译林版九年级上册英语Unit2班课导学案(下)
2020牛津译林版九年级上册Unit2Colourreading2导学案
Colour班级姓名备课组长教师“个备”或学生笔记栏【学习目标】1掌握文章中颜色于情绪的关系。
2 学习文章中的重点短语与句型。
【重点、难点】1 学会分析文中宾语从句的结构。
2 写作中能使用文中的句子。
【课前预习】一、翻译短语1.感到放松_________________2.代表悲伤__________________3.做某事有困难_______________________4.使你想起温暖、阳光明媚的一天_________________________5.做出决定_________________6.使某人振作起来____________7.希望成功_________________ 8.热之色____________________9.营造一种温暖、舒服的感觉_____________________________10.更容易采取行动____________________【学习过程】Step1Students ask some questions about reading part.Step2Present some important words and languages.Step3Present some examples to teach students the using of the words an d phrases.Step4Students make their own dialogue using the words and phrases.【当堂训练】一、根据句意及中文或首字母提示写出单词1. The sun can give us light and ________ (热).2. It’s hard to make a _______ (决定) without any help.3.My family can’t decide ________ (是否) to go on a picnic in the park .4. Blue can represent both peace a nd s______.5. People paint their homes in warm colours in order to c_____ a warm andcomfortable feeling.6. Smoking ______(影响) health. You’d better not smoke.7. White is the colour of ______(纯洁).8. We should teach children how to live in _____ (和平) with our neighbours.9. Many women like to wear white on their ______ (婚礼) day.10. She is in a good _____ (心情) today. She is very happy.11. Mary said she ______ (更喜欢) reading a book to watching TV.12. As we all know, orange can bring us ______ (成功).13. Blue can represent ______(悲伤). When you’re feeling sad, you may say “I’mfeeling blue”.【课后提升】一、用所给单词的适当形式填空1. He is a man full of _______ (wise).2. Sally prefers staying at home to ______(go) out on Sundays.3. Peter and Simon enjoyed ______ (they) at the English party last night.4. White is a calm colour. It can make us feel calm and _____ (peace).5. The boys like playing basketball because they think they can be ______ (relax).6. Green can give us energy, as it _____ (represent) new life.7. _____ (wear) blue clothes or sleeping in a blue room is good for our mind and body.8. ---Is you r father at home?--- No, I’m afraid he _____ (go) out.9. We often hear Mr. Ma______ (repeat) things to his students.10. She ______ (borrow) a dictionary from the school library last week.二、单项选择（）1. I’m not good at Maths, especially h aving difficulty_____.A. solving problemsB. solve problemsC. to solve problemsD. both A and C( ) 2. To finish all the work in a week is impossible! So all of us feel very _______.A. excitedB. blueC. energeticD. sleepy( ) 3. ---I’m sure I will get good grades in the graduation exams.---If so, I believe your parents will ______ the result.A. be happy withB. be angry aboutC. be bored ofD. be worried about( ) 4. He is often heard _____ songs.A. singB. to singC. singingD. sang( ) 5. Danny did all kinds of things to make the baby _____.A. to stop cryingB. stop cryingC. to stop to cryD. stop to cry三、根据中文完成下列句子1. 当你思想上需要力量的时候，红色可以给你一些帮助。
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。
牛津译林版-英语-九上-2单元 Task 导学案
教学活动内容
活动组织过程
改笔
Step 1.Revision
Students describe the clothes of their partners, and the moods it represents.
Step2. Presentation (Part A)
Blue ______ __________ __________ you .
3. I prefer red to blue .（改为同义句）
I _______ red _______ ________ blue .
4. I’d rather do my homework by myself than copy others’.（同义句）
徐州市教学改革实验学校教师备课设计页
课题
9上Unit2 Colours Task
课型
教具
Tape- recorder ppt
总课时数
完成时间
9.
教学方法
Communicative Approach
Situational Method
主备人
Zhang Xizhi
授课时间
教学目标
知识与能力：
1.To organize ideas and build a plan.
2. Go over what they have learnt in this unit.
3. Finish all the exercises.
describe the clothes of their partner
makea list can be a good way to organize theirthoughts and ideas.
