《Unit　3　What　colour　is　your　bag？教案》小学英语北京课标版一年级起点一年级下册教案4793.doc

1、unit3whatcolourisyourbag？教案教学目标本节课结束后，学生能够1. 知识与能力： 1）听懂、理解、会说会说eand important festival in wer“what colour is your ？”并做出应答。如：“its yellow/white .” 2）认读和运用颜色单词white、yellow、pink、purple描述物品颜色 3）指认、朗读和书写字母kk和ll,并感悟字母在单词中的读音/k/和/l/ 4）听懂、指认并读出单词a leaf、a lion、a kitten、a king 5）会说唱小韵文“the lion king”2. 过程与方法：

2、通过感知、交际、游戏、动画配音、实践等学习方式，提高语言运用能力。 1）学生通过演唱歌曲提高学习兴趣，初步感知“colour”，通过短片动画与情境创设帮助学生感知学习white、yellow、pink和purple等颜色词汇，通过角色扮演和猜图游戏固所学的词汇与句型。 2）学生通过狮子王电影片段感知本课词汇及韵文，体会字母在单词中的发音，培养语言模仿能力。3. 情感、态度和价值观：学生通过参加不同课程（如体育课、游泳课、美术课）这一主线，在体验丰富多彩的校园生活同时，感受生活中五彩缤纷的颜色。通过与朋友谈论物品颜色，促进学生交流、增进学生友情、激发学生热爱生活的情感。4.学习策略：学生能够积极

3、运用所学的颜色在生活情境中进行表达与交流，有意识地在日常练习中提高交际策略，形成逐步积累词汇与句型的学习策略。5. 文化意识：学生可通过学习颜色的英文表达，特别是教师对学生颜色学习中“深、浅”的渗透，为今后与他人的进一步交流丰富语言。学情分析1. 本课授课对象：一年级学生。一年级起使用本教材学习英语。2. 经过一学期的英语学习，能听懂简单的课堂指令，能很好的掌握并运用之前学过的知识。3. 初步具备了小组合作、表演对话等能力。本节课上学生能够以小组为单位分角色表演课文内容，并充分展现已有的这一技能。4. 通过一学期的学习，学生已积累了一定的词汇与句型，熟悉了一定的自然拼读规律，对英文字母有一定的

4、印象，并对英语辅音有一定的敏感度。在本册书中，由于前两个单元都有相关字母的小韵文，学生已经习惯字母与韵文相结合的学习方式。在日常英语朗读中也已有了很强的韵律感。这些都有助于学生对于本课的学习。5. 尽管学生第一次接触“颜色”话题， 但是由于生活中处处有颜色，因此大部分学生都对表达颜色的词汇有一定了解，在本册书第一、二单元的小韵文中学生已经学习了red, yellow, black三个表达颜色的词汇，根据部分学生课外英语学习的经历，还能够熟知一些其他颜色的单词。因此根据这些情况，结合本课课文主题图中的颜色，我在本课的教学中为学生补充了pink和purple两个词作为学习内容，既设计了相关活动来落

5、实又丰富了学生的语言。重点难点1. 教学重点： 1）学习询问物品颜色的用语及应答“what colour is your ?”“its yellow/white .” 2) 听、读、认、理解单词a leaf、a lion、a kitten、a king并体会其发音。 3) 学习字母kk和ll的朗读、书写并体会发音。2. 教学难点： 1）单词king、call的读音。 2）“what colour is your ?”“its yellow/white .”功能句在实际生活中的应用。教学过程4.1 教学活动【导入】step1warmingupstep 1: warming up1. listen

6、 to a song “colours”2. greet to each others.3. use magic ball to let students perceive colours.4. talk about colours which are close to students life, such as clothes, shoes, pencil-box and so on.教学资源运用：运用变色球道具和所制作的演示文稿根据热身的活动步骤依次呈现。教学指导策略及设计意图：通过歌曲“colours”引出本单元的主题。歌曲的播放更可以活跃课堂气氛，把学生快速带入到英语学习的课堂，并让

7、学生在听歌过程中预热熟悉所学内容。【讲授】step2listenandsay1. lead in: showing pictures of two main charactersyangyang and lingling; talking about their colourful school life, and their colourful rackets & ping-pang balls. t: what do you do in the morningyangyang? yangyang: i have pe class. t: look! what are they do

8、ing? ss: play ping-pong. t: they have some things. is it red/yellow/black/green? ss: yes!/no, its . t: what do you do in the afternoon? lingling: i have swimming class.教学资源运用：所制作的演示文稿帮助学生了解情景 教学指导策略及设计意图：给学生创设校园生活中不同课程的情景，让学生通过谈论物品初步了解颜色，激发学生学习的兴趣，为本课设置条主线。2. dialogue learning: 1) the 1st theme pict

9、ure: (1) black and white picture. t:is it colourful? is it beautiful? ss: no. t: lets add some colour. (teacher points to balls on the picture, which shows yellow, pink, purple, and green successively.) t: is it yellow? ss: no, its pink. (showing a short videopink.) t: is it black? ss: no, its purpl

