九年级英语colour教案2
英语colour教案
英语colour教案教案标题：英语颜色（Colour）教案教案目标：1. 通过本课学习，学生将能够认识和说出英语中的基本颜色词汇。
2. 学生将能够运用所学的颜色词汇进行简单的对话和描述。
教学重点：1. 学习英语中的基本颜色词汇。
2. 运用所学词汇进行简单的对话和描述。
教学难点：1. 学生能够正确识别和使用颜色词汇。
2. 学生能够用所学颜色词汇进行简单的对话和描述。
教学准备：1. 彩色图片或实物，包括红色、蓝色、黄色、绿色、橙色、紫色等。
2. 黑板或白板、彩色粉笔或马克笔。
3. 学生练习册或活动手册。
教学过程：步骤一：导入（5分钟）1. 向学生展示一些彩色图片或实物，例如红色的苹果、蓝色的天空等。
2. 用简单的英语词汇引导学生说出颜色名称，例如"What color is this?"（这是什么颜色？）。
步骤二：词汇学习（15分钟）1. 在黑板或白板上列出几种基本颜色的英文单词，例如red（红色）、blue（蓝色）、yellow（黄色）、green（绿色）、orange（橙色）、purple（紫色）等。
2. 逐个读出颜色单词，并让学生跟读。
3. 进行词汇操练，例如教师说出一个颜色单词，学生用手指指向正确的颜色图片或实物。
步骤三：对话练习（20分钟）1. 将学生分成小组，每个小组选择一个颜色，例如红色。
2. 学生在小组内进行对话练习，例如：- A: What color do you like?- B: I like red.- A: Why do you like red?- B: Because it's bright and beautiful.3. 鼓励学生使用所学的颜色词汇进行对话，并引导他们加入形容词来描述颜色。
步骤四：巩固练习（15分钟）1. 发放学生练习册或活动手册的相关练习页面，要求学生根据图片或问题填写正确的颜色词汇。
2. 检查学生的练习，并对错误的部分进行讲解和纠正。
九年级英语上册Unit2colour教案(新版)牛津版 (2)
第（1）课时课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。
2、了解我国书法发展的历史。
3、掌握基本笔画的书写特点。
重点：基本笔画的书写。
难点：运笔的技法。
教学过程：一、了解书法的发展史及字体的分类：1、介绍我国书法的发展的历史。
2、介绍基本书体：颜、柳、赵、欧体，分类出示范本，边欣赏边讲解。
二、讲解书写的基本知识和要求：1、书写姿势：做到“三个一”：一拳、一尺、一寸（师及时指正）2、了解钢笔的性能：笔头富有弹性；选择出水顺畅的钢笔；及时地清洗钢笔；选择易溶解的钢笔墨水，一般要固定使用，不能参合使用。
