译林版英语九年级上册第二单元教案-表格型

第二单元第1课时教学设计课题名称Unit2ColoursComicstripandwelcometotheunit复备人具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）二次备课Teachingcontents:Vocabulary:indigovioletrainbowPhrases:tryonlookgoodonsbintheskySentences:1.There’snothingwrongwithpink.2.I’mnotsureifbluelooksgoodonyou.Teachingprocedures:Step1:Lead-in(1)T:We’velearntthatpeoplebornunderthesameanimalsignmaysharesimilarpersonalities.Nowwe’regoingtolearnsomethingaboutcoloursinthisunit.Discussion:Whatwouldourworldbelikeifthereareonlyblackandwhiteintheworld?T:Withoutcolours,theworldwouldbeaboringanddull(阴暗的)place.Withoutcolours,wecan’twearniceclothestomakeourselvesbeautiful!Weliveinaworldfullofcolours.Weareluckyenoughtoseesomanycolours.Pleaselovelife,lovestudy!Everydayiscolourful!(2)TalkaboutdifferentcolourswehavelearntbeforeandfillintheblankswiththenamesofcoloursStep2:Presentation(1)Guess:Whatisit?T:Ithangsinthesky.Itlookslikeabow(弓).Itappearsaftertherain.Ithassevencolors.(2)T:Haveyoueverseenarainbow?Whencanyouseearainbow?Thecoloursofarainbowalwaysappearintheordershowninthepictureonpage21.Canyouanswerthefollowingquestions?①Whencanweseearainbowinthesky?②Howmanycoloursarethereinarainbow?③Dothecoloursappearinorder(按顺序)?④Whatarethesevencolours?(3)ListentoPartBonpage21.Makeupadialogueswithyourpartners.Model:A：I’vejustseen______________.B：Really?Doyouknowhowmanycolorsthereare?A：Sure.Thereare________colors.B：Whatarethey?A：Theyare…Step3:Presentation:(1)T:EddieandHoboarealsotalkingaboutcolours.Let’slistentotheirconversation.Thenanswer:WhichcolourdoesEddiewanttowear,pinkorblue?Why?(2)Readtheconversationthenasksomepairstoactitout.(3)Fillintheblanks:HobobringsEddiesomeclothes,oneis_____,anotheris______.Eddie____________wear____than______becausehethinks_____isagirl’scolour.Hobosaysthereis________wrong______pinkandhelpsEddieputontheblueone.Eddiefeelsembarrassed(尴尬的)butHobosaysblue_____good___him.(4)Languagepoints:①Whichonedoyouwanttowear,Eddie?wear强调“穿、戴”的状态。puton指“穿、戴”的动作,表示“穿上、戴上”dress意为“给（人）穿衣”，其宾语是人,而不是“衣服”。②There’snothingwrongwithpink,youknow.Thereissomething/nothingwrongwithsb./sth.=Something/nothingiswrongwithsb./sth.e.g.我的手表出了毛病。There’ssomethingwrongwithmywatch.=____________________________________.=____________________________________.③Butbluelooksgoodonyou!sth.lookgoodonsb.=sb.lookgoodinsth.某物穿某人身上好看=某人穿某物好看Step4:ExercisesDosomeexercisesonthescreen.Step5:Homework(1)Recitethecomicstrip.(2)Finishtheexercisesontheworkbook.Blackboarddesign:Unit2ColoursComicstripandwelcometotheunit(1)wear强调“穿、戴”的状态。puton指“穿、戴”的动作,表示“穿上、戴上”dress意为“给（人）穿衣”，其宾语是人,而不是“衣服”。(2)Thereissomething/nothingwrongwithsb./sth.=Something/nothingiswrongwithsb./sth.(3)sth.lookgoodonsb.=sb.lookgoodinsth.教后反思（红字）第二单元第2课时教学设计课题名称Unit2ColoursReading(1)复备人具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）二次备课Teachingcontents:Vocabulary:influencewhetherpeacesadnesscreatefeelingasrequireheatdifficultydecisionPhrases:makeusfeelhappyandsadbringpeacetoourmindandbodycreateawarmandcomfortablefeelingcheeryouuphopeforsuccesshavedifficultymakingadecisionSentences:1.Youmaywonderwhetheritistrue.2.Thisarticleexplainwhatcolourscandoandwhatcharacteristicstheyreprenent.3.Somepeoplepreferthiscolourwhentheyhopeforsuccess.4.Ifyourequirestrengthineitherbodyormind,redmaybeofsomehelptoyou.5.Wearingredcanalsomakeiteasiertotakeaction.Teachingprocedures:Step1:WarmingFreetalk:What’syourfavouritecolour?Doyouknowanythinginterestingaboutcolours?Doyouthinkthatcolourscaninfluenceourmoods?Step2:Reading(1)Pre-reading①ShowSssomepicturesthenteachsomenewwords.e.g.calm、peaceful②T:Millieisnotsureaboutthemeaningsofsomewordsinthearticle.Helpherworkoutwhatthewordsmean.Circlethecorrectletters.(PartB1)(2)While-reading①Readthefirstpartofthetextandanswerthefollowingquestions.Cancoloursinflencepeople’smoods?Howcancoloursmakeusfeel?②Readthesecondpart"Calmcolours"andanswerthefollowingquestions.Whatcoloursarecalmcolours?Whydowomenliketowearwhiteontheirweddingday?Whatmaypeoplesaywhentheyfeelsad?③Readthethirdpart“Warmcolours”andanswerthefollowingquestions.Whatcoloursarewarmcolours?Whydopeopleincoldareaspreferwarmcoloursintheirhomes?Whatdoesyellowrepresent?④Readthefourthpart“Energeticcolours”andanswerthefollowingquestions.Whatcolourisanenergeticcolour?Whatdoesgreenrepresent?⑤Readthefifthpart"Strongcolours"andanswerthefollowingquestions.Whatdoesredrepresent?Whatcanredhelppeople?⑥T:Milliewantstorememberwhatthedifferentcoloursrepresent.Helphermatchthecoloursontheleftwithwhattheyrepresentontheright.(PartB2)⑦T:Millieisthinkingaboutherfriends.Helpherdecidewhichcolourissuitableforeachofthem.Usetheinformationonpages22and23tohelpyou.(3)After-readingT:Thereisalsoashortquestionnaireinthemagazine.Fillinthequestionnairewithyourowninformationtoseeifyourfavouritecolourmatchesyourcharacteristics.Step3Homework(1)Rememberthenewwordsandreadthetext.(2)Finishtheexercisesintheworkbook.Blackboarddesign:Unit2ColoursReading(1)ColoursWhattheyrepresent?CalmcoloursBlueWhiteWarmcoloursOrangeYellowEnergeticcoloursGreenStrongcoloursRed教后反思（红字）第二单元第3课时教学设计课题名称Unit2ColoursReading(2)复备人具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）二次备课Teachingcontents:Vocabulary:moodcharacteristiccalmrelaxedpurityweddingpreferremindwisdomenvystrengthPhrases:influenceourmoodsontheirweddingremindyouofawarmsunnydaygreenwithenvyTeachingprocedures:Step1:RevisionT:Duringthelastperiod,welearntsomethingaboutcolours.Nowlet’shavearevision.Fillintheblanks.Step2:Languagepoints:(1)Somepeoplebelievethatcolourscaninfluenceourmoods.influencev.&n.影响influence可用作动词，其后接名词或动词不定式的复合结构。influence可用作名词，常用于have/hasaninfluenceon...或beainfluenceon...结构。(2)Youmaywonderwhetheritistrue.whetherconj.whetheritistrue为wonder的宾语从句；whether常与or连用，表示一种选择，意为“是……还是……；不管是……还是……”whether可引导宾语从句，表示“是否”,可与if互换使用whether可引导表语从句e.g.TheproblemiswhetherTomwillgetgoodgradesinsuchashorttime.whether还可引导同位语从句。e.g.Mrs.WanghasansweredthequestionwhetherLindacanjointheclub.(3)Thisarticleexplainswhatcolourscandoandwhatcharacteristicstheyrepresent.句中的whatcolourscando和whatcharacteristicstheyrepresent并列作explain的宾语。(4)Haveyoueverwalkedintoaroomandfeltrelaxed?relaxedadj.放松的；轻松的；自在的，常用来描述人的感受。e.g.Youlookrelaxed.relaxed作形容词，还可意为“宽松的”。e.g.Doyouthinkyourschoolrulesarerelaxed?relaxing也是形容词，意为“令人放松的；轻松的”，常用来形容事物的特征。e.g.Themovieisreallyrelaxing.(5)Itcouldbebecausethewallswerepaintedblue.werepainted结构表示句子使用的是“被动语态”。被动语态的结构形式为：be+动词过去分词。句子的主语通常为动作的承受者，施动者可以在句末由by引出。(6)Blueisacalmcolour.calmadj.镇静的、沉着的、(天气)无风的、(海洋等)风平浪静的。calm可作及物动词，使平静，后接名词作宾语。calm也可作不及物动词，calmdown连用构成短语动词，表示“（使）镇定，（使）平静”。(7)Manywomenliketowearwhiteontheirweddingday.短语ontheirweddingday意思是“在她们婚礼那天”。(8)Peopleincoldareaspreferwarmcoloursintheirhomestocreateawarmandcomfortablefeeling.prefervt.宁愿选择；更喜欢，后可接名词、v-ing形式或动词不定式。prefer还可用于句型“prefer...to...”中，意为“喜欢……而不喜欢(胜过)……”。(9)Itcancheeryouupwhenyouarefeelingsad. cheer(up)vt.使振奋、使高兴vi.感到振奋、感到高兴如果其宾语是名词，名词放在cheer和up之间或up之后均可；如果其宾语是代词，代词须放在cheer和up之间。(10)Yellowisthecolourofthesun,soitcanremindyouofawarmsunnyday.remindvt.提醒；使想起remindsb.of...意为“使某人想起……”remindsb.todosth.意为“提醒某人做某事”remindsb.that...意为“提醒某人……；使某人想起……”(11)However,itisalsothecolourofenvy...envyn.嫉妒、羡慕theenvy意思为“令人羡慕的人或东西”,后面常跟of连用。greenwithenvy妒忌的，眼红的(12)Ifyourequirestrengthineitherbodyormind,redmaybeofsomehelptoyou. beofsomehelp意为“有帮助的”，相当于helpful。“(be)+of+名词”结构中的名词是抽象名词,相当于其中名词所对应的形容词的意思，说明被修饰词具有某种特征或属性。(13)Wearingredcanalsomakeiteasiertotakeaction.句中的wearingred是动词-ing形式，用作主语。it为形式宾语，指代真正的宾语totakeaction,easier是宾语补足语。(14)Thismayhelpwhenyouarehavingdifficultymakingadecision. difficultyn.困难；费力，由形容词difficult派生而来。difficulty表示做一件事的困难程度时，常作不可数名词，前可用some，no等词修饰。havedifficulty(in)doingsth.意为“做某事有困难”，其中介词in可以省略；当difficulty表示具体的困难、难处、难点时，作可数名词。decision作名词，由动词decide派生而来，意为“决定”。decision通常作可数名词，可与make，take，reach，cometo等连用构成短语，意为“作出决定”。Step3:RetellRetellthearticle.Step4:ExercisesStep5:Homework(1)Retellthearticle.(2)Recitethelanguagepointsinthisarticle.(3)Finishofftheexercisesinworkbook.教后反思（红字）第二单元第4课时教学设计课题名称Unit2ColoursGrammar复备人具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）二次备课Teachingcontents:Vocabulary:relationshipcertainlyeverydaypersonalancientPhrases:influenceoureverydaylivesinmanywaysSentences:1.Somepeoplebelievethatcolourscaninfluenceourmoods.2.True,butitdependsonpersonaltaste.3.Youmaywonderif/whethercoloursinfluenceourmoods.4.WasyellowoncethecolouroftherulersinancientChina?Teachingprocedures:Step1:Lead-in(1)T:Bluecanbringpeacetoourmindandbody.Doyouthinkso?Ss:Ithinkthatbluecanbringpeacetoourmindandbody.(2)Presentmoresentences,makenewsentenceslikethis:Iagreethat…/Idisagreethat…Colourscaninfluenceourmoods.Colourscanmakeusfeelhappyorsad,energeticorsleepy.Manywomenliketowearwhiteontheirweddingday.(3)Explain:Anobjectclausefunctionsastheobjectofasentence.(4)Presentmoreexamples.e.g.Wecansee(that)bothboysaregoodatsinging.Itshows(that)notonlyZhoubutalsoLihasimpresseduswiththeirnicevoices.I’mgladthatmyfavouritestarNayingistheirteacher.Iknow(that)thisprogramisverypopularnow.Webelieve(that)theprogramwillbecomehotterinthefuture.Step2:Presentation(1)Objectclausesintroducedbythat.①宾语从句放在及物动词后做宾语，如say,find,know,think,believe,hope,notice，mean.e.g.Somepeoplebelievethatcolourscaninfluenceourmoods.Shehopesthatyellowcanbringhersuccess.②宾语从句也可以放在这些形容词后：如certain,sure,sad,satisfied,glad.e.g..Heisgladthatthewallsinhisroomareblue.Sheissurethatyellowcanbringhergoodluck.(2)T:SandyischattingonlinewithMillieaboutroomcolours.Trytoaddthattoeachobjectclause.Finishofftheexercisesonpage26.(2)Objectclausesintroducedbyiforwhether.①AskSstrytomakenewsentenceslikethis.ShouldIchoosethereddress?(疑问句）陈述句结构（主+谓+其他成分）Ishouldchoosethereddress.添加if/whether,改变人称Kittycannotdecide________________________Dowhiteclothessuitme?--Whiteclothessuitme.（陈述句式）Sandydoesnotknow_____________________.②Explain:whether和if都可以引导宾语从句，表示“是否”，在口语或间接引语中两者可以互换使用。其语序必须是陈述语序，即“连接词+主语+谓语+其他成分”。e.g.Askhimwhether/ifhecancome.问下他是否能来。③T:TheClass1,Grade9studentsareshopping.Completethesentencesbyusingiforwhethertomakeobjectclauses.FinishoffPartB1onpage27.Step3:Practice(1)T:DanielwantstotellhisonlinefriendTommyaboutcolours.Helphimcompletehisemailusingthat,iforwhether.FinishoffPartB2onpage28.(2)T:Danielhassomequestionsaboutcolourstoaskhisdad,buthisdadhasnotcomehomeyet.Helphimwriteanoteforhisdad.FinishoffPartB3onpage28.Step4:Summary(1)Anobjectclausefunctionsastheobjectasentence.Itcanbeputafterverbs,suchasknow,think,believe,hopeandmean.(2)Anobjectclausecanalsofollowadjectivessuchascertain,sureandglad.IninformalEnglishweoftendropthat.(3)Weuseiforwhethertointroduceanobjectclausewhenitexpressesayes/noquestion.Suchanobjectclauseoftenfollowsverbssuchasask,see,wonderandfindout.Thewordorderintheclauseshouldbethesameasthatinastatement.Step5:ExercisesStep6:Homework(1)ReviseGrammar(2)Finishofftheexercisesinworkbook.Blackboarddesign:Unit2ColoursGrammarSubject+Verb/beadj.+(that)clause.ShouldIchoosethereddress?(疑问句）陈述句结构（主+谓+其他成分）→Ishouldchoosethereddress.添加if/whether,改变人称Kittycannotdecideif/whethersheshouldchoosethereddress.Dowhiteclothessuitme?（陈述句式）→Whiteclothessuitme.Sandydoesnotknowif/whetherwhiteclothessuither.教后反思（红字）第二单元第5课时教学设计课题名称Unit2ColoursIntegratedskills复备人具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）二次备课Teachingcontents:Vocabulary:discoverpromiseorworkpracticesuggestPhrases:thepowerofcoloursimproveyourlifewouldratherfeelstressedSentences:Wepromisethatthistherapycanhelpyouchangeyourmoods,oryouwillgetyourmoneyback!I’dratherwearorange.Teachingprocedures:Step1Lead-inT:We’velearntthatcolourscaninfluenceourmoodsandmakeusfeelhappyorsad,energeticorsleepy.Todaywe’lllistentoMrsRainbow’stalk.She’lltellushowthepowerofcolourscanchangeourmoodsandimproveourlife.T:Doyoubelievethatcolourscaninfluenceourmoods?Askseveralstudentstoanswer.Step2PresentationTellstudentsthatMilliehasfoundanadvertisementforcolourtherapybyMrsRainbow.Scantheadvertisementandanswerthefollowingquestions.Howcancolourtherapyhelpus?Howmuchdowehavetopayforthecolourtherapy?Whatifthetherapydoesn’twork?WhereisMrsRainbow’scolourtherapycentre?WhatchannelwilltheprogrammeTheTeensShowbeon?Readtheadvertisementloudly.Explain:①discoverdiscoveryn.