2018年牛津译林版九年级英语上册Unit 2《Colour》Grammar 课件
最新牛津译林版中学九年级英语上册 Unit 2 Colour Grammar 1教案
Unit 2 grammar1教学目标1. To know what is object clause.2. To learn the object clause introduced by “that”重点难点分析1. To learn the object clause introduced by “that”.2. To know the words which can be put before the object clause.教学流程安排集体智慧（以知识体系为主）个性设计（二次备课）教学后记Step 1 Lead-inWrite some sentences and ask the students to s ay different parts in them.e.g. I like apples.Tell them that here “apples” is an object.Underline the object clauses in the article and tell them that they are object clauses. Tell them an object functions as the object of a sentence.Step 2 Presentation1. Read through the statements and sentences on page 26.2. Giv e them some sentences and ask them to tell whether the y are object clauses.(1) These planet will produce food and oxygen that we need to live on Mars.(2)Scientists will develop plants that can grow on Mars.(3)People think that humans on Mars have to wear special boots to make themselves heavier.(4)We all know that Mars is a planet in the solar system.(5)The journey to Mars could take only a very short time in space shuttles that travel at half the speed of light. (6)Some scientists do not believe that the journey to Mars will be very comfortable.3. Complete the exercises on page 26 and then check the 解释宾语，或举例说明Encourage themread aloud.解释宾语从句让学生记口诀，多背诵就能更快理解。
牛津译林版英语九年级上册Unit 2 Colours --Grammar 语法练习
Unit 2 ColoursGrammarⅠ.根据汉语或首字母提示、上下文语境写出单词1.—I prepared hand- made chocolate for Lucy as a birthday present. But what if she doesn't like it?— Don't worry. When your gift is full of love, your friend will (当然,无疑地) be happy to receive it.2. I tried to rebu ild my (关系) with my best friend after a big fight.3. It's an old building, but that doesn't qualify it as a(n) (古老的) monument!4. Talking on social media may cause you much trouble if someone gets your p information.5.— Ricky, you look much stronger than before. How can you do that?— Exercise has become part of my life.Ⅱ. 用that, if 或whether 填空1. Wang Hong said she was cooking at six yesterday morning.2. I don't know or not they will come for our help.3. His father was worried about he had lost his work.4. I wonder I can get some advice from you.5. Jim told me he didn't go fishing last week.6. The old woman asked me I knew the way to the hospital.Ⅲ.单项选择1. Could you tell me ?A. which is the way to the parkB. which the way to the park isC. that which is the way to the parkD. if which the way to the park is2. I don't doubt she can do it well. but I doubt she is willing to do it.A. that; thatB. if; ifC. that; ifD. if; that3. you see John this morning, please ask him he will have time tomorrow.A. Whether; ifB. If; whetherC. Whether; whether or notD. If; if or not4.— Do you believe that humans could live on Mars? —I don't think .A. if it comes trueB. that it will come trueC. why it will come trueD. how does it come true5.—I wonder if she in the dancing tonight. —I believe if she her homework, she will join us.A. will join; will finishB. will join; finishesC. joins; finishesD. joins; will finishⅣ.将下列句子改为含有宾语从句的复合句1. We can visit Beijing one day. My brother hopes. My brother we can visit Beijing one day.2. Is Tom's sister an English teacher? May wants to know.May wants to know Tom's sister an English teacher.3. Does Peter like playing basketball? Can you tell me?Can you tell me Peter playing basketball?4.“ Those students come from New York,” he said.He said those students from New York.V.句子翻译1. 我们想知道他是否将会给我们提供一些建议。
