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Unit 2 Colour Period One Comic strip & Welcome to the Unit 一、教学课题：Comic strip & Welcome to the Unit 二、教学内容：Vocabulary about emotions about colours. 三、教学目标： 1. To recognize the names of different colours 2. To recognize the colours of the rainbow and the order of the colours 四、教学重点： I. Useful phrases: 1. would rather do … than do … 宁可……也不…… 2. a dull place 一个黯淡的地方 3. a rainbow in the sky 天空中的彩虹 3 colours of the rainbow 彩虹的颜色 4. of course 当然 5. tell sb. about sth. 告诉某人有关某事 6. look good on sb. 穿在某人身上很好看 7. a world full of colours 一个充满色彩的世界 8. put it on one’s home page 把它挂到某人的主页上 II. Sentences: 1. I’d rather wear blue than pink.=I prefer wearing blue to wearing pink.=I like to wear blue better than pink. 我宁愿穿蓝色也不愿穿粉红色。 2. There’s nothing wrong with pink.=There isn’t anything wrong with pink.=Nothing is wrong with pink. 粉红色没有什么不妥阿。 3. Blue looks good on him.=He looks good in blue. 蓝色穿在你身上和很好看。 五、教学难点： To recognize the names of different colours To recognize the colours of the rainbow and the order of the colours To match colours to the characteristics 六、教学准备：让学生预习课文Comic strip & Welcome to the Unit 七、教具：1.小黑板2. 录音机 / 卡片 / 投影仪 八、课型：New lesson 九、教学过程：Five finger Teaching Plan五指教学方案 Step 1 Review 1.Revise different kinds of colours by asking students: What’s your favourite colour? 2: Presentation. Tell students that different colours can give people different feelings. Let students enjoy a series of pictures, including different kinds of colours and let students discuss: What’s your feeling after looking at the pictures? Encourage students to say as much as possible. Step 2 Presentation 1. Warming – up Ask students what colours they like, then let them talk about their partner’s favourite colours. 2. Presentation 1. ) Ask students what colour Eddie likes, then let them listen to the tape and find out the answer to this question 2. ) Check the answer. 3. ) Students read the dialogue between Eddie and Hobo, then the teacher explain some key points 3. Presentation 1. )Ask students to guess teacher’s favourite colour, then tell them that the teacher likes the colours of the rainbow 2. )Teach them the seven colours of the rainbow: red, orange, yellow, green, blue, indigo, violet 3. )Practice the seven colours, using the dialogue in Part B Step 3 Consolidation 1. Then teachers make a conclusion: Blue & white can make people calm and peaceful. Blue can also represent sadness and white is the colour of purity. Yellow and orange make you feel warm, happy and contented. Orange represents joy while yellow is the colour of wisdom. Green makes you feel energetic. It represents new life and growth. Red represents power. It is also the colour of heat and strong feelings. 2. Discussion. Let students think about: How can colour change people’s moods? Encourage students to express himself using his / her own words 3.Language points 1. I’d rather wear blue than pink. 我宁愿穿蓝色也不愿穿粉红色。 (Would rather+动词原形 +than +动词原形，宁可……也不……, 与其……不如……) Liu Hulan would rather die than give up. 刘胡兰宁死也不屈服。 I would rather not tell you about it. (would rather not do sth. 宁愿不做某事) 2. There is nothing wrong with pink. 粉红色没什么不好。 （ there is something / nothing wrong with…… 有/ 没有毛病） 3. Blue looks good on you. （蓝色穿在你身上很好看。） （衣服+look nice + on + 人，指衣服好看，衣服穿在人身上用on） （人+ look nice + in +衣服, 指人好看，人在衣服里面用in） 4. This report explains what colours can do(宾语从句，用陈述句的语序) and the characteristics they represent.（定语从句，修饰characteristics） Step 4 Practice 1. Practice Students practice the dialogue with the partner, then ask some of them to act out the dialogue 2. Exercises I. 根据中文完成下列句子： 1. How many colours are there in a (彩虹)？ 2. She wears a (紫色的) blouse today. 3. I’d (宁愿) wear blue than pink. 4. Thank you for (邀请) us. I really enjoy myself very much. 5. In spring, we can hear birds (歌唱). II. 英汉互译 1. colours of the rainbow 2. nothing wrong 3. would rather wear blue than pink 4. live in a world full of colours 5. a dull place 6. 天空中的一道彩虹 7. 穿在你身上看起来很好 8. 做一个有关颜色的课题 9. 当然 10. 往窗外看 Step 5 Project 1. A game 2. During the first period of reading, the main task is to make students know the main idea of the text. 3. Homework 1. )Copy the new words 2. )Finish the exercises in the workbook. Period Two
二、教学内容：Reading 1 : Colors and your moods 三、教学目标： 1. To understand what colours represent. 2. To recognize and understand vocabulary about emotions. 3. To match colours to the characteristics. 四、教学重点： I. Useful phrases: 1. affect/change moods 影响/改变情绪 2. make us feel happy 使我们感到高兴 3. make us feel calm and peaceful 使我们感到平静祥和 4. walk into a room 走进一个房间 5. a little bit stressed 有一点儿焦虑不安 6. be painted blue 被漆成蓝色 14. for example 例如 7. be good for the mind and body 对精神和身体有好处 / 对身心有益 8. create the feeling of harmony 产生和谐感 9. feel blue / sad / 感到悲伤/难过 10. feel stressed 感到有压力的 11. the colour of purity / wisdom / nature 纯洁/智慧/自然的颜色 12. feel stressed/tired/relaxed 感到不安/疲劳/放松 II. Sentences: 1. Do you know how many colours there are in a rainbow? 你知道彩虹有多少种颜色吗？ 2. Do you know anything interesting about colours? 你知道有关颜色的有趣的东西吗？ 3. This report explains what colours can do and characteristics they represent. 这份报告解释了颜色能做什么以及它们所代表的特征。 4. Have you ever walked into a room and felt relaxed? 你是否曾经走进一个房间并感觉十分放松呢？ 5. Wearing blue clothes or sleeping in a blue room is good for the mind and body because this colour creates the feeling of harmony. 穿着蓝色衣服或睡在蓝色的房间里对我么难得身心都很有好处， 因为这种颜色能够使人产生和谐的感觉。 6. Warm colours can give you a happy and contented feeling. People who live in cold climates prefer to use warm colours to give their homes a warm and comfortable feel. 