Unit Two ColoursWord文档格式.docx

1、 She is Sarah. Please say hello to Sarah. Hello, Sarah. And He is Mike. Say Hello to Mike, please.2. 齐说韵句：Hello, Sarah, hi, hi, hi. 教师出示教材中人物的图片，学生据此向他们打招呼，说韵句。Lets chant to say hello to them. Hello, Sarah, hi, hi, hi. Hello, Mike, hi, hi, hi. Hello, John, hi, hi, hi. Hello, Chen Jie, hi, hi, hi. He

2、llo, Miss White, hi, hi, hi. 设计意图：以教材中的主要人物来热身，并将打招呼的内容形成韵句。学生在有节奏的吟唱中，做好下一步英语学习的心理和知识准备。 （二） Lead in 1.出示早上Miss White在校园里的照片。讨论图片。Look，whos this? This is Miss White. Look at the sun. （指向图片中的太阳，让学生明白意思）Its morning. （显示三幅图片，分别代表早上、下午、晚上，让学生能够明确morning的意思）This is morning. Its morning.（板书单词）Read after

3、me, morning. This line, read it one by one, please. 2. 使用Good morning. 向Miss White打招呼。Teacher: Its morning. Lets say hello to Miss White. Please say good morning. That means we wish Miss White has a good time in the morning. Say with good morning. （板书句子：Good morning）Boys say good morning to Miss Whi

4、te, please. 利用多媒体的辅助，让学生能够直观地理解morning的意思。通过让学生给教材人物问好的活动，让学生理解Good morning的正确用法。（三） Presentation1. 展示教材图片，讨论图片人物，请学生猜测人物的身份。播放课文内容，学生倾听。This is Miss White. Whos this? And whos this? What do they do? Lets listen to the tape. 2. 讨论对话内容。Whos this? This is Mr Jones. This is Miss Green. They says good m

5、orning. 让学生养成利用磁带等方式获取原声录音的学习习惯，通过倾听原汁原味的地道语言来培养自己的听力感受及倾听理解能力。在听前布置小问题，让学生带着问题去倾听，便于培养他们认真倾听且在听中获取关键词句的能力。读后的讨论能够检验他们能否理解对话内容。（四） Practice1. 展示对话中主要人物的图片，学生向他们问好，保证学生能够正确地说出他们的名字。 Boys and girls, say good morning to the teachers, please. Good morning, Miss White. Good morning, Miss Green. Good morn

6、ing, Mr Jones. 快速指向三个教师图片中的一个，请学生向其打招呼。先由教师示范，让学生逐一练习如何向他们问好。再以游戏的方式锻炼学生的反应能力，从而考查学生能否正确地说出主人公的名字，并以此鼓励学生大方、大胆地用英语进行交流。2. 再次播放课文录音。学生跟读课文。 Boys and girls, lets read the dialogue after the tape. Please listen carefully, read carefully.3. 学生分角色朗读课文。 Now, who wants to be Miss White? Who wants to be Mis

7、s Green? Who wants to be Mr Jones? Lets read the dialogue in roles.4. 请学生戴上头饰来扮演对话的角色，表演对话。 Now well find the best actor or actress. Please come to the front and show the dialogue.通过以上三个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。5.请学生戴着头饰，找到自己的朋友，把身边的人物介绍给自己的朋友。Now you

8、are Miss White. You are Miss Green. Please find a friend and introduce Miss Green to your friend. Say like this: XXX, this is Miss Green. Good morning, Miss Green. Good morning, XXX. 在这个小游戏中，学生需要抛开自己的身份，使用头饰提供的新身份去进行交流。这能够提升学生参与的积极性。在这一活动中，学生从单纯地模仿开始到相对自由的表达，对于新授句型的掌握更上一层。6. 请学生带着朋友介绍给老师。Who is your

9、 friend? Please show me your friend. Introduce your friend to me. 抛开教材人物，利用自己生活中的朋友来练习学习到的句子，真正达到使用目标语句进行交流的目的。（五） Summary1. 请学生展示自己朋友的照片或自己画的图片，向大家介绍自己的朋友。其他同学向其问好。Show us the picture of your friend. Other students say good morning to him or her. 2. 展示部分图片，请学生一起说唱韵句，总结本课重点，结束课程。Look at these friend