牛津译林版英语九年级上册 Unit 2 《Colours.》 说课稿3
牛津译林版英语九年级上册 Unit 2 《Colours.》说课稿3一. 教材分析《牛津译林版英语九年级上册 Unit 2 Colours》是一篇关于颜色的文章，通过描述各种颜色和它们所代表的意义，让学生掌握颜色单词的用法和表达方式。
本节课的主要内容包括颜色的命名、颜色的混合以及颜色在生活中的应用。
文章中涉及到的颜色单词有red, yellow, blue, green, white, black等，同时还有颜色的比较级和最高级形式。
学生在学习过程中，将能够通过文章了解到不同颜色的象征意义，如红色代表热情和活力，蓝色代表平静和冷静等。
二. 学情分析九年级的学生已经掌握了基本的颜色单词，对颜色的认知也有一定的了解。
然而，学生在颜色比较级和最高级的表达方式上可能还存在困难。
因此，在教学过程中，需要引导学生正确运用颜色单词，并加强对颜色比较级和最高级的教学。
此外，学生可能对颜色混合的原理不够了解，教师可以通过实验或图片等形式进行讲解，以便学生更好地理解。
三. 说教学目标1.知识目标：学生能够掌握颜色单词的用法，包括颜色名称的表达和颜色比较级、最高级的运用。
2.能力目标：学生能够运用所学颜色单词进行简单的交流，描述物体和人物的颜色。
3.情感目标：学生能够了解颜色在生活中的象征意义，培养对色彩的感知和欣赏能力。
四. 说教学重难点1.颜色比较级和最高级的表达方式。
2.颜色单词在实际语境中的运用。
五. 说教学方法与手段1.任务型教学法：通过设置各种任务，让学生在实际语境中运用颜色单词，提高学生的语言实践能力。
2.情境教学法：创设各种颜色情境，让学生在情境中感知颜色，增强对颜色单词的记忆。
3.实验法：通过实验让学生了解颜色混合的原理，提高学生的学习兴趣。
六. 说教学过程1.导入：通过展示一幅彩色画，引导学生谈论颜色，激发学生的学习兴趣。
2.新课导入：介绍颜色单词的名称和用法，讲解颜色比较级和最高级的表达方式。
3.课堂活动：分组进行颜色实验，让学生亲身体验颜色混合的过程，增强对颜色单词的理解。
牛津译林版九年级上册英语《Colour》Grammar PPT习题课件
or连接两个主语时，谓语动词的单复数形式与or后面的主语保持一致，即遵循“就近原则”。
so意为“因此，所以”，表示____________关系因。果
so so不能与because同时出现在一个句子中。
活学活用
1．【·扬州】“right” and “write” sound the same, ___A_____ they do not mean
语法探究
词条 and but or
用法
and用来连接两个词性______的相词同、短语或句子，表示______关系。 并列
如果连接两个含有相同主语或谓语的句子，and后省去相同部分。
but意为“但是，然而，却”，用来连接两个有____________关系的转词、折短语或句子。
如果连接两个含有相同主语或谓语的句子，but后可以省去相同部分。
(2)【·无锡】John looks at his watch from time to time. Why is he so _im__p_a_t_ie_n_t(patient)?
【语法聚焦】 1 and， but， or和so的用法 教材典句
1．I can be a good teacher or a good doctor. 我可以成为一位好老师或一名好医生。 2．He is quiet and doesn't like to talk much, but his work shouts! 他很文静，而且不爱说话，但是他的作品极具说服力！
1.Both Kitty and I have known something about the four people. 我和基蒂已经了解了一些关于这四个人的情况。 2．Carelessness will be a disaster not only to ourselves but (also) to patients. 粗心不仅对我们自己是灾难，而且对病人也将是灾难。
译林版九年级英语上册Unit 2 Colours Grammar 示范公开课教学课件
Grammar
Unit 2
Let’s review
Do you remember the relationship between colours and moods?
Revision
Presentation
Try to recall them.
Read and say
Presentation
Are these statements or questions?
Presentation
Revision
Read and add
Practice
Presentation
Revision
Millie: Did you know there is a relationship between colours and moods?Sandy: Certainly. I think colours influence our everyday lives in many lie: How should we choose the colours for the rooms of a house?Sandy: Most people think light colours are better than dark lie: Yes. I notice light colours make rooms seem larger.Sandy: Sure. I also know blue can make us feel lie: Yes. My mum says blue is suitable for bedrooms. I also find some people prefer orange for their dining rooms.Sandy: True, but it depends on personal taste. Anyway, we should choose the colour which makes us feel comfortable.
牛津译林版2018-2019学年初三英语上册Unit 2《Colour》Grammar 课件
I think (that) the music sounds sweet and warm.
b We can see (that) Both of them are good at singing.
It shows (that)They t impressed us with their nice voices.
that to introduce an object clause We use “______” that is a statement (陈述句). In informal that English we often drop “______”.
Try to add “that” to each object clause.
m favourite star Na Ying is their teacher. I’m glad (that)My
We know (that) This t program was very popular.
We hope (that) the program will become more popular in the future.
We can see (that) both of them are good at singing.
