高中牛津英语模块九unit2教案
牛津英语9A Unit2 Integrated skills教案及练习 (含答案)
9A Unit2 Colour (Period 7 Integrated skills)Teaching Aims:1. To understand the context of an advertisement and a TV demonstration.2. To understand how a colour therapist does.3. To get information from a printed advertisement.4. To get furter（further）i nformation from a TV interview.(reading )and llistening and determine the facts.Teaching emphasis: 1. To understand the context of an advertisement and a TV demonstration.2. To understand how a colour therapist does.Teaching difficulties: To learn to express different feelings according to colours.Teaching preparation: Recorder, etcPreview：1．Preview the new words:discover promise successfully college oil rub dark skin pale advise free 2.Translate the following phrases:1) 改善你的生活2）拿回你的钱3) 皮肤苍白的人4）给我一些建议5）答应帮助你6）一张免费的电影票7) 建议某人做某事8）上大学9）颜色的力量10）想到一个好主意3.根据句意和所给的汉语写出单词，使句子意思完整正确。
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.。
牛津译林版英语九年级上册Unit2教案优秀教学案例
（三）情感态度与价值观
1.通过本节课的学习，使学生对英语学习产生更浓厚的兴趣，增强自信心，提高学习动力。
2.培养学生积极向上的学习态度，使他们认识到学习英语的重要性，树立正确的学习观念。
3.教育学生要珍惜时间，善于抓住过去的机会，努力提高自己的综合素养，为未来的发展打下坚实基础。
（四）反思与评价
1.引导学生对学习过程进行反思，总结过去进行时的构成、用法和规律，提高他们的自主学习能力和自我改进能力。
2.设计具有针对性和全面性的评价指标体系，对学生在学习过程中的表现进行评价，及时发现并解决他们的学习问题。
3.鼓励学生积极参与评价，让他们在评价中认识自己的优点和不足，提高他们的自我认知和自我改进能力。
2.对学生的作业进行及时批改和反馈，指出他们的优点和不足，提供改进的建议。
3.鼓励学生在课后进行自主学习，复习和巩固过去进行时的知识，为后续的学习打下坚实基础。
五、案例亮点
1.情景创设：通过呈现机场接机的图片和模拟场景，引导学生身临其境地运用过去进行时进行交流，增强了学生的感官体验和语言实践能力。这种情境创设的方式不仅激发了学生的学习兴趣，还提高了他们对过去进行时的理解和运用。
1.组织学生进行课堂总结，让他们回顾和归纳过去进行时的构成、用法和规律。
2.通过提问、讨论等方式，引导学生发现过去进行时与其他时态的区别和联系，加深他们对语法知识的理解。
3.强调过去进行时在实际交流中的应用和重要性，激发学生进一步学习和实践的兴趣。
（五）作业小结
1.布置具有针对性和实际意义的作业，如让学生撰写一篇关于过去经历的故事，并运用过去进行时进行叙述。
Unit 2 《Growing Pains》教案9(牛津版必修模块1)
Period 2 Reading 1(Comprehension focus)Teaching objectives:◆To develop students’ ability of reading a play◆To know about American family life and problems that happen between Americanteenagers and their parents◆To form a positive attitude towards solving problems between teenagers and parents Important and difficult points:Learn to analyze the emotions of each character from the instructions of the play. Teaching procedures:Step 1 Lead-in:Get students to think about the following questions:Have you ever watched the famous American TV comedy “Growing Pains”?Could you list some of the members of the family? (Show them a photo and tell them the family members.)What do you think of the play?If you were left alone, can you imagine what might happen?Step 2 readingPlease go through the Reading strategy and tell me how to read a play.(make sure students know how to read a play.)First reading:Get students to read the play and finish Part A individually.Answers1.Eric,Daniel, Mom and Dad.2. The room was a mess./ There was trash all over the place.3. Spot was ill.Second reading1.Mom and Dad were back from their holiday a week earlier.2.Eric was happy when seeing his mother.3. Parents left Daniel in charge.4.The boys spent the money seeing the vet for Spot.5.The room was very clean and tidy when their parents came back.6.Daniel didn’t have a chance to explain what had happened.7.Mom felt regretful for what they said to Daniel.8.Boys didn’t use up the money from their parents.Word