2020年9AUNIT2教案
牛津英语9A Unit2 Integrated skills教案及练习 (含答案)
9A Unit2 Colour (Period 7 Integrated skills)Teaching Aims: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 furter（further）i nformation from a TV interview.(reading )and llistening and determine the facts.Teaching emphasis: 1. To understand the context of an advertisement and a TV demonstration.2. To understand how a colour therapist does.Teaching difficulties: To learn to express different feelings according to colours.Teaching preparation: Recorder, etcPreview：1．Preview the new words:discover promise successfully college oil rub dark skin pale advise free 2.Translate the following phrases:1) 改善你的生活2）拿回你的钱3) 皮肤苍白的人4）给我一些建议5）答应帮助你6）一张免费的电影票7) 建议某人做某事8）上大学9）颜色的力量10）想到一个好主意3.根据句意和所给的汉语写出单词，使句子意思完整正确。
9AUnit2第一课时
牛津英语9AUnit2Colour第一课时教学学案一.针对Unit1主要内容进行下列谈话：1.通过上个单元的学习，我们更清楚的知道句式“对某人来说做某事是……的。
”这一结构为：______________________________.特别注意的是结构“It’s adj of sb to do sth.”这一形式的否定句式为：________________________________我们必须清楚地理解上述这类句式的简单同义句为：___________________________________相关的同义复合句应该为：_____________________________友情提醒：当句式结构“Sb be adj to do sth.”中的adj被enough修饰时，我们记住有同义句式为：_________________________________.2.学习英语，我们不仅要掌握简单句的句式结构，更重要的是要学会分析句式成分。
我认为回顾一下简单句的五种基本句式结构很有必要：(1)结构：________形式：______(2)结构：__________形式：________(3)结构：___________形式：____________(4)结构：________形式：________(5)结构：_________形式：_________对于任意一个简单句来说，学会进行句式分析对帮助理解句子作用更大。
因此，我们很有必要来反馈一下有关句子成分的性质结构：(1)主语位于_______前。
(2)谓语位于_____后。
(3)表语位于_______后。
(4)状语位于不含________的句末。
(5)宾语位于________后。
(6)宾补位于_______后。
(7)定语分两种：单词位于________前，短语位于________后。
二．主要单词用法及相关短语运用：1.would rather 含义：宁愿。
牛津译林9AUnit2复习教案
牛津译林9AUnit2复习教案牛津译林9A Unit 2复习教案在学习英语的过程中，教案是一份非常重要的学习资料。
教案不仅可以帮助学生更好地理解和掌握知识，还可以指导教师进行教学。
本文将针对牛津译林9AUnit 2的复习教案进行分析和讨论。
复习教案的目的是帮助学生巩固和复习已学的知识，为即将到来的考试做好准备。
在复习教案中，通常会包括课程目标、教学重点、教学难点、教学方法和教学步骤等内容。
首先，我们来看一下该教案的课程目标。
课程目标主要包括两个方面：知识目标和能力目标。
知识目标是指学生在本节课中应该掌握的具体知识点，如词汇、语法和阅读理解等。
能力目标是指学生在本节课中应该培养和提高的能力，如听说读写等。
通过明确的课程目标，学生可以清楚地知道自己需要学习和掌握的内容，有助于提高学习效果。
接下来是教学重点和教学难点。
教学重点是指在本节课中需要重点讲解和强调的内容，通常是学生较难掌握的知识点。
教学难点则是指在本节课中学生可能会遇到的难题或困惑，需要教师进行重点解答和指导。
通过明确教学重点和教学难点，教师可以更有针对性地进行教学，帮助学生理解和掌握难点知识。
教学方法是指在本节课中教师采用的具体教学手段和方法。
在复习教案中，通常会采用多种教学方法，如讲解、示范、练习和讨论等。
通过灵活运用不同的教学方法，可以激发学生的学习兴趣，提高学习效果。
最后是教学步骤。
教学步骤是指教师在本节课中的具体教学安排和操作过程。
在复习教案中，通常会包括预习、复习、巩固和拓展等环节。
通过合理的教学步骤，可以使学生在有序的环境中进行学习，提高学习效率。
综上所述，复习教案在英语学习中起着重要的作用。
它可以帮助学生巩固和复习已学的知识，为即将到来的考试做好准备。
同时，它也为教师提供了一个指导教学的有力工具。
因此，学生和教师都应该认真对待复习教案，充分发挥其作用，提高学习效果。
通过对牛津译林9A Unit 2复习教案的分析和讨论，我们可以看到教案在英语学习中的重要性。
9A Unit2 Colors单元教学设计
9A Unit2 Colors 单元教学设计教材分析：本单元是本册书第一模块get along with others 中的第二个单元，单元话题是colors,其中涉及颜色与情绪、颜色与性格以及颜色在生活中的应用。
这个话题是学生相对熟悉也比较感兴趣的，在教学过程中，既要让学生进一步加深拓宽相关知识，又要学习相关英语表达以及语法知识。
单元教学目标：一．知识目标1.与话题相关生词及短语2.由that和if引导的宾语从句3.学会表达“更喜欢，情愿做某事”二．能力目标1.谈论自己在颜色方面的喜好2.介绍不同颜色与情绪的关系3.根据掌握的颜色方面的知识分析、选择服装、产品等4.听说读写综合技能的训练三．情感态度目标1.提高学习热情，增强学习兴趣2.有效选用不同颜色调节自己情绪，培养健康、积极向上的态度。
课时分配：本单元分10个课时完成，其中comic strip &welcome to the unit一课时，阅读两课时，语法两课时，综合技能、学习技能和task各一课时，还要两课时评讲练习巩固复习。
以下是其中新课部分的分课时教案。
Comic strip& welcome to the unit教学目标：1. name different colours;2. know the different colours in a rainbow;3. talk with their partner about colours.教学重点：Talk about colours around us in English.教学难点：Talk about colours around us in English.教学过程：Comic stripStep 1 Lead-in1. Listen to a song about colours2. Free talkWhat colour do you like to wear? Why?Step 2 Presentation1. Watch a video and answer questionsT: Different people like to wear different colours. What colour does Eddie like to wear? Let’s watch a video and answer the questions.(1) Which colour does Eddie want to wear, pink or blue? Why?(2) Why does Hobe laugh?Step 2 PracticeRead and act outStep 3 ProductionTell a storyThis morning, Hobo showed me two pieces of clothing. One was pink and the other was blue. He asked me which I wanted to w_______. I thought blue was b________ than pink. Pink is a g________ colour while blue is for boys. Hobo didn’t a________ with me. He thought there was n________ wrong with pink. At that time, I didn’t know what he meant. He let m e choose first and helped me try it on. How k________ Hobo was today! But when I p________ on the blue one, I found it was a girl’s d________! Hobo looked at me and l_________ out of breath. He said that he was not sure if blue looked g________ on me. I was very angry! What a bad e-dog Hobo is! Welcome to the unitStep 1 Lead-inGuess a riddle (谜语)T: We can see colours everywhere in our daily lives. Today I’ll show you a colourful thing. Guess what it is.Step 2 Presentation1. Learn about colours in a rainbow2. Present new words: violet, indigoT: What colors does a rainbow have? Please name them in order.red—orange—yellow—green—blue—violet—indigoStep 3 Practice1. Quick reactionWhat colours are the letters?2. Finish Part A on P213. Listen to the conversation in Part B and read after the tape4. Work in pairs and talk about colours around youStep 4 ProductionHave a discussion1. How do you feel when you see such colorful things?2. What will our life be like if there are no colours?T: The world is full of colours. It is so beautiful. Without colours, the world would be a dull place. So we should love the world and try to protect it.Homework1. Remember the new words, phrases and structures.2. Search for more information about colours.3. Preview Reading.Reading1教学目标：1. read the passage about colours and moods fluently.2. guess the meanings of the new words from the context.3. identify the main idea of the passage by skimming.4. describe what colours can do and what characteristics they represent by further reading.教学重点：Understand the passage in different ways to improve reading skills;教学难点：D escribe what colours do and what characteristics they represent.