We hope (that) the program will become more popular in the future. An object clause can be put after verbs: say, know, think, believe, hope, mean. I’m glad (that) my favourite star Na Ying is their teacher. An object clause can be put after adjectives: sure, sad, certain, glad.
牛津译林版九年级上册Unit 2《Colour》(Grammar)教学设计
牛津译林版九年级上册Unit 2《Colour》（Grammar）教学设计一. 教材分析《Colour》是人教版牛津初中英语九年级上册第二单元的教学内容。
本节课主要围绕颜色进行展开，让学生掌握与颜色相关的词汇和表达方式，同时通过描述颜色的句子练习，提高学生的语言运用能力。
教材内容丰富，包括词汇的学习、句型的练习和听力活动，为学生提供了全面的语言实践机会。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于本节课的内容，大部分学生已经掌握了基本的颜色词汇。
然而，学生在语言运用方面还存在一定的困难，如如何在句子中正确使用颜色词汇，以及如何用英语描述颜色。
因此，在教学过程中，需要注重学生的语言实践和指导，提高他们的语言运用能力。
三. 教学目标1.知识目标：学生能够掌握与颜色相关的词汇，如red, yellow, blue,green等，并能够正确地运用这些词汇描述物体和人的颜色。
2.能力目标：学生能够听懂、会说、会读颜色词汇，并能够在实际情境中运用所学知识进行交流。
3.情感目标：通过学习，学生能够提高对英语学习的兴趣，培养积极的学习态度。
四. 教学重难点1.重点：学生能够掌握颜色词汇的正确发音和意义，并能够在实际情境中运用。
2.难点：学生能够用英语描述物体的颜色，并在句子中正确使用颜色词汇。
五. 教学方法1.任务型教学法：通过设置各种任务，让学生在实际操作中运用所学知识，提高语言实践能力。
2.情境教学法：创设各种与颜色相关的情境，激发学生的学习兴趣，帮助学生更好地理解和运用颜色词汇。
3.小组合作学习：通过小组讨论、互动交流，培养学生的团队合作精神和语言表达能力。
六. 教学准备1.教学课件：制作与颜色相关的课件，包括颜色词汇的图片、句子示例等，以便在课堂上进行展示和教学。
2.教学材料：准备颜色卡片、颜色物品等，用于课堂实践和操练。
3.教学录音：准备颜色词汇的录音材料，用于听力练习和语音模仿。
七. 教学过程1.导入（5分钟）利用课件展示各种颜色的图片，引导学生谈论颜色，激发学生的学习兴趣。
牛津译林版九年级上册Unit2《Colour》（Grammar）教案
牛津译林版九年级上册Unit2《Colour》（Grammar）教案Unit 2 ColourGrammarTeaching goals:1.Learn to use object clauses introduced by that.2.Learn to use object clauses introduced by if or whether.Important and difficult points:1.Learn to use object clauses introduced by that.2.Learn to use object clauses introduced by if or whether.Teaching procedures:Step 1 Lead in.Enjoy a song called ‘Dad,where are we going?’I kn ow (that) this program is very popular now.We can see (that) the five children have changed a lot in the program.It shows (that) the super star Dads have to finish the tasks together with their children.I’m glad that my favourite star Jimmy Lin is in it.We believe (that) the program will become hotter in the future.I hope (that) I will have a chance to go there.Subject + Verb/b e adj. + (that) clause.Object clauses introduced by thatStep2 Presentation.An object clause fun ctions as the object of a sentence. We use that to introduce an object clause that is a statement.An object clause can be put after verbs such as say, find, know, think, believe, hope, notice and mean.e.g.Some people believe that colours can influence our moods.She hopes that yellow can bring her success.An object clause can also follow adjectives such as certain, sure and glad.e.g.He is glad that the walls in his room are blue.She is sure that yellow can bring her good luck.Step3 PracticeSandy is chatting online with Millie about room colours. Try to add that to each object clause.Millie: Did you know t here is a relationship betweencolours and moods?Sandy: Certainly. I think colours influence our everydaylives in man y ways.Millie: How should we choose the colours for the roomsof a house?Sandy: Most people think light colours are better thandark ones.Millie: Yes. I notice light colours make rooms seem l arger.Sandy: Sure. I also know blue can make us feel relaxedMillie: Yes. My mum says blue is suitable for bedrooms.I also find some people prefer orange for theirdining rooms.Sandy: True, but it depends on personal taste. Anyway,we should choose the colour which makes us fellcomfortable.Step4 Extension.When the main clause uses the simple present tense or future tense, the object clause still uses the original tense.e.g. I don’t think (that) you are right.2. When the main clause uses the simple past tense, the tense in the object clause should be changed into the corresponding past tense.e.g. He told me (that) he would go back home soon.3. When the object clause is used to express the objective facts, truths, proverbs or n atural phenomena, we still use the original tense.e.g. My grandpa told me (that) the earth is round.Step 5 Exercises1.She knows. Timmy is a good boy.2. His fathe r said. One and one is two.3. He said. Lucy often goes shopping.4. He is doing his homework. He said.5. We realize. We should work hard.【Teaching reflection】。
最新牛津译林版九年级英语上册《Unit 2 Colour》Grammar精品课件
最新初中英语精品课件设计
Should she choose an English song for the next competition?
