9A Unit2 Colours 单元教学设计案例
9A Unit2 Colours教案
9A Unit2 Colours教案（Task）泰州市许庄初级中学成咏梅教学目标1. To learn to describe the colours of a person’s clothes and the meanings.2. To write a report on the relationship between the colours and moods.教学内容及过程Teaching proceduresStep1：Lead-inLook at the pictures and tell the colours, then tell their feelings.(To review the colours and the meanings of them)Step2. presentation1.Present the picture of the woman in the book. Ask the students to describe her clothes and the meanings of the colours. Then discuss why she is wearing these colours.2. Read the passage and finish the report. Then check the answer.Explain the sentence: Red and white are a good match, as the strong red balances the calm white!3. Summarize the structure of the passage.Step3:Pre-writing1.Work in groups to talk about the girl in the picture of Part B, including what she is wearing,the colours and meanings, your feelings while watching her.2.Present your group ideas and discuss if it is a good advertisement.Step3:WritingFinish writing about the other advertisement.Step4:Present and perfect the composition.Present a student’s composition and give it proper marks according to the standard. Then perfect your own composition.Step5:HomeworkRecite the sample writing.。
牛津译林版英语九年级上册Unit2Colours单元整体优秀教学案例
（一）导入新课
1.利用图片或实物，如红绿灯、彩虹等，引导学生谈论颜色，激发学生的兴趣和好奇心。
2.提出问题，如“你们见过这些颜色吗？”，让学生积极参与讨论，营造活跃的课堂氛围。
3.引入本节课的主题“Colours”，明确学习目标和任务。
（二）讲授新知
1.教授颜色相关的词汇，如red, blue, green等，并通过实物、图片等帮助学生理解和记忆。
3.小组合作互动积极：本节课设计了小组活动，如颜色搭配比赛、颜色故事创作等，让学生在合作中交流、讨论和解决问题。这种小组合作的方式有助于培养学生的团队合作能力和沟通能力，同时也提高了学生的学习效果。
4.反思与评价促进学生自我提升：本节课引导学生进行自我反思，如“你觉得你在本节课中学到了什么？”同时，设计评价量表，让学生对自己的学习过程和成果进行评价，如“你对你的颜色搭配作品满意吗？”这种反思与评价的方式有助于学生了解自己的学习情况，提高自我提升的能力。
4.学生能够通过阅读和听力材料，了解不同文化背景下对颜色的不同认识和用法。
（二）过程与方法
1.学生通过观察、讨论、实践等途径，探究颜色与情感的关系，培养他们的观察力和思考能力。
2.学生通过小组合作、角色扮演等活和听力练习，提高他们的阅读理解能力和听力技能。
牛津译林版英语九年级上册Unit2Colours单元整体优秀教学案例
一、案例背景
牛津译林版英语九年级上册Unit2Colours，围绕颜色展开，通过引入日常生活中的颜色，让学生掌握颜色相关的词汇和表达方式，以及如何在实际场景中运用。本单元主要内容包括颜色名称的学习、描述颜色的表达、颜色的搭配以及颜色与情感的关系等。在教学过程中，我将运用人性化的语言，结合学生的实际情况，设计一系列实用性强的教学活动，旨在提高学生的英语听说读写能力，激发他们对英语学习的兴趣。
9A Unit 2 Colours单元教学设计-优秀教案
第 1 课时教学设计（其他课时同）
课题
Comic strip & welcome to the unit
课型
新授课 章/单元复习课□ 专题复习课□ 习题/试卷讲评课□ 学科实践活动课□ 其他
1. 教学内容分析 译林版牛津初中英语 9A 第二单元的话题是颜色的功能及其运用。本课讲了颜色理疗家的工作，学生需 要了解并将知识在日常生活中，如广告、电视、采访、学校生活等情景中加以运用。通过学习和听， 使学生理解并获取信息，回答问题，学习单词，理解重点词汇和句型，并且提高听说能力。贴近学生 生活实际，易于激发学生的学习积极性。在实际教学过程中，广大英语教师一般只注重 Reading 这一 模块的教学而往往忽视了后面的几个板块的教学设计。牛津教材每个单元十个板块围绕着一个中心话
2. 单元（或主题）学习目标与重点难点 了解不同颜色所代表的含义。 认识并理解有关情绪的词汇。 了解颜色和情绪的关系。
3. 单元（或主题）整体教学思路（教学结构图） 以之前学生的对颜色的知识为基础，使用交际法、情景教学法，运用多媒体教授本单元关于颜色的 知识和重难点，提高学生语言的运用能力，参加学习机会，培养学生与伙伴合作意识。
7. 板书设计
Unit2 Colours
indigo violet rainbow
try on look good on sb in the sky
8. 作业与拓展学习设计 Remember the new words, phrases and structures. Search for more information about colours.
