Unit2 教案2022-2023学年牛津译林版九年级英语上册.docx

1、9A Unit 2 Comic Strip & Welcome to the unitTeaching analysisAnalysis of teaching materialThe topic of this unit is colours. Colours are related to students daily life. The content of this lesson includes comic strip and the welcome part. The dialogue between Eddie and Hobo can arouse the students in

2、terest and inspire students to think about the functions and characteristics of colours. The welcome part help students get some basic knowledge about colours and encourages students to talk about their favourite colours. Analysis of studentsStudents in Grade 9 have learnt some words and expressions

3、 about colours, so its not difficult for them to talk about their favourite colours. However, besides the expressions of colors, they know little about colors and they need to learn more about colours. Teaching objectives The students can tell the different colours of a rainbow. The students can mas

4、ter the following expressions: There is nothing wrong with.; sth look good on.; try on; Im not sure if., The students can talk about their favourite colours. The students become interested in the topic- colours.Important points The students can talk about their favourite colours. The students can gr

5、asp the following sentence patterns: There is nothing wrong with., sth looks good on., Im not sure if., Do you know how many colours there are.?Difficult pointsStudents may find it difficult to understand the following sentence patterns: Do you know how many colours there are.? Teaching methodsTask-

6、based language teachingLearning strategiesautonomic learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching procedureStep 1. Warming-up1. 1. Show some pictures about different colours and encourage the students to tell their names. (Present two new words here: indigo and vio

7、let)2. Free talk: What is your favourite colour?【设计意图】颜色是学生较为熟悉的话题，因此通过图片展示和自由谈话直接导入到本节课的主题。在导入部分主要谈的是颜色是什么的话题，为下面讨论喜欢颜色的原因和颜色的作用进行铺垫。Step 2. Comic strip1. Listen to the dialogue and answer: Which colour does Eddie like better? (Eddie likes blue better.) Why does Eddie choose blue instead of pink? (

8、Eddie thinks pink is a girls colour.) How does Eddie feel when he wears the dress? (Eddie feels shame. Because Hobo laughs: “Blue looks good on you!”)2. Read the dialogue correctly, fluently and affectionately.3. Students ask some questions about the dialogue.4. Act the dialogue out.【设计意图】对于comic st

9、rip的处理，通过以下三个步骤：听-了解对话内容；读-体会对话情感；问-掌握语言表达。这三个步骤层层递进，尤其是通过学生提问的环节，可以使学生主动去发现和关注对话中的语言表达，教师的适当讲解和补充也会变得更为高效。Step 3. Welcome to the unit1. Encourage the students to talk about the rainbow. (students can talk about the colours of the rainbow, the time when it occurs, the reason why it forms and so on)2

10、. Explain to students that the colors of a rainbow always appear in order shown in the picture on page 21. Ask them to write the colors in the blanks in Part A. 3. Ask students to read the dialogue in Part A2 in pairs and find out Amys and Shirleys favourite colors.4. Encourage the students to ask s

11、ome questions about the dialogue.5. Use the dialogue as a model and encourage students to talk with partners.【设计意图】鼓励学生就已知的信息进行交流，并通过学生提问的方式对speak up部分的内容进行讲解，使学生能够通过本环节的学习及小组合作编出自己的对话。此外，speak up部分涉及宾语从句的语序问题，由学生提问教师在此处进行初步的讲解也能为本单元的语法学习作铺垫。Step 4. Conclusion1. Students tell the colours of rainbows

12、 together.2. Focus on the following expressions and ask students to tell the meaning.There is something wrong withSth look good on./sb look good in sthIm not sure if.Do you know how many colours there are.?3. Preview: Do you think colours are important in our life? Do you think colours can influence

13、 our moods? Next lesson, well learn about what characteristics they represent and their influence on moods.【设计意图】通过总结帮助学生回顾本课所学并通过问题提问引出阅读课的话题，激发学生对阅读内容的好奇和兴趣，同时也为课后阅读的内容作一定的引导。Step 5. Homework1.初中英语读本Chapter3 导读+诵读 Choose your colour 2. Recite the dialogue in Part A2.3. Finish the exercise in Exerc

14、ise Book.4. Preview the reading part of this unit.Teaching Reflection9A Unit 2 Reading I & Study skillsTeaching analysisAnalysis of teaching materialThe reading part of this unit is about how colors influence people. Students can also learn about the different kinds of colors after reading the artic