暖色能给你一种快乐和满足感。生活在寒冷气候下的人们较喜欢用温暖的颜色来使他们的家感到温暖而舒服。 7. Orange can bring you success and cheer you up when you are feeling sad. 橙色能带给你成功，在你感到难过时它能使你高兴起来。 8. Yellow is the colour of the sun, so it can remind you of a warm, sunny day. 黄色是太阳的颜色，因此它可以让你想起温暖、阳光灿烂的日子。 9. Anybody who feels tired or weak should wear colours that make you feel energetic. Green is the colour of nature, it can give you energy, as it represents new life and growth. 感到疲倦或虚弱的人应该穿那种给人活力的颜色。绿色是大自然的颜色，它能给你活力，因为它代表着新生命和成长。 10. Wearing red makes it easier for you to take action. This can help when you are having difficulty making a decision. 穿红色衣服能使你更容易采取行动。 当你很难做出决定时它能起一定作用。 11. I think the colour that best represent Lisa is yellow. Simon has a strong personality and likes to be the leader. 我认为最能代表Lisa的颜色是黄色。Simon有很强的个性，他喜欢做领导。 五、教学难点： 1. To understand what colours represent. 2. To recognize and understand vocabulary about emotions. 3. To match colours to the characteristics. 六、教学准备：让学生预习课文Reading A 七、教具：1.小黑板2. 录音机 / 卡片 / 投影仪 八、课型：New lesson 九、教学过程：Five finger Teaching Plan Step 1 Review 1. Revise different kinds of colours by asking students: What’s your favourite colour? Step 2 Presentation 1. Tell students that different colours can give people different feelings. 2. Let students enjoy a series of pictures, including different kinds of colours and let students discuss: What’s your feeling after looking at the pictures? Encourage students to say as much as possible. 3. Then teachers make a conclusion: Blue & white can make people calm and peaceful. Blue can also represent sadness and white is the colour of purity. Yellow and orange make you feel warm, happy and contented. Orange represents joy while yellow is the colour of wisdom. Green makes you feel energetic. It represents new life and growth. Red represents power. It is also the colour of heat and strong feelings. Step 3 Consolidation 1: Discussion. Let students think about: How can colour change people’s moods? Encourage students to express himself using his / her own words. 2: Reading comprehension. 1. Ask students to scan the passage quickly and then match the colour with what they represent. 2. Ask students to read the passage again carefully and then fill in the blanks according to the passage.
3: Language points. 1. Ask a student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand. 2. This report explains what colours can do(宾语从句，用陈述句的语序) and the characteristics they represent.（定语从句，修饰characteristics） 3. Wearing blue clothes or sleeping in a blue room is good for the mind and body.(对身心有 好处，有益于身心健康) 4. Blue can create the feeling of harmony. （创造协调感） 5. Blue can also represent sadness. (代表悲伤，象征伤心) 6. White is the colour of purity. = White represents purity. 白色象征纯洁。 7. You should wear white if you are feeling stressed.(感到紧张，有压力) 8. These colours give you a happy and contented feeling.(一种幸福满足的感觉) (be contented with = be pleased with = be satisfied with 对……感到满意) (feeling =feel, 感觉，不可数；) ( feelings, 表示感情只用feeling的复数形式，hurt one’s feelings, 伤害某人的感情) 9. People who live in cold climates( 定语从句修饰people) prefer to use warm colours to give their homes a warm and comfortable feel.（给他们的家一种温暖舒适的感觉） 10. They would rather use colours like orange and yellow.（象黄色和橙色这样的颜色） 11 Orange can bring you success(带给你成功) and cheer you up（使你振作起来） when you are feeling sad. （cheer sb. up 使某人振作起来，使某人高兴些） 12. Yellow is the colour of the sun, so it can remind you of a warm, sunny day. (remind sb. of …… 使某人想起……) (remind sb. to do sth. 提醒某人做某事) 13 Yellow is also the colour of wisdom. = Yellow also represents wisdom. （象征智慧） 14 study for exams 为考试而学习 15 Green can give you energy, as it represents new life and growth.(象征新生命和成长) 16. Wearing red makes it easier for you to take action. 穿红色使你更容易采取行动。 (take action(s) to do sth. 采取行动做某事) 17. This can help when you are having difficulty making a decision. （做决定有困难，难以做出决定） （ have difficulty (in) doing sth.做某事有困难，很费劲地做某事） (have difficulty with sth. 做某事有困难， with +名词) (with difficulty, 吃力地、费力地； without difficulty，毫不费力地) Step 4 Practice 1: Discussion 1. Ask students what they think about the article. Do they agree with what it says or which part of the text do they like most? 2. Ask students to tell the class any interesting facts they know about colours. 2: Exercises Millie is writing to her penfriend about colour and moods. Complete her email. Dear Raymond: Did you know that colours can affect our ________? Did you know what the different colours _________? For example, ________ can help you feel relaxed. However, it can also mean ________. I prefer warm colours such as orange. Orange can bring you ________ and _______ if you are sad. Do you like green? Green can give you ________; it also represents ______. _______ can help you when you are having difficulty making a decision. What is your favourite colour? Write back soon. Yours Millie Step 5 Project 1. A game 2. Homework. )Read the passage over and over again to be familiar with it. )Finish off the exercises in the Workbook. Period Three
二、教学内容：Reading 2 : Colors and your moods 三、教学目标：
