Unit 2 Colours Study skills 教学设计-2025-2026学年译林版英语九年级上册

《Unit 2 Colours-Study skills》教学设计 科目 英语 年级 九年级上册 课时安排 1课时 核心素养目标 语言能力：掌握寻读策略，能快速从颜色相关语篇中定位关键信息，熟练运用颜色词汇、固定短语及宾语从句表达颜色与情绪的关联。文化意识：了解不同颜色在中西方文化中的象征意义，尊重多元文化差异，树立跨文化交际意识。思维品质：通过对比、探究、讨论，培养逻辑思维和批判性思维，能辩证看待颜色对情绪的影响。学习能力：学会运用寻读策略提升阅读效率，培养自主探究、合作学习的能力，养成良好的英语学习习惯，为终身学习奠定基础。 教学重难点 重点：掌握寻读（Scanning）的核心技巧，能在颜色主题语篇中快速锁定特定信息（如颜色象征意义、颜色与情绪的关联）；熟练运用本单元核心词汇、短语及that/if/whether引导的宾语从句表达观点。难点：准确区分寻读与略读的差异，能灵活运用寻读策略解决不同类型的阅读任务；理解颜色象征意义的文化差异，能结合语境合理运用语言表达对颜色与情绪关系的看法，提升语言运用的灵活性。 教学过程——主要思路 （一）热身导入：激活已知，引出主题 1. 自由谈论（Free Talk）：教师引导学生围绕“Colours and Moods”展开自由谈论，提问：“What’s your favorite colour? Why do you like it? How does it make you feel?” 鼓励学生结合本单元已学内容积极发言，如：“My favorite colour is blue. It makes me feel relaxed because it represents peace.”“I prefer yellow. I think it can cheer me up when I am sad.” 教师对学生的发言进行及时点评，肯定正确表达，纠正语法或词汇错误，重点关注学生对颜色词汇、情绪词汇及简单观点表达的运用。 2. 回顾旧知：教师呈现本单元核心词汇和短语，如：represent, cheer up, remind...of..., have difficulty (in) doing sth., calm, energetic, stressed, warm colours, cool colours 等，通过“快速认读”“词性匹配”“短语造句”三个小活动，帮助学生回顾巩固已学知识。例如，呈现单词“represent”，请学生说出词性（动词）并造句：“Red represents power and strength in some countries.”；呈现短语“cheer sb. up”，请学生完成句子：“When I feel sad, my friend often tells jokes to ______ (使我振作起来)。”（cheer me up）。 3. 引出主题：教师总结学生的发言和旧知回顾情况，提问：“We have learned a lot about colours and their influence on our moods. When we read a long passage about colours, how can we find the information we need quickly? Today we will learn a new study skill — Scanning (寻读)，which can help us improve our reading efficiency.” 随后板书课题：Unit 2 Colours-Study skills — Scanning，明确本节课的学习目标。 设计意图：热身导入环节以学生熟悉的“颜色与情绪”话题为切入点，通过自由谈论激活学生已有的知识储备，调动学生的学习积极性和参与度，同时为后续寻读策略的运用奠定语言基础。旧知回顾活动聚焦本单元核心词汇和短语，帮助学生查漏补缺，巩固语言知识，避免因词汇障碍影响后续阅读任务的完成。引出主题时，通过设问引发学生思考，自然过渡到本节课的核心内容——寻读策略，让学生明确学习目标，做到心中有数。 （二）新知呈现：讲解寻读策略，明确核心要点 1. 定义讲解：教师用简洁易懂的语言，结合学生的认知水平，讲解寻读策略的定义：“Scanning is a reading skill. When we scan a passage, we don’t need to read every word or sentence carefully. We just look for specific information quickly, such as names, numbers, dates, key words and so on.” 同时，教师结合本节课的主题，补充说明：“In today’s class, we will use scanning to find specific information about colours, such as what colours represent, how colours influence our moods and so on.” 2. 技巧点拨：教师结合具体例子，点拨寻读策略的核心技巧，帮助学生掌握正确的寻读方法，重点强调以下三点： （1）先明确目标：阅读任务前，先看清题目要求，明确需要寻找的具体信息是什么（如“find the colour that represents sadness”“find the sentence that tells us how blue influences our moods”），避免盲目阅读。 （2）定位关键词：根据题目要求，找出题干中的关键词（key words），这些关键词通常是名词、动词、形容词等，也是文章中可能出现的核心信息，如题目“Which colour can make people feel energetic?”中的关键词是“energetic”。 （3）快速浏览定位：带着关键词，快速浏览文章，目光聚焦于与关键词相关的句子或段落，不需要逐字逐句翻译，找到对应信息后，停下来仔细阅读该部分内容，确认是否符合题目要求。 3. 