9AUnit2icStrip&WeletotheunitTeachinganalysisAnalysisofteachingmaterialThetopicofthisunitiscolours.Coloursarerelatedtostudents’dailylife.Thecontentofthislessonincludesicstripandthewelepart.ThedialoguebetweenEddieandHobocanarousethestudents’interestandinspirestudentstothinkaboutthefunctionsandcharacteristicsofcolours.Theweleparthelpstudentsgetsomebasicknowledgeaboutcoloursandencouragesstudentstotalkabouttheirfavouritecolours.AnalysisofstudentsStudentsinGrade9havelearntsomewordsandexpressionsaboutcolours,soit’snotdifficultforthemtotalkabouttheirfavouritecolours.However,besidestheexpressionsofcolors,theyknowlittleaboutcolorsandtheyneedtolearnmoreaboutcolours.Teachingobjectives●Thestudentscantellthedifferentcoloursofarainbow.●Thestudentscanmasterthefollowingexpressions:Thereisnothingwrongwith...;sthlookgoodon...;tryon;I’mnotsureif,●Thestudentscantalkabouttheirfavouritecolours.●Thestudentsbeeinterestedinthetopiccolours.Importantpoints●Thestudentscantalkabouttheirfavouritecolours.●Thestudentscangraspthefollowingsentencepatterns:Thereisnothingwrongwith...,sthlooksgoodon...,I’mnotsureif...,Doyouknowhowmanycoloursthereare...?DifficultpointsStudentsmayfinditdifficulttounderstandthefollowingsentencepatterns:Doyouknowhowmanycoloursthereare...?TeachingmethodsTaskbasedlanguageteachingLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.Warmingup1.Showsomepicturesaboutdifferentcoloursandencouragethestudentstotelltheirnames.(Presenttwonewwordshere:indigoandviolet)Freetalk:Whatisyourfavouritecolour?【設計意圖】顏色是學生較為熟悉的話題，因此通過圖片展示和自由談話直接導入到本節課的主題。在導入部分主要談的是顏色是什么的話題，為下面討論喜歡顏色的原因和顏色的作用進行鋪墊。Step2.icstrip1.Listentothedialogueandanswer:WhichcolourdoesEddielikebetter?(Eddielikesbluebetter.)WhydoesEddiechooseblueinsteadofpink?(Eddiethinkspinkisagirl’scolour.)HowdoesEddiefeelwhenhewearsthedress?(Eddiefeelsshame.BecauseHobolaughs:“Bluelooksgoodonyou!”)Readthedialoguecorrectly,fluentlyandaffectionately.Studentsasksomequestionsaboutthedialogue.Actthedialogueout.【設計意圖】對于icstrip的處理，通過以下三個步驟：聽了解對話內容；讀體會對話情感；問掌握語言表達。這三個步驟層層遞進，尤其是通過學生提問的環節，可以使學生主動去發現和關注對話中的語言表達，教師的適當講解和補充也會變得更為高效。Step3.WeletotheunitEncouragethestudentstotalkabouttherainbow.(studentscantalkaboutthecoloursoftherainbow,thetimewhenitoccurs,thereasonwhyitformsandsoon)Explaintostudentsthatthecolorsofarainbowalwaysappearinordershowninthepictureonpage21.AskthemtowritethecolorsintheblanksinPartA.3.AskstudentstoreadthedialogueinPartA2inpairsandfindoutAmy’sandShirley’sfavouritecolors.4.Encouragethestudentstoasksomequestionsaboutthedialogue.5.Usethedialogueasamodelandencouragestudentstotalkwithpartners.【設計意圖】鼓勵學生就已知的信息進行交流，并通過學生提問的方式對speakup部分的內容進行講解，使學生能夠通過本環節的學習及小組合作編出自己的對話。此外，speakup部分涉及賓語從句的語序問題，由學生提問教師在此處進行初步的講解也能為本單元的語法學習作鋪墊。