初三英语上册Unit2学案教案
九年级上unit2教案
九年级上unit2教案九年级上unit2教案初三是整个初中阶段的重要一年，也是最关键的'一年。
以下是九年级上unit2教案，欢迎阅读。
一Teaching Aims and Demands1. Knowledge Objects(1).70% of the students can read and write the key vocabulary:death, afford, cause, himself, patient, in the end, decision, make a decision, head teacher, necessary, to one’s surprise, exactly, even though, no longer, take pride in, pay attention to, give up, waste, not…any more(2). Key structures:通过本节课的学习，熟练运用used to 结构.His mother couldn’t afford to pay for her child’s education..Even though my father was no longer with us, he was watching me, and would always take pride in everything good I do.2. Ability ObjectsTo train students’ reading ability.3.Emotion and attitude goals:Get the students to know their shortcomings in the past. Encourage the students to make themselves more perfect in their life and study in the future.二、重难点：1、理解短文内容，正确处理有关的信息。
新外研版九年级上册英语 Module 2 Unit 2 教案(教学设计)
Module 2 Public holidaysUnit 2 We have celebrated the festival since the first pioneers arrived in America.单词among, speech, pioneer, grow, corn,1. To master the new words.2. To learn some expressions about Thanksgiving.3. To learn the adverbial clause of time.1. To get information from the article.2. To write a composition by using the adverbial clause of time.Step 1情景导入1.The teacher shows the pictures of Thanks giving and asks questions.T：Which festival is this?S：Thanksgiving.T：Great. When is it celebrated, do you know?S：On the fourth Thursday in November.T：Do you want to know how it is celebrated？S：Yes.T：Now let\'s look at the pictures and learn about it.2.T：Last period, we read the passage about Thanksgiving. We learn about its facts. Can you tell me its date, meaning, history and celebration?S1:…S2:…T:You may forget some of the facts. You should read the passage again.Step 2完成教材 Activity 1的任务和教材 Activities 3,4的任务。
九年级上学期英语(仁爱版)教案：Unit2__Topic2__SectionD__教学设计
Unit2 Topic2 SectionD 教学设计Ⅰ. Material analysis本课是第二单元第二话题的第四课时，是本话题的复习课，主活动是1a和Project。
通过Grammar和Functions让学生归纳总结本话题的语法知识——不定代词和不定副词的用法，以及一些重要的表达。
通过1a部分，培养学生寻找段落之间的逻辑关系，再利用逻辑关系完成排序任务。
1b引导学生在阅读过程中注意“wh-questions”，提高阅读效率。
2是通过小组讨论的方式，探究保护水资源和和节约用水的方法，为3的写作任务作铺垫。
3是教会学生如何写倡议书，培养学生在写作中排篇布局，即先构建写作框架，再加上合理的观点。
Project是通过让学生换位思考，充当不同的自然资源，描述各自的功能，现状和期望，来唤起大众保护环境的意识。
本课所设置的“写倡议书”和“制作海报”都在培养学生“用英语做事情”的能力。
Ⅱ. Teaching aims1.Knowledge aims：掌握本课的重点词汇和短语，复习不定代词，不定副词和重点表达法。
了解淡水资源短缺的现状。
2.Skill aims:培养学生通过wh-questions(如：what，why等)，理解短文的意思。
能够读懂有关自然资源的文章。
能够利用已有框架，加上自己的观点，提高写作技能。
3.Emotional aims: (optional)关注自然资源的现状，倡导学生保护环境，节约用水。
4.Culture awareness：（optional）通过对水资源现状的了解，认识到自然资源对人类的重要性，加入到保护环境、珍惜资源的队伍中。
Ⅲ. The key points and difficult points1. Key points:Words and phrases: avoid, discover, thirsty, nearly, law, shortage, resource, reuse,take sth. away from…, the shortage of water / water shortage, avoid (doing) sth., make progress in, nearly 3/4 of…2. Difficult points：学会归纳话题中的重点语法和表达法。
(英语教案)仁爱版英语九年级上册unit2教案
仁爱版英语九班级上册unit2教案教案要面对全体同学，关注每个同学的情感，激发他们学习英语的爱好，挂念他们建立学习的成就感和自信念，使他们在学习过程中开展综合语言运用力量，下面是我给大家整理的仁爱版英语九班级上册unit2教案5篇，期望对大家能有所挂念!仁爱版英语九班级上册unit2教案1Unit1TheDevelopingWorldTopic1ChinahasdevelopedrapidlyInrecentyears.SectionAThemainactivityis1a.本课重点活动是1a。
Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:proper,bytheway,bell,grandpa,chairwoman,grandson2.Learnausefulsentence:Theregoesthebell.3.Learnthepresentperfecttense:(1)Rita,youhavejustcomebackfromyourhometown.(2)—Wherehaveyoubeen,Jane —IhavebeentoMountHuangwithmyparents.(3)—Bytheway,where’sMaria —ShehasgonetoCubatobeavolunteer…4.Taltthechildren’svacationexperiences.Ⅰ.Teachingaids教具录音机/小黑板/同学的旅游纪念照/图片/幻灯片Ⅰ.Five-fingerTeachingPlanStep1Review通过老师询问同学的暑期活动，导入话题，呈现局部生词。
T:Listen!Thebellisringing.Let’sbeginourclass!(老师解释Thebellisringing 等于Theregoesthebell，板书bell，要求同学把握。
九年级上册Unit2教案(英文版)
九年级上册Unit 2教案（英文版）Unit 2 Biggest, Longest, WidestLesson 9: Be a Champion!Teaching Content:Mastery words and expressions: whetherOral words and expressions: ordinaryTeaching Aim:1. Let the students learn about the world records in a variety of categories.2. Cultivate the spirit of teamwork.Teaching Important Points:1. Expressing happiness.2. Comparative and Superlative Degrees of Adjective and Adverbs. Teaching Difficult Points:Comparative and Superlative Degrees of Adjective and Adverbs. Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1. Show the picture of Liu Xiang in the 2004 Olympics. He broke the world record of 100-metre hurdle race.Let the students talk about the race the perfect performance of Liu Xiang.Step2. Come to “THINK ABOUT IT”.Divide the class into groups of three or four. Discuss the following questions:1. Do you know of any world records? What are they?2. Who broke the world record in the last Olympic Games? What can you learn from them?3. What world record do you think you can break?After five minutes, ask every group sends a student to speak in front of the class.Step3.Listen to the tape and decide the following questions are true or false.1. Brian’s idea is to play basketball without stopping.2. Danny ate a banana for lunch.3. Brian said Danny was the world’s funniest dinosaur.Step4.Read the text and finish the exercises.Read the text and fill in the