Unit 3 The Meaning of Color
Section A Welcome to the Unit
The Teaching important points:
1. Free Talk about Colors
2. The Meaning of Color
3. Colors in Different Cultures
4. Colors in Your Life
Teaching procedure
I. Free Talk about Colors
1. Can you name these colors?
2. Names of different colors:
1)black brown gray pink purple red silver blue white yellow green
2)More names of colors (Refer to your dictionaries!)
What is brought into your mind when you see them?
II. The Meaning of Color
1. What’re the meanings of the colors?
color In China In the West
Red
Orange
Green
White
Yellow
Purple
Blue
Gray
Black
The Meaning of Color (Only Reference)
Purple: royal, precious, romantic, sacred
Black: conservative, mysterious, sophisticated
Silver: sleek, glamorous, rich
White: purity, innocence, softness, honesty
Brown: earthiness, order, simplicity, friendliness
Red: action, bravery, revolution, courage, vitality
Pink: love, beauty
Orange: vitality with endurance
Yellow: wisdom, joy, happiness, intellectual energy
Green: life, nature, harmony, fertility, well being
Blue: youth, liberty, truth, peace, justice
Gray: Sorrow, security, maturity
III. Colors in Different Cultures
Each country has its own national flag with its own pattern and colors.
Discussions:
1. The patterns and colors of national flags
2. National flowers
Tulip Peony Sunflower Cherry Blossom Cactus Maple Rose
3. Talk about Masks
4. Colors for Weddings
In the West and in China
IV. Colors in Your Life
1. Can you think of any examples of the use of a particular color on a special occasion?
2. Think of a foreign country. What color do you associate with that country? Why?
3. What color would you choose to represent your character? Why?
V. Homework
1. Talk more about color
2. Preview the reading
3. What’s your favorite color? Write a short passage to give your reasons.
Section B Reading
The Teaching Important points:
1. Pre-reading Activities
2. Reading Strategy
3. Reading and Comprehension
4. Practice and Discussion
Teaching procedure:
I. Pre-reading Activities
Background Information
Acquaint yourself with some relevant information
Our National Flag
The national flag is a red rectangle with five stars. The red of the flag symbolizes revolution; the stars are yellow so that they will stand out brightly against the red ground. The larger star represents the CPC and the four smaller ones, the Chinese people. This expresses the great unity of the Chinese people under the leadership of the CPC.
II. Reading Strategy
Before reading an article:
Read the headline and the first paragraph to get an idea of the theme or topic.
Think about the topic and what you already know.
Practice: Read this article with the above method.
III. Reading and Comprehension
Skimming
Read the Internet article quickly and answer the following questions:
1. What is the French national flag sometimes called?
2. How many stars are there on the national flag of the USA?
3. What color is the Indonesian flag?
Discussion
Read the Internet article again to find out:
Each country’s national flag is made up of different colours. Have you ever wondered why?
Scanning
Read the Internet article carefully and answer the following questions:
1. What do the colors on a national flag symbolize?
2. What was the motto of the French Revolutionary?
3. Why was the Revolution such an important time in France’s history?
4. Why were the people who lived in the USA unhappy with British rule?
5. What do the stars and strips on the American flag represent?
6. What was the Indonesian national flag like in the 13th century?
7. What are the different explanations for the meaning of the Indonesian national flag?
Practice
1. Look at the table and fill in what each color represents in each country.
2. Match each with the correct definitio
1. starvation (Line 11)
2. conclusion (Line 11)
3. strengthened (Line 17)
4. substitute (Line 22)
5. influential (Line 23)
6. outspoken (Line 29)
7. tolerate (Line 29)
8. having a say (Line 30)
9. considerate (Line 53)
3. Main idea of the Article
4. Main idea of Each Paragraph
IV. Practice and Discussion
1. Expressions & Patterns
1.be more than … 大于；多于 (Line 2)
2.along with … 连同...一起, 随同...一起 (Line 4)
3.at the start of 在…...开始时 (Lines 8-9)
4. Before the Revolution, there had been … because people had not had … and had often been treated …(Lines 9-10)
5. Red shows the bravery, … the French, which were all needed to change the country. (Lines 15-16)
6. The French Revolution was … of inequality, which had a great effect on many other countries, particularly … (Lines 20-21)
7. The flag, which could not be further simplified, is a … , and … (Lines 44-46)
8. Strengthened by the Revolution, France became ... (Lines 17-19)
9. Each year on 4 July, the USA ..all over the country, lit by fireworks …(Lines 40-41)
10. There are many explanations offered for the meanings of … (Lines 47-48)
11. be successful in doing 成功地做 (Line 20)
12. stand for … 表示；象征 … (Line 37)
13. date back to …[date from]从...时就有, 回溯到, 远在...(年代) (Line 45)
2. Discussion
Discuss colors and flags with a partner. Use the following conversation as an example. (P37)
Homework
Complete the e-mail after class, paying attention to the e-mail form and cultures on
national flags
Module 9 Unit 3 The Meaning of Color
Section C Word Power
Teaching Important Points:
●Revision
●National Flowers
●Color Idioms
●Assignment
Teaching procedure:
I. Talk about the following pictures
China
1. Give a brief description about the national flag.
2. What are the meanings of the five stars?
3. Why is red color used?
America
1. Which country is this?
2. Would you like to talk about America’s national flag?
3. Which continent does it belong to?
Netherlands
1. What’s the country’s name?
2. Is it in Europe or in Africa?
3. Would you like to describe its national flag?
England
1. What’s the name of this country?
2. Would you say something about the national flag of this country?
3. What are the features of this country?
II. National Flowers
1. Lead in
Learn about some flowers:
The tree peony sunflowers tulip rose lotus cherry orchid iris
2. Match the national flower with its nation
3. National flower and the culture
Lotus
It is the national flower of India.
It grows in shallow water and can often be seen covering the surface of ponds and lakes. It has wide green leaves and bright flowers that can be white and pink.
It symbolizes purity, beauty, wealth and knowledge in India.
Orchid
1. The orchid became the national flower of Singapore in 1981.
2. The orchid chosen is a special type that blooms throughout the year. It is chosen from over forty different flowers.
3. It is a symbol of national pride and identity.
Iris
The iris is the national flower of France.
It is named after the Greek goddess of the rainbow.
It is a symbol of hope and wisdom for the people of France
Tulip
The flower is the national flower of the Netherlands. It did not originate in the country. In fact, it did not arrive there until the 16th century brought from Asia. Dutch people love the flower very much. You can see lots of tulips if you visit the Netherlands.
Rose
The rose is the most popular of all national flowers. It is the national flower of the USA, England and Iran
To the Americans, the rose is a symbol of love and beauty.
In England, the meaning of the rose dates back to the War of the Roses in the 15th century.
In Iran, the rose is a religious and spiritual symbol and is a symbol of perfection.
III. Color Idioms
Idioms are fun and useful expressions that usually cannot be understood by defining
the separate words. Most idioms don't seem to make any sense because their origins are so old. Some of them come from ancient literature or even classic films. Learning the background of idioms can help you to remember them.
1. Part A (p39)
2. Part B (p39)
Keys:
1. felt blue
2. Green with envy
3. In the red
4. In the black
5. White as a sheet
6. Tickled pink
3. More Examples for Color Idioms
Idiom Meaning Example Sentence
black and white straight forward, very clear The rules we gave the kids were black and white. No answering the phone or the door.
golden opportunity the perfect chance The models' conference was a golden opportunity for me to sell my beauty products.
in the dark
unaware Antoine left his wife in the dark about their honeymoon destination until they got to the airport.
out of the blue
unexpectedly I got a phone call from a long lost cousin out of the blue last week.
true colors real self Suzanne doesn't show her true colors when we have guests over.
IV. Homework
1. Find more information on the national flowers
2. Find more color idioms with you reference books or in the internet.
3. Preview the grammar and usage
Module 9 Unit 3 The meaning of color
Section D Grammar and Usage
Apposition
Teaching Important points
▲ Revision
▲ Grammar
▲ Exercises
▲ Assignment
Teaching procedure:
I. Revision
1. Talk about some national flowers
2. What are the symbols for the countries?
3. If your school would choose a kind of flower as your school flower, what flower should you choose, why?
II. Apposition
1. Definition
A word, group of words or clause that follows a noun or pronoun and means the same person or thing as the noun or pronoun does is called an apposition.
E.g.
The student, Wang Wei, was praised by our teacher yesterday.