15、le. The content can arouse the students interest. This article also has a clear structure. While teaching, the teacher can focus on the structure and cultivate the students structure consciousness. Besides, the reading part lays a foundation for the output in Task. Analysis of studentsAfter reading

16、the article Choose your color, students have known that colors can change peoples moods. So students have got some background knowledge. Students always neglect some detailed information in the article, so the teacher can teach the students to use the scanning skill while reading. Teaching objective

17、s Students can know what different colours represent and how they influence us. Students can master the following words and expressions: influence, whether, peace, sadness, create, feeling, as, require, heat, difficulty, decision and etc. Students can use the scanning skill to find out some specific

18、 information in the article. Students can use colors to change their moods and improve their lives.Important pointsStudents can understand the main idea of the article: the different kinds of colours and the relationship between colours and moods.Difficult pointsStudents can use the scanning skill t

19、o find out some specific information in the article.Teaching methodsTask-based language teachingLearning strategiesautonomic learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching procedureStep 1. Pre-reading1. Show some pictures of rooms decorated with different colours an

20、d ask students: How do you feel when you see these colours? Do you think colours can influence our moods?2. Encourage the students to predict the content according to the title.【设计意图】通过呈现图片导入到本课的主题-颜色，并将本课的颜色主题与学生的生活相联系，激发学生对本课内容的兴趣。鼓励学生通过标题预测课文的内容能充分激发学生的阅读热情，为接下来的文本阅读做准备。Step 2. While-reading1. As

21、k students to skim the article and answer (Explain the word “skim” while giving order): 1) What is this article about? 2) How many different kinds of colours are talked about in this article? What are they?2. Ask students to scan the article and find out the following information ( Explain the word

22、“scan” while giving order): 1) What does people mean when they say “Im feeling blue”? 2) Why do people in cold areas prefer warm colours? 3) What does “ green with envy” mean? 3. Ask students to read the article and find out what each color represent and how colors influence us.4. Ask students to fi

23、nish Exercise B25. Ask students to read the article again and draw a structure of the article (Pair work)IntroductionCalm colourswarm coloursStrong coloursEnergetic colorsBlue and whiteOrange and yellowGreenred【设计意图】首先通过skimming引导学生关注文章的大意和框架结构，通过scanning使学生对文章的一些细节内容有了初步的了解；之后，通过careful reading和exe

24、rcise B2使学生对文章的内容有进一步的了解。Step 3. Post-reading1. Encourage the students to retell the article according to the structure2. Ask students to help Millie choose proper colors for her friends and finish Part B33. Ask students to write about their favourite color in Part B4【设计意图】通过retell的环节，让学生对文本的内容有整体和细

25、节上的把握，同时通过B3和B4的练习，让学生结合实际生活，学以致用。Step 4. Homework1. Read the article aloud after class and recite the new words2. Finish exercise on P31 (use scanning skill while reading the article)3.初中英语读本Chapter阅读1Teaching Reflection9A Unit 2 Reading II Teaching analysisAnalysis of teaching materialThis reading

26、 material can be a good writing example, so the teacher can encourage the students to imitate the structure or use some phrases or sentences in their writing. Some sentences in the reading material are difficult to understand, so the teacher should help students to paraphrase the long sentences. Bes

27、ides, this article is written to help students to learn about the functions and characteristics of colors so that the students can use the color to make some changes in their daily life.Analysis of studentsStudents have got the main idea and some detailed information about this article, but they may

28、 find it difficult to understand some long sentences. Besides, students always try their best to remember the sentences and phrases in the reading material, but they dont know how to use what they have learnt. It is necessary for the teacher to create some situations and encourage students to use th

29、em in their writing.Teaching objectivesStudents can use the following expressions correctly: remind sb of sth, make sb do, bring peace to, have difficulty doing sth, make a decision, hope for success and etc.Students can get more knowledge about colours.Students can use colours to make some changes

30、in their daily lives.Important/Difficult pointsStudents can use the following expressions correctly: remind sb of sth, make sb do, bring peace to, have difficulty doing sth, make a decision, hope for success and etc.Teaching methodsTask-based language teachingLearning strategiesautonomic learning st

