Unit 2 colors 全单元教案（6课时）

Unit
2
Comic
strip
&welcome
to
the
unit
Teaching
aims
To
recognize
the
names
of
different
colours
To
encourage
students
to
show
love
to
those
in
need
Teaching
points
To
recognize
the
colours
of
the
rainbow
and
the
order
of
the
colours
Teaching
procedures
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)
Unit
2
Reading
1
Teaching
aims
To
understand
what
colours
represent
To
recognize
and
understand
vocabulary
about
emotions
Teaching
points
To
match
colours
to
the
characteristics
Teaching
procedures
Step
1:
Revision
Revise
different
kinds
of
colours
by
asking
students:
What’s
your
favourite
colour?
Step
2:
Presentation.
Tell
students
that
different
colours
can
give
people
different
feelings.
Let
students
enjoy
a
series
of
pictures,
including
different
kinds
of
colours
and
let
students
discuss:
What’s
your
feeling
after
looking
at
the
pictures?
Encourage
students
to
say
as
much
as
possible.
Then
teachers
make
a
conclusion:
Blue
&
white
can
make
people
calm
and
peaceful.
Blue
can
also
represent
sadness
and
white
is
the
colour
of
purity.
Yellow
and
orange
make
you
feel
warm,
happy
and
contented.
Orange
represents
joy
while
yellow
is
the
colour
of
wisdom.
Green
makes
you
feel
energetic.
It
represents
new
life
and
growth.
Red
represents
power.
It
is
also
the
colour
of
heat
and
strong
feelings.
Step
3:
Discussion.
Let
students
think
about:
How
can
colour
change
people’s
moods?
Encourage
students
to
express
himself
using
his
/
her
own
words
Step4:
Homework
Unit
2
Reading
2
Teaching
procedures
Step
4:
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
moodscolours
calm
colours
Blue
is
good
for
the
______
and
body
and
it
represents
________.White
is
the
colour
of
_______.
You
should
wear
white
when
you
feel
_________.
warm
colours
These
colour
give
you
a
happy
and
_________
feeling.
Orange
represents
______.
It
can
bring
you
_________
and
_____
you
up.
Yellow
can
remind
you
a
______,
_____
day.
It
is
also
the
colour
of
______.
energetic
colours
Green
can
give
you
_________
because
it
represents
_________
and
________.
It
is
also
the
colour
of
______
and
the
colour
of
money
and
_______.
strong
colours
Red
represents
______
and
it
is
the
colour
of
______
and
_____
feeling.
Step
5:
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
6:
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?
Unit
2
Grammar
Teaching
aims
To
know
how
to
use
the
object
clause
with
‘that’
and
‘if/whether’.
Teaching
points
The
structure
and
usage
of
the
object
clause
with
‘that’
and
‘if/whether’.
Teaching
procedures
Step
1
Lead-in
Today
we
are
going
to
learn
the
object
clauses
introduced
by
‘that
‘,
‘if/
whether’.
Step
2
The
Object
clauses
introduced
by
‘that’
1)
Earth
is
becoming
more
and
more
crowded
and
polluted.
What
does
Daniel
think
?
--
-Daniel
thinks
that
Earth
is
becoming
more
and
more
crowded
and
polluted.
2
)
People
will
live
on
the
planet
Mars
by
the
year
2100.
What
does
Daniel
think?
---Good
.
Daniel
thinks
that
people
will
live
on
the
planet
Mars
by
the
year
2100.
3)
The
robot
will
do
most
of
the
work.
What
does
Daniel
think?
---Yes,
Daniel
thinks
that
the
robot
will
do
most
of
the
work.
Let’s
do
some
exercises.
…Have
you
finished?
Now
let’s
check
the
answers.
1)
He’ll
be
back
in
a
month.
(I
hear…)
--I
hear
(
that
)
he
will
be
back
in
a
month.
2)
I
have
been
to
the
Great
Wall
once.
(He
tells
me…)
--
He
tells
me
(
that
)
he
has
been
to
the
Great
Wall
once.
Can
you
find
out
the
rules
about
Object
clauses
introduced
by
‘that’?
Step
3
The
Object
clauses
introduced
by
‘if
‘or
‘whether’
(PPT)
Daniel
has
learned
a
lot
about
living
on
Mars.
But
he’s
still
worrying
about
something.
Look
at
his
worries.
1
)
Could
the
plants
produce
enough
water?
---
Daniel
is
not
sure
if
/
whether
the
planets
could
produce
enough
water.
2)
Are
there
any
aliens
on
Mars?
----Daniel
is
not
sure
if
/
whether
there
are
any
aliens
on
Mars.
3)
Are
animals
on
Mars
dangerous?
---
Daniel
is
not
sure
if
/
whether
animals
on
Mars
dangerous.
Let’s
do
more
practice
together.
1
)
Does
he
live
in
that
house?
(
She
asks
me
…)
---
She
asks
me
if/
whether
he
lives
in
that
house.
2)
Have
you
finished
your
homework?
(
I
want
to
know…)
----
I
want
to
know
if
/whether
you
have
finished
your
homework.
Can
you
work
out
the
rules
yourselves?
Homework
Unit
2
Integrated
skills
Teaching
aims
1.To
understand
the
context
of
an
advertisement
and
a
TV
demonstration.
2.
To
understand
how
a
color
therapist
does.
3.To
get
information
from
a
printed
advertisement.
4.To
get
further
information
from
a
TV
interview.
5.To
consolidation
the
information
gained
from
reading
and
listening
and
determine
the
facts.
Teaching
points
To
learn
through
different
feelings
to
different
colours.
Teaching
procedures
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.
5.
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
Unit
2
Task
Teaching
aims
To
master
the
words:
protection,
warmth,
powerful,
handbag,
balance
To
organize
ideas
and
build
a
plan.
To
write
a
report
about
moods
and
colors
and
what
they
represent.
3.
To
present
a
report.
Teaching
points
To
learn
to
express
ideas
to
others.
Teaching
procedures
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
More
exercises
make
perfect
根据首字母提示完成下列句子：
1.
Red
represents
p
__________
and
s_____________.
2.
Paul
has
strong
p_________
and
likes
to
be
the
leader.
3.
This
can
help
when
you
have
d__________-
making
a
decision.
4.
I’d
r__________
wear
a
blue
coat
than
a
red
coat.
5.
Green
can
give
us
e_________
because
it
r___________
new
life
and
growth.
6.
White
is
the
color
of
p________.
If
you
wear
white,
you
will
feel
p______.
7.
Blue
can
c_______
the
feeling
of
harmony.
8.
Is
there
a_________
in
the
room?
I’m
hungry.
9.
Do
you
know
that
colours
can
a_________
our
moods?
10.
Orange
can
bring
you
s________
.It
can
c______
you
up
when
you
are
sad.
PAGE