教学过程：Step 1 Pre-reading1. A game about colour idiomsTry to match the proper colours with idioms.T: Englishmen like to use different words of colours in their idioms. Do you know about them? Match the proper colours with the idioms.2. Understand some new wordsT: I believe you are very interested in colours. Different colours can influence our moods. Some colours can make us feel excited or calm, while others will make us feel nervous or relaxed. Step 2 While-Reading1. Skimming(1) Skim the whole passage and find out the main idea of the passageT: We’ve learn about that colours may influence our moods. Now we’ll learn more about this topic. Please skim the passage and then choose the main idea of the passage.What is the main idea of the passage?A. How colours influence moods.B. Why colours change moods.C. What colours represent and do.T: Why did you choose C? Where did you find the answer? Right! From the sentence “This article explains what colours can do what characteristics they represent.” Just go throughthe title, the main headings, the first and last parag raph, and we’ll find the answer quickly.2. Scanning(1) Read the passage again and answer the questionT: There are many colours around us. How many colours are mentioned in the article? What are they?(2) Scan the passage and answer the question.T: The passage includes calm colours, warm colours, energetic colours and strong colours.Then what does each colour represent? Scan the passage and answer. When you scan thepassage, look for specific information with the key word “represent”.Work in pairs. Ask and answer.A: What does each colour represent? B: … represents …/… is the colour of …3. Further reading(1) Read Calm colours carefully and fill in the tableT: Different colours represent different characteristics. Then what can different colours do?T: What about warm colours?T: Yes. People in cold areas prefer warm colours to create a warm and comfortable feeling.Some people prefer yellow when they hope for success.Orange can cheer us up when we are feeling sad.Yellow is the colour of the sun so it can remind us of a warm sunny day.T: When we read these sentences, we may have difficulty understanding them. Now read them more and try to guess the meaning of the new words according to the context. (3) Read Energetic colours and do T or FT: Warm colours can cheer us up. What can green do? Read and do T or F questions.①Green is only the colour of new life and growth.②Green can make you feel tired or weak.③“ Red-eyed” in Chinese means “green with envy” in English.(4) Read Strong colours and fill in the blanksT: Do you have difficulty making decisions? If you do, red may help you. Read the information about red and find out what red can help us.If you require ________ in either body or mind, ____ may be of some help to you.It represents _______ and ______________.Wearing red can make us take action more _______.Step 3 Post-Reading1 Advice for Millie’s friends(B3)T: Different colours represent different characteristics. Millie is thinking about her friends. Help her decide which colour is suitable for each of her friends. Choose one and give advice.2 My favourite colour(B4)T: You’ve done a good job. Do you know what colour is my favourite? Why?T: My favourite colour is red. It represents strength, heat and strong feelings. I like it because it can help me when I am having difficulty making a decision. I am lively, powerful and strong.I think my favourite colour matches my characteristics. What about you? Think about it andthen write it down.V. Homework1.Write about your favourite colours and give reasons.2. Read the article aloud3. finish some exercises.Reading2教学目标：1. understand words and phrases about colours and moods;2. write about somebody’s favourite colour and how the colour influences him or her.教学重点：Use the new words, phrases and structures in particular situations correctly.教学难点：Use the new words, phrases and structures in particular situations correctly.教学过程：Step 1 Lead-in1.Introduce colour family membersT: Look, here come colour brothers. Who are they?(Blue, Green, Red …)T: This is colour brothers’ grandma. She wears colourful clothes. How does she look?2. Listen to what colour brothers say3. Think about what colours can do and what they represent(1) How many types of colours are there?(2) What colours can do and what do they represent?(3) Complete a passage about the power of colourStep 2 Presentation and practicePresent and practise the important words, expressions and structures mentioned in the passage1. Some important nouns(peace, sadness, heat, difficulty, feeling, decision)T: Please find the noun forms of the following words in the passage. Then fill in the blanks.2. An important conjunctionIf、whether的用法辨析：(1) 都有“是否”之意，常可互换。
2019-2020年九年级英语上册 Unit 2 Integrated Skills 特色教案 牛津版
2019-2020年九年级英语上册 Unit 2 Integrated Skills 特色教案牛津版一、年级：九年级二、教学内容：9A Unit 2 Colour三、课型：Integrated skills四、教学目标1.知识目标能听懂与颜色治疗相关的词汇和句型。
2.能力目标1)从广告和电视节目中获取信息。
2)描述某种服饰的优缺点，提出合理建议。
3.情感目标学会使用颜色来调节情绪并根据自己不同的情绪选择不同颜色的服饰。
五、教学重难点1.通过听力的训练获取有关颜色治疗的信息。
2.能有礼貌地对他人的着装的颜色提出合理的建议。
教学步骤I. Pre-listening1. Lead in new wordsT: Hi, everyone, nice to meet you. 同学们好。
T: What colors can you find in this picture?T: … violet means purple.T: Can you divide them into different kinds.T: …2. Lead in the topicT: What is the use of color?T: It can affect our moods.T: Anything else?T: It can make our world more beautiful.T: Can it make people more beautiful?T: Yes.T: Do you know what colors look good on them?T: What is the difference between the two ladies?T: So what colors should they wear?T: Do you know?T: She knows！T: Who is she? Where does she work?3. Get some information while reading the advertisementT: Open your textbook to page 36, try to find the answers.把书翻到36页，试着找出问题的答案。
9Aunit2教案
9Aunit2教案仪征市实验中学集体备课教案（讲学稿）年级课题课型授课教师授课时间初三 Unit 2 Welcome to the unit 学科英语主备人张杰教材 9A 任教班级年月日第周星期二次备课主备教师教学设计教学目标重点难点化解重难点的方法与手段 To recognizethe names of different colors To recognize the colors of the rainbow and the order of the colors 1 Improve Ss? listening , speaking ,reading and writing skills 2 I?d rather wear blue than pink . 3 There?s nothing wrong with pink .4 Blue looks good on you ! 1 使用直观教具，创设情境呈现 2 练习的对比，讲解 1 Review the knowledge about twelve star signs and tell them they?ll learn sth about colours . 2 Review the colours they have learned . 3 Listen to the tape and answer the question “Which color does Eddie like wearing better?” 4 Read after the tape .And practice the dialogue and try to act it out .5 Readingthe dialogue between Eddie and Hobo again . Answer some questions . 6 .Ask students to raise their hands if they have ever seen a rainbow. Ask studentsto tell you when a 教学流rainbow appears . Explain to students that the colors 程设计 of a rainbow always appear in order shown in the picture on page 21. Ask them to write the colors in the blanks in Part A. This is a simpleexercise and the students can work on their own. 7. For Part B, ask two students to play the roles of Amy and Amy?s cousin. Ask them to read the conversation aloud. 8. Ask students to list the colors of the names of the colors in the correct order. 9 Activities .Work in pairs to talk about colours of the other things . 重点讲解 1. I?d rather wear blue than pink. 我宁愿穿蓝色也不愿穿粉红色。
苏教版译林初中英语教案9A Unit 2 Task
1.Please write a report on colours and moods.
2.Finish off the relevant exercises.
Blackboard design:
Unit 2 Colours
Task
1.trust n. vt.
e.g. I trust that you’ll succeed.
第二单元第7课时教学设计
课题名称
Unit2 Colours
Task
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
Teaching contents:
Vocabulary:
trust handbag match calm warmth balance
Phrases:
a pair of white shoes a good match
Para4: Conclusion
(Your opinion)
Step3 Writing
1.Make some notes about the two advertisements.
2. Say something about them.
①The woman beside the sea is wearing …
make herself look more powerful
a little bit stressed
Teaching procedures:
Step 1Lead-in
Review four kinds of colours and the characteristics they represent.
仁爱版英语九年级上册9A_Unit2_Topic2_SectionA_教学设计
Unit2 Topic2 SectionA 教学设计Ⅰ. Material analysis本课是第二单元第二话题的第一课时。
主活动是1a。
1a 通过Kangkang 向他的同伴Maria 和Jane 抱怨恶劣的天气，引出本课的功能意念：抱怨和责备。
同时也初步呈现了本单元的语法点：不定代词和不定副词。
1b 主要培养听力策略，即重点听对话的大意。
1c 侧重于考查归纳总结的能力。
在2 中，通过“用所给词的正确形式填空”这种题型，巩固1a 中的重点语言点。
借助3 的图片和信息提示，进一步形象地了解沙尘暴形成的过程。
通过4 的听力练习，提高学生听取文段细节的能力。
本课通过谈论沙尘暴的成因说明了树木对环境保护的重要作用。
同时也让学生了解天气与人类活动的关系，关注全球的环境问题。
Ⅱ.Teaching aims1.Knowledge aims：掌握本课的重点词汇和短语，谈论沙尘暴的成因。
初步感知不定代词和不定副词的用法。
2.Skill aims:能听懂谈论沙尘暴成因的对话。
能够从所听材料中获得有效的细节信息。
能够根据图片和信息提示词描述沙尘暴形成的过程。
3. Emotional aims: (optional)让学生了解环境污染的严峻形势，引导学生爱护大自然，爱护花草树木，树立绿色环保意识。
4. Culture awareness: (optional)通过课文的学习，让学生了解沙尘暴形成的原因和过程，关注全球的环境问题。
Ⅲ. The key points and difficult points1. Key points:Words and phrases: sand, although, sandstorm, desert, human being, reduce, completely, change into, stop … from, blow/ wash … away, as aresult1Sentences: A lot of water can be saved by forests.Although we have built “The Green Great Wall”, we still need to do something to protect the environment.Grammar: Indefinite pronoun and adverb.2. Difficult points：能够从所听材料中获得有效的细节信息来补全句子。
译林版牛津英语9Aunit2学教案教师版教案
Vocabulary Array（一）教学目标：To understand what synonyms areTo understand what synonyms are（二）课前自主学习写出近义词1.wrong _____2. calm _____3. affect _4. fast _____5. clever _____6. energetic7. joy _____8. difficult _____9. room __ 10. quality ___11. know _____ 12. sad_________ 13.strong______14.hope________15.afraid____(三) 体验与实践一、写出下列词的近义词：1.feelings _________2.influence___________3.qualities_________4.realize__________5.require__________6. unhappiness_________7.wish___________（四）教学过程Teaching steps:Step 1: Presentation(Change the sentences according to the request)1.He is very kind to us all. (同义句)He is very ______ to us all .2.Thank you for asking me to your birthday party.( 同义句)Thank you for ______ me to your birthday party.Ask students to write out the answers: 1 .good / friendly ; 2. inviting .Tell the Ss that “kind /good /friendly”, “ask/invite” are two pairs of synonyms. Synonyms are words that mean the same or nearly the same thing.Step 2: Word matchingA Bseldom quicksmall cheerfulfast inexpensivehappy rarelycheap littlewrong incorrectcalm faultmistake relaxedStep 3: A gameAsk some Ss to supply some words, let their partners give the synonyms of these words,let us see which pair works fastest and the most correctly.Step 4: Practice1.Explain the context of Part A , tell Ss to complete Part A.Check for mistakes and mispronunciation.2.Explain the context of Part B, Ss work in pairs to find the right synonym in the box and write it opposite the corresponding word.Step 5: A brainstorm.Ask Ss to list synonyms as many as possibleprefer + n. to 另一n. 例:I prefer art to music 与音乐相比更喜欢美术prefer doing to doing.与做某事相比更喜欢做另一事例:I prefer skating（skate）to running(run)prefer to do sth(不与另一动作相比prefer后接动词只能用to do sth )例:I prefer to dance (dance)today. I prefer to sell (sell) the old house to buy(buy) a new house.8.prefer to do sth rather than do sth宁愿做某事而不愿做另一事。
9a Unit 2 教案
Unit 2 Comic strip &welcome to the unitTeaching aimsTo recognize the names of different coloursTo encourage students to show love to those in needTeaching pointsTo recognize the colours of the rainbow and the order of the coloursTeaching proceduresStep1. Warming – upAsk students what colours they like, then let them talk about their partner’s favourite colours.Step2. Presentation1.Ask students what colour Eddie likes, then let them listen to the tape and find out the answer to this question2. Check the answer.Students read the dialogue between Eddie and Hobo, then the teacher explain some key pointsStep3. PracticeStudents practice the dialogue with the partner, then ask some of them to act out the dialogueStep4. Presentation1.Ask students to guess teacher’s favourite colour, then tell them that the teacher likes the colours of the rainbow2.Teach them the seven colours of the rainbow: red, orange, yellow, green, blue,indigo, violet3.Practice the seven colours, using the dialogue in Part BStep5. A gameStep6. 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)Unit 2 Reading 1Teaching aimsTo understand what colours representTo recognize and understand vocabulary about emotions Teaching pointsTo match colours to the characteristicsTeaching proceduresStep 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?Encourage students to say as much as possible.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.Step 3: Discussion.Let students think about:How can colour change people’s moods?Encourage students to express himself using his / her own wordsStep4: HomeworkUnit 2 Reading 2Teaching proceduresStep 4: Reading comprehension.1. Ask students to scan the passage quickly and then match the colour with what they represent.Ask students to read the passage again carefully and then fill in the blanks according to the passageStep 5: Languagepoints.1. Ask a studentat a time to reada paragraph.After eachparagraph, askstudents to saywhich parts ofthe text they do not understand.2. Explain some difficult language points to students.e.g. remind sb. of sthhave difficulty (in) doing sth.make/ find / think it + adjective + to do sth.Step 6: Discussion1.Ask students what they think about the article. Do they agree with what it saysor which part of the text do they like most?Unit 2 GrammarTeaching aimsTo know how to use the object clause with ‘that’ and ‘if/whether’.Teaching pointsThe structure and usage of the object clause with ‘that’ and ‘if/whether’. Teaching proceduresStep 1 Lead-inToday we are going to learn the object clauses introduced by ‘that ‘, ‘if/ whether’.Step 2 The Object clauses introduce d by ‘that’1) Earth is becoming more and more crowded and polluted.What does Daniel think ?-- -Daniel thinks that Earth is becoming more and more crowded and polluted.2 ) People w ill live on the planet Mars by the year 2100.What does Daniel think?---Good . Daniel thinks that people will live on the planet Mars by the year 2100.3) The robot will do most of the work.What does Daniel think?---Yes, Daniel thinks that the robot will do most of the work.Let’s do some exercises. …Have you finished? Now let’s chec k the answers.1) He’ll be back in a month.(I hear…)--I hear ( that ) he will be back in a month.2) I have been to the Great Wall once.(He tells me…)-- He tells me ( that ) he has been to the Great Wall once.Can you find out the rules about Object clauses introduced by ‘that’?Step 3 The Object clauses introduced by ‘if ‘or ‘whether’ (PPT)Daniel has learned a lot about living on Mars. But he’s still worrying about something. Look at his worries.1 ) Could the plants produce enough water?--- Daniel is not sure if / whether the planets could produce enough water.2) Are there any aliens on Mars?----Daniel is not sure if / whether there are any aliens on Mars.3) Are animals on Mars dangerous?--- Daniel is not sure if / whether animals on Mars dangerous.Let’s do more practice together.1 ) Does he live in that house? ( She asks me …)---She asks me if/ whether he lives in that house.2) Have you finished your homework? ( I want to know…)---- I want to know if /whether you have finished your homework.Can you work out the rules yourselves?HomeworkUnit 2 Integrated skillsTeaching aims1.To understand the context of an advertisement and a TV demonstration.2. To understand how a color 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 determine the facts. Teaching pointsTo learn through different feelings to different colours.Teaching proceduresStep1 RevisionRevise something learned in the last period.Step2 Practice1. Ask the Ss what they think a color therapist is. A color therapist helps people improve their health, mood and appearance by using colors.2. Ask Ss if they believe that colors can affect our mood.3. Explain to Ss that the paper at the top of page 32 is an advertisement. Ask a student to read the advertisement out loud. Tell the students must use the information in the advertisement to complete Millie’s notes. Remind them that they will not be able to complete the note.4. 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.5. Ask ss to look at their answers. If they still have some questions, play the tape once more without stopping.6. check the mistakes and pronunciation.Step3 PracticeDeal with Part B1. Review “advice”2. Ask one student to play the role of Millie and another one to play the role of Andy.3. Write some vocabulary on the blackboard for students to use. “blouse, coat, trousers, loose, tight, comfortable”. Remind students that each color represents something different . Ask them to refer to the passage to check what different colors represent.4. Work in pairs.5. Role—playing.Step4 Sum upSum up some Language pointsStep4 Assignment1. Revise this period and do some exercises2. Pre-learn the next periodUnit 2 TaskTeaching aimsTo master the words: protection, warmth, powerful, handbag, balanceTo organize ideas and build a plan.To write a report about moods and colors and what they represent. 