Unit 2 Colours and clothes
Lesson 10
【教学目标】
1．文化意识:穿衣文化和礼仪.
2．语言知识:
（1）词汇:
掌握词汇: catch, ready, T-shirt, jacket, forget, hat, so, bright.
接触词汇: dinosaur, pants, colourful.
2．短语和句型: catch a cold, be ready for…, go back.
3．情感态度:锻炼学生敢于用英语进行交流和表达;引导学生自主学习,主动合作.
4．学习策略:积极创造并充分利用学习英语的机会;对所学内容能主动实践;根据需要进行预习和复习.
5．语言技能:学生能认识及听懂有关服装的语段,能连贯,流畅地朗读课文;能理解简单的书面指令;能根据所学内容写出简单的词,词组和句子.
【教学重难点】
1．句型:It's cold/ raining/ hot today. I like/ don't like to wear… He/ She likes/ doesn't like to wear… Don't forget sth.
2．短语: catch a cold, put on sth (take off sth), go well with
【学情分析】
七年级的学生对于服装的搭配很感兴趣,在平时的生活中也对此比较关注.学生对动词短语的掌握现在还比较薄弱,需要不断地巩固和练习.
【教学准备】
1．教师准备:CAI课件.
2．学生准备:复习服装词汇,预习课文.
【教学过程】
1．Class Opening and Review.
Show pictures of clothes and ask students about the owners of these things. (Review the target language: Whose…is this/ are these? It's … / They are…)
Show pictures of different weather and ask students to choose the correct clothes for different weather to help lead the new content in.
设计思路:本课内容和之前学习过的服装知识有关,服装和天气是本课的主线,学生对此有基本的常识.所以可以利用复习的环节做出自然的过渡.
2．Introduction.
Show the teaching content to students, make sure they get the general ideas to the content of this lesson.
设计思路:在每节课新授课开始前给学生展示本节课的重难点,有助于学生在学习中做到心中有数,也利于与之后的巩固总结环节相对应.
3．Part 1: You may catch a cold.
（1）Play the flash, ask students to listen to the dialogue and find out "Who may get a cold?".
（2）Play the flash again, ask students to listen and repeat. Make sure students understand the dialogue. Do Activity 1 in Let's Do It! While listening and repeating, tell students to try to guess the meaning of some new structures (be ready for, say goodbye to, go back, put on, take off, go well with).
（3）Check out the meanings of these phrases. Make students try to make sentences using the phrases if they can use them properly.
（4）Finish Activity 2 in Let's Do It! Check out the understanding of Part 1.
4．Part 2: Colourful Clothes.
（1）Play the flash and ask students to listen and fill in the blanks.
（2）Play the flash again to make them listen and chant with it.
设计思路:英语的小节奏,诗歌,歌曲在英语学习中往往能带给学生快乐.这首小节奏将色彩与服装糅合起来.在帮助学生学习目标语言的同时,还能培养学生的语音,语调.
5．Culture Tips.
Show a word TPO to make students guess what it means. Tell students something about clothes culture and manners.
设计思路:培养学生的文化意识是新课程标准的五维目标之一、本节课主要以服装搭配和天气的学习为project,故服饰与礼仪文化的知识是学习不可或缺的部分.
6．Conclusion.
Make students evaluate themselves by discussing what they have learnt in this class. Help students know the key content of this lesson.
设计思路:帮助学生建立起对自己在每节课中的学习进行评价和整理的好习惯.也可减少学生间的学习效果的个体差异.
7．Feedback.
Ask students to finish Activity 3 in Let's Do It! Fill in the blanks with the correct forms of the words or phrases in the box.
设计思路:本课的重点短语在学习,练习,总结之后,通过这一环节得到学生掌握情况的反馈.要在反馈中及时发现问题,解决问题.
【作业布置】
（1）Learn the new words and expressions by heart.
（2）Using the target language to interview your parents. Write the result down.
（3）Prepare for the next lesson.
【教学反思】
培养学生的文化意识是新课程标准的五维目标之一,教师在授课的过程中要有意识地收集各种资源,通过图片,影片,歌曲等多种形式,培养学生跨文化的交流意识.也要鼓励学生自己寻找相关的文化背景知识,丰富对单元话题的理解.
