快乐英语第八册Uint 2 Lesson 8 第一课时(刘文静)

Unit 2 My favourite school subjectLesson 8 E-mail helps本课是第二单元第二课时, 话题是谈论学科,本课语法重点是对现在完成时的巩固及其意义的强化。

可以让学生通过小组合作的方式, 将动词原形所对应的过去分词按照变化形式是否规则进行归类, 结合课文中的句子,讲解现在完成时的含义。

可让学生用一段话描述自己最喜欢的科目, 介绍自己的班级生活等。

【知识与能力目标】记忆单词except, tonight 短语make sb.do sth., see sb.do sth., the best way to do, help …with 。

【过程与方法目标】Reading and speaking【情感态度价值观目标】同学们在学习中要互相帮助, 不要偏科。

【教学重点】1. 现在完成时的含义。

2. 使役动词make和感官动词see的用法。

【教学难点】进一步学习和理解现在完成时态的含义及形式。

图片，PPTStep Ⅰ. Lead inLeading in 【情景1】T: Last class, we talked about our favourite …Ss: Subjects.T: Do you still remember Jenny and Brian’s favourite subjects?Ss: Art and music.T: Yes, what about Danny and Li Ming? Today we’ll learn two e-mails. We can find the answers in the e-mails. Let’s listen first![设计意图]复习上节课的内容,由上节课詹妮和布莱恩喜欢的课程,用问题引入丹尼和李明最喜欢的课程。

Leading in 【情景2】Lead in by discussing the following questions:Do you like to write e-mails or letters in English? Do your classmates help each other in class? How?In a small group, talk about your favourite subjects. Share your ideas with another group.[设计意图]学生谈论的是熟悉的话题,不但复习了上节课的内容, 而且可以引入本课中的人物,转入谈论李明和丹尼喜欢的科目。

八年级英语下册Unit 8知识讲解Unit8hdn’tugetherasarf?【单元目标】Ⅰ．单词与短语suggestin hse enter advantage reeivebesides ent enurage present trendspeial albu persnal instead useperfet pan asleep prgress benhSeden native nearlfallasleep 入睡giveaa 赠送ratherthan 胜于hearf 听说suggest v提议；建议taeaninterestin 对……感兴趣aefriendsith 与……交友Ⅱ．目标句型：1hatshuldIgetfrsb…? 2Habutsth/dingsth?3Hduliesth?4hatabutsth/dingsth?hdn’tubu/get…? 6hntbu/get…?7The’retexpensive/heap/persnal…8Great!/Gdidea!/…I’llget/bu…9bestgiftis…10It’sgdfrsbt…11Itanaesb…Ⅲ．重点句型1hdn’tsbdsth? 2Habut结构3t…t结构【重点词汇】1iprve作不及物动词，表示“改进，改善”例如：Hisrisiprvingsll 他的工作提高得很慢。