Step4.ConclusionStudentstellthecoloursofrainbowstogether.Focusonthefollowingexpressionsandaskstudentstotellthemeaning.ThereissomethingwrongwithSthlookgoodon.../sblookgoodinsthI’mnotsureif...Doyouknowhowmanycoloursthereare...?Preview:Doyouthinkcoloursareimportantinourlife?Doyouthinkcolourscaninfluenceourmoods?Nextlesson,we’lllearnaboutwhatcharacteristicstheyrepresentandtheirinfluenceonmoods.【設計意圖】通過總結幫助學生回顧本課所學并通過問題提問引出閱讀課的話題，激發學生對閱讀內容的好奇和興趣，同時也為課后閱讀的內容作一定的引導。Step5.Homework1.《初中英語讀本》Chapter3導讀+誦讀Chooseyourcolour2.RecitethedialogueinPartA2.3.FinishtheexerciseinExerciseBook.4.Previewthereadingpartofthisunit.TeachingReflection9AUnit2ReadingI&StudyskillsTeachinganalysisAnalysisofteachingmaterialThereadingpartofthisunitisabouthowcolorsinfluencepeople.Studentscanalsolearnaboutthedifferentkindsofcolorsafterreadingthearticle.Thecontentcanarousethestudents’interest.Thisarticlealsohasaclearstructure.Whileteaching,theteachercanfocusonthestructureandcultivatethestudents’structureconsciousness.Besides,thereadingpartlaysafoundationfortheoutputinTask.AnalysisofstudentsAfterreadingthearticleChooseyourcolor,studentshaveknownthatcolorscanchangepeople’smoods.Sostudentshavegotsomebackgroundknowledge.Studentsalwaysneglectsomedetailedinformationinthearticle,sotheteachercanteachthestudentstousethescanningskillwhilereading.Teachingobjectives●Studentscanknowwhatdifferentcoloursrepresentandhowtheyinfluenceus.●Studentscanmasterthefollowingwordsandexpressions:influence,whether,peace,sadness,create,feeling,as,require,heat,difficulty,decisionandetc.●Studentscanusethescanningskilltofindoutsomespecificinformationinthearticle.●Studentscanusecolorstochangetheirmoodsandimprovetheirlives.ImportantpointsStudentscanunderstandthemainideaofthearticle:thedifferentkindsofcoloursandtherelationshipbetweencoloursandmoods.DifficultpointsStudentscanusethescanningskilltofindoutsomespecificinformationinthearticle.TeachingmethodsTaskbasedlanguageteachingLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.Prereading1.Showsomepicturesofroomsdecoratedwithdifferentcoloursandaskstudents:Howdoyoufeelwhenyouseethesecolours?Doyouthinkcolourscaninfluenceourmoods?2.Encouragethestudentstopredictthecontentaccordingtothetitle.【設計意圖】通過呈現圖片導入到本課的主題顏色，并將本課的顏色主題與學生的生活相聯系，激發學生對本課內容的興趣。鼓勵學生通過標題預測課文的內容能充分激發學生的閱讀熱情，為接下來的文本閱讀做準備。Step2.Whilereading1.Askstudentstoskimthearticleandanswer(Explaintheword“skim”whilegivingorder):1)Whatisthisarticleabout?2)Howmanydifferentkindsofcoloursaretalkedaboutinthisarticle?Whatarethey?2.Askstudentstoscanthearticleandfindoutthefollowinginformation(Explaintheword“scan”whilegivingorder):1)Whatdoespeoplemeanwhentheysay“I’mfeelingblue”?2)Whydopeopleincoldareaspreferwarmcolours?3)Whatdoes“greenwithenvy”mean?3.Askstudentstoreadthearticleandfindoutwhateachcolorrepresentandhowcolorsinfluenceus.4.AskstudentstofinishExerciseB25.Askstudentstoreadthearticleagainanddrawastructureofthearticle(Pairwork)IntroductionIntroductionCalmcolourswarmcoloursStrongcoloursEnergeticcolorsBlueandwhiteOrangeandyellowGreenred【設計意圖】首先通過skimming引導學生關注文章的大意和框架結構，通過scanning使學生對文章的一些細節內容有了初步的了解；之后，通過carefulreading和exerciseB2使學生對文章的內容有進一步的了解。