英语九年级上牛津译林unit 2 学案
英语九上牛津译林Unit 2：学案（words and expressions）初三英语导学案9A Unit2第2课时学习目标:words and expressions学习重难点：了解颜色所代表的含义能实际运用所学的词汇和语言点预习指导1.would rather… than… 宁愿…而不愿… 后接名词或动词原I’d rather play football than play basketball.prefer…to…与….比起来,更喜欢…..,后接动词的ing形式,相当于like …better than…如：I prefer swimming than skating.2. nothing, something…为不定代词（只有单数形式），修饰它们的词、短语要放在它们后面。
Do you have anything important？3. there is nothing wrong with…….…没什么毛病4.You’re right. he does look like Mr. Wu.你是对的，他确实看起来像吴老师。
does在此处起强调作用，用来强调谓语动词，可以翻译为“的确，确实”5. 不定代词还有something, nothing, everything, anything, nobody 等.不定代词做主语时, 谓语动词用单数形式.Nothing is difficult if you put your heart into it.6. none 也是不定代词,意为“没有人,没有事”, 与no one 意思相近.none 可与of连用, 而no one 不能; none可表示人或物, 而no one 只可表示人;none 做主语时,谓语代词可以用单数,也可以用复数,而no one做主语时,谓语动只能单数7. Write about the moods of people by looking at the colours of their clothes.by 介词,在这里是“通过”的意思,后面要接动名词.8. go on to do sth. 继续做另一件事Go on doing sth. 继续做同一件事go on with sth9. on the opposite side of each word 在每个单词的对面10.make sb. done “使……被做” He couldn’t make himself understood.make us feel happy make是使役动词,后接形容词或名词做宾语补足语，还可接动词原形make sb. do sth., 但此句型改为被动语态时要加上to.The workers were made to work for 12 hours a day in the past.11. Write about the moods of people by looking at the colours of their clothes.by 介词,在这里是“通过”的意思,后面要接动名词.plete her report with the help of the table she has preparedwith the help of .. 在..的帮助下she has prepared 在这里做定语修饰前面的名词table13. sleep动词或名词，意思是“睡觉”。
牛津译林版九年级英语上册9A Unit 2 Task导学案(无答案)
牛津译林版九年级英语上册9A Unit 2 Task【学习目标】1. 组织思路，设计表格。
2. 写一份关于情绪、颜色以及它们所代表的事物的报告并展示。
3. 了解th发清辅音和浊辅音的区别。
4. 正确发出th的两种发音。
【课前准备】1. 请学生说出一些含有th字母组合的单词。
并说出字母组合th的读音Eg: father, bath, thin, them, Thursday, those, thick,mother, this, ocher2．仔细想一想，写出下列含义所指的颜色_________energy and nature________-power and strength_________power and protection_________sadness and calm_________success and joy_________calm and peace_________wisdom and warmth【课堂学习】一、语言知识1. 播放课本P38PartA,B部分的录音,学生仔细听每个单词里th字母的发音。
然后两人一组互相读给对方听,互相纠读音的错误。
2. 播放课本P38PartC部分的录音, 注意让学生有足够的时间写答案。
全班检查答案。
3．P39让学生仔细研究从杂志上选出的这幅图，提问一些相关问题。
Eg:How many people are there in the picture?Where are the people?What’s the ma n wearing?What’s the woman doing?Do they look happy?Do you like what they are wearing?学生两人一组完成Millie的报告，全班核对答案。
4. 完成P40 Part B部分的练习, 然后核对答案，并鼓励学生说出理由。
二、能力训练1. 四人一组，在三分钟内尽可能多的写出含有th字母组合两种不同发音的单词，看哪个组写得多。
2017年九年级上英语Unit2全单元导学案(牛津译林版)
2017年九年级上英语Unit2全单元导学案（牛津译林版）9A Unit2浠诲姟璁剧疆鐭ヨ瘑涓庢妧鑳?杩囩▼涓庢柟娉?杈炬垚鎯呭喌浣滀笟瀹夋帓Period1 1. 鎺屾彙琛ㄧず涓嶅悓棰滆壊鐨勮瘝姹囥€?2. 浜嗚В???Comic strip锛哤elcome to the unit ?銆?Period 2 1.浜嗚В涓嶅悓棰滆壊鎵€浠ｈ〃鐨勫惈涔夈€?2.璁よ寮?浜嗚ВReading 1 ?璇剧粌銆?Period 3 1.嬨€?2.??屾彁鍗囧疄璺佃兘鍔涖€?Reading 2 冦€?銆?Period 4 1. 瀛︿細杩愮敤that?2. 瀛︿細杩愮敤if鎴杦hether?濇ā寮??Grammar缁冦€??Period 5 1. 瀛︿細浠庡箍鍛婂嵃鍒峰搧鍜岀數瑙嗛噰璁夸腑鑾峰緱淇℃伅銆?2?3?鈥滃厛粌鈥濇ā寮?浠ュ強棰滆壊鐨勪綔鐢ㄣ€?Integrated skills ?粌銆?Period 6 1. В?2.鎵惧埌鎵€闇€淇℃伅銆??鎺屾彙銆?Study skills??Period 7 1. 瀛︿細鍦ㄥ啓浣滃墠鐢ㄨ〃鏍肩殑褰㈠紡缁勭粐鎬濊矾銆?2.拰鎯???叧绯汇€?Task ??Unit2 Colours 璇?棰?Comic strip and welcome to the unit 璇?鍨?鏂版巿 1 璇炬椂鏁?瀛?鐩?鏍?1.Students can recognize the names of different colors 2.Students can recognize the colors of the rainbow and the order of the colors 1.Students can recognize the names of different colors 2.Students can recognize the colors of the rainbow and the order of the colors Students can talk about the favorite colors ?Teaching procedures Step 1 Lead in: Show them some pictures about colours they have learned to review the expressions of different colours. Free talk: After seeing some colours, talk about the colours they like best and explain the reasons. Do you know what colors Eddies likes best? Step 2 Comic strip Listening to the dialogue between Eddie and Hobo. Then ask some simple questions. Which colour does Eddie like better? Why does Eddie like this colour? What did Eddie feel after he wore the dress? Let the students read the dialogues in different roles and perform Eddie and Hobo. Explain the use of 鈥渞ather han鈥?to the students. Do some exercises, fill in the blanks to consolidate what they鈥檝e learned just now. Step 3 Presentation Ask students to list some colourful things that they can see during their daily lives. Show the picture about a rainbow to them and ask: 鈥淲hen can you see rainbow? How many colours are there in a rainbow? What鈥檚their order?