九年级英语上册UNIT 2 教学设计

九年级英语上册UNIT 2 教案

    9A Unit 2 Colours
    Period 9 Main Task
    杨维松
    Teaching aims and demands:
    1. To plan an idea for writing.
    2. To write a report about moods and colours and what they represent.
    3. To present a report.
    Teaching difficulties and emphasis:
    1. Describe the moods of people by looking at the colours.
    2 .Write an article about colours and moods.
    Teaching preparation: Computer, projector, etc.
    Teaching procedures:
    Step 1 Warm-up activity
    Show an English song 'IF YOU ARE HAPPY'.
    T: Are you happy?  Do you like the song?
    Ss: Yes or NO.
    T: I am happy when I hear the song, I think the song can make me happy. when you are happy, you may listen to lively songs and when you are feeling blue, you may listen to sadly songs. So I think songs can affect our moods. Do you think so?
    Ss: ……
    T: Now, Can you tell me what other things can affect our moods?
    Ss: (different opinions)
    T/Ss: weather, music? And what else?
    T: Colours (right?)
    Step 2 Revision
    ●T: we all live in a colourfull world, so I think colour can also affect our moods .so can you tell me some colours we have learnt?
    Ss: 1,2,3,4,5,6,7 say out one by one: black / blue / green / orange / white / yellow)
    T: (Yeah/right/good/great/wonderful/excellent!) 
    T: Show pictures of different colours when Ss say out different colours.
    ●T: Can you tell me what do the colours represent? For example: black represents power and protection……
    Ask students to say out other colours and they represent.
    (S1/2/3/4/5/6) answer it and then show the table:
    black Power and protection
    Blue Sadness or calm
    green Energy and nature
    orange Success and joy
    red Power and strength
    white Calm and peace
    yellow Wisdom and warmth
    Step 3  Presentation
    1. Show pictures of book on page 39
    2. Look and describe, ask and answer.
    Ask Ss to describe the woman and the man according to the following questions:
    1. What is the woman wearing?
    2. What does red represent?
    3. What colour are her handbag and shoes?
    4. What does white represent?
    5. Why does she dress up like this?
    After that, ask the same questions about the man
    1. What is the man wearing?
    2. What does blue represent?
    3. What colour ar

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e his trousers?
    4. What does black represent?
    5. Why does he dress up like this?
    Students discuss the five questions about the man (work in pairs, act it out )
    Step 4  Practice
    1. Millie is doing her project on the relationship between colours and moods. Help her complete the report. Fill in the
    Blanks.
    Step 5  Reading
    1. Show the passage (1.students read it out by themselves 2.
    Act it out )
    2. Conclude the main idea.
    Step 6  Activity (background music)
    ● Choose one of students to come to the Bb as a model, and the other students describe him/her.
    Four in group to describe like this:
    Colour of T-shirt:                    represent:
    Colour of trousers:                   represent:
    Colour of shoes:                     represent:
    Moods:                            reason:
    ● Then act it out
    Step 7  Writing
    1. Show pictures of book on page 40.
    2. Ask students to finish the notes.
    3. Check them out.
    4. Writing about one of the people in it (5 minutes).
    5. Useful phrases: The woman is wearing… Green represents… I think she …
    (Show model article:…)
    6. Show production (choose two articles of students) and correct two articles.
    7. Students correct each other(choose out the better one, congratulation the better one).
    8. Summary
    Step 10  Homework
    1. If you haven't finished the article, complete it.
    2. Write a complete passage according to your own drafts.

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