Step3.Postreading1.Encouragethestudentstoretellthearticleaccordingtothestructure2.AskstudentstohelpMilliechoosepropercolorsforherfriendsandfinishPartB33.AskstudentstowriteabouttheirfavouritecolorinPartB4【設計意圖】通過retell的環節，讓學生對文本的內容有整體和細節上的把握，同時通過B3和B4的練習，讓學生結合實際生活，學以致用。Step4.HomeworkReadthearticlealoudafterclassandrecitethenewwords2.FinishexerciseonP31(usescanningskillwhilereadingthearticle)3.《初中英語讀本》Chapter閱讀1TeachingReflection

9AUnit2ReadingIITeachinganalysisAnalysisofteachingmaterialThisreadingmaterialcanbeagoodwritingexample,sotheteachercanencouragethestudentstoimitatethestructureorusesomephrasesorsentencesintheirwriting.Somesentencesinthereadingmaterialaredifficulttounderstand,sotheteachershouldhelpstudentstoparaphrasethelongsentences.Besides,thisarticleiswrittentohelpstudentstolearnaboutthefunctionsandcharacteristicsofcolorssothatthestudentscanusethecolortomakesomechangesintheirdailylife.AnalysisofstudentsStudentshavegotthemainideaandsomedetailedinformationaboutthisarticle,buttheymayfinditdifficulttounderstandsomelongsentences.Besides,studentsalwaystrytheirbesttorememberthesentencesandphrasesinthereadingmaterial,buttheydon’tknowhowtousewhattheyhavelearnt.Itisnecessaryfortheteachertocreatesomesituationsandencouragestudentstousethemintheirwriting.Teachingobjectives●Studentscanusethefollowingexpressionscorrectly:remindsbofsth,makesbdo,bringpeaceto,havedifficultydoingsth,makeadecision,hopeforsuccessandetc.●Studentscangetmoreknowledgeaboutcolours.●Studentscanusecolourstomakesomechangesintheirdailylives.Important/DifficultpointsStudentscanusethefollowingexpressionscorrectly:remindsbofsth,makesbdo,bringpeaceto,havedifficultydoingsth,makeadecision,hopeforsuccessandetc.TeachingmethodsTaskbasedlanguageteachingLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.RevisionAskstudentssomequestions:WhatkindsofcoloursdidwelearnintheReadingpart?Whatdoeseachcolourrepresent?Howmanypartsdoyouthinkwecandividethisarticleinto?(Two,thefirstparagraphisthefirstpart,andtherestparagraphsisthesecondpart)【設計意圖】三個問題分別針對文章的內容和結構，既是對reading課文的復習，也為本節課中針對文章內容展開的進一步討論和思考打下伏筆。Step2.FurtherreadingDealwithpart1Askstudentstoreadthefirstparagraphandthink:Howdidthewriterintroducethearticle?Encouragestudentstoimitate:writeagoodintroductionforthearticle“livingonMars”.(Possibleanswer:SomepeoplebelievewecanliveonMars.Youmaywonderwhetheritistrue.ThisarticlewilltellyouwhatlifewouldbelikeonMarsandhowpeoplewillliveonMars.)【設計意圖】通過讓學生反復閱讀文章的開頭思考如何在寫作時引入文章，并進行仿寫的練習，不僅能夠幫助學生對文章的內容有更深的了解，也能幫助學生掌握一些寫作技巧，適時地在寫作中進行運用。