鈥?With the above questions, the teacher and the students talk about the colours of a rainbow together and get a conclusion. Colours in a rainbow(in correct order): red, orange, yellow, green ,blue, indigo and violet. Step 4 Speak up Work ingroups of two to talk about the colours in a rainbow, use Amy and her cousin鈥檚dialogue as a model. Step5. Exercises I.锛?1.How many colours are there in a (褰╄櫣)锛?2.She wears a (? blouse today. 3.I鈥檇(瀹佹効) wear blue than pink. 4.Thank you for (閭€璇? us. I really enjoy myself very much. 5.In spring, we can hear birds (姝屽敱)璇?棰?Reading (1) 璇?鍨?鏂版巿 2 璇炬椂鏁?瀛?鐩?鏍?1. Students can understand what colors represent through different reading skills. 2. Students can recognize and understand vocabulary about emotions.閲嶇偣Students can understand what colors represent through different reading skills. Students can recognize and understand vocabulary about emotions. ?Step 1: Revision Revise different kinds of colours by asking students: What鈥檚your favourite colour? Step 2: Presentation. Tell students that different colours can give people different feelings. Let students enjoy a series of pictures, including different kinds of colours and let students discuss: What鈥檚your feeling after looking at the pictures? Then teachers make a conclusion: Blue & white can make people calm and peaceful. Blue can also represent sadness and white is the colour of purity. Yellow and orange make you feel warm, happy and contented. Orange represents joy while yellow is the colour of wisdom. Green makes you feel energetic. It represents new life and growth. Red represents power. It is also the colour of heat and strong feelings. Step3While-reading A.Read the whole passage quickly and silently, then answer the questions (1) Do different colours represent different moods? ______________ (2) How many kinds of colours are mentioned in the article? _______ B. Listen to the tape of Part 2, do T/F questions (1) Blue is a calm colour. It creates the feeling of harmony. ( ) (2)White will make you feel calm and peaceful. ( ) (3) Blue can represent sadness. ( ) (4) Many women like to be in white on their wedding day . ( ) C. Read Part 3 loudly, answer the following questions (1) How will you feel when you see warmcolours? (2) What does orange represent? (3) What can yellow remind you of ? (4) Why do some of you prefer yellow stationery ? D. Read Part 4 clearly, try to find some key words E. Further-reading Read the passage again and fill in the form Finish the exercises of Part B4 on P25. Step 4 We鈥檝e known a lot about colours, but Millie doesn鈥檛. Let鈥檚help her to choose the best colour for her friends. Finish Part C1 on P 29 . Step 5 Talk about the following questions What鈥檚your favourite colour ? What does it represent ? Why do you like it best ? How does this colour make you feel ? What are your characteristics ? Do your favourite colour match your characteristics ? Step6 Homework: Read and try to recite the reading.璇?棰?Reading (2) 璇?鍨?鏂版巿 3 璇炬椂鏁?瀛?鐩?鏍?1. Students can master the usage of some words and phrases. 2. Students can describe your moods with the proper colours. To recognize and understand vocabulary about emotions To match colors to characteristics ?Teaching procedures Step 1: Reading comprehension. Ask students to read the passage again carefully and then try to retell the passage with the key phrases. Step2: Presentation 1. 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.2. Ask students to compare what they have written. They should decide whether their characteristics represents.3. 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. Language points Activity One Words 1. Do you know anything interesting about colours? 鍙ヤ腑anything 鏄痏________, 鍚﹀畾鍙ヤ腑鐢╛_____. ?2. Colours can change and affect our moods. mood _____ 鎰忔€濇槸_______. He is in a bad ________, because he hasn鈥檛passed the driving test. His________ change very quickly. Maybe he鈥檒l feel better soon. 3. He felt very sad and said sadly to me, 鈥淵ou are right, I鈥檓wrong.