Unit
2
Colours
Task
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
use
a
table
to
organize
information;
2.
describe
the
relationship
between
people’s
moods
and
the
colours
they
choose
to
wear.
II.
Teaching
contents
1.
New
words
and
phrases:
trust,
calm,
warmth,
handbag,
match,
balance
2.
New
structure:
Red
and
white
are
a
good
match,
as
the
powerful
red
balances
the
calm
white.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Describe
the
relationship
between
people’s
moods
and
the
colours
they
choose
to
wear
in
English.
IV.
Teaching
procedures
Step
1
Lead-in
Talk
about
Peng
Liyuan’s
clothes
T:
The
woman
in
the
picture
is
Peng
Liyuan,
the
First
Lady
of
our
country.
She
wears
a
black
suit,
a
white
dress,
a
red silk
scarf
and
a
pair
of
white
shoes.
She
is
also
carrying
a
white
handbag.
They
are
a
good
match
because
the
strong
black
and
the
powerful
red
balance
the
calm
white.
Both
red
and
black
represent
power.
She
looks
powerful.
【设计意图：第一夫人彭丽媛的服饰在颜色的搭配上有收有放，拿捏到位。经典的黑红搭配形成强烈的视觉反差，白色的手提包和高跟鞋形成呼应。通过谈论这一造型，迅速导入本课话题，同时呈现生词和短语。第一夫人彭丽媛每一次的出访造型都显得“优雅、大气”，有媒体赞其为“中国的新名片”，因此谈论她的服饰能向学生传递“中式”正能量。当然在实际教学中，也以可通过谈论学生身边的人的服饰导入，如：教师、同学等。】
Step
2
Brainstorming
T:
Red
represents
power.
What
colour
represents
wisdom
and
success/energy
and
nature
…
Please
react
quickly.
T:
Say
the
sentences
together
quickly.
Red
represents
power./Yellow
represents
wisdom
and
success
…
T:
Do
you
know
what
colour
I
would
rather
wear
when
I
don’t
feel
confident
T:
When
I
don’t
feel
confident,
I
would
rather
wear
yellow
because
it
is
the
colour
of
wisdom
and
success.
I
think
it
can
bring
me
success.
T:
Please
say
something
about
the
colour
you
want
to
wear
when
you
feel
tired/feel
nervous/
require
strength
…
like
this.
Step
3
Practice
Learn
to
write
about
the
relationship
between
people’s
moods
and
the
colours
they
choose
to
wear.
1.
Work
in
pairs
to
talk
about
the
woman’s
clothes
and
moods
on
page
32
A:
What
does
the
woman
wear
B:
She
wears
…
and
…
A:
How
does
she
look
B:
She
looks
…
A:
Do
you
think
it
is
a
good
match
B:
…
2.
Help
Millie
finish
the
report
on
page
32
3.
Find
out
what
each
part
is
about
【设计意图：通过分析文章的篇章结构，使学生明确写作时的基本框架】
4.
Find
good
words
and
sentences
that
Millie
uses
in
her
report
【设计意图：通过寻找文中的好词好句，引导学生明白如何让自己的写作通顺连贯】
5.
Use
“because”,
“as”
or
“and”
to
talk
about
your
classmates’
clothes
and
their
moods
Model
One:
Zeng
Yike
isn’t
confident
enough.
She
wears
yellow
because
she
thinks
yellow
can
bring
her
good
luck.
Model
Two:
Orange
represents
joy.
Green
represents
energy.
Maybe
Yang
Wei
and
his
son,
Yang
Yangyang,
feel
tired
or
sad,
and
that’s
why
they
both
wear
orange
and
green.
They
may
hope
that
it
can
make
them
look
energetic
and
happy.
【设计意图：为学生搭建支架，模仿运用文中的好词好句，为后续写作积累语言】
Step
4
Production
1.
Talk
about
two
advertisements
on
page
33
(What
do
you
think
of
them
Are
they
good
advertisements )
2.
Fill
in
the
blanks
(
Part
B
)
3.
Have
a
discussion
Is
it
a
good
juice/mobile
phone
advertisement
Why
or
why
not
4.
Work
in
groups
to
write
the
report
(1)
One
writes,
the
others
speak.
(2)
Exchange
with
another
group
to
correct
mistakes
and
give
advice.
(3)
Show
your
writing.
5.
Show
your
group
work
V.
Homework
1.
Try
to
remember
all
the
new
words
and
phrases.
2.
Finish
your
writing.
PAGE
1Unit
2
Colours
Reading
(II)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
understand
words
and
phrases
about
colours
and
moods;
2.
write
about
somebody’s
favourite
colour
and
how
the
colour
influences
him
or
her.
II.
Teaching
contents
1.
New
words
and
phrases:
influence,
whether,
peace,
sadness,
create,
feeling,
as,
require,
heat,
decision,
cheer
up,
have
difficulty
(in)
doing
sth
2.
