牛津譯林版九年級上英語Unit2全單元導學案

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9A Unit2教案 教學單元課時安排 教學目標 任務設置 知識與技能 過程與方法 情感態(tài)度和價值觀 達成情況 作業(yè)安排 Period 1 1. 掌握表示不同顏色的詞匯。 2. 了解彩虹的顏色以及它們的順序。 “先學后教，當堂訓練”模式 能夠用英語談論顏色 Comic strip＆Welcome to the unit 《當堂訓練》 《課課練》 Period 2 1.了解不同顏色所代表的含義。 2.認識并理解有關情緒的詞匯 “先學后教，當堂訓練”模式 了解顏色和情緒的關系 Reading 1 《當堂訓練》 《課課練》 Period 3 1. 學生能靈活運用所學單詞，短語和句型。 2.掌握并背誦課文。 “先學后教，當堂訓練”模式 進一步鞏固所學內(nèi)容，溫故而知新，內(nèi)化語言知識，提升實踐能力。 Reading 2 《當堂訓練》 《課課練》 Period 4 1. 學會運用that引導的賓語從句。 2. 學會運用if或whether引導的賓語從句。 “先學后教，當堂訓練”模式 提高語言運用能力，增加語感。 Grammar《當堂訓練》 《課課練》 Period 5 1. 學會從廣告印刷品和電視采訪中獲得信息。 2鞏固讀和聽過程中獲取的信息，確認事實。 3．學會征求和提供意見并提出建議。 “先學后教，當堂訓練”模式 學會陳述某種服飾的優(yōu)缺點以及顏色的作用。 Integrated skills 《當堂訓練》 《課課練》 Period 6 1. 幫助學生了解尋讀法 2. 學會通過尋讀文章找到 所需信息。 “先學后教，當堂訓練”模式 掌握閱讀英文故事的基本方法，能讀懂簡單的英文故事。 Study skills《當堂訓練》 《課課練》 Period 7 1. 學會在寫作前用表格的形式組織思路。 2. 完成一份關于顏色和情 緒之間關系的報告。 “先學后教，當堂訓練”模式 通過運用本單元所學語言，描述顏色和情緒之間的關系。 Task 《當堂訓練》 《課課練》 Unit2 Colours 課 題 Comic strip and welcome to the unit 主備人： 課 型 新授 課時安排：第 1 課時 教 學 目 標 1.Students can recognize the names of different colors 2.Students can recognize the colors of the rainbow and the order of the colors 教學重點 1.Students can recognize the names of different colors 2.Students can recognize the colors of the rainbow and the order of the colors 教學難點 Students can talk about the favorite colors 教學內(nèi)容及過程 二次備課 Teaching procedures Step 1 Lead in: Show them some pictures about colours they have learned to review the expressions of different colours. Free talk: After seeing some colours, talk about the colours they like best and explain the reasons. Do you know what colors Eddies likes best? Step 2 Comic strip Listening to the dialogue between Eddie and Hobo. Then ask some simple questions. Which colour does Eddie like better? Why does Eddie like this colour? 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 “rather…than” to the students. Do some exercises, fill in the blanks to consolidate what they’ve learned just now. Step 3 Presentation Ask students to list some colourful things that they can see during their daily lives. Show the picture about a rainbow to them and ask: “When can you see rainbow? How many colours are there in a rainbow? What’s their order?” With the above questions, the teacher and the students talk about the colours of a rainbow together and get a conclusion. Colours in a rainbow(in correct order): red, orange, yellow, green ,blue, indigo and violet. Step 4 Speak up Work in groups of two to talk about the colours in a rainbow, use Amy and her cousin’s dialogue as a model. Step5. Exercises I. 根據(jù)中文完成下列句子： 1.How many colours are there in a (彩虹)？ 2.She wears a (紫色的) blouse today. 3.I’d (寧愿) wear blue than pink. 4.Thank you for (邀請) us. I really enjoy myself very much. 5.In spring, we can hear birds (歌唱) 板書設計 教學反思 課 題 Reading (1) 主備人： 課 型 新授 課時安排：第 2 課時 教 學 目 標 1. Students can understand what colors represent through different reading skills. 2. Students can recognize and understand vocabulary about emotions. 教學重點 Students can understand what colors represent through different reading skills. 教學難點 Students can recognize and understand vocabulary about emotions. 教學內(nèi)容及過程 二次備課 Step 1: Revision Revise different kinds of colours by asking students: What’s your favourite colour? Step 2: Presentation. Tell students that different colours can give people different feelings. Let students enjoy a series of pictures, including different kinds of colours and let students discuss: What’s your feeling after looking at the pictures? Then teachers make a conclusion: Blue & white can make people calm and peaceful. Blue can also represent sadness and white is the colour of purity. Yellow and orange make you feel warm, happy and contented. Orange represents joy while yellow is the colour of wisdom. Green makes you feel energetic. It represents new life and growth. Red represents power. It is also the colour of heat and strong feelings. Step3 While-reading A.Read the whole passage quickly and silently, then answer the questions (1) Do different colours represent different moods? ______________ (2) How many kinds of colours are mentioned in the article? _______ B. Listen to the tape of Part 2, do T/F questions (1) Blue is a calm colour. It creates the feeling of harmony. ( ) (2)White will make you feel calm and peaceful. ( ) (3) Blue can represent sadness. ( ) (4) Many women like to be in white