Hishealthisiprving 他的健康正在好转。

也可作及物动词，表示“使某物改进，改善”。

例如：HestudieshardertiprvehisEnglish 他更加努力提高英语水平了。

ThisisntgdenughIanttiprveit 这还不够好，我要加以改进。

2reeber v记住，记起Ian’treeberurnae 我记不起你的名字。

AsfarasIanreeber，thisisthethirdtiee’veet我记得这是我们第三次会面了。

m8u2牛津Module 8Unit 2 The universal languagePeriod 1 Welcome to the unitTeaching aims:After this lesson, students will be able to tell different types of music and musical instruments and they will also be able to talk about their favorite kind of music and famous musicians.Teaching Aids:Multi-media,PPT, blackboardTeaching procedures:Step 1 Brainstorming1. Show students a picture of people from different countries and ask them how theycan communicate with each other.How do people from different countries communicate with each other? (They can speak English since it is a language used widely in the world. They can drawpictures to get their ideas across. They can also use body language to show their feelings.)2. Get students to focus on t he topic of the unit “The Universal language”.If a language can be understood by all the people in the world, it is a universal language. So is English a universal language? (No, not everyone in the world can speak and understand English.)What about pictures? Are they universal? (Yes. A picture can be appreciated by people all over the world.)Is body language also universal? (Yes, body language is more or less the same throughout the world. It is a very effective way for people speaking differentlanguages to communicate with each other.)3. Draw students’ attention to the unit topic—music.There is also another kind of language which is universal. That is music. Why do we say so? (Because people all over the world can understand music)Prepare the students with vocabulary related to music. Have them brainstorm any word related to the kind of music, people related to music and musical instruments. Kinds of music: classical music, pop music, folk music, swing music, blues, jazz, rock and roll, rap, opera …People related to music: musician, singer, composer, pianist, violinist …Musical instruments: guitar, piano, violin, drum …Step 2 Free discussionHave the students talk about the following topics.1. Do you like to listen to music? What is your favorite kind of music? And why?(I like classical music very much. It uses orchestras and many instruments cooperating tocreate music together. You can hear things played on instruments from all of the different families. Also, classical music tends to be slower, so it makes me feel calm when I listen to it.)2. Do you know of any famous musicians?What do you know about them?(The musician I like very much is Jay Chou. He sings about broken heart, urban stress and young dreams. He expresses his experiences, feelings and personality into his music, which attracts young people who have similar thoughts.)3. Have you ever watched an opera? What do you know about Chinese and Western opera? (Yes. I watched Chinese operas with my grandfather when I was young. A Chinese opera performance includes elements like dance, dialogue, swordplay and acrobatics. The music instruments used for Chinese opera include gongs, cymbals, drums and stringed instruments. A character’s age, gender and personality are shown through the makeup, movements, props and color costumes. In comparison, Western opera puts greater emphasis on music and design, conveying a story through singing and dancing.)Step 3 Sharing information1. Picture of Mei LanfangDo you know who this person is? (The great Chinese Opera master Mei Lanfang.) He once gave several successful performances in the United States. How could they be so successful? (A character’s age, gender and personality are shown through the makeup, movements, props and color costumes. They are universal. People all over the world can understand them.)2. Picture of Louis ArmstrongDo you know who he is? (Louis Armstrong. He is one of the most famous jazz musicians in the United States.)What do you know about jazz?For example, when and where did it start? (It first started in the late 19th century in the United States.)3. Picture of PaganiniDo you know who he is? (Paganini, the famous violinist.)What kind of musical instrument violin is? (The violin belongs to the string family. It is made of wood and uses steel strings. A violinist uses a bow pulled across the strings to create beautiful music.)4. Picture of BeethovenWho do you think the man in the picture is? What do you know about him? (He is Beethoven, a famous pianist and composer from Germany.)What do you know about the piano? (The piano belongs to the percussion family of instrument. It consists of a keyboard attached to a wooden box, inside of which are metal strings. A piano is played by pressing the keys.)Step 4 Homework1. Write a short passage about your favourite musician.2. Preview the reading.Feedback:Period 2 Reading (1)Teaching aims:After this lesson, students will be able to read a review of an opera.Teaching Aids:Multi-media, PPT, blackboardTeaching procedures:Step 1 Lead-in1. Show the students a picture of Zhang Yimou. And ask them the following questions. Who is the person in the picture? What does he do?