Unit 2 Colour 全单元教案
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| 名称 | Unit 2 Colour 全单元教案 |  | |
| 格式 | zip | ||
| 文件大小 | 32.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2014-08-01 10:26:22 | ||
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Unit 2 colour
Welcome to the unit
Teaching aims:
1. To recognize the names of different colours
2.To recognize the colours of the rainbow and the order of the colours
Teaching importances: the same as the aims
Teaching difficulties: the same as the aims
Teaching aids: computer and tape-recorder
Teaching methods:task-teaching
Teaching course:
Teaching steps:
Step1. Warming – up
Ask students what colours they like, then let them talk about their partner’s favourite colours.
Step2. 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.
Students read the dialogue between Eddie and Hobo, then the teacher explain some key points
Step3. Practice
Students practice the dialogue with the partner, then ask some of them to act out the dialogue
Step4. 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
Step5. A game
Step6. 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)
Step 7 homework
1.Finish off the exercises
Blackboard words:
Would rather …than… There’s nothing wrong with… blue look good on you
Do you know how many colours there are in a rainbow?
Feeling after teaching:
The students are very interested in colours.It’s easy for them to To recognize the names of different colours
Reading 2
Teaching aims:
1.To recognize and understand vocabulary about characteristics
2. To use adjectives to describe one’s characteristics
3.Grasp and use the expressions in it.
Teaching importances: the same as the aims
Teaching difficulties: the same as the aims
Teaching aids: computer and tape-recorder
Teaching methods:task-teaching
Teaching course:
Step 1: Reading comprehension. 1.Ask students to scan the passage quickly and then match the colour with what they represent.
Ask students to read the passage again carefully and then fill in the blanks according to the passage
Step 2: 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.Explain some difficult language points to students.
e.g. remind sb. of sth
have difficulty (in) doing sth.
make/ find / think it + adjective + to do sth.
Step 3: 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.
Step 4: 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: Homework.
1.Read the passage over and over again to be familiar with it.
2.Finish off the exercises in the Workbook
Blackboard words:
remind sb. of sth
have difficulty (in) doing sth.
make/ find / think it + adjective + to do sth.
Feeling after teaching:
It’s hard for them to use adjectives to describe one’s characteristics
Vocabulary
Teaching aims:
To understand what synonyms are
Teaching importances: the same as the aims
Teaching difficulties: the same as the aims
Teaching aids: computer
Teaching methods: brain-storm and game
Teaching course:
Step 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.
Step 2: Word matching
A B
seldom quick
small cheerful
fast inexpensive
happy rarely
cheap little
wrong incorrect
calm fault
mistake relaxed
Step 3: 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.
Step 4: Practice
1.Explain the context of Part A , tell Ss to complete Part A.
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.
Step 5: A brainstorm.
Ask Ss to list synonyms as many as possible with the help of their dictionaries.
Step 6: Extension activity
For example: black ←→ white
common ←→ uncommon
Step 7: Exercises.写出下列词的同义词。
Step 8: Homework.
.Finish off the exercises in the Workbook
Blackboard words:
Influence: affect hope to do sth wish sb.to do sth
Require =need doing/ to be done
Realize=come true
Feeling after teaching:
It’s hard for them to use the synonyms correctly
Grammar 1
Teaching aims:
1. To use ‘would rather … than …’ to express preferences
2To use ‘ prefer … to …’ to express preferences.
Teaching importances: the same as the aims
Teaching difficulties: 1)这两个结构中动词的形式。2）运用这两个句型表达个人偏好。
Teaching aids: computer
Teaching methods: practice
Teaching course:
Step 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.
Step 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. 5.Correct mistakes and mispronunciation.
Ask students to complete ‘work out the rule’ on their own.
Step 3: 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 4: Part B
Explain the context. Suppose the students are at the shopping mall. As they go into different shops, students say which items they like.
Tell students that we can also use the structure ‘prefer… to …’ to talk about preferences.
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
5.Ask students to use the hints given in the pictures to make sentences.
6.Ask five students to each read out one completed sentence.
Step 5: Homework.
