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Color Adds Life

  发表日期:2006年2月16日      作者:张姬红       【编辑录入: 】      宽屏显示

                           Color Adds Life


I. Knowledge: Students know about the power of colors in their daily life.

II. Skill:       1.Students are able to share their attitude toward colors.

2. Students are able to choose a proper color to solve some simple problems.

3. Students can practice their reading abilities, such as skimming and scanning.

4. Students can guess the meaning of new vocabulary from the context.

III. Affect: Students can enjoy their creativity and fun of playing with colors to change their hometown and love their hometown better.

Teaching steps:

I. Warming-up: Good morning, everyone. How are you? Are you happy? Today I am very happy. Two reasons: First, before I came, one of our teachers told me that your school is one of the best in Ninghai. I’m very glad to have the chance to come to the best school and meet so many good students. Second, here are the teachers and experts on English from Ninghai, it’s also a great chance for me to learn from them.

Getting to know each other:

1. Students guess about the teacher with the photos shown:

You know why I came here. And I’m going to show you some pictures. You can know more about me with their help. (show the information on the screen ) What do you know about me?

        family name, English name, birthday date, email address, son, hometown, school, least favourite color, etc.

2. Teacher predict the students’ personality with the help of their least favourite color:

You know quite a lot about me. Now it’s my turn to know you. To tell you a secret, I am a superwoman. If you can tell me your least favourite color, I can tell you what kind of person you are, how you do something in your daily life, and what you want. Do you believe it? Wait and see.

Here are 8 colors, pick out your least favorite color, I can show you. By the way, if I am right, you should clap your hands as loudly as you can. If I’m almost right, you  clap your hands, but not as loudly as I am right. If I am wrong, please don’t clap your hands.( 5 students can have the chance).

Now you can believe that I am a superwoman. Follow me, you will know more about the power of colors.

I am sorry, It seemed that I boasted just now. I should study more about colors to be a superwoman.

II. Pre-task:

1. Brainstorming:

  When we talk about colors, different people may think of different things. What do you  think of when you hear colors?( Examples: some people may think of natural beauty, the colorful flowers, the green grass, the blue sky. While others may think of the traffic lights, because the red, green and yellow lights are very important to them.)

2. The teacher assigns the task:

Colors are around us everywhere, if we can make full use of the colors, our life can be more colorful and enjoyable. Here are four tasks.( 4 students read the tasks ) Group one, task one…. You will work with your deskmate, try to solve the problem. And I hope you can agree with your deskmate. If you can’t, that’s ok, you can tell us your different ideas.

Task 1. You will buy a 40-year-old mother a coat as a birthday present. What color will you choose for her? Why?

Task 2. When you get tired after a day’s study, what color things do you want to look at? Why?

Task 3. You want to decorate your library at school, what color will you paint the walls, desks, chairs, and so on? Why?

Task 4. Your parents want to buy a car, what color would you like them to buy? Why?

III. Task cycle:

1. Students work in pairs and do the task, the teacher can give them any help.

2. Students report in pairs.

3. Authentic material:

  You have (good)reasons for your choice. Now let’s read a passage, perhaps you will find a better way to solve these problems.

     Skim reading:

Read as fast as you can. Which of these problems are used as examples in this passage?

If you know the answer, stand up at once and tell us the answer. This will be a competition between boys and girls. Ready? Start.

     Scan reading:(second round of competition)


What color things does the passage suggest us to look at when we are tired after a day’s study?

Why should we look at these things?

What color should we paint the library?

Why should we paint it that color?

True or false statements (third round of competition)

(1). Colors are only colors, they will never mislead you.

(2). The red box seems heavier than the white one, though they weigh the same.

(3). Students can read for a longer time if they read information in blue text.


1.       relax           A. quiet and calm

2.       peaceful        B. not usual

3.       special         C. to measure how heavy sb./sth. is

4.       experiment      D. not often

5.       weigh          E. make a change in sb./sth.

6.       affect         F. not usual

7.       smart          G. to rest while doing sth. Enjoyable, especially after work

8.       seldom         H. a scientific test that is done to study what happens


     Four students read the passage, then the whole class read the last part.

Who can read best in each group, let’s invite them to read for us.

Colors will mislead us sometimes, can you tell us other examples?

IV. Post task:

   Colors are very important in our life. They are like this magic wand. Here it will show you the power of colors as well. Let’s enjoy.

   Are the colors of the things on Mars the same as those on earth?

   Is it easy for you to remember?

   If you want Ninghai to be more beautiful and attractive, what color will you decorate the buses, taxis, buildings and the others in Ninghai.

Work in groups of four, draw a picture of Ninghai, color it. One student in your group will show us, and tell us why your group choose those colors.

V. End

1. How do you feel in this English class? ( use idioms to end )

    Are you feeling blue or in the pink?

  2. Homework:

    I hope that you can get more fun doing the homework..

  3. Be in the pink every day, will you? Try! Thank you!





















从新的课程理念和课改要求来看张老师的 Color Adds Life

                                宁波外国语学校  王小维








张老师的这一节阅读课采用了以应用为动力,以应用为目的,以应用为核心的教学途径,设计了pre-task(前任务),task -cycle(任务环),和post task(后任务)等一系列活动锻炼学生的综合语言运用能力。





认知策略:通过SkimmingScanning 等学习策略来把握文章的主要思想;通过matching game 来猜测文中生词的词意;通过课文朗读,来培养学生的朗读能力和英语语感;通过True or False 练习,来加深学生对课文的理解并同时锻炼学生的听力。