英语初三上牛津译林unit2：学案(5)
牛津译林版九年级英语上册九年级Unit2Reading教案
牛津译林版九年级英语上册九年级Unit2Reading教案牛津译林版九年级英语上册九年级Unit2Reading教案一、教学目标通过本课学习，学生能够：1、理解并掌握本单元出现的生词和短语；2、熟悉阅读技巧，提高阅读理解能力；3、掌握宾语从句的用法；4、培养学生的跨文化意识，提高跨文化交流能力。
二、教学内容本课主要涉及以下内容：1、阅读理解：学生将通过阅读一篇关于文化和习俗的文章，了解不同文化之间的差异和相似之处，同时提高阅读理解能力。
2、语法知识点：本课将涉及宾语从句的用法，学生将学习如何使用宾语从句进行表达。
3、词汇和短语：学习本课出现的生词和短语，包括发音、词义和用法。
4、文化知识：通过介绍不同国家的文化和习俗，培养学生的跨文化意识，提高跨文化交流能力。
三、教学过程1、导入：通过展示一些不同国家的文化图片，引导学生讨论不同文化之间的差异和相似之处，激发学生的学习兴趣。
2、阅读理解：通过阅读一篇关于文化和习俗的文章，让学生了解不同文化之间的差异和相似之处，同时提高学生的阅读理解能力。
在阅读过程中，教师可以引导学生使用一些阅读技巧，如略读、扫读等。
3、语法知识点：通过讲解和演示，让学生掌握宾语从句的用法。
教师可以给出一些例句，让学生进行练习和巩固。
4、词汇和短语：通过讲解、示范和练习，让学生掌握本课出现的生词和短语。
教师可以采用游戏、歌曲等形式，帮助学生记忆单词和短语。
5、文化知识：通过介绍不同国家的文化和习俗，培养学生的跨文化意识，提高跨文化交流能力。
教师可以展示一些文化图片、视频等，让学生更加深入地了解不同文化之间的差异和相似之处。
6、总结与回顾：通过总结和回顾本课内容，让学生加深对所学知识的理解和掌握。
教师可以引导学生回顾所学内容，同时提出一些问题，让学生进行思考和回答。
四、教学评估通过以下方式对学生的学习情况进行评估：1、课堂表现：观察学生在课堂上的表现，包括学习态度、参与度等。
2、作业和练习：布置一些与本课相关的作业和练习，如翻译、填空等，检验学生对所学知识的掌握情况。
牛津译林版九年级上册英语Unit2-3单元宾语从句学案(含部分答案)
【基础题】
一、判断正误
1.I think beef taste better than pork.
2.Could you tell me when will the meeting begin?
3.The sun rises in the east.
She said thatthe sun rises in the east.
学生思考：划线的句子在整个句子中作什么成分？
知识点一、宾语从句的连接词
【知识梳理1】that引导的宾语从句
如:“She is a good girl,” the teacher told us.=The teacher told us ( that ) she was a good girl.
一No，I've read up tothe children discover the secret cave.
A. which B. what C. that D. where
(4) I don't carehe will come or not.
A. weather B. if C. whether D./
Mr. Zhao asked Ma Gang ____ _____ ____ ____ ___ homework yet.
让学生观察下列句子，独立思考并翻译出来。
1. You are right.
I think (that)you are right.
2. Are they drawing?
The teacher asked ifthey were drawing.