.Finish off the exercises in the Workbook
Blackboard words:
would rather do than do
prefer A to B prefer doing A to doing B
Feeling after teaching:
It’s hard for them to use the two structures correctly
Grammar 2
Teaching aims:
1.To learn the indefinite pronouns “someone/somebody, anyone/ anybody” and “no one/nobody”
2. To learn the indefinite pronounces “something,
anything , nothing and none”
Teaching importances: 1.To use the indefinite pronouns “someone/somebody, anyone/
anybody” and “no one/nobody” to talk about people.
2. To use the indefinite pronounces “something, anything, nothing and none” to talk about things.
Teaching difficulties: To learn the differences between these indefinite pronouns.
Teaching aids: computer
Teaching methods: practice
Teaching course:
Step1 Daily report
Get the students to give the class a daily report about what
he (she) likes or dislikes. Then answer some questions. Step2 Warm-up activity 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.
Step3 Presentation (Part C)
Remind students that the pronouns “someone somebody, anyone anybody, no one nobody” are used to refer to people. We use them when we do not know who the person is. We can not use them to refer to objects.
2. Go through rules 1, 2 and 3 on page 29 with students. Then ask Ss to read the rules aloud, with each student reading one sentence.
3.Check whether students understand the rules by writing the following sentences on the board.
Is there__________ in the bathroom? (anyone/anybody)
__________ recognized Millie because of her new hairstyle.(No one/ Nobody)
Look, _________ has dropped 100 yuan. (Someone/Somebody)
4.Ask Ss which words should go in the gaps. If Ss got some answers wrong, you may need to go through the rules again in more detail.
5.Review “bad mood, cheer up, secret, normal”
Step4 Presentation
Do with Part D
1.Explain to Ss that “something, anything, nothing and none” refer to things. We use them when we do not know or do not need to say.
2.Read rules 1,2 and 3 on page 31 to the class. Tell them to follow the rules. Ask them if they have some questions.
Step5 Practice
1.Do the exercise.
2.Ask one student to read one paragraph at a time. Repeat the correct answers so Ss can understand clearly.
3.Explain and practice about Language points
Mainly，explain and practice these uses of the indefinite pronouns, such as something, anything ,nothing, everything and somebody etc.
Step6 Assignment
.Finish off the exercises in the Workbook
Blackboard words:
In a bad mood keep making phone calls to make sure
So…that so that act normally think of
Feeling after teaching:
It’s hard for them to use learn the differences between these indefinite pronouns.
Integrated skills
Teaching aims:
1.To understand the context of an advertisement and a TV demonstration.
2. To understand how a color therapist does.
Teaching importances:
1.To understand the context of an advertisement and a TV demonstration.
2. To understand how a color therapist does.
Teaching difficulties: To learn to express different feelings according to colours.
Teaching aids: computer
Teaching methods: listening role-playing
Teaching course:
Step1 Revision
Revise something learned in the last period.
Step2 Practice
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.
. 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.
Step3 Practice
Deal with Part B
1. Review “advice”
2. Ask one student to play the role of Millie and another one to play the role of Andy.
3.Write some vocabulary on the blackboard for students to use. “blouse, coat, trousers, loose, tight, comfortable”. Remind students that each color represents something different . Ask them to refer to the passage to check what different colors represent.
4. Work in pairs.
5.Role—playing.
Step4 Sum up
Sum up some Language points
Step4 Assignment
1. Revise this period and do some exercises
2. Pre-learn the next period
Blackboard words:
rub oil into promise to do people with dark hair…
advise sb.to do give some advice on ….
Feeling after teaching:
It’s hard for them to learn to express different feelings according to colours.
pronunciation
Teaching aims:
1.To understand the difference between the voiced and voiceless “th” sounds.
2.To distinguish the voiced and the voiceless “th” sounds
Teaching importances:
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.
Teaching difficulties: To understand the difference between the voiced and voiceless “th” sounds.
Teaching aids: tape-recorder
Teaching methods: listening
Teaching course:
Step1. Revision
1. Tell a student to give a daily report.
2. Revise something learned in the last period.
Step2. Lead and presentation
1). Show some letters on the board. Ask them to read and tell them that there are two ways to pronounce the “th”.
2) Read through the three steps to pronounce the voice //sound. Ask the whole class to pronounce the voiceless sound together. Remind them to put their hands on their throats to make sure they do not feel any vibration.