四、教学重点： I. Useful phrases: 1. affect/change moods 影响/改变情绪 2. make us feel happy 使我们感到高兴 3. make us feel calm and peaceful 使我们感到平静祥和 4. walk into a room 走进一个房间 5. a little bit stressed 有一点儿焦虑不安 6. be painted blue 被漆成蓝色 7. for example 例如 8. be good for the mind and body 对精神和身体有好处 / 对身心有益 9. create the feeling of harmony 产生和谐感 10. feel blue / sad / 感到悲伤/难过 11. feel stressed 感到有压力的 12. the colour of purity / wisdom / nature 纯洁/智慧/自然的颜色 13. feel stressed/tired/relaxed 感到不安/疲劳/放松 II. Sentences: 1. Do you know how many colours there are in a rainbow? 你知道彩虹有多少种颜色吗？ 2. Do you know anything interesting about colours? 你知道有关颜色的有趣的东西吗？ 3. This report explains what colours can do and characteristics they represent. 这份报告解释了颜色能做什么以及它们所代表的特征。 4. Have you ever walked into a room and felt relaxed? 你是否曾经走进一个房间并感觉十分放松呢？ 5. Wearing blue clothes or sleeping in a blue room is good for the mind and body because this colour creates the feeling of harmony. 穿着蓝色衣服或睡在蓝色的房间里对我么难得身心都很有好处， 因为这种颜色能够使人产生和谐的感觉。 6. Warm colours can give you a happy and contented feeling. People who live in cold climates prefer to use warm colours to give their homes a warm and comfortable feel. 暖色能给你一种快乐和满足感。生活在寒冷气候下的人们较喜欢用温暖的颜色来使他们的家感到温暖而舒服。 7. Orange can bring you success and cheer you up when you are feeling sad. 橙色能带给你成功，在你感到难过时它能使你高兴起来。 8. Yellow is the colour of the sun, so it can remind you of a warm, sunny day. 黄色是太阳的颜色，因此它可以让你想起温暖、阳光灿烂的日子。 9. Anybody who feels tired or weak should wear colours that make you feel energetic. Green is the colour of nature, it can give you energy, as it represents new life and growth. 感到疲倦或虚弱的人应该穿那种给人活力的颜色。绿色是大自然的颜色，它能给你活力，因为它代表着新生命和成长。 10. Wearing red makes it easier for you to take action. This can help when you are having difficulty making a decision. 穿红色衣服能使你更容易采取行动。 当你很难做出决定时它能起一定作用。 11. I think the colour that best represent Lisa is yellow. Simon has a strong personality and likes to be the leader. 我认为最能代表Lisa的颜色是黄色。Simon有很强的个性，他喜欢做领导。 五、教学难点： To understand what colours represent To recognize and understand vocabulary about emotions To match colours to the characteristics 六、教学准备：让学生预习课文Reading B C D 七、教具：1.小黑板2. 录音机 / 卡片 / 投影仪 八、课型：New lesson 九、教学过程：Five finger Teaching Plan Step 1 Review 1. Let students to be more familiar with the relationship between colours and moods. 2. Make the students to know more adjectives related to people’s characteristics. 3.Revise different kinds of colours and the mood it represents. Step 2 Presentation 1.Part B1 1. )Ask students to read Part A on Page 22 and 23 again and use the information to complete Part B1 on Page 24 on their own. 2. )Ask one student at a time to read the sentence to check the answer. Make sure students have all known the meaning of the words. 2. Part C 1. Ask students to refer to the passage on page 22 and 23 and use the information there to fill in Part C1 to fill in the blanks in Part C1 on page 25. 2. Ask students to check their answers with their partners. If students have different answers, ask them to read out . 3. Ask 5 students to read out one thought bubble each. Make corrections as you go along and explain why the answers are incorrect. 4. Tell students that it is time for them to think of their favorite color. Tell them to write the name of this color in the first blank in Part C2. Ask students to check in the reading passage of their to see what these colors represent. They should then write what the colors represent in the second blank. 5. Ask students to think about why they like this color. Encourage them to think about how this, color makes them feel. Encourage students to think about their own characteristics. Remind them that they can also use words that are not on board. Ask them to write their characteristics in the fourth blank. 6. Ask students to compare what they have written in the third and fourth blanks. They should decide whether their characteristics represents. Then they should tick “yes” or “no” in the fifth blank. 7. When students have finished, ask 5 or 6 of the more able students to stand up and read what they have written to the rest of the class. Praise them for any parts they have done well. Try not to focus only on their mistakes. Step 3 Consolidation 1. Writing Ask students to write about one of their friends. In the profile they should mention the following points. The name of their friend The best colour for their friend The friend’s characteristics His / Her characteristics that match this colour 2. Discussion Ask students what they think about the article. Do they agree with what it says or which part of the text do they like most? 3.Ask students to tell the class any interesting facts they know about colours. 4. Language points 1). Do you know anything interesting about colours? 你知道关于颜色的一些有趣的事情吗？ anything interesting 一些有趣的事情, anything 是不定代词，形容词interesting要放在它的后面。 2). Colours can change our moods and make us feel happy or sad, energetic or sleepy. 颜色会改变我们的情绪，让我们感到高兴或悲伤，充满活力或昏昏欲睡。 make sb. do sth. “使得某人做某事”，后接宾语和宾语补足语。 e.g. The news made her very sad. 3). Wearing blue clothes or sleeping in a blue room is good for the mind and body because this colour creates the feeling of harmony. 穿蓝色的衣服或睡在一间蓝色的房间里对我们的身体和头脑都有好处，因为这个颜色创造出和谐的感觉。 be good for … “对…有利” e.g. Taking a walk after supper is good for our health. 它的反义词是 be bad for wearing是wear的动名词形式，因为它在句中做主语，所以要加ing e.g. Reading in bed is bad for your eyes. 4). I am feeling blue. 我感到伤心。 英语中一些表示颜色的词常常会有另外的喻义。 e.g. a green hand 生手 He is yellow. 他懦弱。 a white lie 一个善意的谎言 5). People who live in cold climates prefer to use warm colours to give their homes a warm and comfortable feel. 生活在寒冷气候下的人们更愿意使用暖色给他们的家带来温暖、舒适的感觉。 prefer “更喜欢”，后可跟名词、代词，也可跟动词不定式或动名词。 e.g. He prefers coffee. I prefer to live in a city.= I prefer living in a city. 表示“与…相比更喜欢…”用prefer…to… e.g. He prefers football/playing football to basketball/playing basketball. 6). Orange can bring you success and cheer you up when you are feeling sad.橘黄色能给你带来成功，并且当你伤心的时候能使你振作起来。 7). Yellow is the colour of sun, so it can remind you of a warm, sunny day.黄色是太阳的颜色，所以它能使你想起温暖、晴朗的日子。 remind sb of sth/ sb. “使某人想起某事/某人” e.g. He reminds me of my brother. 