换用墨水时，要清洗干净；不能将钢笔摔到地上，以免笔头折断。
三、基本笔画书写1、基本笔画包括：横、撇、竖、捺、点等。
2、教师边书写边讲解。
3、学生练习，教师指导。
（姿势正确）4、运笔的技法：起笔按，后稍提笔，在运笔的过程中要求做到平稳、流畅，末尾处回锋收笔或轻轻提笔，一个笔画的书写要求一气呵成。
在运笔中靠指力的轻重达到笔画粗细变化的效果，以求字的美观、大气。
5、学生练习，教师指导。
（发现问题及时指正）四、作业：完成一张基本笔画的练习。
板书设计：写字基本知识、一拳、一尺、一寸我的思考：通过导入让学生了解我国悠久的历史文化，激发学生学习兴趣。
这是书写的起步，让学生了解书写工具及保养的基本常识。
基本笔画书写是整个字书写的基础，必须认真书写。
课后反思：学生书写的姿势还有待进一步提高，要加强训练，基本笔画也要加强训练。
总第（2）课时课题：书写练习1课型：新授课教学目标：1、教会学生正确书写“杏花春雨江南”6个字。
2、使学生理解“杏花春雨江南”的意思，并用钢笔写出符合要求的的字。
重点：正确书写6个字。
难点：注意字的结构和笔画的书写。
教学过程：一、小结课堂内容，评价上次作业。
二、讲解新课：1、检查学生书写姿势和执笔动作（要求做到“三个一”）。
2、书写方法是：写一个字看一眼黑板。
九年级英语上册 Unit 2 colour教案
Step 8 Consolidation Exercise1.How many colours are there in a __________(彩虹)？
改写句子
1. There’s nothing wrong with your eyes. (改为同义句) There _________ __________ wrong with your eyes.
(3)一些颜色能使我们感到温暖。
Some colors can ______________________________.
(4)打篮球比玩电脑游戏有趣。
_____________ is more interesting than _____________.
Teaching notes
9AUnit2 colour
What color are the following things? (the sea, the sky, the sun, a leaf, a tomato, an apple…)
After the rain, Millie looks out of her window and sees a rainbow. How many colors can she see? Write down the names of the colors.
Explain: indigo→a purplish blue; violet→a synonym of ‘purple’
Amy’s cousin saw therainbow too.She is calling Amy to tell her about it. Read the dialogue between Amy and her cousin in part B on page 25. Then work in pairs to make the same dialogue.
unit2colour教案2(牛津英语初三上)
unit2colour教案2（牛津英语初三上）Period 1 Welcome to the unitTeaching aims:·To recognize the names of different colors.·To recognize the colors of the rainbow and the order of the colors.Teaching procedures:StepⅠLeading in:1)Show them some pictures about colors they have learned to review theexpressions of different colors.2)Free talk: After seeing some colors, talk about the colors they like best andexplain the reasons.3)Do you know what colors Eddies likes best?Ste pⅡ. Comic strip1)Listening to the dialogue between Eddie and Hobo. Then ask some simplequestions.Which color does Eddie like better? Why does Eddie like this color? Whatdid Eddie feel after he wore the dress?2)Let the students read the dialogues in different roles and perform Eddie andHobo.Explain the use of 〝rather…than〞to them.3)Do some exercises, fill in the blanks to consolidate what they’ve learnedjust now?Ste pⅢ. PresentationAsk students to list some colorful things that they can see during their daily lives. Some colorful things may be listed of course the rainbow. Showthe picture about a rainbow to them and ask: 〝When can you see rainbow?How many colors are there in a rainbow? What’s their order?〞With the above question, the teacher and the students talk about thecolors of a rainbow together and get a conclusion.Colors in a rainbow(in correct order): red, orange, yellow, green ,blue, indigo and violet.StepⅣ.Speak upWork in groups of two to talk about the colors in a rainbow, use Amy andher cousin’s dialogue as a model.StepⅤ. HomeworkPeriod 2-3 ReadingTeaching aims:·To understand what colors represent.·To recognize and understand vocabulary about emotions.