鈥?sad _____ 鎰忔€濇槸_______ , ________ , 鍚嶈瘝_______ . He didn鈥檛pass the exam, he looked _____ and his parents looked _______ at him and he cried with_______ . 4. He is energetic, he is really full of energy. energy _______ ,鎰忔€濇槸________锛屽舰瀹硅瘝__________ He is a young man with a lot of__________ . When you feel tired or weak, you should wear _________ colours . 5. asleep_______ , ________fall asleep , be asleep 锛( ). sleepy 鎰忎负鈥淿______?a ______boy濡?feel ______ . sleeping鈥濓紝濡?the _______ boy . sleep (v.) The girl __________ for eight hours every night. (n.) If you are tired, please have a good _________ . 銆愬珐鍥虹粌涔犮€?(1) He was very tired and soon fell _______. (2) I shall go to bed because I am so___________ . (3) He didn鈥檛go to ________ until he finished his homework. (4) Please wake up the ______ child. Activity Two Phrases 1. Colours can make us feel happy or sad 鈥? 鍙ヤ腑鍒掔嚎閮ㄥ垎make 鎰忔€濅负________ The bad news made us sad . 姝ょ粨鏋勪负______________make 鐨勫彟涓€鎰忔€濅负_________ , 濡傦紱make model planes ____________ make plans ___________ be made of/from ___________ be made in sp. ____________ 2. People living in cold climates prefer to use warm colours 鈥?prefer (v.) 瀹佹効锛岃繃鍘诲紡__________锛岀幇鍦ㄥ垎璇?_________ 1) prefer to do sth. 鎰忎负________________涔?_____________________________ . 2) prefer doing A to doing B = like doing A better than doing B 瀹佹効鍋欰鑰屼笉鎰垮仛B 鎴戝畞鎰垮幓鐪嬬數褰辫€屼笉_____________________________ . 3) prefer A to B = like A better than B 姣旇捣A?3. They would rather use colours like orange or yellow than white or blue . would rather do A than do B prefer to do A rather than do B瀹佹効鍋欰鑰屼笉鍋欱3绉嶏級 4. These colours can give you a happy and satisfied feeling. satisfied 璇嶆剰_________ 璇嶆€?_______ be satisfied with = be pleased with 瀵光€︽劅鍒版弧鎰?5. Yellow is the colour of the sun, so it can remind of a warm ,sunny day. remind sb. of 鈥? 鎰忔€濅负_______ remind sb. to do sth. 鎰忔€濅负_________ remind that 鈥?浠庡彞6. Anyone in need of physical or mental strength should wear red clothes. in need of 鎰忔€濅负锛歘___________, need 涓篲_______璇?7. This can help when you are having difficulty making a decision. have difficulty (in) doing sth. = have difficulty with sth. have problems (in) doing sth. = have problems with sth.. have trouble ( in ) doing sth. = have trouble with sth.. with difficulty 鍚冨姏鍦帮紝璐瑰姏鍦?without difficulty ?Activity Three Explain the usage of some sentences 1. This report explain what colours can do and what characteristics they represent . 鍙ユ剰涓篲_____________________________________________ . 鍙ヤ腑what colours can do and what characteristics they represent 浣渆xplains?銆?2. Wearing red can also make it easier for you to take action . 鍙ユ剰涓篲____________________________________________ ito take action , 绫讳技缁撴瀯鏈夛細find it + adj +for sb. to do sth = find it鈥檚+adj+for sb. to do sth think it + adj + for sb. to do sth. = think it鈥檚+adj+for sb. to do sth. 濡傦細Stop3. Homework璇?棰?Grammar (1) 璇?鍨?鏂版巿 4 璇炬椂鏁?瀛?鐩?鏍?Students can master the rulers of the objects clauses introduced by that, if and whether Students can master the rulers of the objects clauses introduced by that, if and whether Students can master the rulers of the objects clauses introduced by if and whether ?Teaching procedures Step1: Lead-in Greet with the class and ask them some simple questions. Remind that they should take good care of themselves to keepA/H1N1 flu. Present something that happens in our everyday life. Show the some pictures on ppts. And some sentences with object clause. Present that an object clause functions as the object in a sentence. It can be put after some verbs such as think, believe and know. It can also follow some adjectives such as certain and sure. Tell the class that an object clause can be introduce by the connective 鈥渢hat鈥? Sometimes, we can leave 鈥渢hat鈥?out. Step2: Presentation 1. Show some group sentences and ask the class to work in pairs to make sentences. He has been here for two years. A: How long has he been here? B: I guess that he has been here for two years. A: Yes. C: I know he has been here for two years and a half. A: I don鈥檛think you are right. 