牛津译林版九年级英语上册Unit2ColourGrammar2教案
Unit2Colour
教学课题
本课题教时数：7本教时为第5教时备课日期月日
教学目标：Tounderstandtheuseofobjectclauseintroducedbyiforwhether. Tomakethedifferences.
教学重点、难点：
Howtousethemtomakeobjectclause.
教学方法与手段：
教学过程：教师活动学生活动
Step1Revision
Checkthehomework.
Step2Grammarexplanation
whether和if都可以引导宾语从句，表示“是
Askhimwhether/ifhecancome 否”，在口语或间接引语中两者可以互换使用。
其语序必须是陈述语序，即“连接词+主语+谓
语+其他成分”。
1.whether引导的从句常可以与连词or或FinishSectionB1
Letmeknowwhetheryoucancomeornot.
2.当宾语从句提到句首时，只能用whether引
导，而不能用if。
Whetheritistrueornot,Ican’ttell.
3.whether可以引导带to的不定式
Idon’tknowwhethertoacceptorrefuse.
4.whether及其引导的成分可放于介词之后，
作介词的宾语
IworryaboutwhetherIhurtherfeelings.
5.whether可以引导从句，作主语、表语或同
位语
Itwasuncertainwhetherhewouldcome.
Step3Summary
2.Anobjectclausecanalsofollowadjectivessuchas certain,sure and glad.
3.Weuse if or whether tointroduceanobjectclausewhenitexpressesayes/no
授后小记：ItisbetterfortheSstodomoreexercise.。
牛津译林版英语九年级上册Unit2Colours单元整体优秀教学案例
（一）导入新课
1.利用图片或实物，如红绿灯、彩虹等，引导学生谈论颜色，激发学生的兴趣和好奇心。
2.提出问题，如“你们见过这些颜色吗？”，让学生积极参与讨论，营造活跃的课堂氛围。
3.引入本节课的主题“Colours”，明确学习目标和任务。
（二）讲授新知
1.教授颜色相关的词汇，如red, blue, green等，并通过实物、图片等帮助学生理解和记忆。
3.小组合作互动积极：本节课设计了小组活动，如颜色搭配比赛、颜色故事创作等，让学生在合作中交流、讨论和解决问题。这种小组合作的方式有助于培养学生的团队合作能力和沟通能力，同时也提高了学生的学习效果。
4.反思与评价促进学生自我提升：本节课引导学生进行自我反思，如“你觉得你在本节课中学到了什么？”同时，设计评价量表，让学生对自己的学习过程和成果进行评价，如“你对你的颜色搭配作品满意吗？”这种反思与评价的方式有助于学生了解自己的学习情况，提高自我提升的能力。
4.学生能够通过阅读和听力材料，了解不同文化背景下对颜色的不同认识和用法。
（二）过程与方法
1.学生通过观察、讨论、实践等途径，探究颜色与情感的关系，培养他们的观察力和思考能力。
2.学生通过小组合作、角色扮演等活和听力练习，提高他们的阅读理解能力和听力技能。
牛津译林版英语九年级上册Unit2Colours单元整体优秀教学案例
一、案例背景
牛津译林版英语九年级上册Unit2Colours，围绕颜色展开，通过引入日常生活中的颜色，让学生掌握颜色相关的词汇和表达方式，以及如何在实际场景中运用。本单元主要内容包括颜色名称的学习、描述颜色的表达、颜色的搭配以及颜色与情感的关系等。在教学过程中，我将运用人性化的语言，结合学生的实际情况，设计一系列实用性强的教学活动，旨在提高学生的英语听说读写能力，激发他们对英语学习的兴趣。
九年级(上)英语(牛津译林版)教案：Unit 2 Colours(全8册)
represent stressed
拓
展
提
高
harmony purity
sadness wedding
satisfied climate
prefer remind
wisdom growth
envy jealous
. mental
Read and learn the new words.
Relationship between people’s moods and the
colours theychoose to wear.
2.Review the words of the colours.
red green
blue white
Iam wearing a red coat.
a pair of black trousers
animal sign may share similar personalities .Now
we are going to learn something about colours in
this unit. We will see what different colours
represent, how they influence people and the
Activity1.Lead in
1.Revise the colours of the rainbow.
Yesterday we learned some colours about
the rainbow.
Here is a rainbow in the picvture.
How many colours does a rainbow have?