Unit 2 Colours and clothes
Lesson 11
教学目标
1．Mastery words and expressions:
write a report about, around the world, traditional clothes, in some places, look beautiful in, school uniforms, a traditional dress from India.
2．Oral expressions:
Many students wear school uniforms. Their uniforms look nice.
3．了解世界各地的传统服装.
教学重难点
会准确使用系动词look.
教学准备
Audiotape, flashcards.
教学过程
Ⅰ．Greet each other before the class.
Ⅱ．知识超市
1．look可用作不及物动词和系动词.现将其用法归纳如下:
（1）用作不及物动词,意为"看,望,瞧".
a．单独使用时,后不跟介词.如:
I look but see nothing. 我看了,但什么也没看见.
Look! Here comes the bus. 瞧!汽车来了.
b．和at连用.如: The teacher is looking at us. 老师正看着我们.
Look at these pictures. How beautiful they are! 看这些画,它们是多么漂亮啊!
（2）用作系动词,意为"看起来".后跟形容词.如:
You look well/ fine/ healthy. 你看起来很健康.
The teacher looks happy. 老师看上去很高兴.
She looks very beautiful/ pretty. 她看起来很漂亮.
2．around the world 意思是"全世界",同义短语有across the world, throughout the world, all over the world, in the world.
Ⅲ．合作探究
请听课文的录音两遍,填空.
These people are wearing traditional clothes. In some places, men wear skirts. This woman looks beautiful in her Sari. A Sari is a traditional dress from India. Some people wear uniforms for work. Many students wear school uniforms. Their uniforms look nice.
Ⅳ．请仔细阅读课文,独立完成课本第3部分的练习题.
Ⅴ．想一想
1．so, very, too这三个副词的用法一样吗?
2．除了look,你还学过其它的系动词吗?
3．你会几种说法来表达"看起来漂亮"?
look beautiful look pretty look nice look good
Ⅵ．活动
四人一个小组讨论下列问题,由小组长负责写出讨论报告,每排选一组到讲台前展示,看看哪一组的报告做得最好.
1．Do you wear school uniforms?
2．Do your teachers wear uniforms for work?
3．Do people in your hometown wear traditional clothes? What do they wear?
4．Can men wear skirts or dresses?
Ⅶ．根据句意、首字母提示及汉语提示写出正确的单词.
1．Men can wear skirts in many places around the world(世界).
2．Can you write a report(报告) about clothes?
3．Spring Festival is a traditional festival in China.
4．My friend Lucy comes from India(印度).
5．This woman looks Pretty in her Sari.
Ⅷ．书面表达
对你的同学或好友做一次调查,看看他们分别喜欢穿什么服装,他们最喜爱什么颜色,将调查结果写一份调查报告.
要求:
1．调查2至3人.
2．50词左右.提示词: wear, favourite, pretty, like, look, uniform等.
These are my friends._____________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
作业布置
1．Finish the exercises on book.
2．Preview Lesson 12.
板书设计
1．write a report about
2．around the world
3．traditional clothes
4．in some places
5．looks beautiful in
6．school uniforms
7．a traditional dress from India
Unit 2 Colours and clothes
Lesson 12
【教学目标】
1．文化意识:了解提建议的方式.
2．语言知识:
（1）词汇:
掌握词汇:centre, Saturday, will.
（2）短语和句型: go shopping, at the shopping centre.
（3）功能意念:表达建议,购物话题常用语.
Let's…
What do you want to buy?
I want to buy…
3．情感态度:营造情感交融的良好氛围,努力提高学生的学习兴趣,引导学生自主学习,主动合作.
4．学习策略:不懂就问;对所学内容能主动实践;根据需要进行预习和复习.
5．语言技能:学生能通过一定的阅读技巧读懂书面语篇.能连贯,
流畅地朗读课文;能写出简单的单词,词组和句子.
【教学重难点】
1．go shopping center, Saturday, will go shopping, at the shopping center, meet at, have fun (doing sth.)
2．What do you want to buy?
