(牛津译林版)九年级上册：unit2colourswelcometotheunit课件

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牛津译林版英语九上Unit 2《Colours》(Welcome to the unit)说课稿

牛津译林版英语九上Unit 2《Colours》（Welcome to the unit）说课稿一. 教材分析《牛津译林版英语九上Unit 2 Colours》是一篇关于颜色的文章，通过介绍各种颜色以及它们所代表的意义，引导学生学习并运用相关词汇和句型。

文章内容丰富，贴近生活，有利于激发学生的学习兴趣，提高他们的英语水平。

本节课的主要目标是让学生掌握颜色词汇的用法，能够用英语介绍自己的喜好和心情。

二. 学情分析九年级的学生已经具备一定的英语基础，对于日常生活中常见的颜色词汇有所了解。

但他们在运用英语进行表达时，还存在一定的困难。

因此，在教学过程中，教师需要关注学生的个体差异，充分调动他们的学习积极性，引导他们更好地掌握本节课的内容。

三. 说教学目标1.知识目标：让学生掌握表示颜色的词汇，如red, yellow, blue等，以及相应的短语，如in favour of, feel like等。

2.能力目标：培养学生用英语进行简单交流的能力，能够用所学词汇和句型介绍自己的喜好和心情。

3.情感目标：激发学生学习英语的兴趣，培养他们的合作意识和跨文化交际能力。

四. 说教学重难点1.重点：颜色词汇的用法，以及用英语介绍自己的喜好和心情。

2.难点：正确运用短语in favour of和feel like，以及如何根据实际情况灵活运用所学知识。

五. 说教学方法与手段本节课采用任务型教学法，通过各种活动让学生在实践中学习英语。

同时，运用多媒体手段，如图片、视频等，丰富教学内容，激发学生的学习兴趣。

六. 说教学过程1.导入：展示一幅色彩斑斓的画，引导学生谈论颜色，自然引入本节课的主题。

2.新课呈现：通过展示不同颜色的物品，教授颜色词汇，让学生跟读并模仿。

3.句型练习：利用颜色词汇，引导学生用英语描述自己的喜好，如“Ilike green because it makes me feel relaxed.”4.小组活动：学生分成小组，用英语讨论喜欢的颜色及其原因，促进合作学习。

江苏省永丰初级中学英语牛津译林版九年级上册(新)Unit 2 Colours 教案

备课日期2014年教学课题Unit 2 Colours课时安排1 9月10日Comic strip & Welcome to the unit 6教学目标Students can recognize the names of different colors.Students can recognize the colors of the rainbow and the order of the colors.重点Students can recognize the names of different colors.Students can recognize the colors of the rainbow and the order of the colors. Students can talk about the favorite colors.难点教学过程设计集体备课二次备课StepⅠLead in1)Show them some pictures about colours they have learned toreview the expressions of different colours.2)Free talk: After seeing some colours, talk about the coloursthey like best and explain the reasons.3)Do you know what colors Eddies likes best?StepⅡComic strip1)Listening to the dialogue between Eddie and Hobo. Then asksome simple questions.Which colour does Eddie like better? Why does Eddie likethis colour? What did Eddie feel after he wore the dress?2)Let the students read the dialogues in different roles andperform 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 ⅢPresentationAsk students to list some colourful things that they can seeduring their daily lives. Show the picture about a rainbow tothem and ask: “When can you see rainbow? How manycolours are there in a rainbow? What’s their order?”With the above questions, the teacher and the students talkabout 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 ⅣSpeak upWork in groups of two to talk about the colours in a rainbow, use Amy and her cousin’s dialogue as a model.Show them a video of colours and remind them of different colors they have learnt before.Listen & Read & Answer Use the explanation to teach the new words and expressions.Encourage them to use the new points and the sentence patterns to make dialogues.Step5. ExercisesI. 根据中文完成下列句子：1.How many colours are there in a (彩虹)？2.She wears a (紫色的) blouse today.3.I’d (宁愿) wear blue than pink.4.Thank you for (邀请) us. I really enjoy myself very much.5.In spring, we can hear birds (歌唱)Finish more exercises to master the new language points.教学反思It is relatively easy for them to talk about the colors. We can help them to remember and master the key words and phrases by helping them to use them.备课日期2014年教学课题Unit 2 Colours课时安排2 9月10日Reading 1 6教学目标Students can understand what colors represent through different reading skills. Students can recognize and understand vocabulary about emotions.重点Students can understand what colors represent through different reading skills. Students can recognize and understand vocabulary about emotions.难点教学过程设计集体备课二次备课Step 1: RevisionRevise 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. Work in pairs.Encourage students to say as much as possible.Teach the new words in theYellow 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-readingA.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 wordsgive you _________energetic _____ the colour of _______and ________represent ______ _______and ______ Step Five Read Part 5 loudly , complete the following passageRed is a kind of _______ colour, It represents ________, ________ and strong ________.It can make it _______for you to _______ actions or make a ________.E. Further-readingRead the passage again and fill in the formColours Moodsblue harmony, ______________________, peace, _________joy, ____________yellow warmth, _______________Energeticcoloursenergy,________, _________ and _______Strongcolours____________, powerFinish 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 questionsWhat’s your favourite colour ?context and with the help of the explanation.Check the students’ whole understanding of the text by different reading skills.Give them time limits.Listen to the flash and read loudly.Work in groups of four. Ask them to try to retell the passageEither in the form of passage or dialogues.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 ? Homework:Read and try to recite the reading. Try to say as much as they can.教学反思Help students to use the different reading strategies to get general and detail information. We had better give them the time limits in specific task.备课日期2014年教学课题Unit 2 Colours课时安排3 9月10日Reading 2 6教学目标Students can master the usage of some words and phrases. Students can describe your moods with the proper colours.重点To recognize and understand vocabulary about emotions To match colors to characteristics难点教学过程设计集体备课二次备课Step 1: Reading comprehension.Ask students to read the passage again carefully and then try to retell the passage with the key phrases.Step 21. 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. Work in groups.Encourage students to retell with their own ideas.Talk about their own personalities and the colors.Language pointsActivity One Words1. Do you know anything interesting about colours?句中anything 是_____常用于疑问句，肯定句中用____, 否定句中用______.形容词修饰不定代词，位于其______。