This is Mr. Wang, dean of our school.
The news that the criminal was arrested was not true .
II. Kinds of Appositions
1) Loose apposition
It is often set off from the head word by a comma.
2) Close apposition
The apposition and its head-word form a close relation, not separated by a comma.
E.g.
We love our country, the great People’s Republic of China.
Do you know the famous critic Paul Jones?
The position of the apposition
An apposition is usually placed immediately after the head-word, but it may also be put elsewhere in the sentence, especially in the case of pronouns like all, both, each, myself, etc.
E.g.
An unusual present was given to him for his birthday, a book on ethics.
Give them an apple each.
They are all/both students.
He finished it himself.
Note
Besides nouns and pronouns, adjectives, adverbs, predicate verbs, prepositional phrases, infinitive phrases, clauses, etc. May occasionally be followed by an apposition.
She always speaks so---slowly and clearly.
He is taller, much taller than she is.
To go shopping, to help her sister, to do some cleaning--- to do all this, she has to make the best of her time.
Indicator as the appositive
有时为了明晰地表示非限制性同位关系,我们会使用一些词语插入同位成分之间。
A) 表示等同关系的词语有: namely，that is，that is to say，in other words，or, etc.
You should have consulted an ophthalmologist, that is an eye doctor.
He studies linguistics, or the science of language.
B) 表示举例或列举的词语有：
for example，for instance，e.g.，such as, say，including, etc.
They visited several cities, for example Rome and Athens.
Nouns such as book, pen, apple and toy are countable nouns.
C)表示突出某点的词语有：
especially，particularly，in particular，notably, chiefly，mainly, mostly。
We want to invite a number of friends, especially Joan and Betty.
Most students in our class, particularly David and Chris, are fond of music.
这些词语在使用中有的可以放在第二个同位成分之前或之后：
that is，that is to say，for example，for instance，in particular和in other words。
Dickens's most productive period, that is (to say) the 1840s, was a time when public demand for fiction was growing at a tremendous rate.
Dickens's most productive period, the 1840s, that is (to say), was a time when public demand for fiction was growing at a tremendous rate.
included 只能放在第二个同位成分之后。其他的词语以及一些缩写形式只能放在第二个同位成分之前：
namely，or，including，such as，say，especially，particularly，notably, chiefly，mainly，mostly， e.g., etc.
Many people, including my sister, won't forgive him for that.
Many people, my sister included, won't forgive him for that.
III. The appositive clause
Some words, such as appeal，belief, idea, decision, truth, conclusion， report, message, promise, proposal， remark, question, thought， statement， understanding，etc. to show the details.
The thought came to her that maybe she had left the door open when she left home.
The story goes that he failed in the College Entrance Examinations again.
The distinction between the apposition and the attribute
The apposition gives another name which often defines or explains it.
An apposition is in the same case as the noun or pronoun it refers to.
It may be expressed by a noun, a pronoun, or a numeral, etc.
An attribute is to modify the noun or pronoun.
“that” in the attributive clause has a grammar function, as a part in the clause, while in the appositive clause it is just a conjunction.
IV. Read through the grammar and usage
Read through the apposition
Deal with Part A on page 41
Deal with part B on page 42
V. Reinforcement
1. Information has been put forward ____ more middle school graduates will be admitted into universities
A. while B. that C. when D. as
应将该句区别于：
It is said that more middle school graduates will be admitted into universities，this is the information ____ has been put forward.
A. what B. that C. when D. as
She heard a terrible noise,____ brought her heart into her mouth
A. it B. which C. this D. that
应将该句区别于：
I can't stand the terrible noise ____ she is crying loudly.
A. it B. which C. this D. that
VI. Exercises
1. Translation:
1. His only interest in life, playing football, has brought him many friends.
2. He always works hard in spite of the fact that he is not in good health.
3. Land, brains, wealth, technology - in other words everything we need - are plentiful in our country.
2. Multiple choice:
1. The fact ____ she works hard is well known to us all.
A. that B. what C. why D. which
2. I have no idea ____ he will start.
A. when B. that C. what D./
3. He often asked me the question ____ the work was worth doing.
A. whether B. where C. that D. when
VII. Homework
1. Review the grammar
2. Finish the exercises
3. Preview the tasks
Task
Teaching aims:
(1).Practise students’ language skills of listening, reading, speaking and writing.