8). Wearing red makes it easier for you to take actions. 穿红色衣服帮助你更容易采取行动。 9). This can help when you are having difficulty making a decision. 当你难以作出决定的时候，它会帮助你。 make a decision “做决定” have difficulty doing sth. “做某事有困难” e.g. They had some difficulties getting on the bus yesterday. Step 4 Practice 1. Millie is writing to her penfriend about colour and moods. Complete her email. Dear Raymond: Did you know that colours can affect our _____? Did you know what the different colours _____? For example, _____ can help you feel relaxed. However, it can also mean ______. I prefer warm colours such as orange. Orange can bring you ________ and _______ if you are sad. Do you like green? Green can give you ______; it also represents ______.______ can help you when you are having difficulty making a decision. What is your favourite colour? Write back soon. Yours Millie 2: Exercises. 翻译词组。 1．暖色_______________2. 给你愉快且满足的情感________________ 3. 住在寒冷的气候里________________ 4. 给家一个舒适的感觉______________ 5. 代表快乐_____________ 6. 带给你成功 _________________ 7. 让你高兴起来_____________ 8. 智慧之色 _________________ 9. 给某人能量 ___________ 10. 提醒某人某事 _________________ 11. 做某事有困难___________ 12. 嫉妒之色 ________________ Step 5 Project 第五步 综合探究活动 1. A game 2. Homework. 1). Read the passage over and over again to be familiar with it. 2). Finish off the exercises on the workbook. Period Four
二、教学内容：Unit 2 Colour: Vocabulary 三、教学目标：
四、教学重点： I. Words: happiness strong sad satisfied energetic calm feelings influence qualities realize require unhappiness wish 五、教学难点： To understand what synonyms are To understand what synonyms are 六、教学准备：让学生预习课文Vocabulary 七、教具：1.小黑板2. 录音机 / 卡片 / 投影仪 八、课型：New lesson 九、教学过程：Five finger Teaching Plan五指教学方案 Step 1 Review Do you know anything interesting about colors? Colors can affect our moods, it also can change our moods. Let’s revise “Colors and moods”. Colours and moods blue create the feeling of harmony Calm colours represent sadness white the colour of purity orange represent joy Warm colours bring you success, cheer you up yellow the colour of the sun / wisdom Energetic colours green give you energy represent new life and growth the colour of nature/money and envy Strong colours red represent power the colour of heat and strong feelings Step 2 Presentation 1: Presentation （ Change the sentences according to the request） 1. He is very kind to us all. (同义句) He is very ______ to us all . 2. Thank you for asking me to your birthday party.( 同义句) Thank you for ______ me to your birthday party. Ask students to write out the answers: 1 .good / friendly ; 2. inviting . Tell the Ss that “kind /good /friendly”, “ask/invite” are two pairs of synonyms. Synonyms are words that mean the same or nearly the same thing. 2: Word matching A B big quick small cheerful fast inexpensive happy rarely seldom large cheap little wrong incorrect calm fault , mistake relaxed To match the words in Column A with the words which have the similar meanings in Column B Step 3 Consolidation 1. Ask students whether they know what synonyms are. Encourage more able students to give an oral explain to students that synonyms are two different words that mean the same thing. 2. Explain the context of Part A. Millie has a word game about synonyms. Tell students to complete Part A. 3. Ask one student at a time to read out an answer. Check for mistakes and mispronunciation. 4. Explain that each word on the wheel in Part B has a synonym. Students should find the correct synonym in the box and write it opposite the corresponding word. 5. When students have completed Part B, read out the words on the wheel one at a time. Ask students to work on their own. 6.You can list more synonyms on the board with the help of a thesaurus. More able students can also add more pairs of synonyms to the list. Step 4 Practice 1: Practice 1. )Explain the context of Part A , tell Ss to complete Part A. Ask one student at a time to read out an answer. Check for mistakes and mispronunciation. 2. )Explain the context of Part B, Ss work in pairs to find the right synonym in the box and write it opposite the corresponding word. The teacher reads out the words on the wheel one each time , Ss give a synonym for each one, paying attention to their pronunciation. 2: Exercises. 写出下列词的同义词。 1. mood ___________ 2. characteristics ___________ 3. wish ___________ 4. know ___________ 5. influence _______________ 6. need ___________ 7. sadness __________8. happiness _______________ 9. calm ___________ 10. energetic ________11. contented ______________ 12. strong _________ Step 5 Project 1.A game Ask some Ss to supply some words, let their partners give the synonyms of these words, let us see which pair works fastest and the most correctly. 2: A brainstorm. Ask Ss to list synonyms as many as possible with the help of their dictionaries. 3: Extension activity Explain that the opposite of a synonym is an antonym. Antonyms have the opposite meaning of a word For example: black ←→ white common ←→ uncommon 3: Homework. Finish off the exercises on the workbook. Period Five
二、教学内容：Unit 2 Colour: Grammar A&B 三、教学目标：
四、教学重点： I. Useful phrases: 1. prefer to wear jeans 宁愿穿牛仔裤 2. prefer (doing) sth to (doing) sth. 宁愿（做）。。。而不（做）。。。 3. a pair of shoes 一双鞋 4. bring you success 带给你成功 5. cheer you up 让你振作起来 6. give one’s home a warm and comfortable feel 给某人的家（带来）一种温暖而舒适的感觉 7. remind sb. of sth. 使某人想起某事 8. remind sb. to do sth. 提醒某人做某事 9. give…energy 给……能量 II. Sentences: 1. We went shopping for clothes yesterday. Daniel was in a bad mood and didn’t talk to anybody all the afternoon. 我们昨天去买衣服。Daniel心情不好，整个下午都不跟任何人讲话。 2. Everyone seemed to have a secret or was just not acting normally.=It seemed that everyone had a secret or was just not acting normally. 似乎每个人都有秘密或者说表现不太正常。 五、教学难点： To use ‘would rather … than …’ to express preferences To use ‘ prefer … to …’ to express preferences. 六、教学准备：让学生预习课文Grammar A&B 七、教具：1.小黑板2. 录音机 / 卡片 / 投影仪 八、课型：New lesson 九、教学过程：Five finger Teaching Plan Step 1 Review Review the Words: happiness strong sad satisfied energetic calm feelings influence qualities realize require unhappiness wish Step 2 Presentation 1: Presentation. Arouse students’ interest by asking them whether they had the experience of talk on the Internet. Ask those students who are familiar with online chatting to share their experience with the class. 2: Part A 1. Explain the context. Amy and Millie are chatting on the Internet. They want to go shopping tomorrow and are trying to decide where to go. They are talking about where they like to shop and what they want to eat for lunch. 2. Tell students that we use the ‘would rather … than …’ structure to talk about preferences, i,e, that we like one thing more than another. When we write or talk to our friends, we use the contracted form ‘I’d rather….’ 3. Work in pairs to complete the exercise. 4. Ask students to read out the completed conversation. Correct mistakes and mispronunciation. 5. Ask students to complete ‘work out the rule’ on their own. 3: Additional exercise Use ‘I’d rather … than …’ to make sentences 1. go skating / go swimming 2. buy books / buy clothes 3. eat Chinese food / eat Western food 4. walk to the mall / take the bus 5. go to the cinema / watch TV 6. wear jeans / wear formal clothes 4: Part B 1. )Explain the context. Suppose the students are at the shopping mall. As they go into different shops, students say which items they like. 2. )Tell students that we can also use the structure ‘prefer… to …’ to talk about preferences. 3. )Give students some examples of how the structure works by writing some sample sentences on the board. e.g. Jimmy prefers chocolate to ice cream. Jimmy prefers bananas to apples. Kate prefers pears to peaches. Step 3 Consolidation 1. Arouse students’ interest by asking them whether they had the experience of talking on the Internet. Ask those students who are familiar with online chatting to share their experiences with the class. 2. then explain the context. Amy and Millie are chatting on the internet. They want to go shopping tomorrow and are trying to decide where to go. They are talking about where they like to shop and what they want to eat for lunch. 3. Tell Ss that we use the “would rather…than…” structure to talk about preferences, i,e, that we like one thing more than another. When we write or talk to our friends, we use the contracts form “I’d rather…” 4. Once students have finished, ask on e student to play the role of Millie and another to play the role of Amy. Ask them to read out the completed conversation. Correct mistakes and mispronunciations. 5. Ask Ss to complete “Work out the rule!” on their own. Step 4 Practice 1. Practice T: Simon, do you prefer bananas or mangoes? S: I prefer mangoes to bananas. 2. Ask students to use the hints given in the pictures to make sentences. 6. Ask five students to each read out one completed sentence. 3. Exercises. Complete the sentences using ‘prefer’ or ‘would rather’. Most Grade 9 student _______(prefer, would rather) skating to bowling. However, Grade 7 students _________(prefer, would rather) go bowling than skating. The survey also showed that students from Beijing _________(prefer, would rather) go shopping at the weekend than on weekdays. Half of the students said they _________(prefer, would rather) Chinese food to Western food. The girls ____________(prefer, would rather) go to the cinema than watch TV, but the boys _______(prefer, would rather) watch TV than go to the cinema. Most student _________(prefer, would rather) listening to pop songs to singing karaoke. They also _________(prefer, would rather) wearing jeans to formal clothes. All students _________(prefer, would rather) taking the bus to walking. 4.Additional exercise Use ‘I’d rather … than …’ to make sentences go skating / go swimming buy books / buy clothes eat Chinese food / eat Western food walk to the mall / take the bus go to the cinema / watch TV wear jeans / wear formal clothes Step 5 Project Ask students to use the hints given in the pictures to make sentences. 1. A game 2. Homework Period Six
二、教学内容：Unit 2 Colour : Grammar C&D 三、教学目标：
四、教学重点： I. Useful phrases: 1. take action 采取行动 <, P class=MsoNormal style="LINE-HEIGHT: 3. make a decision = decide做决定 4. study for exams 为考试学习 5. best represent 最能代表 6. represent new life and growth 代表新生命和成长 7. need physical strength 需要体能力量 8. in the library 在图书馆 9. get good marks in the tests 考试中取得高分 10. calm down 平静下来 11. use the colour white more 更多的使用白色 12. worry a lot 多虑 13. get stressed 有压力的 14. have a strong personality 有很强的个性 15. far away 很远 16. meet at the underground station 在地铁站见面 17. have some noodles 吃点面条 II. Sentences: 1. I can’t think of anyone to talk to.=I can think of nobody to talk to. 我想不到该跟谁说。 2. If you can’t sleep, she will rub white oil into your head. 如果你睡不着，她将把白色的油擦到你头上。 3. People with dark hair and dark skin look good in red and purple. 黑发黑皮肤的人穿红色和紫色好看。 4. She can advise people what colours to wear. 她可以建议人们穿什么颜色的衣服。 5. She wants to write about the moods of people by looking at the colours of their clothes. 她想写通过人们衣着颜色看他们的情绪。 6. She wants to make herself look more powerful. 她想使自己看起来更为强壮一些。 