Unit2ColourPeriodEight&Nine一、教学课题：Pronunciation&Maintask二、教学内容：Unit2Colour:Pronunciation&Maintask三、教学目标：知识目标1.Tounderstandthedifferencebetweenthevoicedandvoiceless“th”sounds.2.Todistinguishthevoicedandthevoiceless“th”sounds.能力目标Topronouncethetwo“th”soundscorrectly.情感目标Toknowtheimportanceofcorrectexpressing四、教学重点：1.Tounderstandthedifferencebetweenthevoicedandvoiceless“th”sounds.2.Todistinguishthevoicedandthevoiceless“th”sounds.3.Topronouncethetwo“th”soundscorrectly.五、教学难点：Tounderstandthedifferencebetweenthevoicedandvoiceless“th”sounds.六、教学准备：课前预习1.Previewthenewwordsandphrasesofthisperiod2.Pre-learn“Pronunciation”七、教具：1.小黑板2.录音机/卡片/投影仪八、课型：Newlesson九、教学过程：FivefingerTeachingPlan五指教学方案Step1Review第一步复习1:Revision.Asktwopairstoactthedialoguetheypreparedlastperiod.2.Iwentintoaclothesshop.Ichoseoneskirt.Iwantedtotryitoninafittingroom.Ishouted,“Isthereanybodyinthefittingroom?”Oh,no,nobodywasin.ThenIwentin.Ifoundabaginit.Iopeneditbuttherewasnothinginit.Conclusion:anybody,nobodyandnothingareindefinitepronouns.(none)-thing-body-onesome-somethingsomebodysomeoneany-anythinganybodyanyoneevery-everythingeverybodyeveryoneno-Nothingnobodynoone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.1.回答howmany或howmuch开头的问句用none,回答who开头的问句用nobody或noone.注意none,nothing,noone的区别2.none可以和of连用，其它的不能和of连用.none与all反义。Step2Presentation1:Pronunciation.1.)Writethelettersthontheboard.Tellstudentsthattherearetwodifferentwaystopronouncethethsound.2.)PlaytherecordingforPartAandaskstudenttolistenandread.3.)PlaytherecordingforPartB.Askstudentstolistenandread.4.)TellstudentstolistencarefullytothedifferentthsoundsinPartC.5.)Encouragestudentstopracticesayingallthewordsaloud,payingattentiontowhetherawordhasavoicedorvoicelessthsound.2:MaintaskPartA1.Tellstudentsthatmakingalistcanbeagoodwaytoorganizetheirthoughtsandideas.2.Pointoutthereisanexplanationofwhatthecolourmeans.3.Tellstudentstostudythepicturecarefully.Askstudentssomesimplequestionsaboutit.4.AskstudentstoworkinpairstocompleteMillie’sreport.5.Askeachstudenttoreadasentenceinturn.Listenandcheckmistakes.6.Encouragestudentstodiscussthemoodofthemaninthepicture.3:MaintaskPartB1.Askstudentstotalkaboutthetwoadvertisements.2.Askthemtowriteaboutthemodelsinthebooks.4:PartC1.WriteareportonthemoodsofoneofthemodelsinPartB.2.Presenttheirworktotheclass.Step3Consolidation1.Explainthecontext.Studentsareworkingonaprojectabouttherelationshipbetweencolorsandmoods.Theywilllookatpicturesofpeopleandassesstheirmoodsbasedonthecolorstheyarewearing.2.TellSsthatmakingalistcanbeagoodwaytoorganizetheirthoughtsandideas.3.Pointoutstudentsthatforeachcolormentionedinthelist,thereisanexplanationofwhatthecolormeans.4.Some“wh”questions.5.AskSstoworkinpairstofillintheblanks.6.Discussion.Step4Practice1.CompletethereportusingtheinformationonPage35.Themaniswearinga_______shirtand_________trousers.Helooksveryfashionable.Blue____...
