Chapter2. Care for hair-More Reading教案
CHAPTER2. CARE FOR YOUR HAIR-GRAMMAR教案
一章节分析(一）综述本章语法的重点为形容词，尽管形容词主要的作用是修饰名词和代词，表示它们的属性或状态，看似一个修饰词、陪衬词，但事实上形容词在用法上很有讲究。
它不仅在句中可做定语，表语，宾语补足语，主语补足语，还可作状语，甚至可和定冠词连用作句子的主语，宾语等。
另外，形容词的位置，比较级，最高级等都是英语学习的重点和难点。
（二）目标1、主要帮助学生了解表示客观情况的形容词、表示主观感情或态度的形容词。
2、enough的形容词功能和副词功能，以及其他相似结构的用法。
3、以-ing和-ed结尾的形容词。
（三）重点和难点4. – ing和– ed形容词的区别和用法。
教学内容教学实施建议lead –in结合课文，提出问题：从学生的回答中导入本课的主题：形容词的相关结构。
1. 完成课文语法a部分练习。
熟悉 it is … for sb. to do sth. 的结构。
2. 引入具体例句：4．引导学生自主发现两者的区别，加深对该语法的理解。
教师适当做总结。
5．结合课文内容，用这两个句型造句。
（可根据学生情况，适当给出范例。
）it is __________ for ann to tie up her hair.it is __________ for ______ to ___________.it is ____ of you to shampoo your hair every day.it is _____ of ______ to __________.7. 设计一些句型转换的练习，巩固学生对这一知识点的进一步理解。
9．完成相关填空练习，巩固知识。
10．视具体情况补充形容词其他一些重要的知识点。
（选）相关练习链接详见[链接1]相关语法讲解详见[链接2]教材p27教材p28翻译相关练习，检查学生对所学知识的掌握情况，能否灵活熟练的运用所学知识。
[链接3]中提供了一个本章该部分内容的教案。
[链接1]2. debbie ____________________________________________.3. debbie ____________________________________________.4. debbie ____________________________________________.5. debbie ____________________________________________.6. debbie ______________________________________________.7. debbie _______________________________________________.debbie up on the shelf. are you (2) _______ it ?simon good idea. let’s get a bus to sammy’s.debbie yes, he’s thirteen and he’s already an expert.(4). small enough to put[链接2]典型例句典型例句sth. is (adj.) enough for sb. + to do sth.典型例句is she honest enough to tell the truth?the film is not interesting enough to see again.-ing 分词有主动的意义，表示的动作与谓语动词同时发生。
高中一年级第一学期Unit 2 Care for hair More Reading学案
More ReadingTeaching aim:To review the expressions and language points of Unit 2To study the more reading textTo practice oral EnglishTeaching focus:Getting the main idea of the textTeaching procedures:Step 1:Words and expressionsStep 2: Revision:❖Choose the correct one:1、头发干燥就是过分使用吹风机的结果。
( a result of)2、适合你的年龄的就是最好的礼物。
（suit）3、老师保证会给我们多余的时间来进行锻炼。
(guarantee)4、美发专家建议，要在头发上涂上适合的护发素。
(apply)❖Correct the mistakesI went this afternoon to see the doctor.He sat down in his leather comfortable brown armchair.He made me to do it!Also I have always wanted to fly a spacecraft.In the South, he knew there were big floods.Please pass to me the salt.His father and he are talking about his school life.She with her friend travelled to Europe last month.Already he has had dinner.Step 3: Find the words that can replace these words:Step 4: Read the passage and tell whether the following sentences are true or falseTrue or False:1. The people who have little body hair are bald.2. Hair problems are not only with hair.3. According to the writer, your diet and way of life can affect your hair.4. Lack of stress can also rob hair of its shiny beauty.5. Those who eat high-fat food too often will have more hair problems.6. Electric appliance such as hair-dryer should not be used at all.7. Choosing the right products is really unimportant.Discussion:Almost all the high schools in Shanghai forbid the students to color their hair. Do you think it is necessary for school to do so? Give your reasons to support your idea.Homework:A report :My parents’ opinion on colouring hair。
Chapter2.Careforhair-MoreReading教案
Chapter2.Careforhair-MoreReading教案chapter2.careforhair-oreReading教案一、章节分析阅读地位）orelanguageinput同样围绕着头发这个主题，但给学生提供了一些额外的相关信息。
比如导致发质问题的几大要素。
）在这个章节的学习中，学生可以通过课文上的一些信息得出要保持头发健康应该注意什么。
所以，老师应在这部分多训练学生的表达能力。
）虽然中只是就头发问题展开讨论，但我们要让学生明白保养要比出现问题后再去修复要更好的道理，不仅仅是头发，身体其他部分也一样。
老师应在这部分多训练学生的发散思维能力。
阅读目标)知识目标通过课后练习和老师的讲解，使学生能理解和运用所学的单词词组和句型。
)能力目标提高学生的阅读理解能力和培养学生的阅读技巧。
略读、扫读、细读。
)情感目标明白保养要比出现问题后再去修复要更好的道理。
通过引导，让学生明白不仅仅是头发，身体其他部位的健康，甚至是美好的生活都是这样。
教学方法采用任务型教学法组织教学。
在完成练习时应视情况而定采取单独完成或者两人合作完成的形式。