3. 学习目标确定 1. To master the important words of this period. 2. Learn to differentiate colours and introduce colours of rainbow. 3. Moral aim is to love the colourful world.
牛津译林版9AUnit2《colours》教学设计(共8课时)
3.完成课后练习册中与颜色相关的听力练习，提高学生对颜色词汇的听力敏感度。
4.学生观看一部英文动画片，关注其中的颜色元素，并运用所学颜色词汇进行口语描述。
5.家长协助孩子观察家里的物品颜色，用一般现在时进行口语练习，家长可记录孩子的表现，作为课堂反馈。
1.采用任务型教学法，设计丰富的课堂活动，如小组讨论、角色扮演、颜色搭配游戏等，激发学生的学习兴趣。
2.利用多媒体教学资源，如图片、视频等，直观展示颜色，帮助学生理解和记忆。
3.创设真实的语境，让学生在实际交流中运用颜色词汇，提高他们的语言运用能力。
4.通过听力训练，培养学生获取信息、处理信息的能力，提高他们的听力水平。
-实物展示：通过展示不同颜色的物品，让学生在实际观察中学习颜色词汇。
-图片辅助：使用丰富的图片资源，帮助学生建立颜色与实物之间的联系。
-视频引入：播放与颜色相关的短片，激发学生兴趣，提供真实的语境。
2.设计互动性强的课堂活动，如小组竞赛、角色扮演、颜色猜谜等，激发学生的学习兴趣，提高他们的参与度。
-小组竞赛：通过小组间的颜色词汇接龙或描述比赛，促进学生主动学习和合作交流。
2.学生分享学习心得，讨论在小组讨论和课堂练习过程中的收获和困惑。
3.教师针对学生的表现，给予鼓励和评价，强调颜色在英语学习中的重要性，并鼓励学生在生活中多观察、多运用颜色词汇。
五、作业布置
为了巩固本节课所学内容，加强学生对颜色词汇和一般现在时的掌握，特布置以下作业：
1.请学生用一般现在时，以“我的色彩世界”为主题，写一篇短文。要求至少运用5个本节课学习的颜色词汇，描述自己生活中的颜色事物，字数不少于80词。
牛津译林版-英语-九上-牛津英语 9A 2单元 Colours教案
Step 3: Discussion.
Let students think about:
How can colour change people’s moods?
教学重点
教学难点
教学过程
教学内容
备课札记
教师活动ቤተ መጻሕፍቲ ባይዱ式
学生活动方式
Teaching steps:
Step 1: Revision
Revisedifferentkinds of colours by askingstudents:
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:
Encourage students to expresshimselfusing his / her own words
Step4: Homework
达标情况
During the first period of reading, the main task is to make students know the main idea of the text.
Yellow and orange make you feel warm, happy and contented.Orange represents joy while yellow is the colour of wisdom.
新9A_Unit2colours教案
He has been here for two years.
A: How long has he been here?
B: I guess that he has been here for two years.
