新9A_Unit2colours教案设计

1、 总课题 9A Unit2 Colours总课时7第1 课时课题Colours ( Comic strip &welcome to the unit )课型新授教学目标知识目标 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The same as the aims.教学过程教 学 内

2、容二次备课教 师 活 动 方 式学 生 活 动 方 式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

3、answer.Students read the dialogue 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 th

4、e teacher likes the colours 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 pairsEnco

5、urage students toguess the seven coloursof the rainbow.教后记总课题 9A Unit2 Colours总课时7第 2 课时课题 Colours (Reading A)课型新授教学目标知识目标: 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The same as the aims.教学过程教 学 内 容

6、二次备课教 师 活 动 方 式学 生 活 动 方 式Step 1: RevisionRevise different kinds of colours by asking students:Whats your favourite colour?Step 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 l

7、et students discuss: Whats your feeling after looking at the pictures?Encourage students to say as much as possible.Then teachers 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

8、warm, happy and contented. Orange represents joy while yellow is the colour of wisdom. Green makes you feel energetic. It represents 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

9、 moods?Encourage students to express himself using his / her own wordsStep4: HomeworkGreet with the teacher freely. !Have a free talk with the teacher freely.教后记 总课题 9A Unit2 Colours总课时7第3课时课题 Colours ( Reading B,C) 课型新授教学目标知识目标: To understand what colours represent能力目标: To recognize and understand

10、vocabulary about emotions情感目标: To match colours to the characteristics教学重难点The same as the aims.教学过程教 学 内 容二次备课教 师 活 动 方 式学 生 活 动 方 式Teaching steps:Step 1: Reading comprehension.1.Ask students to scan the passage quickly and then match the colour with what they represent.Ask students to read the pas

11、sage again carefully and then fill in the blanks according to the passageStep 2: 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

12、. of sth have difficulty (in) doing sth. make/ find / 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 abo

13、ut colours.Step 7: ExercisesStep 8: Homework.Read the passage over and over again to be familiar with it.Finish off the exercises in the Workbook 教后记 总 课 题9A Unit2 Colours总课时7第4课时课    题Grammar 课型New教学目标知识目标To learn some useful expression_rs.To learn the structure of the Object Clause能

14、力目标To use the Object Clause correctly.情感目标To co-operate well with partners.教学重点To learn the structure of the Object Clause教学难点To use the Object Clause correctly.教学准备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 wi

15、th the Object Clause, however, they have not grasped the structure of the clause, also they need to know the use of the clause totally.教学过程教学环节教  师  活  动学 生 活 动二次备课Step 1.Greetings.Step 2.Presentation.        Step 3Practice.   

16、60;      Step 4Presentation.            Step 5.Practice. Step 6Presentation.         Step 7.Consolidation. Step 8Summary and assignment.Greet with the clas

17、s 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 some pictures on ppts. And some sentences with object clause.Present that an object clause functions as the object in a sentence

18、. 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 introduce by the connective “that”. Sometimes, we can leave “that” out.1.Show some group sentences and ask the class to work in pa

19、irs 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.A: Yes.C: I know he has been here for two years and a half.A: I dont think you are right.2. Ask the class to read the sentences on Page 14 Part B and judge whether it is a

20、n 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 computer programmer was murdered, we all know.We all know that a computer programmer was murdered.2. General QuestionsHave th

21、e 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 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 sentenc

22、es 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 simple present tense, the object clause can come in a proper certain tense.If the main clause is a simple past tense, the objec

23、t 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 in a year.Hand out the work sheets and ask the class to do some exercises to consolidate this class.Summarize this class and

24、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 and judge.  Listen and grasp the

25、main points.            Work in pairs and make sentences.            Do some class work to consolidate the object clause. 教后记 总课题9A Unit2 Colours总课时7第5 课时课题Grammar课型新授教学目

26、标To use object clauses introduced by “wh-“words教学过程二次备课Step 1: Review object clauses introduced by “if or whether” and “that”.                   Explain that these clauses relate to “yes/no” questions.         