在导入部分有个小小的调查报告，可让学生离开位置，扩大活动范围且能活跃气氛。
最后的小组讨论要有小组长控制讨论的中心话题和节奏。
阅读重点和难点关键词汇)与美发有关的名称：per,colour,hair-dryer)影响发质的因素：diet,lacofproteinandiron,ayoflife,stress,pressure,a yoftreatinghair,overuseofappliances,sensibleind )其他：aintenance,orry,rob,deal,theeyto重要句型)Theostiportantthingtodoistodo…)theaysbdosth)…asell)Asensibleindistheeyto…二、教学设计教学内容教学实施建议教学资源参考pre-reading先让同学欣赏一则洗发水的广告，一来可以吸引同学们的注意力，二来也可以直接切入主题，为后面的课堂进行铺垫。
Chapter2. Care for your hair-Reading上课学习上课学习教案
Chapter2. Care for your hair-Reading教案chapter2.careforyourhair-Reading教案一、章节分析（一）综述本篇阅读内容是以发廊的宣传小册子的形式呈现出来。
通过这一新颖的载体，向学生介绍了头发护理方面的知识，并给出怎样选择适合自己的发型的建议。
让学生在学会如何护理头发的同时，也能够使他们意识到怎样的发型才是得体的，不但适合自己的外形，同时也应符合最为高中生的形象标准。
本课的任务有四个学会：⑴能够阅读宣传小册子上的信息，并且学会根据需要快速筛选信息。
学会根据不同人的性格、职业和身份，为自己和别人选择合适的发型。
学会护理头发，保持拥有健康的头发。
结合实际，从规范高中生形象的角度出发，开展高中生仪容（主要是头发）标准的讨论，学会规范自我形象。
（二）目标教学目标1)知识目标学习和掌握课文中出现的生词、词组、句型和语法等。
学会有关脸型、发型及头发护理方面相关词汇的表达和使用。
能够背记好的词句，并且对于构词法有简要的了解。
2)能力目标能够从使用信息当中筛选自己所需的信息。
能够对于护发用品的说明部分做适当的翻译。
能够根据不同人的性格、职业和身份，为他人选择合适的发型。
3) 情感目标结合实际，从规范高中生形象的角度出发，开展高中生仪容（主要是头发）标准的讨论，学会规范自我形象。
（三）教学方法采用任务型教学法组织教学，达到教学效果。
比如说，为使学生对课文有清晰的理解，可将课文部分章节制作成表格形式；也可以拿护发用品，让学生以小组为单位翻译产品使用说明；或是将课文改写成完型填空形式，或改写成听力文字供学生使用等。
本节课讲充分利用网络资源，扩大和拓展学生的知识面，和对语言的使用能力。
（四）阅读重点和难点1.词汇学习1)核心词汇lSuitlExcitelActivelSociablelApply/applicantlGaragelmanagelHeart-shapedlFrequentlylLeaflet2)拓展词汇lDepend/dependent/independentl GuaranteelLoosenlSetlExcellUrgelcompetelobtain3)词组和短语lcareforlDropinlontopoftheworldlDependonlAbalanceddietlTieuplworkonlSqueezeoutl AtalowtemperaturelAtleast2.句型学习1)Thatdependsonsth.2)Guaranteesb.sth=guaranteesth.Tosb.todosth.that+clause二、教学设计（TeachingDesigns）教学内容教学实施建议教学资源参考1pre-reading这部分是整个课文的导入部分，在课堂教学设计中应努力调动学生的学习积极性，激发学生对于本课课题学习的兴趣。
Chapter 2 Care for hair(Reading)学案(牛津深圳版九年级全册)
Chapter 2 Care for hair（Reading)学案（牛津深圳版九年级全册）9 AB Chapter 2教学案2 (Reading)姓名________________ 班级______________ 家长签名时间：2013-9 出卷人：审卷人：九年级英语备课组【学习目标】1. 通过对课文的学习，理解发型的重要性和护理头发的方法。
2. 培养正确的阅读方法【学习过程】Step 1 Pre-reading1. Ask the students their opinions on the different styles.2. Show different pictures and guide the students to read the new words about hair. Ask the students to do A on page 16.Step 2 While –readingI. Look at the title, the picture and the story and finish the exercise on page16, B1.II. Listen to the CD carefully, and finish the exercise on PPT.III. Read the text again and finish the exercise on page 19, D1 and D2.Step 3 Post-reading：Competition (on PPT)Step 4 Sum up (小结)：What have you learned about our hair?Step 5 Homework课后巩固练习I. 词语释义( )1. I think the dress suits you very well.A. is better forB. is right forC. is bad forD. is good for( )2. If you come to our shop, we will make you feel on top of the world.A. very sadB. on top of the mountainC. very happyD. very frightened( )3. Whether we can go to the park or not depends on the weather.A. relies onB. is decided byC. comes fromD. because of( ) 4. The baby is so young that she has to depend on her parents.A. be decided byB. look afterC. rely onD. help( )5. There are plenty of books in the library.A. someB. a great number ofC. a fewD. not many( )6. He paid more than 500 for the meal.A. spent …onB. cost… toC. took…toD. looked … for( )7. Please note down your name and address.A. speak outB. tellC. write downD. remember( )8. English is very important in our daily life.A. every dayB. some dayC. one dayD. everyday( )9. My mother dose a lot of housework daily.A. every dayB. some dayC. one dayD. everyday( )10. The young looked after the old very well.A．took good care of B. watched out …well C. listened to…carefully D. got on well with单项选择：( ) 1. --- You should buy this shirt. The style quite ___ you. --- I agree ___ you.A. fits; forB. matches; toC. suits; withD. identifies; to( ) 2. --- Will you join us in _____ basketball on Saturday afternoon?