2019-2020年九年級英語上冊 Unit 2 colour教案 （新版）牛津版.doc

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2019-2020年九年級英語上冊 Unit 2 colour教案 （新版）牛津版 課 題 ic strip and Wele to the unit 總第 課時 備課時間 上課時間 課 時 Period 1 教 具 A recorder and teaching pictures Teaching aims To recognize the names of different colours Teaching focus 1. To recognize the colours of the rainbow and the order of the colours 2. describe the colour of the rainbow Difficult points Be able to talk about the colour Teaching method Free talk, Presentation, Practice, Consolidation. Teaching procedures The second preparing lessons Teaching Procedures Step 1 Revision How many colors do you know? (red, white, black, blue, green, grown, purple….) If you mix two different colors, you can get another color, suck as: red + white = pink; red + yellow = orange; red + blue = purple. What color are the following things? (the sea, the sky, the sun, a leaf, a tomato, an apple …) Step2 Presentation 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’ Step 3 Reading and Practice Amy’s cousin saw the rainbow 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. Step 4 Presentation What color do you prefer? Why? But I prefer purple. It there is a purple bag and a red one, I would rather choose purple than red. Ask the students to make the same sentences. Step 5 Listening and Answering One day, Hobo played a trick on Eddie. What happened? Let’s look at the pictures while listening to the tape. 1. Why would Eddie rather wear blue than pink? 2. Does Eddie look nice on blue? Why not? 3. Hobo says to Eddie, “Blue looks good on you.” Does he really think so? The joke here is that Eddie is male and chooses blue because he thinks this is a masculine color. However, the blue item of clothing turns out to be a dress. Hobo is deliberately trying to mislead Eddie by not showing or telling him that it is a dress. Step 7 Reading and Acting Read the dialogue after the tape, then read it and act it out. Step 8 Consolidation Exercise1.How many colours are there in a __________(彩虹)？ Step 8 Consolidation Exercises 改寫句子 1. There’s nothing wrong with your eyes. (改為同義句) There _________ __________ wrong with your eyes. 2. They have already seen that film. (改為否定句) They _________ seen that film _________. 3 Blue looks good on her. (改為同義句) She _____________ good _____________ blue. 找出錯誤并在橫線上改正 1. We all think pink is a girl color. _____________ 2. Do you know how many colors are there in a rainbow? _____________ 3. There will have a basketball match tomorrow. ______________ 4. After the rain, Millie looks out of the window and see a rainbow. ______________ Step 9 Homework 1. Revise today’s phrases. 2. Read and recite the dialogue. Teaching notes 課 題 Reading 1 總第 課時 備課時間 上課時間 課 時 Period 2 教 具 A recorder Teaching aims 1. To guess general meanings from keywords and context 2. To understand what colors represent Teaching focus To recognize and understand vocabulary about emotions Difficult points ● To match colours with characters To proofread and correct some notes based on the article Teaching method Task-based approach Teaching procedures The second preparing lessons Step1Revision We know that a year is divided into 12 different Star Signs. The time of year birthday decides your star signs. Some people believe that people under different star signs share different characteristics. Step2Presentation There’s also some relationship between colors and moods. The different colors represent different things and they affect us in many different ways. What information have you ever known? Ask the students to say as much information as possible. Step3 read and answer There’s an article about the relationship between colors and moods. Let’s read it, and then try to answer the following questions: 1. What is this article about? 2. What are calm colors? What does blue represent? 3. What are warm colors? What does orange represent? 4. Is green an energetic color? What does it represent? 5. Is black a strong color? What is it? What does it represent? Step4Listen and read Read the passage after the tape, trying to guess the meaning of the new words according to the context. Then finish exercise in part B1 on page 28. Read the passage again, and then match the colors with what they represent. Finish exercise in Part B . Step5read and retelling Read the passage carefully, and then try to fill in the table below. Name of the colour It can It represent It’s the colour of You need it when you Step 6 consolidation Dear Raymond, Did you know that colors can affect our 1 ? Did you know what the different colours 2 ? For example, 3 can help you feel relaxed. However, it can also mean 4 . I prefer warm colors such as orange. Orange can bring you 5 and 6 if you are feeling sad. Do you like green? Green can give you 7 ; it also represents 8 . 