Unit 2 Colours Reading 教学设计 2025-2026学年译林版九年级（2012）九年级英语上册

Unit 2 Colours Reading 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master vocabulary related to colours and their meanings (e.g., influence, represent, calm, energetic, strength). Students will understand how different colours (calm, warm, energetic, strong) influence moods and what they represent. 2. Ability Objectives Improve reading skills by skimming and scanning to extract information about colours and moods. Enhance writing skills by completing tasks that match colours to their representations and applying this knowledge to personal examples. 3. Affective Objectives Deepen the understanding of how colours impact daily emotions and choices. Encourage students to reflect on their own colour preferences and the reasons behind them. II. Language Knowledge 1. Key Words & Phrases Colour - meaning adjectives: calm, warm, energetic, strong Verbs: influence, represent, prefer, create Phrases: feel relaxed, bring peace, cheer up, give energy 2. Key Sentences “Some people believe that colours can influence our moods. In fact, colours can change our moods and make us feel happy or sad, energetic or sleepy.” “Blue is a calm colour. It brings peace to our mind and body.” “Orange represents joy. It can cheer you up when you are feeling sad.” 3. Key and Challenging Points Key Points: Understanding the influence of each colour category (calm, warm, energetic, strong) on moods; knowing what each colour represents. Challenging Points: Distinguishing between similar - sounding colour effects; accurately applying colour - meaning knowledge to new contexts. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in (6 Minutes) Show a colourful painting or image and ask: “How do these colours make you feel? Do you think colours can change our moods?” Introduce: “Today, we’ll read an article about ‘The power of colours’—let’s discover how colours influence us!” Step 2 Pre - reading: Vocabulary Preview (8 Minutes) Key Vocabulary (5 Minutes) Present words like influence, represent, calm, energetic, strength with simple definitions and examples: influence: change how someone feels (e.g., “Music influences my mood.”) represent: stand for (e.g., “The dove represents peace.”) Practice pronunciation and quick meanings. Prediction (3 Minutes) Look at the article’s headings (Calm colours, Warm colours, Energetic colours, Strong colours) and ask: “What do you think each section will talk about?” Step 3 While - reading (18 Minutes) Skimming (6 Minutes) Students skim the article to find the main idea of each section (calm, warm, energetic, strong colours). Check answers: “Calm colours like blue and white bring peace; Warm colours like orange and yellow cheer up; Energetic colours like green give energy; Strong colours like red represent power.” Scanning (12 Minutes) Task B1 & B2 (8 Minutes) Students complete B1 (defining words from the article) and B2 (matching colours to their representations) by scanning the text. Walk around to assist with word - meaning links (e.g., “blue” → “peace”, “yellow” → “wisdom”). Discussion (4 Minutes) Share answers and discuss tricky matches (e.g., “green” representing both new life and envy). Step 4 Post - reading: Application (10 Minutes) Task B3 & B4 (8 Minutes) Students use B3 to decide suitable colours for Millie’s friends based on their traits, applying article knowledge (e.g., “Lisa needs power → red”). Complete B4’s questionnaire about their favourite colour, linking it to personality (e.g., “My favourite colour is green. It represents new life. I like it because it makes me feel energetic.”). Pair Sharing (2 Minutes) Students share their questionnaire answers, discussing if their favourite colour matches their personality. Step 5 Summary & Homework (3 Minutes) Summary (2 Minutes): Recap each colour category, their influences, and representations. Homework (1 Minute): Write a short paragraph about a colour’s influence on your mood (e.g., “Blue makes me feel calm when I’m stressed.”). IV. Assessment of Teaching Effectiveness Check B1, B2 for accurate word understanding and colour - representation matching. Evaluate B3, B4 for correct application of colour knowledge to real - life examples. Assess homework for personal reflection and accurate use of colour - mood links. V. Design Purpose Lead - in: Connect to emotional responses to colours, sparking interest. Pre - reading: Build vocabulary and prediction skills for better comprehension. While - reading: Develop skimming/scanning to extract key info about colour influences. Post - reading: Apply knowledge to friends’ traits and personal preferences, reinforcing learning. VI. Blackboard Design Unit 2 Reading — The power of colours Colour Categories & Meanings: - Calm: blue (peace), white (purity) - Warm: orange (joy), yellow (wisdom) - Energetic: green (new life) - Strong: red (power) Homework: Write about a colour’s influence on your mood! VII. Teaching Reflection Strengths: Clear sectioning (calm, warm, etc.) helps organize learning; practical tasks (B3, B4) apply knowledge. Weaknesses: Some students may confuse similar colour effects (e.g., yellow for joy and wisdom). Improvements: Add a “Colour Mood Board” activity: Cut out magazine images of colours and label their moods, then share. 学科网（北京）股份有限公司 $$