Unit2教案2022-2023学年牛津译林版九年级英语上册

9AUnit2icStrip&WeletotheunitTeachinganalysisAnalysisofteachingmaterialThetopicofthisunitiscolours.Coloursarerelatedtostudents’dailylife.Thecontentofthislessonincludesicstripandthewelepart.ThedialoguebetweenEddieandHobocanarousethestudents’interestandinspirestudentstothinkaboutthefunctionsandcharacteristicsofcolours.Theweleparthelpstudentsgetsomebasicknowledgeaboutcoloursandencouragesstudentstotalkabouttheirfavouritecolours.AnalysisofstudentsStudentsinGrade9havelearntsomewordsandexpressionsaboutcolours,soit’snotdifficultforthemtotalkabouttheirfavouritecolours.However,besidestheexpressionsofcolors,theyknowlittleaboutcolorsandtheyneedtolearnmoreaboutcolours.Teachingobjectives●Thestudentscantellthedifferentcoloursofarainbow.●Thestudentscanmasterthefollowingexpressions:Thereisnothingwrongwith...;sthlookgoodon...;tryon;I’mnotsureif,●Thestudentscantalkabouttheirfavouritecolours.●Thestudentsbeeinterestedinthetopiccolours.Importantpoints●Thestudentscantalkabouttheirfavouritecolours.●Thestudentscangraspthefollowingsentencepatterns:Thereisnothingwrongwith...,sthlooksgoodon...,I’mnotsureif...,Doyouknowhowmanycoloursthereare...?DifficultpointsStudentsmayfinditdifficulttounderstandthefollowingsentencepatterns:Doyouknowhowmanycoloursthereare...?TeachingmethodsTaskbasedlanguageteachingLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.Warmingup1.Showsomepicturesaboutdifferentcoloursandencouragethestudentstotelltheirnames.(Presenttwonewwordshere:indigoandviolet)Freetalk:Whatisyourfavouritecolour?【设计意图】颜色是学生较为熟悉的话题，因此通过图片展示和自由谈话直接导入到本节课的主题。在导入部分主要谈的是颜色是什么的话题，为下面讨论喜欢颜色的原因和颜色的作用进行铺垫。Step2.icstrip1.Listentothedialogueandanswer:WhichcolourdoesEddielikebetter?(Eddielikesbluebetter.)WhydoesEddiechooseblueinsteadofpink?(Eddiethinkspinkisagirl’scolour.)HowdoesEddiefeelwhenhewearsthedress?(Eddiefeelsshame.BecauseHobolaughs:“Bluelooksgoodonyou!”)Readthedialoguecorrectly,fluentlyandaffectionately.Studentsasksomequestionsaboutthedialogue.Actthedialogueout.【设计意图】对于icstrip的处理，通过以下三个步骤：听了解对话内容；读体会对话情感；问掌握语言表达。这三个步骤层层递进，尤其是通过学生提问的环节，可以使学生主动去发现和关注对话中的语言表达，教师的适当讲解和补充也会变得更为高效。Step3.WeletotheunitEncouragethestudentstotalkabouttherainbow.(studentscantalkaboutthecoloursoftherainbow,thetimewhenitoccurs,thereasonwhyitformsandsoon)Explaintostudentsthatthecolorsofarainbowalwaysappearinordershowninthepictureonpage21.AskthemtowritethecolorsintheblanksinPartA.3.AskstudentstoreadthedialogueinPartA2inpairsandfindoutAmy’sandShirley’sfavouritecolors.4.Encouragethestudentstoasksomequestionsaboutthedialogue.5.Usethedialogueasamodelandencouragestudentstotalkwithpartners.【设计意图】鼓励学生就已知的信息进行交流，并通过学生提问的方式对speakup部分的内容进行讲解，使学生能够通过本环节的学习及小组合作编出自己的对话。此外，speakup部分涉及宾语从句的语序问题，由学生提问教师在此处进行初步的讲解也能为本单元的语法学习作铺垫。