五、教学难点： To use the indefinite pronouns someone/ somebody, anyone / anybody, no one / nobody to talk about people To use the indefinite pronouns something, anything, nothing, none to talk about things. 六、教学准备：让学生预习课文Grammar C&D 七、教具：1.小黑板2. 录音机 / 卡片 / 投影仪 八、课型：New lesson 九、教学过程：Five finger Teaching Plan Step 1 Review 1. would rather do sth. than do sth. would rather do sth. than sth. like doing better than doing 2.prefer doing to doing prefer n. to n. like … better than … One day, I asked my husband to go shopping, but he said, “ I would rather stay at home than go shopping.” “I would rather sleep than go out.”. How lazy he was! I said angrily, “ I prefer going shopping to staying at home.” “ I prefer going out to sleeping. Because sleeping makes me fat .Please get up quickly, put on your clothes and go out. ” He had to go shopping with me. In the shop, there were many colourful clothes. I said, “ I would rather wear blue than pink.” But he said, “I prefer the yellow T-shirt than the green T-shirt”. Can you find out the two important sentence structures in these sentences? Step 2 Presentation 1: Presentation. 1. )Say the following sentences Somebody / Someone is waiting for you at the gate. Is there anyone / anybody in the classroom? Nobody / No one knows the answer. 2. )Remind the students that pronouns are used to refer to people. We use them when we do not know who the person is. We can’t use them to refer to objects. 2: Part C 1. )Go through rules 1, 2 and 3 on Page 29, with students. Then, ask students to read the rules aloud, with each student reading one sentence. 2. )Check whether students understand the rules by writing the following sentences on the board. Is there ________ in the bathroom? _________ recognized Millie because of her new hairstyle. Look, ________ has dropped 100 yuan. 3. )Explain the context. Millie is writing in her diary about her shopping trip with Amy. 4. )Review ‘ bad mood’, ‘cheer up’, ‘secret’ and ‘normal’. Ask students to explain what these words mean. Bad mood unhappy cheer up make … happy Secret sth. nobody knows normal not unusual 5. )Tell less able students to work in pairs to complete the exercise. 6. )Ask some students to read one paragraph each. 3: Part D 1. Explain to the students that ‘something, anything, nothing, none’ are indefinite pronouns that refer to things. We use them when we do not know or do not want to say what the thing is. We can’t use them to refer to people. 2. Read rules 1, 2 and 3 on Page 31 to the class. 3. Divide the class into groups of four to do the exercise. 4. Ask one student at a time to read a paragraph. Repeat the correct answers so students understand clearly which words are the correct ones. Step 3 Consolidation Tell the students the two important sentence structures. 1. would rather+ do sth +than+do sth. would rather+ do sth + than+ sth. 2. prefer +doing sth.+to +doing sth. prefer+sth + to+ sth. 3. like+ doing sth.+ better than +doing sth. like+ sth.+ better than + sth. 注意：would rather do sth. = like …better prefer to do sth. = like …better prefer doing sth. = like …better prefer sth. = like …better prefer sb. (not) to do sth. Step 4 Practice 1: Exercises. 用someone/ somebody, anyone / anybody, no one / nobody，something, anything, nothing, none 填空。 1. )_________ who feels tired should wear energetic colours. 2. )There is ________ in the fitting room. 3. )Who is in the classroom? ___________. 4. )_________ is knocking at the door. 5. )I looked for it everywhere, but I found _______ in the end. 6. )Would you like ________ to eat? 7. )Did they have _________ important to tell you? 8. )How many eggs were there in the basket? There was __________. 2. 改写同义句。 1. He would rather work than play. He __________ ________ ________ playing. 2. I like working in the countryside. I __________ ________ ________ in the countryside. I _________ __________ in the countryside. 3. Millie likes maths better than English. Millie ________ maths ________ English. 4. Which do you prefer, bread or rice?Which do you ______ ______, bread or rice? 3.句型转换。 1. I would rather watch TV tonight. I _____________________ watch TV tonight(否定句) ________________________ watch TV tonight?(一般疑问句) 2. He prefers dancing than singing. (一般疑问句) ______________________________________ ? 3. My mother would rather do some cooking at home.(就划线部分提问) _________________________________________ ? 4. 改错。 1. I prefer to go to the movie than staying at home. 2. People who live in cold climate prefer use warm colours. 3. He would rather to wear blue than pink. 4. She prefered drawing before. 5. He prefers staying at home than going out. 5.翻译。 1． 我们宁愿去见他，也不愿在这儿等他。 We ___________________ meet him than ______________ him. 2． 他宁可今天去那儿，也不愿明天去。 He would__________________ today ______________ tomorrow. 3． 以前孩子们喜欢步行上学而不乘车。 Before the children _____________________ there to _________ a bus. 4． 你是喜欢茶还是咖啡？ Which _______________________, coffee or tea? 5． 他不喜欢和女孩们一起去野餐。 He _________________________ on a picnic with the girls. Step 5 Project 1. A game 2. Homework. Finish off the exercises in the workbook. Period Seven
二、教学内容：Unit 2 Colour : Integrated skills 三、教学目标：
四、教学重点： 1.To understand the context of an advertisement and a TV demonstration. 2. To understand how a color therapist does. 五、教学难点： To learn to express different feelings according to colours. 六、教学准备：