New
structures:
You
may
wonder
whether
it
is
true.
If
you
require
strength
in
either
body
or
mind,
red
may
be
of
some
help
to
you.
Wearing
red
can
also
make
it
easier
to
take
action.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Use
the
new
words,
phrases
and
structures
in
particular
situations
correctly.
IV.
Teaching
procedures
Step
1
Lead-in
Introduce
colour
family
members
T:
Look,
here
come
colour
brothers.
Who
are
they
(Blue,
Green,
Red
…)
T:
This
is
colour
brothers’
grandma.
She
wears
colourful
clothes.
How
does
she
look
【设计意图：由颜色家族导入，激发学生兴趣，将学生注意力迅速集中到课堂】
2.
Listen
to
what
colour
brothers
say
3.
Think
about
what
colours
can
do
and
what
they
represent
(1)
How
many
types
of
colours
are
there
(2)
What
colours
can
do
and
what
do
they
represent
（分别点击PPT6中四种颜色的图标，可链接到PPT
19—PPT
22，再点击同一图标即可返回。）
(3)
Complete
a
passage
about
the
power
of
colour
【设计意图：检查学生对第一课时所学内容的掌握情况，同时导入语言点的学习。】
Step
2
Presentation
and
practice
Present
and
practise
the
important
words,
expressions
and
structures
mentioned
in
the
passage
1.
Some
important
nouns
(peace,
sadness,
heat,
difficulty,
feeling,
decision)
T:
Please
find
the
noun
forms
of
the
following
words
in
the
passage.
Then
fill
in
the
blanks.
2.
An
important
conjunction
If、whether的用法辨析：
(1)
都有“是否”之意，常可互换。
(2)
Whether
可与or
not连用表示“是还是不是”，
if不可这样用。
(3)
后接动词不定式时用whether而不用if。
注意：if意为“如果”时
不可与whether互换。
3.
Some
important
verbs
(1)
Present
some
important
verbs
T:
Colours
can
influence
our
moods.
S:
S
People
like
to
use
warm
colours
to
create
a
warm
feeling.
And
when
we
require
strength,
we
can
wear
strong
colours.
Please
pay
attention
to
the
following
verb
phrases:
influence
sb./sth.
create
sth.
require
sth.
require
sb.
to
do
sth.
(2)
Use
the
words
“influence”,
“create”,
“require”
to
describe
the
picture.
This
is
the
picture
I
_________
just
now.
In
the
picture,
you
can
see
a
boy
running.
But
the
wind
__________
his
running
speed.
He
is
so
tired.
He
really
__________
a
rest.
【设计意图：语言点讲解通常比较枯燥，可通过创设新颖、有趣的语言环境，调动学生学习的积极性和主动性。做到在情境中使用所学的语言知识，词不离句，句不离词。】
4.
Some
important
phrases
(1)
cheer
up
(通过图片情境操练)
T:
When
we
are
sad,
what
colour
can
we
use
more
T:
Yes.
Because
orange
can
cheer
us
up.
Cheer
up
means
make
someone
happy.
For
example,
he’ll
cheer
up
if
you
give
him
a
present.
He
took
her
to
the
ballet
to
cheer
her
up.
T:
Look,
this
is
my
little
cousin.
He
keeps
crying.
I
have
to
try
my
best
to
cheer
him
up.
Luckily,
I
cheer
my
little
cousin
up.
That
is
to
say,
luckily,
my
little
cousin
cheers
up.
(2)
have
difficulty
(in)
doing
sth.（用该短语描述班上同学的difficulty）
T:
When
we
have
difficulty
making
a
decision,
we
can
use
red,
because
red
represents
power
and
strong
feelings.
(3)
be
of
help
to
sb.
T:
Red
can
help
us
make
a
decision.
So
red
is
of
help
to
us.
5.
An
important
sentence
pattern
(句型)
T:
Since
red
represents
power
and
strong
feelings,
wearing
red
can
make
it
easier
to
take
action.
Step
3
Production
Use
new
words
and
phrases
to
write
about
colour
brothers’
grandma.
My
grandma
likes
to
wear
different
colours.
When
she
feels
…,
she
often
wears
…
because
she
thinks
…
Does
my
grandma
look
young
/energetic/…
【设计意图：在学生理解并掌握新语言知识的基础上，让他们根据图片、视频等提供的情境，用本节课所学内容自编有意义、有情节的短文或对话，并以小组为活动单位进行讨论、交流，这种互动式学习可增加学生交际的机会，有助于训练他们的口语表达能力、写作能力与创造性思维的能力。】
V.
Homework
1.
Use
new
words
and
phrases
to
write
about
your
friends’/teachers’/family
members’/…
favourite
colours.
2.
Preview
Grammar.