牛津译林版九年级英语上册Unit2colour教案

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。

牛津译林版9A Unit2 Colour Comic strip Welcome to the unit课件(共20张PPT)

7. golden age 金色年华，黄金时代
8. I’m blue today. 我今天心情不好。 9. white elephant 无用而累赘的东西 10. in the black 盈利，赚钱 11. black and white 白纸黑字，书面 12. black and blue 遍体鳞伤 13. white sale 大减价 14. white coffee 加牛奶的咖啡 15. black sheep 害群之马 16. roll out the red carpet for somebody
Questions
What colour does Eddie like better? He likes blue better. Why doesn’t Eddie like pink? He thinks it is a girl’s colour.
பைடு நூலகம்
Eddie and Hobo Hobo brings Eddie some clothes, one is pink would _____, another is ______. blue Eddie ______ rather wear ____ pink because blue than ______ ______ pink is a girl’s colour. Hobo he thinks _____ nothing wrong ______ with says there is ________ pink and helps Eddie put on the blue one. Eddie feels embarrassed (尴尬的) but Hobo says blue _____ looks good ___ on him.

牛津译林版九年级英语上册Unit2课件

_G_r_e_e_n__ is an energetic colour. It represents new life and __g_r_o_w__th____ because it is the colour of__n_a_t_u_r_e____. It is also the colour of ___e_n_v_y_____. Red is a _s_t_r_on__g______ colour. It represents __p_o_w_e_r_____, ___h_e_a_t_____ and strong feelings.
White. Because white is the colour of purity.
1.How do you feel when you see orange? Warm, happy and comfortable.
2. How can orange help and what does it represent? It can cheer you up. It represents joy.
Guess a riddle
It’s colourful. It looks like a bridge. It is high in the sky. We can’t see it on a sunny day. Sometimes we can see it after a rain shower.
Blue. He thinks pink is a girl’s colour. Blue is better than pink.
2. Why does Hobe laugh?
Eddie looks funny in the blue dress.

