【正文】 o find out what the different colours represent.) Finish the form. 6. Read the article loudly after the tape then fill in the blanks. Step5 homework 1. Read the article again and again. 2. Underline the useful phrases. Period 3 Title 9A Unit2 Reading(II) Teaching aims 1. Match colours to characteristics 2. Improve students‘ abilities to summarize, cooperate and participate. Style Reading (New) Period 1 Important Points 1. Make students understand the article correctly. 2. Help students to learn the new expressions naturally. Difficult Points 1. Encourage students to think about their own moods and emotions. 2. How to use colours to help ourselves and others when we are feeling sad. Step1, Revision students some key words (for more able students, the key words can be omitted) Encourage them to fill in the blanks Try to retell the paragraph2 with the useful information. 2. Use the same way to retell the other paragraphs about colours. (筆者在教學(xué)中一直致力于讓學(xué)生在課堂中 /外有針對(duì)性的反復(fù)朗讀來(lái)加深對(duì)所學(xué)內(nèi)容的理解；而朗朗上口的素材多了，學(xué)生在拓展活動(dòng)中自然而然就能脫口而出了。 We ___________________ meet him than ______________ him. 他寧可今天去那兒，也不愿明天去。如在單詞 method, nothing, anything, sympathy, sympathetic, mathematics, healthy, wealthy, Luther, Marathon(馬拉松 )等。 it also represents can help you when you are having difficulty making a decision. What is your favourite colour? Write back soon. Yours Millie Step 6: Homework. 1. Read the passage over and over again to be familiar with it. 2.《課時(shí)練》 P12 教 學(xué) 反 思 備課日期 ____年 ____月 ____日 上課時(shí)間 ____年 ____月 ____日 課題 Unit2 Colours Vocabulary 總第 34 課時(shí) 教學(xué) 目標(biāo) To understand what synonyms are 本課第 4 課時(shí) 課型： New 重點(diǎn) 教具： Recorder 難點(diǎn) 教學(xué)環(huán)節(jié)與內(nèi)容 (預(yù)習(xí) 展示 反饋 ) 方法指導(dǎo)與拓展評(píng)價(jià) Step 1: Presentation Change the sentences according to the request 1. He is very kind to us all. (同義句 ) He is very ______ to us all . you for asking me to your birthday party.( 同義句 ) Thank you for ______ me to your birthday party. Ask students to write out the answers: 1 .good / friendly 。B 總第 35 課時(shí) 教學(xué) 目標(biāo) To use ?would rather ? than ? ‘ to express preferences 本課第 5 課時(shí) To use ? prefer ? to ? ‘ to express preferences. 課型： New 重點(diǎn) To use ?would rather ? than ? ‘ and ‘ prefer ? to ? ’to express preferences 教具： Recorder 難點(diǎn) To use ?would rather ? than ? ‘ and ‘ prefer ? to ? ’to express preferences 教學(xué)環(huán)節(jié)與內(nèi)容 (預(yù)習(xí) 展示 反饋 ) 方法指導(dǎo)與拓展評(píng)價(jià) Step 1: Presentation. Arouse students‘ interest by asking them whether they had the experience of talking on the Inter. Ask those students who are familiar with online chatting to share their experience with the class. Step 2: Part A 1. Explain the context. Amy and Millie are chatting on the Inter. They want to go shopping tomorrow and are trying to decide where to go. They are talking about where they like to shop and what they want to eat for lunch. 2. Tell students that we use the ?would rather ? than ? ‘ structure to talk about preferences, i,e, that we like one thing more than another. When we write or talk to our friends, we use the contracted form ?I‘d rather? .‘ 3. Work in pairs to plete the exercise. 4. Ask students to read out the pleted conversation. mistakes and mispronunciation. 5. Ask students to plete ?work out the rule‘ on their own. Step 3: Additional exercise Use ?I‘d rather ? than ? ‘ to make sentences go skating / go swimming buy books / buy clothes eat Chinese food / eat Western food walk to the mall / take the bus go to the cinema / watch TV wear jeans / wear formal clothes Step 4: Part B 1. Explain the context. Suppose the students are at the shopping mall. As they go into different shops, students say which items they like. 2. Tell students that we can also use the structure ?prefer? to ? ‘ Ss use ?I‘d rather ? than ? ‘ to make sentences. to talk about preferences. 3. Give students some examples of how the structure works by writing some sample sentences on the board. . Jimmy prefers chocolate to ice cream 4 .Ask students to use the hints given in the pictures to make sentences. 5. Ask five students to each read out one pleted sentence. Step 5: Homework 《課時(shí)練》 P12 Use ?prefer ? to ? ‘ to make sentences 教 學(xué) 反 思 備課日期 ____年 ____月 ____日 上課時(shí)間 ____年 ____月 ____日 課題 Unit2 Colour Grammar C and D 總第 36 課時(shí) 教學(xué) 目標(biāo) To use the indefinite pronouns ―someone/somebody, anyone/anybody‖ ―no one/nobody‖ to talk about people. 本課第 6 課時(shí) To use the indefinite pronounces ―something, anything, nothing and none‖ to talk about things. 課型： New To learn to care about the things and people around. 重點(diǎn) use the indefinite pronouns ―someone/somebody, anyone/anybody‖ and ―no one/nobody‖ to talk about. ―something, anything, nothing and none‖ to talk about people and things. 教具： Recorder 難點(diǎn) To learn the differences between these indefinite pronouns. 教 學(xué)環(huán)節(jié)與內(nèi)容 (預(yù)習(xí) 展示 反饋 ) 方法指導(dǎo)與拓展評(píng)價(jià) 1. Preview the new words and phrases 2. Read the contents of the grammar Step1 Daily report Get the students to give the class a daily report about what Give a daily report he (she) likes or dislikes. Then answer some questions. Step2 Warmup activity 1. Say the following sentences Somebody / Someone is waiting for you at the gate. Is there anyone / anybody in the classroom? Nobody / No one knows the answer. 2. Remind the students that pronouns are used to refer to people. We use them when we do not know who the person is. We can‘t use them to refer to objects. Step3 Presentation (Part C) 1. Remind students that the pronouns ―someone somebody, anyone anybody, no one nobody‖ are used to refer to people. We use them when we do not know who