on their wedding day . ( ) C. Read Part 3 loudly, answer the following questions (1) How will you feel when you see warm colours? (2) What does orange represent? (3) What can yellow remind you of ? (4) Why do some of you prefer yellow stationery ? D. Read Part 4 clearly, try to find some key words E. Further-reading Read the passage again and fill in the form Finish the exercises of Part B4 on P25. Step 4 We’ve known a lot about colours, but Millie doesn’t. Let’s help her to choose the best colour for her friends. Finish Part C1 on P 29 . Step 5 Talk about the following questions What’s your favourite colour ? What does it represent ? Why do you like it best ? How does this colour make you feel ? What are your characteristics ? Do your favourite colour match your characteristics ? Step6 Homework: Read and try to recite the reading. 板書設計 教學反思 課 題 Reading (2) 主備人： 課 型 新授 課時安排：第 3 課時 教 學 目 標 1. Students can master the usage of some words and phrases. 2. Students can describe your moods with the proper colours. 教學重點 To recognize and understand vocabulary about emotions 教學難點 To match colors to characteristics 教學內(nèi)容及過程 二次備課 Teaching procedures Step 1: Reading comprehension. Ask students to read the passage again carefully and then try to retell the passage with the key phrases. Step2: Presentation 1. Encourage students to think about their own characteristics. Remind them that they can also use words that are not on board. Ask them to write their characteristics. 2. Ask students to compare what they have written. They should decide whether their characteristics represents. 3. When students have finished , ask 5 or 6 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. Language points Activity One Words 1. Do you know anything interesting about colours? 句中anything 是_____常用于疑問句，肯定句中用____, 否定句中用______. 形容詞修飾不定代詞。 2. Colours can change and affect our moods. mood 詞性______ 意思是 _______. He is in a bad ________, because he hasn’t passed the driving test. His ________ change very quickly. Maybe he’ll feel better soon. 3. He felt very sad and said sadly to me, “You are right, I’m wrong.” sad 詞性______ 意思是 _______ , 副詞 ________ , 名詞 _______ . He didn’t pass the exam, he looked _____ and his parents looked _______ at him and he cried with _______ . 4. He is energetic, he is really full of energy. energy 詞性________ , 意思是________，形容詞 __________ He is a young man with a lot of __________ . When you feel tired or weak, you should wear _________ colours . 5. asleep詞性________ , 在句中作________，如fall asleep , be asleep ，不可以放在被修飾詞前作定語，類似的形容詞有 ( ). sleepy 意為“_______”，作定語，如 a ______boy，還可以作表語， 如 feel ______ . sleeping 作定語，意為“正在睡覺的”，如 the _______ boy . sleep (v.) The girl __________ for eight hours every night. (n.) If you are tired, please have a good _________ . 【鞏固練習】 (1) He was very tired and soon fell _______. (2) I shall go to bed because I am so ___________ . (3) He didn’t go to ________ until he finished his homework. (4) Please wake up the ______ child. Activity Two Phrases 1. Colours can make us feel happy or sad …. 句中劃線部分make 意思為________ The bad news made us sad . 此結(jié)構(gòu)為______________make 的另一意思為_________ , 如； make model planes ____________ make plans ___________ be made of/from ___________ be made in sp. ____________ 2. People living in cold climates prefer to use warm colours … prefer (v.) 寧愿 ，過去式__________，現(xiàn)在分詞 _________ 1) prefer to do sth. 意為________________ 晚上我寧愿在家學習 _____________________________ . 2) prefer doing A to doing B = like doing A better than doing B 寧愿做A而不愿做B 我寧愿去看電影而不愿待在家里。______________________________ . 3) prefer A to B = like A better than B 比起A更喜歡B 昨天在聚會上他寧愿要茶不愿要咖啡。 3. They would rather use colours like orange or yellow than white or blue . would rather do A than do B prefer to do A rather than do B寧愿做A而不做B 他喜歡唱歌而不喜歡跳舞。（3種） 4. These colours can give you a happy and satisfied feeling. satisfied 詞意 _________ 詞性 _______ be satisfied with = be pleased with 對…感到滿意 5. Yellow is the colour of the sun, so it can remind of a warm ,sunny day. remind sb. of …. 意思為_______ remind sb. to do sth. 意思為_________ remind that … 從句 6. Anyone in need of physical or mental strength should wear red clothes. in need of 意思為：____________, need 為________詞 7. This can help when you are having difficulty making a decision. have difficulty (in) doing sth. = have difficulty with sth. have problems (in) doing sth. = have problems with sth.. have trouble ( in ) doing sth. = have trouble with sth.. with difficulty 吃力地，費力地 without difficulty 毫不費力地 Activity Three Explain the usage of some sentences 1. This report explain what colours can do and what characteristics they represent . 