(Zhang Yimou. He is a famous director in China and also in the world.)What has he directed? (Bid for the 29th Olympic Games in Beijing, the opening ceremony and the closing ceremony of the 29th Olympic Games, for which he won the title of “The figures that move China in 2008”.)Can you name some of his movies? (Raise the red lantern; Curse of the golden flower…)Who played in his movie Curse of the golden flower? (Gong Li, Jay Chou, Chou Runfa starred in the movie. Or we can also say that Zhang Yimou cast them in the movie. )2. Introduce the style of writing to the student.If you want to watch one of Zhang’s movies and you don’t know if it is a good oneor not, where can you find the information you want? (Ask your friends for opinions or you can also read a film review.)What is a review? (A review is a report in a newspaper or magazine in which sb. gives their opinion of a book, play, film, etc.)So what do you expect to read in an opera review? (Some background information, the plot of an opera, who stars in the opera and what people think of the opera …) Step 2 SkimmingRead the opera as quickly as possible and find out what it is about. What aspects of information can you find in the review? Were your guesses right?(It is an opera review about Turandot staged in the Forbidden City. We can find some background information, the plot of an opera, who stars in the opera and what people think of the opera in the reading.)Step 3 Detailed ReadingTask1: Divide the passage into 4 parts and find out the main idea of each part.Part 1 (Para 1): Background informationPart 2 (Para 2-7): The plotPart 3 (Para 8): Other information about the operaPart 4 (Para 9): EvaluationTask 2Read the passage again to find out some detailed information.Writer: Giacomo PucciniMain characters: Turandot— a Chinese princess; Calaf— prince; Liu—Calaf’sfat her’s young slaveSetting:the Forbidden CityPlot: The story takes on the classic love triangle of the three main characters Turandot, Calaf and Liu. Liu loves Calaf, but Calaf has fallen in love with Turandot. Because Turandot does not want to get married, she declares that anyone who wants to marry her must answer her three questions. If the one cannot answer these questions, he will be killed.Director:Zhang YimouConductor:Zubin MehtaActors and actresses:Sharon Sweet; Barbara Hendricks; Kristjan JohannssonTask3 Read Paragraphs 4-6 and put the events of the story in the correct order.( 5 ) Prince Calaf manages to answer the riddles.( 3 ) However, Liu, the slave girl, expresses her love for Calaf.( 7 ) Princess Turandot has Liu beaten, and Liu kills herself.( 2 ) Prince Calaf sees the princess and falls in love with her.( 1 ) A prince is killed as he cannot answer the princess’s riddles.( 8 ) The prince wins the princess’s heart with a kiss.( 4 ) Calaf says he will solve the riddles and marry Turandot.( 6 ) Princess Turandot is so upset that Prince Calaf says she does not have to marry him if she can guess his name.Task4 Find out the words that reflect the writer’s opinion about the opera. splendid; greatest; beautifully-sung; excellent; wonderful; amazingStep 4 HomeworkWork in pairs.Suppose one of you have watched Turandot. Your partner is asking you about the basic information about the opera. Make up a dialogue between the two. Feedback:Period 3 Reading(2)Teaching aims:After this lesson, students will be able to know meaning of some of the words and phrases and how to use them.Teaching Aids:Multi-media,PPT, blackboardTeaching procedures:Step 1 RevisionAsk students questions about the opera Turandot, mainly focusing on the main aspects of the play.1. Where does the story happen?2. Who are the main characters?3. What is Calaf like?4. What is Turandot like?5. How does Turandot’s father find the deaths of many men?6. What happens when Calaf rec ites the answers to Turandot’s questions correctly? Step 2 Language learning1. Some of the world’s opera singers were cast in this production, and many greatChinese musicians also participated.Cast—to choose which people will act particular parts in a play, film etc.Peter was expected to be cast alongside Douglas in the new film.2. He liked East Asia very much and also wrote Madam Butterfly, which is set in Japan.be set in—if a film, play, story etc. is set in a particular place or period, the action takes place thereThe novel is set in France.3. Those who cannot answer all three riddles, however, will be condemned to death. be condemned to death—to give someone a severe punishment after deciding they are guilty of a crimeHe was found guilty and condemned to death.4. This means that few men would dare to ask for her hand in marriage.ask for one’s hand in marriage—ask sb. to get marriedAfter they fell in love with each other for nine years, John asked for Mary’s hand in marriage.5. However, although he would like to, he cannot break his promise and must allow Turandot to do as she wishes.break one’s promise—not keep one’s promiseThe government failed to keep its promise of lower taxes.= The government broke its promise.Have you ever broken your promise? When was that?6-7. Shortly afterwards, another prince, Calaf, falls in love with Turandot at first sight and decides to solve the riddles so that he can marry her.The report claims that when women fall in love, they tend to eat more.They meet and fall in love with each other during the Second World War.At first sight these deals might not appear to have much to do with each other.8.The story then takes on a classic love triangle between Calaf, Turandot and Liu.take on—to begin to have a particular quality, appearance, etc.After years of reform and opening-up policy, our country __________________ When the Prime Minister began to talk about the economic situations in the country, his voice ____________________.9. so Turandot seiz es Calaf’s father and Li u, and demands that they tell her Calaf’s name or they will be beaten.demand to know/see/have etc. somethingI demand to know what’s going on.demand thatThey demanded that the military government free all political prisoners.demand something of somebodyIt seemed that no matter what she did, more was demanded of her.