PAGE
1Unit
2
Colours
Grammar
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
use
object
clauses
introduced
by
“that”;
2.
use
object
clauses
introduced
by
“if”
or
“whether”;
II.
Teaching
contents
1.
New
words:
relationship,
certainly,
everyday,
personal,
ancient,
suit,
celebration
2.
New
structures:
Some
people
believe
that
colours
can
influence
our
moods.
You
may
wonder
if/whether
colours
influence
our
moods.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Understand
the
differences
between
object
clauses
introduced
by
“that”
and
object
clauses
introduced
by
“if”
or
“whether”;
2.
Use
object
clauses
introduced
by
“that”,
“if”
and
“whether”
correctly.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Talk
about
an
English
song
T:
As
we
know,
colours
can
influence
our
moods.
What
else
can
influence
our
moods
S:
I
think
that
________
can
influence
our
moods
too.
T:
We
believe
that
many
things
around
us
can
influence
our
moods.
For
example,
music.
Now,
let’s
enjoy
an
English
song.
T:
How
do
you
feel
Do
you
feel
relaxed
or
nervous
What
do
you
think
of
the
music
S:
I
think
that
the
music
is
________________________.
2.
Talk
about
the
singers
T:
Yes,
I
think
that
the
music
sounds
sweet
and
warm.
Then
what
do
you
think
of
the
two
singers
S:
I
think
that
_________________________________.
T:
Right.
We
can
see
that
both
of
them
are
good
at
singing.
It
also
shows
that
they
impressed
us
with
their
nice
voices.
3.
Talk
about
the
show
T:
My
favourite
singer
Na
Ying
is
their
teacher.
I’m
so
glad.
What
do
you
think
of
the
show
The
Voice
of
China
We
all
know
that
the
show
was
popular
during
the
summer
holiday.
We
hope
that
the
show
will
be
more
and
more
popular
in
the
future.
【设计意图：通过热播节目“中国好声音”中的一首英文歌曲导入新课，引出that引导的宾语从句，同时自然地让学生通过讨论歌曲、歌手和节目，感知并试着运用that引导的宾语从句。】
Step
2
Presentation
A
Object
clauses
introduced
by
“that”
1.
Read
and
find
out
the
structure
T:
Read
the
sentences
we
used
just
now
and
pay
attention
to
their
structure.
T:
These
sentences
are
called
object
clause
introduced
by
“that”.
2.
Read
and
work
out
the
rule
T:
Then
what
is
an
object
clause
What
does
an
object
clause
function
as
of
a
sentence
S:
An
object
clause
functions
as
the
object
of
a
sentence.
T:
Read
the
following
sentences
again
and
try
to
find
out
what
verbs
can
be
followed
by
an
object
clause
What
adjectives
can
be
followed
by
an
object
clause
3.
Practice
T:
We
use
“that”
to
introduce
an
object
clause
that
is
a
statement.
In
informal
English
we
often
drop
“that”.
But
now
I
hope
you
can
try
to
add
“that”
to
each
object
clause
quickly
and
correctly.
Finish
the
exercises
on
P26.
【设计意图：语法教学应先让学生感知语法，通过接触that从句相关的语言材料，使学生对所学语言形成一定的感性认识，并进行思维加工，从中归纳出语法规则，以培养学生的英语思维能力和综合概括能力。】
B
Object
clauses
introduced
by
“if”
or
“whether”
1.
Problems
about
Rose
Liu
T:
Did
Liu
win
the
battle
Do
you
want
to
know
the
answer
Yes,
you
wonder
if/whether
Liu
won
the
battle.
And
the
answer
is
yes.
Liu
won
the
battle.
She
will
take
part
in
the
next
battle.
Will
she
be
the
winner
again
S:
I
wonder
______________________________.
T:
I
hope
that
she
will
be
the
winner.
She
is
thinking
about
how
to
win
the
battle.
Should
she
choose
an
English
song
for
the
next
battle
S:
She
wants
to
know
___________________________.
T:
Can
you
give
her
some
advice
Why
S:
I
think
she
may
try
a
Chinese
song
because
it’s
not
wise
to
sing
English
songs
all
the
time.
T:
Good
advice.
Can
she
choose
a
white
dress
for
the
next
battle
S:
She
can’t
decide
___________________________.
T:
What
is
your
opinion
Why
S:
I
think
white
is
suitable
for
her
because
her
voice
sounds
sweet.
T:
You
are
so
thoughtful.
3.
Read
and
work
out
the
rule
T:
Read
the
following
sentences
and
try
to
find
out
what
we
use
to
introduce
an
object
clause
that
expresses
a
yes/no
question.
S:
We
use
if/whether
to
introduce
an
object
clause
that
expresses
a
yes/no
question.
We
often
use
the
same
word
order
as
in
a
statement.
T:
Read
the
following
sentences
again
and
try
to
find
out
what
verbs
can
be
followed
by
an
object
clause.
4.