句意為______________________________________________ . 句中what colours can do and what characteristics they represent 作explains 的賓語，此句為賓語從句，其語序應用陳述語序 。 2. Wearing red can also make it easier for you to take action . 句意為_____________________________________________ it 為形式賓語，真正的賓語為動詞不定式to take action , 類似結(jié)構(gòu)有： find it + adj +for sb. to do sth = find it’s +adj+for sb. to do sth think it + adj + for sb. to do sth. = think it’s +adj+for sb. to do sth. 如： Stop3. Homework 板書設計 教學反思 課 題 Grammar (1) 主備人： 課 型 新授 安排：第 4 課時 教 學 目 標 Students can master the rulers of the objects clauses introduced by that, if and whether 教學重點 Students can master the rulers of the objects clauses introduced by that, if and whether 教學難點 Students can master the rulers of the objects clauses introduced by if and whether 教學內(nèi)容及過程 二次備課 Teaching procedures Step1: Lead-in Greet with the class and ask them some simple questions. Remind that they should take good care of themselves to keep A/H1N1 flu. Present something that happens in our everyday life. Show the some pictures on ppts. And some sentences with object clause. Present that an object clause functions as the object in a sentence. It can be put after some verbs such as think, believe and know. It can also follow some adjectives such as certain and sure. Tell the class that an object clause can be introduce by the connective “that”. Sometimes, we can leave “that” out. Step2: Presentation 1. Show some group sentences and ask the class to work in pairs to make sentences. He has been here for two years. A: How long has he been here? B: I guess that he has been here for two years. A: Yes. C: I know he has been here for two years and a half. A: I don’t think you are right. …. 2. Ask the class to read the sentences on and judge whether it is an object clause or not, if it is , write down O, or N. Present that we can get different kind of forms of the object clause by the different types of sentences. 1. Statements. A computer programmer was murdered, we all know. We all know that a computer programmer was murdered. 2. General Questions Have the police found out the murderer yet? We don’t know. We don’t know whether the police have found out the murderer. Present that the tense in object clause sentences is changed with different situations. If the main clause is a simple present tense, the object clause can come in a proper certain tense. If the main clause is a simple past tense, the object clause can come in a certain past tense except the object clause describing a truth. He said that he had been here for two years. Our teacher told us that there are 12 months in a year. Hand out the work sheets and ask the class to do some exercises to consolidate this class. Summarize this class and ask the class to do some more exercises after school. Step3: Homework 板書設計 教學反思 課 題 Integrated skills 主備人： 課 型 新授 課時安排：第 5 課時 教 學 目 標 1. To understand the context of an advertisement and a TV demonstration. 2. To understand how a colour therapist does. 3. To get information from a printed advertisement. 4. To get further information from a TV interview. 5. To consolidation the information gained from reading and listening and determines the facts. 教學重點 1. To get information from a printed advertisement. 2. To get further information from a TV interview. 教學難點 To consolidation the information gained from reading and listening and determines the facts. 教學內(nèi)容及過程 二次備課 Teaching procedures Step1: Leading in T: We’ve known that colours can affect our moods and make us feel happy or sad, energetic or sleepy. Today, we’ll go to visit Mrs Rainbow, a colour therapist. She will tell us how to use colours to help people improve their health,mood and appearance. Ask Ss to answer the question “ Do you believe that colours can affect our moods? Why?” Step2: Presentation Introduce color therapy, therapist and therapy center. Ask Ss what they think a colour therapist is. A color therapist helps people improve their health, mood and appearance by using colours. Explain to Ss that the paper at the top of Page36 is an advertisement. Ask Ss to look through the advertisement and then answer the following