九年级英语上册Unit2ColourReadingⅡ教案(新版)牛津版
江苏省金湖县实验中学九年级英语上册《Unit 2 Colour Reading(2)》教案 牛津版
9A Unit 2ColorsReading (2)教学内容:Reading (2) 课时：Period 3设计者：审核：教学目标：1.把颜色和性格搭配起来。
2.重点讲解和掌握文中的知识点I．课前预习准备：一．识记四会单词和短语二．通过预习翻译以下句子1．当你正感到伤心时，所以你可以说‘I’m feeling blue.’2．穿红色衣服也能使你采取行动更容易点。
3．它使你感到平静和宁静。
4．黄色是一种太阳色，所以它能使你想起温暖和阳光的一天。
5．当你做决定正有困难时，这个能帮你。
三．通过预习，完成以下表格教学重点:To understand what colours represent教学难点:To recognize and understand vocabulary about emotions二 Teaching steps1)检查预习2）朗读预习中的重点句型，教师带领学生熟读有关情感的单词（补充语言点：prefer to /would rather do /remind of /动名词做句子主语/sth make it adj.to do ）3)导入通过简要回答有关颜色与情感的搭配问题进行导入4)小组活动，抽卡游戏，结合以下问题Which group does this colour belong to,calm colours,warm colours,energetic colours,strong colours?What does this colour represent?What’s your favourite colour ?Why?(可适当拓展成black,brown,pink,purple等，要求学生说一说)5）work in pairs你与你的搭档谈谈最喜爱的颜色和情感6）finish Book P25 C1 and C27)writingWrite a short article about your good friend’s favourite colour and moodsThe name of their friend;the best colour for their friend;the friend’scharacteristics(ask him/her whether what you said matches his/her charateristics)III.知识的连接与拓展make sb.do /be made to do feel/find/ bee…adj. decide to / make a decision towear /be in /be on /put on be good for /be bad forIV.知识的过关与检测一、感知全文主要意思二、掌握一些情感方面的词单选题( ) 1. Wearing red make easier for you to take action.A. thatB. thisC. oneD. it( ) 2. Susan looks beautiful red.A. onB. toC. forD. in( ) 3. I’d rather vegetables than meat for lunch.A. eat, eatingB. eating; eatC. have; eatingD. have; have( ) 4. After the race, our teacher gave us something .A. drinkB. drinkingC. drunkD. to drink ( ) 5. Do you have to say for yourself?A. something elseB. else somethingC. else anythingD. anything else( ) 6. Her mother’s words made her .A. happilyB. angrilyC. cryingD. angry ( ) 7. Kate the wills when she was young.A. prefer to climbB. prefers climbingC. preferred to climbD. preferred climb教学反思及补救措施：。
九年级(上)英语(牛津译林版)教案：Unit 2 Colours(全8册)
represent stressed
拓
展
提
高
harmony purity
sadness wedding
satisfied climate
prefer remind
wisdom growth
envy jealous
. mental
Read and learn the new words.
Relationship between people’s moods and the
colours theychoose to wear.
2.Review the words of the colours.
red green
blue white
Iam wearing a red coat.
a pair of black trousers
animal sign may share similar personalities .Now
we are going to learn something about colours in
this unit. We will see what different colours
represent, how they influence people and the
Activity1.Lead in
1.Revise the colours of the rainbow.
Yesterday we learned some colours about
the rainbow.
Here is a rainbow in the picvture.
How many colours does a rainbow have?
九年级英语上册Unit2colour教案(新版)牛津版
Teaching focus
To recognize and understand vocabulary about emotions
Difficult points
●To match colours with characters
To proofread and correct some notes based on the articleห้องสมุดไป่ตู้
Teaching method
Task-based approach
Teaching procedures
The second preparing lessons
Step1Revision
Step 8 Consolidation Exercise1.How many colours are there in a __________(彩虹)？
改写句子
1. There’s nothing wrong with your eyes. (改为同义句) There _________ __________ wrong with your eyes.
What color are the following things? (the sea, the sky, the sun, a leaf, a tomato, an apple…)
After the rain, Millie looks out of she see? Write down the names of the colors.
