9A Unit2 教案.doc

滨海县第一初级中学初三英语学科导学案 (1) 编号 027课题9AUnit2 Comic strips & welcome to the unit主备人王为壮 备课组长审核签名 姓 名 工 号 日 期 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 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 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 dont 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。)（4）Theres 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 doesnt work.Step3. PracticeStudents 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 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 gamePlay 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）自主备课（学习）教 后 反 思滨海县第一初级中学初三英语学科导学案 (1) 编号 028 课题9AUnit2 Reading 主备人王为壮 备课组长审核签名 姓 名 工 号 日 期 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: RevisionRevise different kinds of colours by asking students:Whats your favourite colour?Step 2: Presentation1.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:Whats your feeling after looking at the pictures?(Encourage students to say as much as possible.)Step 3: New lesson1. 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: Practice1. 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 points1.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 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inge.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prefertoe.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）自主备课（学习）教 后 反 思滨海县第一初级中学初三英语学科导学案 (1) 编号 029 课题9AUnit2 Reading 主备人王为壮 备课组长审核签名 姓 名 工 号 日 期 知识目标 To master what colours represent能力目标 To use vocabulary about emotions correctly情感目标 To express the characteristics by using colours教学重难点 To recognize and understand vocabulary about emotions课 堂 活 动Teaching procedures:1. Ask students to refer to the passage on page 26 and 27 and use the information there to fill in Part C1 to fill in the blanks in Part C1 on page 29.2. Ask students to check their answers with their partners. If students have different answers, ask them to read out .3. Ask 5 students to read out one thought bubble each. Make corrections as you go along and explain why the answers are incorrect.4. Tell students that it is time for them to think of their favorite color. Tell them to write the name of this color in the first blank in Part C2.5. Ask students to check in the reading passage of their to see what these colors represent. They should then write what the colors represent in the second blank.6. Now, ask students to think about why they like this color. Encourage them to think about how this color makes them feel. 7. Encourage students to think about their own characteristics. Remind them that they can also use words that are not on board. Ask them to write their characteristics in the fourth blank.8. Ask students to compare what they have written in the third and fourth blanks. They should decide whether their characteristics represents. Then they should tick “yes” or “no” in the fifth blank.9. When students have finished , ask 5 or 6 of the more able students to stand up and read what they have written to the rest of the class. Praise them for any parts they have done well. Try not to focus only on their mistakes.Language points1.get good marks in tests (考试取得好成绩/高分)2.help people calm down (帮助人们平静下来)calm down 意为“平静，镇静”calm sb down意为“使某人平静，镇静”3.give her energy (给她提供能量) energy是不可数名词，其形容词为 energetic.Summary:moodscolourscalm coloursBlue is good for the _ and body and it represents _.White is the colour of _. You should wear white when you feel _.warm coloursThese colour give you a happy and _ feeling. Orange represents _. It can bring you _ and _ you up.Yellow can remind you a _, _ day. It is also the colour of _.energetic coloursGreen can give you _ because it represents _ and _. It is also the colour of _ and the colour of money and _.strong coloursRed represents _ and it is the colour of _ and _ feeling.自主备课（学习）自主备课（学习）教 后 反 思滨海县第一初级中学初三英语学科导学案 (1) 编号 030 课题9AUnit2 Vocabulary 主备人王为壮 备课组长审核签名 姓 名 工 号 日 期 知识目标 To understand what synonyms are能力目标 To master the usage of synonyms情感目标 To express emotions by using synonyms教学重难点 To recognize and understand synonyms课 堂 活 动Teaching procedures:Step 1: Presentation(Change the sentences according to the request)1. He is very kind to us all. (同义句)He is very _ to us all. 2. Thank you for asking me to your birthday party.( 同义句)Thank you for _ me to your birthday party. Ask students to write out the answers: 1.good/friendly; 2. inviting . Tell the Ss that “kind /good /friendly”, “ask/invite” are two pairs of synonyms. Synonyms are words that mean the same or nearly the same thing.Step 2: Word matching A B seldom quick small cheerful fast inexpensive happy rarely cheap little wrong incorrect calm fault mistake relaxedStep 3: A game Ask some Ss to supply some words, let their partners give the synonyms of these words, let us see which pair works fastest and the most correctly. Step 4: Practice 1.Explain the context of Part A. Millie has a word game about synonyms. Tell students to complete Part A.2.Ask one student at a time to read out an answer. Check for mistakes and mispronunciation.3.Explain that each word on the wheel in Part B has a synonym. Students should find the correct synonym in the box and write it opposite the corresponding word.4.When students have completed Part B, read out the words on the wheel one at a time. Ask students to work on their own.5.You can list more synonyms on the board with the help of a thesaurus. More able students can also add more pairs of synonyms to the list.Step 5: A brainstorm. Ask Ss to list synonyms as many as possible with the help of their dictionaries. Step 6: Extension activity写出下列词的同义词。