3. To present a report. Teaching pointsTo learn to express ideas to others.Teaching proceduresStep1 RevisionRevise something learned in the last period.Step2 Presentaton1. Explain the context. Students are working on a projectabout the relationship between colors and moods. They willlook at pictures of people and assess their moods based onthe colors they are wearing.2. Tell students that making a list can be a good way toorganize their thoughts and ideas.3. Point out to students that for each color mentioned in the list, there is an explanation of what the colors mean.Step3 Practice1. Tell students to look at the picture carefully, then answersome questions. After answering some questions, let themwork in groups to finish the report.2. Free talk. According to the advertisement on thebook, ask them that what kind of advertisement can beconsidered as good advertisement.3. Show them other pictures and encourage them to talkabout their feeling. About colors and moods. Thenwork in pairs to ask their desk mates about colors andrepresents.4. Exercise: writing.Step 4 Assignment1. Revise this period2. Pre-learn the next periodMore exercises make perfect根据首字母提示完成下列句子：1. Red represents p __________ and s_____________.2. Paul has strong p_________ and likes to be the leader.3. This can help when you have d__________- making a decision.4. I’d r__________ wear a blue coat than a red coat.5. Green can give us e_________ because it r___________ new life and growth.6. White is the color of p________. If you wear white, you will feel p______.7. Blue can c_______ the feeling of harmony.8. Is there a_________ in the room? I’m hungry.9. Do you know that colours can a_________ our moods?10. Orange can bring you s________ .It can c______ you up when you are sad.感谢您的阅读，祝您生活愉快。
9A Unit2复习教案
Step 1：Free talk 1.根据实际情 1. Talk about colours. 况回答问题 2. Talk about likes and dislikes. 2.注意语音语 （教师可以在《人机对话纲要》中选择一两个话题并尽量与本课时有关） 调。 Step 2：Revise the words，phrases and sentences. 3.学生间 Ask 一、四会单词（要求做到听说读写） and answer A：名词：pink, rainbow, mood, sadness, calm, heat, difficulty, decision, 4.学生质疑 Unhappiness, diary, behaviour, e-card, college, oil, skin, thought, handbag 1、 课前学生准 B：动词: prefer, influence, require, discover, promise, advise, 备好纸和笔 C：形容词: sleepy, relaxed, satisfied, deep, worried, dark, pale, free 2.要求学生早 D：副词：successfully, perhaps 读课记忆这些 （教师上早读课领全体同学朗读单词，并能指导学生读准单词，课堂和课后主要负责学生 单词。 记忆情况。 ） 3.课堂进行听 小试身手 写 1, I believe that the weather can affect a person‟s _____________(情绪). 4.注意不同词 2. Have you ever seen a ____________(彩虹)? 性的变化，尤 3. I‟m ____________(满意) with what he did. 其是一些不规 4. She looked _____________(放松) . 则的单词 5. He has d______________ doing homework himself. 1、 课前学生准 二、重点短语 备好纸和笔 1.would rather, 2.in the sky, 3.make us feel happy or sad , 4. be good for, 5. cheer you 2.要求学生早 up, 6.study for exams , 7. have difficulty in making a decision, 8. prefer to, buy…for, 读课记忆这些 9.be in a bad mood, 10.make a phone call to, 11.improve your life , 12. a little bit 短语。 stressed, 13. find it a bit strange, 14. remind sb of, 15. for example, 16. look good in 3.课堂进行听 sth, 17.look good on sb 写 三、重点句型 4.运用不同的 1.I‟d rather wear blue than pink. 短语进行造 2. Blue looks good on you 句。 3. So you may say „I‟m feeling blue‟ when you are feeling sad. 4. Wearing red can also make it easier for you to take action. 5. I prefer the black dress to the red dress. 6. People with dark hair and dark skin look good in red. 7. Why don‟t you wear this shirt? 8. Perhaps you should try these trousers. 9. How about jeans and a blue shirt? 学生通过对短 （教师上早读课领全体同学朗读短语和句型，课堂和课后主要负责检查学生记忆情况。 语和句型的记 ） 1
仁爱版英语九年级上册9A_Unit2_Topic2_SectionD_教学设计
Unit2 Topic2 SectionD 教学设计Ⅰ. Material analysis本课是第二单元第二话题的第四课时，是本话题的复习课，主活动是1a 和Project。
通过Grammar 和Functions 让学生归纳总结本话题的语法知识——不定代词和不定副词的用法，以及一些重要的表达。
通过1a 部分，培养学生寻找段落之间的逻辑关系，再利用逻辑关系完成排序任务。
1b 引导学生在阅读过程中注意“wh-questions”，提高阅读效率。
2 是通过小组讨论的方式，探究保护水资源和和节约用水的方法，为3 的写作任务作铺垫。
3 是教会学生如何写倡议书，培养学生在写作中排篇布局，即先构建写作框架，再加上合理的观点。
Project 是通过让学生换位思考，充当不同的自然资源，描述各自的功能，现状和期望，来唤起大众保护环境的意识。
本课所设置的“写倡议书”和“制作海报”都在培养学生“用英语做事情”的能力。
Ⅱ. Teaching aims1.Knowledge aims：掌握本课的重点词汇和短语，复习不定代词，不定副词和重点表达法。
了解淡水资源短缺的现状。
2.Skill aims:培养学生通过wh-questions(如：what，why 等)，理解短文的意思。
能够读懂有关自然资源的文章。
能够利用已有框架，加上自己的观点，提高写作技能。
3.Emotional aims: (optional)关注自然资源的现状，倡导学生保护环境，节约用水。
4.Culture awareness：（optional）通过对水资源现状的了解，认识到自然资源对人类的重要性，加入到保护环境、珍惜资源的队伍中。
Ⅲ. The key points and difficult points1. Key points:Words and phrases: avoid, discover, thirsty, nearly, law, shortage, resource, reuse,1take sth. away from…,the shortage of water / water shortage,avoid (doing) sth., make progress in, nearly 3/4 of…2. Difficult points：学会归纳话题中的重点语法和表达法。
九年级英语上册 9A Unit2(Colours)Reading教案 牛津版 教案
9A Unit2《Colours》ReadingTeaching content: Colours and moods (Reading I)Teaching aims: 1.To learn about the effects of 4 kinds of colours2.To know that colours can affect moods and different colours represent differentcharacteristics .3.To help the students match the colours with their characteristics.Teaching importances and difficulties：1.… make sb.feel + adj.2.…represent + n.Teaching methods:Listening, Speaking, Reading and WritingTeaching aids: A projector A puterProcedures:Step 1: Leading in and present some new wordsStep 2: Books open!Read and answer:How many kinds of colours are talked about in the text? What are they?Four.They are calm colours,warm colours energetic colours and strong colours.(It is clever of you to answer the questions. When we read somethingquickly,wecan first pay attention to the title. Each paragraph has a title.) Step 3:Read the text carefully（1）Listen ,While listening ,skim over the text and try to find out what colours belong to calm colours,warm colours,energetic colours and strong colours. And then do true or false.Clear?