--- I'd love to, but I _____ to go swimming with Eric.A. play; invitedB. play; promisedC. playing; invitedD. playing; promised( ) 3. --- Shall we go to buy some clothes this afternoon? --- _____. It all _____ the weather.A. Maybe; works onB. Maybe; depends onC. Sure; works onD. Sure; depends on( ) 4. --- Why hasn't Simon _____ here? --- Maybe he _____ the first bus.A. arrived; missedB. reached; missed C arrived; ignored D. reached; ignored( ) 5. --- Why do you look so _____? --- Because I have some _____ work to do.A. boring; boringB. boring; boredC. bored; boredD. bored; boring( ) 6. --- _____ would you like to go there with? --- I don't _____. Anyone is OK.A. What; mindB. Who; mindC. What; matterD. Who; matter( ) 7. --- May I speak to Mrs Brown?--- I'm afraid she's not _____ right now. Could you call _____?A. available; lateB. suitable; lateC. available; laterD. suitable; later( ) 8. --- It's _____ for you _____ a long hairstyle. --- So I like a short one.A. difficult; to look atB. more difficult; look afterC. difficult; look atD. more difficult; to look after ( ) 9. --- I hear you have some good books. Could you _____ some to me?--- Of course. You can come to my house to select some when you are _____A. lend; freeB. borrow; freeC. lend; busyD. recommend; busy( ) 10. --- _____, do you know how many women doctors there are in your hospital?--- _____ forty.A. In this way; EspeciallyB. On the way; EspeciallyC. In the way; AroundD. By the way; Around ( ) 11. --- Let me carry the box for you.--- Thanks，but are you _____ to carry it? I think I can do it by _____A. enough tall; meB. enough strong; meC. tall enough; myselfD. strong enough; myself( ) 12. --- You are _____ not to join the club; because we can learn nothing there.--- So you feel _____，right?A. wise; careB. polite; careC. wise; regretD. polite; regret( ) 13. --- Have you _____ what the teacher said in class just now?--- Of course. I showed great _____ in it.A. turned down; envyB. noted down; interestC. noted down; happinessD. turned down; interest ( ) 14. --- It is very nice _____ you to give me such a beautiful present.--- I'm glad you _____ it.A. of; likeB. for; likeC. of; getD. for; get( ) 15. --- Do you mind if I use your phone for a while? --- _____ . It's on my desk.A. Yes，pleaseB. No，go aheadC. No，please don'tD. You're welcomeII．完形填空I stood in the doorway, watching my older brother carefully putting clothes into his bag. I coughed uneasily. Finally 1 that I was there, Rocky turned toward me with a sad smile. "I'm 2 tomorrow," he said. "I know." My 3 was almost a whisper(低声). I was 4 at myself for being so weak, but I wasn't about to cry. "My 5 is early, so there is still 6 time to go to the airport," he said. Seeing the 7 look on my face, he quickly added, "I promise(答应) I won't leave without saying goodbye.I tried so say 8 , but didn't. It's always 9 to keep quiet if you're about to cry. "You promised you wouldn't cry," he said to me, thinking that I was close to crying. I remember the day he taught me how to ride a bike. I was happy 10_ this, but he knew he couldn't hold me up all my life. He told me that one day he would have to let go. On that day, We never even said goodbye. Goodbye, Rocky! Although he may have been many miles away, I knew he heard me, even if it was only an answer in his heart..( )1. A. forgetting B. realizing C. watching D. learning( )2. A. arriving B. living C. coming D. leaving( )3. A. voice B. sound C. noise D. word( )4. A. glad B. moved C. angry D. pleased( )5. A. ship B. flight C. train D. bus( )6. A. enough B. little C. no D. busy( )7. A. surprised B. excited C. sad D. happy( )8. A. anything B. everything C. something D. nothing( )9. A. stranger B. better C. worse D. easier( )10. A. of B. for C. with D. inIII. 