1、 總課題 9A Unit2 Colours總課時7第1 課時課題Colours ( Comic strip &welcome to the unit )課型新授教學目標知識目標 To recognize the names of different colours能力目標 To recognize the colours of the rainbow and the order of the colours情感目標To encourage students to show love to those in need教學重難點The same as the aims.教學過程教 學 容二

2、次備課教 師 活 動 方 式學 生 活 動 方 式Teaching steps: Step1. Warming upAsk students what colours they like, then let them talk about their partners favourite colours.Step2. Presentation1.Ask students what colour Eddie likes, then let them listen to the tape and find out the answer to this question2. Check the an

3、swer.Students read the dialogue between Eddie and Hobo, then the teacher explain some key pointsStep3. Practice Students practice the dialogue with the partner, then ask some of them to act out the dialogueStep4. Presentation1.Ask students to guess teachers favourite colour, then tell them that the

4、teacher likes the colours of the rainbow2.Teach them the seven colours of the rainbow: red, orange, yellow, green, blue, indigo, violet3.Practice the seven colours, using the dialogue in Part BStep5. A gameStep6. ExercisesTalk about their favourite coloursPractice reading the dialogue in pairsEncour

5、age students toguess the seven coloursof the rainbow.教后記總課題 9A Unit2 Colours總課時7第 2 課時課題 Colours (Reading A)課型新授教學目標知識目標: To understand what colours represent能力目標:To recognize and understand vocabulary about emotions情感目標: To match colours to the characteristics教學重難點The same as the aims.教學過程教 學 容二次備課

6、教 師 活 動 方 式學 生 活 動 方 式Step 1: RevisionRevise different kinds of colours by asking students:Whats 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 s

7、tudents discuss: Whats 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

8、, 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 peoples moo

9、ds?Encourage students to express himself using his / her own wordsStep4: HomeworkGreet with the teacher freely. !Have a free talk with the teacher freely.教后記 總課題 9A Unit2 Colours總課時7第3課時課題 Colours ( Reading B,C) 課型新授教學目標知識目標: To understand what colours represent能力目標: To recognize and understand voca

10、bulary about emotions情感目標: To match colours to the characteristics教學重難點The same as the aims.教學過程教 學 容二次備課教 師 活 動 方 式學 生 活 動 方 式Teaching steps: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 a

11、gain carefully and then fill in the blanks according to the passageStep 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 s

12、th have difficulty (in) doing sth. make/ find / think it + adjective + to do sth.Step 3: Discussion1. 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 col

13、ours.Step 7: ExercisesStep 8: Homework.Read the passage over and over again to be familiar with it.Finish off the exercises in the Workbook 教后記 總 課 題9A Unit2 Colours總課時7第4課時課    題Grammar 課型New教學目標知識目標To learn some useful expression_rs.To learn the structure of the Object Clause能力目標To

14、use the Object Clause correctly.情感目標To co-operate well with partners.教學重點To learn the structure of the Object Clause教學難點To use the Object Clause correctly.教學準備A computer, notebooks and work sheets.課前預習Go through the part and underline the puzzles.學情分析The students have learned many sentences with the

15、 Object Clause, however, they have not grasped the structure of the clause, also they need to know the use of the clause totally.教學過程教學環節教  師  活  動學 生 活 動二次備課Step 1.Greetings.Step 2.Presentation.        Step 3Practice.    

16、60;     Step 4Presentation.            Step 5.Practice. Step 6Presentation.         Step 7.Consolidation. Step 8Summary and assignment.Greet with the class and

17、ask them some simple questions. Remind that they should take good care of themselves to keep A/H1N1 flu.Present something that happens in our everyday life. Show the some pictures on ppts. And some sentences with object clause.Present that an object clause functions as the object in a sentence. It c

18、an be put after some verbs such as think, believe and know. It can also follow some adjectives such as certain and sure.Tell the class that an object clause can be introduce by the connective “that”. Sometimes, we can leave “that” out.1.Show some group sentences and ask the class to work in pairs to

19、 make sentences.He has been here for two years.A: How long has he been here?B: I guess that he has been here for two years.A: Yes.C: I know he has been here for two years and a half.A: I dont think you are right.2. Ask the class to read the sentences on Page 14 Part B and judge whether it is an obje

20、ct clause or not, if it is , write down O, or N.Present that we can get different kind of forms of the object clause by the different types of sentences.1. Statements.A computer programmer was murdered, we all know.We all know that a computer programmer was murdered.2. General QuestionsHave the poli