牛津译林版九年级英语上册Unit2colour教案
Unit2coloursratherchoosepurplethanred. Askthestudentstomakethesamesentences. Step5ListeningandAnsweringOneday,HoboplayedatrickonEddie.Whathapp ened?Let’slookatthepictureswhilelisteningtothetape.1.WhywouldEddieratherwearbluethanpink?2.DoesEddielookniceonblue?Whynot?3.HobosaystoEddie,“Bluelooksgoodonyou .”Doeshereallythinkso? ThejokehereisthatEddieismaleandchoosesblue thinksthisisamasculinecolor.However,theblu othingturnsouttobeadress.Hoboisdeliberatel misleadEddiebynotshowingortellinghimthatit Step7ReadingandActing Readthedialogueafterthetape,thenreadita ndactitout.Step8ConsolidationExercise1.Howmanycolo ursarethereina__________(彩虹)？Step8ConsolidationExercises改写句子1.There’snothingwrongwithyoureyes.(改为同义句)There___________________wrongwithyou reyes.2.Theyhavealreadyseenthatfilm.(改为否定句)They_________seenthatfilm_________. 3Bluelooksgoodonher.(改为同义句)She_____________good_____________blu e.找出错误并在横线上改正1.Weallthinkpinkisagirlcolor._____________2.Doyoukno whowmanycolorsarethereinarai nbow? _____________3.Therewillhaveabasketballmatchtomorrow . ______________4.Aftertherain,Millielooksoutofthewindo wandseearainbow. ______________Step9Homework1.Revisetoday’sphrases.2.Readandrecitethedialogue.TeachTeachingnotes课题Reading2 总第课时备课时间上课时间课时Period3 教具ArecorderandteachingpicturesTeach ingai ms Torevisevocabularyandexpressionstodescribecolou ratthesametime,learnmorenewwordsandphrases.Teach ingfo cus 1.Torevisevocabularyandexpressionstodescribecol our2.TopracticethemainlanguagepointsofthecontextDiffi cultp oints Tolearnsomeusefulexpressionsandusethemindiffere ntcontextTeachingmethodFreetalk,Presentation,Practice,Consolidation.Teachingprocedures Thesecondpreparinglessons Step1Revision1.Haveadictation.2.Askthefollowingquestions:(1)Howmanykindsofcolorsdoyouknow?(2)Whatdoblueandwhitebelongto?(3)Whyiswearingblueclothesorsleepinginabluer forthemindandbody?(4)Whatcanbluerepresent?(5)Whenshouldyouwearwhite?(6)Whatdoorangeandyellowbelongto?(7)Whatdoesorangerepresent?Whatcanitbringyou(8)Whendopeopleliketouseyellow?(9)Whatdoesgreenbelongto?Whatdoesitrepresent(10)Whatdoesredbelongto?Whatdoesitrepresent?(11)Whencanredhelpyou?Forstrongerclasses,askthestudentstointrodu cewhatdifferentcolorsrepresentandhowtheyaffectus.Step2ReadingandPracticingReadthepassage,andthenaskthestudentstodescribethedifferentkindsofcolorsonebyone.Then askthetopstudentstoretellthewholepassage.T heweakerstudentscanretellthepassageaccordi ngtothetable.Step3Presentation Millieisthinkingaboutherfriends.Sheistryin gtofigureoutwhichcolorsmatchtheircharacter isticsbest.Helpherdecidewhichthebestcolors areforherfriends.FinishtheexerciseinpartC1 onpage29.(Explainwhytheychoosesuchanswers.)1.yellow(‘goodmarks’——wisdom)2.blue(‘helppeoplecalmdown’)3.white(‘worryalot,getstressed’)4.red(‘astrongpersonality,leader’——power)5.green(‘feeltired’——makeyoufeelenergetic Step4PracticeThereisaquestionnaire.Fillintheblankswithy ourowninformationtoseeifyourfavoritecolormatchesyourcharacteristics.Step5ExtensionActivity Askthestudentstowriteaboutoneoftheirfriend9AUnit2coloursons Step1Lead-in Givethemsomesentencestoseeiftheyunderstand.1.Askhimifhecancome.2.Wedon’tknowwhetheritwillrain.3.Theywonderifthematchwillbeheldtomorrow.4.Heisnotsureifhecandothejobwell.5.Shecan’tdecidewhetherthedresslooksniceonher. Makesurethattheyknowthemeaningofifandwhether.Step2Presentation1Askthemtoreadthroughpage27andtellthestu dentsthatweuseiforwhethertointroduceanob jectclausewhichexpressesayes/noquestion s.ReadthesentencesanddoPartB1. Payattentiontothewordorderanditshouldbet hesameasthatinastatement.Checktheanswers.Step3Practice1.Domoreexercisestopractice.(1).Theywonder WillMissLibeinchargeoftheirclass? (2).Doyouremember Hasheenteredthecontest?.