blanks.Jenny, Brian and Danny are talking about how ordinary people can ______a world record. Brian’s idea is to _______ ______ for a ______ _______ without stopping. He thinks they could _______ ______. Some of them would _______ while some others slept and ______. Danny is going to drink a lot of _______. He will eat more fruits and ______ to be the world’s ______ dinosaur.Give the students about five minutes to read the text, and then finish the exercise.Let’s check the ans wers in oral in class.Step5. Come to “PROJECT”.Divide the class into groups of three or four. Let’s have brainstorm. Discuss what they have done differently in their life. What do you think are great in your life? Share your opinion with the class. Let’s see if it can be a world record.Search on the Internet for some of the world records. Then the class will have more laughs. Ask each group to record what they think are interesting. Why? Let them give reports to the class.We finish the project in two classes.Step6. Homework1. Finish off the activity book.2. Go on the next reading in the student book.SummaryWe can practice the main grammars with the objects around us. We observe and feel the things around us more carefully. We have a chance to enjoy our life deeply. Encourage the students to search on the Internet. Internet is the most important means in our today’s life.Lesson 10: Where’s the Highest HotelTeaching Content:。
九年级英语上册unit 2教案
Unit 2 Saving the worldTopic 2 None of us likes pollution一、教学课题：Topic 2 None of us likes pollution二、教学内容：1. Master some new words and useful expressions：None, rubbish, anybody, steal, in public, punish, earth, die out, sand, cut down, behavior, prev ent, prevent…from…, although, cut off2. Learn the infinitive pronoun and adverb:3. Learn and sum up the words, phrases about pollution.4. Learn to talk about pollution and its harm.5. Develop the students’ sense of environment protection.6. Learn about some knowledge of pollution and environment.三、教学目标:1. Learn the usage of infinitive pronoun and adverb.2. Go on learning the present perfect tense.3. Learn how to ask for suggestions and give advice.4. Further learn something about pollution and realize the importance of protecting environment.5. Learn and discuss the harm of pollution to the earth develop the students’awareness ofprotection environment.6. Learn to express the numerals.7. Learn How to write an e-mail.四、教学重点：1. Learn the usage of infinitive pronoun and adverb.2. Go on learning the present perfect tense.3. Learn how to ask for suggestions and give advice.五、教学难点：1. Learn the usage of infinitive pronoun and adverb.2. Learn and discuss the harm of pollution to the earth develop the students’awareness ofprotection environment.3. Learn to express the numerals.4. Learn How to write an e-mail.六、教学准备：课前让学生准备一些有关空气污染的一些图片。
人教版九年级英语上册Unit 2 全单元教学设计
Unit 2 I think that mooncakes are delicious!Section A (1a~2d)学习目标【知识与技能】1. .掌握句型：1) I think that mooncakes are delicious.2) Bill wonders whether they'll have zongzi again next year.3) —What do you like best about the Dragon Boat Festival?—I love the races. I think that they're fun to watch.4) I wonder if it's similar to the Water Festival of the Dai people in Yunnan Province.2. 掌握本课词汇：stranger，relative，pound，the Water Festival，the Dragon Boat Festival，the Chinese Spring Festival，the Lantern Festival，put on，in two weeks 【情感、态度与价值观】With the help of this unit's study，students can learn some cultural knowledge about Chinese and Western festivals.教学重难点【教学重点】Master the new words and phrases.【教学难点】Practice the objective clauses with that，if and whether in listening and speaking. Increase the students' vocabulary about the four Asian festivals and learn the culture about the festivals.教学过程Step 1Leading in1．Greet the class and do the duty report.2．DiscussingAsk the students what festivals they know and talk about them in easy English.T：Today we are going to talk about festivals and how you like these festivals.Which is the biggest festival in China?S1：The Spring Festival.T：Yes. We Chinese people come back home from everywhere to spend the Spring Festival. What do we do on that day？Do we have a big dinner and a party?S2：Yes，we do.T：How do you feel?S3：…Step 2Cooperative inquiry1．Finish the task in 1a①Use multimedia courseware to show pictures of different festivals. Ask questions about these festivals and learn their English names.②Read these names of the four festivals in 1a.③Match the pictures with the descriptions.2．Finish the task in 1b3．Finish the task in 1c4．Finish the tasks in 2a－2b5．Finish the task in 2c①Read aloud the model conversation in 2c.Then pairs of students role－play the conversation.②Students work in pairs.③Ask some pairs to say out their conversations to the class.6．Finish the task in 2dStep 3Homework1．Read aloud and role－play the conversation about their own vacation like that in 2c.2．Read aloud the conversation in 2d.3．Translate the following sentences into English.(1) 她长胖了两千克。
九上Unit2教案
Unit 2 Hair Care教案Reading A Care for your hairⅠ Teaching aims1、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文章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，从规范中学生形象的角度出发，开展中学生仪容（主要是头发）标准的讨论，学会规范自我形象。