3) Play the recording for Part A through once and ask students to listen to the pronunciation of the “th” in each word.
4) Play the recording again, and lead them to read again and again.
The best way to learn pronunciation is to read again and again.
Step3 Sum up
辅音字符 th 有 清与浊 两种读音： 1 当位于词首时，可以从词性上判别其应有的读音。请看： 第一类：在以下 4种 词类 th 读 清音，即国际音标的/θ/ ： a. Noun 名词：thing, theatre, thumb大拇指, thunder雷, thermos热水瓶, Thursday, theory, theme, throat喉咙, thread线 b. Verb 动词：think, thank, throw, thrive, thicken, c.Numeral 数词：three, thirteen, thirty, third, thousand d.Adjective 形容词：thin, thick, thirsty, thoughtful, thorough彻底的 第二类：在以下 两种 词类 th 读 浊音： a. Pronoun 代词：they, them, their, theirs, this, these, that, those, there, thy[旧时用法]你的 b. Functional terms 功能词：the, than, then, though, thus, therefore 2 当位于词尾（或音节之尾）时，其读音多数是清音，如：bath, breath, both, cloth, tooth, health, wealth, arithmetic 等。只有在少数单词中，如：with, smooth 中读浊音。 3 当位于两个元音之间时，其读音多数是浊音。如：other, mother, brother, another, father, weather, feather, leather, further, breathe. 但是，也有读清音的。如在单词 method, nothing, anything, sympathy, sympathetic, mathematics, healthy, wealthy, Luther, Marathon(马拉松)等。
Step4 Assignment
Finish off the workbook exercises
Blackboard words:
Feeling after teaching:
It’s hard for them to learn to understand the difference between the voiced and voiceless “th” sounds.
Main task
Teaching aims:
1.To organize ideas and build a plan. 2.To write a report about moods and colors and what they represent. 3. To present a report
Teaching importances: 1.To organize ideas and build a plan. 2.To write a report about moods and colors and what they represent. 3. To present a report.
Teaching difficulties: 2.To write a report about moods and colors and what they represent.
Teaching aids: computer
Teaching methods: task-teaching
Teaching course:
Step1 Revision
Revise something learned in the last period.
Step2 Presentaton
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 students that making a list can be a good way to
organize their thoughts and ideas.
3. Point out to students that for each color mentioned in the list, there is an explanation of what the colors mean.
Step3 Practice
1. Tell students to look at the picture carefully, then answer
some questions. After answering some questions, let them
work in groups to finish the report.
2.Free talk. According to the advertisement on the
book, ask them that what kind of advertisement can be
considered as good advertisement.
3. Show them other pictures and encourage them to talk
about their feeling. About colors and moods. Then
work in pairs to ask their desk mates about colors and
represents.
4. Exercise: writing. Step 4 Assignment
1. Revise this period
2. Pre-learn the next period
Blackboard words:
a pair of white shoes make oneself look more powerful
feel a little bit stressed a good match
Feeling after teaching:
It’s hard for them to write a report about moods and colors and what they represent.
Check out
Teaching aims:
1.To practice the grammar and vocabulary items. 2.To allow students to check their progress and ask any questions they may still have.
Teaching importances: To review key vocabulary and grammar items taught in the unit.
Teaching difficulties: To practice the grammar and vocabulary items.
Teaching aids: revision
Teaching methods: task-teaching
Teaching course:
Step1 Revision
1. Tell a student to give a daily report.
2. Review the words and expressions in this unit.
Step2 Practice
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.
完成下列句子：
我们宁愿去见他，也不愿在这儿等他。
We ___________________ meet him than ______________ him.
他宁可今天去那儿，也不愿明天去。
He would__________________ today ______________ tomorrow.
以前孩子们喜欢步行上学而不乘车。
Before the children _____________________ there to _________ a bus.
你是喜欢茶还是咖啡？
Which _______________________, coffee or tea?
他不喜欢和女孩们一起去野餐。
He _________________________ on a picnic with the girls.
Step 3 Assignment
1. Revise this unit
2. finish off the workbook exercises
Blackboard words:
The photo I used for my project find it a bit strange
Put it on my home page He does look like Mr.Wu
Feeling after teaching:
It’s hard for them to practice the grammar and vocabulary items.