牛津译林版-英语-九上--2单元 Colours Grammmar(第5课时)
九年级英语上册导学案：Unit2 Colours Grammmar(第5课时)一、教学目标1) 学会使用that和if/whether引导的宾语从句2）学会使用if/whether引导的宾语从句二、教学重难点宾语从句的构成及用法三、学习与交流重点知识讲解：学习宾语从句要抓住三要素：连接词、语序和时态。
一、宾语从句的连接词有三类：that; if/whether 和疑问词1) 当宾语从句由陈述句充当时, 由that引导。
连词that，只起连接作用，在从句中不作成分，也无词义，常被省略。
I believe ( that ) you are right.He said ( that ) the fastest way to travel was by plane.2)当宾语从句由一般疑问句充当时,由if或whether引导, 它们起连接作用，在从句中不作句子成分，作“是否”解。
Tom don’t know if/whether his grandpa liked the present.He asked me whether or not I was coming.一般情况下，if 和whether可以互换，但以下3种情况只能用whether：①在不定式前。
Whether to go there hasn’t been decided.②在介词后。
They are talking about whether they will go there.③与or not连用。
Please tell us whether or not the police have arrested the murderer.二、宾语从句的语序：宾语从句的语序是陈述语序，即“连接词+主语+谓语+其它成分”。
特别强调：它的主语和谓语的语序是陈述语序，而不是疑问句的倒装结构。
三、宾语从句的时态呼应：宾语从句中谓语动词的时态，常常受到主句谓语时态的制约，此为时态呼应。
牛津译林版-英语-九上-2单元：精品学案(5)
告诉学生使用这种结构时，前面是你喜欢的东西。在prefer… to …后面，既可以用名
词，也可以用动名词。当我们只表示“愿意做某事”时，可以用prefer加上动词不定式。
.9.学生完成32页B部分的练习，小组核对答案，阅读答案。
10.活动。让各组之间用所给的例子进行对话。
通过学习能够更多的了解自己和别人。
学习重点
学习‘would rather …than …和’prefer … to …的用法
学习难点
流利地用‘would rather …than …和’prefer … to …来表达个人的喜好。
课前自学
1.复习词汇部分的同义词。
2.搞懂‘would rather …than …和’prefer … to …的用法以及它们的区别,并举例说明。
告诉学生我们可以用“ would rather…than”的结构来谈论个人的偏好，即与别的东西相比
我们更喜欢某物。
比如：（1）I would rather sing than dance .
（2）I would rather wear trousers than a skirt .
3.提醒学生：我们可以在than后面用不定代词或者名词；当我们要表示“喜欢做某事时”
A. go shopping; shop B. shopping; to shop
C. go shopping; to shop D. shopping; shop
2. He _______apples ________oranges in the past.
A. prefers…for B. preferred...than C. preferred...to D. prefered…to
牛津译林版英语九年级上册Unit2教案优秀教学案例
（三）情感态度与价值观
1.通过本节课的学习，使学生对英语学习产生更浓厚的兴趣，增强自信心，提高学习动力。
2.培养学生积极向上的学习态度，使他们认识到学习英语的重要性，树立正确的学习观念。
3.教育学生要珍惜时间，善于抓住过去的机会，努力提高自己的综合素养，为未来的发展打下坚实基础。
（四）反思与评价
1.引导学生对学习过程进行反思，总结过去进行时的构成、用法和规律，提高他们的自主学习能力和自我改进能力。
2.设计具有针对性和全面性的评价指标体系，对学生在学习过程中的表现进行评价，及时发现并解决他们的学习问题。
3.鼓励学生积极参与评价，让他们在评价中认识自己的优点和不足，提高他们的自我认知和自我改进能力。
2.对学生的作业进行及时批改和反馈，指出他们的优点和不足，提供改进的建议。
3.鼓励学生在课后进行自主学习，复习和巩固过去进行时的知识，为后续的学习打下坚实基础。
五、案例亮点
1.情景创设：通过呈现机场接机的图片和模拟场景，引导学生身临其境地运用过去进行时进行交流，增强了学生的感官体验和语言实践能力。这种情境创设的方式不仅激发了学生的学习兴趣，还提高了他们对过去进行时的理解和运用。
1.组织学生进行课堂总结，让他们回顾和归纳过去进行时的构成、用法和规律。
2.通过提问、讨论等方式，引导学生发现过去进行时与其他时态的区别和联系，加深他们对语法知识的理解。
3.强调过去进行时在实际交流中的应用和重要性，激发学生进一步学习和实践的兴趣。
（五）作业小结
1.布置具有针对性和实际意义的作业，如让学生撰写一篇关于过去经历的故事，并运用过去进行时进行叙述。
牛津译林版九年级英语上册Unit2Reading教学设计
6.总结反馈：对本节课的学习内容进行总结，了解学生的学习情况，给予及时的反馈和指导。
四、教学内容与过程
（一）导入新课（500字）
在导入环节，我将采用图片展示和问题引导的方式，激发学生的兴趣和好奇心。首先，展示一组与学生生活相关的图片，如：旅行、聚会、读书等，让学生观察并描述图片中的人物和事件。然后，提出以下问题：
1.创设情境，激发兴趣：通过引入与学生生活密切相关的实例，激发学生的学习兴趣，引导学生积极参与课堂活动。
2.分步教学，循序渐进：将教学内容分解为多个小步骤，逐步引导学生掌握现在完成时的用法，让学生在轻松的氛围中消化吸收知识。
3.任务型教学，注重实践：设计丰富多样的教学任务，如小组讨论、角色扮演、写作练习等，让学生在实践中运用所学知识，提高语言运用能力。
五、作业布置
为了巩固本节课所学知识，提高学生的英语应用能力，特布置以下作业：
1.写作练习：请运用现在完成时和频率副词，写一篇短文，描述你过去一周的生活经历及这些经历对你的影响。要求不少于80词，内容真实、有趣。