studyChoose the correct one:1.I just finished my vacation to Yunnan.A. workB. holiday2. The man explained to the people that the factory had been close. to give meaning of sth. B. to give a reason for sth.3. When I went into the room, I found the room was in a mess.a difficult state B. a dirty or untidy state4. A teacher should trust his students.look after B. believe that sb. is good5. The woman was mad at the dog for eating her shoes.A. worriedB. angry6. It is rude to run into other’s house without knocking at the door.A. not politeB. anxiousDetailed reading1.Please read Act One of the play carefully and fill in the form2. Please read Act Two carefully and fill in form:Role-playDivide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.Discussion1.Suppose you were one of the children what would you do?2.How do you think good parents should treat their children?3.Do you think there is a generation gap between you and your family? How can you deal with it?Homework：1 Write an end to the play.2 Role-play the dialogue in groups of five.。
牛津英语模块9unit2语言点详解（译林牛津版高三英语选修九教学案例）
牛津英语模块9 unit 2 语言点详解(译林牛津版高三英语选修九教学案例)1. gesture 姿态，手势；举止；态度，观点make a ~ of despair作出绝望的样子The government made a ~ towards public opinion.顺应民意做出----姿态speak by ~ 以手势表达They made a rude ~ at the driver of the other car.友好的表示It is a nice ~ to invite his wife too.They sent flowers as a ~ of sympathy to the parents of the childI gave her some flowers as a gesture of apology 我送花表示我的歉意Communicate with sb by ~It’s a nice ~ to invite t hem as well as the child.态度，意图，表示Vt. ~ to/for sb to do sthShe ~d for them to come in.What is the altitude of the village?It’s difficult to breathes at these ~ s.2. frictionThere is a great deal of ~ between the management and the work force.Conflicts and ~s to be solved3. restore 把---拿回原处，恢复原状，复兴，使（失去的习惯等）复旧；修复，使复原~ sb to sth; ~ sth to sb, 使---恢复到（原先的状况，地位等）~ my health; ~ me to healthThe company restored him to his former job.公司恢复他原来的工作~ sth: ~ my beauty, sight, confidence 恢复---姿色，视力，信心Her job is ~ing old paintingsThe police restored order. 恢复秩序 ~ a templerestoration 恢复，还原 the ~ of peace 恢复和平one’s ~ to health 对---的恢复复职，复位 the ~ to his job4. appoint vt (1) 挑……做某工作或任某职位，任命，委派～ sb (to sth)/ (as) sth/ to do sth～ Tom to the vacant post/ (as) Chairman 委派汤姆填补那空缺/ 做主席(2) ～ sth (for sth) 确定…… ～ a date for a meetingappointment 约会，约定5. bother : (1) vt ① ～sb about/ with sth 打扰、烦扰；给……添麻烦I’m sorry to ～ you, but could you tell me the way to the station?Does the smoking ～ you? 我抽烟影响你吗？Don’t ～your father (about it) now; he’s very tired now.② 使……不安 the problem has been ～ing me for weeks.(2) vi.① (为做某事) 费功夫,添麻烦He didn’t even ～ to say thank you. 他甚至连说声谢谢都不肯。
牛津译林版九年级英语上册 9A Unit 2 Colours 单元教案
Step 操练
1通过创设情景、与学生真实交流和展示例句等方式，帮助学生巩固课文的重点词汇、词组。以prefer为例，教师说：Which colour do you prefer, blue or orange? As for me, I prefer orange because it can cheer me up.
课题
9A Unit2Colours
Comic strip and Welcome to the unit
教学目标
1掌握表示不同颜色的词汇。
2了解彩虹的颜色以及它们的顺序。
3能够用英语谈论颜色。
教学重点
掌握表示不同颜色的词汇
教学难点
能够用英语谈论颜色
教学过程
二次备课
Comic strip
Step I导入
2要习学生学过的颜色名称，如red、green、blue、white、brown、black、orange等。让学生四人一组，一个学生挑选任意物品，如水果、蔬菜等，另一个学生说出其颜色并接着给出另一种物品，再由下一个学生回答，以此类推，如：
S1：Banana.
S2：Yellow. Sky.
S3：Blue. Your hair.
