牛津译林9BUnit 2 Task教学案
牛津英语9BUnit2Maintask教学案
牛津英语9B Unit 2 Maintask教学案2. 用问卷调查表中的信息补全一封投诉信，并写一封投诉信。
二、教学重点、难点：用问卷调查表中的信息补全一封投诉信，并写一封投诉信。
三、课前准备：多媒体四、教学过程：【自主预习】一、预习P35—P36，在课本上划出下列词组和句子并翻译。
1. 你理想的机器人______________________2. 你的机器人的型号____________________3. 维持至少两个月______________________4. 期待…做….._________________________5. 对…一点不感到满意_________________6. 中等大小的玩具_____________________7. 很短时间后_________________________ 8.一直________________________________9. ….的数量 _________________________ 10. 某物需要检查____________________ _11. 完全停止工作_____________________ 12. 取回钱_________________________ __13.多注意你的订单____________________ 14. 给它指导____________________________二、用所给单词的适当形式填空1. I went to the shop_______________(choose) a big Christmas tree.2. Stop ______________(make) so much noise. It is time for our class.3. The flowers need________________(water) twice a day.4. Speak loudly, please. I can’t hear you _______________(clear)5. I have never ________________(expect) the gift from him.6. His leg was hurt three months ago, but now he can walk around_______________ .(free)【教学过程】Part A: The robot exhibitionStep 1: A short play of robotsStep 2: Ask students to read the seven different sections of the questionnaire. Ask students to raise their hands if they have any questions.Step 3: Ask students whether they agree or disagree with Daniel’s answers If students disagree, ask them to justify their answers I don’t agree with Daniel on question X because…Step 4: Ask students to read the letter on their own.Step 5: Ask students to describe how Daniel feels, and tell them that they can complete the letters using the information from the questionnaireStep 5 Some useful expressionsStep 6: Encourage students to complete the letter on their own. Once they have finished, read the whole letter aloud.Step 7: Ask students to use the questionnaire they completed for the extension activity on page T31 as a basis for completing their own complaint letters in part C. Remind students that when they write a complaint letter, they should maintain a formal style. Although they can make their complaint letters clear, they should be polite.Step 8: Ask students to read his or her draft letter to classmate to check for mistakes.Step 9 make a dialogueHomework: Write a complaint letter【要点点击】trouble用作名词，意为“烦恼”，“困难”，“麻烦”，“疾病”等The robot was just . 机器人实在太麻烦了。
最新牛津译林初中九年级英语上册 Unit 2 Colour Task教案 (2)
Unit 2 TaskTeaching aims：1. Students can make notes before writing.2. Students can write an article about the relations hip between colours and moods.3. Students can enjoy the colourful world in different ways..Teach ing difficulties:Write a beautiful report about an advertisement.Teaching steps:Part One：Studying the sample writingMini-task 1: Free talk1.Have a free talk with students and show some useful expressions on the screen. carry a black handbag feel a li ttle bit nervous / stressed That is why I am wearing… make myself look more powerfula good matchThe powerful red balances the calm white. achieve a balance (n.)2. Show students some pictures to revise what different colours represent. black power and trustblue calm and sadnessgreen energy and natureorange joy and warmthred power and strengthwhite calm and peaceyellow wisdom and successMini-task 2: Talk about the picture.Ask students t o answer the questions.1)What’s the colour of the woman’s …?2)What does … represent?3)Why does she wear …?4)Is it a good match? Why?Mini-task 3: Help Millie complete her report.1.Ask students to help Millie her report.2.Check the answers.3. Analyze the structure of the article.4. And tell students how to make their articles more beautiful.5. Practise reading the useful expressions.Part Two：Getting ready for the writing1. Play a short vid eo of a fruit advertisements.2. Talk about the fruit advertisement on students’ book.3. Discuss in groups about the mobile advertisement.1). Where? What is the boy doing?2). What is he wearing?3). What does each colour represent?4). How does the boy feel?5). What’s your feeling about the advertisement?4. Ask students to make some notes on the paper.5. S how them more notes, and ge t students to say something about the advertisement Part Three: While-writing1. Ask students to write their own articles.2. Give them some useful expressions to choose from.3. Ask them to check their writing with the standards.Part Four：Sho w time1. Show two articles on the screen.2. Ask other students to discuss in groups to give their scores and reasons.3. Enjoy a sample writing. Ask students to find out the details they like.4. Give students some advice .Homework:Please rewrite the article.2014/9/25。
最新译林牛津九年级英语下册精品优质集体备课教学设计 9BUnit 2 Task学案及答案
九年级下英语学案（Unit 2 Task）【课前预习】知道下列短语的意思:change many people’s lives the poor many advanagesgraduate from college solve the problem of hunger二．预习成果翻译下列词组1.杂交水稻之父2.死于饥饿3.新型杂交水稻4.开始研究杂交水稻5.增加20%--30%6.将近十年的艰苦工作7.其他普通品种8.一位水稻科学家【课堂学习过程】Task 1: Ask and answer1.Do you know any famous People?2.Why do you admire them?Task 2: Tell students that Amy made some notes about Yuan Longping . Ask one student to read it .Task 3: Ask students to complete Amy’s draft in Part B .Task 4: How to write an article about a famous person.Task 5: Writing【当堂反馈】According to the following materials, write an article about Martin Luther KingName: Date of birth:15th January:1929 Place of birth: Georgia, the USAFamily and studies: the middle child in a family of three children; very bright, progressed quickly through school, college and UniversityMajor events in his life:18th June, 1953 married Coretta Scott 1955:was awarded his PhDThe leader of the black civil rights movement in the USAOrganized a bus boycott and was arrested more than 30 times.4th April, 1968: was shot by James Early RayFamous for : gave many speeches, calling for equality between blacks and whites . One is calledI have a dream Prizes or awards: the Nobel Peace Prize in 1964______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 【课后拓展】一、词汇运用。
牛津译林版高中英语选修9Unit 2Witnessing timeTask教案1
Who first used the site? What happened in 1066?