区分易混点：考虑到学生在本册第一单元已学习略读（Skimming）策略，为避免学生混淆两种策略，教师通过表格形式，对比寻读与略读的差异，帮助学生明确两者的不同用途和方法： Reading Skill（阅读策略） Purpose（目的） Method（方法） Skimming（略读） To get the main idea of the passage（获取文章主旨大意） Read the title, first paragraph, last paragraph and topic sentences of each paragraph quickly（快速阅读标题、首段、末段及各段主题句） Scanning（寻读） To find specific information（寻找特定信息） Look for key words quickly, focus on related parts and ignore unimportant information（快速寻找关键词，聚焦相关部分，忽略无关信息） 教师结合具体例子进一步讲解：“If you want to know what the passage is mainly about, you can use skimming. If you want to find the answer to ‘What does white represent?’, you can use scanning to look for the word ‘white’ and the related information.” 4. 例句示范：教师呈现一段简短的颜色主题语篇，结合寻读技巧进行示范，让学生直观感受寻读的运用过程。语篇如下：“Colours play an important role in our daily lives. Red is a warm colour. It represents love and courage. It can make people feel excited. Blue is a cool colour. It stands for calm and peace. When you feel stressed, blue can help you relax. Yellow is bright. It represents wisdom and success. It can cheer you up when you are sad.” 教师提问：“What colour represents wisdom?” 引导学生运用寻读技巧寻找答案：首先明确目标是“寻找代表智慧的颜色”，关键词是“wisdom”；然后快速浏览语篇，找到包含“wisdom”的句子“Yellow is bright. It represents wisdom and success.”；最后确认答案是“Yellow”。示范过程中，教师边操作边讲解，强调每一步的核心要点，让学生清晰掌握寻读的具体操作方法。 设计意图：新知呈现环节遵循“由浅入深、循序渐进”的原则，先讲解寻读策略的定义，再点拨核心技巧，接着区分寻读与略读的易混点，最后通过例句示范让学生直观感受，符合九年级学生的认知规律。技巧点拨和示范过程紧密结合本节课的颜色主题，让学生明确寻读策略在具体语境中的运用方法，避免策略讲解与主题脱节。对比略读与寻读的差异，能帮助学生梳理已学知识，形成完整的阅读策略体系，为后续灵活运用策略奠定基础。 （三）巩固练习：分层训练，强化寻读技巧 巩固练习环节分为三个层次，从基础到提升，逐步强化学生对寻读策略的运用，同时结合本单元核心语言知识，实现“策略运用”与“语言巩固”的有机结合，每个练习均设置明确的任务要求和指导，确保学生能有效运用寻读技巧完成任务。 1. 基础层：关键词定位练习（基础巩固） 教师呈现一段关于“Colours and Their Meanings”的基础语篇，语篇内容贴合学生已学知识，词汇和句子结构相对简单，重点考查学生对关键词定位和基础信息查找的能力。语篇如下： “Different colours have different meanings in different cultures, but some meanings are common all over the world. White is a colour of purity and peace. Many people wear white clothes on their weddings. Black often represents sadness and mystery. When someone dies, people usually wear black. Green is the colour of nature. It represents life and hope. It can make people feel close to nature. Purple is a noble colour. In ancient Europe, only rulers could wear purple clothes. It represents power and wealth.” 呈现以下任务，让学生运用寻读策略完成： （1）Find the colour that represents purity and peace.（关键词：purity, peace） （2）What does black represent?（关键词：black, represent） （3）Which colour is the colour of nature?（关键词：colour of nature） （4）Who could wear purple clothes in ancient Europe?（关键词：purple clothes, ancient Europe） 学生独立完成任务后，教师邀请学生逐一分享答案，讲解自己的寻读过程：如何确定关键词、如何快速定位信息、如何确认答案。教师对学生的回答进行点评，重点表扬能准确运用寻读技巧、快速找到答案的学生，同时纠正学生在定位关键词、查找信息过程中出现的问题，如“关键词找错”“忽略关键信息”等。例如，若学生在完成第（4）题时，未能快速找到“ancient Europe”对应的句子，教师可引导学生：“Look for the key words ‘ancient Europe’ quickly. It is in the sentence ‘In ancient Europe, only rulers could wear purple clothes.’ So the answer is ‘rulers’.” 设计意图：基础层练习聚焦寻读策略的核心——关键词定位，语篇难度较低，贴合学生已学知识，能帮助学生快速掌握寻读技巧，建立学习信心。让学生分享寻读过程，既能检验学生对策略的掌握情况，也能让其他学生借鉴优秀的寻读方法，实现互助学习。教师的点评的针对性强，能帮助学生及时发现问题、纠正错误，强化对寻读技巧的运用。 2. 提高层：信息匹配与句子判断练习（能力提升） 在基础练习的基础上，教师呈现一段难度适中的语篇，语篇围绕“Colours and Moods”展开，包含更多本单元核心词汇、短语及宾语从句，重点考查学生运用寻读策略进行信息匹配和句子判断的能力，同时巩固本单元语言知识。