Tell the class that an object clause can be introduce by the connective “that”. Sometimes, we can leave “that” out.
1.Show some group sentences and ask the class to work in pairs to make sentences.
Students read the dialogue between Eddie and Hobo, then the teacher explain some key points
Step3. Practice
Students practice the dialogue with the partner, then ask some of them to act out the dialogue
教后记
总课题
9AUnit2Colours
总课时
7
第3课时
课题
课型
新授
教学目标
知识目标:To understand what colours represent
牛津译林版九年级英语上册 9A Unit 2 Colours 单元教案
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
最新牛津译林版英语九年级上册《unit 2 colour》教案3篇.doc
备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日备课日期 ____年____月____日上课时间____年____月____日9A Unit 2 Colour Period 1Step 1, lead-in1. This summer, the 29th Olympic Games were held in Beijing. 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 tohelp the students.)Step2, Welcome to the unit1. 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 ina rainbow.3. Do Part A together.4. Go through Part B together and then make similar dialogues in pairs.Step 3, Comic strip1. Hobo and Eddie are discussing the colours. Listen to the tape and answersome questions.2. Read the dialogue and try to complete the short passage according 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 activityLearn more about the different colours. (Just go through them.)Step 5, Homework1.Remember the colours2. 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 2Step1, Revision1.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。
9A Unit 2 Colours精品教学教案
Unit 2 ColoursWelcome to the unitTeaching aims:To review different colours.To talk about students’ favourite colours.Teaching steps:Step 1 Warming upPresent some pictures of colours and get the students to say their names. Step 2 Comic strip1. Ask the students to talk about their favourite colours.2. Listen and answer the questions.1) Which colour does Eddie like better?2) Why doesn’t Eddie like pink?3. Act the dialogue out.Step 3 Welcome to the unit1. Ask the students to talk about the questions below:1) Have you ever seen a rainbow?2) How many colours are there in a rainbow?3) What colour do you like best?2. Present a picture of a rainbow and teach the new words.rainbow indigo violetStep 4 Finish Part A on page 21.Step 5 Dialogue practiceA: Which is your favourite colour?B: I like ... best. What about you?A: I like ... best.Step 6 Finish Part B on page 21.Step 7 Language points1. But there’s nothing wrong with pink, you know.但是你知道粉色没什么不好。
《9A Unit 2 Colours》教学设计-优质教案
活动意图说明：语法教学应先让学生感知语法。通过接触that从句相关的语言材料，使学生对所学语言先形成一定的感性认识，再进行思维加工，从中归纳出语法规则，培养学生的英语思维能力和综合概括能力。
环节三：
教的活动3
2. Object clauses introduced by “if” or “whether”
单元（或主题）教学设计
单元（或主题）名称
Unit 2 ColorsGrammar
1.单元（或主题）教学设计说明
本单元以颜色为话题，谈论颜色在人们生活中的不同寓意及影响。本课时是本单元的第四课时，主要借助颜色的话题，学习有关宾语从句的内容。宾语从句属于名词性从句，名词性从句包括主语从句、表语从句、同位语从句和宾语从句。宾语从句由that、who. whom、which、how many、if、whether、when、where、why等连接代司或连接副同引导。That引导宾语从句时，在句中不充当任何成分，在非正式文体中可以省略。whether和if在引导宾语从句时意为“是否”不能省略。宾语从句一律用陈述句语序。
T: Good advice. Can she choose a white dress for the next battle?
T: What is your opinion? Why?
T: You are so thoughtful.
(2) Read and work out the rule
T: Read the following sentences and try to find out what we use to introduce an object clause that expresses a yes/no question.