·To match colors to characters.Teaching procedures:Step1.Leading in.First, ask them questions about colors to check how they understand colors.How do you know about colors?What’s the usage of colors?Do you know the relationship between moods and colors?Then, tell them that colors have a very important usage, that is, different colors have different influences on people’s moods.Tell students that we are going to know more about the relationship between colors and moods.Step 2. Presentation1.Free talk: Show them some pictures about colors，ask them to expresstheir feelings after seeing these colors. I feel …when I see…2.Tell students that we are going to learn the relationships between colorsand moods. Listen to the tape for the first time, answer a simplequestion.3.Read the text by themselves, then do some 〝T〞or 〝F〞questions and match the feeling with correct colors.4.Explain some language points to them.Step3. presentation1.Review the whole passage, and complete the outline about colors andmoods.2.Have an interview in groups, ask their partners about colors.Step 4. consolidation and improvement1.Provide them some idioms about colors, let them guess the meaningabout colors in different idioms. (Sometimes, colors have differentmeanings in different idioms.)2.Ask them to translate some phrases.3.Do more exercises.Period 4 V ocabularyTeaching aims:·To understand what synonyms are.Teaching procedure:Step 1 leading inShow them some adjectives and their synonyms. According to the revision to tell them the concept of synonyms.Step2 PresentationProvide them more adjectives, and find out their synonyms.Step3 GameDivide the whole class into four groups. The student in Group 1says a word, then another student in Group2 says the synonyms of the word. The more, the better. If the student can’t say the synonyms, the group that he in fails.Step 4 ConsolidationTo do some exercises to consolidate what they’ve learnt .Period 5-6 GrammarTeaching aims:·To use 〝would rather…than…〞to express preferences.·To use 〝prefer…to…〞to express preferences.·To use the indefinite pronouns 〝someone/somebody, anyone/anybody〞and 〝no one/nobody〞to talk about people.·To use the indefinite pronounces 〝something, anything nothing and none〞to talk about things.Teaching procedures:Step1. Would rather than /prefer…toShow the some pictures for them to choose, according to the question 〝which one would you like to buy?〞let them know that what 〝would rather…than〞is used for.Step 2 To translate some sentences and do more exercises to consolidate what they learnt.Step 3. someone/somebody, anyone/anybody, no one/no bodySomething, anything, nothing, noneGive them some sentences to change the forms. Arouse their memory about the use of indefinite pronouns.Step 4. Do some exercises to consolidate.Period 7 Integrated skillsTeaching aims:·To understand the context of an advertisement and a TV demonstration.·To understand how a color therapist does.·To get information from a printed advertisement.·To get further information from a TV interview.·To consolidation the information gained from reading and listening and determine the facts.Teaching procedures:Step1. Leading inTo review the relationship between colors and moods and how do colorsaffect our moods.Step2 Presentation1.Read the advertisement on P32, answer some questions about the ad. tofamiliar with the ad.2.Listen to the tape, complete the note on P32 and P33.3.Explain language points appear in the text.Step3. Speak up1.Listen and read the dialogue between Andy and Millie on P33.2.Create new dialogue about giving advice. Provide them some usefulexpression.Step4. Consolidate.Do some exercises.Period 8 PronunciationTeaching aims:·To understand the difference between the voiced and voiceless 〝th〞sounds. ·To pronounce the two 〝th〞sounds correctly.