27、      Structures: 主语+谓语+宾语从句that +主语+谓语+其他              if/whether+主语+谓语+其他Step 2: Tell students that when object clauses relate to “wh-“questions,   we should use “wh-“words to introduce object clauses. Ask students to read&

28、#160; the grammar rules and the two examples at the top. Step 3: Remind them that the clauses should be introduced 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.       &#

29、160;                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 

30、0;                  students to use the following structures:            I am not sure           Id like to know           I

31、cant imagine           Can you tell me?           where is Zhongshan Park?           How did you go to school?           What will you do ne

32、xt 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 on their own. Check the answers as a

33、 class.   III.     Homework:      1.       Review the rules of object clauses introduced by                “wh-/that/if/whether”.      2.    

34、60; Preview grammar(2)教后记总课题9A Unit2 Colour总课时7第6课时课题Integrated skills课型新授教学目标知识目标1.To understand the context of an advertisement and a TV demonstration.2. To understand how a color therapist does.能力目标1.To get information from a printed advertisement.2.To get further information from a TV interview.

35、3.To consolidation the information gained from reading and listening and determine the facts.情感目标To learn through different feelings to different colours.教学重点1.To understand the context of an advertisement and a TV demonstration.2. To understand how a color therapist does.教学难点To learn to express dif

36、ferent feelings according to colours.课前预习1. Preview the new words and phrases of this period2. Pre-read “Integrated skills”教 学 过 程教 师 活 动学 生 活 动二次备课Step1 RevisionRevise something learned in the last period.Step2 Practice1. Ask the Ss what they think a color therapist is. A color therapist helps peop

37、le improve their health, mood and appearance by using colors.2. Ask Ss if they believe that colors can affect our mood. 3. Explain to Ss that the paper at the top of page 32 is an advertisement. Ask a student to read the advertisement out loud. Tell the students must use the information in the adver

38、tisement to complete Millies notes. Remind them that they will not be able to complete the note.4. Ask ss 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.5. Ask ss to look at their answers. If they still have some questions

39、, play the tape once more without stopping.6. check the mistakes and pronunciation.Step3 PracticeDeal with Part B 1. Review “advice”2. Ask one student to play the role of Millie and another one to play the role of Andy.Have a revision Listen to theirteacher and try to answer somequestions 3.Write so

40、me 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.4. Work in pairs.5.Roleplaying.Step4 Sum up Sum up some

41、 Language pointsStep4 Assignment1. Revise this period and do some exercises2. Pre-learn the next periodpeak and learnPractise thedialogueDo some Exx after class Notes after teaching总课题9A Unit2 Colour总课时7第7课时课题Task课型新授教学目标知识目标To master the words: protection, warmth, powerful, handbag, balance能力目标1.To

42、 organize ideas and build a plan. 2.To write a report about moods and colors and what they represent. 3. To present a report.情感目标To learn to express ideas to others. 教学重点1.To organize ideas and build a plan. 2.To write a report about moods and colors and what they represent. 3. To present a report.教

43、学难点2.To write a report about moods and colors and what they represent.课前预习1. Preview the new words and phrases of this period2. Pre-learn Main task教 学 过 程教 师 活 动学 生 活 动二次备课Step1 RevisionRevise something learned in the last period.Step2 Presentaton1. Explain the context. Students are working on a pro

44、jectabout the relationship between colors and moods. They willlook at pictures of people and assess their moods based on the colors they are wearing.2. Tell students that making a list can be a good way to organize their thoughts and ideas.3. Point out to students that for each color mentioned in th

45、e list, there is an explanation of what the colors mean.Step3 Practice1. Tell students to look at the picture carefully, then answer some questions. After answering some questions, let themwork in groups to finish the report.2.Free talk. According to the advertisement on the book, ask them that what

46、 kind of advertisement can beconsidered as good advertisement.3. Show them other pictures and encourage them to talk about their feeling. About colors and moods. Then work in pairs to ask their desk mates about colors and represents. 4. Exercise: writing.Have a revisionListen and learn Look, then wo

47、rk in pairs. Talk about their feeling Step 4 Assignment1. Revise this period2. Pre-learn the next periodMore exercises make perfect根据首字母提示完成下列句子：1. Red represents p _ and s_.2. Paul has strong p_ and likes to be the leader.3. This can help when you have d_- making a decision.4. Id r_ wear a blue coa