9A Unit2 Colours
9A Unit2 ColoursReading I【教学目标】1. 掌握下列词汇、词组和句型，并能熟练朗读和运用。
词汇：influence, whether, peace, sadness, create, feeling, as, require, heat, difficulty, decision词组：make us feel happy or sad, bring peace to our mind and body, create a warm and comfortable feeling, cheer you up, hope for success, have difficulty making adecision句型：You may wonder whether it is true.This article explains what colours can do and what characteristics they represent.Some people prefer this colour when they hope for success.If you require strength in either body or mind, red may be of some help to you.Wearing red can also make it easier to take action.2. 了解不同颜色所代表的含义。
3. 了解颜色和情绪的关系。
【教学重难点】学会描述颜色和情绪的关系。
【教学过程】Step1. Revision & lead-in1. Review colours of the rainbow.2. Have a free talk with students.Step2. Pre-readingTalk about the pictures and ask: How do you feel about the colours?Step3. While-reading1. Read quickly and try to answer the questions.2. Read the article again and find out some details.3. Finish Part B1, B2 and B3 on Pages 24-25.Step4. Post-readingAsk the students to write a short questionnaire and see if their favorite colour matches their characteristics.Step5. HomeworkFinish off the exercises.。
新9A_Unit2colours教案
情感目标 Toencouragestudentstoshowlovetothoseinneed
教 学 重 难 点 Thesameastheaims.
教
学
过
程
教师活动方式
Teachingsteps:
Step1.Warming–up Askstudentswhatcolourstheylike,thenletthemtalkabouttheirpartner’sfavouritecolours.
Step4 Presentation. Step5. Practice. Step6 Presentation. Step7. Consolidation. Step8 Summaryandassignment.
A:Howlonghashebeenhere? B:Iguessthathehasbeenherefortwoyears. A:Yes. C:Iknowhehasbeenherefortwoyearsandahalf. A:Idon’tthinkyouareright. …. 2.AsktheclasstoreadthesentencesonPage14PartBandjudgewhetheritisanobjectclauseornot,i Presentthatwecangetdifferentkindofformsoftheobjectclausebythedifferenttypesofsentences 1.Statements. Acomputerprogrammerwasmurdered,weallknow. Weallknowthatacomputerprogrammerwasmurdered. 2.GeneralQuestions Havethepolicefoundoutthemurdereryet?Wedon’tknow. Wedon’tknowwhetherthepolicehavefoundoutthemurderer. 3.Wh-questions. Whatclueshavethepolicefoundout? Canyoutellme? Canyoutellmewhatcluesthepolicehavefoundout? AsktheclasstoworkinpairstohelpDanieltorewritethesentencesonPage15PartC1using“if”or“w Presentthatthetenseinobjectclausesentencesischangedwithdifferentsituations. Ifthemainclauseisasimplepresenttense,theobjectclausecancomeinapropercertaintense. Ifthemainclauseisasimplepasttense,theobjectclausecancomeinacertainpasttenseexcepttheob Hesaidthathehadbeenherefortwoyears. Ourteachertoldusthatthereare12monthsinayear.
9A Unit2 Colours 单元教学设计案例
2. 单元（或主题）学习目标与重点难点 （1）了解颜色的种类及不同颜色所代表的内容 （2）会使用 that、if、whether 引导的宾语从句 （3）知道并会问建议及给建议 （4）能使用表格来组织信息并写一篇有关心情和着装颜色的文章。
3. 单元（或主题）整体教学思路（教学结构图）
C&W Colours of the rainbow 1 课时
answer.
Read Energetic colours and judge T or F.
A: What does each colour represent?
B: … represents …/… is the colour
Read Strong colours and fill in the blanks.
活动意图说明
通过更为细致的阅读，让学生了解不同颜色的作用。通过文本练习，让学生帮助 Millie 给出建议， 选择适合她朋友的颜色。这项练习易激发学生的兴趣，可引导他们将所学知识运用到真实生活， 产生真实的交际语用。
6. 板书设计 9A Unit2 Colours Reading
Calm colours Warm colours Energetic colours Strong colors
It
represents
_______
and
_________.Wearing red can make us take
action more _______.
活动意图说明： 阅读时，学生通过问题，快读找出本篇表明主旨大意的关键句，渗透阅读策略。之后，再次略读
文本，运用阅读策略回答颜色的种类。
Scanning 的阅读技巧能让学生在回答问题时，根据题干中问到的内容，帮助学生准确地定位，找 到答案。根据文本，设置问题，让学生扫读文本，运用阅读策略，可令其更准确地把握文本，获 取特定信息。
译林牛津版九年级英语上9A Unit 2 Colours(Integrated skills)教学设计案
牛津初中英语教学设计案9A Unit 2 Colour （Integrated skills）类别：中学英语编号：一、背景知识颜色理疗家相信，我们喜欢的颜色能提高和平衡我们的情感状态。
有一种理论认为当我们吸收颜色的能量时，颜色便进入我们人体中某个需要的部分。
这样，我们就能用颜色来帮助自己重新达到一种内心的和谐。
通过对本单元前一部分的学习，学生对有关颜色所代表的含义已经有了一定的了解，并且对此有着深厚的兴趣。
他们对一些有关颜色和功能的词汇也能进行比较熟练的使用。
二、教材分析译林版牛津初中英语9A第二单元的话题是颜色的功能及其运用。
本课讲了颜色理疗家的工作，学生需要了解并将知识在日常生活中，如广告、电视、采访、学校生活等情景中加以运用。
通过学习和听，使学生理解并获取信息，回答问题，学习单词，理解重点词汇和句型，并且提高听说能力。
三、教学目标1.知识目标：（1）. 能四会掌握下面内容单词：discover, promise, successfully, college, oil,dark, skin, pale, advise, free短语：the power of colour, improve your life, give advice句子：Could you give me some advice?People with dark hair and dark skin look good in red andpurple.How/ What about jeans and blue shirt?We promise to help you successfully change your moods, oryou will get your money back.Why don’t you wear this red shirt?Perhaps you should try these trousers?（2）. 能听懂、会说、理解teen和tight。
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。
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_______
_______
bring _______ to our mind and body
many women
like to wear
white
on
_______ day
“I’m feeling
blue” means
“I’m feeling
________
(2) Read Warm colours and fill in the
5. 学习评价设计 Evaluate the results of exercises with motivated words and re-correct the errors in time
6.学习活动设计 教师活动
学生活动
环节一：Step 1 Pre-reading
教师活动 1 1. A game about colour idioms.
blanks.
(3) Read Energetic colours and judge T
or F.
a. Green is only the colour of new life
and growth.
b. Green can make you feel tired or
weak.
c. “Red-eyed” in Chinese means
of …
3. Further reading.
(1) Read Calm colours carefully and fill
in the table.
T: Read calm colours carefully and
then fill in the table.
blue
white
make us feel make us feel
It
represents
_______
and
_________.Wearing red can make us take
action more _______.
活动意图说明： 阅读时，学生通过问题，快读找出本篇表明主旨大意的关键句，渗透阅读策略。之后，再次略读
文本，运用阅读策略回答颜色的种类。
Scanning 的阅读技巧能让学生在回答问题时，根据题干中问到的内容，帮助学生准确地定位，找 到答案。根据文本，设置问题，让学生扫读文本，运用阅读策略，可令其更准确地把握文本，获 取特定信息。
answer.
Read Energetic colours and judge T or F.
A: What does each colour represent?
B: … represents …/… is the colour
Read Strong colours and fill in the blanks.
3. 学习目标确定 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;
学生活动 1 1.Try to match the proper colours with idioms.
Try to match the proper colours with idioms. 2. Understand some new words.
2.Go through the pictures about colours and learn about some new words .