Dealwithpart2Askstudentstoreadtherestpartsofthearticleanddiscussthefollowingquestionswiththeirclassmates:Bluecanmakeusfeel______,_______,_____.Manywomenliketowear________ontheirweddingday,butChinesepeopleliketowear__________.Why?WhydoEmperorsinancientChinaliketowearyellow?Howdoyoufeelwhenyouseethepicture?(showtheTVadsofminutemaid)Greenisthecolourof______,_____,______and_______.FastfoodrestaurantslikeKFCarealwayspaintedred,doyouknowthereason?Whatdoes“this”refertointhelastparagraph?【設計意圖】第一個和第二個問題針對calmcolors,要求學生對文章的這一部分內容進行概括，并引導學生關注和思考中西方文化的不同；第三個和第四個問題針對warmcolors，要求學生將一些所見所聞與閱讀內容相結合；第五個問題針對energeticcolors，要求學生對本部分內容進行概括，第七個和第八個問題針對strongcolors,要求學生在閱讀時關注指示詞并結合文章內容對日常生活中的一些現象進行思考。Step3.UsefulexpressionsAskstudentstolistsomeusefulexpressionstheyhavelearntinthisarticle,thensomestudentsortheteachermakesomeexplanationandaddsomeimportantpointsifnecessary.bringpeaceto.../bringpeaceto.../remindsbofsth/hopeforsuccess/makesbdosthYoumaywonderwhetheritistrue.Thisarticleexplainswhatcolourscandoandwhatcharacteristicstheyrepresent.（賓語從句）Peopleincoldareaspreferwarmcolourstocreateawarmandfortablefeeling.Wearingredcanalsomakeiteasiertotakeaction,ifyouhavedifficultiesinmakingadecision.2.Askstudentstomakesentenceswithsomeusefulexpressions.【設計意圖】通過結合自主學習，互助學習和教師教授三種方法幫助學生鞏固本節課所學的短語和句型，造句的形式則能使學生更好地掌握并運用所學的知識。Step4.Extension1.Askstudentsaquestion:OrangeisthenationalcolourofNetherlands.Doyouknowwhy?2.Listsomeproverbsoridiomsaboutcoloursandencouragestudentstoguessthemeaning:greenfingers園藝能手greenhand新手blacksheep敗家子blackhorse黑馬awhitelie善意的謊言blueday憂郁的日子Whitewar沒有硝煙的戰爭whiteelephant昂貴卻沒有用處的物體3.AskstudentstoreadtwoarticlesontheInternetandsharewhattheyknowwithothers【設計意圖】對顏色話題的擴展能夠使學生對顏色主題更加感興趣，課外知識的拓展也為課后的閱讀作了鋪墊。Step5.Homework1.《初中英語讀本》Chapter3閱讀22.Recitetheusefulexpressions.TeachingReflection

9AUnit2GrammarTeachinganalysisAnalysisofteachingmaterialThegrammarpartinthisunitmainlyfocusontheobjectiveclausesintroducedbythatandif/whether.Studentshavelearntsomesentenceswithobjectiveclausesintheweleandreadingpart.Sotheteachercanusethesesentencesasexampleswhileteaching.Thetopicofthisgrammarpartisstillaboutcolors.Thestudentsareexpectedtouse“that”totalkaboutwhattheyknowaboutcolorsanduseif/whethertotalkaboutwhattheydoubt.AnalysisofstudentsStudentshavelearnedaboutthedefinitionofobjectiveslastterm,butthestillcan’tidentifywhatisobjective.Sotheteachershouldexplainwhatisobjectiveandobjectiveclausesfirst.Besides,studentsmayconfoundtheword“if”inobjectiveclauseswiththeword“if”inadverbialclausesofcondition.Theteachercanlistsomesentencesindifferentcontextstohelpstudentsdifferentiatethesetwowords.Teachingobjectives●Studentscanlearnabouttheobjectclauses.●Studentscanmasterthefollowingwordsandexpressions:relationship,certainly,everyday,ancient,dependon,celebrations.●Studentscanuseobjectclausesintroducedbythatandif/whethertotalkaboutwhattheyhavelearntandwhattheydoubt.