Step4.ConclusionStudentstellthecoloursofrainbowstogether.Focusonthefollowingexpressionsandaskstudentstotellthemeaning.ThereissomethingwrongwithSthlookgoodon.../sblookgoodinsthI’mnotsureif...Doyouknowhowmanycoloursthereare...?Preview:Doyouthinkcoloursareimportantinourlife?Doyouthinkcolourscaninfluenceourmoods?Nextlesson,we’lllearnaboutwhatcharacteristicstheyrepresentandtheirinfluenceonmoods.【设计意图】通过总结帮助学生回顾本课所学并通过问题提问引出阅读课的话题，激发学生对阅读内容的好奇和兴趣，同时也为课后阅读的内容作一定的引导。Step5.Homework1.《初中英语读本》Chapter3导读+诵读Chooseyourcolour2.RecitethedialogueinPartA2.3.FinishtheexerciseinExerciseBook.4.Previewthereadingpartofthisunit.TeachingReflection9AUnit2ReadingI&StudyskillsTeachinganalysisAnalysisofteachingmaterialThereadingpartofthisunitisabouthowcolorsinfluencepeople.Studentscanalsolearnaboutthedifferentkindsofcolorsafterreadingthearticle.Thecontentcanarousethestudents’interest.Thisarticlealsohasaclearstructure.Whileteaching,theteachercanfocusonthestructureandcultivatethestudents’structureconsciousness.Besides,thereadingpartlaysafoundationfortheoutputinTask.AnalysisofstudentsAfterreadingthearticleChooseyourcolor,studentshaveknownthatcolorscanchangepeople’smoods.Sostudentshavegotsomebackgroundknowledge.Studentsalwaysneglectsomedetailedinformationinthearticle,sotheteachercanteachthestudentstousethescanningskillwhilereading.Teachingobjectives●Studentscanknowwhatdifferentcoloursrepresentandhowtheyinfluenceus.●Studentscanmasterthefollowingwordsandexpressions:influence,whether,peace,sadness,create,feeling,as,require,heat,difficulty,decisionandetc.●Studentscanusethescanningskilltofindoutsomespecificinformationinthearticle.●Studentscanusecolorstochangetheirmoodsandimprovetheirlives.ImportantpointsStudentscanunderstandthemainideaofthearticle:thedifferentkindsofcoloursandtherelationshipbetweencoloursandmoods.DifficultpointsStudentscanusethescanningskilltofindoutsomespecificinformationinthearticle.TeachingmethodsTaskbasedlanguageteachingLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.Prereading1.Showsomepicturesofroomsdecoratedwithdifferentcoloursandaskstudents:Howdoyoufeelwhenyouseethesecolours?Doyouthinkcolourscaninfluenceourmoods?2.Encouragethestudentstopredictthecontentaccordingtothetitle.【设计意图】通过呈现图片导入到本课的主题颜色，并将本课的颜色主题与学生的生活相联系，激发学生对本课内容的兴趣。鼓励学生通过标题预测课文的内容能充分激发学生的阅读热情，为接下来的文本阅读做准备。Step2.Whilereading1.Askstudentstoskimthearticleandanswer(Explaintheword“skim”whilegivingorder):1)Whatisthisarticleabout?2)Howmanydifferentkindsofcoloursaretalkedaboutinthisarticle?Whatarethey?2.Askstudentstoscanthearticleandfindoutthefollowinginformation(Explaintheword“scan”whilegivingorder):1)Whatdoespeoplemeanwhentheysay“I’mfeelingblue”?2)Whydopeopleincoldareaspreferwarmcolours?3)Whatdoes“greenwithenvy”mean?3.Askstudentstoreadthearticleandfindoutwhateachcolorrepresentandhowcolorsinfluenceus.4.AskstudentstofinishExerciseB25.Askstudentstoreadthearticleagainanddrawastructureofthearticle(Pairwork)IntroductionIntroductionCalmcolourswarmcoloursStrongcoloursEnergeticcolorsBlueandwhiteOrangeandyellowGreenred【设计意图】首先通过skimming引导学生关注文章的大意和框架结构，通过scanning使学生对文章的一些细节内容有了初步的了解；之后，通过carefulreading和exerciseB2使学生对文章的内容有进一步的了解。