2.阅读理解：阅读一篇关于人物经历的短文，完成相关练习题，巩固现在完成时的用法和频率副词的运用。
4.精讲精练，巩ቤተ መጻሕፍቲ ባይዱ提高：针对重点和难点知识，进行详细的讲解和示范，并通过练习题进行巩固，帮助学生扎实掌握所学内容。
5.互动交流，培养合作精神：鼓励学生积极参与课堂讨论，与同伴分享学习心得，培养合作学习的能力。
6.关注个体差异，因材施教：针对不同学生的学习需求，给予个别指导，使每位学生都能在原有基础上得到提高。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，激发学生的学习热情，使学生养成良好的学习习惯。
英语九年级上牛津译林unit 2 学案
英语九上牛津译林Unit 2：学案（words and expressions）初三英语导学案9A Unit2第2课时学习目标:words and expressions学习重难点：了解颜色所代表的含义能实际运用所学的词汇和语言点预习指导1.would rather… than… 宁愿…而不愿… 后接名词或动词原I’d rather play football than play basketball.prefer…to…与….比起来,更喜欢…..,后接动词的ing形式,相当于like …better than…如：I prefer swimming than skating.2. nothing, something…为不定代词（只有单数形式），修饰它们的词、短语要放在它们后面。
Do you have anything important？3. there is nothing wrong with…….…没什么毛病4.You’re right. he does look like Mr. Wu.你是对的，他确实看起来像吴老师。
does在此处起强调作用，用来强调谓语动词，可以翻译为“的确，确实”5. 不定代词还有something, nothing, everything, anything, nobody 等.不定代词做主语时, 谓语动词用单数形式.Nothing is difficult if you put your heart into it.6. none 也是不定代词,意为“没有人,没有事”, 与no one 意思相近.none 可与of连用, 而no one 不能; none可表示人或物, 而no one 只可表示人;none 做主语时,谓语代词可以用单数,也可以用复数,而no one做主语时,谓语动只能单数7. Write about the moods of people by looking at the colours of their clothes.by 介词,在这里是“通过”的意思,后面要接动名词.8. go on to do sth. 继续做另一件事Go on doing sth. 继续做同一件事go on with sth9. on the opposite side of each word 在每个单词的对面10.make sb. done “使……被做” He couldn’t make himself understood.make us feel happy make是使役动词,后接形容词或名词做宾语补足语，还可接动词原形make sb. do sth., 但此句型改为被动语态时要加上to.The workers were made to work for 12 hours a day in the past.11. Write about the moods of people by looking at the colours of their clothes.by 介词,在这里是“通过”的意思,后面要接动名词.plete her report with the help of the table she has preparedwith the help of .. 在..的帮助下she has prepared 在这里做定语修饰前面的名词table13. sleep动词或名词，意思是“睡觉”。
Unit2Reading学案牛津译林版英语九年级上册
Unit 2 Reading【学习目标】1.能够背诵本节课重点词汇和短语。
2.通过阅读知道颜色对情绪的影响,学会控制情绪,开心生活。
3.明白不同颜色代表的含义,能与别人交流自己的看法。
【预习导学】一、词汇记忆1.名词:心情特征和平悲伤纯洁婚礼感觉智慧妒忌力量热困难决定2.形容词:平静的放松的3.动词:影响更喜欢创建使想起需求4.连词:是否因为二、连线,把颜色与它代表的含义相匹配三、想一想,根据你的实际情况回答问题1.What's your favourite colour?______________________________________________________________2.Why do you like it?______________________________________________________________3.Do you know what it represents?______________________________________________________________【答案】1.名词:mood characteristic peace sadnesspurity wedding feeling wisdom envystrength heat difficulty decision2.形容词:calm relaxed3.动词: influence prefer create remind require4.连词: whether as二、连线,把颜色与它代表的含义相匹配三、想一想略。
【合作探究】任务驱动一阅读训练1.听教材中A部分的短文录音,按照你所听的顺序将下列图片排序。
A B C D E F 顺序:2.浏览短文,填下面思维导图中的第(1)~(4)题。
3.细读短文,填下面思维导图中的第(5)~(13)题。
任务驱动二谈论颜色的含义1.精读教材中的短文,根据首字母提示填空。
九年级英语上册 Unit2(1-5)教案 牛津版
1.Ask students what colour Eddie likes, then let them listen to the tape and find out the answer to this question
2. Check the answer.
教学反思
江苏省淮北中学英语学科教案
初三年级教案活页纸主备人：陈小军审核人：初三英语组全体老师
总课题
9AUnit2 Colours