●Studentsbeemoreinterestedinthistopicandwanttoexploremoreknowledgeaboutcolors.Important/Difficultpoints●Studentscanusetheobjectclausescorrectly●Studentscanmastertheusageoftheconjunctions:if/whether,thatTeachingmethodsTaskbasedlanguageteaching,thedeductivemethodLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.WarmingupandleadinEncouragestudentstowritedownwhattheythinkaboutcolors,thensharewiththeirpartnersusing:Iknow(that)...,Ithink(that),Idon’tbelieve(that)...,I’msure(that)【設計意圖】回顧Reading部分所學的關于顏色主題的知識，同時導入到本單元的語法內容：賓語從句。Step2.Presentationofobjectclausesintroducedbythat1.Presentthefollowingsentences:1)Somepeoplebelievethatcolorscaninfluenceourmoods.2)Shehopesthatyellowcanbringhersuccess.3)Sheissurethatyellowcanbringhergoodluck.4)“I’mfeelingblue”means“I’mfeelingsad”.2.Readthesesentencesandfindoutthesimilarities.Explainthegrammaronpage26.賓語的概念：動賓、介賓、形賓賓語從句的概念：充當賓語成分的從句為賓語從句that引導賓語從句時在句中不充當任何成分，無意義，可省略。Writedownthegrammarpointsandaskquestionswhentheycan’tunderstandthegrammarpoints.PracticeFinishtheexercisesonpage26.Checkthestudents’answersandexplainthegrammar.(Paraphrasethissentence：Anywayweshouldchoosethecolourwhichmakesusfeelfortable.定語從句)3)Makesomesentenceswithobjectclausesintroducedbythat.(Theteacherplayavideo.俞敏洪演講：)【設計意圖】通過呈現一些學生熟悉的句子，讓學生初步了解賓語從句的形式，并通過讓學生找出這些句子的相似點來概括出賓語從句的定義及特征。此外，在講解賓語從句的概念之后有必要讓學生寫下語法知識，及時答疑解惑，確保學生能夠很好地掌握和進行課后復習。講解結束后，通過結合書本練習和視頻，鞏固所學的關于that引導的賓語從句的相關知識，讓學生學會在語言表達中使用賓語從句。Step3.Presentationofobjectclausesintroducedbyif/whetherPresentthefollowingsentencesandfindoutthemonpoints.TheOlympicGamesising,IwonderwhetherMaLongwillthegetthegoldmedal.IwanttoknowwhetherLinDancandefeatLiChongweiagain.I’mnotsureifSunYangwillwonthe200meterfreestyleswimmingmatch.I’mnotsureiftheChinesebasketballcanperformwellinthisOlymics.(教師以問題引導學生找出答案：劃線部分都是什么從句？為什么都用whether/if?從句部分都使用什么樣的語序？）Presentgrammarpointsonpage27Whether/if引導賓語從句時常與wonder,sure,ask,findout連用，表示“是否”。Whether/if引導的賓語從句由一般疑問句轉換而來，要改成陳述句語氣。Whether/if的區別：介詞后，不定式之前，與ornot連用只能用whether。Writedownthegrammarpointsandaskquestionswhentheycan’tunderstandthegrammarpoints.Practice1）FinishB1（一般疑問句出現助動詞\be動詞\情態動詞的改法講解）2）Makesomesentencesusingobjectclausesintroducedbywhether/if.Danielhassomequestionsaboutcolorstoaskhisdad,buthisdadhasnotehomeyet.Helphimwriteanoteforhisdad.【設計意圖】通過呈現句型和問提引導的方式，讓學生自己去探索語法規則，教師則幫助學生及時的答疑解惑。講解結束后，結合書本練習和情境小寫作兩種方式幫助學生鞏固所學，運用所學。Step4.SummaryAnobjectclausefunctionsastheobjectasentence.Itcanbeputafterverbssuchasknow,think,believe,hopeandmean.Anobjectclausecanalsofollowadjectivessuchascertain,sureandglad.IninformalEnglishweoftendropthat.Weuseiforwhethertointroduceanobjectclausewhenitexpressesayes/noquestion.Suchanobjectclauseoftenfollowsverbssuchasask,see,wonderandfindout.Thewordorderintheclauseshouldbethesameasthatinastatement.