语篇如下： “Colours can greatly influence our moods. Do you know how different colours make us feel? Let’s find out. Warm colours such as red, orange and yellow can make us feel energetic and happy. Red is a lively colour. It can cheer us up when we are in a bad mood. Many restaurants use warm colours to create a warm and comfortable feeling, because they want customers to stay longer and order more food. Cool colours like blue, green and purple can make us feel calm and relaxed. Blue is the colour of the sky and the sea. It can bring peace to our mind and body. If you feel stressed, you can look at blue things, and you will feel better. Green is good for our eyes. It can help us relax after working or studying for a long time. Purple is a mysterious colour. Some people think that purple can make them feel creative. However, too much dark purple may make people feel sad.” 设置两个任务，让学生分组完成（4人一组），培养学生的合作学习能力： 任务1：信息匹配（Match the colours with their influences on moods） （1）Red A. Make people feel calm and relaxed （2）Blue B. Make people feel energetic and happy （3）Green C. Make people feel creative （4）Purple D. Help people relax and protect their eyes 任务2：句子判断（Read the passage and mark T (True) or F (False). If it is false, correct it.） （1）Warm colours include red, orange and green.（关键词：warm colours, red, orange, green） （2）Restaurants use warm colours to make customers feel relaxed.（关键词：restaurants, warm colours, customers, relaxed） （3）Blue can help people feel better when they are stressed.（关键词：blue, stressed, feel better） （4）Dark purple can always make people feel creative.（关键词：dark purple, creative） 分组完成任务后，各小组派代表分享答案和解题过程，重点说明如何运用寻读策略找到对应的信息，完成匹配和判断。例如，在完成任务1的（2）题时，小组代表可分享：“We look for the key word ‘blue’. In the passage, it says ‘Cool colours like blue, green and purple can make us feel calm and relaxed.’ So blue matches A.” 在完成任务2的（4）题时，可分享：“We find the key words ‘dark purple’ and ‘creative’. The passage says ‘Some people think that purple can make them feel creative. However, too much dark purple may make people feel sad.’ So the sentence is false. The correct sentence is ‘Dark purple may make people feel sad.’” 教师对各小组的表现进行点评，肯定小组的合作成果，表扬分工明确、寻读效率高的小组，同时针对学生出现的问题进行讲解，如：在判断句子正误时，忽略“too much”“always”等限定词，导致判断错误；信息匹配时，关键词定位不准确等。此外，教师结合语篇中的重点句子，如“Many restaurants use warm colours to create a warm and comfortable feeling.”“If you feel stressed, you can look at blue things, and you will feel better.”“Some people think that purple can make them feel creative.”，巩固本单元核心短语（create a warm feeling, feel stressed）和宾语从句的用法，让学生在运用寻读策略的同时，巩固语言知识。 设计意图：提高层练习在基础练习的基础上，增加了任务难度，从“单一信息查找”过渡到“信息匹配”和“句子判断”，能有效提升学生运用寻读策略解决复杂问题的能力。分组合作的形式，能培养学生的合作学习能力和沟通能力，让学生在互助中共同进步。任务设计结合本单元核心语言知识，实现了“策略训练”与“语言巩固”的有机结合，符合英语学科“学用结合”的教学理念。教师的点评既关注策略运用，也关注语言知识，能帮助学生全面提升。 3. 提升层：语境运用与观点表达练习（综合拓展） 提升层练习聚焦“寻读策略的灵活运用”和“语言知识的综合表达”，结合生活实际，设置情境化任务，让学生运用寻读策略获取信息，并结合获取的信息和本单元核心语言知识，表达自己的观点，实现“读”与“说”的结合，提升学生的综合语言运用能力。 