Step3.Postreading1.Encouragethestudentstoretellthearticleaccordingtothestructure2.AskstudentstohelpMilliechoosepropercolorsforherfriendsandfinishPartB33.AskstudentstowriteabouttheirfavouritecolorinPartB4【设计意图】通过retell的环节，让学生对文本的内容有整体和细节上的把握，同时通过B3和B4的练习，让学生结合实际生活，学以致用。Step4.HomeworkReadthearticlealoudafterclassandrecitethenewwords2.FinishexerciseonP31(usescanningskillwhilereadingthearticle)3.《初中英语读本》Chapter阅读1TeachingReflection

9AUnit2ReadingIITeachinganalysisAnalysisofteachingmaterialThisreadingmaterialcanbeagoodwritingexample,sotheteachercanencouragethestudentstoimitatethestructureorusesomephrasesorsentencesintheirwriting.Somesentencesinthereadingmaterialaredifficulttounderstand,sotheteachershouldhelpstudentstoparaphrasethelongsentences.Besides,thisarticleiswrittentohelpstudentstolearnaboutthefunctionsandcharacteristicsofcolorssothatthestudentscanusethecolortomakesomechangesintheirdailylife.AnalysisofstudentsStudentshavegotthemainideaandsomedetailedinformationaboutthisarticle,buttheymayfinditdifficulttounderstandsomelongsentences.Besides,studentsalwaystrytheirbesttorememberthesentencesandphrasesinthereadingmaterial,buttheydon’tknowhowtousewhattheyhavelearnt.Itisnecessaryfortheteachertocreatesomesituationsandencouragestudentstousethemintheirwriting.Teachingobjectives●Studentscanusethefollowingexpressionscorrectly:remindsbofsth,makesbdo,bringpeaceto,havedifficultydoingsth,makeadecision,hopeforsuccessandetc.●Studentscangetmoreknowledgeaboutcolours.●Studentscanusecolourstomakesomechangesintheirdailylives.Important/DifficultpointsStudentscanusethefollowingexpressionscorrectly:remindsbofsth,makesbdo,bringpeaceto,havedifficultydoingsth,makeadecision,hopeforsuccessandetc.TeachingmethodsTaskbasedlanguageteachingLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.RevisionAskstudentssomequestions:WhatkindsofcoloursdidwelearnintheReadingpart?Whatdoeseachcolourrepresent?Howmanypartsdoyouthinkwecandividethisarticleinto?(Two,thefirstparagraphisthefirstpart,andtherestparagraphsisthesecondpart)【设计意图】三个问题分别针对文章的内容和结构，既是对reading课文的复习，也为本节课中针对文章内容展开的进一步讨论和思考打下伏笔。Step2.FurtherreadingDealwithpart1Askstudentstoreadthefirstparagraphandthink:Howdidthewriterintroducethearticle?Encouragestudentstoimitate:writeagoodintroductionforthearticle“livingonMars”.(Possibleanswer:SomepeoplebelievewecanliveonMars.Youmaywonderwhetheritistrue.ThisarticlewilltellyouwhatlifewouldbelikeonMarsandhowpeoplewillliveonMars.)【设计意图】通过让学生反复阅读文章的开头思考如何在写作时引入文章，并进行仿写的练习，不仅能够帮助学生对文章的内容有更深的了解，也能帮助学生掌握一些写作技巧，适时地在写作中进行运用。