ⅡKey points1、掌握以下词汇：depend, suit, diet, normal, soft, smooth, shiny, loosen, dirt.2、通过阅读文章，抓住关键词和一些短语，能够在生活中运用，进行情景对话。
ⅢTeaching Aid: PowerPoint, computerTeaching Procedures:Step 1 Lead-in1. Do you have long hair?2. Is your hair soft, oily, smooth or normal?3. Do you like long hair or short hair?4. How can you keep your hair healthy?Step 2 First-Reading1. The main topic of the passage is ___A. hair salonsB. hairdressing and hair careC. health2. The passage is ___A. a storyB. an ad.C. a newspaper article3. The passage is mainly written for___A. childrenB. young peopleC. elderly peopleStep 3 Second-ReadingIf A is Connie, B is a customer. Finish the conversations.B: How much should we pay for Connie’s advice?A: It’s ________.B: Why do you think short hair is a suitable hairstyle for me?A: Because your face is________, and short hair will ________________B: My hair looks dry and dark. How can I make it shiny?A: First of all _________and _________. Also, ________ and _________ often.B: Do I have to use conditioner after shampooing my hair?A: yes, it will make your hair _________.B: What hairbrushes and combs should I use?A: They should ____________ not to damage your hair.B: How do I use a hairdryer properly?A: Always set it _________ and hold it from ______ your hair.Step 4 Third- readingFinish the blanks, and one word one blank1. If you want to have a _____ hairstyle ,please come to Connie’s.2. Your best hairstyle _____ _____ the shape of your face. Short hair suits _____ face,it makes the face look _____. Longer hair suits _____ face, it hides the _____ ofthe face.3. If you want to keep your hair healthy. Eat a good _____ and get plenty of _____. And it is _____ for you to _____ your hair often.4. You can use conditioner to make your hair _____, _____ and _____.5. Your combs should be _____ ______ not to damage your hair, please brush your hair to _____ any dirt6. Always set your hairdryer at a _____ temperature.Step 5 ConsolidationReading B Are you happy with your hair?Teaching Goals:Enable Ss to understand the importance of hair care.Help Ss to master some reading skills such as skimming and scanning.Teaching Procedures:Step 1 Teach Ss some new wordshealth-healthy-unhealthylifestyle: life+stylesecretly: secretpressure: presstreatharmful: harmleast: last but not least 最后但并不是最不重要的(一点)rub: 摩擦Step 2 Fast readingAsk Ss to do the T or F1. Hair problems can happen to everyone because of an unhealthy diet.2. If you want to have a head of healthy hair, please eat more green vegetables.3. Young people have many things to do, but it will not damage your hair.4. Too much perming will lead your hair into a good condition.Step 3 Detailed readingAsk Ss to list out three factors that cause hair problems and the advice.Step 4 Language points1. because of2. be happy with3. a head of hair4. prevent …from5. worry about/ be worried about6. last but not least7. It is important for you to reduce the …..Step 5 Consolidation单词拼写1.It is u_____ to smoke.2.Everyone should have a healthy l______.3.Too much p______ will make you unhappy in your life.4.I will tell it to you s_______, but never tell anyone else.5.I think I will succeed in the final e____.完成句子1. 多吃点水果会阻止你变老。
九年级英语上册UNIT2教案.docx
九年级英语上册UNIT2教案九年级英语上册UNIT2教案9AUnit2ColoursPeriod9MainTask杨维松Teachingaimsanddemands:1.T oplananideaforwriting・2.Towriteareportaboutmoodsandcoloursanclwhattheyrepr esent.3.Topresentareport・Teachingdiff icultiesand emphasis:1.D escribet hemoodsofpe oplebylooki ngatthecolo urs.2.W ri teanarticle aboutcolour sandmoods・Teachingpr eparation:C omputer, pro jector, etc・Teachingpro cedures:Ste plWarm-upac tivitySho wanEnglishs ong5 IFYOUAR EHAPPY'・T : Areyouhapp y?Doyoulike thesong?Ss:YesorNO・T : Iamhappywh enlhearthes ong, Ithinkt hesongcanma kemehappy. w henyouareha ppy,youmayl istentolivelysongsandw henyouarefe elingblue, y oumaylisten tosadlysong s.Solthinks ongscanaffe ctourmoods. Doyouthinks o?Ss: ....T: Now, Canyout ellmewhatotherthingsca naffectourni oods?Ss: (differentop inions)T/Ss: weather, music?Andwh atelse?T:Co lours (right ?)Step2Revi sion• T:we allliveinac olourfullwo rid, so It hin kcolourcana lsoaffectou rmoods・ soca nyoutellmes omecoloursw ehavelearnt ?Ss:1, 2,3 , 4, 5, 6, 7say outonebyone :black/blue/green/oran ge/white/ye 11 ow)T: (Y eah/righ t/g ood/grea t/w onderful/ex cell ent!) T:Showpictu resofdiffer entcoloursw henSssayout differentco lours.heyrepresen t. (Sl/2/3 /4/5/6)answ eritandthen showthetabl e:blackPo werandprote ctionBlueSa dnessorcalmgreenEnergy andnatureor angeSuccess andjoyredPo werandstren gthwhit eCai mandpeaceyellowWisdo mandwarmthS tep3Present ation1. S h owpictureso fbookonpage 392. L ooka nddescribe, askandanswe r.AskSsto describethe womanandthe manaccordingtothefollo wingquestio ns:1. W hat isthewomanw earing?2. W hatdoesred represent?