·To distinguish the voiced and the voiceless 〝th〞sounds.Teaching procedures:Step 1:Lead and presentation1). Show some letters on the board. Ask them to read and tell them that thereare two ways to pronounce the 〝th〞.2) Read through the three steps to pronounce the voice //sound. Ask the wholeclass to pronounce the voiceless sound together. Remind them to put theirhands on their throats to make sure they do not feel any vibration.3) Play the recording for Part A through once and ask students to listen to thepronunciation of the 〝th〞in each word.4) Play the recording again, and lead them to read again and again.The best way to learn pronunciation is to read again and again.Period 9 Main taskTeaching aims:·To organize ideas and build a plan.·To write a report about moods and colors and what they represent.·To present a report.Teaching procedures:Step1. 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.Step 2. Tell students that making a list can be a good way to organize their thoughts and ideas.Step 3. Point out to students that for each color mentioned in the list, there is an explanation of what the colors mean.Step 4. tell students to look at the picture carefully, then answer some questions. After answering some questions, let them work in groups to finish the report.Step 5. Free talk. According to the advertisement on the book, ask them that what kind of advertisement can be considered as good advertisement?Step 6. Show them other pictures and encourage them to talk about their feeling.About colors and moods. Then work in pairs to ask their desk mates about colors and represents.Step 7. Exercise: writing.Period 10 CheckoutTeaching aims:·To review key vocabulary and grammar items taught in the unit.·To give students the opportunity to practice the grammar and vocabulary items, and to gain confidence through doing so.·To allow students to check their progress and ask any questions they may still have. Review the main context of this unit.。
牛津译林版九年级上册Unit 2《Colour》(Reading 2)教学设计
牛津译林版九年级上册Unit 2《Colour》（reading 2）教学设计一. 教材分析牛津译林版九年级上册Unit 2《Colour》（reading 2）主要讲述了一个关于颜色对人们生活影响的短文。
通过短文，学生可以了解到不同颜色对人们情绪、行为等方面的影响，以及如何在日常生活中合理运用颜色。
本课内容与学生的生活息息相关，有利于激发学生的学习兴趣，提高他们的阅读理解能力。
二. 学情分析九年级的学生已具备一定的英语基础，对阅读理解有一定的掌握。
但部分学生在阅读长篇文章时，可能会遇到生词、长句等困难，影响阅读理解。
因此，在教学过程中，教师需要帮助学生解决这些困难，提高他们的阅读理解能力。
三. 教学目标1.知识目标：–学生能够掌握与颜色相关的词汇和短语。
–学生能够理解短文内容，概括文章大意。
2.能力目标：–学生能够运用所学词汇和短语进行口语表达和写作。
–学生能够提高阅读理解能力，快速获取文章信息。
3.情感目标：–学生能够认识到颜色对生活的影响，学会在生活中运用颜色。
四. 教学重难点•学生能够掌握与颜色相关的词汇和短语。
•学生能够理解短文内容，概括文章大意。
•学生能够运用所学词汇和短语进行口语表达和写作。
•学生能够提高阅读理解能力，快速获取文章信息。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
2.情境教学法：创设真实情境，让学生在实践中学习英语，提高他们的口语表达能力。
3.合作学习法：引导学生分组讨论，培养他们的团队协作能力。
六. 教学准备1.教师准备：–提前阅读短文，熟悉短文内容。
–准备与颜色相关的词汇和短语卡片。
–设计相关任务和练习题。
2.学生准备：–预习短文，了解文章大意。
–准备笔记本，记录学习内容。
七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生谈论颜色，激发学生兴趣。
–学生分享自己喜欢的颜色及原因。
2.呈现（10分钟）–教师展示短文标题《Colour》，引导学生预测文章内容。
牛津译林版英语九年级上册 Unit 2 《Colours.》 教学设计2
牛津译林版英语九年级上册 Unit 2 《Colours.》教学设计2一. 教材分析《牛津译林版英语九年级上册 Unit 2 Colours》主要介绍了颜色相关的词汇和表达方式。
通过本单元的学习，学生能够掌握颜色词汇的英文表达，学会使用颜色词汇描述人和物体。
教材中包含了丰富的图片、例句和练习，为学生提供了良好的学习资源。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写简单的英语句子。