Dealwithpart2Askstudentstoreadtherestpartsofthearticleanddiscussthefollowingquestionswiththeirclassmates:Bluecanmakeusfeel______,_______,_____.Manywomenliketowear________ontheirweddingday,butChinesepeopleliketowear__________.Why?WhydoEmperorsinancientChinaliketowearyellow?Howdoyoufeelwhenyouseethepicture?(showtheTVadsofminutemaid)Greenisthecolourof______,_____,______and_______.FastfoodrestaurantslikeKFCarealwayspaintedred,doyouknowthereason?Whatdoes“this”refertointhelastparagraph?【设计意图】第一个和第二个问题针对calmcolors,要求学生对文章的这一部分内容进行概括，并引导学生关注和思考中西方文化的不同；第三个和第四个问题针对warmcolors，要求学生将一些所见所闻与阅读内容相结合；第五个问题针对energeticcolors，要求学生对本部分内容进行概括，第七个和第八个问题针对strongcolors,要求学生在阅读时关注指示词并结合文章内容对日常生活中的一些现象进行思考。Step3.UsefulexpressionsAskstudentstolistsomeusefulexpressionstheyhavelearntinthisarticle,thensomestudentsortheteachermakesomeexplanationandaddsomeimportantpointsifnecessary.bringpeaceto.../bringpeaceto.../remindsbofsth/hopeforsuccess/makesbdosthYoumaywonderwhetheritistrue.Thisarticleexplainswhatcolourscandoandwhatcharacteristicstheyrepresent.（宾语从句）Peopleincoldareaspreferwarmcolourstocreateawarmandfortablefeeling.Wearingredcanalsomakeiteasiertotakeaction,ifyouhavedifficultiesinmakingadecision.2.Askstudentstomakesentenceswithsomeusefulexpressions.【设计意图】通过结合自主学习，互助学习和教师教授三种方法帮助学生巩固本节课所学的短语和句型，造句的形式则能使学生更好地掌握并运用所学的知识。Step4.Extension1.Askstudentsaquestion:OrangeisthenationalcolourofNetherlands.Doyouknowwhy?2.Listsomeproverbsoridiomsaboutcoloursandencouragestudentstoguessthemeaning:greenfingers园艺能手greenhand新手blacksheep败家子blackhorse黑马awhitelie善意的谎言blueday忧郁的日子Whitewar没有硝烟的战争whiteelephant昂贵却没有用处的物体3.AskstudentstoreadtwoarticlesontheInternetandsharewhattheyknowwithothers【设计意图】对颜色话题的扩展能够使学生对颜色主题更加感兴趣，课外知识的拓展也为课后的阅读作了铺垫。Step5.Homework1.《初中英语读本》Chapter3阅读22.Recitetheusefulexpressions.TeachingReflection

9AUnit2GrammarTeachinganalysisAnalysisofteachingmaterialThegrammarpartinthisunitmainlyfocusontheobjectiveclausesintroducedbythatandif/whether.Studentshavelearntsomesentenceswithobjectiveclausesintheweleandreadingpart.Sotheteachercanusethesesentencesasexampleswhileteaching.Thetopicofthisgrammarpartisstillaboutcolors.Thestudentsareexpectedtouse“that”totalkaboutwhattheyknowaboutcolorsanduseif/whethertotalkaboutwhattheydoubt.AnalysisofstudentsStudentshavelearnedaboutthedefinitionofobjectiveslastterm,butthestillcan’tidentifywhatisobjective.Sotheteachershouldexplainwhatisobjectiveandobjectiveclausesfirst.Besides,studentsmayconfoundtheword“if”inobjectiveclauseswiththeword“if”inadverbialclausesofcondition.Theteachercanlistsomesentencesindifferentcontextstohelpstudentsdifferentiatethesetwowords.Teachingobjectives●Studentscanlearnabouttheobjectclauses.●Studentscanmasterthefollowingwordsandexpressions:relationship,certainly,everyday,ancient,dependon,celebrations.