• T : Canyoutellm sent?Forexa mple:blackrction ....As kstudentsto ewhatdothecoloursrepre epresentspo werandprote sayoutother coloursandt3.W hat co lo urareherhan dbagandshoe s?4.Whatd oeswhiterep resent?5.Whydoesshed ressupliket his?After that, askthe samequestio nsaboutthem an1.W hati sthemanwear ing?2.W ha tdoesbluere present?3 ・ Whatcolour arehistrous ers?4. Wha tdoesblackr epresent?5. Whydoeshe dressuplike this?Stud entsdiscuss thefiveques heman(worki npairs, acti tout)Step4P ractice1. M 订lieisdoi ngherprojec ionshipbetw eencoloursa ndmoods ・ Helethereport. FillintheBl anks ・Step5R eading1.S howthepassage(1. studen bythemselve s2.Actitout)2. Conclu dethemainid ea.Step6A ctivity (bac kgroundmusi c)• Choose oneofstuden tstocometot 1, andtheoth erstudentsd escribehim/her ・ Fouri ngrouptodescribeliketh is: Colour ofT-shirt: r epresent:Colouroftro users: repre sent: Colo urofshoes: represent:Mo ods:reason:tionsaboutt tontherelatphercomplet tsreaditout heBbasamode• Thenactito utStep7Writ ing1.S how picturesofb ookonpage40 .2.A skstu dentstof ini shthenotes・3.Check them out ・4.Wri tingabouton eofthepeopl einit (5minu tes)・5.U s efulphrases :Thewomanis wearing ・・• Gre enrepresent s・・・Ithinkshe •・•(Showmodel article: •…)6.Showprod uction(choo setwoarticl esofstudent s) andcorrec ttwoarticle s.7.S tude ntscorrecte achother (ch ooseouttheb etterone, co ngratulatio nthebettero ne)・8.Summa rySteplOHom ework1. If youhaven' tf inishedthea rticle, comp leteit・2.Writeacompl etepassagea ccordingtoy ourowndraft s.。
(九年级英语教案)九年级英语上册UNIT2教案
九年级英语上册 UNIT2 教课方案九年级英语教课方案9A Unit 2 ColoursPeriod 9 Main Task杨维松Teaching aims and demands:1. To plan an idea for writing.2. To write a report about moods and colours and what they represent.3. To present a report.Teaching difficulties and emphasis:1. Describe the moods of people by looking at the colours.2 .Write an article about colours and moods.Teaching preparation: Computer, projector, etc.Teaching procedures:Step 1 Warm-up activityShow anEnglishsong 'IF YOU ARE HAPPY'.T: Are you happy? Do you like the song?Ss: Yes or NO.T: I am happy when I hear the song, I think the song can make me happy. whenyou are happy, you may listen to lively songs and when you are feeling blue, you maylisten to sadly songs. So I think songs can affect our moods. Do you think so?Ss: ⋯⋯T: Now, Can you tell me what other things can affect our moods?Ss: (different opinions)T/Ss: weather, music? And what else?T: Colours (right?)Step 2 Revision●T: we all live in a colourfull world, so I think colour can also affect our moods .so can you tell me some colours we have learnt?Ss: 1,2,3,4,5,6,7 say out one by one: black / blue / green / orange / white / yellow)T: (Yeah/right/good/great/wonderful/excellent!)T: Show pictures of different colours when Ss say out different colours.●T: Can you tell me what do the colours represent? For example: black represents power and protection ⋯⋯Ask students to say out other colours and they represent.(S1/2/3/4/5/6) answer it and then show the table:black Power and protectionBlue Sadness or calmgreen Energy and natureorange Success and joyred Power and strengthwhite Calm and peaceyellow Wisdom and warmthStep 3 Presentation1. Show pictures of book on page 392. Look and describe, ask and answer.Ask Ss to describe the woman and the man according to the following questions:1. What is the woman wearing?2. What does red represent?3. What colour are her handbag and shoes?4. What does white represent?5. Why does she dress up like this?After that, ask the same questions about the man1. What is the man wearing?2. What does blue represent?3. What colour are his trousers?4. What does black represent?5. Why does he dress up like this?Students discuss the five questions about the man (work in pairs, act it out ) Step 4 Practice。
九年级英语(上)教案Unit 2
nobody /nəubədi/,pron. 没有人p.14 warmth /wɔ:(r)mθ/ n. 温暖；暖和p.14 spread /spred/ v. 传播；展开 n. 蔓延；传播p.14勾画短语，记忆含义the spirit of ……的精神the best example 最好的例子. a novel written by…由…写的小说. treat sb. nicely/well/badly对某人好.care about 关心，在乎 .make money 挣钱. Christmas Eve 圣诞前夕. his dead business partner 他死去的生意伙伴be punished 被惩罚.punish sb. for sth/doing sth 因…惩罚某人. warn sb to sth.告诫/警告某人做某事. end up 结束，告终 end up with 以…结束. end up doing 结束做某事. give birth to 生（孩子），生育，产生. Not only…but also 不仅…而且…. often—more often—most often. promise to do sth. 承诺/答应做某事.a mean person 一个吝啬的人. treat sb with kindness and warmth 用善良和热情待人. tell a lie 撒谎.prepare well for a test为考试做充分准备朗读课文，翻译课文三、交流（合作探究）学习2b课文快速阅读课文，回答2b问题听读课文，纠正发音，体会语音语调、句群停顿.运用阅读策略inferring，理解课文，判断句子正误仔细阅读、理解课文，完成2c、2 d任务默读课文，努力记住课文内容，不看书完成2e任务四、总结（引深探究）。
九年级英语上册 Unit2精品教学案(Word版共10课时) 牛津译林版
9A Unit29A Unit2参考答案comic strip and welcome to the unit一、英汉互译1.彩虹的颜色2.没有问题3. 与粉红色比宁愿穿蓝色4.a rainbow in the sky5.loos good on you6.of course7.look out of the window二、根据对话完成下列文章。
wear pink blue would rather blue pink pink nothing with clothes looks on三、翻译下列句子。
1. I would rather watch TV than go out .2.I would rather go shopping than stay at home .3.There is something wrong with the man’s left leg .4.The sweather looks good on you.Reading (1)一、根据句意和所给的中文写出句中所缺的词1.characteristics represent2.relaxed3.coloured4.ceated二、词形变化1.happily2.growth3.swimming4.difficulty finding5.unhappiness二、选用所给词组的适当形式填空.1.cheer you up2.having difficulty doing3.to calm down4.looks good on5.makes feel三.完成书中28页B1部分的练习，核对答案。
1.b2.a3. b4.a5.c6.b7.c8.cReading (2)一、 Millie 正在告诉她的笔友颜色与心情的关系，请帮助她完成这封emial 。
moods represent blue peace success cheer you up energy new life and growth red二、完成下列句子。