• Remember how to use object clauses introduced by ‘that ’.
• Finish the relevant exercises.
最新初中英语精品课件设计
• I know (that) this program is very popular now. • We can see (that) both the boys are good at
Millie: How should we choose the colours for the rooms
of a house?
Sandy: Most people think∧light colours are better than
dark ones.
(that)
Millie: Yes. I notice∧light colours make rooms seem larger. Sandy: Sure. I als(tohaktn)ow∧blue can make us feel relaxed Millie: Yes. My mum say(tsh∧abtl)ue is suitable for bedrooms.
2. She hopes that yellow can bring her success.
牛津译林版九年级上册Unit2《Colour》(Grammar)说课稿
牛津译林版九年级上册Unit 2《Colour》（Grammar）说课稿一. 教材分析《牛津译林版九年级上册Unit 2 Colour》是一篇关于颜色的文章，通过描述不同颜色的特点，让学生学会使用一般现在时描述事物的特征。
本课的主要内容是学习一般现在时的用法，以及如何用英语描述颜色的特点。
教材通过丰富的图片和生动的描述，激发学生的学习兴趣，使他们能够在轻松愉快的氛围中学习英语。
二. 学情分析九年级的学生已经掌握了基本的英语语法知识，对一般现在时有一定的了解。
但他们在运用一般现在时描述事物时，常常会出现时态错误。
此外，学生对颜色的英文名称和特点的了解有限，需要在课堂上进行补充和拓展。
三. 说教学目标1.知识目标：让学生掌握一般现在时的用法，能够用英语描述颜色的特点。
2.能力目标：通过小组讨论和情景模拟，提高学生的口语表达能力和合作能力。
3.情感目标：培养学生对英语的兴趣，使他们更加自信地使用英语描述世界。
四. 说教学重难点1.教学重点：一般现在时的用法，描述颜色的英文表达。
2.教学难点：一般现在时在实际语境中的运用，准确描述颜色的特点。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际语境中运用所学知识。
2.教学手段：利用多媒体课件、图片和实物等辅助教学，提高学生的学习兴趣。
六. 说教学过程1.导入：以颜色为主题的谜语游戏，引导学生进入学习状态。
2.呈现：展示与颜色相关的图片，引导学生用英语描述图片中的颜色。
3.Practice: 进行小组讨论，让学生用英语描述自己最喜欢的颜色及其特点。
4.Production: 创设情景，让学生模拟购物时推荐颜色商品的场景。
5.总结：教师点评学生的表现，总结一般现在时的用法和描述颜色的表达方式。
七. 说板书设计板书设计如下：•描述颜色：红色(red)、黄色(yellow)、蓝色(blue)等•描述特点：漂亮(beautiful)、耐用(durable)、便宜(cheap)等八. 说教学评价1.口语表达：评价学生在小组讨论和情景模拟中的口语表达能力。
牛津译林版九年级英语上册Unit2ColourGrammar课件
What language she speaks 11.Why do you like pandas?
Why you like pandas
用以下开头与下列句子连成宾语从句: 1.Do you know … 2.I want to know … 3. Can you tell me …
Some people think (4)_t_h_a_t green can give
us energy, but it also represents envy. Did
you know(5)_t_h_a_t red represents good luck
in China?It is often used for celebrations!
Should I stay at home instead of going shopping with my classmates?