（2）Read，translate and then say true or false to the following sentences：Ⅰ.Colours can affect and change our moods.They can make us feel happyor sad,energetic or sleepy.（T）Ⅱ.Different colours may represent different characteristics.（T）Ⅲ.Blue is a calm colour and can make you feel relaxed.It can create the feeling of harmony.（T）Ⅳ.White is the colour of purity.It won’t make you feel stressed.（T）（2） Ask students to practice the patterns using the table.(speak and write)1.…make sb feel+adj.Blue can make us feel calm and peaceful.2.…represent +n.Blue represents harmony.（3）According the text, put the right colour words in the following sentences:1.If you are feeling stressed ,you may wear white to make you feel relaxed.2.If a person says ‘I am feeling blue.’,that means he feels sad today.3.I like yellow because this colour can bring me a happy and satisfied feeling.4.If you feel sad,you may wear orange because this colour can cheer you up.5.Green can provide us with energy.6.If you have difficulty making a decision,wearing red makes it easier for youto take action.Step 4:Activities（1）Discussion: Which picture do you like best?Why?Please say something about the colours and moods.（2）Let’s talk about the colours and moods in our daily life.（3）Here is a slang:Please guess ‘rea-eyed’.But inEngland,they say green-eyed.This is a difference between Chinese culture and Western culture. Step 5:Homework1)Read the new words and the text.2)Supplementary Exercise P9-10。
仁爱版英语九年级上册9A_Unit2_Topic2_SectionB_教学设计
Unit2 Topic2 SectionB 教学设计Ⅰ. Material analysis本课是第二单元第二话题的第二课时，主活动是1a。
1a 通过Kangkang 和Michael 之间的对话配合相应的图片，谈论中国空气污染的严峻形势，提出人们在日常生活中应爱护环境的建议。
本课内容贴合学生的实际生活，表达了责备，抱怨等情绪；对于如何保护环境，该部分运用祈使句等提出了各种建议，重点学习了不定代词和不定副词的用法和区别。
1b 主要训练学生在听力过程中抓细节的能力。
1c 通过抓信息，填表格，整合保护环境的建议。
2 和3 通过听和写的方式，进一步巩固不定代词和不定副词的用法。
4 则意在规范学生在日常生活中的不文明行为。
通过本课的学习，可以让学生意识到保护环境并不难，作为学生完全可以通过注意生活中的细节来参与环境保护，并自觉纠正破坏环境的不良行为。
Ⅱ.Teaching aims1.Knowledge aims：掌握本课的重点词汇和短语，区别不定代词和不定副词的用法。
正确运用保护环境的建议，表达责备和抱怨等情绪。
2.Skill aims:能听懂有关保护环境的建议和表达责备和抱怨等情绪的短文。
能正确运用弱读和连读的技巧，使发音流畅，富有韵律感。
能表达责备和抱怨等情绪，能就环境保护提出自己的建议。
3.Emotional aims: (optional)引导学生关注身边的环境问题，树立绿色环保意识。
做到“保护环境——从我做起，从小事做起”。
4.Culture awareness: (optional)Ⅲ. The key points and difficult points1. Key points:Words and phrases: none, rubbish, wild, nobody, worst, situation, punish, perhaps, everybody, user, spit, untidy, rude, behavior, nowhereSomething useful/ important, none of us, here and there, in public, care for/ look after /take care of, worst of all1Sentences: But the government is doing something useful to protect the environment.None of us likes pollution.Don’t spit anywhere in public.Everyone should care for wild animals and plant more trees.We should do everything we can to protect the environment.Grammar: Indefinite pronoun and adverb.2. Difficult points：能熟练地表达责备和抱怨的情绪，并提出保护环境的建议。
9A Unit2教案
Unit 2 ColourPart 1: Teaching Design (第一部分：教学设计)Unit GoalsUse ‘would rather… than…’ and ‘ prefer…to…’to express preferences.Use the indefinite pronouns to talk about people and things.Give advice about which clothes and colours are suitable to wear and presenta report about colours and moods to class .Write a report about colours and moods to class.Period 1 Comic Strip + Welcome to the unitTeaching GoalsTo recoganize the names of different colorsTo recoganize the colors of the rainbow and the order of the colorsTeaching ProceduresStep 1. RevisionHow many colors do you know (Red, white, black, bule, green, grown, purple ….) If you mix two different colors, you can get another color, suck as:red + white = pink / red + yellow = orange / red + blue = purpleWhat color are the following things (the sea, the sky, the sun, a leaf, a tomato, an apple …)Step2. PresentationAfter the rain, Millie looks out of her window and sees a rainbow. How many colors can she see Write down the names of the colors.Explain: indigo – a purlish blue violet – a synonym of ‘purple’Step 3. Read & PracticeAmy’s cousin saw the rainbow too, she is calling Amy to tell her about it. Read the dialogue between Amy and her cousin in part B on page 21. Then qork in pairs to make the same dialogue.Step 4. PresentationWhat color do you prefer Why But I prefer purple. It there is a purple bag and a red one, I would rather choose purple than red.Ask the students to make the same sentences.Step 5. Listen & answerOne day, Hobo played a trick on Eddie. What happened Let’s look at the pictures while listening to the tape.1. Why would Eddie rather wear blue than pink2. Does Eddie look nice on blue Why not3. Hobo says to Eddie, “ Blue looks good on you.” Does he really think so ( The joke here is that Eddie is male and chooses blue because he thinks this is a masculine coour. However, the blue item of clothing turns out to be a dress. Hobo is deliberately trying to mislead Eddie by not showing or telling him that it is a dress.)Step 7. Read & actRead the dialogue after the tape, then read it and act it out.Step 8. Consolidation exercise改写句子1. There’s nothing wrong with your eyes. (改为同义句)There _________ __________ wrong with your eyes.2. I would rather wear black than green. (改为同义句)I _________ black _________ green.3. They have already seen that film. (改为否定句)They _________ seen that film _________.4. Blue looks good on her. (改为同义句)She _____________ good _____________ blue.找出错误并在横线上改正1. We all think pink is a girl colour._____________2. Do you know how many colours are there in a rainbow_____________3. There will have a basketball match tomorrow.______________4. After the rain, Millie looks out of the window and see a rainbow.