●Studentscanuseobjectclausesintroducedbythatandif/whethertotalkaboutwhattheyhavelearntandwhattheydoubt.●Studentsbeemoreinterestedinthistopicandwanttoexploremoreknowledgeaboutcolors.Important/Difficultpoints●Studentscanusetheobjectclausescorrectly●Studentscanmastertheusageoftheconjunctions:if/whether,thatTeachingmethodsTaskbasedlanguageteaching,thedeductivemethodLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.WarmingupandleadinEncouragestudentstowritedownwhattheythinkaboutcolors,thensharewiththeirpartnersusing:Iknow(that)...,Ithink(that),Idon’tbelieve(that)...,I’msure(that)【设计意图】回顾Reading部分所学的关于颜色主题的知识，同时导入到本单元的语法内容：宾语从句。Step2.Presentationofobjectclausesintroducedbythat1.Presentthefollowingsentences:1)Somepeoplebelievethatcolorscaninfluenceourmoods.2)Shehopesthatyellowcanbringhersuccess.3)Sheissurethatyellowcanbringhergoodluck.4)“I’mfeelingblue”means“I’mfeelingsad”.2.Readthesesentencesandfindoutthesimilarities.Explainthegrammaronpage26.宾语的概念：动宾、介宾、形宾宾语从句的概念：充当宾语成分的从句为宾语从句that引导宾语从句时在句中不充当任何成分，无意义，可省略。Writedownthegrammarpointsandaskquestionswhentheycan’tunderstandthegrammarpoints.PracticeFinishtheexercisesonpage26.Checkthestudents’answersandexplainthegrammar.(Paraphrasethissentence：Anywayweshouldchoosethecolourwhichmakesusfeelfortable.定语从句)3)Makesomesentenceswithobjectclausesintroducedbythat.(Theteacherplayavideo.俞敏洪演讲：)【设计意图】通过呈现一些学生熟悉的句子，让学生初步了解宾语从句的形式，并通过让学生找出这些句子的相似点来概括出宾语从句的定义及特征。此外，在讲解宾语从句的概念之后有必要让学生写下语法知识，及时答疑解惑，确保学生能够很好地掌握和进行课后复习。讲解结束后，通过结合书本练习和视频，巩固所学的关于that引导的宾语从句的相关知识，让学生学会在语言表达中使用宾语从句。Step3.Presentationofobjectclausesintroducedbyif/whetherPresentthefollowingsentencesandfindoutthemonpoints.TheOlympicGamesising,IwonderwhetherMaLongwillthegetthegoldmedal.IwanttoknowwhetherLinDancandefeatLiChongweiagain.I’mnotsureifSunYangwillwonthe200meterfreestyleswimmingmatch.I’mnotsureiftheChinesebasketballcanperformwellinthisOlymics.(教师以问题引导学生找出答案：划线部分都是什么从句？为什么都用whether/if?从句部分都使用什么样的语序？）Presentgrammarpointsonpage27Whether/if引导宾语从句时常与wonder,sure,ask,findout连用，表示“是否”。Whether/if引导的宾语从句由一般疑问句转换而来，要改成陈述句语气。Whether/if的区别：介词后，不定式之前，与ornot连用只能用whether。Writedownthegrammarpointsandaskquestionswhentheycan’tunderstandthegrammarpoints.Practice1）FinishB1（一般疑问句出现助动词\be动词\情态动词的改法讲解）2）Makesomesentencesusingobjectclausesintroducedbywhether/if.Danielhassomequestionsaboutcolorstoaskhisdad,buthisdadhasnotehomeyet.Helphimwriteanoteforhisdad.【设计意图】通过呈现句型和问提引导的方式，让学生自己去探索语法规则，教师则帮助学生及时的答疑解惑。讲解结束后，结合书本练习和情境小写作两种方式帮助学生巩固所学，运用所学。Step4.SummaryAnobjectclausefunctionsastheobjectasentence.Itcanbeputafterverbssuchasknow,think,believe,hopeandmean.Anobjectclausecanalsofollowadjectivessuchascertain,sureandglad.IninformalEnglishweoftendropthat.Weuseiforwhethertointroduceanobjectclausewhenitexpressesayes/noquestion.Suchanobjectclauseoftenfollowsverbssuchasask,see,wonderandfindout.Thewordorderintheclauseshouldbethesameasthatinastatement.