2. Checkmisspellingand ask several groups to read the letters to the class. Then complete the notes on page 116 in Workbook after listening to the recordings.
3. __________(成立于)in 1613, Harvard is one of the most famous universities in the United Stated.
4.In order not to be disturbed, I spent 3 hours ____(锁在)in my study.
3.To teach how to write informally about a formal topic
教学重、难点
1.To teach how to listen for discourse markers, how to stress syllables and words
2.To teach how to write informally about a formal topic
2.Next ,play the recording and you try to finish Part A on page 26.
牛津译林版-英语-九上-九2单元 task教案
关庙中心学校教学设计活页课题Unit 2 task 主备人朱颖平课型New 课时安排 1 教学目标1. To know the relationship between different colours and different moods.2. To complete the report.3. To write about the advertisements.重点难点分析To learn to write their own articles with their own words.教学流程安排集体智慧（以知识体系为主）个性设计（二次备课）教学后记Step 1 Lead-inAsk them to say something about colours and moods.R ead through the table on page 32.Look at the p icture on the right and complete the report using the information in the table. Check the answers and read it.Step 2 Presentation1. Ask the students how to write the article. The article must include: What colour does she wear?What does the colour represent?Why does she wear the colour?Do you think they match well?2. Show the advertisements on page 33 an d look at them carefully. Tell me wh ich one do they like best and cho ose one picture to write about. Let them discuss with their partners answering the above que stions.3. Write their own articles. Use the table and report on page 32 to help.4. Ask them to correct for their partners and if time permits, choose some articles to present in class. Encourage themspeak freely.问题设置较好We can help them ,ifthem need help.教师带领学生继续复习阅读部分，并引出本课重点，学生反映很好重点掌握很好描述一个人着装，学生对此很感兴趣，并能用颜色说明，很好学生要是能用英语描述一个人，会更好教师给出另一幅图，要求学生模仿本课，完成这篇作文，学生完成很好，正确率很高。
最新江苏牛津译林版九年级英语初三下册9BUnit2单元教案
a.Present new vocabulary.
b.Ask students why they can be famous people and introduce what they did to students.
plete “welcome to the unit” in class. Students can work in pairs to complete the exercises.
ic strips:
a. Play the tape and students listen to the tape to get the main idea.
d. Students read it in pairs and act it out.
e. Why do people admire great people? Discuss and take down notes.
Homework:
Recite the conversation in the comic.
Talk about the great people they know
Talk about the great people they know
Teaching procedures:
Step 1Lead-in:
There are many great people in the world. Ask students to name some of great people they know and say who they like best.
初中英语牛津译林版九年级上册Unit2TaskColoursandmoods教学设计
初中英语牛津译林版九年级上册Unit2TaskColoursandmoods教学设计【名师授课教案】1教学目标1. 利用表格的形式,组织写作思路2. 利用颜色和情绪之间的关系,完成一份报告2. 将所学的颜色与性格,情绪之间的关系,运用于生活,学会理性分析自己以及他人2学情分析本单元围绕颜色与情绪展开话题,经过本单元前几课时知识积累,学生对不同颜色与情绪的关系有了较好的了解。
本课时,要求学生能将有英语书面表达出生活中颜色与情绪的关系,并能恰当的运用。
3教学过程学时重点] . 掌握与颜色和情绪相关的写作的关键词及有用短语学时难点利用颜色和情绪之间的关系,完成一份报告教学活动1【导入】课前导学1.想一想:(根据所学内容写出下列含义所指的颜色。
)① energy and nature ____________ ② power and strength ____________③ sadness or calm ______________ ④ success and joy _______________⑤ calm and peace _____________ ⑥ wisdom and warmth ___________⑦ power and protection _________2.试一试:(认真阅读书上内容,找出下列词组或句子,并在书上划出来。
)①一双白鞋子 _____________ ②有点儿紧张_________________③ a good match ______________ ④ balance the calm white _________⑤make herself look more powerful __________________________________⑥ It is a good fruit juice advertisement _______________________________3.请准备一张自己好朋友的生活照片,试着说说照片上人物的着装,并能在课上和同学、老师交流。
牛津译林版英语九下Unit 2《Great people》(Main task)教学设计
牛津译林版英语九下Unit 2《Great people》（Mn task）教学设计一. 教材分析牛津译林版英语九下Unit 2《Great people》主要介绍了三位伟人——爱因斯坦、牛顿和天子——的生平和贡献。
本单元的主题是“伟人”，通过学习伟人的事迹和品质，激发学生的学习兴趣和追求卓越的精神。
本节课的教学内容主要包括阅读三位伟人的介绍，了解他们的成就和品质，以及完成相关练习。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的英语阅读和听说。
但是，对于一些较高级的词汇和表达方式，学生可能还不够熟悉。
此外，学生对于伟人的认识可能仅限于课本知识，对于他们的生平事迹和品质的理解可能不够深入。
三. 教学目标1.知识目标：学生能够掌握本节课的主要词汇和句型，能够阅读并理解关于爱因斯坦、牛顿和天子的介绍。
2.能力目标：学生能够通过阅读和听力，获取信息并归纳总结，提高阅读理解能力。
3.情感目标：学生能够了解伟人的成就和品质，激发他们追求卓越的精神。
四. 教学重难点1.重点：学生能够掌握本节课的主要词汇和句型，能够阅读并理解关于爱因斯坦、牛顿和天子的介绍。
2.难点：学生能够运用所学的词汇和句型，表达自己对伟人的理解和看法。
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，提高学生的参与度。
2.合作学习：通过小组讨论和合作，培养学生的团队合作能力和沟通能力。
3.启发式教学：教师提出问题，引导学生思考和探索，提高学生的思维能力。
六. 教学准备1.教材：牛津译林版英语九下Unit 2《Great people》教材。
2.多媒体设备：电脑、投影仪、音响等。
3.教学素材：爱因斯坦、牛顿和天子的相关资料。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾上节课的内容，同时引入本节课的主题——伟人。
教师可以提问：“你们知道哪些伟人？他们有什么共同特点？”2.呈现（10分钟）教师展示爱因斯坦、牛顿和天子的图片，引导学生猜测他们的身份和贡献。
英语高三译林牛津版选修9同步精品教案：unit2(task)
英语高三译林牛津版选修9同步精品教案：Unit2（Task）Unit 2 Witnessing timeTask writing a letter about the Tower of LondonTeaching aims and demands:1.To teach and practise the skills of listening ,speaking ,reading andwriting .2.To teach how to listen for discourse markers, how to stress syllablesand words3.To teach how to write informally about a formal topicDifficult and key points:1.To teach how to listen for discourse markers, how to stress syllablesand words2.To teach how to write informally about a formal topicTeaching aids:Multi-mediaTeaching steps:一．Revision.Translate the following sentences into English using participle clauses1.拿着一本书,老师快步走进了教室.2.那个杯子掉在地上,碎了.3.吃完饭后,小明拿出一本小说书,.4.被弟弟吃掉的苹果最大.5.在树下唱歌的小孩子不是一个学生.二．Skills building 1: listening for discourse markers1..Provide students with the following radio transcript .Ask students to read and pay attention to how the ideas are connected .Ask them to underline the phrases in the transcript.Read the following passage , and pay attention to how The ideas are connected. Then underline the phrases in the Passage.Different colours are often associated with different cultures. Ofall the colours , I like green best .There are a variety of reasons for this .To begin with ,this colour is often associated with nature. It may remind you of green grass or green willows in spring. In addition, green is thought of as a cold colour which may help people calm down and become less stressed. Staying in a room coloured green, you may keep a cool head. Apart from these, this magical colour can also help you feel comfortable. For example.if you feel tired of working or studying, by focusing on some green trees far away, your eyes will definitely have a good rest. Taking all the above into consideration , I think green has a magic power and is certainly my favourite colour.3.Ask students to read the guidenlines on top of page 26.Then write theabove underlined words .Tell students that they are discourse markers which are used to show the connection between what the speaker is saying and what has already been said.三．Step 1:listening to a radio programme1.Ask students to study the lest column of the table on page 26, which introduces the Tower of London. Answer the following questions.1. Who first used the site?2.What happened in 1066?3.What was the purpose of building the Tower of London?4.Do kings still live there?5.What were the functions of the Tower?6.Which is the most popular part of the Tower?2.Listen to the tape and fill in the table with the discourse markers Play the recording and ask students to finish Part A on page 26.4.Ask one student to read aloud the instructions of Part B on Page 27.Tellstudents that they may finish the notes with the help of the discourse markers in the right column of the table . Allow less able students towork in pairs5.Ask students to read the instructions in Part C. Make sure that they knowwhat to do .Have students only focus on the executioner, the victims , and when and why the victims were killed .You may check the answers and conduct a feedback activity.nguage points.divorce sb accuse sb of sth the crime of betraying one’s country sentence sb to death make room for sb make a trip to四．Skills building 2: stressing syllables and words1.Tell students that it is vitally important for one to learn how to pronounce a new language correctly as the correct pronunciation helps people understand what you are saying .Good pronunciation also helps people communicate better with each other. When speaking English , pay attention to pauses, intonation, correct pronunciation of words and stress in words and sentences.2. Ask students to go over the guidelines on top of page 28. Then do an exercise.Underline the words we should stress when we read in the following sentences1.The weather is good enough for a picnic today.2.I’d like to attend the meeting this afternoon, but I’m very busy.3.This is his book ,not her book.4.This is Tom, and this is Jim.5.This apple is on the desk. It isn’t under the desk.6.I’d like to buy a book, but I have little money.五．Step 2: asking about the crown jewels1. Go through the points in the left column on page 28.2.Work in groups to list as many questions you want to ask about thecrown jewels as you can.3.Study the answers in the right column.4. One acts as the tourist and the other as the tour guides六．Skills building 3: writing informally about a formal topic1. Revise the format of a letter by asking the following questions:What and how do we write on an envelope?Then give an example.2.Have a free talkSuppose that you have just returned from an art exhibition about Guilin.Therewere photos and paintings on the topic. Please give your personal comments on the exhibition:①What impressed you most?②What do you think needs more improvement?③What was your favourite part of the exhibition?④What do you think of the exhibitions as a whole?七．Step 3: writing a letter back home1.Read the instructions in Step32.work in groups of four to write an outline3.Write letters and check misspelling and try to read the lettersin the front.Summary and homeworkplete the article in Part C on Page 116.Complete the notes on page 116 in Workbook.。
9B unit2全套教案
9B Unit 2 welcome to the unitI. Teaching objectives:1. To introduce the context about having a robot to help with the work for humans2. To talk about what a robot can do3. To learn some of the advantages of robotsII. Teaching procedure:Step 1: Warm-up: To raise students’ interest, get students thinking andtalking about robots:① Have you seen robots in the films?② What kind of robots do you know?③ Do you like robots? Why?④ What do you think robots can do for you?⑤ Would you buy a robot in the future? Why?Step 2: welcome to the unit1. The purpose of this part is to activate student’s knowledge ofrobots and generate interests of this topic. Ask one student to read thephrases in the word box at the top of page 19. Make sure that all students understand the meanings of the phrases such as ‘do the laundry, explorer dangerous places’ in their own words.2. Explain the context. Daniel is explaining to Amy what robots cando. Ask students to complete the conversation on Page 19 on their own.3. Ask two students to read the conversation and check mistakes.4. Encourage students to talk about if robots are harmful? Dividestudents into groups to discuss.① What do robots do harm to human beings?② Why do they do harm to human beings?5. Listen to the tape for the first time to learn the main idea ofthe comic strip.6. Listen to the tape for the second time to read after the tape.7. Ask some students to act out the comic strip.Step 3: Useful expressions1. complaint: 不+可数名词“抱怨”；可数名词“抱怨的行动或话，投诉”complain: 动词：complain to / about2. post：动词‘邮寄’：. post something for sb.III. Homework:1. Recite the useful vocabulary and comic strip.2. Complete some exercise.3. Preview reading(1)教学反思9B Unit2 Reading(1)I. Teaching objectives:1. To understand the idea of how robots can change our lives.2. To recognize and understand vocabulary about life with robots.3. To identify the good points of owning a robot.II. Teaching procedure:Step 1: Background information: A robot is an automated machine that isprogrammed to perform functions just as a human would do.Step 2: Reading “The first person to own a robot”1. Review the things tha t a robot can do in “welcome to the unit”.Ask students whether they believe people will use robots to do theirchores for them in the future.2. Explain the context of the reading passage. Daniel is reading anarticle about having a robot at home. There are good points and badpoints.3. Ask students to listen to the passage, paying attention to thepronunciation, and make some of them to read the paragraphs aloud.4. List the good points.5. Ask students to read each paragraph and put forward questions ifthey have.Step 3: language points1. the first one to do sth.2. in order to:引导目的状语，后接动词原形，可以放在句首，或句末，否定形式in order not to do sth.：She listens to English every day in order to get good marks.=so as to do: She listens to English every day so as to get good marks.=in order that +从句: She listens to English every day in order that she canget good marks.=so that: She listens to English every day so that she can get good marks.3. as a result: “因为，由于，由于。
Unit2Task课件牛津译林版九年级英语上册
合作探究
一、素材积累
【词汇】
1.颜色名词:红色 red ，绿色 green ， 蓝色 blue ， 黄
色 yellow ， 橙色 orange ， 靛蓝 indigo ， 紫罗
兰violet
，bla黑ck色
w ，hite 白 色
brow，n 棕
色 pink ， 粉色
合作探究
合作探究
What colour are her shoes？ They are white. What other colours can you see in the picture？ I can see green， brown and yellow. Where does she possibly live？ She possibly lives in a big city.
coulcdalmhelp
预习导学
三、想一想 与同伴谈论你对颜色的认识，至少写三句你的收获。
合作探究
阅读观察 ·导学建议·
培养学生认真专注某一事物的习惯，要求学生认真记录观 察的结果，体验收获的喜悦。 ◎学法指导:阅读时要有目的性、针对性，并做好记录，要善于 提出问题并思考解决。
合作探究
颜色与心情 开头: Would you like to know something about colours？
合作探究
正文:Different people like different colours. Of all the colours I like red best. Why do I like the colour？Because it presents power and strength. I like to wear red clothes. So they can make me look powerful. They can make me try to be successful. If you are a little bit stressed， you can also wear red. I'm sure you will have a different change. 结尾: We can see many colours in our life. They can change our moods and improve our life.
牛津译林版九年级英语上册Unit 2 Task 示范课教案)
环节四：分析、总结报告结构,梳理出报告框架与内容的写作要点。（5mins）
教师引导学生分析报告的具体写作内容，引导学生关注报告的各个部分的构成以及具体的表达方式，梳理出报告的框架与细节的写作要点。
三、教学目标
通过本课时的学习，学生能够：
1.通过讨论分析范文，梳理简短书面报告的结构。
2.运用表格梳理写作思路，并使用所学结构和表达完成一份关于颜色和情绪之间关系的报告。
3.评价生活中的色彩运用，并在生活中恰当使用色彩。
四、教学重难点
【重点】
1.通过讨论分析范文，梳理简短书面报告的结构。
2.运用表格梳理写作思路，并使用所学结构和表达完成一份关于颜色和情绪之间关系的报告。
colours. Then say out what the colours represent.
活动层次
学习理解之感知与注意
效果评价
观察学生的反馈，了解学生的已知。
环节设计意图：激活学生已知，导入话题。
环节二：在情境中学习新词。（5mins）
教师创设情境，学生在情境中学习新词。
教学活动
2.Studentslookat the picture and guess the girl’s mood. Then fill in the blanks.
6.Students read for the third time and answer the questions.
活动层次
学习理解之感知与注意、获取与梳理、概括与整合
应用实践之分析与判断
效果评价
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译林版英语九年级上册_Unit2_Task_优质课教案(江苏省)
Unit2 Task 优质课教案（江苏省）9A Unit 2 Colours Revision教学目标：To master the words and phrases about colours and moods and to use them to describe moods.To use the Object Clauses correctly.To write a report about moods and colours and what they represent.教学过程：Step 1:Lead in:1.Watch a video of rainbow after rain.2. Listening(设计意图：雨后彩虹，树林的美景让学生们放松心情，同时导入课文内容。
) Step 2: Presentation:1. Answer some questions about a colour therapy.2. Ask students to say something about the relationship between colours and moods.3. Translate the two topics into English.4. Change the forms of the words.(设计意图：呈现颜色和它们代表的心情，复习课文内容)Step 3: Finish the exercises(设计意图：巩固练习)Step 4: Word association(联想) game:Rules: You can see a word on screen.You should give a relevant(相关的) phrase or sentence.(设计意图：用单词联想法游戏来激发学生课堂积极性，并复习一些重要词语的用法。
)Step 5:Phrases and Sentences:(设计意图：复习本单元的重要词组，并且引出宾语从句的用法。
英语9译林牛津版unit2task教案
英语9译林牛津版unit2task教案TaskwritingaletterabouttheTowerofLondonTeachingaimsanddemands:1.Toteachandpractisetheskillsoflistening,speaking,readingandwriting.2.Toteachhowtolistenfordiscoursemarkers,howtostresssyllablesandwords3.Toteachhowtowriteinformallyaboutaformaltopic Difficultandkeypoints:1.Toteachhowtolistenfordiscoursemarkers,howtostresssyllablesandwords2.ToteachhowtowriteinformallyaboutaformaltopicTeachingaids:Multi-mediaTeachingsteps:一、Revision. TranslatethefollowingsentencesintoEnglishusingparticipleclauses1.拿着一本书,老师快步走进了教室.2.那个杯子掉在地上,碎了.3.吃完饭后,小明拿出一本小说书,.4.被弟弟吃掉的苹果最大.5.在树下唱歌的小孩子不是一个学生.二、Skillsbuilding1:listeningfordiscoursemarkers1..Providestudentswiththefollowingradiotranscript.Askstudentstore adandpayattentiontohowtheideasareconnected.Askthemtounderlinethep hrasesinthetranscript.Readthefollowingpassage,andpayattentiontohowTheideasareconnecte d.ThenunderlinethephrasesinthePassage. Differentcoloursareoftenassociatedwithdifferentcultures.Ofallth ecolours,Ilikegreenbest.Thereareavarietyofreasonsforthis.Tobeginw ith,thiscolourisoftenassociatedwithnature.Itmayremindyouofgreengr assorgreenwillowsinspring.Inaddition,greenisthoughtofasacoldcolou rwhichmayhelppeoplecalmdownandbecomelessstressed.Stayinginaroomco louredgreen,youmaykeepacoolhead.Apartfromthese,thismagicalcolourc analsohelpyoufeelcomfortable.Forexample. ifyoufeeltiredofworkingorstudying,byfocusingonsomegreentreesfar away,youreyeswilldefinitelyhaveagoodrest.Takingalltheaboveintocon sideration,Ithinkgreenhasamagicpowerandiscertainlymyfavouritecolo ur.3.Askstudentstoreadtheguidenlinesontopofpage26.Thenwritetheaboveunderlinedwords.Tellstudentsthattheyarediscoursemarkerswhichareusedtoshowtheconnectionbetweenwhatthespeakerissayingandwhatha salreadybeensaid.三、Step1:listeningtoaradioprogramme1.Askstudentstostudythelestcolumnofthetableonpage26,whichintrodu cestheTowerofLondon.Answerthefollowingquestions.1.Whofirstusedthesite?2.Whathappenedin1066?3.WhatwasthepurposeofbuildingtheTowerofLondon?4.Dokingsstilllivethere?5.WhatwerethefunctionsoftheTower?6.WhichisthemostpopularpartoftheTower?2.Listentothetapeandfillinthetablewiththediscoursemarkers4.AskonestudenttoreadaloudtheinstructionsofPartBonPage27.Tellstudentsthattheymayfinishthenoteswiththehelpofthediscoursemarkers intherightcolumnofthetable.Allowlessablestudentstoworkinpairs 5.AskstudentstoreadtheinstructionsinPartC.Makesurethattheyknowwhattodo.Havestudentsonlyfocusontheexecutioner,thevictims,andwhe nandwhythevictimswerekilled.Youmaychecktheanswersandconductafe edbackactivity.nguagepoints.divorcesbaccusesbofsththecrimeofbetrayingone’scountry sentencesbtodeathmakeroomforsbmakeatripto四、Skillsbuilding2:stressingsyllablesandwords1.Tellstudentsthatitisvitallyimportantforonetolearnhowtopronounce anewlanguagecorrectlyasthecorrectpronunciationhelpspeopleundersta ndwhatyouaresaying.Goodpronunciationalsohelpspeoplecommunicatebet terwitheachother.WhenspeakingEnglish,payattentiontopauses,intonat ion,correctpronunciationofwordsandstressinwordsandsentences.2.Askstudentstogoovertheguidelinesontopofpage28.Thendoanexercise.Underlinethewordsweshouldstresswhenwereadinthefollowings entences1.Theweatherisgoodenoughforapicnictoday.2.I’dliketoattendthemeetingthisafternoon,butI’mverybusy.3.Thisishisbook,notherbook.4.ThisisTom,andthisisJim.5.Thisappleisonthedesk.Itisn’tunderthedesk.6.I’dliketobuyabook,butIhavelittlemoney.