“Where are you going?” she demanded angrily.10. Liu claims that she alone knows the name, but resists telling her because she loves him.resist—to stop yourself from having something that you like very muchcannot resist (doing) somethingI just can’t resist chocolate.She can never resist buying new shoes.It is hard/difficult/impossible to resist somethingIt’s hard to resist an invitation like that.resist the temptation/urge to do somethingShe resisted the temptation to laugh.11. Calaf scolds Turandot for not being more merciful.scold sb. for doing sth.Don’t scold her for being silly.12. … it has been transformed into the spot for a beautiful and sad love story. transform—to completely change the appearance or character of sth, esp. so that it is better.The company has been transformed from a family business to a multi-million-pound one.Is there an event that has transformed your life?Pieces of Titanic were transformed into luxury watches.Step 3 PracticeWrite a short story within 80 words, using five of the new words and expressions. Step 4 Homework1. Review what has been learned in today’s class.2. Finish the exercises on Page107.Feedback:Period 4 Grammar and usageTeaching aims:After learning this part, the students will be able to know when to use ellipsis and how to use it correctly.Teaching Aids:Multi-media,PPT, blackboardTeaching procedures:Step 1 The introduction of ellipsisShow a sentence from the passage and introduce the concept of ellipsis to the students. Give some examples and ask students if there are some words that are left out in the sentences.(You) Come here, please.(You) Tell me who the director is, please.(You) Write a review of the opera.We often use ellipsis in imperative sentences.Step 2 Finding out the different situations in which ellipsis is usedHave students read each of the sentences and talk about in what situations words can be left out.—Have you seen this opera?—Yes, I have (seen it).— Will the performance be put off till next week?— I hope (it will) not (be put off till next week). We also use ellipsis in short responses.—When will they arrive?—In about two hours.—Could you water the plants for me?—What about (watering them) after I finish my homework?The emperor finds the deaths of so many men disturbing, and although he would like to, he cannot break his promise.Puccini wrote Turandot and (he also wrote) Madam Butterfly.We can use ellipsis in two clauses with the same pattern and the same verb.The actor was born in 1961, and his wife in 1964.Step3 The introduction of the use of ellipsis in other different stylesIn some special styles of ellipsis, words are left out to save space and time. These include signs and labels, newspaper headlines, instructions, postcards and diaries, notes, etc.Signs:No smoking is allowed here.This is a one-way street.Instructions:Put this side up, please.Please handle this with care.Headlines:Houses destroyed in weekend stormsMayor says he won’t quit.The mayor says he won’t quit.Notes:These are bright ideas.Postcards:I wish you were here.Step 4 PracticeShow students some complete sentences and have the students rewrite them using ellipsis.Rewrite the following sentences with ellipses.1. What about some more coffee for you?2. Why do you get so upset?3. Why do you not do it at once?4. It’s a pity you didn’t get the chance.5. —Shall I go to play badminton?—If you like, you can go to play badminton.6. —When could I start the work?—You may start the work whenever you like.7. Please pass me one of these oranges, I don’t care which one you pass me.8. Father will come back, but I don’t know when he will come back.9. —What do you think about the opera?—I think it is wonderful.10. —Will we be late?—I’m afraid we will be late.11. Shirley will go if Rose will go.12. You can ask me questions if there are any questions that arise.13. I would have come yesterday if I had wanted to.14. When you are crossing the road, you must be careful.15. Unless I am invited, I won’t go.Step 5 HomeworkFinish C1 and C2 on page 109.Feedback：Period5 TaskTeaching aims:After learning Task, the students will be able to know how to get important facts about people’s lives and how to write a life story about a famous composer. Teaching Aids:Multi-media,PPT, blackboardTeaching procedures:Step 1 Lead-inBefore teaching, teacher will have to ask the students to work in groups and get information about famous classical music composers. Their introductions must include personal information (i.e. birth/death dates, nationality, etc.) and achievements and their family. The students have to be ready for the presentation in class. PPT and other computer facilities are welcome to be used by the students. Step 2 RevisionTeacher asks the students if they know any famous operas and where can be the best the play to enjoy them.Teacher asks questions about Turandot that the students have learned in the Reading part. Questions can be used⏹According to the writer, where did she watch Turandot?