5. Daniel often wonders _i_f_/w__h_e_th_e_r_h_e____ _s_h_o_u_l_d_s_ta_y__a_t_h_o_m__e_in__st_e_a_d_o_f_g_o_i_n_g____ _s_h_o_p_p_in__g_w_i_t_h_h_i_s_c_l_a_ss_m__a_te_s_.___
Do white clothes suit me?
vt. 适合
2. Sandy doesn’t know _i_f_/w_h__et_h_e_r_w__h_it_e__ _cl_o_t_h_e_s _s_u_it_h_e_r_._______________
Is the sports bag made of cotton?
牛津译林版英语九年级上册 Unit 2 《Colours.》 教学设计1
牛津译林版英语九年级上册 Unit 2 《Colours.》教学设计1一. 教材分析《牛津译林版英语九年级上册 Unit 2 Colours》主要围绕颜色进行学习。
通过本课的学习，学生能够掌握关于颜色的词汇，如red, yellow, blue, green等，以及描述颜色的句型“What colour is it? It’s…”。
此外，学生还将学习到如何用英语询问和回答关于颜色的疑问。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并使用一些基本的英语句型。
但是，对于颜色相关的词汇和句型，学生可能还比较陌生。
因此，在教学过程中，需要注重引导学生理解和掌握颜色词汇和句型。
三. 教学目标1.学生能够掌握关于颜色的词汇，如red, yellow, blue, green等。
2.学生能够用英语询问和回答关于颜色的疑问。
3.学生能够用英语描述物体的颜色。
四. 教学重难点1.颜色词汇的掌握。
2.描述物体颜色的句型“What colour is it? It’s…”的运用。
五. 教学方法采用交际法进行教学，通过大量的听、说、读、写活动，帮助学生理解和掌握颜色词汇和句型。
同时，运用任务型教学法，让学生在实际的任务中运用所学知识。
六. 教学准备1.教学课件。
2.颜色卡片。
3.与颜色相关的图片。
七. 教学过程1.导入（5分钟）利用颜色卡片，引导学生说出自己认识的 colors。
如：Red, yellow, blue, green等。
2.呈现（10分钟）通过展示与颜色相关的图片，引导学生用英语描述图片中的物体颜色。
如：“What colour is the apple? It’s red.”3.操练（10分钟）分组进行角色扮演，模拟生活中询问和回答关于颜色的问题。
如：“What colour is your shirt? My shirt is blue.”4.巩固（10分钟）设计一个颜色配对游戏，让学生将颜色词汇与相应颜色的图片进行配对。
牛津译林版九年级上册Unit 2《Colour》说课稿1
牛津译林版九年级上册Unit 2《Colour》说课稿1一. 教材分析《牛津译林版九年级上册Unit 2 Colour》是一篇关于颜色的文章，通过描述不同颜色给人带来的不同感受和情绪，引导学生学习颜色词汇和表达颜色的相关句型。
文章内容丰富，贴近生活，有利于激发学生的学习兴趣和积极性。
本节课的主要目标是让学生能够熟练运用所学颜色词汇和句型进行交流。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的基本颜色词汇和句型有所了解。
但部分学生在表达颜色和情感之间的关系方面还存在一定的困难。
因此，在教学过程中需要关注这部分学生的学习需求，并通过分层教学和个别辅导的方式帮助他们提高。
三. 说教学目标1.知识目标：让学生掌握颜色词汇（red, yellow, blue, green, white,black, purple, orange, grey, brown）和表达颜色的句型（What colour is it?It’s…; I like…; Colours can make us feel…）。
2.能力目标：培养学生能够用英语描述颜色的能力，并能够运用所学知识进行情景交际。
3.情感目标：通过学习颜色词汇和句型，培养学生对色彩的感知和欣赏能力，提高他们对生活的热爱。
四. 说教学重难点1.教学重点：颜色词汇的掌握和运用。
2.教学难点：表达颜色和情感之间关系的句型。
五. 说教学方法与手段1.教学方法：采用任务型教学法，通过各种任务活动让学生在实践中学习和运用颜色词汇和句型。
2.教学手段：利用多媒体课件、图片、实物等辅助教学，提高学生的学习兴趣和积极性。
六. 说教学过程1.导入：以一首关于颜色的英文歌曲《Colourful World》导入新课，激发学生的学习兴趣。
2.呈现：展示不同颜色的图片，引导学生说出相应的颜色词汇，并板书颜色词汇。
3.学习：通过不同任务活动，让学生练习使用颜色词汇进行描述，如：填空、 pr work、group work等。
牛津译林版九年级英语上册Unit2ColoursGrammar教学设计
-教师讲解颜色对情绪的影响，如“Red is a warm color that can make us feel excited or happy.”