______________Step 9. Homework1. Revise today’s phrases.2. Read and recite the dialogue.Period 2 Reading (I)Teaching goalsTo understand what colors represent·To recoganize and understand vocabulary about emotions·To match colors to charactersTo proofread and correct some notes based on the articleTeaching ProceduresStep 1. RevisionWe know that a year is divided into 12 different Star Signs. The time of yearbirthday decides your star signs. Some people believe that people under differentstar signs share different characteristics.Step 2. PresentationThere’s also some relationship between colours and moods. The different colorsrepresent different things and they affectus in many different ways. Whatinformation have you ever known Ask the students to say as much information aspossible.Step 3. Read and answerThere’s an article about the relationship between colors and moods. Let’s readit, then try to answer the following questions:1. What is this article about2. What are calm colors What does blue represent3. What are warm clolrs What does orange represent4. Is green an energetic colour What does it represent5. Is balck a strong color What is it What does it representStep 4. Listen and readRead the passage after the tape, try to guess the meaning of the new words according to thecontext. Then finish exercise in part B1 on page 24.Read the passage again, then match the colours with what they represent. Finish exercise in partB2 on page 24.Step 4. Read and retellRead the passage carefully, then try to fil in the table below.Step 5. ConsolidationMillie is writing to her penfriend about colour and moods. However, some words were left out because of a computer problem. Complete her e-mail.Dear Raymond,Did you know that colours can affect out 1 Did you know what the different colours2 For example,3 can help you feel relaxed. However, it can also mean4 .I prefer warm colours such as orange. Orange can bring you 5 and 6 if you are feeling sad.Do you like green Green can give you 7 ; it also represents 8 . 9 can help you when you are having difficulty making a decision.What is your favourite colour Write back soon.YoursMillieAnswers: 1. moods 2. represent 3. blue 4. sadness 5. success 6. cheer you up 7. energy 8. envy 9. RedStep6. Homework1. Read the text and try to recite it.2. Do more consolidation exercises(1). 我将在做那个决定有些困难。
9Aunit2教学案汇总
Unit 2 Colour 9AThe first period Welcome to the unit班级姓名学号_________【学习目标】1、To recognize the names of different colors2、To recognize the colors of the rainbow and the order of the colors【重点难点】Words：would rather pink indigo violet rainbow moodPhrases：want to wear sth. would rather do sth. =would like to do sth.would rather … than … would rather wear blue than pink a girl's colour【学习过程】一、预习检测翻译下列词组。
1.某物穿在某人身上很好看_____________2. 某人穿某物很好看_____________3.影响某人______________4. 生活在一个多彩的世界里________________5.做一个有关颜色的课题______________6.描述人们的心情_______________7. 雨后____________ 8.向窗外看_________________9.看见一条彩虹____________ 10.打电话告诉Amy 有关它的事11.在天空中_____________ 12.在彩虹中_________________1.I‟d rather wear blue than pink. 我宁愿穿蓝色也不愿穿粉红色。
would rather… than… 表示“宁愿…而不愿…”，“更愿意…”；rather后跟动词原形。
e.g. I‟d rather play tennis than swim.I‟d rather stay at home than go to the park today. 我今天宁愿呆在家而不去公园。
2020年人教版英语九年级Unit2 Section A(1a-2d)教案设计
2020年人教版英语九年级Unit 2I think that mooncakes are delicious!The First Period—Section A(1a－2d)Language Goal:Give a personal reactionKnowledge Goals:Key Words: stranger，relative，pound，steal，lay，dessert，garden，admire，tie，treat，Christmas，lie，novel，dead，business，punish，warn，present，warmth，spreadKey Phrases: put on，lay out，end up，Water Festival，Mid－Autumn Festival，Mother's Day，Father's DayKey Sentences:1.I think that the Water festival is really fun.2．I wonder if they'll have the races next year.3．I wonder whether June is a good time to visit Hong Kong.4．I believe that April is the hottest month in Thailand.5．What fun the Water Festival is!6．How pretty the dragon boats were！Key Grammar:1.Learn to use the objective clauses with that，if and whether.2．Learn to use the exclamatory statements.Ability Goals:1.Develop listening，speaking，reading and writing skills by using the target languages to express one's personal reaction.2．Learn to talk about different festivals in China and western countries with the words and the exclamatory statements.Moral Goals1.With the help of this unit's study，students can learn some cultural knowledge about Chinese and Western festivals.2．Learn to be kind，generous and warm－hearted.Teaching Important PointsKey words & phrases：stranger，relative，pound，the Water Festival，the Dragon Boat Festival，the Chinese Spring Festival，the Lantern Festival，put on，in two weeks Key sentences：1.I think that mooncakes are delicious.2.Bill wonders whether they'll have zongzi again next year.3.—What do you like best about the Dragon Boat Festival?—I love the races.I think that they're fun to watch.4.I wonder if it's similar to the Water Festival of the Dai people in Yunnan Province.Key structure：Objective clauses：verb＋that/if/whether…eg：I believe that April is the hottest month of the year there.I wonder if it's similar to the Water Festival of the Dai people in Yunnan Province.Teaching Difficult PointsPractice the objective clauses with that，if and whether in listening and speaking.Increase the students' vocabulary about the four Asian festivals and learn the culture about the festivals.Teaching AidsA tape recorder，CAI or multimedia courseware.Teaching StepsStep 1Leading in1．Greet the class and do the duty report.2．DiscussingAsk the students what festivals they know and talk about them in easy English.Step 2Cooperative inquiry1．Finish the task in 1a①Use multimedia courseware to show pictures of different festivals.Ask questions about these festivals and learn their English names.②Read these names of the four festivals in 1a.③Match the pictures with the descriptions.2．Finish the task in 1b3．Finish the task in 1c4．Finish the tasks in 2a－2b5．Finish the task in 2c①Read aloud the model conversation in 2c.Then pairs of students role－play the conversation.②Students work in pairs.③Ask some pairs to say out their conversations to the class.6．Finish the task in 2dStep 3Homework1．Read aloud and role－play the conversation about their own vacation like that in 2c.2．Read aloud the conversation in 2d.3．Translate the following sentences into English.(1)她长胖了两千克。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