总课时
10
第2课时
课题
Colours (ReadingA)
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
Dear Raymond:
Did you know that colours can affect our _____? Did you know what the different colours _____? For example, _____ can help you feel relaxed. However, it can also mean ______.
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 represents new life and growth.
牛津译林版英语九年级上册Unit2 Reading精品学案
Unit2 Reading精品学案学习目标：1.培养读、说能力。
2.培养用网络搜索有用信息的能力。
3.培养合作学习的能力。
Learning producers：⏹Life is full of challenges. There is no limit to how many of them will comeyour way! Get ready, be ready, and stay ready.⏹生活充满挑战。
挑战不计其数。
请时刻做好准备。
⏹Anything is easy if you enjoy doing it.⏹如果你乐在其中，什么都是容易的。
Watching the videoI. Lead-in.What information have you got from the video show of Mr. Li Yang?1.There are different kinds of English in the world.2. …II. WarmingBr E & Am.E When you hear two native speakers of English, they may still not speak the same kind of English.Acting time!There are many differences between different Englishes in the world. How did they come out(出现)? Why has English changed over time? What will world Englishes be like in the future?The __________of Modern EnglishHow modern English came into being.How modern English was born.Task 1Skimming to get general ideas1. The writing style of the article______.A. Narration〔记叙文〕B. Exposition〔说明文〕C. Argumentation 〔议论文〕2. The text is developed mainly by ____.A. placeB. timeC. peopleThe main idea of each paragraph.Para 1Today, more people speak English as their first, second or foreign language than ever before.Para 2Native English speakers can understand each other even if they don't speak thesame kind of English.Para 3-4Para 5All languages change when cultures communicate with one another.English's position as world language is_____________________________________.Task 2 ScanningTimeline of the development of Englishtime Language developmentbased more on Germaninfluenced by Danish and then byFrench; vocabulary enrichedBritish settlers moved to America;English spoken thereBritish taken to Australia; Englishspoken therelanguage settled;spelling difference happenedTwo important personsSamuel JohnsonBorn: September 18, 1709One of the English language’s most profound influen ces.Noah WebsterBorn: October 16, 1758Died: May 28, 1843When Noah was 43, he started writing the first American dictionary. He did this because Americans in different parts of the country spelled, pronounced and used words differently.Task 3Fill in the blanks with proper words according to the textTask 4Retell the text by filling in the blanks.At the end of the 16th century, about seven million people spoke English. Nearly all of them lived in ________ As people from England started ______ to other parts of the world ,English began to be ______ in many other countries. Now more people speak English