2. Read and recite the dialogue.
Teaching notes
牛津译林版九年级上册Unit 2《Colour》(Reading 2)教学设计
牛津译林版九年级上册Unit 2《Colour》（reading 2）教学设计一. 教材分析牛津译林版九年级上册Unit 2《Colour》（reading 2）主要讲述了一个关于颜色对人们生活影响的短文。
通过短文，学生可以了解到不同颜色对人们情绪、行为等方面的影响，以及如何在日常生活中合理运用颜色。
本课内容与学生的生活息息相关，有利于激发学生的学习兴趣，提高他们的阅读理解能力。
二. 学情分析九年级的学生已具备一定的英语基础，对阅读理解有一定的掌握。
但部分学生在阅读长篇文章时，可能会遇到生词、长句等困难，影响阅读理解。
因此，在教学过程中，教师需要帮助学生解决这些困难，提高他们的阅读理解能力。
三. 教学目标1.知识目标：–学生能够掌握与颜色相关的词汇和短语。
–学生能够理解短文内容，概括文章大意。
2.能力目标：–学生能够运用所学词汇和短语进行口语表达和写作。
–学生能够提高阅读理解能力，快速获取文章信息。
3.情感目标：–学生能够认识到颜色对生活的影响，学会在生活中运用颜色。
四. 教学重难点•学生能够掌握与颜色相关的词汇和短语。
•学生能够理解短文内容，概括文章大意。
•学生能够运用所学词汇和短语进行口语表达和写作。
•学生能够提高阅读理解能力，快速获取文章信息。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
2.情境教学法：创设真实情境，让学生在实践中学习英语，提高他们的口语表达能力。
3.合作学习法：引导学生分组讨论，培养他们的团队协作能力。
六. 教学准备1.教师准备：–提前阅读短文，熟悉短文内容。
–准备与颜色相关的词汇和短语卡片。
–设计相关任务和练习题。
2.学生准备：–预习短文，了解文章大意。
–准备笔记本，记录学习内容。
七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生谈论颜色，激发学生兴趣。
–学生分享自己喜欢的颜色及原因。
2.呈现（10分钟）–教师展示短文标题《Colour》，引导学生预测文章内容。
九年级英语上册Unit2Colourreading2教案(新版)牛津版
Unit 2 reading2备课组长审核签名：年级主任复核签名：中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。
一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。
书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。
早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。
1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。
2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。
（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。
3、教具准备：粉笔，钢笔，书写纸等。
4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。
（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。
（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。
三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。
（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。
九年级英语上册Unit2Colourreading教案(新版)牛津版
Unit 2 Colours Reading (I)I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. read the passage about colours and moods fluently;2. guess the meanings of the new words from the context;3. identify the main idea of the passage by skimming;4. describe what colours can do and what characteristics they represent by further reading;II. Teaching contents1. New words: influence, create, prefer, require, remind, relaxed;2. New structures: This article explains what colours can do and whatcharacteristics they represent.Some people prefer this colour when they either body or mind, red may be of some and predicted area of difficulty1. Understand the passage in different ways to improve reading skills;2. Describe what colours do and what characteristics they represent by different reading skills.IV. Teaching proceduresStep 1 Pre-reading1. A game about colour idiomsTry to match the proper colours with idioms.T: Englishmen like to use different words of colours in their idioms. Do you know about them? Match the proper colours with the idioms.2. Understand some new wordsT: Now I believe you are very interested in colours. In fact, different colours can influence our moods. Some