九年级英语上册 Unit 2 Colour重点词汇句子 (新版)牛津版

Unit 2 ColoursComic strip ＆ welcome to the unit1.把它试穿一下.Try it on.2.粉色没什么不好。

There’s nothing wrong with pink.3.我不确定你穿蓝色是否好看。

I'm not sure if blue looks good on you。

= I’m not sure if you look good in blue.4.你知道彩虹有多少种颜色吗？Do you know how many colours there arein a rainbow？5.靛蓝色和紫罗兰色是我的最爱。

Indigo and violet are my favourite.Reading6.颜色能够影响我们的情绪。

Colours can influence our moods。

7.你或许想知道它是否是真的。

You may wonder whether it is true。

8.它能使我们感到精力充沛或昏昏欲睡。

It can make us feel energetic or sleepy。

9.这篇文章解释了它们象征着什么特征。

This article explains what characteristics they represent。

10.你感到放松的是因为墙被涂成了蓝色。

You feel relaxed because the walls are painted blue.11.它给我们的身心带来安宁。

It brings peace to our mind and body.12.我感到很伤心。

I'm feeling blue。

13.另外一种平静的颜色也是纯洁的颜色.Another calm colour is also the colour of purity。

14.许多女性喜欢在结婚之日穿白色。

Many women like to wear white on their wedding day。

Unit2教案牛津译林版英语九年级上册

单元教学重点
1.识记本单元的四会词汇和重点句型，并能准确运用。
2.掌握that,if/whether引导的宾语从句用法。
3.掌握scanning这种阅读方法。
4.模仿写一篇报告，分析颜色对情绪的影响。
单元教学难点
1.that,if/whether引导的宾语从句语序问题。
2.运用颜色与情绪的关系写一篇文章。
Step4. Whilelistening
1.Play the tape for Ss to finish PartA2 and A3
2.Teach‘suggest’.
Step5.Speak up
1.Discussion:give some advice.
2.Show some Qs and play the tape .
Step2. Presentation(Wele)
1.Listen and fill in the form.
2.Pairwork: Talk about colours.
3.Fill in the blanks with suitable colours.
4.Guessing:show some phrases with colours and match them with their meanings.
单元教学计划
第2单元
Colours
总课时
8
单元分析
本单元围绕‘颜色’这个主题层层展开了一系列教学活动。教材中的对话、短文及听力材料都与颜色有关。不同的颜色对我们的情绪有着不同的影响，本单元的主要任务就是引导学生理解、掌握颜色与情绪的关系及对情绪的影响。希望通过本单元的教学，学生能够更热爱这个五彩斑斓的世界，并能运用颜色来调理自己的心情。

牛津译林版英语九年级上册9AUnit2重点短语归纳及默写纸

Unit 2 ColoursWelcome to the unit1. a girl’s colour女孩的颜色2. try the skirt on试穿这条短裙3. There’s nothing wrong with pink. 粉色没有什么不好。

4. I’m not sure if blue looks good on you. 我不确定你穿蓝色是否好看。

Reading1. influence our moods影响我们的心情2. You may wonder whether it is true. 你或许想知道它是否是真的。

3. make us feel happy or sad, energetic or sleepy使我们感到快乐或悲伤，精力充沛或昏昏欲睡4. feel relaxed感到放松5. You feel relaxe d because the walls are painted blue.你感到放松的是因为墙被涂成了蓝色。

6. bring peace to our mind and body给我们的身心带来安宁7. represent sadness代表伤心8. You may say “I’m feeling blue” when you are feeling sad.当你感到伤心时，你可以说“I’m feeling blue”。

9. Another calm colour is also the colour of purity另外一种平静的颜色也是纯洁的颜色10. Many women like to wear white on their wedding day.很多女性喜欢在结婚之日穿白色。

11. make you feel warm使你感到温暖12. People in cold areas prefer warm colours in their homes to create a warm and comfortablefeeling. 寒冷地区的人们更喜欢家中使用暖色来营造一种温暖舒适的感觉。