阅读理解BWe all know that water is important for life. But how much water should wedrink?Usually for most of us eight glasses of water every day might be OK. But thosewho live or work in warmer environments need to drink more water. That is becausethey lose more water than us.55-70% of our body is made up of water, but it cannot replenish(补充) water itself.So drinking water helps balance health. Here are some important rules about drinkingwater.1. Drink often throughout the day to prevent dehydration（脱水）. After getting up orone hour before meals, it is helpful to drink a glass of water.2. Usually we can drink beverages(饮料) like tea or coffee instead of water. Of course, some fruit juice or milk has some water in them, but water is still the best drink.3. Some people do not have the habit of drinking often. They only drink when they are thirsty. In fact, when we feel thirsty, the body is already short of water. It is too late to drink water.4. In your office or your home, put a full glass of water out and drink from it whenever you see it. In this way, you are on the right path to drinking enough water.( ) 6. How much water should we drink every day?A. Eight glasses.B. As much as we can.C. Four glasses.D. At least eight glasses.( ) 7. When is a good time to drink water according to the passage?A. At any time of a day.B. Before we get up.C. When we are thirsty.D. One hour after meals.( ) 8. What does Rule 3 mainly tell us?A. Our body is losing water.B. Drink before feeling thirsty.C. We must always drink water.D. Eat less to keep healthy.( ) 9. Which of the following is NOT TRUE according to the passage?A. Sometimes we can drink green tea instead of water.B. We also need to drink water when we don ' t feel thirsty.C. When you are thirsty, it is best to drink green tea or fruit juice.D. A farmer working outside on hot days needs to drink more water.( ) 10. What is the best title for the passage?A. Water and food.B. Always drink enough water.C. Water is the best drink.D. The importance of water.CIn my hometown, there is an antique dealer (古董商) well- known for playing tricks at all yard sales. Once, I decided to organize a yard sale on Saturday. The antique dealer came on Friday. She said she wanted to look at my things first. I told her that the sale was at 9 am the next day and sent her away.The next day, as I was setting up for the yard sale (two hours before the start time), she arrived. She walked past me and into my yard. I told her we weren’t open yet and again sent her away.When she came back three hours later, she offered me $2 for a chair priced at $10. She then picked up a bowl marked $1, took the price tag (标价签) off and offered me 25 cents for it. Again I refused her offer and told her I saw her take the tag off. She then asked my wife if she’d take 25 cents for it! Then she offered me 50 cents for a bookshelf priced at $3.00. Once again I said no to her. She said that the bookshelf was worthless. Later, she bought it for $1.00.About a month later, I went to her antique shop. I saw the bookshelf, marked $10. I asked her if she’d take 50 cents for it. She said it was very valuable . I replied, “That’s funny! When you tried to buy it from me, you told me it was worthless! !”( ) 11. How many times had the antique dealer come to the writer's before the yard sale began?A. One time.B. Three times.C. Twice.D. None.( ) 12. How did the antique dealer behave at the yard sale?A. She behaved politely.B. She had a good time talking with the writer.C. She wanted to bring down the price for everything.D. She bought lots of things.A. make the writer unhappyB. show off her knowledge about antiquesC. ask the writer to find a better one forD. buy it at a low price( ) 15. What’s the best title for this passage?A. A valuable bookshelf.B. An unpleasant. customer.C. A successful yard sale.D. How start a yard sale 课后巩固练习：1-5 BCBCB 6-10 ACDAA单选：1-5 CDDAD 6-10 BCDAD 11-15 DCBAB完形填空：1-5 BDACB 6-10 ACCBC阅读理解6-10 DABCD 11-15 BCDDB。
Care for hair Reading Care for your hair 教案
S1AU2 Care for Your Hair教学设计简案单元信息：牛津S1A Module 1 Unit 2 Care for hair本单元的主题是与美发护发有关，第一篇主阅读说明了一家美发机构的基本信息并给出了护发建议，文章的形式以宣传单呈现。
这篇文章需要四课时来教授，学生要运用不同的学习策略学会正确地理解文章的内容，能梳理文章结构，合理归纳核心思想，掌握核心词汇的用法，学会传单的基本要素，并运用祈使句来表达建议。
第二篇辅助阅读以说明文的形式介绍了头发产生各类问题的原因以及利用正确饮食和生活方式来护发的方式。
学生要在理解课文内容，掌握核心词汇的基础上学习如何介绍护发方式。
在学习完了教材上的本单元的相关内容后，对于主题要进行时文拓展衍生阅读，学生们要学习一篇有关美发护发的文章，以对自己的生活有更好的指导。
各课时名称：课时1：[ 阅读理解课Reading Care for your hair ]（本课时）课时2：[ 词汇学习课]课时3：[ 语法学习课]课时4：[ 写作课-学写告知对方无法赴约的邮件]课时5：[ 阅读理解课More reading Being happy with your hair ]课时6：[ 读说课—学习如何护发]课时7：[ 阅读理解课--基于单元主题的拓展阅读]主题语境：人与自我----美发与护发语篇类型：应用文之广告单语言知识：与主题语境“美发与护发”相关的词汇及使用祈使句来表示建议。
文化知识：了解自己，正确审美；学会关心自身健康并照顾自我。
语言技能：理解性技能（读）表达性技能（说）学习策略：元认知策略----学习中遇到困难时，主动分析原因并尝试解决困难；认知策略----从不同的角度认知新学语言项目，既关注语言项目的形式，又关注其意思和用法；交际策略----通过解释、澄清或重复等方式克服交际中的语言障碍，维持交际；情感策略---对英语学习保持主动和积极的态度，不断增强学习的自信心。
[推荐精选]Chapter2. Care for your hair-grammar上课学习上课学习教案
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Chapter2. Care for your hair-grammar教案chapter2.careforyourhair-grammar教案一章节分析2．ADjEcTIVES+oF+NoUN/PRoNoUN+To+VERB)。
3．ADjEcTIVES+ENoUGH+To+VERB;Too+ADjEcTIVE+To+VERB; So+ADjEcTIVE+ASTo+VERB4.–ing和–ed形容词的区别和用法。
一、教学设计（TeachingDesigns）教学内容教学实施建议教学资源参考Lead–in结合课文，提出问题：1.whydoesPamneedthisstyle?2.whydoeskeithhavetowearsuchshorthair?3.whatdoesconnie’sassurethecustomeroftheirhairstyle?从学生的回答中导入本课的主题：形容词的相关结构。
practice1.完成课文语法A部分练习。
熟悉Itis…forsb.todosth.的结构。
2.引入具体例句：（1）Itisdifficultformetoworkouttheproblemintenminutes.ItwashonestoflittleTomtotellthetruthtohisfather.3．完成课文语法c部分练习。
4．引导学生自主发现两者的区别，加深对该语法的理解。
教师适当做总结。
5．结合课文内容，用这两个句型造句。
（可根据学生情况，适当给出范例。
）比如：ItisimpossibleforPamtowearlonghair.Itis__________forAnntotieupherhair.Itis__________for______to___________.Itissillyofyoutochooseunsuitablehairstyle.Itis____ofyoutoshampooyourhaireveryday.Itis_____of______to__________.6.灵活运用句型转换自然过渡到enoughto的结构。
Chapter2Careforhair
Chapter 2 Care for hair听说课教学设计一、教学目标二、1．知识与技能(1) 通过学习让学生了解外国人的生活习惯以及学会如何进行电话预约和制定时间表。
（2）通过听力技巧的点拨，培养学生形成正确有效的听力策略。
如：听前预测，搜集有用信息，以及记笔记等策略，从而提高他们的听力理解能力。
(3) 培养学生探究学习、合作学习、自主学习的能力。
2．过程与方法（1）利用多媒体手段进行听说训练。
（2）“师─生”、“生─生”之间的对话交流和讨论等互动活动。
（3）设计任务型活动，让学生开展小组合作学习。
3．情感态度与价值观了解外国生活文化，能进一步形成开放的文化态度。
学会制定学习和生活时间表，养成良好的生活习惯。
三、学生分析这是本单元的第四个课时，学生对本单元的话题—hair care有了一定的了解，并对美发沙龙Connie’s 比较熟悉，能就关于护发的话题进行一定的对话，但电话预约在学生生活中并不那么普遍，所以该话题对学生来说比较陌生，所以在教学过程中首先要让学生通过听力练习了解并熟悉电话预约，然后在模拟真实情景中进行电话预约练习。
三、教材分析1.内容分析本节听说课时本单元的第二大部分，紧跟在阅读课之后，阅读课让学生吸收了大量本单元话题知识，而听说课就是在此基础上用听说的方式把所了解到的话题知识表达出来，并把话题延伸至跟日常生活紧密联系的电话预约，通过听力练习让学生了解外国人的生活习惯以及学会如何进行电话预约和制定时间表。
2.重点难点分析本节课的教学重点是通过听力练习学会电话预约。
难点是学会看时间表并恰当使用电话预约表达方式。
3.课时要求：45分钟四、教学理念听说课以培养学生的听说技能为主要的教学目标，为达到这一目标，教师应该善用教材中所提供的语言材料，从学生实际出发，设计生活化的任务，采用先听后说，以听促说的方法，帮助学生理解和掌握听说课中的语言知识，熟练掌握语言交际功能用语，真正有效的提高学生的听说能力。
牛津上海版高中一年级第一学期Unit2Careforhairreading教案(1)
(2)Whatinformation can you getabout the salon?
1.Where？
2.When？
3.What？
4.How？
2.Skim thepassageand try to find 5 sub-headings:
4. Read the rest of thepassageand try to find how we can keep our hair healthy.
(1) Fill in the table:
(2)Whatshould we pay attention to when we use hair care tools?
EmotionalObjectives:
Students will be able to pay attention to hair care and keep healthy.
教
学
过
程
教学环节
师生活动
能动教学（渗透）点设计说明
Lead-in
Pre-reading
While-reading
Post-reading
课题
科
英语
课时
1
学校
班级
执教者
教学
目标
KnowledgeObjectives:
1.Students will be able to know know the meaning and pronunciation ofsomenew words, such as shampoo，conditioner，salon and so on.