than ever_______. ________English speakers can understand each other even ___they don’t speak _____same kind of English . _______, they may not be able to understand everything.All languages change when ________ communicate with each other. Now American English and Australian English have their own_______.English is also spoken in many other countries in Africa and______, such____ South Africa, Indian, Singapore and Malaysia. Today the number of the people in China ___ increasing _______. In future Chinese English will become one of the world English.I am teaching them Chinese!Task 5Group work——Discussion1.Why do you think people all over the world want to learn English?2.Why do you think people in the world now want to learn Chinese?Today the number of people learning English/Chinese is increasing rapidly for various (多样的)reasons. First, it is because …. Secondly, …Thirdly …Assessment1. Required (必做)：“English in China.〞Or “ Chinese in the world.〞2. Optional (选做)：Find more information about the development of English on the net, you may visit the following web sites : baidu or google .。
英语初三上牛津译林unit2：精品学案(5)
英语初三上牛津译林unit2：精品学案（5）本卷须知1.答题前，考生先将自己的姓名、准考证号填写清楚，将条形码准确粘贴在考生信息条形码粘贴区。
2、选择题必须使用2B铅笔填涂；非选择题必须使用0.5毫米黑色字迹的签字笔书写，字体工整、笔迹清楚。
3、请按照题号顺序在各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试题卷上答题无效。
4、保持卡面清洁，不要折叠，不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。
课题9AUNIT2COLORGRAMMARA＆B学习目标知识目标学习‘WOULDRATHER…THAN…和'PREFER…TO…的用法。
能力目标用‘WOULDRATHER…THAN…和'PREFER…TO…来表达个人的喜好。
情感目标通过学习能够更多的了解自己和别人。
学习重点学习‘WOULDRATHER…THAN…和'PREFER…TO…的用法学习难点流利地用‘WOULDRATHER…THAN…和'PREFER…TO…来表达个人的喜好。
课前自学1.复习词汇部分的同义词。
2.搞懂‘WOULDRATHER…THAN…和'PREFER…TO…的用法以及它们的区别，并举例说明。
3.谈谈自己的爱好，试着用英语表达出来，看看有几种表达方式。
如：A.GOSKATING／GOSWIMMINGB.BUYBOOKS／BUYCLOTHESC.EATCHINESEFOOD／EATWESTERNFOODD.WALKTOTHEMALL／TAKETHEBUSE.GOTOTHECINEMA／WATCHTVF.WEARJEANS／WEARFORMALCLOTHES4.根据预习内容，试着完成书后习题。
课堂交流展示1.比赛默写同义词，评出优胜组。
2.呈现一些图片，让他们进行选择并问“WHICHONEWOULDYOULIKETOBUY？”学生自由讨论。
告诉学生我们可以用“WOULDRATHER…THAN”的结构来谈论个人的偏好，即与别的东西相比我们更喜欢某物。
英语初三上牛津译林unit2：精品学案(5)
英语初三上牛津译林unit2：精品学案（5）课题9AUNIT2COLORGRAMMARA＆B学习目标知识目标学习‘WOULDRATHER…THAN…和'PREFER…TO…的用法。
能力目标用‘WOULDRATHER…THAN…和'PREFER…TO…来表达个人的喜好。
情感目标通过学习能够更多的了解自己和别人。
学习重点学习‘WOULDRATHER…THAN…和'PREFER…TO…的用法学习难点流利地用‘WOULDRATHER…THAN…和'PREFER…TO…来表达个人的喜好。
课前自学1.复习词汇部分的同义词。
2.搞懂‘WOULDRATHER…THAN…和'PREFER…TO…的用法以及它们的区别，并举例说明。
3.谈谈自己的爱好，试着用英语表达出来，看看有几种表达方式。
如：A.GOSKATING／GOSWIMMINGB.BUYBOOKS／BUYCLOTHESC.EATCHINESEFOOD／EATWESTERNFOODD.WALKTOTHEMALL／TAKETHEBUSE.GOTOTHECINEMA／WATCHTVF.WEARJEANS／WEARFORMALCLOTHES4.根据预习内容，试着完成书后习题。
课堂交流展示1.比赛默写同义词，评出优胜组。
2.呈现一些图片，让他们进行选择并问“WHICHONEWOULDYOULIKETOBUY？”学生自由讨论。
告诉学生我们可以用“WOULDRATHER…THAN”的结构来谈论个人的偏好，即与别的东西相比我们更喜欢某物。
比如：〔1〕IWOULDRATHERSINGTHANDANCE.〔2〕IWOULDRATHERWEARTROUSERSTHANASKIRT.3.提醒学生：我们可以在THAN后面用不定代词或者名词；当我们要表示“喜欢做某事时”可以用WOULDRATHER如：IWOULDRATHERSTAYATHOME.当我们给朋友写信或与它们交谈时，可以用缩略形式：I'RATHER…'4.核对预习题3答案。