Problems
about
shopping
T:
The
Class
1,
Grade
9
students
are
shopping,
but
they
meet
some
problems.
I
believe
that
you
can
help
them
solve
their
problems.
T:
Look
at
Kitty.
She
is
holding
a
blue
dress
and
a
red
one.
If
you
are
Kitty,
what
is
your
problem
now
S1:
Should
I
choose
the
red
dress
T:
(对其他学生)
What
is
Kitty’s
problem
S2:
She
cannot
decide
if
she
should
choose
the
red
dress.
T:
What
about
Sandy/Amy/Simon/Daniel
S:
…
5.
Problems
about
colours
T:
Daniel
is
now
writing
an
email
to
his
online
friend
Tommy
about
colours.
Let’s
help
him
complete
his
email
using
“that”,
“if”
or
“whether”.
Finish
Part
B2
on
P28.
T:
Daniel
still
has
some
questions
about
colours
to
ask
his
dad,
but
his
dad
hasn’t
come
back
yet.
Help
his
write
a
note
for
his
dad.
Finish
Part
B3
on
P28.
【设计意图：通过刘明湘进入决赛后的困惑，引入if/whether引导的宾语从句，让学生在大量体验语言材料的基础上自主探究语法规则，引导学生思考问题、总结规律，进而运用新知识完成练习。】
Step
3
Production
1.
A
letter
to
Rose
Liu
T:
Liu
didn’t
win
at
last,
but
I
want
to
tell
her
that
she
is
my
hero
all
the
time.
Help
me
complete
my
letter
to
her.
Dear
Rose,
I’m
glad
___
I
can
write
to
you.
I
know
____________________________________.
I
think
____________________________________.
I
wonder
__________________________________.
I
can’t
decide
______________________________.
I
hope
____________________________________.
Never
give
up
and
you
will
be
the
winner
of
your
life.
I’m
looking
forward
to
hearing
from
you.
Yours
sincerely
__________
2.
Enjoy
an
English
song
T:
I’d
like
to
share
an
English
song
with
you.
It’s
called
No
matter
what.
I
want
to
tell
Liu
and
you
that
no
matter
where
it’s
barren,
no
matter
where
the
end
is,
just
keep
dreaming
and
keeping
going,
and
you’ll
be
shining
in
the
future
one
day.
【设计意图：通过让学生给刘明湘写信，真实使用、巩固本课时所学语法知识。】
V.
Homework
1.
Finish
the
letter.
2.
Learn
to
sing
your
favourite
English
song
and
share
with
your
classmates.
PAGE
3Unit
2
Colours
Study
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
know
about
scanning;
2.
know
how
to
scan;
3.
use
scanning
to
do
some
reading
comprehension
exercises.
II.
Teaching
contents
New
words
and
phrases:
be
dressed
in
blue/pink;
dress
baby
boys
in
blue
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Use
scanning
to
look
for
specific
information
when
reading.
IV.
Teaching
procedures
Step
1
Lead-in
Review
one
reading
strategy—skimming
T:
In
Unit
1,
we’ve
learnt
about
skimming.
What
does
skimming
mean
T:
Skimming
means
reading
the
text
quickly
to
get
the
main
idea.
When
skimming,
read
the
title,
the
main
headings,
the
first
and
last
paragraphs,
and
the
first
sentence
of
each
paragraph.
Then
we
can
learn
what
the
text
is
about.
Step
2
Presentation
and
practice
1.
Present
scanning
T:
Today,
we
are
going
to
learn
another
reading
strategy,
scanning.
(1)
What
is
scanning
(2)
When
is
scanning
often
used
(3)
How
should
we
scan
when
reading
【设计意图：学生在平时的阅读过程中，虽然无意识地运用过寻读，但了解并不多，通过解释含义，使学生了解该阅读方法。】
2.
Practice
T:
Millie
is
reading
an
English
magazine
article
to
find
out
why
many
boys
and
girls
dress
in
different
colours.
Scan
the
article
to
help
Millie
find
the
answers.
T:
First,
read
the
four
questions
and
circle
the
clue
words
of
each
question.
Then
read
the
passage.
Keeping
the
clue
words
in
your
mind
and
try
to
find
some
specific
information.
【设计意图：引导学生先寻找问题中的关键词，然后到文中寻找对应的关键词或定位词，确定信息所在位置。】
Step
3
Production
Do
some
time-limited
reading
T:
The
following
exercises
help
practise
scanning.
You
should
read
very
fast
to
find
specific
information.
You
will
have
only
five
minutes
to
read
the
text
and
answer
each
question.
【设计意图：通过限时阅读，激发学生的积极性，让他们体会到寻读技巧带来的成就感。】
Step
4
Conclusion
T:
Skimming
and
scanning
are
two
methods
of
fast
reading
of
English.
But
there
are
some
differences
between
them.
V.
Homework
1.