七、教具：1.小黑板2. 录音机 / 卡片 / 投影仪 八、课型：New lesson 九、教学过程：Five finger Teaching Plan Step 1 Review 1: Revision Revise colours and moods by asking and answering questions. e.g. Can colours change our moods? ( Yes.) If I am feeling stressed, what colour do I need? ( white or blue) What colour should I wear in winter? ( Orange, red, yellow. ) If you are going to give a talk in front of the class, what colour do you want to wear? Step 2 Presentation Step 2: Part A 1-2 1. Say: ‘ Colour can change your moods and improve your life, Mrs. Rainbow is a colour therapist (on the Bb). A therapist helps people improve their health, mood and appearance by using colours. 2. Explain to the students that paper at the top of Page 32 is an advertisement. Ask a student to read the advertisement out aloud. Then ask some questions about the advertisement, e.g. Where is the therapy center? What’s the price? Where can you get more information about the therapy center. 3. Get the students to complete Millie’s notes. Remind them that they will not be able to complete all the notes based on the advertisement. 4. Play the recording and ask the students to complete the rest of the notes. Step 3: Part A3 1. Go through the answers with the students and make sure they understand each sentence. 2. Play the recording for the students to circle the correct answer. Step 4: Speak up. 1. Preview the word ‘advice’, ‘advise’. 2. Ask one student to play the role of Millie and another student to play the role of Andy. Ask those two students to read the conversation aloud. 3. Write some words on the board for students to use, e.g. ‘blouse’, ‘coat’, ‘trousers’, ‘tight’, ‘comfortable’. 4. Divide the class into pairs. Ask students to make suggestions about clothing and talk about preferences, using Millie and Andy’s conversation as a model. Ask students to role-play their own conversation. Step 3 Consolidation 1. Ask the Ss what they think a color therapist is. A color therapist helps people improve their health, mood and appearance by using colors. 2. Ask Ss if they believe that colors can affect our mood. 3. Explain to Ss that the paper at the top of page 32 is an advertisement. Ask a student to read the advertisement out loud. Tell the students must use the information in the advertisement to complete Millie’s notes. Remind them that they will not be able to complete the note. 4. Ask ss to look carefully at what they have written in Part A1, and pay attention to the gaps they have not yet been able to fill in. 5. ask ss to look at their answers. If they still have some questions, play the tape once more without stopping. 6. check the mistakes and pronunciation. 7. Sum up some Language points Step 4 Practice 1. 词组翻译。 1. 记日记 _______________ 2. 把房间涂成红色 __________________ 3. 发送电子卡片__________ 4. 试衣间 __________________________ 5. 对某人满意 ___________ 6. 似乎很容易 ______________________ 7. 有不同的味道____________ 8. 免费的油 ______________ 2. 翻译句子。 1．我们允诺你们成功，否则费用全部退还。 We _______ you ________, or you will _______ your money ________. 3. 深色皮肤的人适宜穿红色。 4. People ______ _______ ______ look good _______ _________. 5. 你能给我些建议嘛？我不知道该穿什么？ _______ you give me ______ _______ ? I don’t know ______ ______ ______. 6. 牛仔裤舒服并且蓝色能使你感到平静。 Jeans are _______ and they can make you _______ _______. Step 5 Project Homework. 1. Review the contents in Integrated skills 2. Write down the conversations in the exercise book. Period Eight &Nine
二、教学内容：Unit 2 Colour: Pronunciation & Main task 三、教学目标：
四、教学重点： 1.To understand the difference between the voiced and voiceless “th” sounds. 2.To distinguish the voiced and the voiceless “th” sounds. 3.To pronounce the two “th” sounds correctly. 五、教学难点： To understand the difference between the voiced and voiceless “th” sounds. 六、教学准备：
七、教具：1.小黑板2. 录音机 / 卡片 / 投影仪 八、课型：New lesson 九、教学过程：Five finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 1: Revision. Ask two pairs to act the dialogue they prepared last period. 2. I went into a clothes shop. I chose one skirt. I wanted to try it on in a fitting room. I shouted, “Is there anybody in the fitting room ?” Oh, no, nobody was in . Then I went in. I found a bag in it. I opened it but there was nothing in it. Conclusion: anybody, nobody and nothing are indefinite pronouns.(none)
注意：1.做主语,谓语动词用单数形式. 2.被形容词、动词不定式修饰时, 该形容词、动词不定式要放在其后。 3.在表示请求、建议或邀请等期待一个肯定回答时，用some系列, 而不用any系列。 4. any系列用于肯定句，表示“任何”或用于if条件从句中. 5. 当陈述句的主语是指人的复合不定代词（-one,-body）时，其反意疑问部分的主语用they， 当陈述句的主语是指物的复合不定代词（-thing）时，其反意疑问部分的主语用it. 6. 回答how many 或how much开头的问句用 none, 回答who开头的问句用 nobody 或no one. 注意none, nothing, no one的区别 7. none 可以和of 连用，其它的不能和of连用. none 与all 反义。 Step 2 Presentation 1: Pronunciation. 1. )Write the letters th on the board. Tell students that there are two different ways to pronounce the th sound. 2. )Play the recording for Part A and ask student to listen and read. 3. )Play the recording for Part B. Ask students to listen and read. 4. )Tell students to listen carefully to the different th sounds in Part C. 5. )Encourage students to practice saying all the words aloud, paying attention to whether a word has a voiced or voiceless th sound. 2: Main task Part A 1. Tell students that making a list can be a good way to organize their thoughts and ideas. 2. Point out there is an explanation of what the colour means. 3. Tell students to study the picture carefully. Ask students some simple questions about it. 4. Ask students to work in pairs to complete Millie’s report. 5. Ask each student to read a sentence in turn. Listen and check mistakes. 6. Encourage students to discuss the mood of the man in the picture. 3: Main task Part B 1. Ask students to talk about the two advertisements. 2. Ask them to write about the models in the books. 4: Part C 1. Write a report on the moods of one of the models in Part B. 2. Present their work to the class. Step 3 Consolidation 1. Explain the context. Students are working on a project about the relationship between colors and moods. They will look at pictures of people and assess their moods based on the colors they are wearing. 