【设计意图】书本上英文表述的语法知识不仅能帮助学生建立关于本节课语法知识的框架，也能使学生更加熟悉相关的语法知识的英文表述方式，为学生的高中英语学习奠定基础。Step5.MoreexercisesFinishPartB2andhaveacheck.(Payattentiontothephrase:beusedforcelebrations)FinishPartB3andhaveacheck.(Payattentiontothephrase:inancientChina/Europe)Focusonthesesentences:IwanttoknowwhetheryellowwasthecolourofrulersinancientChina.Idon’tknowwhethertherulersinancientEuropeliketowearpurple.Didyouknowthatbluerepresentssadness?(宾语从句的时态：主句为一般现在时，从句则根据具体情况确定时态。主句为一般过去时，从句通常也是过去时态,表示客观不可改变的事实除外。)Exercisesinclass.Hetoldmethatwinter_______(be)muchcolderthanautumn.Hetoldmehe__________(e)tomybirthdaypartythisweekend.Iknowthathe_________(be)totheGreatWalltwice.Iknowhe_______(do)hishomeworkwhenhisfathercamebackfromwork.IhearTom_________(cook)usdinnertomorrow.【设计意图】巩固本节课所学，同时补充宾语从句的时态用法知识，循序渐进，让学生更好地掌握宾语从句的知识，也为下个单元的语法学习打下很好的基础。Step6.Homework1.Recitethegrammarpointsandnewwordandexpressions.2.FinishexerciseinExerciseBookTeachingReflection

9AUnit2IntegratedskillsTeachinganalysisAnalysisofteachingmaterialTheintegratedskillspartcanbedividedintotwoparts:thelisteningpartandthespeakingpart.Thislisteningpartisaboutcolortherapy.Studentsareexpectedtocollectsomeinformationfromtheadvertisementandtheinterview.Thetopiccaneasilyattractthestudents’attentionsinceitisrelatedtotheirdailylifeandtheycanalsogetsomeadvice.Inthespeakingpart,AndytalkstoMillieaboutwhattowearforaparty.TheteachercanalsoencouragestudentstogivesomesuggestionstoAndy.AnalysisofstudentsStudentshavelearntsomethingaboutcolortherapyontheInternet,sotheyhavegotsomebackgroundknowledge.However,studentsstillfinditdifficulttogetalltheinformationafterlistening,sosomeskillsshouldbetaughttohelpstudentsdobetterinlisteningpart.Teachingobjectives●Studentscanmastersomeimportantwordsandexpressions:discover,promise,suggest,work,wouldrather,prefer.●Studentscantalkabouttheirpreferenceusingwouldratherandprefer●Studentscanusethepredictingskilltohelpthemcollectinformationinthelisteningpart.●Studentscanusecolorstoimprovetheirlives.Importantpoints●Studentscanmasterthefollowingwordsandexpressions:discover,promise,suggest,work,wouldrather,prefer.Difficultpoints●StudentscangetsomeinformationfromtheadvertisementandTVprogrammeTeachingmethodsTaskbasedlanguageteaching,audiolingualapproachLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.LeadinShowsomeadvertisementsaboutTVprogrammesandthenthestudentsdiscuss:Whatanadvertisementshouldinclude?Howcananadvertisementattractpeople’sattention?【设计意图】广告充斥着我们的日常生活，但是对于广告的内容和吸引观众眼球的方式，学生确不一定了解。所以通过看几个广告不仅能引起学生对本节课内容的兴趣，也能帮助学生进一步地了解广告。Step2.Listening1.PresentanadvertisementinpartAandthenaskstudentstotalkaboutwhattheycangetfromtheadvertisement.