初三英语上册Unit2学案教案
学习目标:1. 技能: 讨论你以前的样子等内容.2. 知识:理解本单元新词汇, 会用黑体重点词汇. 理解used to do 的结构和用法。
3. 情感态度与学习策略: 与人合作并从交流中获得Inducing, Cooperating 多种学习策略. 课前准备:1. 预习新词:used to2. 预习课本47、48页的活动, 存在哪些疑问?3. 资料搜索: 关于人的性格和外貌的词学习过程: 1. 交流预习:A. 关于人的性格和外貌的词。
B.疑难问题解答.(1b)A.看图: What are they doing? (教师提问引导)Bob is seeing some friends for the first time in four years. What did his friends use to look like?(1c) Pairwork: Look at the picture above and make conversations (2a) A. 看图:T: Steve and Paula happens to meet .They are talking and talking happily. What are they talking about?B. Listen and check the the words you hear.(2b) Listen again and fill in the blanks with the words you hear. (2c) PairworkPractice the conversation in activity make conversations about yourselves. A: I used to be really quiet. B: I know. Now you are very outgoing. 3. 知识小结:(1) 本课接触了used to do,它的用法你明白吗?_______________________________________________________________________________ _______________________________________________________________________________(2) 你认为本课有哪些重要的单词,短语和句子?Words: _______________________________________________________________________________ Phrases: _______________________________________________________________________________ _______________________________________________________________________________ Sentences:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4.练习巩固:(1) 请根据需要将方框中的词汇分类填写. ii. 外貌用词:iii. 请再写出五句话描述你过去常常做的或喜欢做的事情.B. 连词组句(1) Mario ,short, used to, be (2) short hair, she ,used to, have____________________________________________________________________ (3) Amy ,didn ’t, used to ,short ,be ,you ?____________________________________________________________________ (4) use to ,did, you ,piano, the, play ?____________________________________________________________________ (5) change ,sure, people.____________________________________________________________________ 4. 反馈小结:A. 交流订正练习题, 老师巡视答疑.B. 回顾本课: 学到了什么?还有什么疑问? 课后延伸: Interview your classmates. Ask: What did you use to do when you were younger? What do you do now?Period 2 (Section A 3a-Section B2c)学习目标:1. 技能: 继续学习你以前的样子及害怕什么等内容.2. 知识:理解本单元新词汇, 会用黑体重点词汇.3. 情感态度与学习策略: 鼓励学生互相交流,充实自我; 培养在学习和活动中的合作精神.课前准备:1. 预习新词 : airplane, terrify, be terrified of, go to sleep, on ,insect, candy, chew, gum2. 预习课本49、50页的活动, 存在哪些疑问?3. 资料搜索: 听说过你的同学的一些害怕的事情。
初三英语上学期Unit 2教案
英语九年级上Unit 2 Biggest, Longest, WidestLesson 11 & 12教案Lesson 11Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher‟s guide.Step 1: Check to see if the students have previewed the reading as required. You may wish to mention the comparative and superlative forms of words that appear in the reading. Select a few of these words and ask if anyone has figured out the meaning. If a student relies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it‟s wrong.Step 2: Ask the class to read the dialogues and ask, “What‟s does …stand on one foot‟ mean?”Step 3: Introduce the class to the reading “Special Animals” by asking the following questions. Encourage the students to refer to the reading for the answers.What is the largest animal in the world?What is the smallest animal in the world?What is the oldest animal in the world?What is the fastest animal in the world?Step 4: Play the audiotape. Have the class follow the audiotape while reading the text.Step 5: Divide the class into small groups. Ask each group to discuss the reading and then make a list of the world records for animals with the details provided in the text.Step 6: If time allows, have the students discuss what else they know about animal world records.Step 7: Come to “Let‟s do it.”Class closingThe third reading in the readerThe remaining exercises in the activity bookThe next reading in the student bookLesson 12Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher‟s guide.Step 1: Check if the students if they have previewed the song aas required. Ask the class to look for adverbs and adjectivesthat occur in the reading, such as far, long, high, fast, strong, and thick. As students call out words, ,make a list on the the blackboard. Ask students to give the comparative and superlative forms of the above words, IN the case of far, for example, the forms are farther and farthest.Step 2: Divide the class into two groups. Ask each group to read one line of the song at a time as a poem. One group could read the lines aloud while the other group performs the song with actions. This will tell you how well the students have understood the song and how well they have learned to appreciate it.Step 3: Play the audiotape. Have the class follow the audiotape and sing along.Step 4: Practice until everybody in the activity bookStep 5: Come to “Let‟s do it.”Class closingThe remaining exercises in the activity bookThe next reading in the student bookIf you have time, end the class by singing the song “Let‟s Go the Farthest!”。
九年级英语上册第2单元教案
初三Unit Two一、教法建议本单元以学校运动会（The sports meeting）为话题，主要语法点是副词比较级，有关"祝贺（Good wishes and congratulations）"的日常交际用语，20多个单词及一些习惯用语和固定搭配，同时还复习动词的过去时。
（一）教学副词比较级和最高级StepⅠ帮助学生复习形容词的比较级和最高级。