(3).Iaskhim Doyouoftencomeheretoreadnewspaper? (4).IwanttoknowIsheaLeaguemember?Checktheanswers. Finishtheexercisesonpage28andthencheckth eanswers.Step4homework2.Domoreexercises.1.FinishUnit2period5onAssessmentBook.2.ReadandrecitetheshortpassageinPartB2.Teachingnotes课题Integratedskills总第课时上课时年月日第周星期间课时Period6 教具Arecorder●Tounderstandhowacolourtherapistdoes●TogetinformationfromaprintedadvertisementTogetfurtherinformationfromaTVinterview.MainpointsandDifficultpoints:●ToconsolidatetheinformationgainedfromreadingandlisteninganddeterminethefactsTeachingmethod:Task-basedapproach，ScenepedagogyandTeachingwithhumorTeachingProcedures:Personaldesign Step1aninterviewQuestion1:Howdoyoufeelatthebeginningofthenewterm?Idiscoverthatdifferentstudentshavedifferentmoodsduringtheterm.Thistermisveryspecial.Youmustworkharderforyouridealhighschool,collegeandbrightfuture.I7Extensionactivity IfoundanadvertisementontheInternet. Wanted:Part-timemodels.Females(aged14-25 tisements.Mustbeatleast1.6mtall.Shouldbe veagoodsmile.CallSuperModelAgencyon55568 Whatinformationcanyouget?Thendividest udentsinto4groups.Eachgroupmustmakeup anadvertisementandthenreadittotheothe rgroupsandletthemgetsomeinformation.8Consolidation改写句子1.ThetrousersaresotightthatIcan’twea rthem.(改为同义句)Thetrousersare_________tight_________ wear.2.Shecanmakeyourelaxed.(改为同义句)She________________________makeyourel axed.3.Idon’tknowwhatIcanwear.(改为同义句)Idon’tknow_________________wear.4.Hehasknownmesince last year.(对划线部分提问)_________________hasheknownyou?9Homework1. Revisethewordsandthephrases.2.Domoreconsolidationexercises.(1)她使用的油有不同的颜色。
Unit2colours整套教案牛津译林版英语九年级上册
Wele to the unit 主备人：赵凤英Teaching objectives:1. Knowledge objectivesPharases: try on, look good on sb. in the skyStructures: There’s nothing wrong with pink.I’m sure if blue looks good on you.2. Ability objectivesTo review different colours.To talk about students’ favourite colours.3. Value objectivesTo let students be interested in different colours and the meaning of different colours. Teaching focuses and difficulties1. Words: indigo, violet, rainbow2. To talk about students’ favourite colours.Teaching procedures::Step 1 Warming upPresent some pictures of colours and get the students to say their names.Step 2 ic strip1. Ask the students to talk about their favourite colours.2. Listen and answer the questions.1) Which colour does Eddie like better?2) Why doesn’t Eddie like pink?3. Act the dialogue out.Step 3 Wele to the unit1. Ask the students to talk about the questions below:1) Have you ever seen a rainbow?2) How many colours are there in a rainbow?3) What colour do you like best?2. Present a picture of a rainbow and teach the new words.rainbow indigo violetStep 4 Finish Part A on page 21.Step 5 Dialogue practiceA: Which is your favourite colour?B: I like ... best. What about you?A: I like ... best.Step 6 Finish Part B on page 21.Step 7 Language pointsStep 8 ExercisesTranslation.1. 蓝色是男孩子们喜欢的颜色。
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。
牛津译林版九年级上册英语(新)教案Unit2ColoursGrammar
见《学案》
板书设计
9上Unit 2 Colours Grammar
I know that….I(don’t) think that……
I(don’t) believe that…I’m sure/certain that….
教后反思
（上节课存在问题的解决情况、本课教学经验或问题描述、存在问题的原因分析、提出改进措施）
3. Complete the exercises on page 26 and then check the answers.
Step 3 Practice
1. Change the sentences into object clauses.
(1) Jack tells me
He often goes sightseeing on holiday
1. To know what is object clause.
2. To learn the object clause introduced by“that”
过程与方法：
1.get the Ss to find some sentences of the object clause by wh--.
1. Read through the statements and sentences on page 26.
2. Give them some sentences and ask them to tell whether they are object clauses.
(1)These planet will produce food and oxygen that we need to live on Mars.
2.pay attention to the conjuctions.