2. Tell Ss that making a list can be a good way to organize their thoughts and ideas. 3. Point out students that for each color mentioned in the list, there is an explanation of what the color means. 4.Some “wh” questions. 5.Ask Ss to work in pairs to fill in the blanks. 6. Discussion. Step 4 Practice 1.Complete the report using the information on Page 35. The man is wearing a _______ shirt and _________ trousers. He looks very fashionable. Blue _______ sadness and _______. Black is the colour of power and protection. However, the man does not look very sad. The blue should make him feel calm but he does not look calm, either. In fact, he looks worried or afraid. I think the man is wearing those colours because he is afraid. He needs ______ for protection, and blue to make him feel _______. He is also wearing ______ shoes. He is wearing them to make himself feel _______ and _______. 2．用上表中适当的不定代词填空。 1. The game is very popular. ____________ is interested in the game. 2. If you don’t tell ________ about it, _________ will know. 3. Please get _________ ready at once. We’ll go at nine o’clock. 4. Would you like ___________ to eat? 5. Is there ____________ here? I want some help. 6. There’s ___________ in the bag. It’s empty. 7. I wanted some more coffee but there was ________ left. 8. There isn’t __________ watching TV at the moment. 9. I didn’t invite all of them, but _________ has come. 10. Will you ask __________ to carry this bag for me, please? 3．按要求改写下列句子。 1. There is something wrong with the radio.(否定句) There _______ ___________ wrong with the radio. 2. All of them want to go to Hainan.（同上）_______ of them ______ to go to Hainan. 3.There is nobody in the classroom.（同义句）There ______ ______ in the classroom. 4.Uncle Li didn’t say anything at the meeting.（同上） Uncle Li _________ ___________ at the meeting. 5.I could see somebody in the dark room.(一般疑问句) ___________ _________ __________ __________ in the room? 4．改错。 1. Everything is ready, isn’t they? 2. Everything begin to grow in spring. 3. Shall I get any water for you ? 4. A: How many people are there in the hall? B: No one. 5.I bought lots of food yesterday. Now I don’t want else anything. 6. No one of the girls went to the park. 7. I wanted to buy some comic books but was nothing left in the shop. 5．翻译。 1．我发现教室里空无一人。 2．他有一些重要的事要告诉你们。 3．今天的报纸上有什么有趣的东西吗？ 4．我认为任何人都可以学会游泳。 5．有人在校门口等你。 Step 5 Project 1. A game 2. Homework. Write a report about themselves. Period Ten
二、教学内容：Unit 2 Colour: Check out 三、教学目标：
四、教学重点： To review key vocabulary and grammar items taught in the unit. 五、教学难点： 1. To practice the grammar and vocabulary items. 2. To give students the opportunity to practice the grammar and vocabulary items, and to gain confidence through doing so 3. To allow students to check their progress and ask any questions they may still have 4. To review key vocabulary and grammar items taught in the unit 六、教学准备： 1. Preview the new words and phrases of this period 2. Pre-learn “Checkout” 七、教具：1.小黑板2. 录音机 / 卡片 / 投影仪 八、课型：New lesson 九、教学过程：Five finger Teaching Plan Step 1 Review 1. Revision Students describe the clothes of their partners, and the moods it represents. 2. Tell a student to give a daily report. 3. Review the words and expressions in this unit. Step 2 Presentation Step2. Part A 1. Ask students to work on their own to complete Part A. Remind them that all the vocabulary they need is provided in the box. 2. Choose two students to play the characters of Millie and Daniel, ask them to read the completed conversation 3. Check the answers 4. Students read the conversation together Step3. PartB 1. Explain the context to the students, then ask students to complete Part B. 2. Ask one student at a time to read out the word that does not belong to each list and give the reasons. 3. Check the answers Step 3 Consolidation 1. Tell the Ss to do the exercises on the book. 2. Explain some language points 1) I can’t see anything strange about the photo, either. 我也看不出这张照片有什么奇怪的地方。 either “也”，常用在否定句中。肯定句中用too/also/ as well. （as） e.g. He doesn’t know anything about it , either. He （also） knows something about it. He knows something about it ,too/ as well. 2)He does look like Mr. Wu. 他看上去真的像吴老师。 does look like 中的does起强调作用。“真的很像”的意思。 e.g. He did go to Shanghai yesterday. 他昨天真的去上海了。 2. Ask the students to do some more practice. Step 4 Practice I.用所给词的适当形式填空 1. The twins would rather (buy) the same school bag. 2. Jack (prefer) to use his own bicycle. 3. Many young people prefer (stay) out late to enjoy the holiday to (stay) home at Christmas Eve. 4. Which sport does Kitty like (good), skating or jogging? 5. The Third – World people would rather (live) in poverty(贫困) than (lose) their freedom. II. 选词填空 Anybody everyone nobody someone none nothing everything something 1. can help you make a decision except(除了) yourself. 2. I must have wrong with my eyes. I can’t see clearly. 3. Cindy! There is waiting for you at the school gate. 4. Since is here, let’s start our meeting. 5. --- Daniel, is at school today? --- Yes, is absent (缺席的). 6. James, it’s surprised to see you here. How does go with you? 7. Simon, Amy and Linda all answered incorrectly. Is there else who wants to have a try? 8. It is sad that of the family will take part in this year’s Family Singing Comjpetition. 9. --- Would you like to eat? --- No, thanks. I am too full to enjoy anything. 10. Look at the empty box. Left. Step 5 Project 1. A game 2. Homework |
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