Find
a
timetable
or
a
TV
guide
to
practise
scanning.
2.
Preview
Task.
PAGE
1Unit
2
Colours
Comic
strip
and
Welcome
to
the
unit
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
name
different
colours;
2.
know
the
different
colours
in
a
rainbow;
3.
talk
with
their
partner
about
colours.
II.
Teaching
contents
1.
New
words
and
phrases:
indigo,
violet,
rainbow,
try
on,
look
good
on
sb,
in
the
sky
2.
New
structure:
There’s
nothing
wrong
with
pink.
I’m
not
sure
if
it
looks
good
on
you.
Do
you
know
how
many
colours
there
are
in
the
rainbow
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Talk
about
colours
around
us
in
English.
IV.
Teaching
procedures
Comic
strip
Step
1
Lead-in
1.
Listen
to
a
song
about
colours（点击图片，超链接）
2.
Free
talk
What
colour
do
you
like
to
wear
Why
【设计意图：通过听关于颜色的歌曲，谈论喜欢穿的颜色导入新课，使学生快速进入本课话题。】
Step
2
Presentation
1.
Watch
a
video
and
answer
questions（点击PPT右下角的图片，超链接）
T:
Different
people
like
to
wear
different
colours.
What
colour
does
Eddie
like
to
wear
Let’s
watch
a
video
and
answer
the
questions.
(1)
Which
colour
does
Eddie
want
to
wear,
pink
or
blue
Why
(2)
Why
does
Hobe
laugh
Step
2
Practice
Read
and
act
out
Step
3
Production
Tell
a
story
This
morning,
Hobo
showed
me
two
pieces
of
clothing.
One
was
pink
and
the
other
was
blue.
He
asked
me
which
I
wanted
to
w_______.
I
thought
blue
was
b________
than
pink.
Pink
is
a
g________
colour
while
blue
is
for
boys.
Hobo
didn’t
a________
with
me.
He
thought
there
was
n________
wrong
with
pink.
At
that
time,
I
didn’t
know
what
he
meant.
He
let
me
choose
first
and
helped
me
try
it
on.
How
k________
Hobo
was
today!
But
when
I
p________
on
the
blue
one,
I
found
it
was
a
girl’s
d________!
Hobo
looked
at
me
and
l_________
out
of
breath.
He
said
that
he
was
not
sure
if
blue
looked
g________
on
me.
I
was
very
angry!
What
a
bad
e-dog
Hobo
is!
【设计意图：让学生模仿Eddie的语气，讲述发生在自己身上的故事，使其在表达中运用所学语言知识。】
Welcome
to
the
unit
Step
1
Lead-in
Guess
a
riddle
(谜语)
T:
We
can
see
colours
everywhere
in
our
daily
lives.
Today
I’ll
show
you
a
colourful
thing.
Guess
what
it
is.
【设计意图：通过猜谜，引出生词，激发学生学习Welcome
to
the
unit的兴趣。】
Step
2
Presentation
1.
Learn
about
colours
in
a
rainbow
2.
Present
new
words:
violet,
indigo
T:
What
colors
does
a
rainbow
have
Please
name
them
in
order.
red—orange—yellow—green—blue—violet—indigo
(借助图片呈现violet和indigo)
Step
3
Practice
1.
Quick
reaction
What
colours
are
the
letters
【设计意图：通过快速反应游戏，让学生学会区分blue、violet、indigo三种颜色，并在游戏中进一步巩固生词。】
2.
Finish
Part
A
on
P21
3.
Listen
to
the
conversation
in
Part
B
and
read
after
the
tape
4.
Work
in
pairs
and
talk
about
colours
around
you
【设计意图：提供生活中与颜色相关的图片，创设情境，让学生模仿课本对话谈论颜色，培养他们的语言运用能力。】
Step
4
Production
Have
a
discussion
1.
How
do
you
feel
when
you
see
such
colorful
things
2.
What
will
our
life
be
like
if
there
are
no
colours
T:
The
world
is
full
of
colours.
It
is
so
beautiful.
Without
colours,
the
world
would
be
a
dull
place.
So
we
should
love
the
world
and
try
to
protect
it.
V.
Homework
1.
Remember
the
new
words,
phrases
and
structures.
2.
Search
for
more
information
about
colours.
3.
Preview
Reading.
PAGE
1Unit
2
Colours
Reading
(I)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
read
the
passage
about
colours
and
moods
fluently;
2.
guess
the
meanings
of
the
new
words
from
the
context;
3.
identify
the
main
idea
of
the
passage
by
skimming;
4.
describe
what
colours
can
do
and
what
characteristics
they
represent
by
further
reading;
II.
Teaching
contents
1.
New
words:
influence,
create,
prefer,
require,
remind,
relaxed.
2.
New
structures:
This
article
explains
what
colours
can
do
and
what
characteristics
they
represent.
Some
people
prefer
this
colour
when
they
hope
for
success.