高中一年级第一学期Unit 2 Care for hair Reading教案
Care for your hair教学设计：一、文本分析：本节课学习牛津教材高一第二单元的Reading部分，该单元是以头发和头发护理为主题，课文部分是以一家新开的美发沙龙的广告宣传单形式所呈现，介绍了根据脸型选择发型以及如何维护头发健康的一些小提示。
二、学情分析：以应用文形式呈现的阅读文章也是高考中必考的一种阅读体裁，与其它的文体不同，阅读此类文章时要重点关注信息的收集。
高一学生刚刚完成初高中衔接，面对着词汇量小，阅读技巧匮乏的问题，但所幸广告宣传单在日常生活中随处可见，学生对此没有陌生感，因此进行适当的引导，一定能让学生掌握一些必需的阅读方法。
三、教学目标：知识目标：让学生清晰地了解文章的内容和结构；掌握有关该单元主题头发和头发护理的有关词汇和句型。
能力目标：协助学生归纳广告与其它文体最大的不同点；培养学生速读，略读和快速寻找信息的阅读技巧。
情感目标：通过文中根据脸型选择发型的内容，引导学生根据自己现有的身份选择适合的发型；通过在文中寻找头发护理的方法培养学生良好的生活习惯。
四、教学方法：广告与其它文体的不同点在于信息量大，震撼力强，有说服力，并能让人过目难忘。
因此，与其它文本的阅读方法也不完全相同。
利用课本上介绍的阅读策略：寻找标题，引导学生在较短的时间之内发掘到对自己有用的信息内容。
另外，使用图片让学生对生词有更为直观的印象，从而加深记忆。
Teacher’s activities Students’ activities AimsI. pre-reading1. T will show Ss some leaflets and ask them their opinions about ads.2. T will ask Ss to read the reading strategy on the book. Ss will find out the differencesbetween ads and narratives.Ss will learn how to recongizeheadings.To conclude the features ofads: informative, impressive,persuasive and memorable.To learn some skills of readingads.II. while-reading1.T will ask Ss to recognizeheadings in the passageand arrange the correctorder.2.T will ask Ss to find somenew words and phrasesaccording to the given Ss will skim the passage andpick out the headings,arranging the order.Ss will learn some new wordsand phrasesTo help Ss get a general ideaof the whole structure of thepassage.To help Ss learn the skill ofword-guessing.。
九年级英语 Chapter 2 Care for hair教案 牛津深圳版
教材版本Oxford English Shenzhen edition 牛津深圳版九年级全一册课题Chapter 2 “Care forhair”课时8 periods学情分析初三学生经过两年多的学习，他们有了一定的英语基础知识和听说读写能力，也形成了一定的自主、合作、探究、实验的能力，但是学生个体差异较大，出现两极分化现象。
在本课教学过程中，在注重启发引导，培养学生分析、概括能力的同时，更要注重教学方法的灵活性，通过任务型教学法，愉快教学法，合作学习法等方法，以故事、表演、图片或竞赛等形式呈现，从而增强学生兴趣和注意力，让各层次学生乐于接受，易于接受。
教材分析1.“Care for hair”是牛津英语深圳版初三年级Chapter 2的内容。
Reading通过Connie的一篇美发沙龙广告，向我们介绍了一些护理头发的生活常识。
Listening着重训练学生记录细节的能力。
Language讲解形容词的用法。
Speaking引导学生展开头发护理的课堂调查。
Writing 训练学生写作爽约通知和道歉信的技巧。
该课内容紧跟时代步伐，贴近学生生活，强调培养学生语言的综合运用能力。
这些内容是初三教学的重点，本章节在整个初中英语教学中占有重要地位。
2.根据语言习得的规律，以及现阶段学生所具有的语言知识基础和语言表达能力，笔者将课本“More p ractice”中介绍头发养护的内容，安排到Reading中穿插进行教学，这样使整个教学过程过渡更加自然，衔接更为缜密。
3.本章教学内容与设计贴近学生实际生活，吸引和组织他们积极参与学习和使用英语，完成学习任务，将有利于学生的思维和想像力、协作和创新精神等各方面素质得到发展。
IU语言知识目标1.Reading: 掌握文中四会词语, 理解头发护理的基本常识。
2.Listening: 理解掌握听力材料中四会、三会词语。
3. Language: 掌握有关形容词的三个基本句型以及5. Writing: 掌握爽约通知和道歉信写作方法。
Chapter2. Care for your hair-grammar上课学习上课学习教案
Chapter2. Care for your hair-grammar教案chapter2.careforyourhair-grammar教案一章节分析2．ADjEcTIVES+oF+NoUN/PRoNoUN+To+VERB)。
3．ADjEcTIVES+ENoUGH+To+VERB;Too+ADjEcTIVE+To+VERB; So+ADjEcTIVE+ASTo+VERB4.–ing和–ed形容词的区别和用法。
一、教学设计（TeachingDesigns）教学内容教学实施建议教学资源参考Lead–in结合课文，提出问题：1.whydoesPamneedthisstyle?2.whydoeskeithhavetowearsuchshorthair?3.whatdoesconnie’sassurethecustomeroftheirhairstyle?从学生的回答中导入本课的主题：形容词的相关结构。
practice1.完成课文语法A部分练习。
熟悉Itis…forsb.todosth.的结构。
2.引入具体例句：（1）Itisdifficultformetoworkouttheproblemintenminutes.ItwashonestoflittleTomtotellthetruthtohisfather.3．完成课文语法c部分练习。
4．引导学生自主发现两者的区别，加深对该语法的理解。
教师适当做总结。
5．结合课文内容，用这两个句型造句。
（可根据学生情况，适当给出范例。