48、t than a red coat.5. Green can give us e_ because it r_ new life and growth.6. White is the color of p_. If you wear white, you will feel p_.7. Blue can c_ the feeling of harmony.8. Is there a_ in the room? Im hungry.9. Do you know that colours can a_ our moods?7. Orange can bring you s_ .It can c_

49、you up when you are sad.Practise and do some exercises after class. Notes after teaching 高考语文试卷一、语言文字运用（15分）1在下面一段话的空缺处依次填入词语，最恰当的一组是（3分）提到桃花源，许多人会联想到瓦尔登湖。真实的瓦尔登湖，早已成为 的观光胜地，梭罗的小木屋前也经常聚集着 的游客，不复有隐居之地的气息。然而虚构的桃花源一直就在我们的心中，哪怕 在人潮汹涌的现代城市，也可以获得心灵的宁静。A名闻遐迩 闻风而至 杂居 B名噪一时 闻风而至 栖居C名噪一时 纷至沓来 杂居 D名闻遐迩 纷至沓来 栖居

50、2在下面一段文字横线处填入语句，衔接最恰当的一项是（3分）在南方，芭蕉栽植容易，几乎四季常青。 至于月映蕉影、雪压残叶，那更是诗人画家所向往的了。它覆盖面积大，吸收热量大，叶子湿度大。古人在走廊或书房边种上芭蕉，称为蕉廊、蕉房，饶有诗意。因此蕉阴之下，是最舒适的小坐闲谈之处。在旁边配上几竿竹，点上一块石，真像一幅元人的小景。在夏日是清凉世界，在秋天是分绿上窗。小雨乍到，点滴醒人；斜阳初过，青翠照眼。A BC D3下列诗句与“悯农馆”里展示的劳动场景，对应全部正确的一项是（3分）笑歌声里轻雷动，一夜连枷响到明种密移疏绿毯平，行间清浅縠纹生分畴翠浪走云阵，刺水绿针抽稻芽阴阴阡陌桑麻暗，轧轧房栊机杼

51、鸣A织布插秧车水打稻 B织布车水插秧打稻C打稻插秧车水织布 D打稻车水插秧织布4阅读下图，对VR（即“虚拟现实”）技术的解说不正确的是一项是（3分）AVR技术能提供三个维度的体验：知觉体验、行为体验和精神体验。 B现有的VR技术在精神体验上发展较快，而在知觉体验上发展较慢。CVR技术的未来方向是知觉体验、行为体验和精神体验的均衡发展。 D期许的VR体验将极大提高行为体验的自由度和精神体验的满意度。二、文言文阅读（20分）阅读下面的文言文，完成58题。临川汤先生传邹迪光先生名显祖，字义仍，别号若士。豫章之临川人。生而颖异不群。体玉立，眉目朗秀。见者啧啧曰：“汤氏宁馨儿。”五岁能属对。试之即应，又

52、试之又应，立课数对无难色。十三岁，就督学公试，补邑弟子员。每试必雄其曹偶。庚午举于乡，年犹弱冠耳。见者益复啧啧曰：“此儿汗血，可致千里，非仅仅蹀躞康庄也者。”丁丑会试，江陵公属其私人啖以巍甲而不应。曰：“吾不敢从处女子失身也。”公虽一老孝廉乎，而名益鹊起，海内之人益以得望见汤先生为幸。至癸未举进士，而江陵物故矣。诸所为附薰炙者，骎且澌没矣。公乃自叹曰：“假令予以依附起，不以依附败乎？”而时相蒲州、苏州两公，其子皆中进士，皆公同门友也。意欲要之入幕，酬以馆选，而公率不应，亦如其所以拒江陵时者。以乐留都山川，乞得南太常博士。至则闭门距跃，绝不怀半刺津上。掷书万卷，作蠹鱼其中。每至丙夜，声琅琅不辍。