五、Step2:askingaboutthecrownjewels1.Gothroughthepointsintheleftcolumnonpage28.2.Workingroupstolistasmanyquestionsyouwanttoaskaboutthecrownjewelsasyoucan.3.Studytheanswersintherightcolumn.4.Oneactsasthetouristandtheotherasthetourguides六、Skillsbuilding3:writinginformallyaboutaformaltopic1.Revisetheformatofaletterbyaskingthefollowingquestions: Whatandhowdowewriteonanenvelope?Thengiveanexample.2.HaveafreetalkSupposethatyouhavejustreturnedfromanartexhibitionaboutGuilin.T herewerephotosandpaintingsonthetopic.Pleasegiveyourpersonalcomment sontheexhibition:①Whatimpressedyoumost?②Whatdoyouthinkneedsmoreimprovement?③Whatwasyourfavouritepartoftheexhibition?④Whatdoyouthinkoftheexhibitionsasawhole?七、Step3:writingaletterbackhome1.ReadtheinstructionsinStep32.workingroupsoffourtowriteanoutline3.Writelettersandcheckmisspellingandtrytoreadthelettersinthe front.SummaryandhomeworkpletethearticleinPartConPage116.pletethenotesonpage116in Workbook.。
九年级英语译林版下册Unit2_Task名师教案
Unit2 Task名师教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use the new words and phrases correctly;2. understand how to write about a person;3. write an article about the person who you admire most.II. Teaching contents1. New words and phrases: advantage, increase, development, agriculture, hunger, contribution, production, work as, happen to, die of, be introduced into, at present2. New structures: I think Yuan Longping is one of the greatest people that have ever lived.In 1960, he saw people die of hunger, so he began research into hybrid rice. Because of his achievements, rice production has been increased by 20%—30%. That is why I admire him so much.III. Focus of the lesson and predicted area of difficulty1. To introduce a person’s major events, using the attributive clauses.2. To tell the reason why I admire him or her.IV. Teaching proceduresStep 1 Lead-inT: In this unit, we have learnt about many great people. Tell me who they are according to the descriptions.T: We call him “Father of Hybrid R ice”. He is a rice scientist. He is a member of the Academy of Engineering.【提示：此处课堂上教师可让学生使用优教同步学习卡进行抢答，根据结果反馈，进行精准教学。
九年级英语译林版下册Unit2_Task_优质课教案(无锡市)
Unit2 Task 优质课教案（无锡市）Learning aims:1. Get to know how to write a composition.2. Talk about how to write a good composition.3. Practice writing.Main points:1. Guide the students to know the main points of the writing.2. Tell them how to add more related details and an ending.3.Show some tips for a good composition.4.Ask them to avoid making mistakes in the whole composition.Teaching procedureStep 1: Lead inT: Many students told me that they were afraid of writing compositions in English. What about you? Are you good at writing?Ss: No.T: In this class, I will tell you how to write a good composition in English.(T shows the writing in the latest test paper.)T: Did you write a good composition? (No) Ok, let’s analyze it.Ss: Read the requirements in the writing.Step 2: PresentationActivity 1 Find out the writing task1. (Show the key phrases) Say them in English correctly. Ss repeat the phrases.2. T: What tense should we use in the composition?Ss: Simple present tense.3. T: You must write about all the information in the form, add 2 or 3 more sentences to it and write about 90 words.Activity 2 Complete the beginning1. (Show the beginning of the composition that has been given) Ss read it together.2.T: Is the sentence completed? (No) So you must complete it first. From the form which part should you use to complete it with, the problems or suggestions?3.(Show good beginnings some students wrote)T:Here are some good beginnings you have written.4. T: One way is to start the composition with a summary sentence. The other way is to talk about the first problem directly. I think these two are good ways.Activity 3 Add more related details1. T: How can you solve the problem? Ss show their ways to deal with the problem.2.