）比如：ItisimpossibleforPamtowearlonghair.Itis__________forAnntotieupherhair.Itis__________for______to___________.Itissillyofyoutochooseunsuitablehairstyle.Itis____ofyoutoshampooyourhaireveryday.Itis_____of______to__________.6.灵活运用句型转换自然过渡到enoughto的结构。
牛津深圳版英语九年级《chapter 2 care for hair》readingwrod优秀教案(重点资料).doc
Chapter 2 Care for hairReading教学课例龙岗区坪地中学：杨展云一、教学目标（一）语言知识目标1.掌握与头发和护法相关的重点词汇及句型2.了解广告传单的特点(二)阅读微技能目标1.培养学生通过略读（skimming），了解文章大意的技能；2. 培养学生通过找读（scanning），获取文章主要信息的技能；3. 培养学生了解重点细节(major details)的技能4.培养学生通过上下文猜测词义(guessing)和判断条理(reasoning)的技能（三）情感目标通过分析广告传单语言的特点，培养学生服务他人的责任意识。
（四）语言功能目标培养学生用英语进行正面的广告宣传的能力二、教学设计（一）总体思路本阅读课将阅读过程分为三个阶段的活动，即：读前活动（pre-reading activities）、读中活动（while-reading activities ）、和读后活动（post-reading activities ）。
读前活动主要是引出话题，创设情境和悬念，引起阅读兴趣；读中活动主要是让学生通过skimming,scanning,major details, guessing and reasoning等活动理解课文，获取必要信息，完成选择、填词、回答问题等活动；读后活动是让学生看两个广告，然后结合所学知识，通过小组讨论给某个洗发水制作一则广告，完成语言由输入(input)到输出(output)的过程。
（二）教学过程I. Pre-reading activities1.Show the students a group of pictures about hairstyles. Ask them what kind of hairstylesuits them best and ask them the reasons.2.Tell the students a new hairdressing salon has been opened and suggest they go there andask for advice.用图片引入话题能更好地激发学生对话题的兴趣，因为视觉比听觉更直观；创设符合学生心理年龄特点的情境让学生感觉更贴近现实生活，并且自然地过渡到下一个环节，读中活动。
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Chapter2. Care for hair-More Reading教案课件www.5ychapter2.careforhair-moreReading教案一、章节分析（Readingsection）（一）阅读地位（ReadingPosition））morelanguageinput同样围绕着头发这个主题，但给学生提供了一些额外的相关信息。
比如导致发质问题的几大要素。
2）在这个章节的学习中，学生可以通过课文上的一些信息得出要保持头发健康应该注意什么。
所以，老师应在这部分多训练学生的表达能力。
3）虽然中只是就头发问题展开讨论，但我们要让学生明白保养要比出现问题后再去修复要更好的道理，不仅仅是头发，身体其他部分也一样。
老师应在这部分多训练学生的发散思维能力。
（二）阅读目标（ReadingTargets）1)知识目标通过课后练习和老师的讲解，使学生能理解和运用所学的单词词组和句型。
2)能力目标提高学生的阅读理解能力和培养学生的阅读技巧。
略读（获取大意）、扫读（根据图片获取部分简单单词的意思）、细读（找到一些具体信息并能通过理解上下文和词性得出单词意思）。
3)情感目标明白保养要比出现问题后再去修复要更好的道理。
通过引导，让学生明白不仅仅是头发，身体其他部位的健康，甚至是美好的生活都是这样。
（三）教学方法采用任务型教学法组织教学。
在完成练习时应视情况而定采取单独完成或者两人合作完成的形式。
在导入部分有个小小的调查报告，可让学生离开位置，扩大活动范围且能活跃气氛。
最后的小组讨论要有小组长控制讨论的中心话题和节奏。
（四）阅读重点和难点（ImportantandDifficultPoints）1.关键词汇1)与美发有关的名称：perm,colour,hair-dryer2)影响发质的因素：diet,lackofproteinandiron,wayoflife,stress,pressure,wayoftreatinghair,overuseofappliances,sensiblemind 3)其他：maintenance,worry,rob,deal,thekeyto2.重要句型1)Themostimportantthingtodoistodo…2)thewaysbdosth3)…aswell4)Asensiblemindisthekeyto…二、教学设计（TeachingDesigns）教学内容教学实施建议教学资源参考1pre-reading先让同学欣赏一则洗发水的广告，一来可以吸引同学们的注意力，二来也可以直接切入主题，为后面的课堂进行铺垫。
围绕广告提出问题,借助一些图片，帮助学生复习所学过的与头发有关的单词，同时也拓展他们的词汇量。
（具体处理这部分的内容请见链接1）网上下载2 while-reading对课文的讲解不应该直接从和单词入手，应该让同学先对整篇有个把握。
通过听课文录音，完成课后的练习A2和A3。
在讲解练习和回答问题的同时对一些重要单词和词组的用法进行讲解并通过翻译来操练。
请注意，牛津课文的知识点较杂和细，我们只需对较重要和常见的单词进行讲解，不要拓展过多，最主要是能够灵活运用。
参见课文35页3post-reading获得知识之后应该及时的操练和运用，在这部分中不仅仅是指单词和句型的用法，而更应该是学生运用知识来表达自己观点和交流的能力。
通过设计的讨论问题Howcanyoukeepyourhairhealthy?让学生不仅运用课文中的单词和句型，还能做出一些补充。
最后让学生悟出maintenanceisbetterthanrepair这个道理。
这时应该及时地上升到Furtherthinking部分的c1.参见课文36页[链接1]说明：本部分的处理是用了一则有一定剧情的洗发水的广告来导入，一来可以切入本课的主题，二来可以在视觉上对学生有一定的冲击，吸引他们的注意力。
然后要求学生在班级里做一个简单的关于发质问题的调查。
建议这部分不要时间过长，达到了导入的目的和控制班中学生的情绪即可。
1．让学生欣赏一段广告。
广告后让学生思考并回答两个问题。
