Unit 2 Colours
课题名称
Unit 2 Colours
Comic strip and welcome to the unit
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary: indigo violet rainbow
Phrases:
try on look good on sb in the sky
Sentences:
1. There’s nothing wrong with pink.
2. I’m not sure if blue looks good on you.
Teaching procedures:
Step 1: Lead-in
(1) T: We’ve learnt that people born under the same animal sign may share similar personalities. Now we’re going to learn something about colours in this unit.
Discussion: What would our world be like if there are only black and white in the world ?
T: Without colours, the world would be a boring and dull (阴暗的) place.
Without colours, we can’t wear nice clothes to make ourselves beautiful!
We live in a world full of colours. We are lucky enough to see so many colours. Please love life, love study! Every day is colourful!
(2) Talk about different colours we have learnt before and fill in the blanks with the names of colours
Step 2: Presentation
(1) Guess: What is it?
T: It hangs in the sky. It looks like a bow (弓). It appears after the rain. It has seven colors.
(2) T: Have you ever seen a rainbow? When can you see a rainbow? The colours of a rainbow always appear in the order shown in the picture on page 21. Can you answer the following questions ?
① When can we see a rainbow in the sky ?
② How many colours are there in a rainbow ?
③ Do the colours appear in order(按顺序) ?
④ What are the seven colours ?
(3) Listen to Part B on page 21. Make up a dialogues with your partners.
Model: A： I’ve just seen ______________.
B： Really? Do you know how many colors there are ?
A：Sure. There are ________ colors.
B：What are they?
A：They are …
Step 3: Presentation:
(1) T: Eddie and Hobo are also talking about colours. Let’s listen to their conversation. Then answer: Which colour does Eddie want to wear, pink or blue? Why?
(2) Read the conversation then ask some pairs to act it out.
(3) Fill in the blanks:
Hobo brings Eddie some clothes, one is _____, another is ______. Eddie ______ ______ wear ____ than ______ because he thinks _____ is a girl’s colour. Hobo says there is ________ wrong ______ pink and helps Eddie put on the blue one. Eddie feels embarrassed (尴尬的) but Hobo says blue _____ good ___ him.
(4) Language points:
① Which one do you want to wear,Eddie?
wear 强调“穿、戴”的状态。
put on 指“穿、戴”的动作,表示“穿上、戴上”
dress 意为“给......（人）穿衣” ，其宾语是人,而不是 “衣服”。
② There’s nothing wrong with pink, you know.
There is something/nothing wrong with sb./sth.
= Something/nothing is wrong with sb./sth.
e.g. 我的手表出了毛病 。
There’s something wrong with my watch .
= ____________________________________.
= ____________________________________.
③ But blue looks good on you !
sth. look good on sb. = sb. look good in sth.
某物穿某人身上好看=某人穿某物好看
Step 4: Exercises
Do some exercises on the screen.
Step 5: Homework
(1) Recite the comic strip.
(2) Finish the exercises on the workbook.
Blackboard design:
Unit 2 Colours
Comic strip and welcome to the unit
(1) wear 强调“穿、戴”的状态。
put on 指“穿、戴”的动作,表示“穿上、戴上”
dress 意为“给......（人）穿衣” ，其宾语是人,而不是 “衣服”。
(2) There is something/nothing wrong with sb./sth.
= Something/nothing is wrong with sb./sth.
(3) sth. look good on sb. = sb. look good in sth.
教后反思（红字）
Unit 2 Colours
课题名称
Unit 2 Colours
Grammar
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary:
relationship certainly everyday personal ancient
Phrases:
influence our everyday lives in many ways
Sentences:
1. Some people believe that colours can influence our moods.
2. True, but it depends on personal taste.
3. You may wonder if/ whether colours influence our moods.
4. Was yellow once the colour of the rulers in ancient China?
Teaching procedures:
Step 1: Lead-in
(1) T: Blue can bring peace to our mind and body. Do you think so?
Ss: I think that blue can bring peace to our mind and body.
(2) Present more sentences, make new sentences like this:
I agree that… / I disagree that …
Colours can influence our moods.
Colours can make us feel happy or sad, energetic or sleepy.
Many women like to wear white on their wedding day.
(3) Explain: An object clause functions as the object of a sentence.
(4) Present more examples.
e.g. We can see (that) both boys are good at singing.
It shows (that) not only Zhou but also Li has impressed us with their nice voices.
I’m glad that my favourite star Naying is their teacher.
I know (that) this program is very popular now.
We believe (that) the program will become hotter in the future.
Step 2: Presentation
(1) Object clauses introduced by that.
① 宾语从句放在及物动词后做宾语，如say, find, know, think, believe, hope, notice， mean.
e.g. Some people believe that colours can influence our moods.
She hopes that yellow can bring her success.
② 宾语从句也可以放在这些形容词后：如certain, sure, sad, satisfied, glad.
e.g. . He is glad that the walls in his room are blue.
She is sure that yellow can bring her good luck.
(2)T:Sandy is chatting online with Millie about room colours. Try to add that to each object clause.
Finish off the exercises on page 26.
(2) Object clauses introduced by if or whether.
①Ask Ss try to make new sentences like this.
Should I choose the red dress? (疑问句）
陈述句结构（主+谓+其他成分）
--- I should choose the red dress.
添加if/ whether, 改变人称
Kitty cannot decide ________________________
Do white clothes suit me?
--White clothes suit me.（陈述句式）
Sandy does not know _____________________.
② Explain: whether和if都可以引导宾语从句，表示“是否”，在口语或间接引语中两者可以互换使用。其语序必须是陈述语序，即“连接词+主语+谓语+其他成分”。
e.g. Ask him whether / if he can come. 问下他是否能来。
③ T: The Class 1, Grade 9 students are shopping. Complete the sentences by using if or whether to make object clauses. Finish off Part B1 on page 27.
Step 3: Practice
(1) T: Daniel wants to tell his online friend Tommy about colours. Help him complete his email using that, if or whether. Finish off Part B2 on page 28.
(2) T: Daniel has some questions about colours to ask his dad, but his dad has not come home yet. Help him write a note for his dad. Finish off Part B3 on page 28.
Step 4: Summary
(1) An object clause functions as the object a sentence. It can be put after verbs, such as know, think, believe, hope and mean.
(2)An object clause can also follow adjectives such as certain, sure and glad.
In informal English we often drop that.
(3)We use if or whether to introduce an object clause when it expresses a yes/no question. Such an object clause often follows verbs such as ask, see, wonder and find out. The word order in the clause should be the same as that in a statement.
Step 5: Exercises
Step 6: Homework
(1) Revise Grammar
(2) Finish off the exercises in workbook.
Blackboard design:
Unit 2 Colours
Grammar
Subject + Verb/be adj. + (that) clause.
Should I choose the red dress? (疑问句）
陈述句结构（主+谓+其他成分）→ I should choose the red dress.
添加if/ whether, 改变人称
Kitty cannot decide if/whether she should choose the red dress.
Do white clothes suit me? （陈述句式） → White clothes suit me.
Sandy does not know if/whether white clothes suit her.
教后反思（红字）
Unit 2 Colours
课题名称
Unit 2 Colours
Integrated skills
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary:
discover promise or work practice suggest
Phrases:
the power of colours improve your life would rather feel stressed
Sentences:
We promise that this therapy can help you change your moods, or you will get your money back!
I’d rather wear orange.
Teaching procedures:
Step 1 Lead-in
T: We’ve learnt that colours can influence our moods and make us feel happy or sad, energetic or sleepy. Today we’ll listen to Mrs Rainbow’s talk. She’ll tell us how the power of colours can change our moods and improve our life.
T: Do you believe that colours can influence our moods?
Ask several students to answer.
Step 2 Presentation
Tell students that Millie has found an advertisement for colour therapy by Mrs Rainbow. Scan the advertisement and answer the following questions.
How can colour therapy help us?
How much do we have to pay for the colour therapy?
What if the therapy doesn’t work?
Where is Mrs Rainbow’s colour therapy centre?
What channel will the programme The Teens Show be on?
Read the advertisement loudly.
Explain:① discover----discovery n.
②promise v. promise sth. promise (sb.) to do sth.
promise + that 从句
③or conj. 否则
Work hard, or you will fail the exam.
④ get sth. back
3. Help Millie complete part of her notes.
Step 3 Pre-listening
Check the answers. Then predict the rest of the notes.
Step 4 While-listening
1. Listen to the recording for the first time.
2. Listen again and complete the notes.
3. Listen and check the answers.
4. Read the notes and check the answers at the same time.
Explain: feel stressed adj.
stress n.
Step 5 Post-listening
T: Mrs Rainbow knows a lot about colour therapy. Suzy wants to learn something about her. Listen to Suzy’s questions and help Millie answer them.
First, read these sentences. Then listen to the questions and circle the correct letters.
Check the answers one by one.
Explain: suggest vt. suggest sth. to sb. suggest doing sth.
suggest that-----
suggestion n.
Step 6 Speak up
1. T: I’m going to attend my friend’s birthday party. What should I wear?
Could you give me some advice?
2. Listen to the conversation and read after it.
3. Act it out.
4. Students work in pairs and talk about their preferences.
Show some sentences to students.
What’s your favourite colour?
Green doesn’t suit you.
The red one looks better than the blue one.
Try this/ these on.
Would you rather wear---?
I like--- more than---.
Do you prefer---?
I always/ never wear---.
5. Ask some pairs to present their conversations.
Step7 Homework
1. Recite the conversation on Page30.
2. Finish off the exercises in workbook.
Blackboard design:
Unit 2 Colours
Integrated skills
1. discover----discovery n.
2. promise v. promise sth. promise (sb.) to do sth.
promise + that 从句
3. or conj. 否则
Work hard, or you will fail the exam.
4.get sth. back
5. feel stressed adj. stress n.
6. suggest vt. suggest sth. to sb. suggest doing sth.
suggest that----- suggestion n.
7. would rather do sth.( than (do) sth.)
教后反思（红字）
Unit 2 Colours
课题名称
Unit 2 Colours
Reading (1)
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary:
influence whether peace sadness create feeling
as require heat difficulty decision
Phrases:
make us feel happy and sad bring peace to our mind and body
create a warm and comfortable feeling cheer you up
hope for success have difficulty making a decision
Sentences:
1. You may wonder whether it is true.
2. This article explain what colours can do and what characteristics they reprenent.
3. Some people prefer this colour when they hope for success.
4. If you require strength in either body or mind, red may be of some help to you.
5. Wearing red can also make it easier to take action.
Teaching procedures:
Step 1: Warming
Free talk: What’s your favourite colour? Do you know anything interesting about colours? Do you think that colours can influence our moods?
Step 2: Reading
(1) Pre-reading
① Show Ss some pictures then teach some new words.
e.g. calm、 peaceful
② T: Millie is not sure about the meanings of some words in the article. Help her work out what the words mean. Circle the correct letters. (Part B1)
(2) While-reading
① Read the first part of the text and answer the following questions.
Can colours inflence people’s moods?
How can colours make us feel?
②Read the second part "Calm colours" and answer the following questions.
What colours are calm colours?
Why do women like to wear white on their wedding day?
What may people say when they feel sad?
③Read the third part “Warm colours” and answer the following questions.
What colours are warm colours?
Why do people in cold areas prefer warm colours in their homes?
What does yellow represent?
④Read the fourth part “Energetic colours” and answer the following questions.
What colour is an energetic colour?
What does green represent?
⑤Read the fifth part "Strong colours" and answer the following questions.
What does red represent?
What can red help people?
⑥ T: Millie wants to remember what the different colours represent. Help her match the colours on the left with what they represent on the right. (Part B2)
⑦ T: Millie is thinking about her friends. Help her decide which colour is suitable for each of them. Use the information on pages 22 and 23 to help you.
(3) After-reading
T: There is also a short questionnaire in the magazine. Fill in the questionnaire with your own information to see if your favourite colour matches your characteristics.
Step 3 Homework
(1) Remember the new words and read the text.
(2) Finish the exercises in the workbook.
Blackboard design:
Unit 2 Colours
Reading (1)
Colours
What they represent?
Calm colours
Blue
White
Warm colours
Orange
Yellow
Energetic colours
Green
Strong colours
Red
教后反思（红字）
Unit 2 Colours
课题名称
Unit 2 Colours
Reading (2)
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary:
mood characteristic calm relaxed purity wedding
prefer remind wisdom envy strength
Phrases:
influence our moods on their wedding
remind you of a warm sunny day green with envy
Teaching procedures:
Step 1: Revision
T: During the last period, we learnt something about colours. Now let’s have a revision. Fill in the blanks.
Step 2: Language points:
(1) Some people believe that colours can influence our moods.
influence v.& n. 影响
influence可用作动词，其后接名词或动词不定式的复合结构。
influence可用作名词，常用于have / has an influence on ...或 be a influence on ...结构。
(2) You may wonder whether it is true.
whether conj. whether it is true 为wonder 的宾语从句；whether常与or连用，表示一种选择，意为 “是……还是……；不管是……还是……”whether可引导宾语从句，表示“是否”,可与 if 互换使用
whether可引导表语从句
e.g. The problem is whether Tom will get good grades in such a short time.
whether 还可引导同位语从句。
e.g. Mrs. Wang has answered the question whether Linda can join the club.
(3) This article explains what colours can do and what characteristics they represent. 句中的what colours can do和what characteristics they represent并列作explain的宾语。
(4) Have you ever walked into a room and felt relaxed?
relaxed adj. 放松的；轻松的；自在的，常用来描述人的感受。
e.g. You look relaxed.
relaxed作形容词，还可意为“宽松的”。
e.g. Do you think your school rules are relaxed?
relaxing也是形容词，意为“令人放松的；轻松的”，常用来形容事物的特征。e.g. The movie is really relaxing.
(5) It could be because the walls were painted blue.
were painted 结构表示句子使用的是“被动语态”。被动语态的结构形式为：be + 动词过去分词。句子的主语通常为动作的承受者，施动者可以在句末由by引出。
(6) Blue is a calm colour.
calm adj. 镇静的、沉着的、(天气)无风的、(海洋等) 风平浪静的。
calm可作及物动词，使平静，后接名词作宾语。
calm也可作不及物动词，calm down连用构成短语动词，表示“（使）镇
定，（使）平静”。
(7) Many women like to wear white on their wedding day.
短语on their wedding day 意思是“在她们婚礼那天”。
(8) People in cold areas prefer warm colours in their homes to create a warm and comfortable feeling.
prefer vt. 宁愿选择；更喜欢，后可接名词、v-ing形式或动词不定式。
prefer还可用于句型“prefer ... to ...”中，意为“喜欢……而不喜欢(胜过)……”。
(9) It can cheer you up when you are feeling sad.
cheer (up) vt. 使振奋、使高兴 vi. 感到振奋、感到高兴
如果其宾语是名词，名词放在cheer和up之间或up之后均可；如果其宾语是代词，代词须放在cheer和up之间。
(10) Yellow is the colour of the sun, so it can remind you of a warm sunny day.
remind vt. 提醒；使想起
remind sb. of ...意为“使某人想起……”
remind sb. to do sth.意为“提醒某人做某事”
remind sb. that ...意为“提醒某人……；使某人想起……”
(11) However, it is also the colour of envy...
envy n. 嫉妒、羡慕
the envy意思为“令人羡慕的人或东西”, 后面常跟of连用。
green with envy 妒忌的，眼红的
(12) If you require strength in either body or mind, red may be of some help to you.
be of some help 意为“有帮助的”，相当于helpful。
“(be)+of+名词”结构中的名词是抽象名词, 相当于其中名词所对应的形容词的意思，说明被修饰词具有某种特征或属性。
(13) Wearing red can also make it easier to take action.
句中的wearing red是动词-ing形式，用作主语。it为形式宾语，指代真正的宾语to take action, easier是宾语补足语。
(14) This may help when you are having difficulty making a decision.
difficulty n. 困难；费力，由形容词difficult派生而来。difficulty表示做一件事的困难程度时，常作不可数名词，前可用some，no等词修饰。
have difficulty (in) doing sth.意为“做某事有困难”，其中介词in可以省略；当difficulty表示具体的困难、难处、难点时，作可数名词。
decision作名词，由动词decide派生而来，意为“决定”。decision通常作可数名词，可与make，take，reach，come to等连用构成短语，意为“作出决定”。
Step 3: Retell
Retell the article.
Step 4: Exercises
Step 5: Homework
(1) Retell the article.
(2) Recite the language points in this article.
(3) Finish off the exercises in workbook.
教后反思（红字）
Unit 2 Colours
课题名称
Unit 2 Colours
Study skills
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Phrases:
baby boys/ girls be dressed in blue/ pink
dress baby boys in blue
Sentences:
People dressed baby boys in blue in the hope that boys would be protected.
Teaching procedures:
Step 1 Presentation
T: What does skimming mean? (Skimming means reading the text quickly to get the main idea.) Today we’re going to learn another reading strategy. It’s called scanning. Scanning means moving your eyes quickly over the text to look for specific information such as names or numbers.
Write: Skimming: to get the main ideas
Scanning: to look for specific information
2. Ask: Do you read every word in the “What’s on TV ” part in the newspaper, a bus or train timetable, or a guidebook? Actually, we don’t need to read every word. Instead, we look for the key information that will answer our questions.
Step 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.
Read the four questions.
Scan the article to find the answer.
Step3 Exercises
Complete the exercises on Page20 in’课课练’.
Blackboard design:
Unit 2 Colours
Study skills
Skimming: to get the main ideas
Scanning: to look for specific information
be dressed in blue/ pink
dress baby boys in blue
教后反思（红字）
Unit 2 Colours
课题名称
Unit 2 Colours
Task
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary:
trust handbag match calm warmth balance
Phrases:
a pair of white shoes a good match
make herself look more powerful
a little bit stressed
Teaching procedures:
Step 1 Lead-in
Review four kinds of colours and the characteristics they represent.
black
power and trust
blue
calm and sadness
green
energy and nature
orange
joy and warmth
red
power and strength
white
calm and peace
yellow
wisdom and success
Step 2 Pre-writing
1. Show students a picture and talk about it.
(1) What’s the colour of the woman’s …?
(2) What does … represent?
(3) Why does she wear …?
Red and white are a good match.
The powerful red balances the calm white.
2. Help Millie complete part of her report using the table on Page 32.
3. Check the answers and read the report.
4. Analyze the structure of the article.
3 parts: Para 1: Introduction
(What he/she is wearing?)
Paras 2&3: Main body
(What each colour represents, moods & reasons)
Para 4: Conclusion
(Your opinion)
Step3 Writing
1. Make some notes about the two advertisements.
2. Say something about them.
①The woman beside the sea is wearing …
The color … represents …
… can give her energy.
… can make her feel …
I (don’t) think it is a good …, because …
② The man is wearing……
The color … represents …
… can make him feel …
I (don’t) think it is a good …, because …
3. Choose one ad and write a report.
Introduction : The man (woman) is wearing …
Main body: Green/Red… represents …
Maybe he/she feels …
Conclusion: I think …
Step4 Post-writing
Ask students to share their report with their group members and improve their report if necessary.
Step5 Homework
1. Please write a report on colours and moods.
2. Finish off the relevant exercises.
Blackboard design:
Unit 2 Colours
Task
trust n. vt.
e.g. I trust that you’ll succeed.
2. warmth n. warm adj.
3. match n. 相配，火柴，比赛
e.g. We had a friendly match with them.
There is a box of matches on the table.
v. The new blouse matches my skirt very well.
match---with--- 使---和---相匹配
e.g. Please match them with different pictures.
4. balance vt.
e.g. He tries to balance his studies and his hobbies.
vi. Can you balance on one foot?
n. We should protect the balance of nature.
教后反思（红字）