-手抄报要求美观、内容丰富，字迹工整。
3.观察并记录一周内自己情绪的变化，尝试分析颜色在其中所起到的作用，要求：
-每天记录至少一件事情，描述自己的情绪变化。
-分析这些情绪变化与所接触到的颜色之间的关系。
-撰写一篇观察日记，字数在100-120词左右。
4.家庭作业：与家人分享本节课所学内容，讨论颜色对家庭成员情绪的影响，并完成以下任务：
4.情境模拟：设计角色扮演活动，让学生模拟在不同场景下运用所学知识描述颜色和情绪，提高他们的实际运用能力。
5.课堂反馈：在教学过程中，教师应及时给予学生反馈，指导他们纠正错误，巩固所学知识。
6.课后拓展：布置课后作业，如写一篇关于颜色的短文，让学生在课后继续巩固和拓展所学知识。
7.情感教育：结合颜色与情绪的关系，引导学生关注心理健康，培养他们积极向上的生活态度。
-教师总结并引入本节课的主题：“Today, we are going to learn about colors and how they affect our emotions.”
（二）讲授新知
1.教学内容：形容词比较级和最高级的用法，以及如何描述颜色对情绪的影响。
2.教学பைடு நூலகம்程：
-教师讲解形容词比较级和最高级的构成规则，并通过例句展示其用法。
牛津译林版九年级上册Unit 2《Colour》(Comic strip an d Welcome
牛津译林版九年级上册Unit 2《Colour》（Comic strip an d Welcome to the unit）说课稿一. 教材分析《牛津译林版九年级上册Unit 2 Colour》主要包括Comic strip和Welcome to the unit两部分内容。
本单元以颜色为主题，通过引入与颜色相关的词汇、短语和句子，让学生在掌握相关语言知识的同时，提高对英语学习的兴趣。
教材内容丰富，插图精美，旨在激发学生的学习热情，培养学生的观察力和想象力。
二. 学情分析九年级的学生已经具备一定的英语基础，能够听、说、读、写简单的英语句子。
但部分学生对颜色的表达和描述仍较薄弱，因此在教学过程中，需要关注这部分学生的学习需求，帮助他们提高颜色相关词汇的运用能力。
同时，学生对漫画故事具有较高的兴趣，可利用这一点调动学生的学习积极性。
三. 说教学目标1.知识目标：学生能够掌握与颜色相关的词汇、短语和句子，如red,yellow, blue, orange, purple, colorful等。
2.能力目标：学生能够在真实语境中运用颜色词汇进行描述和交流，提高口语表达能力。
3.情感目标：培养学生对色彩的欣赏能力，激发学生对英语学习的兴趣。
四. 说教学重难点1.重点：颜色词汇的掌握和运用。
2.难点：对漫画故事情节的理解以及颜色词汇在实际语境中的运用。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成实际任务的过程中，掌握颜色词汇和表达方式。
2.教学手段：利用多媒体课件、漫画插图等，激发学生的学习兴趣，提高课堂互动性。
六. 说教学过程1.引入：展示一幅色彩丰富的画作，引导学生谈论颜色，为新课的学习做好铺垫。
2.呈现：通过漫画strip引入本课主题，让学生观察并描述漫画中的颜色。
3.学习：分组学习颜色词汇，采用竞赛形式激发学生的学习兴趣。
4.实践：让学生用所学颜色词汇创作一幅画，并进行展示和交流。
牛津译林版九年级英语上册Unit2ColoursGrammar教学设计
3.能够理解并运用本章节所学的句型，如：“What colour is it?”, “It's...”, “I like...because...”等，进行简单的颜色描述和交流。
4.提高学生的听说能力，能够听懂并参与关于颜色话题的讨论，提高口语表达能力。
2.小组分享：每组选一名代表进行分享，其他小组成员补充。
3.教师点评：对每个小组的讨论成果进行点评，给予鼓励和指导。
（四）课堂练习
1.教学活动：设计以下练习题，巩固学生对颜色词汇和一般现在时的掌握。
a.选择题：选出下列句子中使用一般现在时的句子。
b.填空题：用所给颜色词汇填空，完成句子。
c.口语练习：两人一组，用一般现在时进行颜色描述，如“A: What colour is your dress? B: My dress is red.”