21、ce found out the murderer yet? We dont know.We dont know whether the police have found out the murderer.3. Wh-questions.What clues have the police found out?Can you tell me?Can you tell me what clues the police have found out?Ask the class to work in pairs to help Daniel to rewrite the sentences on

22、Page 15 Part C1 using “if” or “whether” to make clauses.Present that the tense in object clause sentences is changed with different situations.If the main clause is a simple present tense, the object clause can come in a proper certain tense.If the main clause is a simple past tense, the object clau

23、se can come in a certain past tense except the object clause describing a truth.He said that he had been here for two years.Our teacher told us that there are 12 months in a year.Hand out the work sheets and ask the class to do some exercises to consolidate this class.Summarize this class and ask th

24、e class to do some more exercises after school.Greet with the teacher. Listen carefully and try to catch the main points.       Watch and work in pairs to make sentences.      Read and judge.  Listen and grasp the main p

25、oints.            Work in pairs and make sentences.            Do some class work to consolidate the object clause. 教后記 總課題9A Unit2 Colours總課時7第5 課時課題Grammar課型新授教學目標To us

26、e object clauses introduced by “wh-“words教學過程二次備課Step 1: Review object clauses introduced by “if or whether” and “that”.                   Explain that these clauses relate to “yes/no” questions.          

27、     Structures: 主語+謂語+賓語從句that +主語+謂語+其他              if/whether+主語+謂語+其他Step 2: Tell students that when object clauses relate to “wh-“questions,   we should use “wh-“words to introduce object clauses. Ask students to read &

28、#160;the grammar rules and the two examples at the top. Step 3: Remind them that the clauses should be introduced by “wh-“words and the word order in the clause should be the same as in the statements.         e.g: The robot no longer knew.         &

29、#160;              When should it cook breakfast.                The robot no longer knew when it should cook breakfast.Step 4: Write the following sentences on the blackboard and encourage  

30、60;                students to use the following structures:            I am not sure           Id like to know           I cant i

31、magine           Can you tell me?           where is Zhongshan Park?           How did you go to school?           What will you do next Sun

32、day?           When was the parcel delivered?           Who called in the morning?Step 5: Asks students to do the exercise on page 25. Students will be able  to complete it on their own. Check the answers as a class

33、.   III.     Homework:      1.       Review the rules of object clauses introduced by                “wh-/that/if/whether”.      2.       Pr

34、eview grammar(2)教后記總課題9A Unit2 Colour總課時7第6課時課題Integrated skills課型新授教學目標知識目標1.To understand the context of an advertisement and a TV demonstration.2. To understand how a color therapist does.能力目標1.To get information from a printed advertisement.2.To get further information from a TV interview.3.To c

35、onsolidation the information gained from reading and listening and determine the facts.情感目標To learn through different feelings to different colours.教學重點1.To understand the context of an advertisement and a TV demonstration.2. To understand how a color therapist does.教學難點To learn to express different

36、 feelings according to colours.課前預習1. Preview the new words and phrases of this period2. Pre-read “Integrated skills”教 學 過 程教 師 活 動學 生 活 動二次備課Step1 RevisionRevise something learned in the last period.Step2 Practice1. Ask the Ss what they think a color therapist is. A color therapist helps people imp

37、rove 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 advertiseme

38、nt to complete Millies 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

39、 the tape once more without stopping.6. check the mistakes and pronunciation.Step3 PracticeDeal 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.Have a revision Listen to theirteacher and try to answer somequestions 3.Write some voc

40、abulary 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.Roleplaying.Step4 Sum up Sum up some Langu

41、age pointsStep4 Assignment1. Revise this period and do some exercises2. Pre-learn the next periodpeak and learnPractise thedialogueDo some Exx after class Notes after teaching總課題9A Unit2 Colour總課時7第7課時課題Task課型新授教學目標知識目標To master the words: protection, warmth, powerful, handbag, balance能力目標1.To organ

42、ize ideas and build a plan. 2.To write a report about moods and colors and what they represent. 3. To present a report.情感目標To learn to express ideas to others. 教學重點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.教學難點2.T

43、o write a report about moods and colors and what they represent.課前預習1. Preview the new words and phrases of this period2. Pre-learn Main task教 學 過 程教 師 活 動學 生 活 動二次備課Step1 RevisionRevise something learned in the last period.Step2 Presentaton1. Explain the context. Students are working on a projectabout the relationship between colors and moods. They willlook at pictures of people and assess their moods based on the colors they are