10、e. (showing a short videopurple.) (2) (teacher points to the pale ball) t: what colour is this ball? ss: . t: lets watch! t: what colour is this ball? ss:its white. t: is it yangyangs? ss: no, its linglings. (3) t: what does yangyang say? ss: what colour is your ball? (let students listen to the rec

11、ording five times1+1+3.) t: what does lingling say? ss: its white. (let students listen to the recording four times1+1+2.) t: what colour is this chalk? ss: its white. t: can you find other white things? ss: . (4) role-playing yangyang & lingling 2) the 2ndtheme picture: (1)t: do you have any qu

12、estions about this picture? ss: what colour is your bags? t: great! now, lets watch. (2)role-playing： guoguo & lingling 教学资源运用：教材、教材配套光盘、人物头像、制作的演示文稿辅助学生学习对话内容，并进行体验式跟读 教学指导策略及设计意图:教师通过游泳课情景，分段并分清主次地学习了对话，识别对话内容，让学生预设主人公语言，在已有知识的基础上习得语言，并通过分角色朗读等方式训练了学生的口语技能，培养学生交流能力。第二幅主题图的弱处理使得学生可以真正的将语言作为工具主动

13、进行思考，提出问题。【活动】step3bletsact1.readthedialogue.t:openyourbooks.turntopage22.showmeyourfingers.letslistenandsay.2.pair-workreading.3.letsact.教学资源运用：教材、教材配套光盘、游泳圈、玩具球、制作的演示文稿辅助学生进行对话表演教学指导策略及设计意图:通过各种道具使学生勇于张嘴说英语，培养学生在课文情景中运用所学语言进行交流的能力。【练习】step4letsplay1. guess game t: lingling has many things. now let

14、s have a look. t: all of these things have colours. can you guess what she has? (one student is yangyang, another one is lingling. they will apply “what colour is your ?”“its .” in this game.)教学资源运用：制作的演示文稿帮助学生巩固所学句型与单词 教学指导策略及设计意图:通过猜物品游戏方式巩固学生所学颜色的词汇以及询问物品颜色的巨星级响应答语。使学生在玩中练，玩中用。【讲授】step5listen,rea

15、peat,andtracet: yangyang and lingling get their ipads, and use them to watch a movie. now, lets watch it together.t: what letter is for lion? what letter is for king?ss: l is for lion. k is for king.(providing some pictures let students find letter in their real life. teaching “kk” by using the shor

16、t video. )t: show me your fingers, and follow me please. (students write down the letter in the air.)teaching “king”&“kitten” by using the letter-puzzle picture.教学资源运用：单词图片、制作的演示文稿以及视频短片辅助学生学习新字母与单词。 教学指导策略及设计意图： 首先通过狮子王视频短片将本课所学新字母k，l引出，提升学生学习字母兴趣。通过展现字母在现实生活中出现的图片，贴近学生生活，让学生学以致用。通过在字母图中找字母以及结合

17、单词图片学单词，让学生更易理解记住，并且可以对字母、词汇与语音进行强化与巩固。【讲授】step6letssay1. t: lets watch this movie again. (students learn this chant by watching the movie and listening to the recoding.)2. t: who want to be simba? (dubbing)教学资源运用：电影短片及录音辅助学生进行歌谣的学习及表演。 教学指导策略及设计意图：教师着重点在chant的三四句，通过听录音、看视频，帮助学生直观的理解韵文的含义。通过朗读韵文，可以培

18、养学生的英语语感。通过电影配音活动，可以检测学生的掌握程度，激发学习兴趣，将被动学习变为主动输入。【测试】step7makeadialogue1. playing a short video: -hi,yoyo! -hi, tony! -what do you do in the afternoon? -i have art class. -wow! some pictures! what colour is your picture? -its red. -oh, good! -thank you! -bye-bye. -bye-bye. 2. students make a new dia

19、logue based on the resources that teacher provided. there are three classesart class, swimming class, and pe classprovided for students. in art class, students can talk about the colours of their art work, such as a boat, a coat,a kite, and a bike. in swimming class, students can talk about the colo

20、urs of their swimming caps. in pe class, students can talk about the colours of their balls. 3. lets show. 教学资源运用：录制短片与ppt演示文稿结合，创设真实场景 教学指导策略及设计意图：通过视频短片将本课所学内容结合旧知进行提升，力求让学生运用老师所给资源，根据真实情景进行对话的编设。【作业】step8homework1. listen and read 2. act and say: talk about your toys colour with your friends by u

21、sing “what colour is your?”“its .” 教学资源运用：ppt演示文稿呈现作业内容 教学指导策略及设计意图：总结本节课的教学活动，教学活动不应该局限于课堂教学，还要延伸到课堂之外的学习和生活中，因此布置和朋友一起讨论玩具颜色来巩固和单词，并提升兴趣。 unit3whatcolourisyourbag？课时设计 课堂实录unit3whatcolourisyourbag？第一学时教学活动【导入】step1warmingupstep 1: warming up1. listen to a song “colours”2. greet to each others.3. u