9 can help you when you are having difficulty making a decision. What is your favorite color? Write back soon. Yours Millie Step6 Homework 1. Read the text and try to recite it. 2. Do more consolidation exercises. (1) 我將做的那個決定有些困難。 I will ____________________________________. (2) 綠色代表著新的生命和成長嗎？ _____________ green ___________________________? (3) 一些顏色能使我們感到溫暖。 Some colors can ______________________________. (4) 打籃球比玩電腦游戲有趣。 _____________ is more interesting than _____________. Teaching notes 課 題 Reading 2 總第 課時 備課時間 上課時間 課 時 Period3 教 具 A recorder and teaching pictures Teaching aims To revise vocabulary and expressions to describe colour at the same time, learn more new words and phrases. Teaching focus 1. To revise vocabulary and expressions to describe colour 2. To practice the main language points of the context Difficult points To learn some useful expressions and use them in different context Teaching method Free talk, Presentation, Practice, Consolidation. Teaching procedures The second preparing lessons Step 1 Revision 1. Have a dictation. 2. Ask the following questions: (1) How many kinds of colors do you know? (2) What do blue and white belong to? (3) Why is wearing blue clothes or sleeping in a blue room good for the mind and body? (4) What can blue represent? (5) When should you wear white? (6) What do orange and yellow belong to? (7) What does orange represent? What can it bring you? (8) When do people like to use yellow? (9) What does green belong to? What does it represent? (10) What does red belong to? What does it represent? (11) When can red help you? For stronger classes, ask the students to introduce what different colors represent and how they affect us. Step 2 Reading and Practicing Read the passage, and then ask the students to describe the different kinds of colors one by one. Then ask the top students to retell the whole passage. The weaker students can retell the passage according to the table. Step 3 Presentation Millie is thinking about her friends. She is trying to figure out which colors match their characteristics best. Help her decide which the best colors are for her friends. Finish the exercise in part C1 on page 29. (Explain why they choose such answers.) 1. yellow ( ‘good marks’ —— wisdom) 2. blue (‘help people calm down’) 3. white ( ‘worry a lot, get stressed’) 4. red ( ‘a(chǎn) strong personality, leader’—— power ) 5. green ( ‘feel tired’ —— make you feel energetic) Step 4 Practice There is a questionnaire. Fill in the blanks with your own information to see if your favorite color matches your characteristics. Step 5 Extension Activity Ask the students to write about one of their friends. They can use the text at the topas a guide. In the profile, they should mention the following points: 1. the name of their friend 2. the best color for their friend 3. the friend’s characteristics 4. his/ her characteristics that match this color Step 6 Explanation 1. cheer … up (cause to bee happier or more cheerful) We must cheer her up because she is very sad about falling the exam. 2. envy ( feeling of discontent caused by somebody else’s good fortune or success, especially when one wants something that somebody else has) He looked with envy at his friend’s new cat. 3. mood (the way you are feeling at a particular time) I believe that the weather can affect a person’s mood. 4. relaxed ( not feeling or showing worry, anxiety or tenseness) He looked relaxed as he sat in the chair watching TV. 5. stressed ( anxious, feeling pressure or tension) She always feels stressed Step 7 Homework 1. Revise the phrases and recite the text. 2. Do some more consolidation exercises. (1) 白色是純潔的顏色。 White _______________________________________. (2) 穿紅色的衣服使我們更容易采取行動。 _____________ red makes it easier for us_________________. (3) 藍色創(chuàng)造一種和諧的感覺。 Blue _________________________________. (4) 你最喜歡的顏色和你的性格相符嗎？ _____________ your favorite color _____________? Teaching notes 課 題 Grammar 總第 課時 備課時間 上課時間 課 時 Period 4 教 具 Pictures tape Teaching aims 1. To know what is object clause. 