牛津译林版九年级上册Unit 2 Colour教案及反思

这是一份牛津译林版九年级上册Unit 2 Colour教案及反思，共2页。
英语基地课时教案设计九年级教案活页纸               主备人：  审核人： 总课题牛津译林版九年级英语上册9A Unit2 Colour总课时10第7课时课题Integrated skills课型新授教学目标知识目标1.To understand the context of an advertisement and a TV demonstration.2. To understand how a color therapist does.能力目标1.To get information from a printed advertisement.2.To get further information from a TV interview.3.To consolidation the information gained from reading and listening and determine the facts.情感目标To learn through different feelings to different colours.教学重点1.To understand the context of an advertisement and a TV demonstration.2. To understand how a color therapist does.教学难点To learn to express different feelings according to colours.课前预习1. Preview the new words and phrases of this period2. Pre-read “Integrated skills”教             学             过             程教 师 活 动学 生 活 动备课札记Step1 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. Have a revision    Listen to theirteacher and try to answer somequestions  和同学们一起讨论颜色和心情的关系。教             学             过             程教 师 活 动学 生 活 动备课札记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 B 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. Step4 Sum up Sum up some Language points Step4 Assignment1. Revise this period and do some exercises2. Pre-learn the next period           Speak and learn     Practise thedialogue      Do some Exx after class        Notes after teaching