22、se magic ball to let students perceive colours.4. talk about colours which are close to students life, such as clothes, shoes, pencil-box and so on.教学资源运用：运用变色球道具和所制作的演示文稿根据热身的活动步骤依次呈现。教学指导策略及设计意图：通过歌曲“colours”引出本单元的主题。歌曲的播放更可以活跃课堂气氛，把学生快速带入到英语学习的课堂，并让学生在听歌过程中预热熟悉所学内容。【讲授】step2listenandsay1. lead in

23、: showing pictures of two main charactersyangyang and lingling; talking about their colourful school life, and their colourful rackets & ping-pang balls. t: what do you do in the morningyangyang? yangyang: i have pe class. t: look! what are they doing? ss: play ping-pong. t: they have some thing

24、s. is it red/yellow/black/green? ss: yes!/no, its . t: what do you do in the afternoon? lingling: i have swimming class.教学资源运用：所制作的演示文稿帮助学生了解情景 教学指导策略及设计意图：给学生创设校园生活中不同课程的情景，让学生通过谈论物品初步了解颜色，激发学生学习的兴趣，为本课设置条主线。2. dialogue learning: 1) the 1st theme picture: (1) black and white picture. t:is it colour

25、ful? is it beautiful? ss: no. t: lets add some colour. (teacher points to balls on the picture, which shows yellow, pink, purple, and green successively.) t: is it yellow? ss: no, its pink. (showing a short videopink.) t: is it black? ss: no, its purple. (showing a short videopurple.) (2) (teacher p

26、oints to the pale ball) t: what colour is this ball? ss: . t: lets watch! t: what colour is this ball? ss:its white. t: is it yangyangs? ss: no, its linglings. (3) t: what does yangyang say? ss: what colour is your ball? (let students listen to the recording five times1+1+3.) t: what does lingling s

27、ay? ss: its white. (let students listen to the recording four times1+1+2.) t: what colour is this chalk? ss: its white. t: can you find other white things? ss: . (4) role-playing yangyang & lingling 2) the 2ndtheme picture: (1)t: do you have any questions about this picture? ss: what colour is y

28、our bags? t: great! now, lets watch. (2)role-playing： guoguo & lingling 教学资源运用：教材、教材配套光盘、人物头像、制作的演示文稿辅助学生学习对话内容，并进行体验式跟读 教学指导策略及设计意图:教师通过游泳课情景，分段并分清主次地学习了对话，识别对话内容，让学生预设主人公语言，在已有知识的基础上习得语言，并通过分角色朗读等方式训练了学生的口语技能，培养学生交流能力。第二幅主题图的弱处理使得学生可以真正的将语言作为工具主动进行思考，提出问题。【活动】step3bletsact1.readthedialogue.t:o

29、penyourbooks.turntopage22.showmeyourfingers.letslistenandsay.2.pair-workreading.3.letsact.教学资源运用：教材、教材配套光盘、游泳圈、玩具球、制作的演示文稿辅助学生进行对话表演教学指导策略及设计意图:通过各种道具使学生勇于张嘴说英语，培养学生在课文情景中运用所学语言进行交流的能力。【练习】step4letsplay1. guess game t: lingling has many things. now lets have a look. t: all of these things have colou

30、rs. can you guess what she has? (one student is yangyang, another one is lingling. they will apply “what colour is your ?”“its .” in this game.)教学资源运用：制作的演示文稿帮助学生巩固所学句型与单词 教学指导策略及设计意图:通过猜物品游戏方式巩固学生所学颜色的词汇以及询问物品颜色的巨星级响应答语。使学生在玩中练，玩中用。【讲授】step5listen,reapeat,andtracet: yangyang and lingling get their

31、ipads, and use them to watch a movie. now, lets watch it together.t: what letter is for lion? what letter is for king?ss: l is for lion. k is for king.(providing some pictures let students find letter in their real life. teaching “kk” by using the short video. )t: show me your fingers, and follow me

32、 please. (students write down the letter in the air.)teaching “king”&“kitten” by using the letter-puzzle picture.教学资源运用：单词图片、制作的演示文稿以及视频短片辅助学生学习新字母与单词。 教学指导策略及设计意图： 首先通过狮子王视频短片将本课所学新字母k，l引出，提升学生学习字母兴趣。通过展现字母在现实生活中出现的图片，贴近学生生活，让学生学以致用。通过在字母图中找字母以及结合单词图片学单词，让学生更易理解记住，并且可以对字母、词汇与语音进行强化与巩固。【讲授】step6letssay1. t: lets watch this movie again. (students learn this chant by watching the movie and listening to the recoding.)2. t: who want to be simba? (dubbing)教学资源运用：电影短片及录音辅助学生进行歌谣的学习及表演。 教学指导策略及设计意图：教