1、Unit2 Colour Task Teaching goals: 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 Important and difficult points: How to expression the relationship between colous and moods. Teaching procedures: 1. Explain the context.
2、 Students are working on a project about the relationship between colours and moods. They will look at pictures of people and assess their moods based on the colours 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
3、 that for each colour mentioned in the list, there is an explanation of what the colour means. 4. Tell students to students to study the picture carefully. Ask them some simple questions about it, eg; How many peoe are there in the picture? Where are the people? What is the man wearing? What is the
4、woman wearing? Do they look happy? Do they like what they are wearing? For stronger classes, ask students to justify their answers. For weaker classes, accept a simple response to each question. 5. Ask students to work in pairs to complete Millies report. Remind them they can use words from Millies
5、list to help them. 6. When students have finished, go round the class, asking each student to read a sentence in turn. Listen for mistakes and mispronunciation. 7. Encourage students to discuss the mood of the man in the picture with their partners. Ask more able students to tell the class what they
6、 think the mans mood is. Give more able students the additional exercise to do. Additional exercise: The man is wearing a (1)_ shirt and (2)_ trousers. He looks very fashionable. Blue (3)_ sadness and (4)_. Black is the power and (5)_. However, the man doesnt look very sad. The blue should make him
7、feel calm but he does not look calm, either. In fact, he looks very worried or afraid. I think the man is wearing those colours because he is afraid. He needs (6)_ for protection, and blue to make him feel (7)_. He is also wearing (8)_ shoes. He is wearing them to make himself feel (9)_ and (10)_. 8
8、. Explain the context. Then ask students to study the two pictures in Part B on page 33. for more able students, tell them that it would be helpful if they write a list, like Millies on page 32. before they do Part B. remind students that they can use the reading passage at the beginning of the unit
9、 to remind them of what different colours represent. Advise the students to work in pairs to complete the notes. 9. Tell students they are going to write a report just like Millie did on the previous page. Tell them to make notes and a plan before they begin Part B. they should also check the vocabu
10、lary. 10. Ask students that they can use the notes they have prepared in Part B to write their notereports. Encourage less able students to write about one of the people in the advertisement. Ask more able students to write about both. Remind students not to write too much or too little. They should write as much as Millie has written. 11. Tell students to check their work and present it to the class. Homework: Write a composition about “people and colours” in English. 【Teaching reflection】