2. To learn the object clause introduced by “that” Teaching focus 1. To learn the object clause introduced by “that”. Difficult points To know the words which can be put before the object clause. Teaching method municative Approach Situational Method Teaching procedures The second preparing lessons Step 1 Lead-in Write some sentences and ask the students to say different parts in them. e.g. I like apples. Tell them that here “apples” is an object. Underline the object clauses in the article and tell them that they are object clauses. Tell them an object functions as the object of a sentence. Step 2 Presentation 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)Scientists will develop plants that can grow on Mars. (3)People think that humans on Mars have to wear special boots to make themselves heavier. (4)We all know that Mars is a planet in the solar system. (5)The journey to Mars could take only a very short time in space shuttles that travel at half the speed of light. (6)Some scientists do not believe that the journey to Mars will be very fortable. 3. plete 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 Jack tells me that he often goes sightseeing on holiday. (2) We know They usually have meetings until 8 o’clock. We know that they usually have meeting until 8 o’clock. (3) Are you sure She has finished the project. Are you sure she has finished the project? (4) We believe You don’t tell lies. We believe that you don’t tell lies. Step4 homework 1.Review what we learnt today. 2. Finish Unit 2 period 4 on Assessment Book. 3. Preview object clauses introduced by if or whether Teaching notes 9A Unit2 colour 課 題 Grammar2 總第 課時 備課時間 上課時間 課 時 Period 5 教 具 ppt Teaching aims To learn the object clauses introduced by if or whether Teaching focus To learn to change and use object clauses in the right context. Difficult points To learn to use that, if or whether correctly. To learn the right word order in object clauses. Teaching method municative Approach Situational Method Teaching procedures The second preparing lessons Step 1 Lead-in Give them some sentences to see if they understand. 1. Ask him if he can e. 2. We don’t know whether it will rain. 3. They wonder if the match will be held tomorrow. 4. He is not sure if he can do the job well. 5. She can’t decide whether the dress looks nice on her. Make sure that they know the meaning of if and whether. Step 2 Presentation 1 Ask them to read through page 27 and tell the students that we use if or whether to introduce an object clause which expresses a yes/no questions. Read the sentences and do Part B1. Pay attention to the word order and it should be the same as that in a statement. Check the answers. Step 3 Practice 1. Do more exercises to practice. (1). They wonder Will Miss Li be in charge of their class? (2). Do you remember Has he entered the contest? . (3). I ask him Do you often e here to read newspaper? (4). I want to know Is he a League member? Check the answers. Finish the exercises on page 28 and then check the answers. Step4 homework 2. Do more exercises. 1. Finish Unit 2 period 5 on Assessment Book. 2. Read and recite the short passage in Part B2. Teaching notes 9A Unit2 colour 課 題 Integrated skills 總第 課時 上課時間 年 月 日 第 周 星期 課 時 Period 6 教 具 A recorder ● To understand how a colour therapist does ● To get information from a printed advertisement To get further information from a TV interview. Main points and Difficult points: ● To consolidate the information gained from reading and listening and determine the facts Teaching method: Task-based approach，Scene pedagogy and Teaching with humor Teaching Procedures: Personal design Step1 an interview Question 1: How do you feel at the beginning of the new term? I discover that different students have different moods during the term. This term is very special. You must work harder for your ideal high school, college and bright future. I promise you success if you try your best. Of course, it’s important for you to be in a good mood every day. Question 2: How will you do if you feel nervous, unfortable or sad? Step2 presentation I have a friend called Rainbow. She is a special doctor. Her therapy is also special. She can use the power of color to change your moods and improve your life. Do you believe? Does she tell lie? We’d better go and see her in person. But where is the therapy center? How can we contact Rainbow? Is it free? What promise can we get if her therapy is useless? Step3 reading Where can we often get the important information? ---- Advertisement Maybe you will talk to your friends, or go shopping and buy a lot to eat. I can give you some advice to change your moods. Millie found an advertisement for a color therapy by Mrs. Rainbow in ‘You Life’ magazine. Read the advertisement in part A1 on page 36 and find the information as much as you can through the advertisement and fill in the