【設計意圖】書本上英文表述的語法知識不僅能幫助學生建立關于本節課語法知識的框架，也能使學生更加熟悉相關的語法知識的英文表述方式，為學生的高中英語學習奠定基礎。Step5.MoreexercisesFinishPartB2andhaveacheck.(Payattentiontothephrase:beusedforcelebrations)FinishPartB3andhaveacheck.(Payattentiontothephrase:inancientChina/Europe)Focusonthesesentences:IwanttoknowwhetheryellowwasthecolourofrulersinancientChina.Idon’tknowwhethertherulersinancientEuropeliketowearpurple.Didyouknowthatbluerepresentssadness?(賓語從句的時態：主句為一般現在時，從句則根據具體情況確定時態。主句為一般過去時，從句通常也是過去時態,表示客觀不可改變的事實除外。)Exercisesinclass.Hetoldmethatwinter_______(be)muchcolderthanautumn.Hetoldmehe__________(e)tomybirthdaypartythisweekend.Iknowthathe_________(be)totheGreatWalltwice.Iknowhe_______(do)hishomeworkwhenhisfathercamebackfromwork.IhearTom_________(cook)usdinnertomorrow.【設計意圖】鞏固本節課所學，同時補充賓語從句的時態用法知識，循序漸進，讓學生更好地掌握賓語從句的知識，也為下個單元的語法學習打下很好的基礎。Step6.Homework1.Recitethegrammarpointsandnewwordandexpressions.2.FinishexerciseinExerciseBookTeachingReflection

9AUnit2IntegratedskillsTeachinganalysisAnalysisofteachingmaterialTheintegratedskillspartcanbedividedintotwoparts:thelisteningpartandthespeakingpart.Thislisteningpartisaboutcolortherapy.Studentsareexpectedtocollectsomeinformationfromtheadvertisementandtheinterview.Thetopiccaneasilyattractthestudents’attentionsinceitisrelatedtotheirdailylifeandtheycanalsogetsomeadvice.Inthespeakingpart,AndytalkstoMillieaboutwhattowearforaparty.TheteachercanalsoencouragestudentstogivesomesuggestionstoAndy.AnalysisofstudentsStudentshavelearntsomethingaboutcolortherapyontheInternet,sotheyhavegotsomebackgroundknowledge.However,studentsstillfinditdifficulttogetalltheinformationafterlistening,sosomeskillsshouldbetaughttohelpstudentsdobetterinlisteningpart.Teachingobjectives●Studentscanmastersomeimportantwordsandexpressions:discover,promise,suggest,work,wouldrather,prefer.●Studentscantalkabouttheirpreferenceusingwouldratherandprefer●Studentscanusethepredictingskilltohelpthemcollectinformationinthelisteningpart.●Studentscanusecolorstoimprovetheirlives.Importantpoints●Studentscanmasterthefollowingwordsandexpressions:discover,promise,suggest,work,wouldrather,prefer.Difficultpoints●StudentscangetsomeinformationfromtheadvertisementandTVprogrammeTeachingmethodsTaskbasedlanguageteaching,audiolingualapproachLearningstrategiesautonomiclearningstrategy,cooperativelearningstrategyTeachingaidsmultimediaTeachingprocedureStep1.LeadinShowsomeadvertisementsaboutTVprogrammesandthenthestudentsdiscuss:Whatanadvertisementshouldinclude?Howcananadvertisementattractpeople’sattention?【設計意圖】廣告充斥著我們的日常生活，但是對于廣告的內容和吸引觀眾眼球的方式，學生確不一定了解。所以通過看幾個廣告不僅能引起學生對本節課內容的興趣，也能幫助學生進一步地了解廣告。Step2.Listening1.PresentanadvertisementinpartAandthenaskstudentstotalkaboutwhattheycangetfromtheadvertisement.