commondangerousluckypowerfulrightsuretrue自主备课（学习）自主备课（学习）教 后 反 思滨海县第一初级中学初三英语学科导学案 (1) 编号 031 课题9AUnit2 Grammar A&B 主备人王为壮 备课组长审核签名 姓 名 工 号 日 期 知识目标 To understand what synonyms are能力目标 To master the usage of synonyms情感目标 To express emotions by using synonyms教学重难点 To recognize and understand synonyms课 堂 活 动Teaching procedures:Part ATeaching procedures1.Arouse students interest by asking them whether they had the experience of talking on the Internet. Ask those students who are familiar with online chatting to share their experiences with the class.2.Then explain the context. Amy and Millie are chatting on the Internet. They want to go shopping tomorrow and are trying to decide where to go. They are talking about where they like to shop and what they want to eat for lunch. Then ask the students to finish the exercise in Part A.3.Tell Ss that we use the “would ratherthan” structure to talk about preferences, i.e. that we like one thing more than another. When we write or talk to our friends, we use the contracts form “Id rather”Part BTeaching procedures1.Explain the context. Suppose your students are at the shopping mall with the Class 1, Grade 9 students. As they go into different shops, students say which items they like.2. Tell students that we can also use the structure “prefer to” to talk about preferences.3. Give students some examples of how the structure works by writing some sample sentences on the board.4. Ask Ss what their food preferences are, using this structure, e.g., T: Simon , do you prefer chocolate or ice cream? S: I prefer ice cream to chocolate.5. Ask students to use the hints given in the pictures to make sentence. Make sure they understand all of the pictures . When everything is clear, ask Ss to complete the exercise. Remind them that they must write complete sentences.6. Ask five students to read out one completed sentence.Additional exerciseUse Id rather than or preferto to make sentencesgo skating / go swimmingbuy books / buy clotheseat Chinese food / eat Western foodwalk to the mall / take the busgo to the cinema / watch TVwear jeans / wear formal clothes自主备课（学习）自主备课（学习）教 后 反 思滨海县第一初级中学初三英语学科导学案 (1) 编号 032 课题9AUnit2 Grammar C&D 主备人王为壮 备课组长审核签名 姓 名 工 号 日 期 知识目标 To learn the indefinite pronouns that refer to people and things.能力目标 To use the indefinite pronouns that refer to people and things.情感目标 To learn to care about the things and people around.教学重难点 To master the usage of these indefinite pronouns.课 堂 活 动Teaching procedures:Step1 Daily reportGet the students to give the class a daily report about whathe (she) likes or dislikes. Then answer some questions.Step2 Warm-up activity1.Say the following sentencesSomebody / 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. We use them when we do not know who the person is. We cant use them to refer to objects.Step3 Presentation (Part C)1.Remind students that the pronouns “someone somebody, anyone anybody, no one nobody” are used to refer to people. We use them when we do not know who the person is. We can not use them to refer to objects.2. Go through rules 1, 2 and 3 on page 33 with students. Then ask Ss to read the rules aloud, with each student reading one sentence.3.Check whether students understand the rules by writing the following sentences on the board.Is there_ in the bathroom? (anyone/anybody) _ recognized Millie because of her new hairstyle.(No one/ Nobody)Look, _ has dropped 100 yuan. (Someone/Somebody) 4.Ask Ss which words should go in the gaps. If Ss got some answers wrong, you may need to go through the rules again in more detail.5.Review “bad mood, cheer up, secret, normal” Step4 PresentationDo with Part D 1.Explain to Ss that “something, anything, nothing and none” refer to things. We use them when we do not know or do not need to say.2.Read rules 1,2 and 3 on page 35 to the class. Tell them to follow the rules. Ask them if they have some questions.Step5 Practice 1.Do the exercise.2.Ask one student to read one paragraph at a time. Repeat the correct answers so Ss can understand clearly.3.Explain and practice about Language pointsMainly，explain and practice these uses of the indefinite pronouns, such as something, anything ,nothing, everything and somebody etc. 自主备课（学习）自主备课（学习）教 后 反 思滨海县第一初级中学初三英语学科导学案 (1) 编号 033 课题9AUnit2 Integrated skills 主备人王为壮 备课组长审核签名 姓 名 工 号 日 期 知识目标 To understand the context of an advertisement and a TV demonstration.能力目标 To get information from a printed advertisement and a TV interview.情感目标 To learn about different feelings according to different colours.教学重难点 To understand how a color therapist does.课 堂 活 动Teaching procedures:Step1 RevisionRevise the grammatical knowledge learned in the last period.Step2 Presentation (Part A)1. Ask the Ss what they think a color therapist is. A color therapist helps people improve their health, mood and appearance by using colors.2. Ask Ss if they believe that colors can affect our mood. Step3 Practice1. Explain to Ss that the paper at the top of page 36 is an advertisement. Ask a student to read the advertisement out loud. Tell students that they must use the information in the advertisement to complete Millies notes. Remind them that they will not be able to complete all the notes based on the advertisement.2. Ask the students to look carefully at what they have written in Part A1, and pay attention to the gaps they have not yet been able to fill in.3. Ask the students to look at their answers. If they still have some questions, play the tape once more without stopping. 4. Check the mistakes and pronunciation.Step4 Presentation (Part B)1. Review advice2. Ask one student to play the role of Millie and another one to play the role of Andy.Step5 Practice1.Write some vocabulary on the blackboard for students to use. blouse, coat, trousers, loose, tight, comfortable. Remind students that each color represents something different . Ask them to refer to the passage to check what different colors represent.2. Work in pairs and role-play.Language points:1.He should rub white oil into his skin.他应该把白色的油擦在皮肤上。rub 用动动词，意思是“擦，擦净，搓”。它的现在分词是rubbing,过去式和过去分词都是rubbed.如：He was rubbing his hands together 他正在搓手。He rubbed his hands with the soap.他用肥皂擦洗双手。2.pale 一词的用法pale 作形容词用，意思是“苍白的，暗淡的，白皙的”。如：He turned pale at the news. 他听到那个消息面容失色。You are looking pale today.你今天看上去气色不好。He grew pale with fear.他害怕得脸色发白了。The candle gives out pale light。那蜡烛发出微弱的灯光。3. Millie, could you give me some advice?米丽，你能给我一些建议吗？give sb. some advice 给某人一些建议advice是不可数名词，不能加-s. 表示“一个建议”要说 a piece of advice自主备课（学习）自主备课（学习