Unit2教案2022-2023學(xué)年牛津譯林版九年級(jí)英語(yǔ)上冊(cè)

9AUnit2icStrip&WeletotheunitTeachinganalysisAnalysisofteachingmaterialThetopicofthisunitiscolours.Coloursarerelatedtostudents’dailylife.Thecontentofthislessonincludesicstripandthewelepart.ThedialoguebetweenEddieandHobocanarousethestudents’interestandinspirestudentstothinkaboutthefunctionsandcharacteristicsofcolours.Theweleparthelpstudentsgetsomebasicknowledgeaboutcoloursandencouragesstudentstotalkabouttheirfavouritecolours.AnalysisofstudentsStudentsinGrade9havelearntsomewordsandexpressionsaboutcolours,soit’snotdifficultforthemtotalkabouttheirfavouritecolours.However,besidestheexpressionsofcolors,theyknowlittleaboutcolorsandtheyneedtolearnmoreaboutcolours.Teachingobjectives●Thestudentscantellthedifferentcoloursofarainbow.●Thestudentscanmasterthefollowingexpressions:Thereisnothingwrongwith...;sthlookgoodon...;tryon;I’mnotsureif,●Thestudentscantalkabouttheirfavouritecolours.●Thestudentsbeeinterestedinthetopiccolours.Importantpoints●Thestudentscantalkabouttheirfavouritecolours.●Thestudentscangraspthefollowingsentencepatterns:Thereisnothingwrongwith...,sthlooksgoodon...,I’mnotsureif...,Doyouknowhowmanycoloursthereare...?DifficultpointsStudentsmayfinditdifficulttounderstandthefollowingsentencepatterns:Doyouknowhowmanycoloursthereare...?TeachingmethodsTaskbasedlanguageteachingLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.Warmingup1.Showsomepicturesaboutdifferentcoloursandencouragethestudentstotelltheirnames.(Presenttwonewwordshere:indigoandviolet)Freetalk:Whatisyourfavouritecolour?【設(shè)計(jì)意圖】顏色是學(xué)生較為熟悉的話題，因此通過(guò)圖片展示和自由談話直接導(dǎo)入到本節(jié)課的主題。在導(dǎo)入部分主要談的是顏色是什么的話題，為下面討論喜歡顏色的原因和顏色的作用進(jìn)行鋪墊。Step2.icstrip1.Listentothedialogueandanswer:WhichcolourdoesEddielikebetter?(Eddielikesbluebetter.)WhydoesEddiechooseblueinsteadofpink?(Eddiethinkspinkisagirl’scolour.)HowdoesEddiefeelwhenhewearsthedress?(Eddiefeelsshame.BecauseHobolaughs:“Bluelooksgoodonyou!”)Readthedialoguecorrectly,fluentlyandaffectionately.Studentsasksomequestionsaboutthedialogue.Actthedialogueout.【設(shè)計(jì)意圖】對(duì)于icstrip的處理，通過(guò)以下三個(gè)步驟：聽(tīng)了解對(duì)話內(nèi)容；讀體會(huì)對(duì)話情感；問(wèn)掌握語(yǔ)言表達(dá)。這三個(gè)步驟層層遞進(jìn)，尤其是通過(guò)學(xué)生提問(wèn)的環(huán)節(jié)，可以使學(xué)生主動(dòng)去發(fā)現(xiàn)和關(guān)注對(duì)話中的語(yǔ)言表達(dá)，教師的適當(dāng)講解和補(bǔ)充也會(huì)變得更為高效。Step3.WeletotheunitEncouragethestudentstotalkabouttherainbow.(studentscantalkaboutthecoloursoftherainbow,thetimewhenitoccurs,thereasonwhyitformsandsoon)Explaintostudentsthatthecolorsofarainbowalwaysappearinordershowninthepictureonpage21.AskthemtowritethecolorsintheblanksinPartA.3.AskstudentstoreadthedialogueinPartA2inpairsandfindoutAmy’sandShirley’sfavouritecolors.4.Encouragethestudentstoasksomequestionsaboutthedialogue.5.Usethedialogueasamodelandencouragestudentstotalkwithpartners.【設(shè)計(jì)意圖】鼓勵(lì)學(xué)生就已知的信息進(jìn)行交流，并通過(guò)學(xué)生提問(wèn)的方式對(duì)speakup部分的內(nèi)容進(jìn)行講解，使學(xué)生能夠通過(guò)本環(huán)節(jié)的學(xué)習(xí)及小組合作編出自己的對(duì)話。此外，speakup部分涉及賓語(yǔ)從句的語(yǔ)序問(wèn)題，由學(xué)生提問(wèn)教師在此處進(jìn)行初步的講解也能為本單元的語(yǔ)法學(xué)習(xí)作鋪墊。Step4.ConclusionStudentstellthecoloursofrainbowstogether.Focusonthefollowingexpressionsandaskstudentstotellthemeaning.ThereissomethingwrongwithSthlookgoodon.../sblookgoodinsthI’mnotsureif...Doyouknowhowmanycoloursthereare...?Preview:Doyouthinkcoloursareimportantinourlife?Doyouthinkcolourscaninfluenceourmoods?Nextlesson,we’lllearnaboutwhatcharacteristicstheyrepresentandtheirinfluenceonmoods.【設(shè)計(jì)意圖】通過(guò)總結(jié)幫助學(xué)生回顧本課所學(xué)并通過(guò)問(wèn)題提問(wèn)引出閱讀課的話題，激發(fā)學(xué)生對(duì)閱讀內(nèi)容的好奇和興趣，同時(shí)也為課后閱讀的內(nèi)容作一定的引導(dǎo)。Step5.Homework1.《初中英語(yǔ)讀本》Chapter3導(dǎo)讀+誦讀Chooseyourcolour2.RecitethedialogueinPartA2.3.FinishtheexerciseinExerciseBook.4.Previewthereadingpartofthisunit.TeachingReflection9AUnit2ReadingI&StudyskillsTeachinganalysisAnalysisofteachingmaterialThereadingpartofthisunitisabouthowcolorsinfluencepeople.Studentscanalsolearnaboutthedifferentkindsofcolorsafterreadingthearticle.Thecontentcanarousethestudents’interest.Thisarticlealsohasaclearstructure.Whileteaching,theteachercanfocusonthestructureandcultivatethestudents’structureconsciousness.Besides,thereadingpartlaysafoundationfortheoutputinTask.AnalysisofstudentsAfterreadingthearticleChooseyourcolor,studentshaveknownthatcolorscanchangepeople’smoods.Sostudentshavegotsomebackgroundknowledge.Studentsalwaysneglectsomedetailedinformationinthearticle,sotheteachercanteachthestudentstousethescanningskillwhilereading.Teachingobjectives●Studentscanknowwhatdifferentcoloursrepresentandhowtheyinfluenceus.●Studentscanmasterthefollowingwordsandexpressions:influence,whether,peace,sadness,create,feeling,as,require,heat,difficulty,decisionandetc.●Studentscanusethescanningskilltofindoutsomespecificinformationinthearticle.●Studentscanusecolorstochangetheirmoodsandimprovetheirlives.ImportantpointsStudentscanunderstandthemainideaofthearticle:thedifferentkindsofcoloursandtherelationshipbetweencoloursandmoods.DifficultpointsStudentscanusethescanningskilltofindoutsomespecificinformationinthearticle.TeachingmethodsTaskbasedlanguageteachingLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.Prereading1.Showsomepicturesofroomsdecoratedwithdifferentcoloursandaskstudents:Howdoyoufeelwhenyouseethesecolours?Doyouthinkcolourscaninfluenceourmoods?2.Encouragethestudentstopredictthecontentaccordingtothetitle.【設(shè)計(jì)意圖】通過(guò)呈現(xiàn)圖片導(dǎo)入到本課的主題顏色，并將本課的顏色主題與學(xué)生的生活相聯(lián)系，激發(fā)學(xué)生對(duì)本課內(nèi)容的興趣。鼓勵(lì)學(xué)生通過(guò)標(biāo)題預(yù)測(cè)課文的內(nèi)容能充分激發(fā)學(xué)生的閱讀熱情，為接下來(lái)的文本閱讀做準(zhǔn)備。Step2.Whilereading1.Askstudentstoskimthearticleandanswer(Explaintheword“skim”whilegivingorder):1)Whatisthisarticleabout?2)Howmanydifferentkindsofcoloursaretalkedaboutinthisarticle?Whatarethey?2.Askstudentstoscanthearticleandfindoutthefollowinginformation(Explaintheword“scan”whilegivingorder):1)Whatdoespeoplemeanwhentheysay“I’mfeelingblue”?2)Whydopeopleincoldareaspreferwarmcolours?3)Whatdoes“greenwithenvy”mean?3.Askstudentstoreadthearticleandfindoutwhateachcolorrepresentandhowcolorsinfluenceus.4.AskstudentstofinishExerciseB25.Askstudentstoreadthearticleagainanddrawastructureofthearticle(Pairwork)IntroductionIntroductionCalmcolourswarmcoloursStrongcoloursEnergeticcolorsBlueandwhiteOrangeandyellowGreenred【設(shè)計(jì)意圖】首先通過(guò)skimming引導(dǎo)學(xué)生關(guān)注文章的大意和框架結(jié)構(gòu)，通過(guò)scanning使學(xué)生對(duì)文章的一些細(xì)節(jié)內(nèi)容有了初步的了解；之后，通過(guò)carefulreading和exerciseB2使學(xué)生對(duì)文章的內(nèi)容有進(jìn)一步的了解。Step3.Postreading1.Encouragethestudentstoretellthearticleaccordingtothestructure2.AskstudentstohelpMilliechoosepropercolorsforherfriendsandfinishPartB33.AskstudentstowriteabouttheirfavouritecolorinPartB4【設(shè)計(jì)意圖】通過(guò)retell的環(huán)節(jié)，讓學(xué)生對(duì)文本的內(nèi)容有整體和細(xì)節(jié)上的把握，同時(shí)通過(guò)B3和B4的練習(xí)，讓學(xué)生結(jié)合實(shí)際生活，學(xué)以致用。Step4.HomeworkReadthearticlealoudafterclassandrecitethenewwords2.FinishexerciseonP31(usescanningskillwhilereadingthearticle)3.《初中英語(yǔ)讀本》Chapter閱讀1TeachingReflection

9AUnit2ReadingIITeachinganalysisAnalysisofteachingmaterialThisreadingmaterialcanbeagoodwritingexample,sotheteachercanencouragethestudentstoimitatethestructureorusesomephrasesorsentencesintheirwriting.Somesentencesinthereadingmaterialaredifficulttounderstand,sotheteachershouldhelpstudentstoparaphrasethelongsentences.Besides,thisarticleiswrittentohelpstudentstolearnaboutthefunctionsandcharacteristicsofcolorssothatthestudentscanusethecolortomakesomechangesintheirdailylife.AnalysisofstudentsStudentshavegotthemainideaandsomedetailedinformationaboutthisarticle,buttheymayfinditdifficulttounderstandsomelongsentences.Besides,studentsalwaystrytheirbesttorememberthesentencesandphrasesinthereadingmaterial,buttheydon’tknowhowtousewhattheyhavelearnt.Itisnecessaryfortheteachertocreatesomesituationsandencouragestudentstousethemintheirwriting.Teachingobjectives●Studentscanusethefollowingexpressionscorrectly:remindsbofsth,makesbdo,bringpeaceto,havedifficultydoingsth,makeadecision,hopeforsuccessandetc.●Studentscangetmoreknowledgeaboutcolours.●Studentscanusecolourstomakesomechangesintheirdailylives.Important/DifficultpointsStudentscanusethefollowingexpressionscorrectly:remindsbofsth,makesbdo,bringpeaceto,havedifficultydoingsth,makeadecision,hopeforsuccessandetc.TeachingmethodsTaskbasedlanguageteachingLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.RevisionAskstudentssomequestions:WhatkindsofcoloursdidwelearnintheReadingpart?Whatdoeseachcolourrepresent?Howmanypartsdoyouthinkwecandividethisarticleinto?(Two,thefirstparagraphisthefirstpart,andtherestparagraphsisthesecondpart)【設(shè)計(jì)意圖】三個(gè)問(wèn)題分別針對(duì)文章的內(nèi)容和結(jié)構(gòu)，既是對(duì)reading課文的復(fù)習(xí)，也為本節(jié)課中針對(duì)文章內(nèi)容展開(kāi)的進(jìn)一步討論和思考打下伏筆。Step2.FurtherreadingDealwithpart1Askstudentstoreadthefirstparagraphandthink:Howdidthewriterintroducethearticle?Encouragestudentstoimitate:writeagoodintroductionforthearticle“l(fā)ivingonMars”.(Possibleanswer:SomepeoplebelievewecanliveonMars.Youmaywonderwhetheritistrue.ThisarticlewilltellyouwhatlifewouldbelikeonMarsandhowpeoplewillliveonMars.)【設(shè)計(jì)意圖】通過(guò)讓學(xué)生反復(fù)閱讀文章的開(kāi)頭思考如何在寫(xiě)作時(shí)引入文章，并進(jìn)行仿寫(xiě)的練習(xí)，不僅能夠幫助學(xué)生對(duì)文章的內(nèi)容有更深的了解，也能幫助學(xué)生掌握一些寫(xiě)作技巧，適時(shí)地在寫(xiě)作中進(jìn)行運(yùn)用。Dealwithpart2Askstudentstoreadtherestpartsofthearticleanddiscussthefollowingquestionswiththeirclassmates:Bluecanmakeusfeel______,_______,_____.Manywomenliketowear________ontheirweddingday,butChinesepeopleliketowear__________.Why?WhydoEmperorsinancientChinaliketowearyellow?Howdoyoufeelwhenyouseethepicture?(showtheTVadsofminutemaid)Greenisthecolourof______,_____,______and_______.FastfoodrestaurantslikeKFCarealwayspaintedred,doyouknowthereason?Whatdoes“this”refertointhelastparagraph?【設(shè)計(jì)意圖】第一個(gè)和第二個(gè)問(wèn)題針對(duì)calmcolors,要求學(xué)生對(duì)文章的這一部分內(nèi)容進(jìn)行概括，并引導(dǎo)學(xué)生關(guān)注和思考中西方文化的不同；第三個(gè)和第四個(gè)問(wèn)題針對(duì)warmcolors，要求學(xué)生將一些所見(jiàn)所聞與閱讀內(nèi)容相結(jié)合；第五個(gè)問(wèn)題針對(duì)energeticcolors，要求學(xué)生對(duì)本部分內(nèi)容進(jìn)行概括，第七個(gè)和第八個(gè)問(wèn)題針對(duì)strongcolors,要求學(xué)生在閱讀時(shí)關(guān)注指示詞并結(jié)合文章內(nèi)容對(duì)日常生活中的一些現(xiàn)象進(jìn)行思考。Step3.UsefulexpressionsAskstudentstolistsomeusefulexpressionstheyhavelearntinthisarticle,thensomestudentsortheteachermakesomeexplanationandaddsomeimportantpointsifnecessary.bringpeaceto.../bringpeaceto.../remindsbofsth/hopeforsuccess/makesbdosthYoumaywonderwhetheritistrue.Thisarticleexplainswhatcolourscandoandwhatcharacteristicstheyrepresent.（賓語(yǔ)從句）Peopleincoldareaspreferwarmcolourstocreateawarmandfortablefeeling.Wearingredcanalsomakeiteasiertotakeaction,ifyouhavedifficultiesinmakingadecision.2.Askstudentstomakesentenceswithsomeusefulexpressions.【設(shè)計(jì)意圖】通過(guò)結(jié)合自主學(xué)習(xí)，互助學(xué)習(xí)和教師教授三種方法幫助學(xué)生鞏固本節(jié)課所學(xué)的短語(yǔ)和句型，造句的形式則能使學(xué)生更好地掌握并運(yùn)用所學(xué)的知識(shí)。Step4.Extension1.Askstudentsaquestion:OrangeisthenationalcolourofNetherlands.Doyouknowwhy?2.Listsomeproverbsoridiomsaboutcoloursandencouragestudentstoguessthemeaning:greenfingers園藝能手greenhand新手blacksheep敗家子blackhorse黑馬awhitelie善意的謊言blueday憂郁的日子Whitewar沒(méi)有硝煙的戰(zhàn)爭(zhēng)whiteelephant昂貴卻沒(méi)有用處的物體3.AskstudentstoreadtwoarticlesontheInternetandsharewhattheyknowwithothers【設(shè)計(jì)意圖】對(duì)顏色話題的擴(kuò)展能夠使學(xué)生對(duì)顏色主題更加感興趣，課外知識(shí)的拓展也為課后的閱讀作了鋪墊。Step5.Homework1.《初中英語(yǔ)讀本》Chapter3閱讀22.Recitetheusefulexpressions.TeachingReflection

9AUnit2GrammarTeachinganalysisAnalysisofteachingmaterialThegrammarpartinthisunitmainlyfocusontheobjectiveclausesintroducedbythatandif/whether.Studentshavelearntsomesentenceswithobjectiveclausesintheweleandreadingpart.Sotheteachercanusethesesentencesasexampleswhileteaching.Thetopicofthisgrammarpartisstillaboutcolors.Thestudentsareexpectedtouse“that”totalkaboutwhattheyknowaboutcolorsanduseif/whethertotalkaboutwhattheydoubt.AnalysisofstudentsStudentshavelearnedaboutthedefinitionofobjectiveslastterm,butthestillcan’tidentifywhatisobjective.Sotheteachershouldexplainwhatisobjectiveandobjectiveclausesfirst.Besides,studentsmayconfoundtheword“if”inobjectiveclauseswiththeword“if”inadverbialclausesofcondition.Theteachercanlistsomesentencesindifferentcontextstohelpstudentsdifferentiatethesetwowords.Teachingobjectives●Studentscanlearnabouttheobjectclauses.●Studentscanmasterthefollowingwordsandexpressions:relationship,certainly,everyday,ancient,dependon,celebrations.●Studentscanuseobjectclausesintroducedbythatandif/whethertotalkaboutwhattheyhavelearntandwhattheydoubt.●Studentsbeemoreinterestedinthistopicandwanttoexploremoreknowledgeaboutcolors.Important/Difficultpoints●Studentscanusetheobjectclausescorrectly●Studentscanmastertheusageoftheconjunctions:if/whether,thatTeachingmethodsTaskbasedlanguageteaching,thedeductivemethodLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.WarmingupandleadinEncouragestudentstowritedownwhattheythinkaboutcolors,thensharewiththeirpartnersusing:Iknow(that)...,Ithink(that),Idon’tbelieve(that)...,I’msure(that)【設(shè)計(jì)意圖】回顧Reading部分所學(xué)的關(guān)于顏色主題的知識(shí)，同時(shí)導(dǎo)入到本單元的語(yǔ)法內(nèi)容：賓語(yǔ)從句。Step2.Presentationofobjectclausesintroducedbythat1.Presentthefollowingsentences:1)Somepeoplebelievethatcolorscaninfluenceourmoods.2)Shehopesthatyellowcanbringhersuccess.3)Sheissurethatyellowcanbringhergoodluck.4)“I’mfeelingblue”means“I’mfeelingsad”.2.Readthesesentencesandfindoutthesimilarities.Explainthegrammaronpage26.賓語(yǔ)的概念：動(dòng)賓、介賓、形賓賓語(yǔ)從句的概念：充當(dāng)賓語(yǔ)成分的從句為賓語(yǔ)從句that引導(dǎo)賓語(yǔ)從句時(shí)在句中不充當(dāng)任何成分，無(wú)意義，可省略。Writedownthegrammarpointsandaskquestionswhentheycan’tunderstandthegrammarpoints.PracticeFinishtheexercisesonpage26.Checkthestudents’answersandexplainthegrammar.(Paraphrasethissentence：Anywayweshouldchoosethecolourwhichmakesusfeelfortable.定語(yǔ)從句)3)Makesomesentenceswithobjectclausesintroducedbythat.(Theteacherplayavideo.俞敏洪演講：)【設(shè)計(jì)意圖】通過(guò)呈現(xiàn)一些學(xué)生熟悉的句子，讓學(xué)生初步了解賓語(yǔ)從句的形式，并通過(guò)讓學(xué)生找出這些句子的相似點(diǎn)來(lái)概括出賓語(yǔ)從句的定義及特征。此外，在講解賓語(yǔ)從句的概念之后有必要讓學(xué)生寫(xiě)下語(yǔ)法知識(shí)，及時(shí)答疑解惑，確保學(xué)生能夠很好地掌握和進(jìn)行課后復(fù)習(xí)。講解結(jié)束后，通過(guò)結(jié)合書(shū)本練習(xí)和視頻，鞏固所學(xué)的關(guān)于that引導(dǎo)的賓語(yǔ)從句的相關(guān)知識(shí)，讓學(xué)生學(xué)會(huì)在語(yǔ)言表達(dá)中使用賓語(yǔ)從句。Step3.Presentationofobjectclausesintroducedbyif/whetherPresentthefollowingsentencesandfindoutthemonpoints.TheOlympicGamesising,IwonderwhetherMaLongwillthegetthegoldmedal.IwanttoknowwhetherLinDancandefeatLiChongweiagain.I’mnotsureifSunYangwillwonthe200meterfreestyleswimmingmatch.I’mnotsureiftheChinesebasketballcanperformwellinthisOlymics.(教師以問(wèn)題引導(dǎo)學(xué)生找出答案：劃線部分都是什么從句？為什么都用whether/if?從句部分都使用什么樣的語(yǔ)序？）Presentgrammarpointsonpage27Whether/if引導(dǎo)賓語(yǔ)從句時(shí)常與wonder,sure,ask,findout連用，表示“是否”。Whether/if引導(dǎo)的賓語(yǔ)從句由一般疑問(wèn)句轉(zhuǎn)換而來(lái)，要改成陳述句語(yǔ)氣。Whether/if的區(qū)別：介詞后，不定式之前，與ornot連用只能用whether。Writedownthegrammarpointsandaskquestionswhentheycan’tunderstandthegrammarpoints.Practice1）FinishB1（一般疑問(wèn)句出現(xiàn)助動(dòng)詞\be動(dòng)詞\情態(tài)動(dòng)詞的改法講解）2）Makesomesentencesusingobjectclausesintroducedbywhether/if.Danielhassomequestionsaboutcolorstoaskhisdad,buthisdadhasnotehomeyet.Helphimwriteanoteforhisdad.【設(shè)計(jì)意圖】通過(guò)呈現(xiàn)句型和問(wèn)提引導(dǎo)的方式，讓學(xué)生自己去探索語(yǔ)法規(guī)則，教師則幫助學(xué)生及時(shí)的答疑解惑。講解結(jié)束后，結(jié)合書(shū)本練習(xí)和情境小寫(xiě)作兩種方式幫助學(xué)生鞏固所學(xué)，運(yùn)用所學(xué)。Step4.SummaryAnobjectclausefunctionsastheobjectasentence.Itcanbeputafterverbssuchasknow,think,believe,hopeandmean.Anobjectclausecanalsofollowadjectivessuchascertain,sureandglad.IninformalEnglishweoftendropthat.Weuseiforwhethertointroduceanobjectclausewhenitexpressesayes/noquestion.Suchanobjectclauseoftenfollowsverbssuchasask,see,wonderandfindout.Thewordorderintheclauseshouldbethesameasthatinastatement.【設(shè)計(jì)意圖】書(shū)本上英文表述的語(yǔ)法知識(shí)不僅能幫助學(xué)生建立關(guān)于本節(jié)課語(yǔ)法知識(shí)的框架，也能使學(xué)生更加熟悉相關(guān)的語(yǔ)法知識(shí)的英文表述方式，為學(xué)生的高中英語(yǔ)學(xué)習(xí)奠定基礎(chǔ)。Step5.MoreexercisesFinishPartB2andhaveacheck.(Payattentiontothephrase:beusedforcelebrations)FinishPartB3andhaveacheck.(Payattentiontothephrase:inancientChina/Europe)Focusonthesesentences:IwanttoknowwhetheryellowwasthecolourofrulersinancientChina.Idon’tknowwhethertherulersinancientEuropeliketowearpurple.Didyouknowthatbluerepresentssadness?(賓語(yǔ)從句的時(shí)態(tài)：主句為一般現(xiàn)在時(shí)，從句則根據(jù)具體情況確定時(shí)態(tài)。主句為一般過(guò)去時(shí)，從句通常也是過(guò)去時(shí)態(tài),表示客觀不可改變的事實(shí)除外。)