Unit2ColourPeriod1WelcometotheunitTeachingaims:·Torecognizethenamesofdifferentcolors.·Torecognizethecolorsoftherainbowandtheorderofthecolors.Teachingprocedures:StepⅠLeadingin:1)Showthemsomepicturesaboutcolorstheyhavelearnedtoreviewtheexpressionsofdifferentcolors.2)Freetalk:Afterseeingsomecolors,talkaboutthecolorstheylikebestandexplainthereasons.3)DoyouknowwhatcolorsEddieslikesbest?StepⅡ.Comicstrip1)ListeningtothedialoguebetweenEddieandHobo.Thenasksomesimplequestions.WhichcolordoesEddielikebetter?WhydoesEddielikethiscolor?WhatdidEddiefeelafterheworethedress?2)LetthestudentsreadthedialoguesindifferentrolesandperformEddieandHobo.Explaintheuseof“rather…than”tothem.3)Dosomeexercises,fillintheblankstoconsolidatewhatthey’velearnedjustnow?StepⅢ.PresentationAskstudentstolistsomecolorfulthingsthattheycanseeduringtheirdailylives.Somecolorfulthingsmaybelistedofcoursetherainbow.Showthepictureaboutarainbowtothemandask:“Whencanyouseerainbow?Howmanycolorsarethereinarainbow?What’stheirorder?”Withtheabovequestion,theteacherandthestudentstalkaboutthecolorsofarainbowtogetherandgetaconclusion.Colorsinarainbow(incorrectorder):red,orange,yellow,green,blue,indigoandviolet.StepⅣ.SpeakupWorkingroupsoftwototalkaboutthecolorsinarainbow,useAmyandhercousin’sdialogueasamodel.StepⅤ.HomeworkPeriod2-3ReadingTeachingaims:·Tounderstandwhatcolorsrepresent.·Torecognizeandunderstandvocabularyaboutemotions.·Tomatchcolorstocharacters.Teachingprocedures:Step1.Leadingin.First,askthemquestionsaboutcolorstocheckhowtheyunderstandcolors.Howdoyouknowaboutcolors?What’stheusageofcolors?Doyouknowtherelationshipbetweenmoodsandcolors?Then,tellthemthatcolorshaveaveryimportantusage,thatis,differentcolorshavedifferentinfluencesonpeople’smoods.Tellstudentsthatwearegoingtoknowmoreabouttherelationshipbetweencolorsandmoods.Step2.Presentation1.Freetalk:Showthemsomepicturesaboutcolors，askthemtoexpresstheirfeelingsafterseeingthesecolors.Ifeel…whenIsee…2.Tellstudentsthatwearegoingtolearntherelationshipsbetweencolorsandmoods.Listentothetapeforthefirsttime,answerasimplequestion.3.Readthetextbythemselves,thendosome“T”or“F”questionsandmatchthefeelingwithcorrectcolors.4.Explainsomelanguagepointstothem.Step3.presentation1.Reviewthewholepassage,andcompletetheoutlineaboutcolorsandmoods.2.Haveaninterviewingroups,asktheirpartnersaboutcolors.Step4.consolidationandimprovement1.Providethemsomeidiomsaboutcolors,letthemguessthemeaningaboutcolorsindifferentidioms.(Sometimes,colorshavedifferentmeaningsindifferentidioms.)2.Askthemtotranslatesomephrases.3.Domoreexercises.Period4VocabularyTeachingaims:·Tounderstandwhatsynonymsare.Teachingprocedure:Step1leadinginShowthemsomeadjectivesandtheirsynonyms.Accordingtotherevisiontotellthemtheconceptofsynonyms.Step2PresentationProvidethemmoreadjectives,andfindouttheirsynonyms.Step3GameDividethewholeclassintofourgroups.ThestudentinGroup1saysaword,thenanotherstudentinGroup2saysthesynonymsoftheword.Themore,thebetter.Ifthestudentcan’tsaythesynonyms,thegroupthatheinfails.Step4ConsolidationTodosomeexercisestoconsolidatewhatthey’velearnt.Period5-6GrammarTeachingaims:·Touse“wouldrather…than…”toexpresspreferences.·Touse“prefer…to…”toexpresspreferences.·Tousetheindefinitepronouns“someone/somebody,anyone/anybody”and“noone/nobody”totalkaboutpeople.·Tousetheindefinitepronounces...
