PEP小學(xué)五年級下冊英語全冊教案

1、小學(xué)英語PEP第6冊教學(xué)進度表周次日期教學(xué)內(nèi)容12.92.13Unit 1 This Is My Day Part A22.162.20Unit 1 This Is My Day Part B32.232.27Unit 2 My Favourite Season Part A43.13.5Unit 2 My Favourite Season Part B53.83.12Unit 3 My Birthday Part A63.153.19Unit 3 My Birthday Part B73.223.26Recycle One and Revision/Comment83.294.2Unit 4

2、 What Are You Doing? Part A94.54.9Unit 4 What Are You Doing? Part B104.124.16Unit 5 Look At the Monkeys Part A114.194.23Unit 5 Look At the Monkeys Part B124.264.30Unit 6 A Field Trip Part A135.35.7INTERNATIONAL LABOUR DAY145.105.14Unit 6 A Field Trip Part B155.175.21Recycle Two Revision and Comment1

3、65.245.28General Revision175.316.4General Revision186.76.11General Revision196.146.18Oral Test206.216.25Final English TestThe aims of the PEP 61. Enable the Ss to gasp the 50 four skills words, 32 phrases and 46 four skills sentences;(1 Four skills words and phrases: Look at the words list of the te

4、xt which one with “” in front of it.(2 Four skills sentences: Look at the sentences in the text which are in Arial Black.2. Enable the Ss to catch the 12 dialogues in the “Lets talk”, and to make some similar dialogues to communicating with the partners in the real satiations;3. Enable the Ss to cat

5、ch the 8 songs;4. Enable the Ss to catch the 6 stories;5. Enable the Ss to catch the 9 activities of the “TPR”. 6. Enable the Ss to catch the 6 sides of the culture in the foreign country; It contains the “Rules to follow every day”, “Different seasons in the world at the same time”, “Chinese Zodiac

6、”, “The emergency numbers”, “Koala and kangaroos” , “Field trip equipment”. 7. Enable the Ss to catch the rules of the words pronunciation.Teaching aims of Unit 1 This is my day1. Enable the Ss to talk about their lives. Ex: When do you do morning exercises? I usually do morning exercises at 8:30.Wh

7、at about you?What do you do on the weekend?I read some books.How about you?2. Enable the Ss to grasp the four-skill phrases and sentences(1 Phrases 10: do morning exercises, eat breakfast, have English class, play sports, eat dinner, climb mountains, go shopping, play the piano, visit grandparents,

8、go hiking;(2 Sentences 9: “When do you eat dinner?” “I eat dinner at 7:00 in the evening.” “When do you get up?” “I get up at 12:00 at noon.” What do you do on the weekend?” ”Usually I watch TV and go shopping. Sometimes I visit my grandparents.” “I often play football. Sometimes I go hiking.”3. Ena

9、ble the Ss to understand the contents of “Read and write”; “Lets find out”; “Lets sing”; “Lets chant; “Lets play”.4. Enable Ss to comprehend the contents of “Pronunciation”; “Task time”; “Story time”, and try to catch the rules of the words pronunciation.5. Enable Ss to comprehend the “Rules to foll

10、ow every day”.Teaching arrangement:Period 1: Lets start A Lets learn Lets play C Task timePeriod 2: A Lets try Lets talk Lets find out Make a survey C Good to know Period 3: A Read and write B Lets chantPeriod 4: B Lets learn C Lets sing Lets checkPeriod 5: Main scene chant B Lets try Lets talk Lets

11、 find out C Pronunciation Period 6: B Read and write Lets play C Story timePeriod 1Teaching aims:1. Enable Ss to grasp the phrases: do morning exercises, eat breakfast, have English class, play sports, eat dinner 2. Enable Ss to talk about with each other as: “When do you do morning exercises?” “I u

12、sually do morning exercises at 8:30.”Difficulty and importance:Phrases in “Lets learn”: do morning exercises, eat breakfast, have English class, play sports, eat dinner Enable the Ss to use these words to depict their days.Teaching Materials: 1. Cards, tapes and recorder.2. Pictures of some teachers

13、.Teaching steps:I. Warm-up1. Chant2. Free talkII. Presentation1. Sentences: When do you? I usually at.(1 Listen and write: When do you? I usually at (2 Check and practise Pay attention to “usually”(3 Reflection2. Phrases: do morning exercises; eat breakfast; have English class; play sports; eat dinn