(Show another writing one of the Ss wrote) T: When you write the sentences, you should use the same tense, the related contents and write the sentences correctly. Activity 4 Add an endingT: Perhaps a composition needs an ending. (Show some good endings) Ss read them. Step 3: Make the composition beautifulActivity 1 Beauty the composition you have written1. (Show the whole composition) Ss read it. T: Now you have written 10 sentences. But that’s not good enough. For example, l ook at these two sentences. Can you use other sentences to make them better. Ss discuss. T show them better ways.2. T: You should try to write good sentences to make your composition more beautiful.Activity 2 Beauty the composition with conjunctions1. (Show a form) T: Here are some proper conjunctions to show time order, space order, symmetry and so on. Ss read them and learn them.2. (Show them some sentences) T: Here are some sentences for you to complete with the proper conjunctions.Activity 3 Beauty the composition with good phrases and wonderful sentence patterns T: Can you make these sentences better?Step 4 Check the composition to avoid the mistakes1.Find out the mistakes in the sentences and correct them.2. Tell the Ss common errors in English writing.Step 5 How to comment on a compositionT: You’ d better know about how to comment on a composition.Tell the Ss about the big errors and small errors.Step 6 WritingT: It’s time for you to writing a composition. Open your exe rcise book. Turn to Page99. Read the requirements carefully and finish the writing.T: Try to make your article beautiful. Avoid making any mistakes.T: Read your partners composition. Check it for him or her.(Show a student’s composition)T: Let’s read an article and judge if it’s a good composition.Homework:1.Finish your composition.2.Share it with your friends. Find and learn some better sentence patterns.。
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课题：Unit 2 Study skills & Task主备: 彭琦课型：新授审核：区九年级英语备课组班级姓名学号【教学目标】1. 掌握下列词汇、词组和句型，并能熟练朗读和运用。
词汇：advantage, increase, development, hybrid, title, agriculture, hunger, contribution, production词组：happen to, at present句型：He happened to find a natural hybrid rice plant that had many advantages over others.Because of his achievements, rice production has been increased by 20%~30%,and in some places even more.2. 了解正式和非正式语言的使用。
3. 阅读并能写一篇关于著名人物的文章。
【教学重难点】写一篇关于著名人物的文章。
【教学手段】PPT【教学过程】Step1. Presentation and practice1. Explain: What is “informal language” and when to use?2. Ask students to finish the exercise on Page 31.Step2. Writing1. Pre-writing(1) Ask some questions about Neil Armstrong and Yuan Longping.(2) Have students help Amy complete the passage in Part B.2. While-writingHelp students learn more about the structure of the passage and write an article about Tan Dun.3. Post-writingCheck and correct the errors in the students’ compositions.Step3. HomeworkFinish off the exercises.【课堂巩固】一、词汇运用。
1. The young man can speak a few languages, so he has more over other young people while hunting for jobs. ( [ədˈvɑ:ntɪdʒz] )2. The number of cars in China is very fast these years. (增加)3. With the of railways, it’s easy for people to travel around China. (发展)4. The Chinese government is taking action to control air pollution at . (现在)5. When I was shopping in the supermarket last night, my English teacher to be there too. (碰巧)二、书面表达。
_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 【课后巩固】一、词组翻译。
（请认真阅读课本P32-33，翻译并背诵下列重要词组）1. 一位水稻科学家2. 死于饥饿3. 比别人有更多的优势4. 开发一种新型杂交水稻_________________5. 提高水稻产量6. 解决饥饿问题________________________7. 从大学毕业_____________________8. 将近十年的辛苦工作9. 被引入到美国10. 每亩产量比其他品种提高20%。
二、词汇运用。
1. He worked as a teacher after from college. (graduate)2. Premier Zhou Enlai made great to the new China in his lifetime. (contribute)3. The of computers is going up very fast these years. (produce)4. In some poor countries in Africa, lots of people die of every year. (hungry)5. Roger Federer as one of the best tennis players in the world. (consider)三、单项选择。
( ) 1. Which of the following can be seen in a formal letter?A. Yours.B. Hi.C. Bye.D. Dec..( ) 2. My grandfather worked _____ a shop assistant after he finished school.A. forB. asC. toD. on( ) 3. The price of flats in the city has gone down __________ 5 per cent.A. toB. ofC. byD. with( ) 4. ---Lin Dan has won so many matches. Why does he have so many advantages________ other people a tennis player?---Because he practises hard and besides, he can keep calm in difficult situations.A. over; forB. to; asC. to; forD. over; as ( ) 5. The little boy opened his eyes when he learned that English is so used in the world.A.wide; wideB. widely; wideC. wide; widelyD. widely; widely ( ) 6. Which of the following words is pronounced[ɪnˈvenʃn] ?A. invention.B. invitation.C. invite.D. invent.四、完形填空。