Welcome to the unit
Teaching aims:
1. To recognize the names of different colours
2.To recognize the colours of the rainbow and the order of the colours
Teaching importances: the same as the aims
Teaching difficulties: the same as the aims
Teaching aids: computer and tape-recorder
Teaching methods:task-teaching
Teaching course:
Teaching steps:
Step1. Warming – up
Ask students what colours they like, then let them talk about their partner’s favourite colours.
Step2. 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.
Students read the dialogue between Eddie and Hobo, then the teacher explain some key points
Step3. Practice
Students practice the dialogue with the partner, then ask some of them to act out the dialogue
Step4. 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
Step5. A game
Step6. 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)
Step 7 homework
1.Finish off the exercises
Blackboard words:
Would rather …than… There’s nothing wrong with… blue look good on you
Do you know how many colours there are in a rainbow?
Feeling after teaching:
The students are very interested in colours.It’s easy for them to To recognize the names of different colours
Reading 2
Teaching aims:
1.To recognize and understand vocabulary about characteristics
2. To use adjectives to describe one’s characteristics
3.Grasp and use the expressions in it.
Teaching importances: the same as the aims
Teaching difficulties: the same as the aims
Teaching aids: computer and tape-recorder
Teaching methods:task-teaching
Teaching course:
Step 1: Reading comprehension. 1.Ask students to scan the passage quickly and then match the colour with what they represent.
Ask students to read the passage again carefully and then fill in the blanks according to the passage
Step 2: 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.Explain some difficult language points to students.
e.g. remind sb. of sth
have difficulty (in) doing sth.
make/ find / think it + adjective + to do sth.
Step 3: 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.
Step 4: 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: Homework.
1.Read the passage over and over again to be familiar with it.
2.Finish off the exercises in the Workbook
Blackboard words:
remind sb. of sth
have difficulty (in) doing sth.
make/ find / think it + adjective + to do sth.
Feeling after teaching:
It’s hard for them to use adjectives to describe one’s characteristics
Vocabulary
Teaching aims:
To understand what synonyms are
Teaching importances: the same as the aims
Teaching difficulties: the same as the aims
Teaching aids: computer
Teaching methods: brain-storm and game
Teaching course:
Step 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.
Step 2: Word matching
A B
seldom quick
small cheerful
fast inexpensive
happy rarely
cheap little
wrong incorrect
calm fault
mistake relaxed
Step 3: 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.
Step 4: Practice
1.Explain the context of Part A , tell Ss to complete Part A.
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.
Step 5: A brainstorm.
Ask Ss to list synonyms as many as possible with the help of their dictionaries.
Step 6: Extension activity
For example: black ←→ white
common ←→ uncommon
Step 7: Exercises.写出下列词的同义词。
Step 8: Homework.
.Finish off the exercises in the Workbook
Blackboard words:
Influence: affect hope to do sth wish sb.to do sth
Require =need doing/ to be done
Realize=come true
Feeling after teaching:
It’s hard for them to use the synonyms correctly
Grammar 1
Teaching aims:
1. To use ‘would rather … than …’ to express preferences
2To use ‘ prefer … to …’ to express preferences.
Teaching importances: the same as the aims
Teaching difficulties: 1)这两个结构中动词的形式。2）运用这两个句型表达个人偏好。
Teaching aids: computer
Teaching methods: practice
Teaching course:
Step 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.
Step 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. 5.Correct mistakes and mispronunciation.
Ask students to complete ‘work out the rule’ on their own.
Step 3: 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 4: Part B
Explain the context. Suppose the students are at the shopping mall. As they go into different shops, students say which items they like.
Tell students that we can also use the structure ‘prefer… to …’ to talk about preferences.
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
5.Ask students to use the hints given in the pictures to make sentences.
6.Ask five students to each read out one completed sentence.
Step 5: Homework.
