譯林版英語九年級上冊第二單元教案-表格型

第二單元第1課時教學(xué)設(shè)計課題名稱Unit2ColoursComicstripandwelcometotheunit復(fù)備人具體內(nèi)容（包括教學(xué)內(nèi)容、教學(xué)過程、板書設(shè)計、課堂練習(xí)設(shè)計等）二次備課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(陰暗的)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(按順序)?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(尷尬的)butHobosaysblue_____good___him.(4)Languagepoints:①Whichonedoyouwanttowear,Eddie?wear強調(diào)“穿、戴”的狀態(tài)。puton指“穿、戴”的動作,表示“穿上、戴上”dress意為“給（人）穿衣”，其賓語是人,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強調(diào)“穿、戴”的狀態(tài)。puton指“穿、戴”的動作,表示“穿上、戴上”dress意為“給（人）穿衣”，其賓語是人,而不是“衣服”。(2)Thereissomething/nothingwrongwithsb./sth.=Something/nothingiswrongwithsb./sth.(3)sth.lookgoodonsb.=sb.lookgoodinsth.教后反思（紅字）第二單元第2課時教學(xué)設(shè)計課題名稱Unit2ColoursReading(1)復(fù)備人具體內(nèi)容（包括教學(xué)內(nèi)容、教學(xué)過程、板書設(shè)計、課堂練習(xí)設(shè)計等）二次備課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（紅字）第二單元第3課時教學(xué)設(shè)計課題名稱Unit2ColoursReading(2)復(fù)備人具體內(nèi)容（包括教學(xué)內(nèi)容、教學(xué)過程、板書設(shè)計、課堂練習(xí)設(shè)計等）二次備課Teachingcontents:Vocabulary:moodcharacteristiccalmrelaxedpurityweddingpreferremindwisdomenvystrengthPhrases:influenceourmoodsontheirweddingremindyouofawarmsunnydaygreenwithenvyTeachingprocedures:Step1:RevisionT:Duringthelastperiod,welearntsomethingaboutcolours.Nowlet’shavearevision.Fillintheblanks.Step2:Languagepoints:(1)Somepeoplebelievethatcolourscaninfluenceourmoods.influencev.&n.影響influence可用作動詞，其后接名詞或動詞不定式的復(fù)合結(jié)構(gòu)。influence可用作名詞，常用于have/hasaninfluenceon...或beainfluenceon...結(jié)構(gòu)。(2)Youmaywonderwhetheritistrue.whetherconj.whetheritistrue為wonder的賓語從句；whether常與or連用，表示一種選擇，意為“是……還是……；不管是……還是……”whether可引導(dǎo)賓語從句，表示“是否”,可與if互換使用whether可引導(dǎo)表語從句e.g.TheproblemiswhetherTomwillgetgoodgradesinsuchashorttime.whether還可引導(dǎo)同位語從句。e.g.Mrs.WanghasansweredthequestionwhetherLindacanjointheclub.(3)Thisarticleexplainswhatcolourscandoandwhatcharacteristicstheyrepresent.句中的whatcolourscando和whatcharacteristicstheyrepresent并列作explain的賓語。(4)Haveyoueverwalkedintoaroomandfeltrelaxed?relaxedadj.放松的；輕松的；自在的，常用來描述人的感受。e.g.Youlookrelaxed.relaxed作形容詞，還可意為“寬松的”。e.g.Doyouthinkyourschoolrulesarerelaxed?relaxing也是形容詞，意為“令人放松的；輕松的”，常用來形容事物的特征。e.g.Themovieisreallyrelaxing.(5)Itcouldbebecausethewallswerepaintedblue.werepainted結(jié)構(gòu)表示句子使用的是“被動語態(tài)”。被動語態(tài)的結(jié)構(gòu)形式為：be+動詞過去分詞。句子的主語通常為動作的承受者，施動者可以在句末由by引出。(6)Blueisacalmcolour.calmadj.鎮(zhèn)靜的、沉著的、(天氣)無風(fēng)的、(海洋等)風(fēng)平浪靜的。calm可作及物動詞，使平靜，后接名詞作賓語。calm也可作不及物動詞，calmdown連用構(gòu)成短語動詞，表示“（使）鎮(zhèn)定，（使）平靜”。(7)Manywomenliketowearwhiteontheirweddingday.短語ontheirweddingday意思是“在她們婚禮那天”。(8)Peopleincoldareaspreferwarmcoloursintheirhomestocreateawarmandcomfortablefeeling.prefervt.寧愿選擇；更喜歡，后可接名詞、v-ing形式或動詞不定式。prefer還可用于句型“prefer...to...”中，意為“喜歡……而不喜歡(勝過)……”。(9)Itcancheeryouupwhenyouarefeelingsad. cheer(up)vt.使振奮、使高興vi.感到振奮、感到高興如果其賓語是名詞，名詞放在cheer和up之間或up之后均可；如果其賓語是代詞，代詞須放在cheer和up之間。(10)Yellowisthecolourofthesun,soitcanremindyouofawarmsunnyday.remindvt.提醒；使想起remindsb.of...意為“使某人想起……”remindsb.todosth.意為“提醒某人做某事”remindsb.that...意為“提醒某人……；使某人想起……”(11)However,itisalsothecolourofenvy...envyn.嫉妒、羨慕theenvy意思為“令人羨慕的人或東西”,后面常跟of連用。