blanks. Step 4 Listening and Answering Do you want to get more details? How does she work? Listen to the tape, and then fill in the remaining blanks in part A1 on Step 5 Presentation Perhaps you are interested in Mrs. Rainbow’s color therapy. Are you afraid to go alone? I think you had better go there with your friends. If your friends are curious about everything and ask you a lot of questions, can you tell them correctly? Millie met the same problem as well. She wants to make an appointment to see Mrs. Rainbow but is afraid to go alone. She asks Amy to go with her. Step 6 Listening and Answering Listen to Amy’s questions and help Millie answer them. Finish exercises in part A3 7 Extension activity I found an advertisement on the Internet. Wanted: Part-time models. Females (aged 14-25) for TV advertisements. Must be at least 1.6m tall. Should be lively and have a good smile. Call Super Model Agency on 55568064. What information can you get? Then divide students into 4 groups. Each group must make up an advertisement and then read it to the other groups and let them get some information. 8 Consolidation 改寫句子 1. The trousers are so tight that I can’t wear them. ( 改為同義句) The trousers are _________ tight _________ wear. 2. She can make you relaxed. (改為同義句) She ________ ________ ________ make you relaxed. 3. I don’t know what I can wear. (改為同義句) I don’t know _________ ________ wear. 4. He has known me since last year. (對劃線部分提問) _________ ________ has he known you? 9 Homework 1. Revise the words and the phrases. 2. Do more consolidation exercises. (1) 她使用的油有不同的顏色。 The oils _________________________________. (2) 你能給我一些建議嗎？ Could you _______________________________. (3) 他把油涂到人們的皮膚里。 He ______________________________. (4) 我害怕一個人去醫(yī)院。 I’m __________________________________. (5) 我女兒較喜歡穿綠色。 My daughter _______________________________. 9A Unit2 colour 課 題 Study skills 總第 課時 備課時間 上課時間 課 時 Period 7 教 具 Newspapers or time table Teaching aims Know about the method of scanning Teaching focus Use the reading method of scanning Difficult points Master the reading method of scanning Teaching method Task-based approach，Scene pedagogy and Teaching with humor Teaching procedures The second preparing lessons Step 1 Review Review the first reading method we learned in Unit 1. The meaning of skimming: Skimming means reading the text quickly to get the main idea. When to use skimming: Skimming is often used when we read news papers,magazines, business and travel guides How to use skimming: When skimming ,read the title,the main headings,the first and the last paragraphs,and the first sentence of each paragraph. This will give you a good idea of what the text is about. Step2 lead in We use skimming to get the main idea of what we read,but If we want to find some specific information.what should we do? Do we need to read word by word? Step3 presentation Today we are going to learn another reading strategy. It’s called scanning. Scanning meansmoving your eyes quickly over the text to look for specific information such as names ,numbers. We do not need to read every word. Instead, we look for the key information that will answer our questions. When to use the method? Scanning is often used when we read: Some parts like “what,s on TV” in the newspaper Abus/train time table A guid book Step 4 practise Millie is reading an English magazine zrticle to find out why many boys and girls dress in different colours Scan the article to help millie find the answer. Guide the students to ask the four wh-questions When what why where Choose four students read and answer the questions Step5 drills Give the students newspapers or timetable of the train or airline.encourage them to seach for some specific information. divide the students into groups of four. Give them help if necessary. Step 6 homework Remember the phrases and pattens we learned today Do more exercises about scanning. Preview Task Teaching notes 9A Unit2 colours 課 題 Task 總第 課時 備課時間 上課時間 課 時 Period 8 教 具 pictures Teaching 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 focus To present a report Difficult points To write a report about moods and colors and what they represent Teaching method Task-based approach Teaching procedures The second preparing lessons Step 1 Warming-up Can you tell some relationship between moods and colors? Fill in the table below. For stronger classes, ask the students to say the information they have learned. black Power and protection blue Sadness or calm green Energy and nature orange Success and joy red Power and strength white Calm and peace yellow Wisd