牛津译林版九年级英语上册 9A Unit 2 Colours 单元教案

2核对A部分的答案。对于能力较弱的学生，教师讲解indigo和Violet的区别：indigo是“靛蓝”，即very dark blue；而Violet则是“紫罗兰色，蓝紫色”，即bluish purple。3让学生合上课本，听B部分Amy和Shirley的对话，然后让学生按照正确的顺序说出彩虹所包含的颜色名称，提醒学生采用背景知识中介绍的方法记忆颜色顺序表。听第二遍录音，全班跟读并模仿语音语调。随后，让两位学生分角色朗读B部分的对话。
Step 操练
1通过创设情景、与学生真实交流和展示例句等方式，帮助学生巩固课文的重点词汇、词组。以prefer为例，教师说：Which colour do you prefer, blue or orange? As for me, I prefer orange because it can cheer me up.
课题
9A Unit2Colours
Comic strip and Welcome to the unit
教学目标
1掌握表示不同颜色的词汇。
2了解彩虹的颜色以及它们的顺序。
3能够用英语谈论颜色。
教学重点
掌握表示不同颜色的词汇
教学难点
能够用英语谈论颜色
教学过程
二次备课
Comic strip
Step I导入
2要习学生学过的颜色名称，如red、green、blue、white、brown、black、orange等。让学生四人一组，一个学生挑选任意物品，如水果、蔬菜等，另一个学生说出其颜色并接着给出另一种物品，再由下一个学生回答，以此类推，如：
S1：Banana.
S2：Yellow. Sky.
S3：Blue. Your hair.
Strong colours

译林版九年级英语(上册)第二单元重点单词、短语、句型

译林版九年级英语（上册）第二单元重点单词、短语、句型Unit 2 ColoursComic strip & Welcome to the unit【核心单词】1. colour n. 颜色2. nothing pron. 没有东西，没有事情3. if conj. 如果；是否4. wear v. 穿【单词变形】good—better(比较级)—best(最高级)【核心短语】1.a girl's colour 女孩穿的颜色2. influence_us 影响我们3. like…best 最喜欢……【核心句型】1. Which_one do you want to wear？你想穿哪一件？2. There is nothing_wrong_with pink. 粉红色没什么不好。

3. I'm not sure if blue looks_good_on you. 我不确定你穿蓝色是否好看。

4. Do you know how_many_colours there are in a rainbow？你知道彩虹有多少种颜色吗？5. Which is your_favourite_colour？哪一种是你最喜欢的颜色？Reading【核心单词】1. influence n. / v. 影响2. whether conj. 是否3. peace n. 安宁，和平4. sadness n. 悲哀，忧伤5. create v. 创造6. feeling n. 感觉，感受7. as conj. 因为8. require v. 需要，要求9. heat n. 热10. difficulty n. 困难，费力11. decision n. 决定【单词变形】1. energy—energetic(形容词)2. relax—relaxed(形容词)3. sad—sadness(名词)4. purity—pure(形容词)5. wed—wedding(名词)6. feel—feeling(名词)7. wisdom—wise(形容词)8. strong—strength(名词)9. decide—decision(名词)10. difficult—difficulty(名词)【核心短语】1. influence_our_moods 影响我们的心情2. make_us_feel_happy_or_sad 使我们感到快乐或悲伤3. feel_relaxed 感到放松4. be_painted_blue 被刷成蓝色5. bring_peace_to_our_mind 给我们大脑带来宁静6. the_colour_of_purity 纯洁的颜色7. on_their_wedding_day 在他们的结婚日8. hope_for_success 希望成功9. feel_tired 感到累10. take_action 采取行动11. have_difficulty_(in)_doing 做……有困难12. make_a_decision 做决定【核心句型】1. Some people believe that colours can influence_our_moods.一些人相信颜色能影响我们的心情。

牛津译林版英语九上Unit2《Colours》(Reading)说课稿

牛津译林版英语九上Unit 2《Colours》（Reading）说课稿一. 教材分析《牛津译林版英语九上Unit 2 Colours》的阅读文本主要讲述了一个关于颜色和心情的故事。

故事中，主人公布雷特发现不同颜色代表着不同的心情，并通过改变自己的穿着来调整自己的情绪。

这篇文章贴近生活，富有想象力，旨在让学生在阅读过程中提高对颜色和情绪之间关系的认识，同时提高阅读理解能力和词汇运用能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用基本的英语语法和词汇。

然而，在阅读理解方面，部分学生可能会存在困难，如对文本中某些词汇和句式的理解。

因此，在教学过程中，需要关注学生的个体差异，针对不同学生的需求进行引导和帮助。

三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和短语，如“color”，“mood”，“feelings”等，并能够运用这些词汇进行简单的交流。