3．I want to buy…
【学情分析】
学生在本单元的前几课中做了大量的听、说练习,以及部分阅读和写作的练习,对于相关话题的较长文章已有一定的学习能力.
【教学准备】
1．教师准备: CAI课件
2．学生准备:预习课文
【教学过程】
1．Class Opening.
Chant Colourful Clothes together, tell students most people like new clothes, when the clothes are too old or too small, what they would do. Lead the new content in.
设计思路:以chant的模式使学生放松,利用一些开放性的问题让学生自然地进入本课的学习.
2．Introduction.
Show the content students will get in this lesson.
设计思路:在每节课新授课开始前给学生展示本节课的重难点,有助于学生在学习中做到心中有数,也利于与之后的巩固总结环节相对应.
3．Pre-reading.
（1）Show the sentences in Activity 1 of Let's Do It! Make students read the statement and try to guess the meaning of the sentences. Show students some key structures.
（2）Make students guess what they would read in the e-mail and try to guess which words they would choose to express what the e-mail says.
设计思路:学生如果在阅读之前能通过不同方式对阅读内容有了解,阅读的效率就会有所提高.
4．While-reading.
（1）Ask students to read the e-mail fast and check their guesses.
（2）Ask students to read the e-mail again and try to answer some questions in Activity 2 of Let's Do It! Check the answers.
（3）Make students to read the e-mail aloud and discuss the key points they find in the e-mail and check them. Then help students retell the e-mail according to some given clues.
设计思路:学生在阅读时,根据不同的阅读时间限制,阅读的目的是不一样的.此环节中学生不但要理解阅读材料的意思,还需要掌握一定的阅读技巧.
5．Post-reading.
（1）Make students complete Activity 3 in Let's Do It! Fill in the blanks with the words or phrases in the box. Help students to make a dialogue about making plans and suggestions.
（2）Ask students to work in pairs to make their own conversations using the target language.
（3）Work in groups. Make a shopping list. Then talk about it. Give some example to help students finish it.
设计思路:学生在阅读后,要能将阅读所获应用到实践当中去.本课也是第二单元的最后一课,故在第二个活动中,将本单元所学内容进行整合,也是一种对学生学习效果的检测.
6．Conclusion.
Ask students to work in pairs to evaluate the learning and make a list of what they know. Then show the content to students, make them complete their conclusion.
设计思路:帮助学生建立起对自己在每节课中的学习进行评价和整理的好习惯.也可减少学生间的学习效果的个体差异.
【作业布置】
（1）Learn the new words and expressions by heart.
（2）Using the target language to write an e-mail to invite some friends to shop together.
（3）Go over what you've learnt in this unit.
【教学反思】
教材中每单元都设置了丰富多彩的阅读内容.在阅读课的设计中,要有意识地培养高效的阅读策略.教师要有耐心,帮助学生解决问题,提供指导.
Unit 2 Colours and clothes
Lesson 7
【学情分析】
学生在小学阶段对于colour和clothes有过相关的学习.但个别词汇需要巩固,复习.
【教学目标】
1．文化意识:能了解服饰搭配的文化,英美在单词拼写上的差异.
2．语言知识:
（1）词汇:
掌握词汇: sure, blouse, really, pink.
接触词汇: Smith, Kim.
（2）短语和句型: light blue, Good afternoon.
（3）功能意念:谈论颜色和衣服.
What colour do you want? What's your favorite clothes/ colour?
3．情感态度:激发学生英语学习的欲望和兴趣,敢于用英语进行交流和表达;营造情感交融的良好氛围,学生自主学习,主动合作.
4．学习策略:借助联想学习和记忆词汇;积极创造并充分利用学习英语的机会;对所学内容能主动实践;根据需要进行预习和复习.
5．语言技能:学生能认识及听懂各种不同的颜色及服装的名称,并能自由表达出自己喜欢的颜色和服装;学会用颜色表达不同的服装色彩.
【教学重难点】
掌握本课的掌握词汇,短语结构,以及能用英语描述自己喜欢的衣服和颜色.
Can I get…?
What color do you want? I want a…
What can you wear with it? I can wear… with it.