3.引导学生关注颜色在生活中的应用，了解颜色与文化的紧密联系，培养学生的跨文化意识。
4.鼓励学生表达自己的观点，尊重他人的意见，培养合作精神。
5.培养学生热爱生活、热爱大自然的情感，使其认识到保护环境的重要性。
二、学情分析
九年级的学生经过前两年的英语学习，已经具备了一定的词汇和语法基础，对一般现在时的理解也较为扎实。在此基础上，他们对本章节关于颜色的讨论将更加感兴趣，因为颜色是生活中无处不在的元素，易于引发学生的共鸣。然而，学生在实际运用中可能存在以下问题：对颜色词汇的掌握不够丰富，表达颜色时词汇使用单一；在口语交流中，对一般现在时的运用不够熟练，句子结构简单，缺乏多样性。为此，在教学过程中，教师应关注学生的个体差异，充分调动学生的积极性，引导他们通过观察、思考、实践等方式，提高颜色词汇的运用能力和口语表达能力。同时，注重培养学生的跨文化意识，使他们能够在不同文化背景下，正确运用颜色相关知识进行交流。
牛津译林版九年级上册Unit 2《Colour》(Grammar)-课件
nobody / no one & none
１．No one asked for help during the trail. ２．Nobody is on the phone now.
化学课件：/kejian/huaxue/ 生物课件：/kejian/she ngwu/
地理课件：/kejian/dili/
历史课件：/kejian/lish i/
test.
没有人英语考试得满分。
2. No one/nobody has come.没有人来。
---
1.wonder＝want to know 2.go shopping for clothes 3.be in a bad mood 情绪低落 4.keep doing sth 一直做某事 5.make phone/telephone calls to sb＝call/telephone sb＝ring up sb 6.act normally 表现正常 normal→ abnormal 7. think of 想起，认为，觉得，考虑
2, --- I feel a bit lonely , Hobo. ---I think you need_s_o_m__e_o_n_e__ to talk with.
3. I’m afraid there’s __n_o_t_h_in__g_ left in the fridge . Would you like to go shopping with me?
We use anyone/anybody ，no one/nobody 在否定句中.
最新牛津译林版中学九年级英语上册 Unit 2 Colour Grammar 2教案
Unit 2 grammar2教学目标1. To learn the object clauses introduced by if or whether2. To learn to change and use object clauses in the right context.重点难点分析To learn to use that, if or whether correctly.To learn the right word order in object clauses.教学流程安排集体智慧（以知识体系为主）个性设计（二次备课）教学后记Step 1 Lead-inGive them some sentences to see if they understand.1. Ask him if he can come.2. We don’t know whether it will rain.3. They wonder if the match will be held tomorrow.4. He is not sure if he can do the job well.5. She can’t decid e whether the dress looks nice on her. Make sure that they know the meaning of if and whether. Step 2 Presentation1 Ask them to read through page 27 and tell th e students that we use if or whether to introduce an object clause which expresses a yes/no questions.Read the sentences and do Part B1.Pay attention to the word or der and it should be the same as that in a statement. Check the answers.Step 3 Practice1. Do more exercises to practice.(1). They wonderWill Miss Li be in charge of their class?(2). Do you rememberHas he entered the contest?(3). I ask himDo you often come here to read newspaper? 举例说明宾语从句，并解释何为是宾语从句Encourage thestudent t o readaloud.宾语从句讲解注意方法，能多举例子最好。
牛津译林版九上《Unit 2 Colour》(Grammar)
Summary
1. We use someone/somebody in positive sentences to refer to people. 2. We use anyone/anybody in negative sentence to
refer to people. It’s the negative form of
1. 他喜欢红色而不喜欢黄色.
He prefers red to yellow. 2. 星期天我喜欢出去玩,不喜欢呆在家里. I prefer to going out to staying at home on Sundays. =I would rather go out than stay at home on Sundays.
Exercises
1. ---What a big box! Can I help you?
--- No, thanks. There’s _______ nothing in it. It’s empty.
2. --- Did the doctor live alone in his home? --- He has two sons and a daughter.
1. Millie has something in her hands. (否定句) Millie doesn’t have anything in her hands. = Millie has nothing in her hands.
=Millie has none.
