unit 2 colour 教案2（牛津英語九年級上）doc-初中英語

1、 永久免費在線組卷 課件教案下載 無需注冊和點數(shù)PAGE 永久免費在線組卷 課件教案下載 無需注冊和點數(shù)Unit2 ColourPeriod 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:Step Leading in:Show them some pictures about colors they have l

2、earned to review the expressions of different colors.Free talk: After seeing some colors, talk about the colors they like best and explain the reasons.Do you know what colors Eddies likes best?Step. Comic stripListening to the dialogue between Eddie and Hobo. Then ask some simple questions.Which col

3、or does Eddie like better? Why does Eddie like this color? 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 “ratherthan” to them.Do some exercises, fill in the blanks to consolidate what theyve learned j

4、ust now?Step. Presentation Ask students to list some colorful things that they can see during their daily lives. Some colorful things may be listed of course the rainbow. Show the picture about a rainbow to them and ask: “When can you see rainbow? How many colors are there in a rainbow? Whats their

5、order?” With the above question, 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 .Speak up Work in groups of two to talk about the colors in a rainbow, use A

6、my and her cousins dialogue as a model.Step . 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

7、 understand colors. How do you know about colors? Whats 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 peoples moods. Tell students that we are going to know mo

8、re about the relationship between colors and moods.Step 2. PresentationFree talk: Show them some pictures about colors， ask them to express their feelings after seeing these colors. I feel when I seeTell students that we are going to learn the relationships between colors and moods. Listen to the ta

9、pe for the first time, answer a simple question.Read the text by themselves, then do some “T” or “F” questions and match the feeling with correct colors. Explain some language points to them. Step3. presentationReview the whole passage, and complete the outline about colors and moods. Have an interv

10、iew in groups, ask their partners about colors.Step 4. consolidation and improvementProvide them some idioms about colors, let them guess the meaning about colors in different idioms. (Sometimes, colors have different meanings in different idioms.)Ask them to translate some phrases. Do more exercise

11、s. Period 4 VocabularyTeaching aims:To understand what synonyms are.Teaching procedure:Step 1 leading in Show them some adjectives and their synonyms. According to the revision to tell them the concept of synonyms. Step2 Presentation Provide them more adjectives, and find out their synonyms. Step3 G

12、ame Divide 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 cant say the synonyms, the group that he in fails.Step 4 Consolidation To do some exercises to consolidate what theyve le

13、arnt .Period 5-6 GrammarTeaching aims:To use “would ratherthan” to express preferences.To use “preferto” 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

14、 none” to talk about things.Teaching procedures:Step1. Would rather than /preferto Show the some pictures for them to choose, according to the question “which one would you like to buy?” let them know that what “ would ratherthan” is used for.Step 2 To translate some sentences and do more exercises

15、to consolidate whatthey learnt.Step 3. someone/somebody, anyone/anybody, no one/no body Something, anything, nothing, none Give 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 skillsTeach

16、ing 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 f

17、acts.Teaching procedures:Step1. Leading in To review the relationship between colors and moods and how do colors affect our moods. Step2 PresentationRead the advertisement on P32, answer some questions about the ad. to familiar with the ad. Listen to the tape, complete the note on P32 and P33. Expla

18、in language points appear in the text.Step3. Speak upListen and read the dialogue between Andy and Millie on P33.Create new dialogue about giving advice. Provide them some useful expression.Step4. Consolidate. Do some exercises.Period 8 PronunciationTeaching aims:To understand the difference between

19、 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 there are two ways to pronounce the “th”.2)

20、 Read through the three steps to pronounce the voice /sound. Ask the whole class to pronounce the voiceless sound together. Remind them to put their hands 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 the pron

21、unciation 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

22、 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