鈥? 2. Ask the class to read the sentences on and judge whether it is an object clause or not, if it is , write down O, or N. Present that we can get different kind of forms of the object clause by the different types of sentences. 1. Statements.A computer programmer was murdered, we all know. We all know that a computer programmer was murdered. 2. General Questions Have the police found out the murderer yet? We don鈥檛know. We don鈥檛know whether the police have found out the murderer. Present that the tense in object clause sentences is changed with different situations. If the main clause is a simple present tense, the object clause can come in a proper certain tense. If the main clause is a simple past tense, the object clause can come in a certain past tense except the object clause describing a truth. He said that he had been here for two years. Our teacher told us that there are 12 months in a year. Hand out the work sheets and ask the class to do some exercises to consolidate this class. Summarize this class and ask the class to do some more exercises after school. Step3: Homework璇?棰?Integrated skills 璇?鍨?鏂版巿 5 璇炬椂鏁?瀛?鐩?鏍?1. To understand the context of an advertisement and a TVdemonstration. 2. To understand how a colour therapist does. 3. To get information from a printed advertisement. 4. To get further information from a TV interview. 5. To consolidation the information gained from reading and listening and determines the facts. 1. To get information from a printed advertisement. 2. To get further information from a TV interview. To consolidation the information gained from reading and listening and determines the facts. 鏁?Teaching procedures Step1: Leading in T: We鈥檝e known that colours can affect our moods and make us feel happy or sad, energetic or sleepy. Today, we鈥檒l go to visit Mrs Rainbow, a colour therapist. She will tell us how to use colours to help people improve their health,mood and appearance. Ask Ss to answer the question 鈥?Do you believe that colours can affect our moods? Why?鈥?Step2: Presentation Introduce color therapy, therapist and therapy center. Ask Ss what they think a colour therapist is. A color therapist helps people improve their health, mood and appearance by using colours. Explain to Ss that the paper at the top of Page36 is an advertisement. Ask Ss to look through the advertisement and then answer the following questions: What can colour therapy help us do? (It can help us change our moods and improve our life.) How much do I have to pay for 30 minutes of colour therapy? (锟?0) What can I do if colour therapy has no effect on me? (You can get your money back.) Where is Mrs Rainbow鈥檚colour therapy centre? 锛圓t21/F,810 South-eastRoad锛?Which channel will the programme on colour therapy be on? (It will be on STTV.) Step3: Practice Ask Ss to read the advertisement out loud. Tell Ss to use the information in the advertisement to complete Millie鈥檚notes. Remind them that they will not be able to complete the note. 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. Ask Ss to listen to the tape carefully . If they still have some questions, play the tape once more without stopping. Check the mistakes and pronunciation. Step4: Speak up Listen to the conversation andanswer the following questions: 1. What colour does Andy prefer ? 2. Why does Andy prefer jeans to trousers? 3. What does Andy decide to wear at last? Why? Read the conversation and try to act it out. Step5: Homework璇?棰?Study skills 璇?鍨?鏂版巿 6 璇炬椂鏁?瀛?鐩?鏍?1.To know about scanning; 2. To know how to scan; 3. To use scanning to do some reading comprehension exercises. Use scanning to look for specific information when reading. Use scanning to look for specific information. ?Teaching procedures Step 1 Lead-in Review one reading strategy鈥晄kimming T: In Unit 1, we鈥檝e learnt about skimming. What does skimming mean? T: Skimming means reading the text quickly to get t he main idea. Step 2 Presentation and practice 1. Present scanning T: Today, we are going to learn another reading strategy, scanning.