colours can make us feel excited or calm, while others will make us feel nervous or relaxed.Step 2 While-Reading1. Skimming(1) Skim the whole passage and find out the main idea of the passageT: We’ve learn about that colours may influence our moods. Now we’ll learn more about this topic. Please skim the passage and then choose the main idea of the passage.What is the main idea of the passage?A. How colours influence moods.B. Why colours change moods.C. What colours represent and do.T: Why did you choose C? Where did you find the answer? Right! From the sentence “This article explains what colours can do what characteristics they represent.”Just go through the title, the main and answer the questionT: There are many colours around us. How many colours are mentioned in the article? What are they?2. Scanning(1) Scan the passage and answer the question.T: The passage includes calm colours, warm colours, energetic colours and strong colours. Then what does each colour represent? Scan the passage and answer. When you scan the passage, look for specific information with the key word “represent”.Work in pairs. Ask and answer.A: What does each colour represent? B: … represents …… is the colour of …3. Further reading(1) Read Calm colours carefully and fill in the tableT: Different colours represent different characteristics. Then what can different colours do? Read calm colours carefully and then fill in the table.(2) Read Warm colours and answer the questionsT: What about warm colours?T: Yes. People in cold areas prefer warm colours to create a warm and comfortable feeling.Some people prefer yellow when they cheer us up when we are feeling sad.Yellow is the colour of the sun so it can remind us of a warm sunny day.T: When we read these sentences, we may cheer us up. What can green do? Read and do T or F questions.a. Green is only the colour of new life and growth.b. Green can make youfeel tired or weak. c. “Red-eyed” in Chinese means “green with envy”in English.(4) Read Strong colours and fill in the blanksT: Do you about red and find out what red can either body of mind, ____ may be of some make us take action more _______.V. Homework1. Oral work: Collect some idioms about colours and share them with your classmates;2. Written work:Write about your favourite colours and give reasons.。
九年级英语上册 Unit 2 Colour(第2课时)Reading(I)教案 (新版)牛津版
look at our"Learning aim"(Then I read it slowly.)
T:Are you clear?
S:Yes.
T:Let's go on.
Step3:Show"Guide One"to the students.
课课练14页第二题（根据课文内容填写单词或词组），完成信息表
Class Exercise (二）
课课练14页第三题（根据课文内容，从方框中选择适当的词组填空）
板书设计
Reading (I)
课后反思
Unit 2 Colours
课题及内容
Reading (I)
总课时数
7
教学
目标
1.了解不同颜色所代表的含义。
2.认识并理解有关情绪的词汇。
3.了解颜色和情绪的关系。
教学
重、难
点
1.了解不同颜色所代表的含义。
2.认识并理解有关情绪的词汇。
3.了解颜色和情绪的关系。
教学设计
Teaching procedures:
Step5:Show"Guide Three"to the students.
Guide Three______
Please read A silently and finish PartB2.
Have a match!Who can do it best?
Step6:Class Exercise (一）
Step4:Show"Guide Two"to the students.
