue _. Eddie feels shame but Hobo says blue _ good _ him.2. To finish some exercises in the paper.Step7. Homework1. Copy the new words2. To translate some sentences.与外出相比我宁愿看电视

7、。 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. Preview Reading in Unit2 with the following questions:What do you know about colors? Whats the usage of colors? Do you know the relationship between moods and colors?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 To understand what colours represent. To re

8、cognize and understand vocabulary about emotions. To match colours to the characteristics. Try to encourage the Ss to understand the passage. Practise some exercises to master the passage. Complete the tasks by listening, speaking, practicing .3.情感态度与价值观： Arouse the Ss interest of learning English b

9、y describing the colours and the moods. To get the relationship between the colours and the moodsTo match colours to characteristics and get the main idea of the textStep 1. Checking1. Ask them questions about colors to check if they previewed the text. What do you know about colors? Whats the use o

10、f colors? Can you tell me the relationship between moods and colors?2. Tell them that colors have a very important usage, that is, different colors have different influences on peoples moods. 1.Free talk: Show them some pictures about colors，including different kinds of colours and ask them to expre

11、ss their feelings after seeing these colors.Whats your feeling after looking at the pictures?-I feel when I see2. Encourage students to say as much as possible. 3. Listen to the tape for the first time, answer a simple question:How many differents kinds of colours are there in the text?Four kinds （c

12、alm, warm, energetic and strong colours）Step 3. Reading comprehension.1. Read the text carefully, then answer the following questions:a, What colour represents sadness?b, What moods can both blue and white create?c, What colours do people live in cold areas prefer to use in their homes? Why?d, Shoul

13、d people who wish to have a sunny mood often use yellow?e, Does green represent different characteristics? What are they?2. Go through the whole passage again, then do T or F exercises.a, Different colours may represent characteristics.（ ）b, Blue is a calm colour. It can creat the feeling of joy. （

14、）c, White will make you feel stressed. （ ）d, Orange and yellow are warm colours. （ ）e, If you feel tired or weak, you should wear green. （ ）f, Red represents a strong feeling; it can help you take actions. （ ）3. Read the text by themselves,then finish B2 on page28.Step 4. PracticeAsk students to rea

15、d the passage again carefully and then fill in the blanks according to the passage. Step 5. Production 1. Divide the Ss into 4 groups, and each group talks about one kind of colour. Then say it aloud before the whole class. 2. Finish the exercises on the papers.Step 6. Homework1. Read the passage ov

16、er and over again to be familiar with it.2. Finish off the exercises in the Workbook. 3. Preview Reading and find out the difficult language points by themselves.第3课时 Reading （2）一. 教学目标:1. 知识与技能目标： To master the difficult language points in the text. To learn to use the language points and the impor

17、tant patterns. Some important language points To master the language points and learn to use themStep 1. Revision &checking1 Dictation2 Ask students to talk about what the different colours represent.3 Some Ss give some difficult language points and their own explanation.Step 2. Reading1 Read the ar

18、ticle carefully.2 Ask a 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 Have an interview in groups, ask their partners some questions about colours.Step 3. ExplanationThe teacher explains some difficult language poin

19、ts and gives some examples to the students.a. anything interesting: Theres not anything interesting in the film.Sth/ anything/ nothing + adj: There is something wrong with my bike.b. Prefer to do/ prefer doing sth to doing sth / prefer sth to sth: I prefer coffee to tea. She prefers to stay at home.

20、 I prefer watching TV to reading books.c. Wearing blue is good for our mind: Swimming in the river is very dangerous. Jogging is good for the old people.d. make/ find / think it + adjective + to do sth. I find it difficult to learn English well. I think it impossible to finish the job in such a shor

21、t time. e. Remind somebody of something/somebody. The song reminded me of my old friend.f. cheer .up make sb happy: The good news cheers us up.g. have difficulty （in） doing sth: I often had difficulty making a decision when I was young.h. energyenergetic peacepeaceful sadnesssad wisdomwise growgrowt

22、h difficultydifficult Step 4: Production1. Finish B1,C1 & C2.2. Millie is writing to her penfriend about colours and moods. Complete her email.Step5. Homework1 Make sure to read the passage smoothly.2 Exercises in the workbook.3 Preview the new content （think over the synonyms of some words） 教学反思：第4

23、 课时 Grammar 初三备课组 2012. 09 To use would rather than to express preferences. To use prefer to to express preferences. To use the indefinite pronouns to talk about people and things. Use the two patterns in expression The use of the indefinite pronounces. Enable Ss to use the indefinite pronounces cor

24、rectly.Arouse the Ss interest of learning English . To use “would ratherthan” to express preferences. To use “preferto” to express preferences. The use of the indefinite pronounces. CheckingGive Ss some words, and ask Ss to give the synonyms of them.1. Show some pictures for them to choose.2. Use Id

25、 rather than to translate some sentences to consolidate whatthey learnt.Step 3. Part A1. Explain the context.2. Work in pairs to complete the exercise.3. Ask students to read out the completed conversation. Correct mistakes andmispronunciation.4. Ask students to complete work out the rule on their o

26、wn. Part B1. Explain the context. 2. Tell students that we can also use the structure prefer to to talk about preferences.3. Give students some examples.Step 5. PracticeAsk students to use the hints given in the pictures to make sentences.Step 6:Complete the sentences using prefer or would ratherSte

27、p7: Presentation.1. Say the following sentences: Somebody / Someone is waiting for you at the gate.Is there anyone / anybody in the classroom? Nobody / No one knows the answer.2. Remind the students that pronouns are used to refer to people.Step 8: Part C1. Go through rules 1, 2 and 3 on Page 33 with students. Then ask students to read the rules aloud, with each student reading one sentence.2. Check whether students understand the rules by writing the following sentences on the board.3. Explain the context. Millie is writing in her diary about her shopping trip with Amy. As