教师呈现一段关于“Choosing Colours for Different Places”的语篇，语篇内容贴近学生生活，包含更多复杂句式和文化相关内容，重点考查学生运用寻读策略获取具体信息，并结合信息进行观点表达的能力。语篇如下： “Choosing the right colours for different places can make our lives better. Different places need different colours, because colours can influence our moods and behaviors. Let’s learn how to choose colours for some common places. Bedrooms are places for rest and sleep. So we should choose cool colours for bedrooms, such as light blue, light green and white. These colours can make us feel calm and relaxed, and help us sleep better. Classrooms are places for study. We can choose light yellow or light green. Light yellow represents wisdom and can make us feel energetic, which is good for studying. Light green can protect our eyes and help us focus on our studies. Offices are places for work. We can choose blue or grey. Blue can make people feel calm and improve work efficiency. Grey is a neutral colour. It can make people feel professional. Restaurants are places for eating. As we know, warm colours like red, orange and yellow are good choices. They can make people feel hungry and stay longer. However, we should not use too many dark colours in restaurants, because they may make people feel depressed and lose their appetite.” 设置两个递进式任务，让学生先独立完成，再小组交流： 任务1：寻读信息，完成表格（Use scanning to find information and fill in the table） Places（场所） Suitable Colours（合适的颜色） Reasons（原因） Bedrooms Classrooms Offices Restaurants 任务2：观点表达（Express your opinions） 结合语篇信息和自己的生活经验，回答以下问题，要求运用本单元核心词汇、短语及宾语从句，表达清晰、连贯： （1）Do you agree with the suggestions about choosing colours for different places? Why or why not? （2）What colour would you choose for your bedroom? Why?（Use the sentence pattern: I would choose... because I think that... / I prefer... because it can...） （3）Can you give some other suggestions about choosing colours for our school?（Such as the library, the playground） 学生独立完成任务1后，小组内核对答案，交流寻读过程中的困难和方法，互相帮助、共同进步。完成任务2后，小组内轮流分享自己的观点，其他组员认真倾听，可补充或提出不同看法。教师巡视各小组的交流情况，及时给予指导，帮助学生解决语言表达和观点组织过程中出现的问题，如：宾语从句的语序错误、词汇运用不当、观点表达不连贯等。例如，若学生表达：“I would choose blue for my bedroom because I think it can make me relax.” 教师可引导学生纠正：“I would choose blue for my bedroom because I think that it can make me relaxed.”（补充that，将relax改为relaxed）。 小组交流结束后，邀请2-3名学生代表全班分享自己的观点，教师对学生的发言进行点评，重点关注学生寻读策略的运用是否灵活、语言表达是否准确连贯、观点是否合理，肯定学生的创新观点，鼓励学生大胆表达，同时进一步巩固本单元核心语言知识和寻读策略。 设计意图：提升层练习结合生活实际，设置情境化任务，让学生感受到寻读策略的实用价值，激发学生的学习兴趣。任务1的表格填写的能帮助学生系统梳理语篇信息，提升寻读策略的灵活运用能力；任务2的观点表达实现了“读”与“说”的结合，既能巩固本单元核心语言知识，也能提升学生的综合语言运用能力和思维品质。独立完成与小组交流相结合的形式，既能培养学生的自主学习能力，也能培养学生的合作学习和沟通能力，符合九年级学生的综合发展需求。 （四）拓展延伸：文化渗透，深化思维品质 1. 文化拓展：教师呈现中西方文化中颜色象征意义的差异案例，结合寻读策略，让学生快速查找差异信息，了解多元文化，提升文化意识。