Exercisesinclass.Hetoldmethatwinter_______(be)muchcolderthanautumn.Hetoldmehe__________(e)tomybirthdaypartythisweekend.Iknowthathe_________(be)totheGreatWalltwice.Iknowhe_______(do)hishomeworkwhenhisfathercamebackfromwork.IhearTom_________(cook)usdinnertomorrow.【設(shè)計(jì)意圖】鞏固本節(jié)課所學(xué)，同時(shí)補(bǔ)充賓語(yǔ)從句的時(shí)態(tài)用法知識(shí)，循序漸進(jìn)，讓學(xué)生更好地掌握賓語(yǔ)從句的知識(shí)，也為下個(gè)單元的語(yǔ)法學(xué)習(xí)打下很好的基礎(chǔ)。Step6.Homework1.Recitethegrammarpointsandnewwordandexpressions.2.FinishexerciseinExerciseBookTeachingReflection

9AUnit2IntegratedskillsTeachinganalysisAnalysisofteachingmaterialTheintegratedskillspartcanbedividedintotwoparts:thelisteningpartandthespeakingpart.Thislisteningpartisaboutcolortherapy.Studentsareexpectedtocollectsomeinformationfromtheadvertisementandtheinterview.Thetopiccaneasilyattractthestudents’attentionsinceitisrelatedtotheirdailylifeandtheycanalsogetsomeadvice.Inthespeakingpart,AndytalkstoMillieaboutwhattowearforaparty.TheteachercanalsoencouragestudentstogivesomesuggestionstoAndy.AnalysisofstudentsStudentshavelearntsomethingaboutcolortherapyontheInternet,sotheyhavegotsomebackgroundknowledge.However,studentsstillfinditdifficulttogetalltheinformationafterlistening,sosomeskillsshouldbetaughttohelpstudentsdobetterinlisteningpart.Teachingobjectives●Studentscanmastersomeimportantwordsandexpressions:discover,promise,suggest,work,wouldrather,prefer.●Studentscantalkabouttheirpreferenceusingwouldratherandprefer●Studentscanusethepredictingskilltohelpthemcollectinformationinthelisteningpart.●Studentscanusecolorstoimprovetheirlives.Importantpoints●Studentscanmasterthefollowingwordsandexpressions:discover,promise,suggest,work,wouldrather,prefer.Difficultpoints●StudentscangetsomeinformationfromtheadvertisementandTVprogrammeTeachingmethodsTaskbasedlanguageteaching,audiolingualapproachLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.LeadinShowsomeadvertisementsaboutTVprogrammesandthenthestudentsdiscuss:Whatanadvertisementshouldinclude?Howcananadvertisementattractpeople’sattention?【設(shè)計(jì)意圖】廣告充斥著我們的日常生活，但是對(duì)于廣告的內(nèi)容和吸引觀眾眼球的方式，學(xué)生確不一定了解。所以通過(guò)看幾個(gè)廣告不僅能引起學(xué)生對(duì)本節(jié)課內(nèi)容的興趣，也能幫助學(xué)生進(jìn)一步地了解廣告。Step2.Listening1.PresentanadvertisementinpartAandthenaskstudentstotalkaboutwhattheycangetfromtheadvertisement.(Possibleanswer:thetimeoftheTVshow,Whereyoucangetcolourtherapy,thetelephonenumberandtheprice,thefunctionofthecolortherapy)AskstudentstoreadPartA2andcheckhowmuchinformationtheyhavegotandpredicttheanswerstheyhaven’tknownyet.PlaytherecordandaskstudentstofinishPartA2AskstudentstolistentoSuzy’squestionsandhelpMilliecirclethecorrectanswers.(Theteachershouldhelpthestudentsunderstandthelisteningmaterial,notjustfocusonthemissinginformation.)