.Finish off the exercises in the Workbook
Blackboard words:
would rather do than do
prefer A to B prefer doing A to doing B
Feeling after teaching:
It’s hard for them to use the two structures correctly
Grammar 2
Teaching aims:
1.To learn the indefinite pronouns “someone/somebody, anyone/ anybody” and “no one/nobody”
2. To learn the indefinite pronounces “something,
anything , nothing and none”
Teaching importances: 1.To use the indefinite pronouns “someone/somebody, anyone/
anybody” and “no one/nobody” to talk about people.
2. To use the indefinite pronounces “something, anything, nothing and none” to talk about things.
Teaching difficulties: To learn the differences between these indefinite pronouns.
Teaching aids: computer
Teaching methods: practice
Teaching course:
Step1 Daily report
Get the students to give the class a daily report about what
he (she) likes or dislikes. Then answer some questions. Step2 Warm-up activity 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.
Step3 Presentation (Part C)
Remind students that the pronouns “someone somebody, anyone anybody, no one nobody” are used to refer to people. We use them when we do not know who the person is. We can not use them to refer to objects.
2. Go through rules 1, 2 and 3 on page 29 with students. Then ask Ss to read the rules aloud, with each student reading one sentence.
3.Check whether students understand the rules by writing the following sentences on the board.
Is there__________ in the bathroom? (anyone/anybody)
__________ recognized Millie because of her new hairstyle.(No one/ Nobody)
Look, _________ has dropped 100 yuan. (Someone/Somebody)
4.Ask Ss which words should go in the gaps. If Ss got some answers wrong, you may need to go through the rules again in more detail.
5.Review “bad mood, cheer up, secret, normal”
Step4 Presentation
Do with Part D
1.Explain to Ss that “something, anything, nothing and none” refer to things. We use them when we do not know or do not need to say.
2.Read rules 1,2 and 3 on page 31 to the class. Tell them to follow the rules. Ask them if they have some questions.
Step5 Practice
1.Do the exercise.
2.Ask one student to read one paragraph at a time. Repeat the correct answers so Ss can understand clearly.
3.Explain and practice about Language points
Mainly，explain and practice these uses of the indefinite pronouns, such as something, anything ,nothing, everything and somebody etc.
Step6 Assignment
.Finish off the exercises in the Workbook
Blackboard words:
In a bad mood keep making phone calls to make sure
So…that so that act normally think of
Feeling after teaching:
It’s hard for them to use learn the differences between these indefinite pronouns.
Integrated skills
Teaching aims:
1.To understand the context of an advertisement and a TV demonstration.
2. To understand how a color therapist does.
Teaching importances:
1.To understand the context of an advertisement and a TV demonstration.
2. To understand how a color therapist does.
Teaching difficulties: To learn to express different feelings according to colours.
Teaching aids: computer
Teaching methods: listening role-playing
Teaching course:
Step1 Revision
Revise something learned in the last period.
Step2 Practice
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.
. 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.
Step3 Practice
Deal with Part B
1. Review “advice”
2. Ask one student to play the role of Millie and another one to play the role of Andy.
3.Write some vocabulary on the blackboard for students to use. “blouse, coat, trousers, loose, tight, comfortable”. Remind students that each color represents something different . Ask them to refer to the passage to check what different colors represent.
4. Work in pairs.
5.Role—playing.
Step4 Sum up
Sum up some Language points
Step4 Assignment
1. Revise this period and do some exercises
2. Pre-learn the next period
Blackboard words:
rub oil into promise to do people with dark hair…
advise sb.to do give some advice on ….
Feeling after teaching:
It’s hard for them to learn to express different feelings according to colours.
pronunciation
Teaching aims:
1.To understand the difference between the voiced and voiceless “th” sounds.
2.To distinguish the voiced and the voiceless “th” sounds
Teaching importances:
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.
Teaching difficulties: To understand the difference between the voiced and voiceless “th” sounds.
Teaching aids: tape-recorder
Teaching methods: listening
Teaching course:
Step1. Revision
1. Tell a student to give a daily report.
2. Revise something learned in the last period.
Step2. Lead and presentation
1). Show some letters on the board. Ask them to read and tell them that there are two ways to pronounce the “th”.
2) Read through the three steps to pronounce the voice //sound. Ask the whole class to pronounce the voiceless sound together. Remind them to put their hands on their throats to make sure they do not feel any vibration.
3) Play the recording for Part A through once and ask students to listen to the pronunciation of the “th” in each word.