14、er(1 Game: What do you do?請1個同學(xué)上來任意抽取一張單詞卡片，下面的同學(xué)隨意猜測，最后全班提問：What do you do? 揭曉結(jié)果的時候，猜錯的同學(xué)每人將該詞組抄一遍。抄寫最少的同學(xué)和抄寫最認(rèn)真的同學(xué)可以獲得獎勵。(2 Game: Whos right?以小組為單位，將事先制作好的單詞卡片面向下翻，玩bingo游戲。每人任意用 I usually.at造句，由其他同學(xué)翻卡片，如果兩者吻合，則免于責(zé)罰，反之，就要抄寫詞組，每組最后評出勝者予以獎勵。III. Consolation1. Lets play: say, do, write三人一組A說 I do mor

15、ning exercises at 8:30.B做相應(yīng)的動作，C在黑板上相應(yīng)的橫線上寫下do morning exercises 8:30。2. Activity Book3. Good to know(1 Read it in groups(2 Tell more rules to follow every dayModel: Eat more fruits every day. Drink more water every day.IV. Homework 1. 給事先畫好的圖畫配上詞組，并至少選擇一個詞組造句。When do you? I usually at.2. Task time為

16、主要特征的德國實驗心理學(xué)傳統(tǒng)，轉(zhuǎn)向?qū)π睦磉^程、活動和機能的研究，為機能主義的發(fā)展奠定了基礎(chǔ)。他不僅在心理學(xué)領(lǐng)域作出了貢獻，還在文學(xué)領(lǐng)域提出了意識流思想。在心理學(xué)原理中，詹姆士提出的理論最終成為美國機能主義的中心命題，及心理學(xué)的目標(biāo)不是發(fā)現(xiàn)經(jīng)驗元素，而是研究活生生的人怎樣適應(yīng)環(huán)境。2、艾賓浩斯的特殊貢獻：第一次對記憶做了數(shù)量化分析，揭示了人類記憶保持與遺忘的一般規(guī)律，極大地促進了實驗心理學(xué)的發(fā)展。艾賓浩斯對記憶的實驗研究是心理學(xué)史上首創(chuàng)的工作，具有歷史性的意義，為實驗心理學(xué)打開了一個新局面，即用實驗法研究高級心理過程。艾賓浩斯的工作給學(xué)習(xí)的研究帶來了客觀性、數(shù)量化與實驗方法。3、達爾文對心理學(xué)的

17、影響：他提出動物與人類之間的心理機能的連續(xù)性思維。強調(diào)了意識機能的研究而不是意識構(gòu)造的研究。促使心理學(xué)接受了來自許多不同領(lǐng)域的數(shù)據(jù)和研究。使心理學(xué)越來越關(guān)注個體差異。4、斯金納操作性條件反射原理及應(yīng)用：一個操作發(fā)生后，接著給一個強化刺激，其強度就會加強。（根據(jù)操作條件作用理論，創(chuàng)制斯金納箱。）應(yīng)用于行為矯正、在心理治療、問題兒童處理、智力遲鈍兒童的教育、課堂管理、工業(yè)管理的方面，運用有關(guān)行為控制的規(guī)律，卓有成效。發(fā)明嬰兒充氣床。發(fā)明教學(xué)機器，設(shè)計程序教學(xué)方案。發(fā)明鴿子引導(dǎo)導(dǎo)彈。5、華生環(huán)境決定論（本能論）：華生早期并不否認(rèn)本能，之后完全否認(rèn)行為的遺傳和本能的作用。人和動物的區(qū)別是與生俱來身體結(jié)

18、構(gòu)，復(fù)雜的行為來自學(xué)習(xí)。華生否認(rèn)了遺傳和本能作用的結(jié)果，必然導(dǎo)致他的環(huán)境決定論和教育萬能論，在先天結(jié)構(gòu)的基礎(chǔ)上，只憑外界的影響和教育的作用，就可以把人培養(yǎng)成為預(yù)定的類型。6、對構(gòu)造主義的評價（鐵欽納特殊貢獻）：從19世紀(jì)末建立到20世紀(jì)20-30年代消亡，構(gòu)造心理學(xué)持續(xù)了30多年，在心理學(xué)史界，對構(gòu)造主義心理學(xué)及其創(chuàng)始人鐵欽納持負(fù)面觀點，反面教材。貢獻：首先，他對美國心理學(xué)思想最持久的影響是他堅持心理學(xué)史一門科學(xué)，強調(diào)實驗室是心理學(xué)研究的主要資料來源，這些研究成果已被吸收到現(xiàn)代心理學(xué)特別是感覺心理學(xué)之中。第二，對世界心理學(xué)產(chǎn)生廣泛影響，他的許多著作已被翻譯成各國文字，影響世界各國心理學(xué)學(xué)習(xí)者。