⏹Who is the writer?⏹When did she watch it?⏹What is the opera about?⏹Who wrote the opera?⏹Why did he write the opera about an ancient Chinese princess?While the students are giving answers, draw their attention to the way people tell time and place in English.Step 3 Listening skillsTeacher draws a conclusion about the way people list facts about events and asks the students to think about what facts about people are important.Teacher uses Puccini as an example to show the students the way to talk about facts about people.Teacher asks the students to think about what questions can be used when one wants to find more about others and shows Skill Building 2 on page 28 to help the students if they find it difficult.Step 4 ListeningTeacher asks the students to listen to the instructions and fill in the blanks after listening. —Slide 10 Teacher asks what preparation the students need to make for a music festival and asks them to present what they’ve found about world-famous classical music composers group by group. —After the presentation, the teacher shows the images of Mozart, Tchaikovsky and Paul Simon and asks for the differences.Step 5 Fill in blanksTeacher asks the students to estimate what for each of the blanks before listening with the knowledge they’ve got about these three composers.Teacher shows the answers part by part by asking some questions after listening to see if the students totally understand.Teacher asks the students to read the three introductions about the composers on page 27 and use the information to fill in the rest of the blanks.Step 6 ActivityTeacher asks what an exhibition board will be like and stimulates the students to think about what an exhibition board about a famous composer will be like.What will an exhibition board be like?•Name•attractive pictures•his/her life story•Birth or death date•Achievements in the right time orderTeacher uses Mozart as an example to ask the students to talk about him in threeconnections.The life of a famous composer: Wolfgang Amadeus Mozart (1756-1791)Early lifeBorn on 27 Jan. 1756, in Austria, Mozart showed remarkable talent in music. AchievementsHis father was a successful composer and served as his first musical tutor.At the age of five, Mozart started writing classical music.He composed classical music and had his first piece of music published in 1964. He composed his first opera at the age of twelve in 1768.Mozart’s greatest musical success was The Marriage of Figaro.Don Giovanni, another successful opera he wrote in 1787.The Magic Flute, written in 1791, just before he died later the same year.FamilyIn 1782, Mozart married Constanze Weber who was Germany.Step 7 HomeworkWrite the life story of a composer.Feedback:Period 6 ProjectTeaching aims:After learning the article, the students will be able to know some basic ideas about different styles of music and the development of music. They are expected to take this article as an example to do some research on a singer or a band to make a web page by working together.Teaching Aids:Multi-media ,PPT, blackboardTeaching procedures:Step 1 Lead inShow title and lead in: how many types of music do you know in the world?Step 2 Fast readingAsk students to read the article and find answers to the question.Q: How many kinds of music are mentioned in the passage?❖Jazz❖R & B❖Rock & Roll❖Pop musicStep 3 Careful readingFocus on each part and find out descriptions of the representatives.1) Louis Armstrong is the founding father of jazz. His strength lies in that hecould improvise while he was playing it.2) Bill Haley and the Comets, a white band, and became a hit on the pop charts.They then recorded “Rock Around the Clock”, which became the number one hit of 1955. “Rock Around the Clock” caused rock music to be recognized asits own, separate style, and made it popular around the world.3) Big Joe Turner was a black American singer. He released his 1st R & R songcalled Shake, rattle & roll in 1954.❖He didn’t achieve fame mainly due to racial discrimination.4) Ask and answer questions:❖Who discovered Elvis Presley?❖ A music promoter from Memphis, Tennessee.❖Out of what purpose?❖Because of the prejudice and racial discrimination of the time❖How to understand “he turned out to be the answer to Philip’s prayer”?❖He is the best choice for Philip.❖What did Elvis Presley turn out to be?❖The most popular music star in the world.5) the Beatles: true or false?1. The Beatles broke up in 1970, but they are still very popular.2. Beatlemania is actually some kind of mental illness.3. In 1965, the Beatles held a concert in USA that was attended by approximately55,000 people.Step 5 DiscussionHelp students understand the structure of the text.❖How to research and what to research about a singer or a band? Think of some questions:❖When was the band founded and how?❖What musical instrument do they use?❖What songs do they sing? How about their style?❖Where do they perform?Step 6 Work in groups and make a plan❖Planning--Work in small groups and decide which singer or band to focus on.❖Preparing--Find as much information as you can either from a book, a magazine or from the internet.❖Producing --make your webpage❖Presenting--Present your webpage to the class. Paste it on the board.Step 7 Homework1) Review what has been learned in today’s class.2) Finish the exercise on Page 108.Feedback：。