九年级英语上册 Unit 2 Colour教案 (新版)牛津版 教案
Colour2．学习一些表示色彩的单词3．能结合表示色彩的七个词，用恰当的句式进行对话，谈论彩虹。
并能结合色彩和性别的关系，谈一谈自己的观点。
教学内容：词组: look… on sb.; look…in + 颜色句型： There’s nothing wrong with …….. “……没有出毛病”教学过程：课前预习：一、根据课文内容填空。
Eddie wants to _______ clothes. Hobo brings him two clothes, one is ______, another is ________. Eddie thinks he _____ ______ wear ____ than ____ ___ because ________ is girl’s colour. Hobo says there is ________ wrong ______ pink and helps Eddie put on a blue ________. Eddie feels shame ,but Hobo says blue _____ good ____ him.二、讨论并回答问题。
1) Is pink a boy’s colour?2) Which colour does Eddie like to wear?3) What’s the meaning of the sentence “I’m not sure if blue looks good on you”?4) Have you ever seen a rainbow?5)When can we usually see a rainbow?6)How many colours are there in a rainbow? What are they?课堂讲解：1. There’s nothing wrong with pink “……没有出毛病”①There’s nothing wrong with my new bike .②There’s something wrong with the puter.2. wear/ dress/ put on /have on/ have in▲wear 表示穿的状态。
牛津译林版九年级上册Unit 2《Colour》(Grammar)教学设计
牛津译林版九年级上册Unit 2《Colour》（Grammar）教学设计一. 教材分析《Colour》是人教版牛津初中英语九年级上册第二单元的教学内容。
本节课主要围绕颜色进行展开，让学生掌握与颜色相关的词汇和表达方式，同时通过描述颜色的句子练习，提高学生的语言运用能力。
教材内容丰富，包括词汇的学习、句型的练习和听力活动，为学生提供了全面的语言实践机会。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于本节课的内容，大部分学生已经掌握了基本的颜色词汇。
然而，学生在语言运用方面还存在一定的困难，如如何在句子中正确使用颜色词汇，以及如何用英语描述颜色。
因此，在教学过程中，需要注重学生的语言实践和指导，提高他们的语言运用能力。
三. 教学目标1.知识目标：学生能够掌握与颜色相关的词汇，如red, yellow, blue,green等，并能够正确地运用这些词汇描述物体和人的颜色。
2.能力目标：学生能够听懂、会说、会读颜色词汇，并能够在实际情境中运用所学知识进行交流。
3.情感目标：通过学习，学生能够提高对英语学习的兴趣，培养积极的学习态度。
四. 教学重难点1.重点：学生能够掌握颜色词汇的正确发音和意义，并能够在实际情境中运用。
2.难点：学生能够用英语描述物体的颜色，并在句子中正确使用颜色词汇。
五. 教学方法1.任务型教学法：通过设置各种任务，让学生在实际操作中运用所学知识，提高语言实践能力。
2.情境教学法：创设各种与颜色相关的情境，激发学生的学习兴趣，帮助学生更好地理解和运用颜色词汇。
3.小组合作学习：通过小组讨论、互动交流，培养学生的团队合作精神和语言表达能力。
六. 教学准备1.教学课件：制作与颜色相关的课件，包括颜色词汇的图片、句子示例等，以便在课堂上进行展示和教学。
2.教学材料：准备颜色卡片、颜色物品等，用于课堂实践和操练。
3.教学录音：准备颜色词汇的录音材料，用于听力练习和语音模仿。
七. 教学过程1.导入（5分钟）利用课件展示各种颜色的图片，引导学生谈论颜色，激发学生的学习兴趣。
最新牛津译林版中学九年级英语上册 Unit 2 Colour Reading 2教案
精品教育资料1Unit 2 Colour教学课题课型本课题教时数： 7 本教时为第 3 教时 备课日期 月 日 教学目标：To understand the uses of the important phrases and sentences in the article; To get some further information about the article.教学重点、难点：The language points and the useful expressions. 教学方法与手段：Multimedia 教学过程： 教师活动学生活动 设计意图Step 1 Revision Retell the article.Did you know that colours can ___________our moods? Did you know what the different colours __________?For example , blue can help you feel ________. However, it can also mean __________. I prefer warm colours such as orange.Orange represents _________and can____________ if you are feeling sad. Do you like green? Green can give you _______; it also represents envy. ______ can help you when you are having __________ makinga ________ . What is your favourite colour?Work in groups and tryTo check if the Sshave To retell thearticle.Grasped the contents.Step 2 Language pointsExplain the language points one by one.1. influence v .