初中英语牛津译林版九年级上册Unit 2 Colour教学设计及反思

牛津译林版九年级英语上册

Unit 2 Color

Welcome to the unit

Objectives

To recognize the names of different colors

To recognize the colors of the rainbow and the order of the colors

Teaching procedures

1.Ask students to raise their hands if they have ever seen a rainbow. Ask students to tell you when a rainbow occurs.

2. Explain to students that the colors 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 simple exercise and the students can work on their own.

3. For Part B, ask two students to play the roles of Amy and Amy’s cousin. Ask them to read the conversation aloud.

4. Ask students to list the colors of the names of the colors in the correct order.

Reading

Objectives

To understand what colors represent

To recognize and understand vocabulary about emotions

To match colors to characteristics

Part A  Teaching procedures

1. Read the passage aloud. Ask students to listen to you carefully and follow the text on the page.

2. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand.

3. Ask more able students what they think about the article. Do they agree with what it says  or which part of it do they like most? Encourage more able students to give reasons for their answers.

4. Ask students to tell the class any interesting facts they know about the colors.

Part B.  Teaching procedures

1. Ask students to read Part A on page 22 and 23 again and use the information to complete Part B1 on page 24.

2. Ask students to work in pairs to complete Part B2. Ask students to raise their hands when they have finished. The first pair to finish the exercise correctly is the winner.

3. After students have finished, give the correct answer to each question.

Part C Teaching procedures

1. Ask students to refer to the passage on page 22 and 23 and use the information there to fill in Part C1 to fill in the blanks in Part C1 on page 25.

2. Ask students to check their answers with their partners. If students have different answers, ask them to read out .

3. Ask 5 students to read out one thought bubble each. Make corrections as you go along and explain why the answers are incorrect.

4. Tell students that it is time for them to think of their favorite color. Tell them to write the name of this color in the first blank in Part C2.

5. Ask students to check in the reading passage of their to see what these colors represent. They should then write what the colors represent in the second blank.

6. Now, ask students to think about why they like this color. Encourage them to think about how this color makes them feel.

7. 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 in the fourth blank.

8. Ask students to compare what they have written in the third and fourth blanks. They should decide whether their characteristics represents. Then they should tick “yes” or “no” in the fifth blank.

9. 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.

Vocabulary

Teaching procedures

1. Ask students whether they know what synonyms are. Encourage more able students to give an oral explain to students that synonyms are two different words that mean the same thing.

2. Explain the context of Part A. Millie has a word game about synonyms. Tell students to complete Part A.

3. Ask one student at a time to read out an answer. Check for mistakes and mispronunciation.

4. Explain that each word on the wheel in Part B has a synonym. Students should find the correct synonym in the box and write it opposite the corresponding word.

5. When students have completed Part B, read out the words on the wheel one at a time. Ask students to work on their own.

6.You can list more synonyms on the board with the help of a thesaurus. More able students can also add more pairs of synonyms to the list.

Grammar

Teaching procedures

1. Arouse students’ interest by asking them whether they had the experience of talking on the Internet. Ask those students who are familiar with online chatting to share their experiences with the class.

2. then explain the context. Amy and Millie are chatting on the internet. They want to go shopping tomorrow and are trying to decide where to go. They are talking about where they like to shop and what they want to eat for lunch.

3. Tell Ss that we use the “would rather…than…” structure to talk about preferences, i,e, that we like one thing more than another. When we write or talk to our friends, we use the contracts form “I’d rather…”

4. Once students have finished, ask on e student to play the role of Millie and another to play the role of Amy. Ask them to read out the completed conversation. Correct mistakes and mispronunciations.

5. Ask Ss to complete “Work out the rule!” on their own.

Part B

Teaching procedures

1. Explain the context. Suppose your students are at the shopping mall with the Class 1, Grade 9 students. As they go into different shops, students say which items they like.

2. Tell students that we can also use the structure “prefer …to…” to talk about preferences.

3. Give students some examples of how the structure works by writing some sample sentences on the board.

4. Ask Ss what their food preferences are, using this structure, e.g.,

  T: Simon , do you prefer chocolate or ice cream?

  S: I prefer ice cream to chocolate.

5. Ask students to use the hints given in the pictures to make sentence. Make sure they understand

all of the pictures . When everything is clear, ask Ss to complete the exercise. Remind them that they must write complete sentences.

6. Ask five students to read out one completed sentence.

Part C Teaching procedures

1. Remind students that the pronouns “someone somebody, anyone anybody, no one nobody” are used to refer to people. We use them when we do not know who the person is. We can not use them to refer to objects.

2. Go through rules 1,2 and 3 on page 29 with students. Then ask Ss to read the rules aloud, with each student reading one sentence.

3.Check whether students understand the rules by writing the following sentences on the board.

 Is there__________ in the bathroom? (anyone/anybody)

 __________ recognized Millie because of her new hairstyle.(No one/ Nobody)

 Look,_________ has dropped 100 yuan.(Someone/Somebody)

4. Ask Ss which words should go in the gaps. If Ss got some answers wrong, you may need to go through the rules again in more detail.

5.Review “bad mood, cheer up, secret, normal”

Part D

Teaching procedures

1. Explain to Ss that “something, anything, nothing and none” refer to things. We use them when we do not know or do not need to say.

2.Read rules 1,2 and 3 on page 31 to the class. Tell them to follow the rules. Ask them if they have some questions.

3.Doing the exercise.

4.Ask one student to read one paragraph at a time. Repeat the correct answers so Ss can understand clearly.

Integrated skills

Teaching procedures

1. 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.

Part B

Teaching procedures

1. 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.

Pronunciation

Teaching procedures

1. Write the letters “th” on the blackboard. Ask the Ss to pronounce these letters. Tell them different pronunciations.

2. Read through the three rules.

3. Play the recording for Part A & B C

4. Practice more.

Main task

Teaching procedures

1. Explain the context. Students are working on a project about the relationship between colors and moods. They will look at pictures of people and assess their moods based on the colors they are wearing.

2. Tell Ss that making a list can be a good way to organize their thoughts and ideas.

3. Point out students that for each color mentioned in the list, there is an explanation of what the color means.

4.Some “wh” questions.

5.Ask Ss to work in pairs to fill in the blanks.

6. Discussion.

Check out

Teaching procedures

1.Revision

2.Doing some exercises on the book.

3.Ask the students to do some more practice.