31、rategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching procedureStep 1. RevisionAsk students some questions: What kinds of colours did we learn in the Reading part? What does each colour represent? How many parts do you think we can divide this article into? (Two, the first paragraph

32、is the first part, and the rest paragraphs is the second part)【设计意图】三个问题分别针对文章的内容和结构，既是对reading课文的复习，也为本节课中针对文章内容展开的进一步讨论和思考打下伏笔。Step 2. Further reading1. Deal with part 1 Ask students to read the first paragraph and think: How did the writer introduce the article? Encourage students to imitate: wri

33、te a good introduction for the article “ living on Mars”.( Possible answer: Some people believe we can live on Mars . You may wonder whether it is true. This article will tell you what life would be like on Mars and how people will live on Mars.)【设计意图】通过让学生反复阅读文章的开头思考如何在写作时引入文章，并进行仿写的练习，不仅能够帮助学生对文章的

34、内容有更深的了解，也能帮助学生掌握一些写作技巧，适时地在写作中进行运用。2. Deal with part 2Ask students to read the rest parts of the article and discuss the following questions with their classmates:1) Blue can make us feel _,_, _.2) Many women like to wear _ on their wedding day, but Chinese people like to wear _. Why?3) Why do Empe

35、rors in ancient China like to wear yellow?4) How do you feel when you see the picture? (show the TV ads of minute maid)5) Green is the colour of _, _, _ and _.6) Fast food restaurants like KFC are always painted red, do you know the reason?7) What does “this” refer to in the last paragraph?【设计意图】第一个

36、和第二个问题针对calm colors, 要求学生对文章的这一部分内容进行概括，并引导学生关注和思考中西方文化的不同；第三个和第四个问题针对warm colors，要求学生将一些所见所闻与阅读内容相结合；第五个问题针对energetic colors，要求学生对本部分内容进行概括，第七个和第八个问题针对strong colors, 要求学生在阅读时关注指示词并结合文章内容对日常生活中的一些现象进行思考。Step3. Useful expressions1. Ask students to list some useful expressions they have learnt in this

37、 article, then some students or the teacher make some explanation and add some important points if necessary.bring peace to./ remind sb of sth/ hope for success/ make sb do sthYou may wonder whether it is true. This article explains what colours can do and what characteristics they represent. （宾语从句）

38、People in cold areas prefer warm colours to create a warm and comfortable feeling.Wearing red can also make it easier to take action, if you have difficulties in making a decision.2. Ask students to make sentences with some useful expressions.【设计意图】通过结合自主学习，互助学习和教师教授三种方法帮助学生巩固本节课所学的短语和句型，造句的形式则能使学生更

39、好地掌握并运用所学的知识。Step 4. Extension1. Ask students a question: Orange is the national colour of Netherlands. Do you know why?2. List some proverbs or idioms about colours and encourage students to guess the meaning: green fingers 园艺能手 green hand 新手 black sheep 败家子 black horse 黑马 a white lie 善意的谎言 blue da

40、y 忧郁的日子 White war 没有硝烟的战争 white elephant 昂贵却没有用处的物体3. Ask students to read two articles on the Internet and share what they know with others http:/www.mirror.co.uk/lifestyle/health/how-colours-affect-your-moods-1321381【设计意图】对颜色话题的扩展能够使学生对颜色主题更加感兴趣，课外知识的拓展也为课后的阅读作了铺垫。Step 5. Homework1.初中英语读本Chapter 3

41、阅读2 2. Recite the useful expressions.Teaching Reflection9A Unit 2 Grammar Teaching analysisAnalysis of teaching materialThe grammar part in this unit mainly focus on the objective clauses introduced by that and if/whether. Students have learnt some sentences with objective clauses in the welcome and

42、 reading part. So the teacher can use these sentences as examples while teaching. The topic of this grammar part is still about colors. The students are expected to use “that” to talk about what they know about colors and use if/ whether to talk about what they doubt.Analysis of studentsStudents hav

43、e learned about the definition of objectives last term, but the still cant identify what is objective. So the teacher should explain what is objective and objective clauses first. Besides, students may confound the word “if” in objective clauses with the word “if” in adverbial clauses of condition.