2.能力目标：学生能够理解文章的主旨和细节，提高阅读理解能力；通过分析文章结构，提高思维能力和逻辑分析能力。

3.情感目标：学生能够认识到颜色与情绪之间的关系，学会调整自己的情绪，以更好地应对生活中的挑战。

四. 说教学重难点1.重点：文章中的关键词汇和短语，以及颜色与情绪之间的关系。

2.难点：对文章细节的理解，以及如何运用所学知识调整自己的情绪。

五. 说教学方法与手段1.交际式教学法：通过小组讨论、角色扮演等方式，让学生在实际语境中运用所学知识，提高口语表达能力。

2.任务型教学法：通过完成各种任务，如阅读理解、词汇练习等，引导学生主动探索和发现知识。

3.情境教学法：通过创设情境，如模拟色彩搭配、分享心情故事等，让学生更好地理解和运用所学知识。

六. 说教学过程1.导入：以一个关于颜色的谜语引发学生对颜色的好奇心，进而引入本课主题。

2.阅读理解：学生自主阅读文章，完成相关练习，教师引导学生讨论和解答疑问。

3.词汇学习：学生通过小组合作，归纳和总结文章中的关键词汇和短语。

牛津译林版九年级英语上册 Unit 2 Welcome to the unit 课件(共21张PPT)

A: Which is your favourite colour? B: I like ... best. What about you? A: I like ... best.
14
Work in pairs and talk with your partner about colours. Use the conversation as a model.
19
1. Recite the dialogue between Eddie and Hobo.
2. Remember the wods and sentences in the lesson.
20
21
black
blue
red
green
purple White yellow
9
10
rainbow n. 彩虹
indigo n. 靛蓝, 靛青
violet n. 紫罗兰色
11
A One day, Millie looked out of her
window after a rain shower and saw a rainbow. Write the names of the colours in the blanks.
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1. But there’s nothing wrong with pink, you know.
但是你知道粉色没什么不好。 there’s something/nothing wrong with ... 意为“某物有/没有问题”。 e.g. There’s something wrong with my bike.
e.g. Red looks good on Kitty. 红色穿在基蒂身上好看。

牛津译林九年级上册英语Unit 2 colours重要短语

Unit 2 colours【重点短语】Welcome to the unit1.which one 哪一个2. a girl’s colour女孩的颜色3.something/ nothing wrong with 有毛病/ 没什么毛病4.Sth looks good/nice on sb 某物穿在某人身上好看5.sb looks good in + 颜色/衣服某人穿什么颜色的衣服好看6.live in a world full of colours 生活在一个充满色彩的世界里7.do a project on colours 做一个有关颜色的课题8.colours of the rainbow 彩虹的颜色9.look out of the window 向窗外看10.see a rainbow 看见彩虹11.in the sky 在天空中12.Do you know how many colours there are in a rainbow ?你知道彩虹有多少颜色吗？（宾语从句用陈述语序）Reading13.an article about the relationship between colours and moods 一篇谈论颜色与情绪关系的文章14.influence our moods 影响我们的心情have an influence on 对……有影响15.make us feel happy 使我们感到高兴（make sb do sth 使某人做某事；注意被动形式）16.feel blue = feel sad 感到伤心17.feel sleepy 感到困倦go to sleep 去睡觉fall asleep (短暂性)入睡be asleep (延续性)睡着的a sleeping boy 一个正在睡觉的男孩18.be good/ bad for 对……有好处︱坏处be good to 对……亲切be good at 擅长于……19.be painted blue 被漆成蓝色（主动语态为paint sth + 颜色把某物漆成……颜色）20.bring peace to our mind and body 给我们的大脑和身体带来平静21.represent sadness = stand for sadness代表伤心22.the colour of purity纯洁23.on their wedding day 在他们的婚礼那天24.people living in cold climates 生活在寒冷气候中的人们25.prefer = like better 宁愿,更喜欢（过去式、过去分词preferred）prefer sth / doing sth / to do sthprefer sb. (not) to do sth.宁愿某人（不）做某事prefer sth to sth 宁愿喜欢……而不愿喜欢……prefer to do sth rather than do sth = prefer doing sth to doing sth宁愿做事情而不愿做事情26.create a warm and comfortable feeling 创造一种温暖而舒适的感觉27.bring you success 给你带来成功28.cheer you up 使你振作起来29.remind sb. of sth. 使…想起…remind sb to do sth. 提醒某人做某事30.hope for success 希望成功31.give you energy 给你活力32.be green with energy = be jealous 嫉妒33.be of some help to sb = be helpful to sb 对.......有帮助34.represent power and strong feelings 代表力量和强烈的情感35.take action 采取行动36.have difficulty making a decision 犹豫不决，做决定有困难37.at a wedding 在婚礼上38.get into trouble 遇到麻烦Grammar39.a relationship between colours and moods 颜色与心情之间的关系40.influence our everyday lives 影响我们的日常生活（作定语）41.depend on personal taste 取决于个人的口味42.white clothes suit me 白色衣服适合我(suit指颜色、款式、发型、时间、口味、气候、条件、地位适合某人)43.the green T-shirt matches my trousers 绿色T恤和我的裤子搭配44.the rulers in ancient Europe 古代欧洲统治者Integrated Skills & Study Skills45.an advertisement for a colour therapy 一则推荐色彩疗法的广告46.improve your life 提高你的生活质量47.get your money back/get back your money 取回你的钱48.promise that…许诺……promise sb. sth.答应某人某事promise to do sth答应做某事promise sb (not) to do sth答应某人(不)做某make a promise 许下诺言keep one’s promise遵守诺言，break one’s promise 违背诺言49.leave college 大学毕业50.想起一个温暖而又阳光明媚的地方think of a warm, sunny place51.宁愿做……而不愿做…… would rather do …than do…/ prefer to do…ratherthan do…would do…rather than do…/ prefer doing…to doing…52.be dressed in blue 穿蓝色衣服（表示状态）53.have the power to drive evil spirits away 有赶走邪灵的力量54.dress baby boys in blue 给男婴穿蓝色Task55.feel weak 感到虚弱56.make herself look more powerful 使得她自己显得更有力量57.that is why…那就是……的原因58.calm down 平静59.feel a little bit stressed 情绪感到有点紧张60.a little water = a bit of water （a little可修饰不可数名词也可修饰adj, adv；a bitof 只修饰不可数名词）61.a good match 一个很好的搭配（n）62.As the powerful red balances the calm white. 因为强烈的红色可以平衡宁静的。