规则变化的形容词,如: cheap, dear, slow, quick, clean, bright, few, thick, long, short, light, hard, cold, cool, warm, strong, tall, poor, rich, clever, old, small, high, young heavy, easy, tidy, dry, busy, happy, healthy, hungry, free, large, late, nice big, thin, hot, wet, fat delicious, dangerous, interesting, popular, beautiful, careful 不规则变化的形容词,如: good, well, bad, ill, many, much, far, little StepⅡ指出副词的比较级和最高级构成完全一样,只是在副词最高级前的定冠词"the"可省略不写。
然后，将学过的副词进行归纳练习：规则变化的副词：long，near，fast，high，hard，late，early clearly，carefully，easily，happily，quickly，slowly 不规则变化的副词：well，far，badly，little，much StepⅢ将副词比较级和最高级应用在句子当中。
如:Mary writes more carefully then Kate.She writes (the) most carefully in her class.(二)教学有关"祝愿和祝贺"的日常交际用语帮助学生回忆学过的用语，进行复习和归纳。
九年级英语上学期Unit 2 全部教案
Unit 2 ColorWelcome to the unitObjectivesTo recognize the names of different colorsTo recognize the colors of the rainbow and the order of the colorsTeaching procedures1.Ask students to raise their hands if they have ever seen a rainbow. Ask students to tell you whena rainbow occurs.2. Explain to students that the colors of a rainbow always appear in order shown in the picture on page 21. Ask them to write the colors in the blanks in Part A. This is a simple exercise and the students can work on their own.3. For Part B, ask two students to play the roles of Amy and Amy’s cousin. Ask them to read the conversation aloud.4. Ask students to list the colors of the names of the colors in the correct order.ReadingObjectivesTo understand what colors representTo recognize and understand vocabulary about emotionsTo match colors to characteristicsPart A T eaching 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. T eaching procedures1. Ask students to read Part A on page 22 and 23 again and use the information to complete Part 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.Part C T eaching procedures1. Ask students to refer to the passage on page 22 and 23 and use the information there to fill in Part C1 to fill in the blanks in Part C1 on page 25.2. Ask students to check their answers with their partners. If students have different answers, ask them to read out .3. Ask 5 students to read out one thought bubble each. Make corrections as you go along and explain why the answers are incorrect.4. Tell students that it is time for them to think of their favorite color. Tell them to write the name of this color in the first blank in Part C2.5. Ask students to check in the reading passage of their to see what these colors represent. They should then write what the colors represent in the second blank.6. Now, ask students to think about why they like this color. Encourage them to think about how this color makes them feel.7. Encourage students to think about their own characteristics. Remind them that they can also use words that are not on board. Ask them to write their characteristics in the fourth blank.8. Ask students to compare what they have written in the third and fourth blanks. They should decide whether their characteristics represents. Then they should tick “yes” or “no” in the fifth blank.9. When students have finished , ask 5 or 6 of the more able students to stand up and read what they have written to the rest of the class. Praise them for any parts they have done well. Try not to focus only on their mistakes.VocabularyT eaching procedures1. Ask students whether they know what synonyms are. Encourage more able students to give an oral explain to students that synonyms are two different words that mean the same thing.2. Explain the context of Part A. Millie has a word game about synonyms. Tell students to complete Part A.3. Ask one student at a time to read out an answer. Check for mistakes and mispronunciation.4. Explain that each word on the wheel in Part B has a synonym. Students should find the correct synonym in the box and write it opposite the corresponding word.5. When students have completed Part B, read out the words on the wheel one at a time. Ask students to work on their own.6.Y ou can list more synonyms on the board with the help of a thesaurus. More able students can also add more pairs of synonyms to the list.GrammarT eaching procedures1. Arouse students’interest by asking them whether they had the experience of talking on the Internet. Ask those students who are familiar with online chatting to share their experiences with the class.2. then explain the context. Amy and Millie are chatting on the internet. They want to go shopping tomorrow and are trying to decide where to go. They are talking about where they like to shop and what they want to eat for lunch.3. Tell Ss that we use the “would rather…than…” structure to talk about preferences, i,e, that we like one thing more than another. When we write or talk to our friends, we use the contracts form “I’d rather…”4. Once students have finished, ask on e student to play the role of Millie and another to play the role of Amy. Ask them to read out the completed conversation. Correct mistakes and mispronunciations.5. Ask Ss to complete “Work out the rule!” on their own.Part BT eaching procedures1. Explain the context. Suppose your students are at the shopping mall with the Class 1, Grade 9 students. As they go into different shops, students say which items they like.2. Tell students that we can also use the structure “prefer …to…” to talk about preferences.3. Give students some examples of how the structure works by writing some sample sentences on the board.4. Ask Ss what their food preferences are, using this structure, e.g.,T: Simon , do you prefer chocolate or ice cream?S: I prefer ice cream to chocolate.5. Ask students to use the hints given in the pictures to make sentence. Make sure they understand all of the pictures . When everything is clear, ask Ss to complete the exercise. Remind them that they must write complete sentences.6. Ask five students to read out one completed sentence.Part C T eaching procedures1. Remind students that the pronouns “someone somebody, anyone anybody, no one nobody” are used to refer to people. We use them when we do not know who the person is. We can not use them to refer to objects.2. Go through rules 1,2 and 3 on page 29 with students. Then ask Ss to read the rules aloud, with each student reading one sentence.3.Check whether students understand the rules by writing the following sentences on the board.Is there__________ in the bathroom? (anyone/anybody)__________ recognized Millie because of her new hairstyle.(No one/ Nobody)Look,_________ has dropped 100 yuan.(Someone/Somebody)4. Ask Ss which words should go in the gaps. If Ss got some answers wrong, you may need to go through the rules again in more detail.5.Review “bad mood, cheer up, secret, normal”Part DT eaching procedures1. Explain to Ss that “something, anything, nothing and none” refer to things. We use them when we do not know or do not need to say.2.Read rules 1,2 and 3 on page 31 to the class. Tell them to follow the rules. Ask them if they have some questions.3.Doing the exercise.4.Ask one student to read one paragraph at a time. Repeat the correct answers so Ss can understand clearly.Integrated skillsT eaching procedures1. Ask the Ss what they think a color therapist is. A color therapist helps people improve their health, mood and appearance by using colors.2. Ask Ss if they believe that colors can affect our mood.3. Explain to Ss that the paper at the top of page 32 is an advertisement. Ask a student to read the advertisement out loud. Tell the students must use the information in the advertisement tocomplete Millie’s notes. Remind them that they will not be able to complete the note.4. Ask ss to look carefully at what they have written in Part A1, and pay attention to the gaps they have not yet been able to fill in.5. ask ss to look at their answers. If they still have some questions, play the tape once more without stopping.6. check the mistakes and pronunciation.Part BT eaching procedures1. Review “advice”2. Ask one student to play the role of Millie and another one to play the role of Andy.3.Write some vocabulary on the blackboard for students to use. “blouse, coat, trousers, loose, tight, comfortable”. Remind students that each color represents something different . Ask them to refer to the passage to check what different colors represent.4. Work in pairs.5.Role—playing.PronunciationT eaching procedures1. Write the letters “th”on the blackboard. Ask the Ss to pronounce these letters. Tell them different pronunciations.2. Read through the three rules.3. Play the recording for Part A & B C4. Practice more.Main taskT eaching procedures1. Explain the context. Students are working on a project about the relationship between colors and moods. They will look at pictures of people and assess their moods based on the colors they are wearing.2. Tell Ss that making a list can be a good way to organize their thoughts and ideas.3. Point out students that for each color mentioned in the list, there is an explanation of what the color means.4.Some “wh” questions.5.Ask Ss to work in pairs to fill in the blanks.6. Discussion.Check outT eaching procedures1.Revision2.Doing some exercises on the book.3.Ask the students to do some more practice.。
九年级英语上册Unit2教案
利用多样化的呈现方式将枯燥单词和语法变得生动有趣，激发了学生的学习兴趣。
Practice
通过听力训练，引出污染的概念，充分调动学生的积极性，加深对各种污染及其危害的理解，使学生了解各种污染对地球环境的影响，培养他们的环保意识
1、Students listen and read .
Of all the rubbish, about 35 percent can be recycled while the res
能
力
目
标
1.谈论不同种类的污染。
2.谈论污染的危害。
3.谈论环境保护问题。
4.谈论如何给出建议。
5.谈论健康。
情
感
目
标
1、能在小组活动中与他人合作，相互帮助，共同完成学习任务。
2、责备和报怨。
3、个人情感。
学生情况分析
通过两年多的学习，全班大部分学生对英语都有一定的掌握，也有了一定的英语基础。他们对英语也有浓厚的兴趣，跟老师的互动也好。但也有不足之处，学生应用知识不够灵活，听课效率不高，懒于思考，主动性差，不爱提问，个别学生偏科严重。
教材
分析
本单元通过环境污染问题使学生们能了解到环境污染对我们生活有极大危害，让学生也学习如何保护环境，怎样从身边的事情做起。
读1.能流畅地朗读课文。
2.能够读懂有关环保问题的说明文。
3.通过阅读策略获取有关环保的信息。
4.能利用工具书进行学习。
写1.能够根据写作要求，收集、准备有关污染和环保的素材。
2.能根据所给图示或表格写出有关污染和环保的短文。
教具学具准备
录音机，有关周围厂矿对环境污染的图片，校园周边污染的图片
九年级上 Unit 2 学案.doc
九年级英语Unit 2 Section A Grammar【学习目标】掌握感叹句结构、宾语从句【学习重难点】重点:认识并了解什么是宾语从句。
难点:用宾语从句表达自己的想法。
【自主探究】1. 宾语从句（the objective clauses）: 在复合句中用作宾语的从句叫宾语从句。
它位于及物动词或介词之后。
分析下面两个句子成分：I love the nature.______________I think I love the nature.______________宾语从句三要素：引导词（连接词）：1）由从属连词that引导的宾语从句that 在句中无意义，在从句中不能充当成分，在口语当中往往省略。
2）由从属连词whether, if 引导的宾语从句if/ whether “是否”，说明对陈述的事物不明确或不清楚。
常用在ask,wonder, can (could) you tell me 等后。
*whether多用于a.句首b.后有or not c.介词后 d.whether to do 3）由连接代词Who, whom, whose, which, what和连接副词where, how, why, when引导的宾语从句。
这些代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略。