When I was about twelve, I headed to a restaurant for dinner with my family. It was winter, and on that particular night, the 1 was really blowing hard.As my mom and I headed towards the restaurant from our car, a girl about my age 2her mother came up to us. They asked if we had any spare change. My mom immediately asked where they kept their things. They pointed to an old car in a parking lot across the street. The girl said there were 3 of them living in that car.My mom said she had something to do 4 handing the people a few dollars. She sent me inside the restaurant with my dad and my three siblings. But she didn’t come with us.Later, I 5 that she had gone home and emptied our cupboards into a few bags. Then, she brought the bags of food to the family. I wasn’t there when 6 happened, but I can imagine the joy it brought to their faces.A few days later, when I learned about what she had done, I 7 her why she helped those people. She told me that they were not lucky. I remember the face of that girl who had asked us for change — she was the same 8 as me, yet we looked so different.Here I stood, dressed in almost new clothes, headed to dine in a restaurant and then went back home to the bedroom I 9 with my younger sister. I remember thinking that the girl didn’t have any food to eat, and she was heading back to a cold car shared with five other people.After painting this picture in my mind, I 10 why my mom had done what she did. I will never forget what she did that night, and how she taught me one of the best lessons I ever learned.( ) 1. A. wind B. rain C. snow D. cloud( ) 2. A. of B. or C. by D. with( ) 3. A. four B. five C. six D. seven ( ) 4. A. if B. before C. unless D. after( ) 5. A. handed out B. looked out C. found out D. gave out ( ) 6. A. what B. that C. this D. one( ) 7. A. asked B. told C. knew D. talked ( ) 8. A. year B. size C. age D. grade( ) 9. A. worked B. decorated C. studied D. shared ( ) 10. A. forgot B. understood C. remembered D. wondered 五、阅读理解Is reading better than watching TV? I believe it is. Is reading better than playing video games? I’m not so sure if it is. If learning is important to you, but not necessarily so, and ifpleasure is what you want, these activities can be pleasant in their own way. Reading might be better than many activities if you want to educate yourself and improve your chances of succeeding in your work.If you’re serious about creating the habit of reading, what’s important is finding a time you can read every day—often that’s early morning or late at night, or both. For others, it might be during their lunch break. You only need to read for 10 to 20 minutes a day to form the habit.Then, you need to find a place that’s comfortable. Make sure it has good lighting, the temperature is nice and you’re in a goo d chair. Or you can find some place that you can relax in without falling asleep, although there’s nothing wrong with sleep.Next，be sure to shut off the TV，Internet，cell phone，radio, or other music. Let reading be a quiet time. Mark an “x” on your calendar every day you read, and try to keep your unbroken “x”es going as long as possible. A habit is much easier to form if it’s something you enjoy, not something you are made to do. So make the time, you spend reading a joy. I’ve been a lifelong reader, so the pleasure of a good book is one of my favorite things in the world. I love to lose myself in the world of a book.( ) 1. The importance of reading depends on ______.A. what you’re going to readB. why you want to readC. where you decide to readD. when you begin to read( ) 2. While you are reading，you'd better ______.A. make sure you are aloneB. mark a big “x” in your notebookC. find a good chair with good lightingD. be concentrated and quiet( ) 3. Reading may become your habit more easily when ______.A. it is something you enjoyB. your unbroken“x”es last for a long timeC. you spend 10 to 20 minutes reading after lunchD. you don’t use Internet or cell phones( ) 4. Which of the following CANNOT be used to describe the writer?A. He prefers to play video games rather than watch TV.B. He is an old man with the best reading habit.C. He thinks it’s normal to fall asleep while reading.D. He has done a lot of research on reading.【课后反思】Array _______________________________________________________________________________。