(Possibleanswer:thetimeoftheTVshow,Whereyoucangetcolourtherapy,thetelephonenumberandtheprice,thefunctionofthecolortherapy)AskstudentstoreadPartA2andcheckhowmuchinformationtheyhavegotandpredicttheanswerstheyhaven’tknownyet.PlaytherecordandaskstudentstofinishPartA2AskstudentstolistentoSuzy’squestionsandhelpMilliecirclethecorrectanswers.(Theteachershouldhelpthestudentsunderstandthelisteningmaterial,notjustfocusonthemissinginformation.)【设计意图】在听力进行前，首先让学生仔细阅读已提供的材料，并根据材料进行大胆的猜测，能帮助学生在听力过程中找准所需信息，从而降低听力的难度；在听力完成后，引导学生去关注完整的听力材料，而不是零碎的信息，增加学生对材料的理解。Step3.Speakup1.Theteacherssays:I’llgotomyfriend’sparty,whatshouldIwear?Canyougivemesomesuggestions?2.AskstudentstolistentoAndyandMillie’sdialogueandfindout:WhatwillAndywearonherfriend’sbirthdayparty?3.AskstudentstoreadandactoutthedialoguebetweenAndyandMillie4.AskstudentstomakeupnewdialoguebyusingMillieandAndy’sdialogueasamodel.【设计意图】在进行speakup对话之前先通过情境引导学生使用一些提供建议的句型，帮助学生能在在本环节中的最后成功地改编对话。Step4.ExtensionReadandfillintheblanksColortherapycanbeusedonthebodyinanumberofwaystohelpyoutocalmdownandrelax.Itcanevenhelptreatsomei________.ItfirstappearedinIndiathousandsofyearsago.Thistypeoftherapyusedthesevencolorsoftherainbowtokeepabalanceinthem______andbody.Colortherapycanbep______inthefollowingways:Colorgazing:Lookingatabluelightcanmakethebloodpressure(血压)ed_______,whileredlightmakesitgoup.Peoplefeelgoodinthemselvesbyw_______theirfavoritecolors.Thesecolorshaveagoodeffectontheirm_______.Theuseofpleasantcolorsindailylifealsohasagoodeffect.Colorimagination(想象)canbringasenseofh_____.Imagineyourselfinthecolorthatyouwishandletitcreateanicefeelinginyourbody.Colorbreathing(呼吸)exercisescanbedonewhenyouarel______orsittingdown.Lookatthecolorsandchooseone.Itwillreallyhelpyoutor_______.Therearenoknownbade______fromnormaluseofcolortherapy.(illness,mind,practised,down,wearing,moods,happiness,lying,relax,effects)2.Askstudentstothinkabouttheirproblems.Encouragethemtousecolortherapytohelpthem.Writeashortpassageaboutyourproblemsandthewaysyouattempttousetosolvethem.【设计意图】通过阅读补充关于颜色疗法的相关知识，使学生增加对颜色疗法的了解。在本节课的最后要求学生结合自己的情况并运用颜色疗法来解决问题。Step5.Homework1.《初中英语读本》阅读32.Recitethewordsandexpressions.TeachingReflection

9AUnit2Task&SelfassessmentTeachinganalysisAnalysisofteachingmaterialThistaskpartincludesthreepicturesandstudentsareexpectedtodescribethesepicturesfromtheaspectofcolors.ThoughanexamplehasbeengiveninPartA,itdoesn’tmeanstudentscanfinishthereporteasilyaccordingtotwopicturesinPartB.Sotheteachershouldencouragethestudentstocooperatewithothersandgetsomeideasfortheirwriting.AnalysisofstudentsStudentshavelearntalotaboutcolorsfromthepreviouspartsofthisunit.Theycanusewhattheylearntaboutcolorstomakesomementsontheadvertisementsfromtheaspectofcolors.Butstudentsmaydon’tknowhowtowriteareportaboutit.Sotheteachershouldgivesomesuggestionsonthestructureoftheirwriting.Teachingobjectives●Studentscanmastersomeimportantwordsandexpressions:trust,match,warmth,balance,thepowe