语序：陈述句语序----连词+主语+谓语+其它成分时态: 1) 主句用一般现在时，现在进行时或一般将来时等“现在”范畴的时态时，从句的时态根据需要来用，不受主句影响。
2) 主句用过去时，从句用与过去相关的时态。
3) 从句说明的是一般真理、客观事实、自然现象时，仍用现在时。
2. 感叹句：What + (a / an) + adj. + n. + S. + V. + ...!How + adj. / adv. + S. + V. + ...!注意还有一种感叹句（对动词的感叹）：How I miss you!How he wished that Chang’e could come back! 【课堂练习】1. You are right. I think.(合并为一句)I think _____ _____ _____ ______.2. He won’t come. I think. (合并为一句)I ______ think he ______ come.3. Did Peter come here yesterday? Li Lei wants to know. (合并为一句)Li Lei wants to know ________Peter _______here yesterday.4. “Does the train leave?” he asked me. (变成宾语从句)He asked me _______ the train ______.5. My friend said to me,“ You like music, don’t you?” (变成宾语从句)My friend _______ me _____ _____ _____ music ______ ______.6. Our teacher said to us,” The earth travels around the sun.” (变成宾语从句)Our teacher _____ us ______ the earth ______ around the sun.7. How do you become a good learner? I want to know.I want to know ___________________________________.8. 你知道Tom住在哪里吗？Do you know ____________________________?9. 汤姆想知道是否明天会下雨。
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Unit 7 I used to be afraid of the dark.Period 1(Section A 1a-2c)学习目标:1. 技能: 讨论你以前的样子等内容.2. 知识:理解本单元新词汇, 会用黑体重点词汇. 理解used to do 的结构和用法。
3. 情感态度与学习策略: 与人合作并从交流中获得Inducing, Cooperating 多种学习策略. 课前准备:1. 预习新词:used to2. 预习课本47、48页的活动, 存在哪些疑问3. 资料搜索: 关于人的性格和外貌的词学习过程:1. 交流预习:A. 关于人的性格和外貌的词。
B.疑难问题解答.2. 课本活动:(1a)fill in the chart below with words to describe people.(1b)A.看图: What are they doing (教师提问引导)Bob is seeing some friends for the first time in four years. What did his friends use to looklikeB. (1b) Listen and fill in the chart below.(1c) Pairwork: Look at the picture above and make conversations (2a) A. 看图:T: Steve and Paula happens to meet .They are talking and talking happily. What are they talking aboutB. Listen and check the the words you hear.(2b) Listen again and fill in the blanks with the words you hear. (2c) PairworkPractice the conversation in activity make conversations about yourselves. A: I used to be really quiet. B: I know. Now you are very outgoing. 3. 知识小结:(1) 本课接触了used to do,它的用法你明白吗_______________________________________________________________________________ _______________________________________________________________________________ (2) 你认为本课有哪些重要的单词,短语和句子Words: _______________________________________________________________________________ Phrases: _______________________________________________________________________________ _______________________________________________________________________________ Sentences:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.练习巩固:(1) 请根据需要将方框中的词汇分类填写.i.性格用词:ii.外貌用词:iii.请再写出五句话描述你过去常常做的或喜欢做的事情.B.连词组句(1) Mario ,short, used to, be(2) short hair, she ,used to, have____________________________________________________________________(3) Amy ,didn’t, used to ,short ,be ,you____________________________________________________________________(4) use to ,did, you ,piano, the, play____________________________________________________________________(5) change ,sure, people.____________________________________________________________________4.反馈小结:A.交流订正练习题, 老师巡视答疑.B. 回顾本课: 学到了什么还有什么疑问课后延伸: Interview your classmates. Ask:What did you use to do when you were youngerWhat do you do nowFill in the chart.Period 2 (Section A 3a-Section B2c)学习目标:1. 技能: 继续学习你以前的样子及害怕什么等内容.2. 知识:理解本单元新词汇, 会用黑体重点词汇.3. 情感态度与学习策略: 鼓励学生互相交流,充实自我; 培养在学习和活动中的合作精神.课前准备:1. 预习新词 : airplane, terrify, be terrified of, go to sleep, on ,insect, candy, chew, gum2. 预习课本49、50页的活动, 存在哪些疑问3. 资料搜索: 听说过你的同学的一些害怕的事情。
学习过程:1.交流预习:A.汇报上节课的扩展调查情况. (即Section A 4)B.说说你知道的你的同学的一些害怕的事情。
C. 疑难问题解答.2. 课本活动:(3a) A. 看图: Here is a list of things many people are afraid of. Which of these things did you use to be afraid of Which ones are you still afraid ofC.Put checks in the first two columns.(3b) Now ask you partner. Fill in the last two columns(Section B )(1a) 看图: What can you see in the pictures Read the words at first. Then check the things youused to liked when you were a child.(1b) Pairwork:What other things did you use to like to do when you were a child Write the sentences in the boxbelow.(2a) What do Bob, Marcia, and Liam collect Listen. Fill in the chart under “What”.(2b) Listen and check the sentences you hear.(2c) Pairwork:Compare yourself with your partner.3.知识小结:本课接触了 be afraid of 的用法,你理解了吗你认为本课有哪些重要的单词,短语和句子Words: _______________________________________________________________________________Phrases: ______________________________________________________________________________________________________________________________________________________________Sentences:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.练习巩固:i.用所给词的适当形式填空.1). I used to be shy. I couldn’t .2). My friend, Amy is very . She likes telling stories.3). I used to be afraid of the dark. I went to sleep my light .4) .Tina is afraid of . She wants to make new friends.5). Amy used to snakes.6) . you have long hair7). I used to play with my friends when I was young. But I have to my sickgrandfather.ii.汉译英.1)、她过去留短发，但现在长长了。
2）、过去我总是吃糖。
3）、我过去是足球队员。
4）、我就把卧室的灯开着睡觉。
5）、我过去害怕独自一个人呆着。
6）、我仍然害怕在大众面前说话。