19、第三，為美國心理學(xué)界培養(yǎng)了大批心理學(xué)人才，為心理學(xué)發(fā)展做出重大貢獻。第四，構(gòu)造主義充當(dāng)了批判的靶子，認(rèn)為構(gòu)造主義提供了一個公認(rèn)的正統(tǒng)學(xué)說，為了反對這種觀點，心理學(xué)的其他新興運動奮起抗?fàn)?。局限：?gòu)造主義所受到的最主要批評是內(nèi)省法的極端運用。盡管鐵欽納在使用時按照科學(xué)的要求給它附加了更多限制的條件。內(nèi)省法的可信度仍受到質(zhì)疑。其次，鐵欽納過于貶低心理學(xué)的應(yīng)用價值，忽視心理學(xué)分支學(xué)科的發(fā)展。再次，構(gòu)造心理學(xué)所受到的致命打擊是它未能及時地吸收進化論思想。7、格式塔的組織原則：格式塔的組織原則：類似的部分傾向于被組織為一組。簡單原則：盡可能把圖形知覺為好的圖形，格式塔稱其完美形式。接近原則：在時間或空間上

20、被緊密聯(lián)系在一起的部分似乎是相屬的。連續(xù)原則：知覺有追隨一方向的傾向，以便把元素聯(lián)結(jié)在一起，使它們看起來是連續(xù)的，或者向著一個特定的方向。封閉原則：知覺有一種完善不完整圖形，填補缺口的傾向。圖形和背景：我們傾向于把知覺組織成被觀察的對象和對象賴以產(chǎn)生的背景。8、芝加哥學(xué)派與哥倫比亞學(xué)派的特點及對比：芝加哥學(xué)派：狹義機能主義心理學(xué)，反對構(gòu)造主義，主張研究個體適應(yīng)環(huán)境的機能。創(chuàng)始于杜威，形成于安吉爾，卡特爾集其大成。哥倫比亞機能主義：廣義機能主義代表，以卡特爾為先驅(qū)，桑代克、吳偉士等為代表。反對心理學(xué)是純科學(xué)的構(gòu)造主義的主張，主張采用實驗、測驗和統(tǒng)計等客觀觀察法，通過人的整個活動，致力于個別差異、

21、教育心理學(xué)和應(yīng)用心理學(xué)等領(lǐng)域的研究。兩學(xué)派的主要區(qū)別在于芝加哥針對構(gòu)造主義對立面提出的，主要與鐵欽納構(gòu)造主義相對抗；哥倫比亞更加重視機能活動即心理學(xué)的社會應(yīng)用。9、布倫塔諾評價：貢獻：他提出的意動心理學(xué)理論第一次打破了馮特心理學(xué)的一統(tǒng)天下，這也就開啟了以后心理學(xué)史上歷經(jīng)半個多世紀(jì)的學(xué)派紛爭先河，客觀上推動心理學(xué)研究向更高層次發(fā)展。布倫塔諾心理學(xué)的影響主要在于他的主張。他提出了意動與內(nèi)容相對立，重視意識或機能的研究，開辟了反馮特主義的歐洲機能主義心理學(xué)研究的新趨向。其所導(dǎo)致的意動心理學(xué)與內(nèi)容心理學(xué)的對立有構(gòu)成了西方心理學(xué)發(fā)展的基本線索和主要軌跡。他培養(yǎng)了奧國學(xué)派，推動了關(guān)于形質(zhì)學(xué)派的研究。他的心