Strong colours
英语选修9译林牛津版unit2教案
Unit 2 Witnessing timeWelcome to the unitTeaching aims and demands:1.To let students discuss historic sites and get them interested infamous historic sites.2.To practice students’ spoken EnglishDifficult and key points:1.To practise students’ spoken Englishs of historic sites.Teaching aids: multi- mediaTeaching steps:一.Brainstorming.1.Look at some pictures about some Chinese historic sites and saysomething about them and ask:1.What do you think of these pictures?2.Are they beautiful?2.Teacher gives students information about the pictures .3.Show students a picture of pyramids, then the pictures in the text.4.Ask students to search on the Internet or in reference books to getsome information about historic sites in the pictures.anize a class presentation by asking students to report theirfindings and show their pictures of the four historic sites to the class.6.Show students some information about the historic sites in thepictures二.Sharing information1. Ask one student to read the instructions to the class.2. Organize students to discuss the four pictures .Encourage students to use the information that they collected before class to discuss the four pictures.3 Organize students into small groups to discuss and try to find the answers to the questions:1.Which modern buildings do you think will be famous in 1000 years?2.What should we do to protect historic sites?anize the class into two groups, and have a debate:Should we rebuild historic sites that have been damaged or destroyed?5.Have students read the article in Part A on page 114 and the one in Part B on page 115 in Workbook三．Summary and homework.Read the article in Pare A on page 115 in Workbook。
译林牛津版高中英语选修9教案：U2 Reading 39教案
牛津高中英语教学设计教材：牛津高中英语(模块九) 高一上学期文档内容：教学设计——教案单元：Unit 2 Witnessing time板块：Reading 2Thoughts on the design:本节课是语言知识教学课。
高中英语教学旨在培养学生听说读写综合技能，但无论是其中哪一种技能，都离不开语言知识的积累，因此上好语言点课是高中英语教学的重中之重，是掌握一切技能的基石，学生只有通过语言知识的学习积累才能彻底地掌握所学的单词、短语、句型，并将其在不同语境中运用自如，为听说读写做好牢固的铺垫。
本节课将以“导入——归纳——操练——记忆——测试/竞赛——写作运用”的课堂教学模式，切实提高学生的语言运用能力。
教师可以根据自己的习惯作适当调整。
Teaching aims:After learning the language points, the students will be able to grasp the important usage of the some key words and some important phrases. And they can use them to make sentences freely.Teaching procedures:Step 1 Presentation and practicePresent some sentences containing important language points in various ways. After leading in, explain some language points. And practice according to various kinds of exercises.Activity 1: Present the language points by filling in the blanks. (ppt5 用填写单词的形式把重点词汇引出，然后进行归纳讲解，并用各种形式进行操练。
牛津译林版九年级英语上册Unit 2 Reading (I) 示范课教案
【What】
本节课的话题是“颜色与情绪”，属于“人与自我”主题下的主题群“生活与学习”，子话题为“身心健康，抗挫能力，珍爱生命的意识”。文本从沉静的颜色、温暖的颜色、有活力的颜色和有力量的颜色四个方面谈论颜色所代表的含义和它们对情绪的影响。
【Why】
通过解读颜色与情绪的关系使学生掌握如何通过颜色调节情绪，加强生活中的抗挫能力，使身心得以健康发展。
三、学情分析
学生通过第一课时的学习，较好地巩固了颜色词汇，为本课的学习扫除了部分单词障碍。学生通过文学影视作品等对色彩与情绪的关系有一定了解，比如蓝色代表忧伤，黄色代表快乐等。但知识不全面，解读各异，缺乏系统性是广为存在的现象。如何认识颜色的力量，通过颜色调节治愈消极情绪还有待在本课中深入领会。
四、教学目标
3.Students look at the pictures and learn some information about colour psychology.
4. Students look at the pictures and guess what the passage is about.
活动层次
学习理解之获取与梳理、概括与整合
效果评价
观察学生反馈，了解学生对语篇信息和词汇语义的理解程度。
环节设计意图:
通过不同的阅读活动，培养学生获取文章大意及关键信息的能力，帮助学生理清文章内容，同时表格的形式能够帮助学生建立框架意识，便于信息提炼和整合。
环节四：读后巩固，强化知识要点，并在语境中运用所学，迁移创新。（17mins）
作业与拓展
1. Collect some sayings about colours and share themwith your classmates.
牛津高中英语模块九Unit2 课案要点
牛津高中英语模块九U2课案要点模块9Unit2 课文学习1Title: The Acropolis now 今日卫城Some language pointsPara1.1.*No one has had a greater impact on Western civilization than the ancient Greeks.（L.1）*have/make an impact on对…有影响The book made a great impact on its readers这本书对读者有很大的影响。
*civilization*civilized. 文明的,有礼的/ uncivilized未开化的,不文明的2.*They were responsible for many advances in ….他们在。
取得了很大进展。
*be responsible for担负(对...负责) ；担负。
；引起。
作为…原因Everyone should be responsible for his work每个人都应对自己的工作负责。
The floods were responsible for over a hundred deaths洪水引起100多人的死亡。
*3注释1 at p.67。
，as is the marathon 正如马拉松赛跑一样。
见《作业本》P.32as 表示“也一样”。
用部分倒装。
见《步步高》p.195Para21.*注释2 at p.67*（1）in particular: especiallyIt was a good concert - I enjoyed the last song in particular.这是一场不错的音乐会，我特别喜欢最后一场。
*(2)associate vt. * 联想,把...联想在一起[+with]They associate turkey with Thanksgiving他们把火鸡和感恩节联系在一起*be associate with…与。
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基于深度备课的集体备课相关规定南外仙林分校外语部一、集体备课程序1.开学初，备课组长负责制定《集体备课人员安排表》，将本学期集体备课主备任务分解到人(暂定:高中年级1次/1 人，初中年级1次/2人,采用“主+次”组合，由第一主备人执笔），按期上传至校园网公共平台。
2.主备人提前10天撰写出《单元教材内容分析》和《课时教学主备教案》并上传至校园网，由备课组长发一线通提醒组内老师及时认真阅读，在校园网公共平台发表看法，提出修改意见，主备老师及时关注相关讨论。
3.备课组长按时召集组织集体备课，主备教师记录老师发言，汇总网上老师意见，认真研究，对教案作必要修改后上传至校园网公共平台，并印发给组内老师。
4.授课教师认真阅读思考集体共案，根据学情及个人教学风格，对共案的教学内容和教学方法等作出必要调整并在“备注”栏加以说明。
5.每位老师须保存好个人二次备课教案以备检查。
二、单元教学设计注：目标要求可参阅南京外国语学校仙林分校《英语教学实施纲要》第四部分“目标内容”中的相关描述。
三、课时主备教案课题AWE M9 U2 课型Welcome+Wordpower 主备人杨艳Learning objectives:At the end of this period, students will be able to:1. get involved in the discussion on historic sites;2. express their opinions about the necessity of preserving their cultural heritages;3. practise their spoken English and participate in all the activities.Focus of the lesson:1. four pictures of famous historic sites2. discussion of the proper way to preserve the cultural heritagesPredicted area of difficulties：1. discussion on whether it is a good idea to rebuild historic sites, as well as which modern buildings they think might be famous in the futureLearning aids:1.PPT2.blackboard课题AWE M9 U2 课型Reading（I）主备人杨艳Learning objectives:At the end of this period, students will be able to1. learn the general history of Acropolis, the damage done to the Acropolis and the stages undertaken to preserve this historic site;2. recognize reference markers, which are used to avoid repetition when writing an article;3. gain an overall understanding of the article and learn how to read a difficult article with the help of reference markers.;Focus of the lesson:1. the features of a reference marker2. the general history of AcropolisPredicted area of difficulties：1. the way to read a difficult article with the help of reference markersLearning methods:1. PPT2. blackboard课题AWE M9 U2 课型Reading（II）主备人__ 杨艳Learning objectives:At the end of this period, students will be able to1. write out the transformation and phrases of the key words correctly ;2. use the key words properly in relevant exercises;3. translate a short passage into English by using these words reasonably and accurately. Focus of the lesson:1. usage of the key wordsPredicted area of difficulties:1. the usage o f the phrase ‘in a gesture to’2. the usage of the new words, like “impact” and “undertake”3. the proper usage of the words in the translationLearning aids:1. PPT2. blackboard课题AWE M9 U2 课型Grammar & Usage 主备人杨艳Learning objectives:At the end of this period, students will be able to1. understand the grammatical rules of the noun clause;2. employ the noun clause correctly in their expression and writing.Focus of the lesson:1. understanding of the grammatical rules of the noun clause and the usage of them in various situations Predicted area of difficulties:1. the usage of the noun clause in their expression and writingLearning aids:1. PPT2. blackboard课题AWE M9 U2 课型Task 主备人杨艳Learning objectives:At the end of this lesson, students will be able to:1. learn how to listen for discourse markers;2. learn how to stress syllables and words;3. write informally about a formal topic;4. apply these skills practically by writing a letter about the Tower of London. Focus of the lesson:1. listening for discourse markers2. writing skill buildingPredicted learning difficulties:1. learning on how to listen for discourse markers2. a letter writing about the Tower of London by using the skills they have learned Learning aids:1. ppt2. tape and tape recorder课题AWE M9 U2 课型Project 主备人杨艳Learning objectives:At the end of this period, students will be able to:1. search for information about historic sites;2. choose useful information from what they have found;3. assign roles to all group memers, cooperate by working together, and fulfil each part of the assignment;4. gain some insights into the importance of protecting historic sites.Focus of the lesson:1. learning and using of English through writing a proposal together2. a proposal writing for saving and protecting a local building that has a long historyPredicted learning difficulties:1. using of the background information in the article and what they have learnt to finish a proposal about protecting and saving historic sitesLearning aids:1. multi-media courseware(PPT)2. blackboard。