牛津译林版九年级上册英语 Unit2 Color Integrated skills 教案
③He grew pale with fear.他害怕得脸色发白了。
④The candle gives out pale light。那蜡烛发出微弱的灯光
Step4Homework
1. Revise this period and do some exercises
学习重点
To get information gained fromreadingand listening and determine the facts.
学习难点
To learn to express different feelings according to colors.
教法教具
Reading andpracticing
3.Write some vocabulary on the blackboard for students to use.
“blouse, coat, trousers, loose, tight, comfortable〞.
Ask them to refer to the passage to check what different colors represent.
2. Pre-learn the next period
板书
设计
Tell the students must use the information in the advertisement to complete Millie’s notes.
Remind them that they will not be able to complete the note.
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
最新牛津译林版英语九年级上册《unit 2 colour》教案3篇.doc
备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日9A Unit 2 Colour Period 1Step 1, lead-in1. This summer, the 29th Olympic Games were held in Beijing. Show some pictures about the 29th Olympic Games/rings. (奥运盛会一下子就会激发学生的兴趣，但是也要防止部分学生兴奋过度，所以相关图片请根据班级情况略做调整.)2.Q: How many colours are there in the Olympic rings?A: Five.Q: What are they?A: blue, black, red, yellow, green.3.Remind students of different colours.(Give some pictures about colours tohelp the students.)Step2, Welcome to the unit1. Discuss the questions about a rainbow.Q: Have you ever seen a rainbow?Q: When does a rainbow appear?2. Look at the pictures of rainbows and discuss how many colours there are ina rainbow.3. Do Part A together.4. Go through Part B together and then make similar dialogues in pairs.Step 3, Comic strip1. Hobo and Eddie are discussing the colours. Listen to the tape and answersome questions.2. Read the dialogue and try to complete the short passage according to it.3. Read it together and analyze the useful expressions.①I’d rather wear blue than pink.②There’s nothing wrong with pink.③Blue looks good on you!(You look good in blue!)4. Go through the main task (P24).Step 4, Extension activityLearn more about the different colours. (Just go through them.)Step 5, Homework1.Remember the colours2. Practice ①I’d rather wear blue than pink.②There’s nothing wrong with pink.③Blue looks good on you!(You look good in blue!)Period 2Step1, Revision1.Look at the pictures and name the colours.2.Practice the spelling of the words.(violet, pink, indigo, rainbow…)(Reading中的四会及部分三会单词将穿插在阅读过程中完成，每个单词出现都会有单独的链接。
牛津译林版英语九上Unit2《Colours》(Reading)说课稿
牛津译林版英语九上Unit 2《Colours》（Reading）说课稿一. 教材分析《牛津译林版英语九上Unit 2 Colours》的阅读文本主要讲述了一个关于颜色和心情的故事。
故事中，主人公布雷特发现不同颜色代表着不同的心情，并通过改变自己的穿着来调整自己的情绪。
这篇文章贴近生活，富有想象力，旨在让学生在阅读过程中提高对颜色和情绪之间关系的认识，同时提高阅读理解能力和词汇运用能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用基本的英语语法和词汇。
然而，在阅读理解方面，部分学生可能会存在困难，如对文本中某些词汇和句式的理解。
因此，在教学过程中，需要关注学生的个体差异，针对不同学生的需求进行引导和帮助。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和短语，如“color”，“mood”，“feelings”等，并能够运用这些词汇进行简单的交流。
2.能力目标：学生能够理解文章的主旨和细节，提高阅读理解能力；通过分析文章结构，提高思维能力和逻辑分析能力。
3.情感目标：学生能够认识到颜色与情绪之间的关系，学会调整自己的情绪，以更好地应对生活中的挑战。
四. 说教学重难点1.重点：文章中的关键词汇和短语，以及颜色与情绪之间的关系。
2.难点：对文章细节的理解，以及如何运用所学知识调整自己的情绪。
五. 说教学方法与手段1.交际式教学法：通过小组讨论、角色扮演等方式，让学生在实际语境中运用所学知识，提高口语表达能力。
2.任务型教学法：通过完成各种任务，如阅读理解、词汇练习等，引导学生主动探索和发现知识。
3.情境教学法：通过创设情境，如模拟色彩搭配、分享心情故事等，让学生更好地理解和运用所学知识。
六. 说教学过程1.导入：以一个关于颜色的谜语引发学生对颜色的好奇心，进而引入本课主题。
2.阅读理解：学生自主阅读文章，完成相关练习，教师引导学生讨论和解答疑问。
3.词汇学习：学生通过小组合作，归纳和总结文章中的关键词汇和短语。