44、The teacher can list some sentences in different contexts to help students differentiate these two words.Teaching objectives Students can learn about the object clauses. Students can master the following words and expressions: relationship, certainly, everyday, ancient, depend on, celebrations. Stud

45、ents can use object clauses introduced by that and if/whether to talk about what they have learnt and what they doubt. Students become more interested in this topic and want to explore more knowledge about colors.Important/Difficult pointsStudents can use the object clauses correctly Students can ma

46、ster the usage of the conjunctions: if/whether, thatTeaching methodsTask-based language teaching, the deductive methodLearning strategiesautonomic learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching procedureStep1. Warming up and lead inEncourage students to write down w

47、hat they think about colors, then share with their partners using: I know (that)., I think (that), I dont believe (that) ., Im sure (that) .【设计意图】回顾Reading部分所学的关于颜色主题的知识，同时导入到本单元的语法内容：宾语从句。Step 2. Presentation of object clauses introduced by that1. Present the following sentences: 1) Some people bel

48、ieve that colors can influence our moods.2) She hopes that yellow can bring her success.3) She is sure that yellow can bring her good luck. 4) “Im feeling blue” means “Im feeling sad”.2. Read these sentences and find out the similarities.3. Explain the grammar on page26.1) 宾语的概念：动宾、介宾、形宾2) 宾语从句的概念：充

49、当宾语成分的从句为宾语从句3) that引导宾语从句时在句中不充当任何成分，无意义，可省略。4. Write down the grammar points and ask questions when they cant understand the grammar points.5. Practice1） Finish the exercises on page26.2） Check the students answers and explain the grammar. (Paraphrase this sentence：Anyway we should choose the colo

50、ur which makes us feel comfortable. 定语从句)3) Make some sentences with object clauses introduced by that. (The teacher play a video. 俞敏洪演讲： 【设计意图】通过呈现一些学生熟悉的句子，让学生初步了解宾语从句的形式，并通过让学生找出这些句子的相似点来概括出宾语从句的定义及特征。此外，在讲解宾语从句的概念之后有必要让学生写下语法知识，及时答疑解惑，确保学生能够很好地掌握和进行课后复习。讲解结束后，通过结合书本练习和视频，巩固所学的关于that引导的宾语从句的相关知识，

51、让学生学会在语言表达中使用宾语从句。Step 3. Presentation of object clauses introduced by if/whether1. Present the following sentences and find out the common points. The Olympic Games is coming, I wonder whether Ma Long will the get the gold medal.I want to know whether Lin Dan can defeat Li Chongwei again.Im not sur

52、e if Sun Yang will won the 200-meter freestyle swimming match.Im not sure if the Chinese basketball can perform well in this Olymics.(教师以问题引导学生找出答案：划线部分都是什么从句？为什么都用whether/if?从句部分都使用什么样的语序？）2. Present grammar points on page271) Whether/if引导宾语从句时常与wonder, sure, ask, find out连用，表示“是否”。2) Whether/if 引导

53、的宾语从句由一般疑问句转换而来，要改成陈述句语气。3) Whether/if 的区别：介词后，不定式之前，与or not 连用只能用whether。3. Write down the grammar points and ask questions when they cant understand the grammar points.4. Practice1）Finish B1（一般疑问句出现助动词be动词情态动词的改法讲解）2）Make some sentences using object clauses introduced by whether/ if. Daniel has so

54、me questions about colors to ask his dad, but his dad has not come home yet. Help him write a note for his dad.【设计意图】通过呈现句型和问提引导的方式，让学生自己去探索语法规则，教师则帮助学生及时的答疑解惑。讲解结束后，结合书本练习和情境小写作两种方式帮助学生巩固所学，运用所学。Step 4. Summary1. An object clause functions as the object a sentence. It can be put after verbs such as

55、 know, think, believe, hope and mean.2. An object clause can also follow adjectives such as certain, sure and glad. In informal English we often drop that.3. We use if or whether to introduce an object clause when it expresses a yes/no question. Such an object clause often follows verbs such as ask,

56、 see, wonder and find out. The word order in the clause should be the same as that in a statement.【设计意图】书本上英文表述的语法知识不仅能帮助学生建立关于本节课语法知识的框架，也能使学生更加熟悉相关的语法知识的英文表述方式，为学生的高中英语学习奠定基础。Step 5. More exercises1. Finish Part B2 and have a check. (Pay attention to the phrase: be used for celebrations)2. Finish