牛津译林版英语九年级上册：Unit 2 Colours. 教案5
Unit 2 ColoursLesson 5【教学目标】1．To understand the context of an advertisement and a TV demonstration.2．To understand how a colour therapist does.3．To get information from a printed advertisement.【教学重难点】1．To get further information from a TV interview.2．To consolidate the information gained from reading and listening and determine the facts. 【教学过程】Step 1 Making an interviewQuestion 1:How do you feel at the beginning of the new term?I discover that different students have different moods during the term. This term is very special. You must work harder for your ideal high school, college and bright future. I promise you success if you try your best. Of course, it’s important for you to be in a good mood every day.Question 2:How will you do if you feel nervous, uncomfortable or sad?Maybe you will talk to your friends, or go shopping and buy a lot to eat. I can give you some advice to change your moods.Step 2 PresentationI have a friend called Rainbow. She is a special doctor. Her therapy is also special. She can use the power of color to change your moods and improve your life. Do you believe? Does she tell a lie? We’d better go a nd see her in person. But where is the therapy center?How can we contact Rainbow? Is it free? What promise can we get if her therapy is useless?Where can we often get the important information?Advertisement.Step 3 ReadingMillie found an advertise ment for a color therapy by Mrs. Rainbow in ‘Your Life’ magazine. Read the advertisement in part A1 and find the information as much as you can through the advertisement and fill in the blanks.Step 4 Listening and AnsweringDo you want to get more details? How does she work? Listen to the tape, and then fill in the remaining blanks in part A1.Step 5 PresentationPerhaps you are interested in Mrs. Rainbow’s color therapy. Are you afraid to go alone? I think you had better go there with your friends. If your friends are curious about everything and ask you a lot of questions, can you tell them correctly? Millie met the same problem as well. She wants to make an appointment to see Mrs. Rainbow but is afraid to go alone. She asks Amy to go with her.Step 6 Listening and AnsweringListen to Amy’s questions and help Millie answer them. Finish exercises in part A3.Step 7 Extension activityI found an advertisement on the Internet.What information can you get? Then divide students into 4 groups. Each group must make up an advertisement and then read it to the other groups and let them get some information.Step 8 Homework1．Revise the words and the phrases.2．Do more consolidation exercises.（1）她使用的油有不同的颜色。
牛津译林版英语九年级上教案：Unit2 教学设计5
5. She wanted to know _____ her mother liked the present.
A. which B. that C. if D. what
四、课后延展
Finish off the exercises in workbook.
