一、创设语境，导入新课
Step 1 Warm up
（Greetings）
T: Today we are going to pick up a new lesson, Unit 2. In this unit, we will know
about many colours. Do you know colours?
Ss: Yes.
T: How many colours do you know? Look, what colour are the walls?
Ss: They are white.
T: What colour is the blackboard?
Ss: It’s black.
T: Good. Look at our clothes, what colour is her coat?
S: Red.
T: Look！ What colour are his trousers?
S: They’re blue.
T: If you mix two different colours, you can get another colour. Now, listen carefully, what colour can we get if we mix red and white?
S: Pink.
T: What about red and yellow?
S: We can get orange.
T: What about red and blue?
S: We can get purple.
T: What colour are the following things, the sky, the sun, a leaf and an apple?
S1:The sky is blue.
S2: The sun is yellow.
S3: A leaf is green.
S4: An apple is red.
T: OK. We know many colours. All of us are living in a world full of colours. The world would be a dull place without them, right?
Ss: Yes.
【设计意图】通过谈论身边东西的颜色，激发学生学习的兴趣。
二、听说训练，细节理解
Step 2 Presentation
T: Now, the four pictures on page 24. Are they talking about the rainbow, too?
Ss: No, they’re talking about the clothes.
T: Please look at the pictures of Eddie and Hobo, listen to the tape and then answer some questions. Eddie and Hobo are talking about colours too. Look at
（Looking at the pictures and listening to the tape）
T: Question 1: Why would Eddie rather wear blue than pink?
S: Because he thinks pink is a girl’s colour.
T: Good. Question 2: Does Eddie look nice on blue? Why not?
S: No, he doesn’t. Because the blue one is also a girl’s dress.
T: Question 3: Hobo says to Eddie, “Blue looks good on you.” Does he really think so?
S: No, he doesn’t think so.
T: Very good. You all did a very good job.
【设计意图】通过听录音、回答问题引导学生初步理解Comic对话内容。
三、多样操练，精讲点拨
Step 3 Practice
T: Who can read this dialogue?
S: …
T: Now please read the conversation after the tape.
S: …
T: Now read by yourselves.
S: …
T：I’ll let you prepare for several minutes and then choose some groups to act the conversation out with the actions and right gestures.
（Let the students prepare for 5 minutes.）
T: Now, I’ll ask some groups to come to the front and act out the conversation.
T: Which group is the best?
（Let the students choose the best group.）
T: You all did a good job. Who can tell me the Chinese for the sentence ‘I’d rather wear blue than pink.’
S: 与粉色相比，我更喜欢穿蓝色。
T: Yes. Here we use ‘would rather ... than ...’ to express preferences. It means ‘like ... better than ...’。 Can you make more sentences?
S1: I would rather go tomorrow than today.
S2: I would rather go out for a walk than stay at home.
【设计意图】通过对重点句型I’d rather wear blue than pink.的操练、表演对话等活动进一步理解对话内容。
四、合作探究，提高能力
Step 4 Presentation
T: Now please guess what the thing is according to my words, are you ready?
Ss: Yes.
T: It has seven colours and it only appears in the sky after the rain. What is it?
S: It’s a rainbow.
T: Yes, you’re very clever. When there is both rain and sunshine and when the sun is low in the sky, we can see a rainbow. What colours does a rainbow have?
S: Seven colours. They are red, orange, yellow, green, blue, indigo and violet.
T: Excellent. The colours of a rainbow always appear in the order shown in the picture on page 25. Now open your books and turn to page 25. Look at the rainbow, write the names of the colours in the blanks.
（The students finish the exercises of Part A on page 25.）
T: Have you finished them?
Ss: Yes.
T: Who can read out your answers?
S: I can. Red, orange, yellow, green, blue, indigo and violet.
T: Do you agree with him?
Ss: Yes.
T: We live in a colourful world. Now please work in pairs to talk about colours of the other things. Let’s look at the conversation of Part B. Use Amy and her cousin’s conversation as a model.
（Let the students have a discussion.）
T: Now, I’ll ask some groups to come to the front and act out the conversation.
S1: I’ve just read a book about sea fish.
S2: Really? Is it interesting?
S1: Yes, it has many pictures. Sea fish have different colours.
S2: I’ve never heard of that before. What colours do they have?
S1: Yellow, blue, black, grey, red and so on.
S2: Oh, that’s really a sea world of colours.
T: Very good. Let’s give them some cheers.
【设计意图】要求学生填出彩虹七种颜色， 采用两两合作对话的形式进行，有利于降低难度，培养合作精神，提高学生运用语言知识的能力。
五、学以致用，情感体验
Step 5 Production
T: Now, look at the exercises on the paper. Please finish the exercises on the paper.
六、布置作业，拓宽知识
Step 6 Assignment
T: Homework for today.
1. Recite all the new words and phrases.
2. Preview the new words of the reading and know its main idea.
3. Finish the exercises on the paper.
T: Class is over .Goodbye, everyone.
S: Goodbye, Mr Chen.
【设计意图】既落实双基，又重视知识面的拓宽和能力的提升；注重巩固与预习相结合。
教学反思：
成功之处
本节课采用了“学-导-练”的教学模式，运用小组合作和自主学习的教学方法，创造性地使用教材，每个环节的设置都是从学生的兴趣、实际出发，把教材内容激活起来，从而使学生整节课始终保持学的热情，教师也保持教的热情。学生通过互相讨论、互相对话等学习方法加深了对课文的理解，始终处于主动寻求知识状态，体验到成功的快乐。“学源于思，思源于疑。” 学生探索知识的思维过程总是从问题开始，又在解决问题中得到发展。在本节课中学生既动脑思考，又动口表达，充分发挥了他们的聪明才智，调动了他们的学习热情，使他们真正地成为了学习的主人。
不足之处
部分学生由于英语基础薄弱，口头表达不理想，教师对学生的个体差异重视还略显不够，必须进行分层教学，满足不同层次学生的需要。
再教设计
（1）单词教学环节所化时间要多一些。
（2）口语训练尽量到位。
（3）分层设计练习，满足不同层次的学生的需求，使各个层次的学生有所收获。