57、Part B3 and have a check. (Pay attention to the phrase: in ancient China/Europe)3. Focus on these sentences: I want to know whether yellow was the colour of rulers in ancient China. I dont know whether the rulers in ancient Europe like to wear purple. Did you know that blue represents sadness? (宾语从句

58、的时态：主句为一般现在时，从句则根据具体情况确定时态。主句为一般过去 时，从句通常也是过去时态, 表示客观不可改变的事实除外。)4. Exercises in class.1) He told me that winter _ (be) much colder than autumn.2) He told me he _ (come) to my birthday party this weekend.3) I know that he _ (be) to the Great Wall twice.4) I know he _ (do) his homework when his father

59、 came back from work.5) I hear Tom _ (cook) us dinner tomorrow.【设计意图】巩固本节课所学，同时补充宾语从句的时态用法知识，循序渐进，让学生更好地掌握宾语从句的知识，也为下个单元的语法学习打下很好的基础。Step 6. Homework1. Recite the grammar points and new word and expressions.2. Finish exercise in Exercise BookTeaching Reflection9A Unit 2 Integrated skills Teaching an

60、alysisAnalysis of teaching materialThe integrated skills part can be divided into two parts: the listening part and the speaking part. This listening part is about color therapy. Students are expected to collect some information from the advertisement and the interview. The topic can easily attract

61、the students attention since it is related to their daily life and they can also get some advice.In the speaking part, Andy talks to Millie about what to wear for a party. The teacher can also encourage students to give some suggestions to Andy.Analysis of studentsStudents have learnt something abou

62、t color therapy on the Internet, so they have got some background knowledge. However, students still find it difficult to get all the information after listening, so some skills should be taught to help students do better in listening part. Teaching objectives Students can master some important word

63、s and expressions: discover, promise, suggest, work, would rather, prefer. Students can talk about their preference using would rather and prefer Students can use the predicting skill to help them collect information in the listening part. Students can use colors to improve their lives.Important poi

64、nts Students can master the following words and expressions: discover, promise, suggest, work, would rather, prefer.Difficult pointsStudents can get some information from the advertisement and TV programmeTeaching methodsTask-based language teaching, audio-lingual approachLearning strategiesautonomi

65、c learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching procedureStep 1. Lead-inShow some advertisements about TV programmes and then the students discuss: What an advertisement should include? How can an advertisement attract peoples attention?【设计意图】广告充斥着我们的日常生活，但是对于广告的内容

66、和吸引观众眼球的方式，学生确不一定了解。所以通过看几个广告不仅能引起学生对本节课内容的兴趣，也能帮助学生进一步地了解广告。Step 2. Listening1. Present an advertisement in part A and then ask students to talk about what they can get from the advertisement.(Possible answer: the time of the TV show, Where you can get colour therapy, the telephone number and the p

67、rice, the function of the color therapy)2. Ask students to read Part A2 and check how much information they have got and predict the answers they havent known yet.3. Play the record and ask students to finish Part A24. Ask students to listen to Suzys questions and help Millie circle the correct answ

68、ers.(The teacher should help the students understand the listening material, not just focus on the missing information.)【设计意图】在听力进行前，首先让学生仔细阅读已提供的材料，并根据材料进行大胆的猜测，能帮助学生在听力过程中找准所需信息，从而降低听力的难度；在听力完成后，引导学生去关注完整的听力材料，而不是零碎的信息，增加学生对材料的理解。Step 3. Speak up1. The teachers says: Ill go to my friends party, wh

69、at should I wear? Can you give me some suggestions?2. Ask students to listen to Andy and Millies dialogue and find out: What will Andy wear on her friends birthday party?3. Ask students to read and act out the dialogue between Andy and Millie4. Ask students to make up new dialogue by using Millie an

70、d Andys dialogue as a model.【设计意图】在进行speak up对话之前先通过情境引导学生使用一些提供建议的句型，帮助学生能在在本环节中的最后成功地改编对话。Step 4. Extension1. Read and fill in the blanksColor therapy can be used on the body in a number of ways to help you to calm down and relax. It can even help treat some i_. It first appeared in India thousand

71、s of years ago. This type of therapy used the seven colors of the rainbow to keep a balance in the m_ and body. Color therapy can be p_ in the following ways: Color gazing: Looking at a blue light can make the blood pressure (血压) come d_, while red light makes it go up. People feel good in themselve