(2). Students will get information about Beijing opera through listening and reading.
(3) Ask students to use the information they have got to make a record of the information about the way they designed the facial mask..
Important points & difficult points:
(1). Learn words used to describe characteristics or personality.
(2). Learn their opposites.
(3). Get some information about Beijing opera.
(4) Listen and get to know the characters.
(5) Ask questions correctly.
(6) Make a record of the information.
Teaching Procedures:
Step 1. Lead-in:
Present pictures of some people, and get the students to describe them using an appropriate adjective. After that, students are asked to give their opposites.
Step 2. Skills building1: understanding adjectives describing characteristics or personality.
adjective opposite
stubborn easy-going
sophisticated nave
intelligent unintelligent
dishonest honest
fair unfair
impulsive cool-headed
fierce mild
loyal disloyal
ambitious unambitious
trustworthy untrustworthy
crafty artless
astute stupid
Step 3. Step1 getting to know the characters
Present some pictures of Beijing opera masks, asking the students to say something they know about Beijing opera.
Tell them the following: Beijing Opera, also called "Eastern Opera," is a principle tradition in Chinese culture. It is called Beijing Opera because it is formed in Beijing. Beijing Opera has a history of 200 years in which its fountainhead can be dated back to old local operas, especially Anhui Opera, which was very popular in northern China in the 18th century. In 1790, the first Anhui Opera performance was held in Beijing to celebrate the Emperor's birthday. Later, some other Anhui Opera troupes went on to perform in Beijing. Anhui Opera was easy to move and good at absorbing the acting styles of other types of operas. Beijing accumulated many local operas, which made Anhui Opera improve quickly. At the end of the 19th century and the beginning of the 20th century, after merging for 10 years, Beijing Opera finally formed, and became the biggest of all operas in China. Beijing Opera has a rich list of plays, artists, troupes, audiences, and wide influences, making it the foremost opera in China.
Get the students to read through part C, and finish the following forms.
Form 1. colours used in the beginning
colours Character type it represents
Typical examples
Form 2. other colours
colours Character it represents
Step 4. Practise listening
Part A and part B
Step 5 Skills building 2: putting words in the correct order.
How can we ask questions? e.g.
What can you see?
What you can see? (×)
Have you ever been to the Great Wall?
You have ever been to the Great Wall? (×)
Step 6 Step 2: informing the performer
(1) Use the information to make a dialogue with desk mate.
Step 7 Skills building 3: recording information
Name Nationality Age Job Hair colour
Barbara Koning
John Smith
Alberto Gonzalez
Tong Shanshan
Step 8 recording information about your mask.
Design the facial mask and make a record of the information.
Step 9 Homework:
1. Finish your task.
2. Preview project.
Project
Teaching aims:
Improve the students’ ability of practice.
Important points & difficult points:
Read the passages about colours and cultures.
Teaching Procedures:
Step I Lead- in
1. Present different colours and drew a conclusion: our world is full of different colours.
2. Discussion: In China, red is used to celebrate marriages. Why?
In the west, the bride often wears white. Why?
3. What colour do you like best?
Step II. Today, we’ll talk about different colours and what they represent.
Read it please, and then fill these forms:
Form 1.
Different colours Different meanings
Red
Yellow
Green
Black
white
Form 2 the colour of red
area representation
China
USA
South Africa
Many countries
Form 3. the colour of yellow
area representation
USA and UK
Egypt
Japan
India
The west
Form 4. the colour of green
Area Representation
Positive
Negative
Ancient Egypt
Ireland
Form 5. the colour of black
Area Representation
Western cultures
Europe and USA
Form 6. the colour of white
Area Representation
In the west
In China
In the Christian religion
Step III Discussion:
Divide the students in two. Discuss the questions:
How many parts can this passage be divided into?
Part 1.(1) Colour can express different feelings
Part 2.(2-6) Explanation of different colours and what they symbolize in different areas
Part 3.(7) Don’t be arbitrary when choosing an outfit.
Step IV. Discussion:
1. Which of the colours mentioned in the article do you like the most? Why?
2. What colour will you choose for your project?
3. How will you research your report? Who will do the research?
4. How will you organize your report?
Step V. Homework:
1. Review words and phrases in this unit.
2. Review the whole unit.