M8 Time offUnit 1We thought somebody was moving aboutTeaching Models:Reading and writingTeaching Methods:Interactive approachTeaching Aims:To understand specific information in the reading materialTo understand the sequence of eventsTo be able to write a passage, using cluesTeaching Key points:Key vocabulary--square, kilometer, human, wake, wake sb. up, somebody, path,pull Key structures-- We thought somebody was moving about.Lingling’suncle said it was an animal...., and found it was just a hungry monkey looking for food.Teaching aids:Powerpoint, multimediaTeaching Procedures:Step 1: Lead-in1.Watch a video about Zhangjiajie, look at a picture of Mount Tianzi, and ask students the questions:Where is the video about?What can you see in the picture of Mount Tianzi?What do you think of Mount Tianzi?2.Work in pairs to briefly the objective clauseSummer holiday is coming, so if you have time off( 休假 )(write the topic of this module on the Bb):(1)Would you like to take a trip?(2)Do you think if you will go to Zhangjiajie? Why?(Yes, I think I will go to...Because I think it's ... )3.Ask students the following question and lead in the topic of this module:What can we do in Zhangjiajie?Step 2: Teach new vocabulary1.Show the pictures about new words then lead students to read them:square, kilometer, human, wake, wake sb. up, somebody, path, pull2. Consolidate the new vocabulary by doing some exercises in Act5Step 3: Reading1.Fast reading: play the recording and try to finish the graph：P4:A plan for Para1:____about____ Zhangjiajie:size,sights..wonderful time in ZhangjiajieP2:A special experience by P3:the visit____to__2.Careful reading:Read Para 1:(1)Fill out the following form:How largeWhere it isWhat to seeWhat ’sfamous for(2)Have Ss to have a overall concept of para 1 with the help of the following graph:Where? How large?ZhangjiajieWhy?Famous for?Read Para 2:(1)Find out the answers to the following questions:Where did they stay last night?What things woke them up?What did Lingling ’suncle say?(2)Have Ss to have a overall concept of para 2 with the help of the following graph:What to hear?Where?experience(camping)What to find? What to do?Read Para 3:(1)Find out the answers to the following questions:Where did they climb this morning?What did they hope to see?Did their hope come true? Why?What did Lingling ’suncle say?(2)Have Ss to have a overall concept of para 3 with the help of the following graph:Which mountain?What to hope?experience(climbing)What to learn? What to see?What to do?3.Post readingReading the passage and number the correct order(Act 4):(a)Betty pulled a leaf off a plant. ( )(b)The noise woke everybody up. ( )(c)They climbed Mount Tianzi. ( )(d)A monkey made some noise. ( )(e)They camped by a small lake. ( )(f)Linging’ s uncle said that people should protect everything in Zhangjiajie. ( )Step 4: Retelling1.Divide Students into three groups to do the retelling2.Each group chooses one among the former graphs to retell what we have learned aboutthe email.3.Present their retellingStep 5: Writing1.Work in pairs(1)Read the information about Mount HuangHow large is it? about 160 square kilometresWhere is it? about 200 kilometres from Heifei, in City Huangshan, in the south of Anhui When to go? four seasons(四时皆宜 )What can you see? Huangshan pine trees( 奇松 )、peculiary-shaped granite peaks( 怪石 )、sea of clouds( 云海 )、hot springs( 温泉 )What is special? strange shape of tall rocks, beautiful sightsWhere can you hotels or tents( 帐篷 )sleep?(2)Write a passage to describe Mount Huang to visitors.Sample:Zhangjiajie is about 480 square kilometres. It is about 400 kilometres from Changsha. Everyone loves its many unusual mountains, rivers and forests. There are a lot of different plants and animals there too.Zhangjiajie is popular with people because of the shape of its tall rocks, and its beautiful sights. Visitors can stay in hotels or tents in the park.2.Ss present their writing by reading it in front of the class.Step 6: Emotional Education:When go travelling, we should be a civilized citizen and protect everything there.Step 7: Homework1.做一张对于旅行的手抄报。