10、s. Lets chant. This is XXX. This is XXX.Good morning. Good morning. Good morning, XXX. 以这种不固定，可变化的形式来说唱韵句，更能激发学生参与的兴趣和积极性。让他们在轻松的氛围中复习、重现本课的重点知识，起到总结、巩固的作用。教学反思【Teaching reflection】第二课时1. 能够听懂、会说、认读单词：red, yellow, green, blue2. 能够在游戏或真实的情景中正确使用句式：I see red/ yellow. 3. 能够听懂教师的英语指令并做出正确的反应能够听懂、会说、认读单词

11、：能够在游戏或真实的情景中正确使用本课单词及句式：I see red/ yellow.能够听懂教师的英语指令并做出正确的反应教学准备【Teaching Aids】2. 颜色卡卡、不同颜色的文具图片及实物1. 展示教材中主人公的图片，请学生根据其姓名齐唱韵句。Look, this is John. Lets chant together. Hello, hello, hi, hi, hi.This is John, hi, hi, hi. 最后呈现Wu Yifan，请学生说出韵句。韵句能够使学生集中注意力，并激发他们的学习兴趣。又复习前面学过的内容，且能够自然衔接下面的教学环节，使课程更加流畅自

12、然。1.展示Lets learn部分的图片，请学生观察图片。Look at this picture. What can you see? How many people are there? Who are they? This is _. （指向三个人物中的一个，请学生回答出句子：This is Wu Yifan. This is Chen Jie. This is Sarah）What do they see? They see a rainbow. （指向彩虹，让学生明白rainbow的含义）Read after me, rainbow. There are many colours

13、in the rainbow. （指向组成彩虹的颜色条，使学生明白colour的意思）通过观察教材图片，引导学生通过观察去获得信息，对所学内容有初步的了解和接触，为进一步的学习做准备。1. 学生带问题倾听课文录音。What colour does Wu Yifan see? What colour does Sarah see? Lets listen to the tape. Listen carefully and try to find the answer. Show me your answer, please. Wu Yifan sees red. （板书单词）red after

14、me, red. Look, this book is red. Sarah sees green. The grass is green. The trees are green. Read after me, green. Double e sound /i:/. （板书单词）And look at this umbrella. Its yellow. His book is yellow. （指向学生的书）Say it together, yellow. （板书单词）And this umbrella is blue. The sky is blue. Boys like blue. R

15、ead it one by one, please, blue. （板书单词）2. 播放课文内容，学生跟读。 Lets listen to the tape again. Read after it, please. 让学生在跟读中把握读音，在模仿中纠正其发音。3. 指名读课文。Who wants to read the text?4. 分组读课文。Lets read the text in groups. I will find the best group. 通过指名读、分组读，检验学生能否准确地读出课文中的句子和单词。1. 游戏：I point you say. 我指你说。教师指向黑板上

16、的单词，请学生快速说出单词。Look at the words on the blackboard. I will point to the word. Please say it as quickly as you can. 2. 出示不同颜色的彩笔，请学生快速说出其颜色。Look at these crayons. Say the colour quickly. 通过指认、读单词，使学生将单词的音与形结合起记忆，为学生认读单词提供可能。通过快速说出彩笔的颜色，将单词的音与义结合起来，检验学生能否正确地理解并说出颜色词汇。3. Show me green. 教师发出指令，学生出示相应颜色的彩

17、笔。Do you have crayons? I will ask you to show me the colours. When I say show me green. Please show me your green crayon. Are you ready? Lets do it. 此游戏检验学生能否听懂单词的含义，并将其与具体的颜色联系起来。4. 猜单词。乱序出示字母，请学生猜出单词。Lets play a game. Lets guess words. Look at these letters. n, i, o, m, r, n, g，I put them in order

18、. This word is morning. Look at these letters, what word is it? （请学生猜颜色类的四个单词：red, green, yellow, blue）通过正确排列字母，让学生理清单词的结构和拼写，为学生认读单词服务。5. 游戏：I see red. 教师随机说出颜色，学生指向教室内有这种颜色的物品。Lets play another game. Clap your hands and say with me. Look, look, I see something . When I say red, you point to someth

19、ing red in our classroom. （在说规则的同时指向教室内的相应物品，为学生做示范，让学生能理解规则）Look, look, I see something- green! .学生需要在听懂单词的基础上，快速反应出相应的颜色，并在教室里快速找到含有这种颜色的物品。这个游戏能够帮助学生记忆颜色单词的音与义，并激发他们的学习兴趣。教师示范几次后，可以转为学生发指令，这样还练习了他们说单词的能力。1. 展示韵句，学生倾听。 Everyone did a very good job. I have a chant for you. Listen. Red, red, I see r