greenwithenvy妒忌的，眼紅的(12)Ifyourequirestrengthineitherbodyormind,redmaybeofsomehelptoyou. beofsomehelp意為“有幫助的”，相當(dāng)于helpful?！?be)+of+名詞”結(jié)構(gòu)中的名詞是抽象名詞,相當(dāng)于其中名詞所對應(yīng)的形容詞的意思，說明被修飾詞具有某種特征或?qū)傩浴?13)Wearingredcanalsomakeiteasiertotakeaction.句中的wearingred是動詞-ing形式，用作主語。it為形式賓語，指代真正的賓語totakeaction,easier是賓語補足語。(14)Thismayhelpwhenyouarehavingdifficultymakingadecision. difficultyn.困難；費力，由形容詞difficult派生而來。difficulty表示做一件事的困難程度時，常作不可數(shù)名詞，前可用some，no等詞修飾。havedifficulty(in)doingsth.意為“做某事有困難”，其中介詞in可以省略；當(dāng)difficulty表示具體的困難、難處、難點時，作可數(shù)名詞。decision作名詞，由動詞decide派生而來，意為“決定”。decision通常作可數(shù)名詞，可與make，take，reach，cometo等連用構(gòu)成短語，意為“作出決定”。Step3:RetellRetellthearticle.Step4:ExercisesStep5:Homework(1)Retellthearticle.(2)Recitethelanguagepointsinthisarticle.(3)Finishofftheexercisesinworkbook.教后反思（紅字）第二單元第4課時教學(xué)設(shè)計課題名稱Unit2ColoursGrammar復(fù)備人具體內(nèi)容（包括教學(xué)內(nèi)容、教學(xué)過程、板書設(shè)計、課堂練習(xí)設(shè)計等）二次備課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賓語從句放在及物動詞后做賓語，如say,find,know,think,believe,hope,notice，mean.e.g.Somepeoplebelievethatcolourscaninfluenceourmoods.Shehopesthatyellowcanbringhersuccess.②賓語從句也可以放在這些形容詞后：如certain,sure,sad,satisfied,glad.e.g..Heisgladthatthewallsinhisroomareblue.Sheissurethatyellowcanbringhergoodluck.(2)T:SandyischattingonlinewithMillieaboutroomcolours.Trytoaddthattoeachobjectclause.Finishofftheexercisesonpage26.(2)Objectclausesintroducedbyiforwhether.①AskSstrytomakenewsentenceslikethis.ShouldIchoosethereddress?(疑問句）陳述句結(jié)構(gòu)（主+謂+其他成分）Ishouldchoosethereddress.添加if/whether,改變?nèi)朔QKittycannotdecide________________________Dowhiteclothessuitme?--Whiteclothessuitme.（陳述句式）Sandydoesnotknow_____________________.②Explain:whether和if都可以引導(dǎo)賓語從句，表示“是否”，在口語或間接引語中兩者可以互換使用。其語序必須是陳述語序，即“連接詞+主語+謂語+其他成分”。e.g.Askhimwhether/ifhecancome.問下他是否能來。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?(疑問句）陳述句結(jié)構(gòu)（主+謂+其他成分）→Ishouldchoosethereddress.添加if/whether,改變?nèi)朔QKittycannotdecideif/whethersheshouldchoosethereddress.Dowhiteclothessuitme?（陳述句式）→Whiteclothessuitme.Sandydoesnotknowif/whetherwhiteclothessuither.教后反思（紅字）第二單元第5課時教學(xué)設(shè)計課題名稱Unit2ColoursIntegratedskills復(fù)備人具體內(nèi)容（包括教學(xué)內(nèi)容、教學(xué)過程、板書設(shè)計、課堂練習(xí)設(shè)計等）二次備課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從句③orconj.否則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從句3.orconj.否則Workhard,oryouwillfailtheexam.4.getsth.back5.feelstressedadj.stressn.6.suggestvt.suggeststh.tosb.suggestdoingsth.suggestthatsuggestionn.7.wouldratherdosth.(than(do)sth.)教后反思（紅字）第二單元第6課時教學(xué)設(shè)計課題名稱Unit2ColoursStudyskills復(fù)備人具體內(nèi)容（包括教學(xué)內(nèi)容、教學(xué)過程、板書設(shè)計、課堂練習(xí)設(shè)計等）二次備課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’課課練’.Blackboarddesign:Unit2ColoursStudyskillsSkimming:togetthemainideasScanning:tolookforspecificinformationbedressedinblue/pinkdressbabyboysinblue教后反思（紅字）第二單元第7課時教學(xué)設(shè)計課題名稱Unit2ColoursTask復(fù)備人具體內(nèi)容（包括教學(xué)內(nèi)容、教學(xué)過程、板書設(shè)計、課堂練習(xí)設(shè)計等）二次備課Teachingcontents:Vocabulary:trusthandbagmatchcalmwarmthbalancePhrases:apairofwhiteshoesagoodmatchmakeherselflookmorepowerfulalittlebitstressedTeachingprocedures:Step1Lead-inReviewfourkinds