(1) What is scanning? (2) When is scanning often used? (3) How should we scan when reading?2. Practice T: Millie is reading an English magazine article to find out why many boys and girls dress in different colours. Scan the article to help Millie find the answers. T: First, read the four questions and circle the clue words of each question. Then read the passage. Keeping the clue words in your mind and try to find some specific information. Step 3 Production Do some time-limited reading Step 4 Conclusion T: Skimming and scanning are two methods of fast reading of English. But there are some differences between them. Step5: Homework璇?棰?Task 璇?鍨?鏂版巿7 璇炬椂鏁?瀛?鐩?鏍?1. To master the words: protection, warmth, powerful, handbag, balance 2. To organize ideas and build a plan. 3. To write a report about moods and colors and what they represent. 4. To present a report. To learn to express ideas to others. 鏁欏1. To organize ideas and build a plan.2. To write a report about moods and colors and what they represent. To present a report. To learn to express ideas to others. ?Teachingprocedures Step 1. Revision Students describe the clothes of their partners, and the moods they represent black power and protection red power and strength blue sadness or calm white calm and peace green energy and nature yellow wisdom and warmth orange success and joyStep2. Presentation (Part A) 1. Tell students that making a list can be a good way to organize their thoughts and ideas. 2. Tell students to study the picture carefully. Ask students some simple questions about it. How many people are there in the picture? Where are the people? What is the man wearing? What is the woman wearing? Do they look happy? Do you like what they are wearing? Step 3. Practice 1. Ask students try to work on their own to complete Part A. Remind them that all the vocabularies they need are provided in the box. 2. Choose two students to play the characters of Millie and Daniel, ask them to read the completed conversation. 3. Check the answers. 4. Students read the conversation together Step4. Production Encourage students to discuss the moods of the man in the picture. Step5. Explanation make鈥ook more powerful, a little bit/a little/a bit, a good match, balance Step6. PartB 1. Ask students to talk about the two advertisements. 2.Explain the context to the students, then ask students to complete Part B. 3. Check the answers Step7. Part C 1. Write a report on the moods of one of the models in Part B. (Use your notes to finish the report on the moods of one of the models.) 2. Present their work to the class. Step 8. Homework。
【学习实践】XX年九年级上英语Unit2全单元导学案(牛津译林版)
XX年九年级上英语Unit2全单元导学案（牛津译林版）本资料为woRD文档，请点击下载地址下载全文下载地址9AUnit2教案教学单元课时安排教学目标任务设置知识与技能过程与方法情感态度和价值观达成情况作业安排Period1.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。
“先学后教，当堂训练”模式能够用英语谈论颜色comicstrip＆welcometotheunit《当堂训练》《课课练》Period2.了解不同颜色所代表的含义。
2.认识并理解有关情绪的词汇“先学后教，当堂训练”模式了解颜色和情绪的关系Reading1《当堂训练》《课课练》Period3.学生能灵活运用所学单词，短语和句型。
2.掌握并背诵课文。
“先学后教，当堂训练”模式进一步巩固所学内容，温故而知新，内化语言知识，提升实践能力。
Reading2《当堂训练》《课课练》Period4.学会运用that引导的宾语从句。
2.学会运用if或whether引导的宾语从句。
“先学后教，当堂训练”模式提高语言运用能力，增加语感。
Grammar《当堂训练》《课课练》Period5.学会从广告印刷品和电视采访中获得信息。
2巩固读和听过程中获取的信息，确认事实。
3．学会征求和提供意见并提出建议。
“先学后教，当堂训练”模式学会陈述某种服饰的优缺点以及颜色的作用。
Integratedskills《当堂训练》《课课练》Period6.帮助学生了解寻读法2.学会通过寻读找到所需信息。
“先学后教，当堂训练”模式掌握阅读英文故事的基本方法，能读懂简单的英文故事。
Studyskills《当堂训练》《课课练》Period7.学会在写作前用表格的形式组织思路。
2.完成一份关于颜色和情绪之间关系的报告。
“先学后教，当堂训练”模式通过运用本单元所学语言，描述颜色和情绪之间的关系。
Task《当堂训练》《课课练》Unit2colours课题comicstripandwelcometotheunit主备人：课型新授课时安排：第课时教学目标.Studentscanrecognizethenamesofdifferentcolors2.Studentscanrecognizethecolorsoftherainbowandtheor derofthecolors教学重点.Studentscanrecognizethenamesofdifferentcolors2.Studentscanrecognizethecolorsoftherainbowandtheor derofthecolors教学难点Studentscantalkaboutthefavoritecolors教学内容及过程二次备课TeachingproceduresStep1Leadin:Showthemsomepicturesaboutcolourstheyhavelearnedtore viewtheexpressionsofdifferentcolours.Freetalk:Afterseeingsomecolours,talkaboutthecolours theylikebestandexplainthereasons.DoyouknowwhatcolorsEddieslikesbest?Step2comicstripListeningtothedialoguebetweenEddieandHobo.Thenaskso mesimplequestions.whichcolourdoesEddielikebetter?whydoesEddielikethis colour?whatdidEddiefeelafterheworethedress?Letthestudentsreadthedialoguesindifferentrolesandpe