牛津译林版九年级上册Unit 2《Colour》(Reading 2)教案

Unit 2 ColoursLesson 6【教学目标】1．To learn the reading skill of scanning.2．To learn to scan the text to get the specific useful information.【教学重难点】Learn how to scan the text.【教学过程】Step 1 Presentation1．Revise the reading skill –skimming learnt in the last unit.Ask: What does skimming mean?(Skimming means reading the text quickly to get the main idea.)Present the new skill—scanning.Say: Today we’re going to learn another reading strategy. It’s called scanning. Scanning means moving your eyes quickly over the text to look for specific information such as names or numbers.Write the following on the blackboard．Skimming: to get the main ideaScanning: to look for specific information2．Ask: Do you read every world in the “What’s on TV” part in the newspaper, a bus or train timetable, or a guidebook? Actually, we don’t need to read every wor d．Instead, we look for the key information that will answer our questions.Step 2 Practice1．Show the timetable in the newspaper. Ask two detailed questions. Get the students to scan the article, and answer them.2．Introduce what is happening in the pictures to the students Get the students to scan the article to get the answers to the four questions.3．Scan the article to get the answers to what, why, what power and where.4．Remind the students that they don’t need to read the article word by word, and they shouldfinish reading it quickly.5．Check the answers.Step 3 Homework1．Revise the words and phrases.2．Finish Workbook.3．Preview Task.。

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。

Unit 2 TaskTeaching aims：1. Students can make notes before writing.2. Students can write an article about the relations hip between colours and moods.3. Students can enjoy the colourful world in different ways..Teach ing difficulties:Write a beautiful report about an advertisement.Teaching steps:Part One：Studying the sample writingMini-task 1: Free talk1.Have a free talk with students and show some useful expressions on the screen. carry a black handbag feel a li ttle bit nervous / stressed That is why I am wearing… make myself look more powerfula good matchThe powerful red balances the calm white. achieve a balance (n.)2. Show students some pictures to revise what different colours represent. black power and trustblue calm and sadnessgreen energy and natureorange joy and warmthred power and strengthwhite calm and peaceyellow wisdom and successMini-task 2: Talk about the picture.Ask students t o answer the questions.1)What’s the colour of the woman’s …?2)What does … represent?3)Why does she wear …?4)Is it a good match? Why?Mini-task 3: Help Millie complete her report.1.Ask students to help Millie her report.2.Check the answers.3. Analyze the structure of the article.4. And tell students how to make their articles more beautiful.5. Practise reading the useful expressions.Part Two：Getting ready for the writing1. Play a short vid eo of a fruit advertisements.2. Talk about the fruit advertisement on students’ book.3. Discuss in groups about the mobile advertisement.1). Where? What is the boy doing?2). What is he wearing?3). What does each colour represent?4). How does the boy feel?5). What’s your feeling about the advertisement?4. Ask students to make some notes on the paper.5. S how them more notes, and ge t students to say something about the advertisement Part Three: While-writing1. Ask students to write their own articles.2. Give them some useful expressions to choose from.3. Ask them to check their writing with the standards.Part Four：Sho w time1. Show two articles on the screen.2. Ask other students to discuss in groups to give their scores and reasons.3. Enjoy a sample writing. Ask students to find out the details they like.4. Give students some advice .Homework:Please rewrite the article.2014/9/25。

Unit2Teaching aims：1. Students can make notes before writing.2. Students can write an article about the relationship between colours and moods.3. Students can enjoy t he colourful world in different ways..Teaching difficulties:Write a beautiful report about an advertisement.Teaching steps:Part One：Studying the sample writingMini-task 1: Free talk1.Have a free talk with students and show some useful expressions on the screen. carry a black handbag feel a little bit nervous / stressed That is why I am wearing… make myself look more powerfula good matchThe powerful red balances the calm white. achieve a balance (n.)2. Show students some pictures to revise what different colours represent. black power and trustblue calm and sadnessgreen energy and natureorange joy and warmthred power and strengthwhite calm and peaceyellow wisdom and successMini-task 2: Talk about the picture.Ask students to answer the questions.1)What’s the colour of the woman’s …?2)What does … represent?3)Why does she wear …?4)Is it a good match? Why?Mini-task 3: Help Millie complete her report.1.Ask students to help Millie her report.2.Check the answers.3. Analyze the structure of the article.4. And tell students how to make their articles more beautiful.5. Practise reading the useful expressions.Part Two：Getting ready for the writing1. Play a short video of a fruit advertisements.2. Talk about the fruit advertisement on students’ book.3. Discuss in groups about the mobile advertisement.1). Where? What is the boy doing?2). What is he wearing?3). What does each colour represent?4). How does the boy feel?5). What’s your feeling about the advertisement?4. Ask students to make some notes on the paper.5. Sh ow them more notes, and get students to say something about the advertisement Part Three: While-writing1. Ask students to write their own articles.2. Give them some useful expressions to choose from.3. Ask them to check their writing with the standards.Part Four：Show time1. Show two articles on the screen.2. Ask other stud ents to discuss in groups to give their scores and reasons.3. Enjoy a sample writing. Ask students to find out the details they like.4. Give students some advice .Homework:Please rewrite the article.。

Unit 2 ColoursReading (II)I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. understand words and phrases about colours and moods;2. write about somebody’s favourite colour and how the colour influences him or her.II. Teaching contents1. New words and phrases: influence, whether, peace, sadness, create, feeling, as, require,heat, decision, cheer up, have difficulty (in) doing sth 2. New structures: You may wonder whether it is true.If you require strength in either body or mind, red may be of some help to you.Wearing red can also make it easier to take action.III. Focus of the lesson and predicted area of difficultyUse the new words, phrases and structures in particular situations correctly.IV. Teaching proceduresStep 1 Lead-in1.Introduce colour family membersT: Look, here come colour brothers. Who are they?(Blue, Green, Red …)T: This is colour brothers’grandma. She wears colourful clothes. How does she look?【设计意图：由颜色家族导入，激发学生兴趣，将学生注意力迅速集中到课堂】2. Listen to what colour brothers say3. Think about what colours can do and what they represent(1) How many types of colours are there?(2) What colours can do and what do they represent? （分别点击PPT6中四种颜色的图标，可链接到PPT 19—PPT 22，再点击同一图标即可返回。