9AUnit2教案9A Unit 2 教案 Period 1 Title 9A Unit 2 Comic strip and Wele to the unit(P24-41) Teaching aims Practice the names of the colours. Learn the colours of the rainbow and the order of the colours Style Listening & Speaking (New) Period 1 Important Points Practice the names of the different colours. How to use: ①would rather … than …; ②there’s nothing wrong with pink.③look… on sb.; look…in + 颜色 Step 1, lead-in 1. This summer, the 29th Olympic Games were held in Bei __g. Show some pictures about the 29th Olympic Games/rings. (奥运盛会一下子就会激发学生的兴趣，但是也要防止部分学生兴奋过度，所以相关图片请根据班级情况略做调整.) 2. Q: How many colours are there in the Olympic rings? A: Five. Q: What are they? A: blue, black, red, yellow, green. 3. Remind students of different colours.(Give some pictures about colours to help the students.) Step2, Wele to the unit 1. Discuss the questions about a rainbow. Q: Have you ever seen a rainbow? Q: When does a rainbow appear? 2. Look at the pictures of rainbows and discuss how many colours there are in a rainbow. 3. Do Part A together. 4. Go through Part B together and then make similar dialogues in pairs. Step 3, Comic strip 1. Hobo and Eddie are discussing the colours. Listen to the tape and answer some questions. 2. Read the dialogue andtry to plete the short passage aording to it. 3. Read it together and analyze the useful expressions. ①I’d rather wear blue than pink. ②There’s nothing wrong with pink. ③Blue looks good on you! (You look good in blue!) 4. Go through the main task (P24). Step 4, Extension activity Learn more about the different colours. (Just go through them.) Step 5, Homework 1. Remember the colours 2. Practice ①I’d rather wear blue than pink. ②There’s nothing wrong with pink. ③Blue looks good on you! (You look good in blue!) Period 2 Changzhou Zhengheng Secondary School Zhang ling Title 9A Unit2 Reading(I) Teaching aims 1. Skim and scan the text to learn something about it. 2.Recognize and understand vocabulary about emotions.(sleepy, relaxed, sadness, calm, satisfied, heat, difficulty, decision, deep, worried) 2. Understand what the different colours represent. Style Reading (New) Period 1 Important Points 1. Let students know the main idea of the article by learning the new expressions and reading it. 2. Recognize and understand vocabulary about emotions. Difficult Points Learn to use the new words. Step1, Revision 1. Look at the pictures and name the colours. 2. Practice the spelling of the words.(violet, pink, indigo, rainbow…) (Reading中的四会及部分三会单词将穿插在阅读过程中完成，每个单词出现都会有单独的链接。
) Step2, Lead-in1. Brainstorm: What’s your favorite colour? Do you know anything interesting about colours?2. Play a game. What do you feel... when you see the following colours?3. We call these feelings our moods. So we know colours can affect our moods. Do you think so? Step3, Skimming 1. Read the text quickly and answer questions. ①How many kinds of colours are talked about in the text? What are they? (Four. Calm colours, warm colours, energetic colours and strong colours.) ②What colours are mentioned in the article? 2. Practice: Match Column A with Column B Step4, Scanning 1. Paragraph 2 ①Read Paragraph 2 loudly and try to plete the notes one by one. ②Learn the new words by reading the notes. ③Give more examples about the new words and encourage students to read them again and again. 2. Paragraph 3 ①Read it loudly and finish the tables ②Learn the new words by finishing the tables. ③Encourage students to learn the new words by reading more sentences. 3. Paragraph 4& paragraph 5 ①Read it loudly and do T or F questions.(encourage students to correct the mistakes.) ②Learn the new words by reading the sentences.4. Finish the exerciseB1(P28)5. Go through the reading or listen to the tape and finish exerciseB2(p28) (for more able students: try to find out what the different colours represent.) ------Finish the form.6.Read the article loudly after the tape then fill in the blanks. Step5 homework 1. Read the article again and again. 2. Underline the useful phrases. Period 3 Changzhou Zhengheng Secondary School Zhang ling Title 9A Unit2 Reading(II) Teaching aims 1. Match colours to characteristics 2. Improve students’abilities to summarize, co-operate and participate. Style Reading (New) Period 1 Important Points 1. Make students understand the article correctly. 2. Help students to learn the new expressions naturally. Difficult Points 1. Encourage students to think about their own moods and emotions. 2. How to use colours to help ourselves and others when we are feeling sad. Step1, Revision 1.Give students some key words (for more able students, the key words can be omitted) Encourage them to fill in the blanks Try to retell the paragraph2 with the useful information. 2. Use the same way to retell the other paragraphs about colours. (笔者在教学中一直致力于让学生在课堂中/外有针对性的反复朗读来加深对所学内容的理解；而朗朗上口的素材多了，学生在拓展活动中自然而然就能脱口而出了。