53、家人笑之：“老博士何以书为？”曰：“吾读吾书，不问博士与不博士也。”寻以博士转南祠部郎。部虽无所事事，而公奉职毖慎，谓两政府进私人而塞言者路，抗疏论之，谪粤之徐闻尉。居久之，转遂昌令。又以矿税事多所蹠戾，计偕之日，便向吏部堂告归。虽主爵留之，典选留之，御史大夫留之，而公浩然长往，神武之冠竟不可挽矣。居家，中丞惠文，郡国守令以下，干旄往往充斥巷左，而多不延接。即有时事，非公愤不及齿颊。人劝之请托，曰：“吾不能以面皮口舌博钱刀，为所不知后人计。”指床上书示之：“有此不贫矣。”公于书无所不读，而尤攻文选一书，到掩卷而诵，不讹只字。于诗若文无所不比拟，而尤精西京六朝青莲少陵氏。公又以其绪余为传奇，若紫

54、箫、还魂诸剧，实驾元人而上。每谱一曲，令小史当歌，而自为之和，声振寥廓。识者谓神仙中人云。公与予约游具区灵岩虎丘诸山川，而不能办三月粮，逡巡中辍。然不自言贫，人亦不尽知公贫。公非自信其心者耶？予虽为之执鞭，所忻慕焉。（选自汤显祖诗文集附录，有删节）注江陵公：指时相张居正，其为江陵人。蹠戾：乖舛，谬误。5对下列加点词的解释，不正确的一项是（3分）A每试必雄其曹偶 雄：称雄B酬以馆选 酬：应酬C以乐留都山川 乐：喜爱D为所不知后人计计：考虑6下列对原文有关内容的概括和分析，不正确的一项是（3分）A汤显祖持身端洁，拒绝了时相张居正的利诱，海内士人都以结识他为荣幸。B因为上书批评当权者徇私情、塞言路，

55、汤显祖被贬官至广东，做了徐闻尉。C汤显祖辞官回家后，当地官员争相与他交往，而汤显祖不为私事开口求人。D汤显祖与邹迪光相约三月份到江南一带游玩，但没准备好粮食，因而作罢。7把文中画线的句子翻译成现代汉语。（10分）（1）见者益复啧啧曰：“此儿汗血，可致千里，非仅仅蹀躞康庄也者。”（2）然不自言贫，人亦不尽知公贫。公非自信其心者耶？予虽为之执鞭，所忻慕焉。8请简要概括汤显祖读书为文的特点。（4分）三、古诗词鉴赏（11分）阅读下面这首唐诗，完成910题。学诸进士作精卫衔石填海韩 愈鸟有偿冤者，终年抱寸诚。口衔山石细，心望海波平。渺渺功难见，区区命已轻。人皆讥造次，我独赏专精。岂计休无日，惟应尽此生。

56、何惭刺客传，不著报雠名。9本读前六句是怎样运用对比手法勾勒精卫形象的？请简要分析。(6分)10诗歌后六句表达了作者什么样的人生态度？（5分）四、名句名篇默写（8分）11补写出下列名句名篇中的空缺部分。（1）名余曰正则兮，_。（屈原离骚）（2）_，善假于物也。（荀子劝学）（3）艰难苦恨繁霜鬓，_。（杜甫登高）（4）树林阴翳，_，游人去而禽鸟乐也。（欧阳修醉翁亭记）（5）_，抱明月而长终。（苏轼赤壁赋）（6）浩荡离愁白日斜，_。（龚自珍己亥杂诗）（7）道之以德，_，有耻且格。（论语·为政）（8）盖文章，经国之大业，_。（曹丕典论·论文）五、现代文阅读（一）（15分）阅读下面的作

57、品，完成1214题。表 妹林斤澜矮凳桥街背后是溪滩，那滩上铺满了大的碎石，开阔到叫人觉着是不毛之地。幸好有一条溪，时宽时窄，自由自在穿过石头滩，带来水草野树，带来生命的欢喜。滩上走过来两个女人，一前一后，前边的挎着个竹篮子，简直有摇篮般大，里面是衣服，很有点分量，一路拱着腰身，支撑着篮底。后边的女人空着两手，几次伸手前来帮忙，前边的不让。前边的女人看来四十往里，后边的四十以外。前边的女人不走现成的小路，从石头滩上斜插过去，走到一个石头圈起来的水潭边，把竹篮里的东西一下子控在水里，全身轻松了，透出来一口长气，望着后边的。后边的走不惯石头滩，盯着脚下，挑着下脚的地方。前边的说：“这里比屋里清静，出来走走，说说话再