If
you
require
strength
in
either
body
or
mind,
red
may
be
of
some
help
to
you.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Understand
the
passage
in
different
ways
to
improve
reading
skills;
2.
DDDescribe
what
colours
do
and
what
characteristics
they
represent
by
different
reading
skills.
IV.
Teaching
procedures
Step
1
Pre-reading
1.
A
game
about
colour
idioms
Try
to
match
the
proper
colours
with
idioms.
T:
Englishmen
like
to
use
different
words
of
colours
in
their
idioms.
Do
you
know
about
them
Match
the
proper
colours
with
the
idioms.
2.
Understand
some
new
words
T:
Now
I
believe
you
are
very
interested
in
colours.
In
fact,
different
colours
can
influence
our
moods.
Some
colours
can
make
us
feel
excited
or
calm,
while
others
will
make
us
feel
nervous
or
relaxed.
【设计意图：阅读前，通过有关颜色的习语的匹配游戏，激发学生对颜色话题的学习兴趣，同时自然地处理部分生词。】
Step
2
While-Reading
1.
Skimming
(1)
Skim
the
whole
passage
and
find
out
the
main
idea
of
the
passage
T:
We’ve
learn
about
that
colours
may
influence
our
moods.
Now
we’ll
learn
more
about
this
topic.
Please
skim
the
passage
and
then
choose
the
main
idea
of
the
passage.
What
is
the
main
idea
of
the
passage
A.
How
colours
influence
moods.
B.
Why
colours
change
moods.
C.
What
colours
represent
and
do.
T:
Why
did
you
choose
C
Where
did
you
find
the
answer
Right!
From
the
sentence
“This
article
explains
what
colours
can
do
what
characteristics
they
represent.”
Just
go
through
the
title,
the
main
headings,
the
first
and
last
paragraph,
and
we’ll
find
the
answer
quickly.
(2)
Read
the
passage
again
and
answer
the
question
T:
There
are
many
colours
around
us.
How
many
colours
are
mentioned
in
the
article
What
are
they
【设计意图：阅读时，学生通过问题，快读找出本篇主旨大意关键句，渗透阅读策略。之后，再次略读文本，运用阅读策略回答颜色的种类。】
2.
Scanning
(1)
Scan
the
passage
and
answer
the
question.
T:
The
passage
includes
calm
colours,
warm
colours,
energetic
colours
and
strong
colours.
Then
what
does
each
colour
represent
Scan
the
passage
and
answer.
When
you
scan
the
passage,
look
for
specific
information
with
the
key
word
“represent”.
Work
in
pairs.
Ask
and
answer.
A:
What
does
each
colour
represent
B:
…
represents
…/…
is
the
colour
of
…
【设计意图：Scanning的技巧是在回答问题时，根据题干中问到的内容，帮助学生准确地定位，找到答案。根据文本，设置问题，让学生扫读文本时，运用阅读策略更准确把握文本，获取特定信息。】
3.
Further
reading
(1)
Read
Calm
colours
carefully
and
fill
in
the
table
T:
Different
colours
represent
different
characteristics.
Then
what
can
different
colours
do
Read
calm
colours
carefully
and
then
fill
in
the
table.
blue
white
make
us
feel
_______
make
us
feel
_______
bring
_______
to
our
mind
and
body
many
women
like
to
wear
white
on
_______
day
“I’m
feeling
blue”
means
“I’m
feeling
________’
(2)
Read
Warm
colours
and
answer
the
questions
T:
What
about
warm
colours
T:
Yes.
People
in
cold
areas
prefer
warm
colours
to
create
a
warm
and
comfortable
feeling.
Some
people
prefer
yellow
when
they
hope
for
success.
Orange
can
cheer
us
up
when
we
are
feeling
sad.
Yellow
is
the
colour
of
the
sun
so
it
can
remind
us
of
a
warm
sunny
day.
T:
When
we
read
these
sentences,
we
may
have
difficulty
understanding
them.
Now
read
them
more
and
try
to
guess
the
meaning
of
the
new
words
according
to
the
context.
(3)
Read
Energetic
colours
and
do
T
or
F
T:
Warm
colours
can
cheer
us
up.
What
can
green
do
Read
and
do
T
or
F
questions.
Green
is
only
the
colour
of
new
life
and
growth.
Green
can
make
you
feel
tired
or
weak.
“
Red-eyed”
in
Chinese
means
“green
with
envy”
in
English.
(4)
Read
Strong
colours
and
fill
in
the
blanks
T:
Do
you
have
difficulty
making
decisions
If
you
do,
red
may
help
you.
Read
the
information
about
red
and
find
out
what
red
can
help
us.
If
you
require
________
in
either
body
or
mind,
____
may
be
of
some
help
to
you.