Summary
1. Something, anything, nothing and none are used to refer things. 2. Something is used in positive sentence while
九年级英语上册 Unit 2 Colour Grammar教学案 译林牛津版
课案Teaching & Studying Plan9A Unit 2学案(GrammarⅡ)【学习目标】语言知识：1.掌握指代人的不定代词的用法。
2.掌握指代物的不定代词的用法。
语言技能：能够运用指代人或物的不定代词去谈论人或事。
情感态度：懂得向他人学习并互相帮助的重要性。
【学习重难点】1. ‘no one’, ‘nothing’ 和‘none’的用法及区别。
2.一些重要的语言点。
课前延伸一、英汉互译。
1. in the fitting room2. in a bad mood3. keep making phone calls to…4. act normally5. 确信，保证6.使你高兴起来7. 把卡片涂成橙色8.想起Keys: 1. 在试衣室里 2. 心情不好 3.一直给某人打电话 4.表现正常 5.make sure6.cheer you up7. colour the card orange8. think of二、选词填空1. I _____ (would/could) rather go swimming than __ (to go/go) shopping.2. I’d rather ___ (eat/to eat) Chinese food ____ (to/than) Japanese food.3. Many men prefer blue ______ (than/to) red.4. I prefer _______ (listening/to listen) to music to playing computer games.5. Bob prefers _______ (to send/ sending) e-mails to ______ (write/ writing) letters. Keys: 1. would, go 2.eat, than 3.to 4.listening 5.sending, writing三、单项选择( ) 1.—Excuse me, is this Lucy’s book ?— No, this is ____. ____ is over there . （2010·贵州省铜仁市）A. mine; HersB. my; HerC. my; HersD. mine; Her( ) 2. —When shall we go to the museum, this afternoon or tomorrow morning?—_____ is OK. I’m free these days. （2010·甘肃省兰州市）A. BothB. AllC. EitherD. Neither( ) 3. There is ______ wrong with this computer. It doesn’t work well. （2010·北京市）A. somethingB. anythingC. everythingD. nothing( ) 4. —Have you brought _____ with you? We won’t have time to come back.—Don’t worry. All the things we need are here, in this big bag. （2010·广东省）A. somethingB. anythingC. nothingD. everythingKeys: ACAD自主学习记录卡课内探究一、选择填空。
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m favourite star Na Ying is their teacher. I’m glad (that)My
We know (that) This t program was very popular.
We hope (that) the program will become more popular in the future.
Subject + verb/be adj. + (that) clause.
I think (that) the music sounds sweet and warm. We can see (that) both of them are good at singing.
I’m glad (that) my favourite star Na Ying is their teacher. We hope (that) the programme will become more popular in the future.
What is Object Clause?
object of a sentence. An object clause functons as the ________
A. subject
B. object
ቤተ መጻሕፍቲ ባይዱ
C. contributive
I think (that) the music sounds sweet and warm.
We can see (that) both of them are good at singing.
We hope (that) the program will become more popular in the future. An object clause can be put after verbs: say, know, think, believe, hope, mean. I’m glad (that) my favourite star Na Ying is their teacher. An object clause can be put after adjectives: sure, sad, certain, glad.
I think (that) the music sounds sweet and warm.
b We can see (that) Both of them are good at singing.
It shows (that)They t impressed us with their nice voices.
Millie: Did you know there is a relationship between colours and moods? Sandy: Certainly. I think colours influence our everyday lives in many ways. Millie: How should we choose the colours for the rooms of a house? Sandy: Most people think light colours are better than dark ones. Millie: Yes. I notice light colours make rooms seem larger. Sandy: Sure. I also know blue can make us feel relaxed Millie: Yes. My mum says blue is suitable for bedrooms. I also find some people prefer orange for their dining rooms. Sandy: True, but it depends on personal taste. Anyway, we should choose the colour which makes us feel comfortable.
that to introduce an object clause We use “______” that is a statement (陈述句). In informal that English we often drop “______”.
Try to add “that” to each object clause.
song for the next battle. _________________________
____________. the battle again
Should she choose an English
song for the next battle?
if/whether She wants to know __________
she should choose an English _________________________
Did Liu win the battle?
You wonder _____________________. if/whether Liu won the battle
张 碧 晨
陈 冰
刘 明 湘
李 嘉 格
Will Liu be the winner of the battle again? I wonder ___________________________ if/whether Liu will be the winner of
Unit 2 Colours Grammar
Colours can influence our moods.
I think (that) ______ can influence our moods too.
We believe (that) many things around us can influence our moods.