22、理學(xué)觀點成了后來不滿馮特心理學(xué)的各種心理學(xué)的推動力。局限：他把心理活動與作為心理源泉的客觀現(xiàn)實混為一談，進而把心理內(nèi)容排除在心理學(xué)研究范圍之外。10、格式塔對創(chuàng)造性思維的觀點：韋特默對思維進行了系統(tǒng)的研究，特別是兒童的創(chuàng)造性思維。創(chuàng)造性思維的核心是思維者關(guān)注問題的整體，深刻理解整體與部分的關(guān)系。韋特默認(rèn)為創(chuàng)造性思維：a 理解課題的內(nèi)在結(jié)構(gòu)關(guān)系，將各個部分最為一個動態(tài)的總體。b 根據(jù)課題統(tǒng)一性來理解和處置課題。c 分析問題主次方面，形成層次結(jié)構(gòu)。d 創(chuàng)造性思維不是一種純智力活動，它受個人的動機、情感、先前的訓(xùn)練等因素的影響。分析題（2×10）1、對華生行為主義的評價：貢獻行為主義促進了

23、心理學(xué)的科學(xué)進程，鞏固了心理學(xué)的科學(xué)地位，產(chǎn)生兩方面巨大的影響：心理學(xué)的目標(biāo)轉(zhuǎn)向?qū)π袨榈念A(yù)測和控制；把心理學(xué)家的注意力從內(nèi)在的意識轉(zhuǎn)到可觀察的行為。行為主義促進了心理學(xué)在社會生活中的應(yīng)用。擴展了心理學(xué)的研究領(lǐng)域，推進了兒童心理學(xué)、動物心理學(xué)、學(xué)習(xí)心理學(xué)和廣告宣傳心理學(xué)等科學(xué)的發(fā)展。局限性：生物學(xué)化傾向。完全把人的心理生物學(xué)化，用動物做實驗，抹殺了人和動物的區(qū)別。客觀主義傾向。貫徹客觀主義原則，抹殺心理學(xué)自身的特點。機械主義傾向。把行為歸結(jié)為簡單的s-r 模式，把人描述為消極被動的結(jié)構(gòu)2、對精神分析的評價：貢獻：第一，探討了其他心理學(xué)忽視的潛意識，開創(chuàng)了無意識領(lǐng)域的新紀(jì)元。第二，探索行為的動力，

24、而不是局限于行為或意識的表面分析，開辟了心理學(xué)新的研究領(lǐng)域。第三，與人們的生活緊密聯(lián)系，極大地影響了社會科學(xué)的各個領(lǐng)域，推動了心理學(xué)走向社會。第四，精神分析揭示了人類深層心理和整個人格，成為一個可以解釋個人、文化和社會歷史的世界觀和方法論。第五，開辟了一條重視心理治療的新途Teaching aims:1. Enable the Ss to comprehend the contents of the dialogue in “Lets talk”, and to make similar dialogues with their partners.2. Try to make an inter

25、view about the partners parent in role-play.Difficulty and importance:1. The sentences: When do you ?” “I at .”2. Training the listening skill of the students.3. To catch the key sentences in the interview: Excuse me. Can I ask you some questions? Sure. When do you .? I (usuallyat.Thank you for tell

26、ing me about your day. Youre welcome.Teaching Materials: 1. Cards, tapes and recorder.2. Some masks of different persons.Teaching steps:I. Warm-up1. Free talk2. Do and say3. DictationII. Presentation1. Lets try(1 Listen and find out(2 Check and repeat2. Lets talk(1 Listen and write down the key word

27、s from the dialogue between Amy and Zhang Peng.(2 Check and repeat.3. Lets find out(1 Ask and answer in groups(2 Finish the table in “ Lets find out” (3 ReflectionIII. Consolation1. Check the homework: Task time2. Make an interview a reporter, a father or mother; a writerModel: R: Excuse me. Can I a

28、sk you some questions?F/M: Sure. R: When do you .?F/M; I (usuallyat.R:. F/M:.R: Thank you for telling me about your day.F/M: Youre welcome.The writer has to write down the key words as: Amys Mothers Day; get up; 6:00.3. Play it in groups.4. Exchange the exercise books and check the partners work5. R

29、eflectionIV. Homework1. Finish a report of the partners parents day, just as the text on p6.2. Write a short dialogue with the key words of “l(fā)ets try” or the interview from the partner, just as the text on p5.Choose one or two as the students wishPeriod 3Teaching aims:1. Enable the Ss to grasp the f

30、our-skill sentences:“When do you eat dinner?” “I eat dinner at 7:00 in the evening.” “When do you get up?” “I get up at 12:00 at noon.”2. Enable the Ss to comprehend the contents of the dialogue, and finish the blanks with the key words.3. Enable the Ss to act the dialogue and try to make a similar