20、ed. Yellow, yellow, I see yellow.Green, green, I see green. blue, blue, I see blue!2. 学生跟唱韵句，并指向相应的物品。 Say the chant and point to something that has the colour. 以韵句与TPR活动结合，复习、总结本课时的重点词句。 第三课时1. 能够听、说、读、写字母Aa, Bb, Cc, Dd2. 掌握字母Bb, Cc, Dd在单词首字母的发音能够听、说、读、写字母Aa, Bb, Cc, Dd 掌握字母Bb, Cc, Dd在单词首字母的发音能够正确掌

21、握并模仿字母Aa在单词首字母的发音/1. 多媒体课件、录音机、磁带。2. 字母卡1. 播放歌曲ABC song。Lets listen to the ABC song. Lets sing it together and do the actions. （边唱边做字母操）作为学习字母的课时，以字母歌来热身，是最方便和合适的。学生们复习了字母表的顺序之后，再来学习字母的书写和发音。1.展示语音例词苹果、蚂蚁、书包、书、猫、彩笔、狗、鸭子的部分图片，请学生猜一猜单词。Look, we can see part of the picture. What is it? Guess. This is a

22、n apple. Read after me, apple. （板书单词）This is an ant. Read it one by one, ant. （板书单词）This is a bag. （板书单词） This is a book. （板书单词） This is a cat. Boys read it. Girls read it. （板书单词）This is a crayon. （板书单词） This is a dog. Read in high low voice. （板书单词）And this is a duck. Say it together. （板书单词）以猜单词的方式引

23、出语音例词，激发学生的学习兴趣。以不同的方式朗读单词，让学生能够体会首字母的发音，为下一步的学习奠定基础。1. 两个一组观察语音例词，引出字母Aa, Bb, Cc, Dd。Apple, ant, look at the first letter. Its A. Say with me, A, A, A. （出示字母卡）Book, bag, the first letter is B. Say it together, B, B, B. （出示字母卡）What is the first letter of cat and crayon? Yes, its C. Repeat with me, C

24、, C, C. （出示字母卡）And the first letter of dog and duck is D. Say it, please, D, D, D. （出示字母卡）以观察首字母来引出四个需要学习的字母，为感受、发现字母在单词里的发音做好准备。2. 播放Chant，学生认真倾听。Boys and girls, lets listen to a chant about A, B, C, D. Listen carefully. 以语音韵句直接展示字母的发音，让学生在律动中感受语音，学习语音。1. 再次播放韵句，学生跟唱。Listen to the chant again. Chan

25、t with the tape, please. 2. 表演韵句。Say the chant together, please. 以跟读获取韵句的准确发音。以齐读来练习韵句。3. 以动作展示字母，做字母操。Lets do some actions. Look at me. A, A, A, this is A. Can you do with me? 先伸左手臂，再伸右手臂，将两手在头顶上方相合，然后两手相叠放在胸前，展示出大写字母A的写法，边做动作边重复字母的读法。其他字母也依此方法，以肢体展示出字母的写法。通过字母操，让学生感受字母的字形与写法。由于本课时只是初步感受，所以写法并不是最重要

26、的。通过字母操的形式，既让他们初步感受了字母的书写，又形式活跃，易于吸引学生的注意力，并激发他们的学习兴趣。4. 匹配字母与发音。教师说出字母，学生说出其发音，并说出语音例词。Lets match the sound and the letter. When I say A, you should say /, and say the words apple, ant. Lets play together. 以这种匹配加强学生对于字母发音的理解和掌握。5. 完成教材第16页Listen and circle的活动。 Look at the picture. Whats this? What

27、letter is under it? Now you will hear a letter and a word. Please circle the correct letter. Show me your answer, please. 先引导学生观察题目信息，再去做听一听，圈一圈的活动。使学生在做听力练习之前有一个心理准备和线索。6. 完成教材第16页Write and say活动。Lets write the letters. Look at the letters. Show me your finger and write it together with me. （板书四个字母，学生以手指书空）Please write them in the blanks. 先引导学生观察书写顺序，再以教师的示范巩固，最后再让学生自由书写，循序渐进地掌握字母的书写方法及占格方式。播放韵句，学生齐唱韵句来再现、总结本课时的字母及语音知识。Lets say the ch