【設(shè)計(jì)意圖】在聽(tīng)力進(jìn)行前，首先讓學(xué)生仔細(xì)閱讀已提供的材料，并根據(jù)材料進(jìn)行大膽的猜測(cè)，能幫助學(xué)生在聽(tīng)力過(guò)程中找準(zhǔn)所需信息，從而降低聽(tīng)力的難度；在聽(tīng)力完成后，引導(dǎo)學(xué)生去關(guān)注完整的聽(tīng)力材料，而不是零碎的信息，增加學(xué)生對(duì)材料的理解。Step3.Speakup1.Theteacherssays:I’llgotomyfriend’sparty,whatshouldIwear?Canyougivemesomesuggestions?2.AskstudentstolistentoAndyandMillie’sdialogueandfindout:WhatwillAndywearonherfriend’sbirthdayparty?3.AskstudentstoreadandactoutthedialoguebetweenAndyandMillie4.AskstudentstomakeupnewdialoguebyusingMillieandAndy’sdialogueasamodel.【設(shè)計(jì)意圖】在進(jìn)行speakup對(duì)話之前先通過(guò)情境引導(dǎo)學(xué)生使用一些提供建議的句型，幫助學(xué)生能在在本環(huán)節(jié)中的最后成功地改編對(duì)話。Step4.ExtensionReadandfillintheblanksColortherapycanbeusedonthebodyinanumberofwaystohelpyoutocalmdownandrelax.Itcanevenhelptreatsomei________.ItfirstappearedinIndiathousandsofyearsago.Thistypeoftherapyusedthesevencolorsoftherainbowtokeepabalanceinthem______andbody.Colortherapycanbep______inthefollowingways:Colorgazing:Lookingatabluelightcanmakethebloodpressure(血壓)ed_______,whileredlightmakesitgoup.Peoplefeelgoodinthemselvesbyw_______theirfavoritecolors.Thesecolorshaveagoodeffectontheirm_______.Theuseofpleasantcolorsindailylifealsohasagoodeffect.Colorimagination(想象)canbringasenseofh_____.Imagineyourselfinthecolorthatyouwishandletitcreateanicefeelinginyourbody.Colorbreathing(呼吸)exercisescanbedonewhenyouarel______orsittingdown.Lookatthecolorsandchooseone.Itwillreallyhelpyoutor_______.Therearenoknownbade______fromnormaluseofcolortherapy.(illness,mind,practised,down,wearing,moods,happiness,lying,relax,effects)2.Askstudentstothinkabouttheirproblems.Encouragethemtousecolortherapytohelpthem.Writeashortpassageaboutyourproblemsandthewaysyouattempttousetosolvethem.【設(shè)計(jì)意圖】通過(guò)閱讀補(bǔ)充關(guān)于顏色療法的相關(guān)知識(shí)，使學(xué)生增加對(duì)顏色療法的了解。在本節(jié)課的最后要求學(xué)生結(jié)合自己的情況并運(yùn)用顏色療法來(lái)解決問(wèn)題。Step5.Homework1.《初中英語(yǔ)讀本》閱讀32.Recitethewordsandexpressions.TeachingReflection

9AUnit2Task&SelfassessmentTeachinganalysisAnalysisofteachingmaterialThistaskpartincludesthreepicturesandstudentsareexpectedtodescribethesepicturesfromtheaspectofcolors.ThoughanexamplehasbeengiveninPartA,itdoesn’tmeanstudentscanfinishthereporteasilyaccordingtotwopicturesinPartB.Sotheteachershouldencouragethestudentstocooperatewithothersandgetsomeideasfortheirwriting.AnalysisofstudentsStudentshavelearntalotaboutcolorsfromthepreviouspartsofthisunit.Theycanusewhattheylearntaboutcolorstomakesomementsontheadvertisementsfromtheaspectofcolors.Butstudentsmaydon’tknowhowtowriteareportaboutit.Sotheteachershouldgivesomesuggestionsonthestructureoftheirwriting.Teachingobjectives●Studentscanmastersomeimportantwordsandexpressions:trust,match,warmth,balance,thepowe