& n . 影响Take notes and learn2. whether conj . 是否；无论；不管 How to use themHelp them understand 3.what colours can do Correctly.The article betterandwhat characteristics they represent Learn the usage.4. relaxed adj. 放松的；轻松的；5.were painted 结构表示句子使用的是“被动语态”6. calm adj. 镇静的、沉着的、7.on their wedding day8. prefer vt. 宁愿选择；更喜欢，9.invent 与create10. cheer (up) vt.使振奋、使高兴11. remind sb. of ...意为“使某人想起……”。
九年级英语上册Unit2Colourreading教案(新版)牛津版
课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。
2、了解我国书法发展的历史。
3、掌握基本笔画的书写特点。
重点：基本笔画的书写。
难点：运笔的技法。
教学过程：一、了解书法的发展史及字体的分类：1、介绍我国书法的发展的历史。
2、介绍基本书体：颜、柳、赵、欧体，分类出示范本，边欣赏边讲解。
二、讲解书写的基本知识和要求：1、书写姿势：做到“三个一”：一拳、一尺、一寸（师及时指正）2、了解钢笔的性能：笔头富有弹性；选择出水顺畅的钢笔；及时地清洗钢笔；选择易溶解的钢笔墨水，一般要固定使用，不能参合使用。
换用墨水时，要清洗干净；不能将钢笔摔到地上，以免笔头折断。
三、基本笔画书写1、基本笔画包括：横、撇、竖、捺、点等。
2、教师边书写边讲解。
3、学生练习，教师指导。
（姿势正确）4、运笔的技法：起笔按，后稍提笔，在运笔的过程中要求做到平稳、流畅，末尾处回锋收笔或轻轻提笔，一个笔画的书写要求一气呵成。
在运笔中靠指力的轻重达到笔画粗细变化的效果，以求字的美观、大气。
5、学生练习，教师指导。
（发现问题及时指正）四、作业：完成一张基本笔画的练习。
板书设计：写字基本知识、一拳、一尺、一寸我的思考：通过导入让学生了解我国悠久的历史文化，激发学生学习兴趣。
这是书写的起步，让学生了解书写工具及保养的基本常识。
基本笔画书写是整个字书写的基础，必须认真书写。
课后反思：学生书写的姿势还有待进一步提高，要加强训练，基本笔画也要加强训练。
1课题：书写练习1课型：新授课教学目标：1、教会学生正确书写“杏花春雨江南”6个字。
2、使学生理解“杏花春雨江南”的意思，并用钢笔写出符合要求的的字。
重点：正确书写6个字。
难点：注意字的结构和笔画的书写。
教学过程：一、小结课堂内容，评价上次作业。
二、讲解新课：1、检查学生书写姿势和执笔动作（要求做到“三个一”）。
2、书写方法是：写一个字看一眼黑板。
（老师读，学生读，加深理解。
九年级英语上册Unit 2 Colour教案 新版牛津版
Finish more exercises to master the new language points.
教学
反思
It is relatively easy for them to talk about the colors. We can help them to remember and master the key words and phrases by helping them to use them.
2)Let the students read the dialogues in different roles and perform Eddie 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.
1)Listening to the dialogue between Eddie and Hobo. Then ask some simple questions.
Which colour does Eddie like better? Why does Eddie like this colour? What did Eddie feel after he wore the dress?
备课
日期
2014年
教学பைடு நூலகம்
课题
九年级英语上册Unit2ColourReading2教案(新版)牛津版
(5) It could be because the walls were painted blue.
were painted结构表示句子使用的是“被动语态”。被动语态的结构形式为：be +动词过去分词。句子的主语通常为动作的承受者，施动者可以在句末由by引出。
whetherconj. whether it is true为wonder的宾语从句；whether常与or连用，表示一种选择，意为“是……还是……；不管是……还是……”whether可引导宾语从句，表示“是否”,可与if互换使用
whether可引导表语从句
e.g. The problem is whether Tom will get good grades in such a short time.
be of some help意为“有帮助的”，相当于helpful。
“(be)+of+名词”结构中的名词是抽象名词,相当于其中名词所对应的形容词的意思，说明被修饰词具有某种特征或属性。
Unit 2 Colours
课题名称
Unit 2 Colours
Reading(2)
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary:
mood characteristic calm relaxed purity wedding
(4) Have you ever walked into a room and felt relaxed?
