Unit 2 Colours Integrated skills 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 Integrated skills 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master vocabulary related to colour therapy (e.g., therapy, mood, improve, ancient, confident, stressed) and clothing preferences (e.g., prefer, rather, match). Students will understand details about Mrs Green’s colour - therapy service and how to discuss clothing colour preferences. 2. Ability Objectives Improve reading skills by extracting key information from an advertisement. Enhance listening skills by capturing details about colour therapy in an interview and answering questions. Strengthen speaking skills by discussing clothing colour preferences and colour - mood connections. 3. Affective Objectives Raise awareness of the influence of colours on moods and daily choices (clothing). Foster interest in exploring how colours can be used to improve well - being and personal style. II. Language Knowledge 1. Key Words & Phrases Colour - therapy related: therapy, mood, improve, ancient, confident, stressed, energetic Clothing - preference related: prefer, rather, match, comfortable Phrases: change your moods, get your money back, come from ancient India, feel confident, I’d rather, match...with 2. Key Sentences “Discover how the power of colours can change your moods and improve your life! Watch The Teens Show on STTV at 6 p.m., 30 September to learn more!” “I don’t like red. I’d rather wear orange.” 3. Key and Challenging Points Key Points: Extracting and organizing information from text (advertisement) and audio (interview); discussing clothing colour preferences. Challenging Points: Capturing all details in the listening tasks; fluently expressing personal views on colour choices for therapy and clothing. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in (6 Minutes) Show a picture of people wearing different coloured clothes and a colour - therapy poster. Ask: “How do these colours make you feel? Do you think colours can change our moods or affect our clothing choices?” Introduce: “Today, we’ll learn about colour therapy and how to talk about clothing colour preferences—let’s explore the power of colours!” Step 2 Pre - skills: Reading the Advertisement (12 Minutes) Part A1: Advertisement Analysis (8 Minutes) Students read Mrs Green’s colour - therapy advertisement. Complete the notes: Find location (21/E 810 South - east Road), price (¥100 for half an hour), promise (get your money back), etc. Discuss: “What information in the advertisement would make you want to try colour therapy?” Vocabulary Focus (4 Minutes) Highlight key words (e.g., therapy, ancient, confident, stressed) from the advertisement and explain their meanings. Practice pronunciation: “therapy” (/'θerəpi/), “ancient” (/'eɪnʃənt/), “stressed” (/'strest/). Step 3 While - skills: Listening to the Interview and Answering Questions (15 Minutes) Part A2 & A3: Interview Listening (10 Minutes) Play the audio (interview with Mrs Green). Students first complete the remaining notes in A1 (e.g., ancient India, colour tips for confidence/sleep/stress) while listening. Then, play the audio again for students to answer Suzy’s questions in A3, circling the correct letters. Pause the audio if needed to clarify tricky details (e.g., specific colour - related advice). Check & Discuss (5 Minutes) Share answers for A2 and A3. Discuss the colour - related advice: “Why is blue recommended for better sleep? How can yellow help with confidence?” Step 4 Post - skills: Speaking about Clothing Preferences (8 Minutes) Part B: Pair Discussion (5 Minutes) In pairs, students role - play the conversation between Andy and Millie about clothing colour preferences. Then, create their own dialogues, discussing what to wear for different occasions (e.g., a party, school, sports) and why they prefer certain colours. Encourage using target phrases (e.g., “I’d rather wear blue. It matches my shoes.”, “I prefer green because it makes me feel energetic.”) Share Dialogues (3 Minutes) Select some pairs to perform their dialogues in front of the class. Provide feedback on language use and creativity. Step 5 Summary & Homework (4 Minutes) Summary (2 Minutes): Recap colour - therapy details (location, price, promises) and how to discuss clothing colour preferences using prefer and I’d rather. Homework (2 Minutes): Write a short paragraph about your favourite clothing colour and why you like it, including how it makes you feel (using colour - mood knowledge from the lesson). IV. Assessment of Teaching Effectiveness Check A1 notes for accurate information extraction from text and audio. Evaluate A3 answers for correct understanding of the interview content. Assess pair dialogues for fluency, use of target language, and creative colour - related discussions. Check homework paragraphs for personal reflection and correct use of colour - mood and clothing - preference language. V. Design Purpose Lead - in: Connect colours to moods and clothing choices to engage students. Pre - skills: Build vocabulary and comprehension with the colour - therapy advertisement. While - skills: Develop listening by capturing details in the interview and answering questions. Post - skills: Encourage speaking and personal application of colour knowledge to clothing preferences. VI. Blackboard Design Unit 2 Integrated skills — Colour therapy & Clothing Preferences Colour Therapy Details: - Location: 21/E 810 South - east Road - Price: ¥100/half hour - Promise: Money back if no effect - Colour Tips: Blue for sleep, Yellow for confidence Clothing Preference Language: - prefer, I’d rather, match - E.g.: “I’d rather wear orange. It matches my jeans.” Homework: Write about your favourite clothing colour! VII. Teaching Reflection Strengths: Integrated reading, listening, and speaking with real - life themes (colour therapy and clothing). Weaknesses: Some students may still struggle to capture all details in the listening tasks. Improvements: Provide a “Listening Guide” with key questions before playing the audio to help students focus. 学科网（北京）股份有限公司 $$