I like…
… is my favorite colour. / My favorite colour is…
【教学准备】
1．教师准备: CAI课件.
2．学生准备:复习小学英语课本中有关颜色和服装的知识.
【教学过程】
1．Class Opening. (2 minutes)
Start the lesson with a cartoon film about colour.
设计思路:每个单元的第一节课是一个全新课题的开始,也是激发学生对本单元学习兴趣的最佳时期.以动画的模式使学生自然放松地进入本单元的学习.
2．Review.
Review the words about colours. Make students brainstorm as many colour words as they can. Pay more attention to the word: pink.
Review the words about clothes. Show the picture, help students review the words about clothes and pay more attention to the new words such as pants, blouse.
设计思路:由于服饰和颜色是日常生活词汇,所以学生对这些词汇的掌握个体差异性很大.对于本单元的掌握词汇无需特意提出,故可在复习环节进行教授.
3．Introduction.
Show the content students will get in this lesson.
设计思路:在每节课新授课开始前给学生展示本节课的重难点,有助于学生在学习中做到心中有数,也利于与之后的巩固总结环节相对应.
4．Can I get a new skirt?
Show the pictures about matching clothes to students, make them guess what they would hear in the conversation.
Listen and check if their guesses are correct while showing them two new words (sure, really) and making them guess the meaning.
Check the answers. Ask students to listen and repeat. Make sure they understand the conversation.
Make students listen to a new conversation and then do the clothes matching exercise to consolidate the target language they've learnt above. (Activity 1 and 2 in Let's Do It!)
设计思路:本课第一部分的呈现遵循听说领先的原则,活动1的设计有助于培养学生捕捉相关信息的能力,提升听力水平.活动4是对教材的重新整合,其目的是增加对目标语言的输入.
5．Part II: I like your blue skirt.
Make students listen and fill in the blanks.
Lead students to read the material for several times. Make sure students have no problem with the expressions.
6．Consolidation.
Ask students to complete a passage in Activity 3 in Let's Do It! with the proper words. (The passage is about Part I and Part II) Check the understanding of the content and the new words.
Make Students interview some classmates and fill in the table. Then work in groups and talk about the results. (Activity 4 in Let's Do It!)
7．Culture tips.
Show different spellings in British English and American English.
8．Conclusion.
Ask Students to work in pairs to evaluate the learning and make a list of what they know. Then show the content to Students, make them complete their conclusion.
设计思路:帮助学生建立起对自己在每节课中的学习进行评价和整理的好习惯.也可减少学生间的学习效果的个体差异.
【作业布置】
（1）Learn the new words and expressions by heart.
（2）Using the target language to ask your parents about their favorite clothes and colours. Write them down.
（3）Prepare for the next lesson.
【教学反思】
在新授课中教师应该尽可能通过多样的方式让学生接触目标语言,教学设计的各个环节要以学生为中心.
Unit 2 Colours and clothes
Lesson 8
【学情分析】
学生在学习了颜色和服装的一些词汇的基础上,对于其他颜色的英语表达有求知的需求,对颜色词汇之后的文化背景也很感兴趣.
【教学目标】
1．文化意识:颜色的背景文化知识.
2．语言知识:
（1）词汇:
掌握词汇: paint, mix, purple, out, sky.
接触词汇: rainbow.
（2）短语和句型: come out, in the sky.
How many colours do you see?
（3）功能意念:谈论颜色,喜欢与偏爱.
3．情感态度:激发学生敢于用英语进行交流和表达;营造情感交融良好氛围,努力提高学生的学习兴趣,学生自主学习,主动合作.
4．学习策略:借助联想学习和记忆词汇;积极创造并充分利用学习英语的机会;对所学内容能主动实践;根据需要进行预习和复习.
5．语言技能:学生能认识及听懂各种不同的颜色名称;能自由表达出自己喜欢的颜色;了解并能简单地表达出自己调色的过程.
【教学重难点】
1．本课的掌握词汇,短语结构,以及能用英语描述自己喜欢的衣服和颜色.
2．掌握句型：I don't like… Is … your favourite colour? I can mix … and … to make …
【教学准备】
1．教师准备: CAI课件
2．学生准备:彩笔.