A. was B. is C. were D. are
3. I believe that our team＿＿＿＿the basketball match.
A. win B. won C. will win D. wins
4. I don’t know＿＿＿＿to visit the old man.
板
书
设
计
Grammar
1,relationship
2.certainly
3.personal
4. ancient
5. influence our everyday lives in many ways
3. These a_______ weapons are all cast out of bronze (青铜).
4. Think it over and let me know ________ (是否) you agreeoes it take to get to the airport?
误：I don’t know if to accept or refuse.
④whether及其引导的成分可放于介词之后，作介词的宾语，但if不能。如：
正：I worry about whether I hurt her feelings.
误：I worry about if I hurt her feelings.
最新牛津译林版初三上册九年级英语Unit2单元教案设计
主备人学科英语主备时间总 10 课时执教人执教时间执教班级课题Unit 2 Colour Welcome to the unit第 1 教时教学目标To recognize the names of different colorsTo recognize the colors of the rainbow and the order of the colors重点To recognize the names of different colors难点To recognize the colors of the rainbow and the order of the colors主备课二次备课教学过程StepⅠLead in:1)Show them some pictures about colours they have learned to reviewthe expressions of different colours.2)Free talk: After seeing some colours, talk about the colours they likebest and explain the reasons.3)Do you know what colors Eddies likes best?StepⅡ. Comic strip1)Listening to the dialogue between Eddie and Hobo. Then ask somesimple questions.Which colour does Eddie like better? Why does Eddie like this colour? What did Eddie feel after he wore the dress?2)Let the students read the dialogues in different roles and performEddie and Hobo.Explain the use of ―rather…than‖ to the students.Do some exercises, fill in the blanks to consolidate what they‘ve learned just now.StepⅢ. PresentationAsk students to list some colourful things that they can see during their daily lives. Show the picture about a rainbow to them and ask: ―When can you see rainbow? How many colours are there in a rainbow? What‘ｓtheir order?‖With the above questions, the teacher and the students t alk about the colours of a rainbow together and get a conclusion.Colours in a rainbow(in correct order): red, orange, yellow, green ,blue, indigo and violet.Step Ⅳ.Speak upWork in groups of two to talk about the colours in a rainbow, use Amy and her cousin‘s dialogue as a model.Step Ⅴ. HomeworkLanguage points.1. I‘d rather wear blue than pink.我宁愿穿蓝色也不愿穿粉红色。
2017牛津译林版九年级上册Unit2Colourword教案5
Unit 2 ColoursComic strip and Welcome to the unitI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. name different colours;2. know the different colours in a rainbow;3. talk with their partner about colours.II. Teaching contents1. New words and phrases: indigo, violet, rainbow, try on, look good on sb, in the sky2. New structure: There’s nothing wrong with pink.I’m not sure if it looks good on you.Do you know how many colours there are in the rainbow?III. Focus of the lesson and predicted area of difficultyTalk about colours around us in English.IV. Teaching proceduresComic stripStep 1 Lead-in1. Listen to a song about colours（点击图片，超链接）2. Free talkWhat colour do you like to wear? Why?【设计用意：通过听关于颜色的歌曲，谈论喜爱穿的颜色导入新课，使学生快速进入本课话题。