九年级英语上册《Unit2ColourReading2》教案(新版)牛津版
Unit2 ColourReading 1Teaching goals:1.To understand what colors represent2.To recognize and understand vocabulary about emotions Emotion and attitude: To learn the four people who are outstanding in their fields.Important and difficult points:1.To understand what colors represent2.To recognize and understand vocabulary about emotionsTeaching procedures:Step 1: RevisionRevise different kinds of colours by asking students:What’s 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 let students discuss:What’ s 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 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.Step3Part A Teaching procedures1. 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. Part B. Teaching procedures1. Ask students to read Part A on page 22 and 23 again and use the information to completePart B1 on page 24.2. 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.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. I’d r__________ wear a blue coat 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? I’m hungry.9. Do you know that colours can a_________ our moods?10. Orange can bring you s________ .It can c______ you up when you are sad.Key:根据首字母提示完成下列句子：1. power strength2. personality3. difficulty4. rather5. energy represents6. purity peaceful7. creative 8. anything9. affect 10. success cheer【Teaching reflection】第（1）课时课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。
九年级英语上册 Unit 2 Colour Grammar教案 (新版)牛津版
(4) Present more examples.
e.g.We can see (that) both boys are good at singing.
It shows (that) not only Zhou but also Li has impressed us with their nice voices.
I’m glad that my favourite star Naying is their teacher.
I know (that) this program is very popular now.
We believe (that) the program will become hotter in the future.
Phrases:
influence our everyday lives in many ways
Sentences:
1. Some people believe that colours can influence our moods.
2. True, but it depends on personal taste.
Unit 2 Colours
课题名称
Unit 2 Colours
Grammar
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary:
relationship certainly everyday personal ancient
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Colour
一、教学目标
1.了解著名作曲家谭盾的经历和代表作品。
2.了解并熟悉传记文体。
二、教学重难点
词汇：control , instead , successfully , traditional , though
短语：by controlling the speed of , without boundaries
句型：My music is to dream without bountries .
三、学习与交流
A . by doing sth 表示“通过做某事（来达到某种目的）”，可以用来回答how 引导的疑问句
Eg. He passed the exam by studing by many people .
B . without “没有，无” prep.
Eg . Wolves can run for a long time without stopping .
Eg . Without the ’t finish the task .
C . control v. n. 控制
controlled , controlling
四、典型题目
( )1 He improved
( )2. I don’t think you can finish the work my in the storm last night.
2. The Great Wall ( know ) all over the world .
3. He ( success )brings ( tradition ) Chinese medicine
and modern Western medicine together .
4. The sandstorm can be stopped by ( plant ) more trees and grass .
5. Obviously ( 显然 ), before . We will all proud of ) down the music ? the baby is sleeping .
二、选择题。
( )1. Of all the subjects , English is for me .
A. interesting
B. more interesting
C. the most interesting
D. much more interesting
( )2 .Who this book ?
A. did , written
B. was , written by
C. did , written
D. was , written
( )3.I don’t know a talk with Betty .She can sit all day long a word .
A. by
B. with
C. in
D. without
( )4. My bike is broken , I D. For
( )6. The worker will build a new railroad the two cities .
A. since
B. between
C. as
D. during
( )7. David visited lots of in the world .
A.places of interesting
B. places of interest
C. place of interests
D.place of interesting
( )8. our teacher is ill , this special school .
A. is taken
B. are taken
C. take
D. takes
( )10.–What do you think of the film SO Young directed by Zhao Wei ?
- Wonderful . I think it’s than the other films about youth in recent years .
A. the best
B. the worst
C. much better
D.much worst
三、完成句子。
1. 让我们去远足而不是呆在家。
Let’s go Dun , it is .
六、教学反馈(反思)
学生反馈：
教师反思：。