但部分学生在颜色的表达方面可能还存在困难，需要通过大量的练习来巩固。
此外，学生对于实际生活中的颜色应用可能了解不多，需要通过实例来引导他们学会用英语描述颜色。
三. 教学目标1.知识目标：学生能够掌握颜色词汇的英文表达，学会用英语描述人和物体。
2.能力目标：学生能够听、说、读、写关于颜色的简单句子，提高英语表达能力。
3.情感目标：培养学生对色彩的感知和欣赏能力，激发他们学习英语的兴趣。
四. 教学重难点1.重点：颜色词汇的英文表达和运用。
2.难点：用英语描述人和物体，并能在实际情境中运用。
五. 教学方法1.情境教学法：通过设置各种颜色情境，让学生在实际语境中学习颜色词汇。
2.交际法：引导学生进行颜色相关的交际活动，提高他们的英语口语表达能力。
3.任务型教学法：通过完成各种颜色相关的任务，巩固所学知识。
六. 教学准备1.准备颜色相关的图片、实物和视频资料。
2.设计颜色相关的练习题和任务。
3.准备教学课件和板书设计。
七. 教学过程1.导入（5分钟）利用颜色相关的图片、实物和视频资料，引导学生谈论颜色，激发学生的学习兴趣。
例如，展示一幅彩虹图片，让学生说出他们看到的颜色。
2.呈现（10分钟）介绍颜色词汇的英文表达，如 red, yellow, blue 等，并用例句展示这些词汇的用法。
同时，让学生跟读这些词汇，确保他们正确发音。
3.操练（15分钟）设计颜色相关的听力练习，让学生听懂颜色词汇。
例如，播放一段对话，其中涉及到颜色词汇，然后让学生回答相关问题。
九年级英语上册 Unit 2 Colour教案 牛津版
练习安排
1. Read the text book and learn the new words and phrases by Assessment Book.
3. Recite the dialogue in part B on page 21.
板书设计
Uni 2 comic strip&welcome to the uni握句子结构。
提到颜色，学生对此很感兴趣
漫画部分很简单，也很有趣，学生在精心预习的基础上，能正确的完成练习
呈现彩虹，指导学生说出彩虹的颜色。
对话很简单，围绕彩虹颜色，讲解知识点，特别强调左面这个句子，提前告诉学生此句为宾语从句，注意用的是陈述语气。
1.want to wear 2.there’s nothing wrong with pink
3.blue looks good on sb sb look(s) good in颜色衣服
.
.
.
备课组长审核签名：年级主任复核签名：
With the question above, the teacher and the students talk about the colors of a rainbow together and get a conclusion.
Colors in a rainbow (in correct order): red, orange, yellow, green, blue, indigo and violet.
Step 4 Speak up
Work in groups of two to talk about the colors in a rainbow, use Amy and ’s dialogue as a model.
九年级英语上册 Unit 2 Colour教案 (新版)牛津版 教案
Colour2．学习一些表示色彩的单词3．能结合表示色彩的七个词，用恰当的句式进行对话，谈论彩虹。
并能结合色彩和性别的关系，谈一谈自己的观点。
教学内容：词组: look… on sb.; look…in + 颜色句型： There’s nothing wrong with …….. “……没有出毛病”教学过程：课前预习：一、根据课文内容填空。
Eddie wants to _______ clothes. Hobo brings him two clothes, one is ______, another is ________. Eddie thinks he _____ ______ wear ____ than ____ ___ because ________ is girl’s colour. Hobo says there is ________ wrong ______ pink and helps Eddie put on a blue ________. Eddie feels shame ,but Hobo says blue _____ good ____ him.二、讨论并回答问题。
1) Is pink a boy’s colour?2) Which colour does Eddie like to wear?3) What’s the meaning of the sentence “I’m not sure if blue looks good on you”?4) Have you ever seen a rainbow?5)When can we usually see a rainbow?6)How many colours are there in a rainbow? What are they?课堂讲解：1. There’s nothing wrong with pink “……没有出毛病”①There’s nothing wrong with my new bike .②There’s something wrong with the puter.2. wear/ dress/ put on /have on/ have in▲wear 表示穿的状态。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
C. would like
D. would rather
(
) 2. Millie would rather TVat homethan to thepark. A. watch; go B. watching; going C. watch; to go D. to watch; go ( ) 3. I think this shirt looks nice you. A. at B. for C. on D. over ( ) 4. Thereis wrong with themachine. It works . A. something; well B. nothing; well C. something; good D. nothing; good ( ) 5. —Which isn‟t the colour of the rainbow? — . A. Indigo B. Violet C. White D. Red (Students finish theexercises on the paper.) T: Now, we‟llcheck theanswers. Mike, translate thephrases. S: No. 1 look good No. 2 生活在一个充满色彩的世界里 No. 3 nothing important No. 4 比起粉色，我 更喜欢蓝色。No. 5 would rather No. 6 告诉某人关于某事 No. 7 look out of thewindow No. 8 你 喜欢哪一个？ T: Well done. Lily, the second part.