【教学过程】
Ⅰ．Class Opening and Review.
Ask Students to find out as many colours as they can to review the colour words. Organize a competition to warm up.
设计思路:本课内容和之前学习过的颜色知识有关,故在Class Opening阶段以竞赛的方式,对本课的recycling词汇进行复习并活跃课堂气氛.
Ⅱ．Introduction.
Show the teaching content to students, make sure they get the general ideas to the content of this lesson.
设计思路:在每节课新授课开始前给学生展示本节课的重难点,有助于学生在学习中做到心中有数,也利于与之后的巩固总结环节相对应.
Ⅲ．I am a rainbow.
1．Play the flash of the chant (I am a rainbow), ask students to listen and guess the meaning of the objective vocabulary (sky, out, come out). Then play the flash again to make students repeat it.
(The process of the poem repetition can be divided into several parts. Part 1: Say the poem line by line. Then say it two lines by two lines. Then say the whole poem together. A whole class can also be divided into 7 groups that stand for seven different colours. While saying the colour, the related group stand up.)
2．Let's do it!
Ask students to make up their own rainbows with the colour pens in pairs to make sure they know the different colours in a rainbow and ask them which is their favourite colour. Then make them finish the activity 2 in Let's Do It. Fill in the blanks with the letters to make the rainbow chant complete.
设计思路:这部分设计是对教材内容的重组.在课堂开始对颜色复习之后,自然过渡到对颜色词汇的进一步拓展和练习,为之后的授课内容做好铺垫.
Ⅳ．What's Danny's favourite colour?
1．Show Danny's picture and make students guess what Danny is doing. Present the new word (paint).
2．Play the flash of Part 1 and ask students to listen and circle what Danny's favourite colour is. (Some colours are given in the ppt.)
Make students think out what would happen when colours come together. Show some clues in the ppt.
Play the flash again and make students try to find out how Danny get the colour green. When getting the answers, present the new word and structure (mix). Help students to find out the usage of the new word.
Group work: Ask students to finish the activity 3 in Let's Do It! Find out the answers to the questions.
设计思路:此部分内容是在颜色词汇掌握的基础上的情景应用.根据日常生活中绘画这一场景,设计对应的交际语言,也帮助学生丰富了对颜色的知识.因此将课程重新整合,将Part 1放到了新授课的第二个环节中.通过信息分析,语境推测,听,说,写,练的各种方式,学生能对此部分内容有更好的学习和掌握.
Ⅴ．Culture Tips.
Show a flash about colour culture in language. Make students know the meanings of different colours in different cultures.
设计思路:培养学生的文化意识是新课程标准的五维目标之一.本节课主要以颜色的学习为project,故颜色相关的文化知识是学习不可或缺的部分.
Ⅵ．Practice.
Organize a competition, ask students to use colour words to describe the surroundings. The group who can say the most sentences in 2 minutes wins.
设计思路:在了解颜色词汇和相关知识的基础上,学生需要进一步使用及巩固这些知识点.故以比赛的方式,鼓励学生根据目标词汇的用法造句, 帮助学生形成词,句,篇的语言意识.
Ⅶ．Conclusion.
Make students evaluate themselves by discussing what they have learnt in this class. Help students know the key content of this lesson.
设计思路:帮助学生建立起对自己在每节课中的学习进行评价和整理的好习惯.也可减少学生间的学习效果的个体差异.
Ⅷ．Homework.
1．Learn the new words and expressions by heart.
2．Using the color words to describe your home. Write them down.
3．Prepare for the next lesson.
【教学反思】
教材是教师授课的指导依据和基本材料.教师和学生的个体差异性要求教师在课堂设计的过程中应该根据学情对教材进行一定的整合,不能只是死板硬套教材的各个环节,而应以培养学生学习英语的兴趣,培养良好的学习习惯为中心.
Unit 2 Colours and clothes
Lesson 9
【教学目标】
1．文化意识:理解西方文化中和服装有关系的方面.
2．语言知识:
（1）词汇:
掌握词汇: scarf, glove, maybe, just.
接触词汇: Bob, Lynn.