31、one.4. Enable the Ss to comprehend the contents of the chant on P7.Difficulty and importance:1. Grasp the four-skill sentences.2. Enable the Ss to act the dialogue and try to make a similar one.Teaching Materials: 1. Write down four lines on the blackboard.2. Some masks of different persons.Teaching

32、 steps:I. Warm-upReflection the homework in pairsII. Presentation1. Listen and find out the differences between the dialogues in homework and the text.2. Catch the sentences: What do you do? I am a policeman.3. Read the text and finish the timetable.4. Check and repeat5. Practise in groups.6. Act it

33、. III. Consolation1. Act a person (doctor, nurse, teacher, and make a similar dialogue with the partner2. Work in groups3. Listen and guess: What is he/she?Describe a time list of a kind of jobs. and guess what is he/she?4. Act it.5. Chant on P7IV. Homework1. Make a survey of the family member, and

34、write down a report of the interview.2. Catch the chant on P7.Period 4 Teaching aims:1. Enable Ss to grasp the phrases: climb mountains, go shopping, play the piano, visit grandparents, go hiking;2. Enable Ss to talk about with each other as: What do you do on the weekend? Usually I I often Sometime

35、s I3. Enable the Ss to catch the chant on P2Difficulty and importance:1. Phrases in “Lets learn”: do morning exercises, eat breakfast, have English class, play sports, eat dinner 2. Enable the Ss to use these phrases to depict their days.Teaching Materials: Cards, tapes and recorder.Teaching steps:I

36、. Warm-up1. Chant2. Free talkII. Presentation1. Sentences: What do you do on the weekend? Usually I I often Sometimes I(1 Listen and write: What do you do on the weekend? Usually I I often Sometimes I(2 Check and practise Pay attention to “sometimes, often”(3 Reflection2. Phrases: climb mountains, g

37、o shopping, play the piano, visit grandparents, go hiking;Game: Whos right?以四人小組為單位，玩吹牛游戲。事先制作好的若干張單詞卡，A出牌：I often climb mountains. What do you often do on the weekend? B可以選擇翻牌，也可以選擇跟牌。翻牌時，要求說：I cant climb mountains. 跟牌時要求說：I often climb mountains, too. What do you often do on the weekend? C也可以選擇跟牌或

38、翻牌。如果B翻出A的牌面和他說的內(nèi)容相符，則B需要抄寫該詞組，反之， A就要抄寫詞組，每組最后評出勝者予以獎勵。III. Consolation1. Lets check2. Lets sing3. Activity BookIV. Homework1. The losers have to copy the phrases 2. Try to make a new song as “Lets sing” or a similar chant on P2Period 5Teaching aims:1. Enable the Ss to comprehend the contents of th

39、e dialogue in “Lets talk”, and to make similar dialogues with their partners.2. Enable the Ss to know the rules of the words pronunciation.3. Enable the Ss to comprehend the sentences: Its going to rain tomorrow. I cant play football. I cant go hiking.Difficulty and importance:1. The sentences: ”Wha

40、t do you do on the weekend?” ” I watch TV and go shopping. Sometimes I visit my grandparents.” “I often play football. Sometimes I go hiking.”2. Training the listening skill of the students.3. Catch the chant on P2Teaching Materials: 1. Cards, tapes and recorder.2. Teachers pictures.Teaching steps:I

41、. Warm-up1. Chant2. Read the “Pronunciation” and make a judge for “mountain” and “grandparents”.3. Free talkII. Presentation1. Lets try(1 Listen and find out(2 Check(3 Make phrases with “go” go to school; go home; go to bed; go hiking; go swimming; go shopping2. Lets talk(1 Listen and write down the

42、 key words from the dialogue between Chen Jie and John.(2 Check and repeat.b Lets find out(1 Ask and answer in groups(2 Finish the table in “ Lets find out” (3 Reflection and make a survey in the classIII. Consolation1. Role-play: Zoom and Zips the weekend 2. Listen to a weather report, and decide w

43、hat to do on the weekend.Key words: Its going to rain tomorrow. I cantIV. Homework1. Choose and write: What do you do on the weekend? Rainy Sunny2. Write down some words in different pronunciations. Ex: say: day Period 6Teaching aims:1. Enable the Ss to grasp the four-skill sentences:”What do you do