rformEddieandHobo.Explaintheuseof“rather…than”tothestudents.Dosomeexercises,fillintheblankstoconsolidatewhatthe y’velearnedjustnow.Step3PresentationAskstudentstolistsomecolourfulthingsthattheycanseed uringtheirdailylives.Showthepictureaboutarainbowtot hemandask:“whencanyouseerainbow?Howmanycoloursarethereinarai nbow?what’stheirorder?”withtheabovequestions,theteacherandthestudentstalka boutthecoloursofarainbowtogetherandgetaconclusion.coloursinarainbow:red,orange,yellow,green,blue,indi goandviolet.Step4Speakupworkingroupsoftwototalkaboutthecoloursinarainbow,us eAmyandhercousin’sdialogueasamodel.Step5.ExercisesI.根据中文完成下列句子：.Howmanycoloursarethereina？2.Shewearsablousetoday.3.I’dwearbluethanpink.4.Thankyouforus.Ireallyenjoymyselfverymuch.5.Inspring,wecanhearbirds课题Reading主备人：课型新授课时安排：第2课时教学目标.Studentscanunderstandwhatcolorsrepresentthroug hdifferentreadingskills.2.Studentscanrecognizeandunderstandvocabularyaboute motions.教学重点Studentscanunderstandwhatcolorsrepresentthroughdiff erentreadingskills.教学难点Studentscanrecognizeandunderstandvocabularyaboutemo tions.教学内容及过程二次备课Step1:RevisionRevisedifferentkindsofcoloursbyaskingstudents: what’syourfavouritecolour?Step2:Presentation.Tellstudentsthatdifferentcolourscangivepeoplediffer entfeelings.Letstudentsenjoyaseriesofpictures,includingdifferen tkindsofcoloursandletstudentsdiscuss:what’syourfeelingafterlookingatthepictures?Thenteachersmakeaconclusion:Blue&whitecanmakepeoplecalmandpeaceful.Bluecana lsorepresentsadnessandwhiteisthecolourofpurity.yellowandorangemakeyoufeelwarm,happyandcontented.or angerepresentsjoywhileyellowisthecolourofwisdom.Greenmakesyoufeelenergetic.Itrepresentsnewlifeandgr owth.Redrepresentspower.Itisalsothecolourofheatandstrong feelings.Step3while-readingA.Readthewholepassagequicklyandsilently,thenanswert hequestionsDodifferentcoloursrepresentdifferentmoods?_________ _____Howmanykindsofcoloursarementionedinthearticle?_____ __B.ListentothetapeofPart2,doT/FquestionsBlueisacalmcolour.Itcreatesthefeelingofharmony.whitewillmakeyoufeelcalmandpeaceful.Bluecanrepresentsadness.manywomenliketobeinwhiteontheirweddingday.c.ReadPart3loudly,answerthefollowingquestionsHowwillyoufeelwhenyouseewarmcolours?whatdoesorangerepresent?whatcanyellowremindyouof?whydosomeofyoupreferyellowstationery?D.ReadPart4clearly,trytofindsomekeywordsE.Further-readingReadthepassageagainandfillintheformFinishtheexercisesofPartB4onP25.Step4we’veknownalotaboutcolours,butmilliedoesn’t.Let’shelphertochoosethebestcolourforherfriends.FinishPa rtc1onP29.Step5Talkaboutthefollowingquestionswhat’syourfavouritecolour?whatdoesitrepresent?whydoyoulikeitbest?Howdoesthiscolourmakeyoufeel?whatareyourcharacteristics?Doyourfavouritecolourmatchyourcharacteristics?Step6Homework:Readandtrytorecitethereading.课题Reading主备人：课型新授课时安排：第3课时教学目标.Studentscanmastertheusageofsomewordsandphrases.2.Studentscandescribeyourmoodswiththepropercolours.教学重点Torecognizeandunderstandvocabularyaboutemotions教学难点Tomatchcolorstocharacteristics教学内容及过程二次备课TeachingproceduresStep1:Readingcomprehension.Askstudentstoreadthepassageagaincarefullyandthentry toretellthepassagewiththekeyphrases.Step2:Presentation.Encouragestudentstothinkabouttheirowncharacter istics.Remindthemthattheycanalsousewordsthatarenoto nboard.Askthemtowritetheircharacteristics.2.Askstudentstocomparewhattheyhavewritten.Theyshoul ddecidewhethertheircharacteristicsrepresents.3.whenstudentshavefinished,ask5or6ofthemoreablestud entstostandupandreadwhattheyhavewrittentotherestoft heclass.Praisethemforanypartstheyhavedonewell.Tryno ttofocusonlyontheirmistakes.LanguagepointsActivityonewords.Doyouknowanythinginterestingaboutcolours?句中anything是_____常用于疑问句，肯定句中用____,否定句中用______.形容词修饰不定代词。
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。
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译林版九年级上册英语Unit2班课导学案（下）批注：学会争求和提供意见并提出建议；描述某种服饰的优缺点，描述颜色的作用。
教学建议：可以要求写一份关于情、颜色及它们所代表的事物的小文章。
知识点1：Discover how the power of colours can change your moods and improve your life!(P29)发现颜色的力量是怎样改变你的心情，并提高你的生活吧！(1)discover 动词，“发现，发觉”，后接名词作宾语。
我们不久后发现了真相。