questions: What can colour therapy help us do? (It can help us change our moods and improve our life.) How much do I have to pay for 30 minutes of colour therapy? (￥20) What can I do if colour therapy has no effect on me? (You can get your money back.) Where is Mrs Rainbow’s colour therapy centre? （At21/F,810 South-eastRoad） Which channel will the programme on colour therapy be on? (It will be on STTV.) Step3: Practice Ask Ss to read the advertisement out loud. Tell Ss to use the information in the advertisement to complete Millie’s notes. Remind them that they will not be able to complete the note. Ask Ss 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. Ask Ss to listen to the tape carefully . If they still have some questions, play the tape once more without stopping. Check the mistakes and pronunciation. Step4: Speak up Listen to the conversation and answer the following questions: 1. What colour does Andy prefer ? 2. Why does Andy prefer jeans to trousers? 3. What does Andy decide to wear at last? Why? Read the conversation and try to act it out. Step5: Homework 板書設計 教學反思 課 題 Study skills 主備人： 課 型 新授 課時安排：第 6 課時 教 學 目 標 1.To know about scanning; 2. To know how to scan; 3. To use scanning to do some reading comprehension exercises. 教學重點 Use scanning to look for specific information when reading. 教學難點 Use scanning to look for specific information. 教學內(nèi)容及過程 二次備課 Teaching procedures Step 1 Lead-in Review one reading strategy—skimming? T: In Unit 1, we’ve learnt about skimming. What does skimming mean? T: Skimming means reading the text quickly to get t he main idea. Step 2 Presentation and practice 1. Present scanning T: Today, we are going to learn another reading strategy, scanning.(1) What is scanning? (2) When is scanning often used? (3) How should we scan when reading? 2. Practice T: Millie is reading an English magazine article to find out why many boys and girls dress in different colours. Scan the article to help Millie find the answers. T: First, read the four questions and circle the clue words of each question. Then read the passage. Keeping the clue words in your mind and try to find some specific information. Step 3 Production Do some time-limited reading Step 4 Conclusion T: Skimming and scanning are two methods of fast reading of English. But there are some differences between them. Step5: Homework 板書設計 教學反思 課 題 Task 主備人： 課 型 新授 課時安排：第 7 課時 教 學 目 標 1. To master the words: protection, warmth, powerful, handbag, balance 2. To organize ideas and build a plan. 3. To write a report about moods and colors and what they represent. 4. To present a report. To learn to express ideas to others. 教學重點 1. To organize ideas and build a plan. 2. To write a report about moods and colors and what they represent. 教學難點 To present a report. To learn to express ideas to others. 教學內(nèi)容及過程 二次備課 Teaching procedures Step 1. Revision Students describe the clothes of their partners, and the moods they represent black power and protection red power and strength blue sadness or calm white calm and peace green energy and nature yellow wisdom and warmth orange success and joy ? ? Step2. Presentation (Part A) 1. Tell students that making a list can be a good way to organize their thoughts and ideas. 2. Tell students to study the picture carefully. Ask students some simple questions about it. How many people are there in the picture? Where are the people? What is the man wearing? What is the woman wearing? Do they look happy? Do you like what they are wearing? Step 3. Practice 1. Ask students try to work on their own to complete Part A. Remind them that all the vocabularies they need are provided in the box. 2. Choose two students to play the characters of Millie and Daniel, ask them to read the completed conversation. 3. Check the answers. 4. Students read the conversation together Step4. Production Encourage students to discuss the moods of the man in the picture. Step5. Explanation make…look more powerful, a little bit/a little/a bit, a good match, balance Step6. PartB 1. Ask students to talk about the two advertisements. 2.Explain the context to the students, then ask students to complete Part B. 3. Check the answers Step7. Part C 1. Write a report on the moods of one of the models in Part B. (Use your notes to finish the report on the moods of one of the models.) 2. Present their work to the class. Step 8. Homework 板書設計 教學反思