】Step 2 Presentation1. Watch a video and answer questions（点击PPT右下角的图片，超链接）T: Different people like to wear different colours. What colour does Eddie like to wear? Let’s watch a video and answer the questions.(1) Which colour does Eddie want to wear, pink or blue? Why?(2) Why does Hobe laugh?Step 2 PracticeRead and act outStep 3 ProductionTell a storyThis morning, Hobo showed me two pieces of clothing. One was pink and the other was blue. He asked me which I wanted to w_______. I thought blue was b________ than pink. Pink is a g________ colour while blue is for boys. Hobo didn’t a________ with me. He thought there was n________ wrong with pink. At that time, I didn’t know what he meant. He let me choose first and helped me try it on. How k________ Hobo was today! But when I p________ on the blue one, I found it was a girl’s d________! Hobo looked at me and l_________ out of breath. He said that he was not sure if blue looked g________ on me. I was very angry! What a bad e-dog Hobo is!【设计用意：让学生仿照Eddie的语气，讲述发生在自己身上的故事，使其在表达中运用所学语言知识。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
英语初三上牛津译林
unit2：学案（5）
本卷须知1.答题前，考生先将自己的姓名、准考证号填写清楚，将条形码准确粘贴在考生信
息条形码粘贴区。
2、选择题必须使用2B 铅笔填涂；非选择题必须使用
0.5毫米黑色字迹的签字笔书
写，字体工整、笔迹清楚。
3、请按照题号顺序在各题目的答题区域内作答，超出答题区域书写的答案无效；
在草稿纸、试题卷上答题无效。
4、保持卡面清洁，不要折叠，不要弄破、弄皱，不准使用涂改液、修正带、刮纸
刀。
牛津英语9AU2GRAMMARAB 学案
李玉燕长江中学
TEACHINGCONTENT ：PERIODGRAMMARAB
TEACHINGAIMS ：
AIMSOFKNOWLEDGE1〕TOUSE “WOULDRATHER …THAN ”TOEXPRESSPREFERENCES.
2〕TOUSE “PREFER …TO ”TOEXPRESSPREFERENCES.
AIMSOFABILITIES1〕TOIMPROVETHESTUDENTS'SCOMMUNICATIVEABILITY.
2〕TOIMPROVETHESTUDENTS'SJUDGEMENTALABILITY.
AIMSOFEMOTIONAROUSESTUDENTS'SINTERESTOFLEARNINGENGLISHBYTELLINGTHEMTHED IFFERENCEBETWEEN “WOULDRATHER ”AND “PREFER ”.
TEACHINGIMPORTANTPOINTS ：
TELLTHESTUDENTSTHEDIFFERENCEBETWEEEN “WOULDRATHER ”AND “PREFER ”.
TEACHINGDIFFERENTPOINTS ：
HOWTOUSE “WOULDRATHER ”AND “PREFER ”TODOSOMEEXERCISES.
TEACHINGAIDS ：RECORDER ，COMPUTER.
TEACHINGMETHEDS ：LISTENING ，READING ，SPEAKING ，UNDERSTANDING.
TEACHINGSTEPS ：
STEPONE ：PREVIEWWORK 预习作业与交流
预习作业：动词填空
1、WOULDYOULIKE 〔TELL 〕METHESTORY ？
2、DOYOUWANT ＿＿＿＿＿＿＿＿〔HAVE 〕AREST ？
3、WOULDYOU ＿＿＿＿＿＿＿＿〔CLEAN 〕THEBLACKBOARD ，PLEASE ？
4、IDIDN'TFEELLIKE ＿＿＿＿＿＿＿＿〔EAT 〕ANYTHINGTHISMORNING ？
5、HOWABOUT ＿＿＿＿＿＿＿＿〔GO 〕＿＿＿＿＿＿＿＿〔RUN 〕？
6、YOU'DBETTER ＿＿＿＿＿＿＿＿〔
SIT 〕HERE. 7、WHYDON'TYOU ＿＿＿＿＿＿＿＿〔
VISIT 〕THELOCALTHEATRE ？8、DOYOUMINDMY ＿＿＿＿＿＿＿＿〔OPEN 〕THEDOOR ？
9、WEPREFER ＿＿＿＿＿＿＿＿〔PLAY 〕INTHEPLAYGROUNDAFTERSCHOOL.
10、IWOULDRATHER ＿＿＿＿＿＿＿＿〔STAY 〕ATHOMEATNIGHT.
11、IPREFER ＿＿＿＿＿＿＿＿〔
WATCH 〕TVTO ＿＿＿＿＿＿＿＿〔READ 〕CHINESEONSATURDAYMORNING.。