(Possibleanswer:thetimeoftheTVshow,Whereyoucangetcolourtherapy,thetelephonenumberandtheprice,thefunctionofthecolortherapy)AskstudentstoreadPartA2andcheckhowmuchinformationtheyhavegotandpredicttheanswerstheyhaven’tknownyet.PlaytherecordandaskstudentstofinishPartA2AskstudentstolistentoSuzy’squestionsandhelpMilliecirclethecorrectanswers.(Theteachershouldhelpthestudentsunderstandthelisteningmaterial,notjustfocusonthemissinginformation.)【設計意圖】在聽力進行前，首先讓學生仔細閱讀已提供的材料，并根據材料進行大膽的猜測，能幫助學生在聽力過程中找準所需信息，從而降低聽力的難度；在聽力完成后，引導學生去關注完整的聽力材料，而不是零碎的信息，增加學生對材料的理解。Step3.Speakup1.Theteacherssays:I’llgotomyfriend’sparty,whatshouldIwear?Canyougivemesomesuggestions?2.AskstudentstolistentoAndyandMillie’sdialogueandfindout:WhatwillAndywearonherfriend’sbirthdayparty?3.AskstudentstoreadandactoutthedialoguebetweenAndyandMillie4.AskstudentstomakeupnewdialoguebyusingMillieandAndy’sdialogueasamodel.【設計意圖】在進行speakup對話之前先通過情境引導學生使用一些提供建議的句型，幫助學生能在在本環節中的最后成功地改編對話。Step4.ExtensionReadandfillintheblanksColortherapycanbeusedonthebodyinanumberofwaystohelpyoutocalmdownandrelax.Itcanevenhelptreatsomei________.ItfirstappearedinIndiathousandsofyearsago.Thistypeoftherapyusedthesevencolorsoftherainbowtokeepabalanceinthem______andbody.Colortherapycanbep______inthefollowingways:Colorgazing:Lookingatabluelightcanmakethebloodpressure(血壓)ed_______,whileredlightmakesitgoup.Peoplefeelgoodinthemselvesbyw_______theirfavoritecolors.Thesecolorshaveagoodeffectontheirm_______.Theuseofpleasantcolorsindailylifealsohasagoodeffect.Colorimagination(想象)canbringasenseofh_____.Imagineyourselfinthecolorthatyouwishandletitcreateanicefeelinginyourbody.Colorbreathing(呼吸)exercisescanbedonewhenyouarel______orsittingdown.Lookatthecolorsandchooseone.Itwillreallyhelpyoutor_______.Therearenoknownbade______fromnormaluseofcolortherapy.(illness,mind,practised,down,wearing,moods,happiness,lying,relax,effects)2.Askstudentstothinkabouttheirproblems.Encouragethemtousecolortherapytohelpthem.Writeashortpassageaboutyourproblemsandthewaysyouattempttousetosolvethem.【設計意圖】通過閱讀補充關于顏色療法的相關知識，使學生增加對顏色療法的了解。在本節課的最后要求學生結合自己的情況并運用顏色療法來解決問題。Step5.Homework1.《初中英語讀本》閱讀32.Recitethewordsandexpressions.TeachingReflection

9AUnit2Task&SelfassessmentTeachinganalysisAnalysisofteachingmaterialThistaskpartincludesthreepicturesandstudentsareexpectedtodescribethesepicturesfromtheaspectofcolors.ThoughanexamplehasbeengiveninPartA,itdoesn’tmeanstudentscanfinishthereporteasilyaccordingtotwopicturesinPartB.Sotheteachershouldencouragethestudentstocooperatewithothersandgetsomeideasfortheirwriting.AnalysisofstudentsStudentshavelearntalotaboutcolorsfromthepreviouspartsofthisunit.Theycanusewhattheylearntaboutcolorstomakesomementsontheadvertisementsfromtheaspectofcolors.Butstudentsmaydon’tknowhowtowriteareportaboutit.Sotheteachershouldgivesomesuggestionsonthestructureoftheirwriting.Teachingobjectives●Studentscanmastersomeimportantwordsandexpressions:trust,match,warmth,balance,thepowe