(Looking at thepictures and listening to the tape) T: Question 1: Why would Eddie rather wear blue than pink? S: Because he thinks pink is a girl‟s colour. T: Good. Question 2: Does Eddie look nice on blue? Why not? S: No, he doesn‟t. Becausethe blue oneis also a girl‟s dress. T: Question 3: Hobo says to Eddie, “Blue looks good on you.”Does he really think so? S: No, he doesn‟t think so. T: Very good. You all did a very good job. 【设计意图】通过听录音、回答问题引导学生初步理解 Comic 对话内容。 三 、 多 样操练，精讲 点拨 Step3 Practice T: Who can read this dialogue? S: … T: Now please read theconversation after thetape.
T: Very good. Let‟s give them somecheers.
【设计意图】要求学生填出彩虹七种颜色, 采用两两合作对话的形式进行，有利于降低难度，培养
合作精神，提高学生运用语言知识的能力。
五 、 学 以致用，情感 体验 Step5 Production T: Now, look at the exercises on the paper. Please finish theexercises on thepaper. 一、把下列词语译成英语或汉语。
T: Have you finished them? Ss: Yes. T: Who can read out your answers? S: I can. Red, orange, yellow, green, blue, indigo and violet. T: Do you agree with him? Ss: Yes. T: We live in a colourfulworld. Now please work in pairs to talk about colours of the other things. Let‟s look at the conversation of Part B. Use Amy and her cousin‟s conversation as amodel. (Let thestudents havea discussion.) T: Now, I‟ll ask somegroups to cometo the front and act out theconversation. S1: I‟ve just read abook about sea fish. S2: Really? Is it interesting? S1: Yes, it has many pictures. Seafish have different colours. S2: I‟venever heard of that before. What colours do they have? S1: Yellow, blue, black, grey, red and so on. S2: Oh, that‟s really a seaworld of colours.
1.看上去很好 3.没什么要紧的 5.宁愿 7.朝窗外看 二、单项选择。 ( ) 1. I buy thecheaper bike. A. want B. think to
2. live in aworld full of colours 4.I would rather blue than pink. 6.tell sb about sth 8.Which onedo you like?
T: How many colours do you know?Look, what colour are the walls? Ss: They are white. T: What colour is the blackboard? Ss: It‟s black. T: Good. Look at our clothes, what colour is her coat? S: Red. T: Look! What colour arehis trousers? S: They‟reblue. T: If you mix two different colours, you can get another colour. Now, listen carefully, what colour can we get if wemix red and white? S: Pink. T: What about red and yellow? S: We can get orange. T: What about red and blue? S: We can get purple. T: What colour are thefollowing things, the sky, thesun, aleaf and an apple?
S: … T: Now read by yourselves. S: … T：I‟ll let you prepare for several minutes and then choosesomegroups to act theconversation out with the actions and right gestures. (Let the students prepare for5 minutes.) T: Now, I‟ll ask somegroups to cometo the front and act out theconversation. T: Which group is thebest? (Let the students choose the best group.) T: You all did a good job. Who can tell methe Chinese for thesentence„I‟d rather wear blue than pink.‟ S: 与粉色相比，我更喜欢穿蓝色。 T: Yes. Here we use „would rather ... than ... ‟ to express preferences. It means „like ... better than ... ‟. Can you makemore sentences? S1: I would rather go tomorrow than today. S2: I would rather go out for awalk than stay at home.
S1:The sky is blue. S2: Thesun is yellow. S3: A leaf is green. S4: An apple is red. T: OK. We know many colours. All of us are living in a world full of colours. Theworld would be a dull place without them, right? Ss: Yes. 【设计意图】通过谈论身边东西的颜色，激发学生学习的兴趣。 二 、 听 说训练，细节 理解 Step2 Presentation T: Now, thefour pictures on page 24. Are they talking about the rainbow, too? Ss: No, they‟retalking about the clothes. T: Please look at the pictures of Eddie and Hobo, listen to the tape and then answer some questions. Eddie and Hobo are talking about colours too. Look at