TV programmes学案

1、9年级上Unit 6 TV programmesComic strip&Welcome to the unit班级： 姓名： 时间： 评价：【目的定向】A1.学习与电视有关的词汇，如：chat show,game show, dialogue,real-life,理解电视节目的分类。 self-assessment:Good Not bad BadB2.能用英语议论自己喜欢的电视节目类型，并能简单表述原因。 self-assessment:Good Not bad BadB3.通过学习和讨论埃迪的日常生活，知道安康的生活方式。 self-assessment:Good Not bad Bad【

2、个体自学】A1.Free talk Do you like watching TV? How often do you watch TV? How long do you watch TV every day?A2.Look at the pictures of the six programs presented by the teacher,read the words with the teacher: Cartoon,chat show,comedy,documentary,drama series,game showA3.Finish P79 A alone and check an

3、swers.B4.Learn about P79 B and answer questions: 1What type of TV programmes does Millie like?Why? 2What can we do in the game shows? 3How does Amy think about the chat show and game show? 4What is game show? 5Who loves cartoon so much?What is his favorite?What is not there? B5.learn about Sandy and

4、 her friends favorite TV programs and reasons,and they can express their favorite TV programs.The following sentence patterns can be used:A: What is your favourite TV programme?B: My favourite TV programme is becauseA: What about ？B: I like it very much / a little / I dont like it.C:I like/love/pref

5、er.A6.Listen to the tape about Comic strip and answer questions:1Will Eddie get bored with staying at home all day?2Does Hobo think Eddie is so busy?3What kind of things does Eddie do every day?4Do you think Eddies lifestyle is healthy?A7.Find the following phrases from the coversation: 整天待在家变得无聊_ 没

6、什么可做的_ 需要小睡一会儿 _ 与一样繁忙_【同伴互导】1. 两人一组，分角色表演埃迪与霍波的对话。2. 以“What kind of lifestyle do you think is healthy?为话题展开讨论，并从组内 选一名代表总结发言。【老师解难】1. 分组讨论，提出对本节课所学内容不理解的东西，老师帮助解决。2. 1辨析 few, a few, little与a little 2辨析 join, join in与 take part in3. A dogs work is never done.里的“done是什么意思？【练习检测】“师之概念，大体是从先秦时期的“师长、师傅、

7、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“老师的必要条件不光是拥有知识，更重于传播知识。B1.根据句意，用

8、括号中所给单词的正确形式填空。1.A dogs job is never _ do.2. Every one of_ they has_theyfavourite TV programmes.3.He is a famous _ and he usually_as heroes.act 4.The bag is far too heavy for him _ carry.5.I think this film is as _ wonder as that one. 6.Dont you know he is too old _ work in the factory?B2.根据所给中文意思，用

9、英语完成以下各个句子。1.天空中有许多鸟在飞。 There are many birds_.2.我们今天去购物好吗？ _ today?3.午饭后我想小睡一会儿。 I want_ after _.其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记之后会“活用。不记住那些根底知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正进步学生的写作程度,单靠分析文章的写作技巧是远远不够的,必须从根底知识抓起,每天挤一点时间让学生“死记名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木

10、断的成效。4.他总是无事可做。 He always has _ .“师之概念，大体是从先秦时期的“师长、师傅、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“老师的必要条件不光是拥有知识，更重于传播知识。【补充学习】A1.Recite the dialogues of Comic strip and Part B与当今“老师一称最接近的“老师概念，最早也要追溯至宋元时期。金代元好问?示侄孙伯安?诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。于是看，宋元时期小学老师被称为“老师有案可稽。清代称主考官也为“老师，而一般学堂里的先生那么称为“老师或“教习。可见，“老师一说是比较晚的