4) Play the recording again, and lead them to read again and again.
The best way to learn pronunciation is to read again and again.
Step3 Sum up
辅音字符 th 有 清与浊 两种读音： 1 当位于词首时，可以从词性上判别其应有的读音。请看： 第一类：在以下 4种 词类 th 读 清音，即国际音标的/θ/ ： a. Noun 名词：thing, theatre, thumb大拇指, thunder雷, thermos热水瓶, Thursday, theory, theme, throat喉咙, thread线 b. Verb 动词：think, thank, throw, thrive, thicken, c.Numeral 数词：three, thirteen, thirty, third, thousand d.Adjective 形容词：thin, thick, thirsty, thoughtful, thorough彻底的 第二类：在以下 两种 词类 th 读 浊音： a. Pronoun 代词：they, them, their, theirs, this, these, that, those, there, thy[旧时用法]你的 b. Functional terms 功能词：the, than, then, though, thus, therefore 2 当位于词尾（或音节之尾）时，其读音多数是清音，如：bath, breath, both, cloth, tooth, health, wealth, arithmetic 等。只有在少数单词中，如：with, smooth 中读浊音。 3 当位于两个元音之间时，其读音多数是浊音。如：other, mother, brother, another, father, weather, feather, leather, further, breathe. 但是，也有读清音的。如在单词 method, nothing, anything, sympathy, sympathetic, mathematics, healthy, wealthy, Luther, Marathon(马拉松)等。
Step4 Assignment
Finish off the workbook exercises
Blackboard words:
Feeling after teaching:
It’s hard for them to learn to understand the difference between the voiced and voiceless “th” sounds.
Main task
Teaching aims:
1.To organize ideas and build a plan. 2.To write a report about moods and colors and what they represent. 3. To present a report
Teaching importances: 1.To organize ideas and build a plan. 2.To write a report about moods and colors and what they represent. 3. To present a report.
Teaching difficulties: 2.To write a report about moods and colors and what they represent.
Teaching aids: computer
Teaching methods: task-teaching
Teaching course:
Step1 Revision
Revise something learned in the last period.
Step2 Presentaton
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 students that making a list can be a good way to
organize their thoughts and ideas.
3. Point out to students that for each color mentioned in the list, there is an explanation of what the colors mean.
Step3 Practice
1. Tell students to look at the picture carefully, then answer
some questions. After answering some questions, let them
work in groups to finish the report.
2.Free talk. According to the advertisement on the
book, ask them that what kind of advertisement can be
considered as good advertisement.
3. Show them other pictures and encourage them to talk
about their feeling. About colors and moods. Then
work in pairs to ask their desk mates about colors and
represents.
4. Exercise: writing. Step 4 Assignment
1. Revise this period
2. Pre-learn the next period
Blackboard words:
a pair of white shoes make oneself look more powerful
feel a little bit stressed a good match
Feeling after teaching:
It’s hard for them to write a report about moods and colors and what they represent.
Check out
Teaching aims:
1.To practice the grammar and vocabulary items. 2.To allow students to check their progress and ask any questions they may still have.
Teaching importances: To review key vocabulary and grammar items taught in the unit.
Teaching difficulties: To practice the grammar and vocabulary items.
Teaching aids: revision
Teaching methods: task-teaching
Teaching course:
Step1 Revision
1. Tell a student to give a daily report.
2. Review the words and expressions in this unit.
Step2 Practice
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.
完成下列句子：
我们宁愿去见他，也不愿在这儿等他。
We ___________________ meet him than ______________ him.
他宁可今天去那儿，也不愿明天去。
He would__________________ today ______________ tomorrow.
以前孩子们喜欢步行上学而不乘车。
Before the children _____________________ there to _________ a bus.
你是喜欢茶还是咖啡？
Which _______________________, coffee or tea?
他不喜欢和女孩们一起去野餐。
He _________________________ on a picnic with the girls.
Step 3 Assignment
1. Revise this unit
2. finish off the workbook exercises
Blackboard words:
The photo I used for my project find it a bit strange
Put it on my home page He does look like Mr.Wu
Feeling after teaching:
It’s hard for them to practice the grammar and vocabulary items.