译林版牛津英语 9A Unit2 Welcome to the unit

green; blue; grey;
purple; brown;
Now ,let’s learn two more.
indigo n.&adj.
violet n.&adj.紫罗兰色（的）
靛蓝（的），靛青（的）
Do you know? • Put red and blue together we can get _p_u_r_p__le_ • Mix red and yellow we can get _o__ra_n__g_e____. • Mix yellow and blue the colour is _g_r_e_e_n____. • __G__re_y___ is the mixture of black and white. • __B__ro_w__n_ is the mixture of red and green.
Comic strip ＆Welcome to the unit
错题回顾 1.A lot of attention has been paid toim__p_r_o_v__in_g
(improve) our living condtitions.
2.I look forward toc_o_m__i_n_g_(come) to Beijing
no__is_e_l_e_s_s(noise)envionment.
10.Don’t be afraid.This kind of operation is
h_a_r_m__l_e_s_s__(harm) to your health.
11.I hope we can have more events,like
Pink is a girl’s colour. 3.How does Hobo feel about Eddie in blue ？

02最新牛津译林版 9A Unit 2 Colors知识点讲解

最新牛津译林版9A Unit 2 Colour语言点知识点讲解一、课本中重点词、短语、句型讲解▲Comic strips & Welcome to the unit1. I think blue is better than pink. 我认为蓝色比粉红色更好看。

I think blue is better than pink. = I like to wear blue better than pink. 我认为穿蓝色比粉红色更好看。

=I would rather wear blue than pink. 我宁愿穿蓝色也不愿穿粉红色。

2. But there’s nothing wrong with pink. You know. 但是你知道粉红色没有什么不好。

But there’s nothing wrong with pink, you know. = But there isn’t anything wrong with pink.=Nothing is wrong with pink.There’s something/nothing wrong with something. “某物有/没有问题”。

