新9AUnit2colours教案Word格式文档下载.docx

1、Teaching steps:Step1. Warming upAsk students what colours they like, then let them talk about their partners favourite colours.Step2. Presentation1.Ask students what colour Eddie likes, then let them listen to the tape and find out the answer to this question2. Check the answer.Students read the dia

2、logue between Eddie and Hobo, then the teacher explain some key pointsStep3. Practice Students practice the dialogue with the partner, then ask some of them to act out the dialogueStep4. Presentation1.Ask students to guess teachers favourite colour, then tell them that the teacher likes the colours

3、of the rainbow2.Teach them the seven colours of the rainbow: red, orange, yellow, green, blue, indigo, violet3.Practice the seven colours, using the dialogue in Part BStep5. A gameStep6. ExercisesTalk about their favourite coloursPractice reading the dialogue in pairsEncourage students toguess the s

4、even coloursof the rainbow.教后记第 2 课时 Colours （Reading A）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 characteristicsStep 1: RevisionRevise different kinds of colours by asking students:Whats your favourite colour?St

5、ep 2: Presentation.Tell students that different colours can give people different feelings. Let students enjoy a series of pictures, including different kinds of colours and let students discuss: Whats your feeling after looking at the pictures?Encourage students to say as much as possible.Then teac

6、hers make a conclusion: Blue & white can make people calm and peaceful. Blue can also represent sadness and white is the colour of purity. Yellow and orange make you feel warm, happy and contented. Orange represents joy while yellow is the colour of wisdom. Green makes you feel energetic. It represe

7、nts new life and growth. Red represents power. It is also the colour of heat and strong feelings. Step 3: Discussion.Let students think about:How can colour change peoples moods?Encourage students to express himself using his / her own wordsStep4: HomeworkGreet with the teacher freely. !Have a free

8、talk with the teacher freely.第3课时 Colours （ Reading B,C） To recognize and understand vocabulary about emotions Reading comprehension.1.Ask students to scan the passage quickly and then match the colour with what they represent.Ask students to read the passage again carefully and then fill in the bla

9、nks according to the passage Language points.1.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.2.Explain some difficult language points to students.e.g. remind sb. of sth have difficulty （in） doing sth. make/ find

10、/ think it + adjective + to do sth.Step 3: Discussion1.Ask students what they think about the article. Do they agree with what it says or which part of the text do they like most?2.Ask students to tell the class any interesting facts they know about colours.Step 7: ExercisesStep 8: Homework.Read the

11、 passage over and over again to be familiar with it.Finish off the exercises in the Workbook总 课 题9A Unit2 Colours第4课时课 题Grammar New知识目标To learn some useful expression_rs.To learn the structure of the Object Clause能力目标To use the Object Clause correctly.情感目标To co-operate well with partners.教学重点教学难点教学准

12、备A computer, notebooks and work sheets.课前预习Go through the part and underline the puzzles.学情分析The students have learned many sentences with the Object Clause, however, they have not grasped the structure of the clause, also they need to know the use of the clause totally.教学环节教 师 活 动学 生 活 动Step 1.Gree

13、tings.Step 2.Presentation.Step 3Practice.Step 4Step 5.Step 6Step 7.Consolidation.Step 8Summary and assignment.Greet with the class and ask them some simple questions. Remind that they should take good care of themselves to keep A/H1N1 flu.Present something that happens in our everyday life. Show the

14、 some pictures on ppts. And some sentences with object clause.Present that an object clause functions as the object in a sentence. It can be put after some verbs such as think, believe and know. It can also follow some adjectives such as certain and sure.Tell the class that an object clause can be i

15、ntroduce by the connective “that”. Sometimes, we can leave “that” out.1.Show some group sentences and ask the class to work in pairs to make sentences.He has been here for two years.A: How long has he been here?B: I guess that he has been here for two years. Yes.C: I know he has been here for two ye

16、ars and a half. I dont think you are right.2. Ask the class to read the sentences on Page 14 Part B and judge whether it is an object clause or not, if it is , write down O, or N.Present that we can get different kind of forms of the object clause by the different types of sentences.1. Statements.A

17、computer programmer was murdered, we all know.We all know that a computer programmer was murdered.2. General QuestionsHave the police found out the murderer yet? We dont know.We dont know whether the police have found out the murderer.3. Wh-questions.What clues have the police found out?Can you tell

18、 me?Can you tell me what clues the police have found out?Ask the class to work in pairs to help Daniel to rewrite the sentences on Page 15 Part C1 using “if” or “whether” to make clauses.Present that the tense in object clause sentences is changed with different situations.If the main clause is a si

19、mple present tense, the object clause can come in a proper certain tense.If the main clause is a simple past tense, the object clause can come in a certain past tense except the object clause describing a truth.He said that he had been here for two years.Our teacher told us that there are 12 months

20、in a year.Hand out the work sheets and ask the class to do some exercises to consolidate this class.Summarize this class and ask the class to do some more exercises after school.Greet with the teacher.Listen carefully and try to catch the main points.Watch and work in pairs to make sentences.Read an

21、d judge.Listen and grasp the main points.Work in pairs and make sentences.Do some class work to consolidate the object clause.第5 课时GrammarTo use object clauses introduced by “wh-“words Review object clauses introduced by “if or whether” and “that”. Explain that these clauses relate to “yes/no” quest

22、ions.Structures: 主语+谓语+宾语从句that +主语+谓语+其他if/whether+主语+谓语+其他 Tell students that when object clauses relate to “wh-“questions, we should use “wh-“words to introduce object clauses. Ask students to readthe grammar rules and the two examples at the top. Remind them that the clauses should be introduced

23、 by “wh-“words and the word order in the clause should be the same as in the statements. e.g: The robot no longer knew. When should it cook breakfast. The robot no longer knew when it should cook breakfast.Step 4: Write the following sentences on the blackboard and encourage students to use the foll

24、owing structures:I am not sureId like to knowI cant imagineCan you tell me?where is Zhongshan Park?How did you go to school?What will you do next Sunday?When was the parcel delivered?Who called in the morning?Step 5: Asks students to do the exercise on page 25. Students will be able to complete it o

25、n their own. Check the answers as a class.III.Homework:1. Review the rules of object clauses introduced by “wh-/that/if/whether”.2. Preview grammar（2）9A Unit2 Colour第6课时Integrated skills1.To understand the context of an advertisement and a TV demonstration.2. To understand how a color therapist does.1.To get information from a printed advertisement.2.To get further information from a TV interview.3.To consolidation the information gained from reading and listening and determine the facts.To learn through different feelings to different colours.2. To understand how a color thera