①whatisadvertisedintheadvertisement?②Useanadj.todescribethehairoftheactress.2老师说人人都想拥有这么美丽的头发,但生活中很多人都会有这样或那样的hairproblems.接着让学生在班级中对发质问题进行一项调查.可以围绕两个问题:①Doyouhaveanyhairproblems?②Ifyoudo,whatarethey?这部分时间不要过长,可以让一两个同学来阐述他们的调查结果.在一些较活跃的班级里还可以让一些不同发质的学生来个真人比较.3.通过刚才的调查我们发现了很多同学都有困扰的发质问题,老师这时就可以提出“whatfactorsaffectthequalityofhair”,从而进入课文的学习.[链接2]说明:本部分的处理建议采用任务型阅读教学的方法，提高学生阅读理解能力，培养学生的阅读技巧和归纳信息和知识的能力。
单词和词组的讲解应该及时有翻译或者其他形式的操练练习,让学生有时间消化.TeachingProcedure:A.Skimandscanthepassageandfinishtheexercises.1．Skimthepassageandanswerthequestion“what’sthemainideaofthetext?”.2．Showsomepicturesandmatchthewordswiththepictures.3．Listentothetape-recordingandfinishtheEx---matchthew ordsandexpressions.建议：①课文P35页A2的练习如果让学生在课堂上做有一定的难度，而且会耗去很多时间。
建议把这部分match的形式，还可以增加一些单词。
或者如果用书上的练习，最好告诉学生要找出的单词的所在段落。
②在这部分练习中可以讲解和拓展单词的用法。
建议单词的讲解和操练应该形式多样化。
比如有的单词一次多意，可以多挪列一些句子让学生猜意思；有的单词着中讲不同的词性变化，就可以通过一些填空题来操练；最常见且比较有效的办法当然还有翻译，等。
4．Readthepassageagainwithdesk-matesandfinishA3.B.Answ erthequestion “Howcanwemaintainourhairbeforeithassomeproblems?”补充说明：这个问题时建立在刚刚完成A3的基础上，也就是同学们已经找到影响发质的三大因素，建议引导学生根据这些方面来回答。
比如：lackofproteinandiron导致发质问题，那么havingenoughironandprotein就能解决这些问题或者就能维持头发健康。
再比如压力，reducingtheworkstressandlivingahappylife就是解决的办法……c.老师总结Asensiblemindisthekeytohealthyhair.[链接3]说明:这是知识和能力的拓展部分，要求学生在对课文的理解和掌握的基础上，进行拓展活动，不仅能增强学生运用语言的能力，而且培养学生的发散思维能力,让学生懂得怎样去维持身体各方面的健康.小组讨论Howshouldwetakecareofsomeotherbodyparts,eg.eyes,tee th,hands,skin,stomach?建议:引导学生像课文中一样,先找出导致问题的因素,再想办法解决.每个小组可以选择不同的对象讨论,比如眼睛或者胃.在学生讨论的过程中,老师应要求他们列出自己的想法.TeachingplanTopic: chapter2（oxfordEnglishSA1）moreLanguageInputmaintenanceisbetterthanrepairTeach er:HuangLinStudents:SenioroneI.TeachingAims1.Toinstructstudentstomakesenseofthesup plementaryreadingmaterialconcerningthetopicofhairca re.2.Todevelopstudents’properandproductivestudyskillsandhelpthestudentstog rasptheusagesofthenewwordsandphrases.3.Tohelpthestu dentstounderstandmaintenanceisbetterthanrepairforon e’shairaswellasone’shealth,andrealizethetruevalueofone’slife.II.TeachingAids:multi-mediaandataperecorderIII.TeachingcontentReadandunderstandthepassage"mainte nanceisbetterthanrepair”.A.keypointsa)wordsrelatedtohair：perm,colour,hair-dryerb)Factorsthatcausehairproblems：diet,lackofproteinandiron,wayoflife,stress,pressure,wayoftreatinghair,overuseofappliances,sensiblemind c)otherwords：maintenance,worry,rob,deal,thekeytoB.Patternsa)Themostimportantthingtodoistodo…b)thewaysbdosthc)…aswelld)Asensiblemindisthekeyto…ActivitiesDesign:1.Asurvey2.FinishingtheA2,A3inpairs3.GroupdiscussionⅣ.TeachingProcedure:．Pre-teaching①.watchanadvertisementofshampooQ:Pleasedescribetheadvertisementbrieflyinyourownwor ds.②.“Doyouhaveanyhairproblems?Ifyoudo,whatarethey?”2.while-teachingA.Skimandscanthepassageandfinishtheexercises.5．Skimthepassageandanswerthequestion“what’sthemainideaofthetext?”.6．Showsomepicturesandmatchthewordswiththepictures.7．Listentothetape-recordingandfinishtheEx---matchthewordsandexpressions.8．Readthepassageagainwithdesk-matesandfinishA3.B.Answ erthequestion “Howcanwemaintainourhairbeforeithassomeproblems?”3.Post-teaching:Groupdiscussion:Howshouldwetakecare ofsomeotherbodyparts,eg.Eyes,teeth,hands,skin?Ⅴ.HomeAssignmentsA.DoListeningExerciseonF36.B.Furtherthinkingc2onP36andgetreadytogiveatalkinthe nextperiod.c.Readthepassageandlearnitbyheart.课件www.5y。