We ______ ______ the ______.(2)discover是由dis-和动词cover构成，类似的词还学过：disappear, dislike, dishonest【拓展】cover的常用结构有：___________ 被……覆盖__________ 现场报道(3)discover, look for, find ,find out与invent①discover指发现或偶然发现原来就存在但一直未被认识的事物。
②Look for “寻找”，是find之前的寻找过程，强调动作。
我到处找我的钥匙，最后我在操场发现了它。
I_________ my key everywhere and finally I _______ it in the playground.③find“找到，发现，发觉”，通常指发现、找到有形的东西，也可能指偶然发现某物或某种情况，强调结果。
你在哪儿找到的你的钢笔____________________________________________________________④find out“找到、查明、发现”，多指经过探索、观察而发现，通常带有“经过困难曲折”的含义。
eg: Will you find out when the train leaves?⑤invent 指发明原来不存在的东西。
谁发明了留声机？_____________________________________________________________批注：(1) soon discovered truth.(2) be covered with/by cover live(3)②looked for found③Where did you find the pen?⑤Who invented the recorder?例题：Last Sunday morning, I was very pleased to __1___ my little dog was pregnant. After breakfast, I took her out as usual. While I was walking her in the park, I came across John, one of my old friends. Because we hadn’t met each other for many years, I wanted to ___2___ where he was now, what job he was doing, etc. We talked for a long time and we talked a lot. I knew that John was working in an computer game company, which mainly engaged in ___3___ and developing online games. After I said goodbye to John, I ___4___ my little dog was missing. Then I ____5___ her until it got dark, but unfortunately I couldn’t ____6___ her.答案：1. discover 2. find out 3. Inventing 4. found/discovered 5. looked for 6. Find知识点2：We promise that this therapy can help you change your moods，or you will get your money back. (P29)我们保证这种疗法能有助于改变你的心情，否则退款！(1)promise 动词，“允诺，答应”。
常用结构有：__________ 答应某事；__________答应做某事；promise that 从句。
eg: I can’t promise anything.He promised to come.I promise I will come shopping with you tomorrow.【拓展】promise 名词“允诺、答应”。
常用结构有:____________ 食言；___________遵守诺言；___________答应，许下诺言。
(2)or 连词，“否则，要不然”，表示转折关系，常用于“祈使句+or+简单句”句式中。
穿上你的外套，否则你将会感冒。
__________________________________________________批注：(1) promise sth；promise to do sth；【拓展】break a promise；keep a promise；make a promise(2)Put on your coat, or you will catch a cold.例题：We promised _____ our classroom dirty. We must keep _____.A not make ,our promiseB not to make ,our promiseC not make ,us promiseD not to make ,us promise答案：B知识点3：I’d rather wear orange. (P30)我宁愿穿橙色。
Would rather表示“宁愿，倒想”，后接动词原形。
常用结构有：________________宁愿做……而不愿做……我宁愿呆在家里面，也不愿在一个如此多雨的天气外出。
____________________________________________________________________________ 【拓展】(1)如果表示否定含义，would rather not do, not放在rather之后，动词原形之前。
eg: She’d rather not go to the cinema with us.(2)would rather…than.….结构和prefer…to…结构常替换。
eg: I’d rather wear orange. ____________________________.I prefer staying at home to going out on such a rainy day.批注：would rather do than doI’d rather stay at home than go out on such a rainy day.【拓展】(2) I prefer to wear orange.例题：I ______watch tv plays _______ sports shows .A.prefer ; toB.prefer to ;rather thanC.would; rather thanD.like ;better than答案：B知识点4：If it does not work, you can get your money back. (P29)如果没有效果，可以退款。
(1)Work 动词，“奏效；产生预期的结果（或作用）”。
医生给我的药不起作用________________________________________________________________work out ①找到…….的答案；处理；解决。
eg: work out a problem 解决问题②计划，思考。
eg: I’ve worked out a new way of doing it.(2)“工作”，不可数名词。
eg: Looking after children all day is hard work.【拓展】区分job,可数名词，（一件）工作，活儿，任务。
我今天早上有几件工作要做。
_______________________________________________________________“著作；作品”，常用复数形式works. 例如：______________ 文学作品批注：(1) The pills the doctor gave me aren’t working.【拓展】I have a few jobs to do in the house this morning.works of literature例题：Our physics teacher asked a difficult question,but no one _______the answer.A. worked outB. caught up withC. looked outD. came up with答案：D知识点5：She suggested different colours to different people. (P30)她建议不同的人穿不同的颜色。
Suggest(1) 动词，“建议，提议”。
①接名词作宾语我们建议第二天去参观博物馆。
We _____________ the museum the next day.②接动名词作宾语我建议推迟运动会。
I suggested __________the sports meeting.③接that 宾语从句,that从句用should+动词原形,should可以省略。
eg: She suggested that the class meeting (should) not be held on Saturday.(2)暗示；表明。
主语往往是事物，而不是人。
①接名词或动名词作宾语.Her pale face________ bad health.②接宾语从句,从句用陈述语气.他脸上的表情表明他很生气。