教师呈现以下语篇： “Colours have different symbolic meanings in different cultures. It is important for us to know these differences when we communicate with people from different countries. In China, red is a lucky colour. It represents happiness, prosperity and good luck. People often use red on festivals, such as the Spring Festival and weddings. However, in some Western countries, red sometimes represents danger and anger. White in China often represents sadness and death. People wear white clothes at funerals. But in Western countries, white represents purity and innocence. People wear white wedding dresses. Green in most countries represents life and hope, but in some countries, it represents envy. Yellow in China represents nobility and prosperity, but in some Western countries, it represents cowardice.” 设置任务：Use scanning to find the differences between Chinese and Western cultures in the symbolic meanings of red, white and yellow.（运用寻读策略，找出中西方文化中红色、白色、黄色象征意义的差异） 学生完成任务后，教师引导学生分享自己找到的差异信息，然后进行总结：“Different colours have different meanings in different cultures. We should respect these cultural differences and avoid misunderstandings when we communicate with people from different countries.” 同时，结合本单元主题，引导学生思考：“Why do colours have different symbolic meanings in different cultures?”（提示：结合历史、习俗等因素），培养学生的批判性思维和文化探究能力。 2. 策略拓展：教师引导学生回顾本节课所学的寻读策略，结合之前学习的略读策略，总结阅读不同类型语篇时的策略选择：“When we read a passage, we should choose the right reading skill according to our purpose. If we want to get the main idea, we use skimming. If we want to find specific information, we use scanning. In our daily English study, we can use these two skills together to improve our reading efficiency.” 同时，教师布置课后拓展任务：“After class, find a passage about colours (such as colour therapy, colours in art) and use skimming and scanning to finish the following tasks: ① Get the main idea of the passage. ② Find 3 specific information points about colours. Next class, we will share our findings.” 设计意图：拓展延伸环节分为文化拓展和策略拓展两部分，文化拓展结合中西方颜色象征意义的差异，既能让学生运用寻读策略获取信息，也能渗透跨文化交际意识，培养学生的文化素养和思维品质，符合英语学科核心素养的要求。策略拓展帮助学生梳理阅读策略体系，引导学生灵活运用不同的阅读策略，提升阅读能力，同时布置课后拓展任务，将课堂学习延伸到课后，培养学生的自主学习能力和终身学习习惯。 （五）总结回顾：梳理知识，强化记忆 1. 学生自主总结：教师引导学生自主回顾本节课的学习内容，提问：“What did we learn today? Can you summarize the key points?” 鼓励学生从“寻读策略”“语言知识”“文化拓展”三个方面进行总结，如：“Today we learned the reading skill — scanning. We know how to use scanning to find specific information. We also reviewed the key words and phrases about colours, and learned the differences between Chinese and Western cultures in the symbolic meanings of colours.” 2. 教师补充总结：教师结合学生的总结，进行补充和梳理，重点强调以下几点： （1）寻读策略的核心：明确目标、定位关键词、快速浏览定位，区分寻读与略读的差异，灵活运用寻读策略解决阅读任务。 （2）语言知识：巩固本单元核心词汇、短语及that/if/whether引导的宾语从句，能运用这些语言知识表达颜色与情绪、颜色与生活的关联。 （3）文化与思维：了解中西方文化中颜色象征意义的差异，尊重多元文化，培养自主探究、合作学习的能力和批判性思维。 3. 情感升华：教师进行情感引导，总结：“Colours make our world more beautiful, and reading skills make our English study easier. I hope you can use the scanning skill in your daily English study, keep learning and exploring, and make great progress in English.” 设计意图：总结回顾环节采用“学生自主总结+教师补充总结”的形式，既能培养学生的归纳总结能力，也能帮助学生系统梳理本节课的学习内容，强化记忆，形成完整的知识体系。情感升华环节结合本节课的主题，激发学生的学习兴趣和积极性，引导学生树立正确的学习态度，培养终身学习的意识。 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $