unit 2 colour 教案1（牛津英语九年级上）doc-初中英语

1、 永久免费在线组卷 课件教案下载 无需注册和点数PAGE 永久免费在线组卷 课件教案下载 无需注册和点数Unit 2 ColourLanguage functions and focus1. Use would rather . than . to express preferences, e.g., Id rather sing than dance.2. Use prefer . to . to express preferences, e.g., I prefer red to blue.3. Use the indefinite pronouns someone/somebody, a

2、nyone/anybody and no one/nobody to talk about people, e.g., Is there anyone/anybody in the fitting room?4. Use the indefinite pronouns something, anything, nothing and none to talk about things, e.g., Simon has something in his bag.Language skillsListening1. Identify main ideas to complete informati

3、on about colour therapy2. Identify the context of a TV demonstration3. Understand spoken questions in order to identify the correct responsesSpeaking1. Give advice about which clothes and colours are suitable to wear2. Present a report about colours and moods to the classReading1. Understand and ide

4、ntify what different colours represent2. Match colours with characteristicsWriting1. Identify colours and what they represent2. Express opinions about colours and images3. Write a report about colours and moods 第 10 课时Welcome to the unitObjectives1. To recognize the names of different colours2. To r

5、ecognize the colours of the rainbow and the order of the coloursRevisionRevise: What colour do you like best? Whats your favourite colour?Revise: Red, orange, yellow, green, blue, purple, black, white, pink, greyThe new words1. would rather 宁愿，宁可would rather than (not) do sth. 宁愿(不)做某事 She would rat

6、her stay at home.would rather do A than do B = would do A rather than do B 宁愿做A事，也不愿做B事Tom would rather live alone than marry that girl.=Tom would live alone rather than marry that girl. Tom宁愿独居也不愿意和那女孩结婚。2. prefer 宁愿，更喜欢prefer sth. / doing sth.更喜欢I prefer tea. I prefer drinking tea.prefer sth. to s

7、th. / prefer doing sth. to doing sth. They prefer coffee to tea. I prefer doing to talking.prefer doing sth. rather than doing sth. I prefer doing rather than talking.prefer to do sth. rather than do sth. Tom prefer to go to face the music(接受惩罚；挨骂) rather than do his homework. Part A & B1. Ask stude

8、nts to raise their hands if they have ever seen a rainbow. Ask students to tell you when a rainbow occurs (when there is both rain and sunshine and when the sun is low in the sky).2. Explain to students that the colours of a rainbow always appear in the order shown in the picture on page 21. Ask the

9、m to write the colours in the blanks in Part A. This is a simple exercise and students can work on their own. Less able students may need help with indigo and violet. Explain that indigo (purplish-blue) is a word we rarely use, except when talking about rainbows. Violet is like purple.3. For Part B,

10、 ask two students to play the roles of Amy and Amys cousin. Ask them to read the conversation aloud. In stronger classes, the student playing the role of Amys cousin should be able to complete the conversation unprompted. Less able students should be encouraged to ask for help from their classmates

11、instead of looking at their books.4. Ask students to list the colours of the rainbow in Part B. Remind them to list the names of the colours in the correct order.Homework:Revise the dialogue and the new words. 第 11 课时Reading(Part A)Objectives1. To understand what colours represent2. To recognize and

12、 understand vocabulary about emotions3. To match colours to characteristicsRevision1. My favourite colour is red. (提问)2. He would rather do housework than do his homework. (用prefer to do sth. rather than do sth.)3. Millie looks out of her window and sees a rainbow. (朝外看)4. My grandpa prefers green t

13、ea to coffee.(翻译成汉语)Part A1. Read the passage aloud. Ask students to listen carefully to you and follow the text on the page.2. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand.3. Ask more able students what they

14、think about the article. Do they agree with what it says or which part of it do they like most? Encourage more able students to give reasons for their answers.4. Ask students to tell the class any interesting facts they know about colours.Notes:1. Smoking affects health.吸烟影响健康。I believe that the wea

15、ther can affect a persons mood. 2. make us feel happy or sad make sb. do sth. 使某人做某事The boss makes them work day and night.老板强迫他们日夜干活。用与被动语态时，省略的to必须还原，即make sb. do sth. 变为sb. is made to do sth. They are made to work day and night.他们被迫日夜干活。3. be good for “对有益”Doing morning exercises is good for your

16、 health.Singing English songs is good for learning English. Reading in the sun is not good for your eyes.4. create “创造，引起” I created a poem last night. Can I read it for you?5. contented adj. 满足的，满意的，常作定语，也可以构成表语, 即be / feel contented with “满足于”There is a contented expression on the childs face. She

17、 seems quite contented with her life. 6. cheer sb. up “使高兴起来，使振奋起来”He took her to go shopping to cheer her up.7. remind表示“提醒，使想起”remind sb. to do sth. 或 remind sb. of sth. Remind me to write to my mother. This reminds me of last year.Homework1. review the passage. 2. Copy the new words. 第 12 课时Readi

18、ng(Parts B and C)RevisionExx.Copy the first paragraph of Warm colours, then change it into Chinese. Part B1. Ask students to read Part A on pages 22 and 23 again and use the information to complete Part B1 on page 24. For weaker classes, students can work in pairs to complete this exercise. For stro

19、nger classes, students can complete the exercise on their own,2. Ask students to work in pairs to complete Part B2. Ask students to raise their hands when they have finished. The first pair to finish the exercise correctly is the winner.3. After students have finished, give the correct answer to eac

20、h question.Part C1. Ask students to refer to the passage on pages 22 and 23 and use the information there to fill in the blanks in Part C1 on page 25.2. Ask students to check their answers with their partners. If students have different answers, ask them to discuss the answers.3. Ask five students t

21、o read out one thought bubble each. Make corrections as you go along and explain why the answers are incorrect.4. Tell students that it is time for them to think of their favourite colour. Tell them to write the name of this colour in the first blank in Part C2.5. Ask students to check in the readin

22、g passage to see what this colour represents. They should then write what the colour represents in the second blank.6. Now, ask students to think about why they like this colour. Encourage them to think about how this colour makes them feel. For weaker classes, write a list of adjectives that may be

23、 useful to students on the board, e.g., calm energetic patient sad cheerful peaceful stressed confident powerful tired contented relaxed warm 7. Encourage students to think about their own characteristics. Remind them that they can also use words that are not on the board. Ask them to write their ch

24、aracteristics in the fourth blank.8. Ask students to compare what they have written in the third and fourth blanks. They should decide whether their characteristics match what their favourite colour represents. Then they should tick Yes or No in the fifth blank.9. When students have finished, ask fi

25、ve or six 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.Homework:Finish off the workbook exercises. 第 13 课时Vocabulary &Grammar(Parts A and B)VocabuaryObjectiveTo u

26、nderstand what synonyms areTeaching procedures1. Ask students whether they know what synonyms are. Encourage more able students to give an oral explanation. For weaker classes, explain to students that synonyms are two different words that mean the same thing.2. For stronger classes, ask students to

27、 give some examples of synonyms. For weaker classes, write the examples on the board. You may consider jumbling up the words for students to match.3. Explain the context of Part A. Millie has a word game about synonyms. Tell students to complete Part A. For stronqer classes, ask students to cover th

28、e jumbled letters on the right and write a synonym for each of the words. For weaker classes, ask students to read the words provided and rearrange the letters in the right column to get the synonyms.4. Ask one student at a time to read out an answer. Check for mistakes and mispronunciation.5. Expla

29、in that each word on the wheel in Part B has a synonym. Students should find the correct synonym in the box and write it opposite the corresponding word. For weaker classes, students can work in pairs to complete this exercise. For stronger classes, ask students to work on their own.6. When students

30、 have completed Part B, read out the words on the wheel one at a time. Ask students to give a synonym for each one.7. You can list more synonyms on the board with the help of a thesaurus. More able students can also add some more pairs of synonyms to the list.8. For stronger classes, do the followin

31、g extension activity.GrammarObjectives1. To use would rather . than . to express preferences2. To use prefer . to . to express preferences3. To use the indefinite pronouns someone/somebody, anyone/anybody and no one/nobody to talk about people4. To use the indefinite pronouns something, anything, no

32、thing and none to talk about thingsPart A1. Arouse students interest by asking them whether they had the experience of talking on the Internet. Ask those students who are familiar with online chatting to share their experiences with the class.2. Then explain the context. Amy and Millie are chatting

33、on the Internet. They want to go shopping tomorrow and are trying to decide where to go. They are talking about where they like to shop and what they want to eat for lunch.3. Tell students that we use the would rather . than . structure to talk about preferences, i.e., that we like one thing more th

34、an another. When we write or talk to our friends, we use the contracted form Id rather .4. For weaker classes, students can work in pairs to complete the exercise. For stronger classes, students should be able to finish the exercise on their own.5. Once students have finished, ask one student to pla

35、y the role of Millie and another to play the role of Amy. Ask them to read out the completed conversation. Correct mistakes and mispronunciation.6. Ask students to complete Work out the rule! on their own.Part B1. Explain the context. Suppose your students are at the shopping mall with the Class 1,

36、Grade 9 students. As they go into different shops, students say which items they like.2. Tell students that we can also use the structure prefer . to . to talk about preferences.3. Give students some examples of how the structure works by writing some sample sentences on the board, e.g., Jerry, pref

37、ers chocolate to ice cream. Jerry prefers bananas to oranges. Jerry prefers coffee to tea. Explain to students that when using this structure, the thing you like best comes first. Ask students to tell you what Jerry favourite foods are, based on the sample sentences. The correct answers are chocolat

38、e, bananas and coffee.4. Ask students what their food preferences are, using this structure.5. Ask students to use the hints given in the pictures to make sentences. Make sure they understand all of the pictures. When everything is clear, ask students to complete the exercise. Remind them that they

39、must write complete sentences. For weaker classes, students can work in pairs. For stronger classes, students should work on their own.6. Ask five students to each read out one completed sentence.Homework:Finish off the workbook. 第 14 课时Grammar(Parts C and D)Part C1. Remind students that the pronoun

40、s someone /somebody, anyone /anybody and no one /nobody are used to refer to people. We use them when we do not know who the person is. We cannot use them to refer to objects.2. Go through rules 1, 2 and 3 on page 29 with students. Then, ask students to read the rules aloud, with each student readin

41、g one sentence.3. Check whether students understand the rules by writing the following sentences on the board: Is there_ in the bathroom? (anyone/anybody) Look, _ has dropped 100 yuan. (someone/somebody)4. Ask students which words should go in the gaps. If students have got some answers wrong, you m

42、ay need to go through the rules again in more detail.5. For stronger classes, explain that another, anybody, anyone, anything, each, either, everybody, everyone, everything, little, much, neither, nobody, no one, nothing, one, other, somebody, someone and something are singular indefinite pronouns.

43、Plural indefinite pronouns include both, few, many, others and several. Part D1. Explain to students that something, anything, nothing and none are indefinite pronouns that refer to things. We use them when we do not know or do not want to say what the thing is. We cannot use them to refer to people

44、.2. Read rules 1, 2 and 3 on page 31 to the class. Tell them to follow in their books. Ask students if they have any questions.3. Divide the class into groups of four to do the exercise. One person is responsible for writing the answers on a piece of payer. The others discuss and decide what the cor

45、rect answers should be.4. Ask each group to swap their answers with another group and mark that groups answers.5. Ask one student at a time to read a paragraph. Repeat the correct answers so students understand clearly which words are the correct ones.6. Each group should add up how many words the o

46、ther group got right. Explain the context. Millie is writing in her diary about her shopping trip with Amy.7. Ask students whether they keep a diary. Suggest that they try writing some diary entries in English and read them again a few months/years later as this can be quite fun.8. Review bad mood,

47、cheer . up, secret and normal. Ask students to explain what these words mean.9. Tell less able students to work in pairs to complete the exercise.10. When students have finished, ask three students to read one paragraph each. Check for mistakes and mispronunciation.HomeworkFinish off the workbook 第

48、15 课时Integrated skillsObjectives1. To understand the context of an advertisement and a TV demonstration2. To understand how a colour therapist does3. To get information from a printed advertisement4. To get further information from a TV interview5. To consolidate the information gained from reading

49、and listening and determine the factsThe new words1. discover vt.发现；发觉Scientists are now trying to discover if this is possible.科学家们正在探索这是否可能。Did you ever discover who had been sending you the flowers these days?2. promise n.诺言 He broke his promise and did not come to see me.他不遵守诺言，没来看我。v. 承诺 promis

50、e sb. sth. 向某人承诺某事 I promised him a new pair of shoes. promise to do sth. 承诺做某事 He has promised to do better from now on. promise (sb) that +从句 She promised her brother that she would write to him.她答应弟弟给他写信。Part A1. Ask students what they think a colour therapist is. A colour therapist helps people

51、improve their health, mood and appearance by using colours. 2. Ask students if they believe that colours can affect our mood. Encourage more able students to explain why. Less able students need only to understand the questions and give a yes/no answer.3. Explain to students that the paper at the to

52、p of page 32 is an advertisement. Ask a student to read the advertisement out loud. Tell students that they must use the information in the advertisement to complete Millies notes. Remind them that they will not be able to complete all the notes based on the advertisement. For weaker classes, tell s

53、tudents which answers are from the advertisement (Nos. 1, 2 and 3) before they start.4. Ask students 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. For stronger classes, play the recording and ask students to complete the

54、sentences. For weaker classes, play the recording once without stopping. Ask students to jot down answers on a piece of paper. Stop the recording. Ask them to copy the correct answers into their books.5. Ask students to look at their answers. If they still have some unfilled gaps, play the recording

55、 once more without stopping.6. Ask twelve students to read one answer each. Check for mistakes and mispronunciation.7. For weaker classes, it is useful to play the recording again once students have completed the exercise. This consolidates what students have learnt and gives them a sense of achieve

56、ment.8. Explain to students that this is a listening exercise. It is part of a conversation between Millie and Amy. What they are going to hear are only Amys questions. They will have to choose the correct replies given by Millie. Ask students to read each set of possible answers on page 33 carefull

57、y before listening.9. Play the recording once. Tell students that they should not write anything but listen carefully the first time the recording is played.10. Play the recording again. Stop for students to write answers if necessary. Tell students to circle the correct answers. There is only one c

58、orrect answer for each question. Play the recording again for students if necessary.11. This listening task may be a bit difficult for less able students. Pause the recording between the questions and give students more time to look for the correct answers by referring back to the information in Par

59、t A1 on page 32. If necessary, read the questions again to help those students who have missed them. Also give less able students some time to read the three choices before playing a question on the recording.12. Ask several students to report their answers to the class. Check for mistakes and mispr

60、onunciation.Part B1. Review advice. For stronger classes, ask students to give the definition. For weaker classes, tell students that advice means suggestions.2. Ask one student to play the role of Millie and another student to play the role of Andy. Ask these two students to read the conversation a