Reading The power of colours 2 课时
Unit2 Colours
Grammar Objects clauses introduced by that, if and weather 1 课时
Integrated skills Colour therapy 1 课时
Study skills scanning 1 课时
Task
Colours and moods 1 课时
课题
第 1 课时教学设计（其他课时同） 9A Unit2 Colours Reading(1)
课型
新授课
章/单元复习课□ 专题复习课□
习题/试卷讲评课□ 学科实践活动课□ 其他□
1. 教学内容分析 It is the second period of this unit.It mainly talks about different types of colours and describe what colours
环节三：Step 3 Post-Reading
教的活动 3 1. Advice for Millie’s friends. 2. Exercises
学的活动 3 1. Help her decide which colour is suitable for each of her friends. Choose one and give advice. 2. Do some exercises and check answers
活动意图说明
通过更为细致的阅读，让学生了解不同颜色的作用。通过文本练习，让学生帮助 Millie 给出建议， 选择适合她朋友的颜色。这项练习易激发学生的兴趣，可引导他们将所学知识运用到真实生活， 产生真实的交际语用。
6. 板书设计 9A Unit2 Colours Reading
Calm colours Warm colours Energetic colours Strong colors
the question.
with the key word “represent”
How many colours are mentioned in
the article? Whaading
2. Scanning.
Read Calm colours carefully and fill in the table.
活动意图说明：
阅读前，通过有关颜色的习语的匹配游戏，激发学生对颜色话题的学习兴趣，同时自然地处理部 分生词。
环节二：Step 2 While-Reading
教师活动 2 1. Skimming.
学生活动 2 1.Skim the whole passage and find out the main idea
T: When you scan the passage, look for
specific information with the key word Read Warm colours and fill in the blanks.
“represent”.Work in pairs. Ask and
A. How colours influence moods. 2.Read the passage again and answer the question.
B. Why colours change moods.
C. What colours represent and do.
(2) Read the passage again and answer 3.Scan the passage and look for specific information
2. 单元（或主题）学习目标与重点难点 （1）了解颜色的种类及不同颜色所代表的内容 （2）会使用 that、if、whether 引导的宾语从句 （3）知道并会问建议及给建议 （4）能使用表格来组织信息并写一篇有关心情和着装颜色的文章。
3. 单元（或主题）整体教学思路（教学结构图）
C&W Colours of the rainbow 1 课时
influence calm relaxed sadness
作业与拓展学习设计 读中设计不同题型对每段内容进行巩固。 读后设计情景，Millie’s friend’s problem 结合颜色代表的内容，给予建议，选择何种颜色的衣服。 当堂检测紧扣本节课所讲过的知识点，使学生加深知识点的印象。
9. 特色学习资源分析、技术手段应用说明 以视频及图片进行导入，激发学生的兴趣，使学生有积极性进行本节课的学习。 通过思维导图，分析本节课的框架结构。
10. 教学反思与改进 1. skimming&scanning 进展的不错，但耗时较多，使得后续环节的时间安排比较紧凑。 2. 课堂上要让学生多读，及时纠正错误的读音，部分学生朗读很费力。 3. 结合班级学生学情，读后的给建议活动可给些相关语句作为参考。
can do and what characteristics they represent.
2. 学习者分析
Students have known colours in a rainbow,but the don’t know what colours can do and what characteristics they represent.
单元（或主题）教学设计
单元（或主题）名称
9A Unit2 Colours
1. 单元（或主题）教学设计说明
本单元话题围绕颜色与人类生活展开。人类生活在色彩缤纷的世界，五颜六色的大自然让人赏心悦目， 雨后的彩虹让人心情愉悦，也给人带来了美好的祝愿和想象。人们之所以喜欢颜色，是因为颜色与人 的情绪及生活息息相关，人们对颜色与人的情绪及生活息息相关，人们对不同颜色的喜欢也反映不同 人群的性格特征。本单元介绍的色彩疗法可以作用于人的情绪调节。在生活中，颜色有很多象征意义 和用途，学完本单元后，学生们要能在生活中恰当使用颜色，使生活变得更精彩。