（2）短语和句型: just, right.
（3）功能意念:谈论单数及复数物品的物主关系.
3．情感态度:激发学生英语学习的欲望和兴趣,敢于用英语进行交流和表达;帮助学生自主学习,合作学习.
4．学习策略:借助联想学习和记忆词汇;积极创造并充分利用学习英语的机会;对所学内容能主动实践;根据需要进行预习和复习.
5．语言技能:学生能询问并表达单数及复数事物的物主关系,能用简单的形容词修饰服饰的特点,异同.
【教学重难点】
Whose … is this/ are these?
It's/ They're my/ his/ her…
Is this/ Are these your/ his/ her…?
Yes, it is. / they are. / No, it's not / they're not.
too big/ too small/ just right
【学情分析】
学生对于人称代词的主格形式较为熟悉,对于物主代词比较容易出错.
【教学准备】
1．教师准备:CAI课件,课前向学生借一件校服.（课堂环节中需要）
2．学生准备:复习小学英语课本中关于颜色和服装的知识.
【教学过程】
1．Class Opening and Review.
Show students some pictures of clothes. Review the clothes vocabulary in sentences. Students who can say and spell the words best will get a small present. Meanwhile, present some adjectives and adverbs they may use to describe clothes. (big, small, old, new, too…)
设计思路:本课内容和之前学习过的衣服知识有关,故在Class Opening阶段以竞赛的方式,对本课的recycling词汇进行复习并活跃课堂气氛.同时引入在之后学习中会使用到的修饰性词汇.
2．Introduction.
Show the teaching content to students, make sure they get the general ideas to the content of this lesson.
设计思路:在每节课新授课开始前给学生展示本节课的重难点,有助于学生在学习中做到心中有数,也利于与之后的巩固总结环节相对应.
3．Whose Coat Is This?
（1）Lead in. Take out a uniform. (It is borrowed from a student, of course he or she would be the only student who isn't wearing the uniform in the class.)Let students guess whose it is to introduce the key structure (Whose…is this?).
（2）Show some clothes pictures and make students guess whose they are to strengthen the key structure.
（3）Make students finish Activity 1 in Let's Do It!
（4）Play the flash of this lesson and make students listen and fill in the blanks. Play the flash again and make students read aloud, making sure they understand the key language in this part. Then finish the Activity 2 in Let's Do It.
设计思路:在复习和开始阶段对服装词汇和几个简单修饰性词进行复习的基础上,这一环节的实施过程应该为学生提供更为丰富的语言素材.因此在这一部分用两段材料从听,说,读,写,练的不同层面让学生对所学知识进行输入,内化.
4．Practice.
Group work. Ask students to complete Activity 4 in Let's Do It! Decide who owns each of the items in the square. Create a dialogue about the items in the "Lost and Found", which is similar to the example, and practice the dialogue.
设计思路:这部分设计是在上一步学生对知识"输入","内化"后的"输出".学生在活动中练习目标词汇和结构,老师在必要时给予帮助,并注意记录学生在表达时的共性错误,给予纠正.
5．Culture tips.
Show a picture of a donation box, make students guess what it is. Tell students some culture behaviors in donating clothes in British and China．
设计思路:此部分内容是针对本课以服装为中心的话题衍生出的文化背景知识.
6．Conclusion.
Make students evaluate themselves by discussing what they have learnt in this class. Help students know the key content of this lesson.
设计思路:帮助学生建立起对自己在每节课中的学习进行评价和整理的好习惯.也可减少学生间的学习效果的个体差异.
7．Feedback.
Make students do the activity in Let's Do It! Evaluate the understanding of the key structures of this lesson.
【作业布置】
（1）Learn the new words and expressions by heart.
（2）Collect something from your family members and make them guess whose they are. Write a conversation about it.
（3）Prepare for the next lesson.
【教学反思】
教材是教师授课的指导依据和基本材料.教师和学生的个体差异性要求教师在课堂设计的过程中应该根据学情对教材进行一定的整合,不能只是死板硬套教材的各个环节,而应以培养学生学习英语的兴趣,培养良好的学习习惯为中心.