72、s by w_ their favorite colors. These colors have a good effect on their m_. The use of pleasant colors in daily life also has a good effect. Color imagination (想象) can bring a sense of h_. Imagine yourself in the color that you wish and let it create a nice feeling in your body. Color breathing (呼吸)

73、 exercises can be done when you are l_ or sitting down. Look at the colors and choose one. It will really help you to r_. There are no known bad e_ from normal use of color therapy. (illness, mind, practised, down, wearing, moods, happiness, lying, relax, effects)2. Ask students to think about their

74、 problems. Encourage them to use color therapy to help them. Write a short passage about your problems and the ways you attempt to use to solve them.【设计意图】通过阅读补充关于颜色疗法的相关知识，使学生增加对颜色疗法的了解。在本节课的最后要求学生结合自己的情况并运用颜色疗法来解决问题。Step 5. Homework1.初中英语读本阅读3 2. Recite the words and expressions.Teaching Reflectio

75、n9A Unit 2 Task & Self-assessmentTeaching analysisAnalysis of teaching materialThis task part includes three pictures and students are expected to describe these pictures from the aspect of colors. Though an example has been given in Part A, it doesnt mean students can finish the report easily accor

76、ding to two pictures in Part B. So the teacher should encourage the students to cooperate with others and get some ideas for their writing.Analysis of studentsStudents have learnt a lot about colors from the previous parts of this unit. They can use what they learnt about colors to make some comment

77、s on the advertisements from the aspect of colors. But students may dont know how to write a report about it. So the teacher should give some suggestions on the structure of their writing.Teaching objectives Students can master some important words and expressions: trust, match, warmth, balance, the

78、 powerful red balances the calm white. Students can finish a report about colors and moods Students can use what they learnt about colors to make comments on others clothes and advertisements or other things Students can develop acorrectaestheticsense.Important/Difficult points Students can finish a

79、 report about colors and moodsTeaching methodsTask-based language teachingLearning strategiesautonomic learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching procedureStep 1. Lead-inAsk students to talk about the clothes their partners wear and guess their feeling according

80、 to the colors of their clothes.【设计意图】鼓励学生结合前面所学的知识来描述周围的事，不仅是对前面内容的很好地复习，也为本节课的内容奠定基础。Step 2. Presentation&Practice1. Ask students to read the table and find out the relationship between colors and moods.2. Ask students to help Millie complete her report. 3. Ask students to read the report and find

81、 out the main idea of each paragraph.4. Encourage students to make an outline of the report.The description of the advertisements The analysis of the advertisementMillies opinions of this advertisements【设计意图】Millies report相当于是学生写作的一个范文，鼓励学生自己去发现写作report内容和方法是这个教学环节的关键，也能为接下来学生的写作作很好的铺垫。Step 3. Prese

82、ntation&writing 1. Ask students to look at the two pictures in Part B and ask the following questions: What do you think of the two advertisements? Are they good advertisements? Why? 2. Ask students to complete the notes in Part B3. Ask students to write a report on the relationship between the colo

83、rs and the models moods in one of the advertisements in Part B. Remind the students to use the information in Part A.4. Talk about their ideas and make some notes5. Writing【设计意图】通过问题引导和讨论打开学生的写作思路，并且通过notes来帮助学生顺利完成写作。Step 4. Evaluation1. Ask students to share their writing with their classmates and

84、 try to make some improvements. 2. Present some students works.3. Give some advice on their writing from the aspects of content, language and structure.【设计意图】以互助的方式进行作文的评价和批改能够让学生更好地发现自我的写作问题和写作优势，同时也能够让学生了解到写作的正确的评价方式。Step 5. Consolidation1. Write about the power of colorsgreen:_ red:_ yellow:_blue

85、:_ orange:_ white:_black:_2. Make sentences by using if, that and whetherI think that _He wants to know if _She doesnt know whether _3. Ask students to talk about colors and moods【设计意图】回顾本单元所学知识，引导学生在单元学习结束后找出自己知识掌握不完善之处，并及时进行复习和补救。Step 6. Homework1. Improve your writing.2. Finish Test for Unit 4 in Exercise Book3. 新理念阅读第二章 天才诞生记Teaching Reflection