It
represents
_______
and
______________.
Wearing
red
can
make
us
take
action
more
_______.
【设计意图：深入阅读，围绕what
can
colours
do，设置不同形式的问题，引发学生具化阅读，培养学生分析文本捕捉细节，根据上下文推测词义等阅读策略。】
Step
2
Post-Reading
1
Advice
for
Millie’s
friends
T:
Different
colours
represent
different
characteristics.
Millie
is
thinking
about
her
friends.
Help
her
decide
which
colour
is
suitable
for
each
of
her
friends.
Choose
one
and
give
advice.
2
My
favourite
colour
T:
You’ve
done
a
good
job.
Do
you
know
what
colour
is
my
favourite
Why
T:
My
favourite
colour
is
red.
It
represents
strength,
heat
and
strong
feelings.
I
like
it
because
it
can
help
me
when
I
am
having
difficulty
making
a
decision.
I
am
lively,
powerful
and
strong.
I
think
my
favourite
colour
matches
my
characteristics.
What
about
you
Think
about
it
and
then
write
it
down.
【设计意图：通过更为细致的阅读，让学生了解不同颜色的作用。通过文本练习，让学生帮助Millie给出建议，选择适合她朋友的颜色。这项练习易激发学生的兴趣，可引导他们将所学知识运用到真实生活，产生真实的交际语用。】
V.
Homework
1.
Oral
work:
Collect
some
idioms
about
colours
and
share
them
with
your
classmates.
2.
Written
work:
Write
about
your
favourite
colours
and
give
reasons.
PAGE
1Unit
2
Colours
Integrated
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
learn
something
about
colour
therapy;
2.
get
useful
information
from
reading
and
listening
materials;
3.
learn
how
to
ask
for
advice
and
give
advice;
4.
talk
about
what
to
wear
and
the
role
of
colours.
II.
Teaching
contents
1.
New
words:
discover,
promise,
or,
work,
practice,
suggest,
therapy,
teens,
stressed
2.
New
structures:
We
promise
that
this
therapy
can
help
you
change
your
moods,
or
you
will
get
your
money
back!
I’d
rather
wear
orange.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Complete
exercises
with
the
information
from
reading
and
listening
materials.
IV.
Teaching
procedures
Step
1
Lead-in
Get
to
know
Mrs.
Rainbow
T:
Look
at
the
picture.
What
can
you
see
How
do
you
feel
S:
On
a
sunny
day,
a
girl
is
painting
a
colourful
rainbow.
It
makes
me
feel
calm
and
warm.
T:
Yes.
The
girl
likes
painting.
People
call
her
Rainbow.
T:
Now
little
Rainbow
has
grown
up.
Do
you
know
what
her
job
is
S:
Is
she
a
…
T:
She
is
good
at
colour
therapy
and
is
a
colour
therapist.
A
colour
therapist
can
use
colours
to
help
people
and
improve
their
lives.
Do
you
want
to
discover
the
power
of
colours
First
you
have
to
pass
three
levels.
After
that,
there
will
be
a
big
surprise
for
you!
Do
you
want
to
have
a
try
Let’s
go
to
level
one:
learn
more
about
colour
therapy.
【设计意图：由Mrs.
Rainbow直接导入新课，以人物为背景展开教学，以闯关模式激发学生的学习兴趣和动力。】
Step
2
Level
One—Learn
about
colour
therapy
1.
An
advertisement
for
colour
therapy
T:
There
is
an
advertisement
for
colour
therapy
by
Mrs.
Rainbow.
Read
the
advertisement
and
then
answer
some
questions.
T:
How
can
we
learn
more
about
colour
therapy
S:
By
watching
The
Teens
Show
on
STTV
at
6
p.m.,
30
September.
T:
Where
is
the
therapy
centre
S:
It
is
on
21/F,
810
South-east
Road.
T:
How
much
do
I
have
to
pay
for
half
an
hour
S:
100
yuan.
T:
I’d
like
to
make
an
appointment
before
going
there.
What
is
her
telephone
number
S:
5557
8187.
T:
What
can
I
do
if
the
therapy
has
no
effect
on
me
S:
You
can
get
your
money
back.
T:
Sounds
good.
Millie
wants
to
know
about
it
too.
Help
her
finish
part
of
the
notes.
2.
Notes
about
Mrs.
Rainbow’s
interview
T:
How
does
colour
therapy
help
us
Let’s
listen
to
an
interview
with
Mrs.
Rainbow
on
STTV.
Before
listening,
you
can
guess
the
uses
of
colours.
T:
If
you
do
not
feel
confident
enough,
what
colour
can
you
use
more
Why
S:
I
think
we
may
use
yellow
because
it
is
the
colour
of
wisdom.
T:
If
you
can
not
sleep
well,
what
colour
can
you
paint
your
bedroom
Why
S:
In
my
opinion,
blue
is
the
most
suitable
colour
because
it
can
bring
peace
to
our
mind
and
body.
T:
If
you
feel
stressed,
what
vegetables
should
you
eat
Why
S:
I
think
green
is
suitable
because
it
gives
us
energy.
3.
More
about
Mrs.
Rainbow’s
interview
T:
Let’s
listen
and
check
your
answers.
T:
Wow,
you’ve
done
a
good
job.
You
may
have
the
proficiency
to
be
a
therapist
in
the
future.
Since
you
have
passed
level
one
successfully,
let’s
move
to
level
two—Learn
from
Mrs.
Rainbow.
【设计意图：听力教学应注重听力策略的培养。可首先通过阅读广告，从时间、地点、价格等几个方面掌握基本信息，减少部分听力内容；然后根据已知颜色的功能，适当预测听力中有可能出现的颜色，减轻学生听力的心理负担。听前的背景了解和适当预测是促进听力能力的有效途径。】
Step
3
Level
Two—Learn
from
Mrs.
Rainbow
1.
What
to
learn
T:
Do
you
want
to
know
more
about
colour
therapy
Do
you
want
to
know
how
she
works
Let’s
learn
from
her.
If
you
were
her
student,
what
do
you
want
to
ask
her
or
learn
from
her
S:
What
does
she
do
and
how
does
it
work
...
2.
Listen
and
circle
T:
You
may
find
some
of
the
answers
after
listening.
Let’s
listen
and
circle
the
correct
answers
of
Part
A3.
T:
Now
listen
again
and
check
your
answers.
T:
What
does
she
do
S:
She
uses
colours
to
change
people’s
moods.
T:
How
does
she
do
that
S:
She
suggests
different
colours
to
different
people.
T:
I
worry
too
much
sometimes.
What
should
I
do
to
get
a
good
night’s
sleep
S:
…
3.
A
colour
choice
T:
Colour
is
really
useful
in
our
daily
lives,
right
Andy
is
talking
with
Millie
about
what
to
wear
for
a
party
and
he
has
difficulty
making
a
decision.
Let’s
listen
and
answer
the
questions.
T:
What
colour
does
Andy
dislike
S:
He
doesn’t
like
red.
T:
What
colour
does
he
prefer
S:
He
prefers
orange.
T:
What
does
Millie
think
of
Andy’s
jeans
S:
They’re
comfortable
and
match
the
shirt.
T:
What
do
you
think
of
his
clothes
for
a
birthday
party
Why
S:
I
like
his
clothes
because
they
are
comfortable.
S:
I
don’t
think
his
clothes
are
suitable
because
they
are
informal.
4.
Give
advice
and
talk
about
likes
and
dislikes
T:
Just
now,
you
gave
your
opinions
with
the
sentences
like
“I
think
…”
What
other
sentences
can
we
use
to
give
advice
S:
…
T:
You
also
used
“I
like
…”
to
talk
about
likes
and
dislikes.
What
other
sentences
do
we
often
use
S:
…
5.
Work
in
pairs
T:
Suppose
you’ll
go
to
your
friend’s
birthday
party.
Work
in
pairs
and
discuss
what
you
will
wear
and
why.
T:
You’ve
done
a
good
job.
Wearing
suitably
means
not
only
beautiful
clothes,
but
also
your
respect
to
others.
【设计意图：围绕学生已知信息展开学习和话题交流。假设自己是Mrs.
Rainbow的学生，你会有哪些问题想要问老师，或者想学习到什么，以此对听力内容进行适当的推测。在speak
up环节，通过听答操练，训练学生的听力。在话题展开之前，呈现表达建议及谈论喜好的句式，进而进行情景交际。最后提升话题，让学生更深切的体会到颜色的重要性。】
Step
4
Level
Three—Try
to
practice
Problems
in
daily
lives
T:
Good
job.
You
have
learned
a
lot
about
Mrs.
Rainbow’s
colour
therapy.
Now
let’s
go
to
Level
Three—try
to
practice
colour
therapy.
What
problems
do
you
have
in
your
daily
lives
S:
I
feel
stressed
because
there
are
too
many
tests.
S:
…
T:
What
colours
can
we
use
if
we
meet
such
problems
S:
When
I
feel
stressed,
I
can
use
green
more.
S:
…
T:
You
can
use
colour
therapy
so
well!
You
have
passed
three
levels
successfully
and
each
of
you
will
receive
a
certificate
from
Mrs.
Rainbow.
Congratulations!
T:
Remember
to
discover
the
beauty
of
colours,
enjoy
the
beauty
of
colours
and
create
the
beauty
of
colours,
and
our
lives
will
be
better
and
better!
【设计意图：将所学知识运用于解决现实生活问题，引导学生学以致用，并提升主题。】
V.
Homework
1.
Find
more
information
about
colour
therapy
or
other
therapies.
2.
Write
an
introduction
to
the
therapy
you
find
and
share
it
with
your
classmates
next
class.
PAGE
3