2024年快乐英语 Unit 8 what color doyou like教案一、教学内容二、教学目标1. 能够听懂、会说、认读颜色词汇，如：red, yellow, blue, green, black, white等。

2. 能够运用一般疑问句“What color do you like?”询问他人的喜好，并能回答自己的喜好。

3. 能够在真实情境中运用所学知识进行简单的交流。

三、教学难点与重点重点：颜色词汇的认读和运用，一般疑问句的构成及回答。

难点：如何在真实情境中进行流畅的表达和交流。

四、教具与学具准备1. 教具：PPT，颜色卡片，实物（如水果、衣物等）。

2. 学具：单词卡片，彩色笔，练习本。

五、教学过程1. 导入：通过展示不同颜色的实物，引导学生说出颜色的英语单词，激活学生的背景知识。

2. 新课内容呈现：利用PPT展示Lesson 1的对话，引导学生学习颜色词汇及一般疑问句的构成。

3. 例题讲解：讲解Lesson 1中的例句，并引导学生模仿造句。

4. 随堂练习：分组进行角色扮演，练习询问和回答颜色喜好。

5. 巩固拓展：学习Lesson 2，进一步巩固颜色词汇，并描述个人喜好。

六、板书设计1. 颜色词汇：red, yellow, blue, green, black, white等。

2. 重点句型：What color do you like? I like3. 例句：My favorite color is blue.七、作业设计1. 作业题目：用英语写一篇短文，介绍自己最喜欢的颜色及其原因。

2. 答案示例：My favorite color is red. I like red because it is warm and energetic. It reminds me of the sun and makes me feel happy.八、课后反思及拓展延伸1. 反思：关注学生在课堂上的表现，了解他们对颜色词汇及一般疑问句的掌握情况，针对学生的困难进行个别辅导。