44、 on the weekend?” ”Usually I watch TV and go shopping. Sometimes I visit my grandparents.” “I often play football. Sometimes I go hiking.”2. Enable the Ss to comprehend the contents of the dialogue, and finish the blanks with the key words.3. Enable the Ss to act the dialogue and try to make a simil

45、ar one.4. Enable the Ss to comprehend the contents of the story. And pay attention to the verbs.Difficulty and importance:1. Grasp the four-skill sentences.2. Act the dialogue and try to make a similar one.3. Comprehend the contents of the story and the verbs.Teaching Materials: 1. Write down four l

46、ines on the blackboard.2. Some masks of different persons.Teaching steps:I. Warm-up1. Reflection the homework in pairs2. Act the similar dialogue as lets talk.II. Presentation1. Listen and write (give the new words to the Ss: usually, sometimes, often. What do you do on the weekend?2. Read the text

47、and check the answer.3. Repeat4. Practise in groups.5. Act it. III. Consolation1. Story time Pay attention to do/does and so on.2. Find out the friends: do-does; go-goes; wake-wakes, get-gets3. Change the face: sing, hurry, search 4. Listen and guess: What does he do on the weekend?IV. Homework1. Fi

48、nish the table about the text.2. Make a survey with the friends, and write down it. (as “Lets talk” Unit 2 My favourite SeasonTeaching aims:1. Enable Ss to ask and answer the season they like and the reason as well. Such as: Whats your favourite season? Which season do you like best? Summer/ WinterW

49、hy do you like? Because I can.2. Enable Ss to ask and answer the weather. Such as: Whats the weather like in? Sunny.”3. Enable Ss to understand and sing the song “Whats your favourite season?”4. Enable Ss to grasp the words and sentences in Lets learn, Read and write. Especially the four-skill words

50、 and sentences.5. Enable Ss understand the content in Lets start, Make a survey, Task time, Good to know, Story time.6. Enable Ss to know the pronunciation of air, ear, sp, sk.Teaching agreementPeriod 1: Lets start Lets chant A Lets learn Lets find outPeriod 2: A Lets try Lets talk Make a survey C L

51、ets singPeriod 3: A Read and write Lets play C Pronunciation Lets checkPeriod 4: B Lets learn Group work C Good to knowPeriod 5: Main Scene B Lets try Lets talk Lets find out C Story timePeriod 6: B Read and write Lets find out C Task timePeriod 1:Teaching aims:1. Enable Ss to grasp the four-skill w

52、ords: season, spring, summer, fall, winter.2. Enable Ss to use the sentence “Whats your favourite season?” in right scene.3. Enable Ss to understand the pointer, and finish the easy task in Lets find out according to the pointers.4. Enable Ss to chant.Teaching difficulties and importance:1. Grasp th

53、e five four-skill words.2. Use the two sentences to ask and answer correctly. Whats your favourite season? Whats the weacher like in?Teaching preparation:Tape-recorder, tape, cards, some pictures of different weatherTeaching steps:I. Warm-up:1 Lets chant. Review the words: warm, cool, hot, cold 2 Fr

54、ee talk. Review the sentences: Whats your favourite? Whats the weather like in? Its coolIII. Presentation:1 Learn the word: season. I take out 4 pictures and let them talk about the picture. The four picture stands for 4 seasons. 2 Learn the four words: spring, summer, fall, winter.A. Whats the weat

55、her in spring in Hangzhou?Spring is everything getting green.B. The leaves are becoming more and more. Then summer comes.C. The leaves fall down, then its fall now.D. Theres no leaves on the tree. So its winter.Spring is Summer is Fall is Winter is ( They can plus the color, e.g. Winter is white. Fe

56、eling, e.g. Fall is cool3 Make a short dialogue:A: Whats the weather like?B: Its windy.A: What season is it now?B: Spring.A: Whats your favourite season?B: 4 Lets start:Find out the weather, ask and answer.5 Lets chant:IV. Consolidation and extension:1 Make a riddle.2 Lets find out. -What season is it? What colour is it?V. Exercise:Activity bookTeachers note:Period 2:Teaching aims:1. Enable Ss to grasp the sentence “Which season do you like best?” and to use it in the right scene.2. Enable Ss to finish the w