例如：There’s something wrong with my new bike. 我的新自行车出了点问题。

3. And I’m not sure if blue looks good on you. 而且我不确定你穿蓝色是否好看。

Something looks good on somebody. 某物穿在某人身上好看。

Somebody looks good in something. 某人穿某物好看。

例如：Blue looks good on him. = He looks good in blue. 蓝色穿在他身上好看。

▲Reading1. You may wonder whether it is true. 你或许想知道它是否是真实的。

牛津译林版英语九年级上册Unit 2 Colours --练习1

Unit 2 ColoursComic strip&Welcome to the unitⅠ.用括号中所给单词的正确形式填空1. Which colour do you like ( good), blue, green or orange?2. I don't know if there is ( something) wrong with my computer as it works slowly.3. She also cut out a picture of ( colour) butterflies and stuck it on the cover.4.—Can you guess if Ben ( go) hiking with us tomorrow morning?—I think he will go with us if he ( be) free.Ⅱ.单项选择1. Sandy looks pretty orange, but orange doesn't look good Millie.A. in; onB. on; inC. in; inD. on; on2.—There is still a copy of the magazine in the reading room. Will you go and borrow ?——No. I'd rather buy in the bookshop after school.A. one; itB. it; oneC. one; oneD. it; it3.—What did you and your sister buy in the supermarket last night?—. of us had money for .A. Nothing; None; somethingB. None; None; anythingC. Nothing; None; anythingD. Nothing; Nothing; something4. Unless you have , you can't imagine how pretty the new- style skirt is.A. handed it inB. tried it onC. cut it outD. made it up5. If you something, don't just say or imagine. Only by taking action and working hard for it can you get what you want.A. are angry withB. are sure aboutC. are thirsty forD. are thankful toⅢ.句子翻译1. 琳达不确定她穿蓝色的运动服看起来是否精力充沛。

牛津英语译林版9AUnit2Colours重点短语

9A Unit 2 ColoursComic and Welcome to the unit1.There’s something wrong with …。

….出问题/有毛病。

2.There’s nothing wrong with ….= There’s not anything wrong with …. ….没有问题/毛病。

Is there anything wrong with …..? ….有毛病吗？Yes , there is . No , there isn’t .3.(sth ) look good on sb 某物穿在某人身上好看4.( Sb ) look good in sth 某人穿某物好看5.I’m not sure if blue look good on you .我不确信蓝色穿在你身上是不是好看。

I’m not sure if ….. 我不确信是不是….I’m sure that ….. 我确信….6.see a rainbow in the sky 看到空中的彩虹7.just now 适才（用于一样过去式）just 方才（用于此刻完成时）8.Do you know how many colours there are in a rainbow ?你明白彩虹中有多少种颜色吗？Reading :9.the power of …，…的力量10.some people 一些人11.influence / change one’s moods阻碍/改变某人的情绪12.in fact 事实上13.make sb do sth 迫使某人做某事make sb feel happy or sad , energetic or sleepy 使某人感觉高兴或悲伤，精力充沛或昏昏欲睡feel sleepy 感到困倦fall asleep 入眠14.explain sth to sb 向某人说明某物15.You may wonder whether it is true . 你可能想明白它是不是是真的。

牛津译林版九年级英语上册Unit 2 Comic strip 示范课教案

Unit2Colours
Periodhe unit
一、教学内容分析
本节课是本单元的导入课。主要内容包括Comic strip和Welcome to the unit。学生通过漫画以及小对话的形式，学习关于色彩的词汇与知识，运用色彩进行穿搭讨论。
2.Students have a free talk.
活动层次
学习理解之感知与注意
效果评价
通过学生对问题的反馈，判断学生对色彩的态度，了解喜欢色彩的原因，同时考察学生对已学内容的掌握情况。
环节设计意图：引起学生学习兴趣，激活已知，引出主题。
环节二：创设情景，学习彩虹的颜色的词汇，进行形意搭配，同时了解色彩知识。（12 mins）
10. Students talk aboutcolours of the things around them. Use the conversation as a model.
活动层次
应用实践之分析与判断、内化与运用
效果评价
通过观察学生的活动反馈，了解学生对语言框架的搭建情况。
环节设计意图:培养学生提取关键信息的能力，同时搭建语言框架，使学生能够谈论喜欢的颜色，提高围绕这一主题的口语表达能力。
效果评价
通过观察学生能否准确使用语言进行角色扮演，把握其对漫画内容的理解程度。
通过观察学生的讨论情况，了解学生对“色彩”的认知。
环节设计意图：培养学生提取关键信息的能力和思考能力。联系生活实际，锻炼学生在现实生活中讨论服饰色彩，达到学以致用的目的。
环节五：联系生活实际，谈论自己服饰的颜色搭配（9 mins）
通过听录音和读对话以及模仿对话的口语练习活动，获取信息，搭建语言输出框架。
教学活动
8. Students listen to the conversation andfillin the blanks.