②promisev.promisesth.promise(sb.)todosth.promise+that从句③orconj.否则Workhard,oryouwillfailtheexam.④getsth.back3.HelpMilliecompletepartofhernotes.Step3Pre-listeningChecktheanswers.Thenpredicttherestofthenotes.Step4While-listening1.Listentotherecordingforthefirsttime.2.Listenagainandcompletethenotes.3.Listenandchecktheanswers.4.Readthenotesandchecktheanswersatthesametime.Explain:feelstressedadj.stressn.Step5Post-listeningT:MrsRainbowknowsalotaboutcolourtherapy.Suzywantstolearnsomethingabouther.ListentoSuzy’squestionsandhelpMillieanswerthem.First,readthesesentences.Thenlistentothequestionsandcirclethecorrectletters.Checktheanswersonebyone.Explain:suggestvt.suggeststh.tosb.suggestdoingsth.suggestthatsuggestionn.Step6Speakup1.T:I’mgoingtoattendmyfriend’sbirthdayparty.WhatshouldIwear?Couldyougivemesomeadvice?2.Listentotheconversationandreadafterit.3.Actitout.4.Studentsworkinpairsandtalkabouttheirpreferences.Showsomesentencestostudents.What’syourfavouritecolour?Greendoesn’tsuityou.Theredonelooksbetterthantheblueone.Trythis/theseon.Wouldyouratherwear?Ilikemorethan.Doyouprefer?Ialways/neverwear.5.Asksomepairstopresenttheirconversations.Step7Homework1.RecitetheconversationonPage30.2.Finishofftheexercisesinworkbook.Blackboarddesign:Unit2ColoursIntegratedskills1.discoverdiscoveryn.2.promisev.promisesth.promise(sb.)todosth.promise+that从句3.orconj.否则Workhard,oryouwillfailtheexam.4.getsth.back5.feelstressedadj.stressn.6.suggestvt.suggeststh.tosb.suggestdoingsth.suggestthatsuggestionn.7.wouldratherdosth.(than(do)sth.)教后反思（红字）第二单元第6课时教学设计课题名称Unit2ColoursStudyskills复备人具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）二次备课Teachingcontents:Phrases:babyboys/girlsbedressedinblue/pinkdressbabyboysinblueSentences:Peopledressedbabyboysinblueinthehopethatboyswouldbeprotected.Teachingprocedures:Step1PresentationT:Whatdoesskimmingmean?(Skimmingmeansreadingthetextquicklytogetthemainidea.)Todaywe’regoingtolearnanotherreadingstrategy.It’scalledscanning.Scanningmeansmovingyoureyesquicklyoverthetexttolookforspecificinformationsuchasnamesornumbers.Write:Skimming:togetthemainideasScanning:tolookforspecificinformation2.Ask:Doyoureadeverywordinthe“What’sonTV”partinthenewspaper,abusortraintimetable,oraguidebook?Actually,wedon’tneedtoreadeveryword.Instead,welookforthekeyinformationthatwillanswerourquestions.Step2PracticeT:MillieisreadinganEnglishmagazinearticletofindoutwhymanyboysandgirlsdressindifferentcolours.ScanthearticletohelpMilliefindtheanswers.Readthefourquestions.Scanthearticletofindtheanswer.Step3ExercisesCompletetheexercisesonPage20in’课课练’.Blackboarddesign:Unit2ColoursStudyskillsSkimming:togetthemainideasScanning:tolookforspecificinformationbedressedinblue/pinkdressbabyboysinblue教后反思（红字）第二单元第7课时教学设计课题名称Unit2ColoursTask复备人具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）二次备课Teachingcontents:Vocabulary:trusthandbagmatchcalmwarmthbalancePhrases:apairofwhiteshoesagoodmatchmakeherselflookmorepowerfulalittlebitstressedTeachingprocedures:Step1Lead-inReviewfourkinds