1、上海教育出版社 2011 课标版英语 三年级下册 Unit 1Colours第一课时教学设计 一、教材简析： 沪教 2011 课标版英语是按照国家义务教育英语课程标准 （2011 年 版）编写的，采用“模块建构式（building-blocks approach） ”编写体系。Unit1 是第一模块 Using my five senses 的第一个单元，Colours 介绍了常见的颜色并描 述颜色的变化。第一课时主要以 Look and learn 学习为主，帮助学生学习常见的 颜色单词，通过提问让学生感知句型 What colour is it?及其回答。本单元设置的 情境是“我们身边的颜
2、色” ，第一课时通过大自然的颜色带领孩子们到一个花园 里游玩，学习词句，运用这些词和句发现自己身边的事物，留心观察，并做有心 人，保护我们美丽的环境。第二课时将延续第一课时的情境，孩子们在花园中玩 耍时发生的事情，继续学习。 二、学情分析： 小学生的语言学习应注重直观、 形象， 激发学生的好奇心和兴趣， 重视模仿， 并利用学生爱表演、爱游戏、爱歌唱得特点，以学生熟悉的生活环境和经验为基 础，突出语言学习的趣味性、直观性、实践性和灵活多样性，通过多种的语言实 践活动培养学生基本的语言实际运用能力。三年级的孩子刚刚接触英语，虽词汇 量有限，但对英语学习兴趣浓厚，本节课通过呈现各种颜色的气球图片，调
3、查学 生已知的信息量，通过词句篇的组合，综合练习，并在拓展环节循环复习了四季 中树的颜色变化，克服了学生的畏难情绪，也拓展了语言的运用。 三、教学目标： 1、帮助学生学习 Look and learn 中常见的颜色单词。 2、通过提问让学生感知句型 What colour is it?及其回答。通过文本再构综合 运用这些核心词句。 3、描述事物的颜色，培养对周围事物的观察力，关注环境变化，树立环保 意识。 四、教学重难点： 重点学习 blue, white, red, yellow, green, pink 等颜色词语及句型 What colour is it?问答。 五、教学方法： 1、情境
4、教学法，本节课设置了“为我们的花园涂色，并在花园里玩耍”的 情境，带领学生到花园里看到的美景，用句型和单词描述事物的颜色，通过观察 周围事物的颜色变化，关注环保。本节课话题十分贴近学生生活，激活了学生的 兴趣点。 通过创设情境， 让学生在轻松的学习中理解词句， 学会交际， 合作运用。 在导入环节，用大自然的美景展示了丰富多彩的颜色变化，通过为花园涂色的话 题，展开学习。又通过我的朋友 lizard 的到来练习句型，再引入小朋友到花园里 玩进行文本对话。继而引发思考，观察自然界中颜色的变化，呈现一个色彩丰富 的世界。最后通过美丽的花园与环境污染进行对比，拓展话题，升华主题，在情 境中完成教学。
5、2、任务型教学法，通过设计扮演活动，带领学生在花园中玩耍，实现真实 的交际，运用语言。 六、教具准备:PPT 课件、图片、简笔画、学生身边文具及教室内物品 七、过程设计： Step1Warm up and lead in 1.Greetings and free talk. Sing a song. T: Hello. How are you? Whats the weather like today? Lets sing a song. Ss: T: Are you happy today? 2. PPT shows Ss a video. Lead in. T: Today I will
6、take you to go outside. Lets see what a colourful world. T: This is a colourful world. What colour can you see? Ss: red, blue, yellow, green. T: Today lets learn Unit 1 colours. T write down the title on the blackboard. T asks Ss read the title. Ss follow the teacher to read it some times. T: And he
7、re we have a wonderful world too. Its our garden. Do you want to play here? But it is no colour. Lets colour it. 设计意图通过观看风光片，导入一个色彩丰富的世界，引出今天的情境花园。 Step 2Preparations 1. T shows them a picture. Its no colour. T asks Ss to colour it. T: Lets colour the sun red, OK? Ss: OK. T: (T stick the picture of
8、the sun on the blackboard. And write the word “ red”. T and Ss spell it and read the sounds.)What colour do you prefer about trees? Ss: Green. Its green.(T stick a tree and write the word “ green”.) T: Would you like to colour the fowers red too? Ss:(T stick the picture or T draw some flowers that S
9、s like) T: Here is a bird flying. What colour is it? (Ss look at the picture and answer)Ss: Its yellow. (T writes the word.) Then T draw some clouds on the blackboard. T: What colours are they? Ss:(T write the word.) T: (stick the pond on the blackboard.)And here is a pond in our garden.What colour
10、is it? Ss: Its blue.(T write it.) 设计意图通过给自己的花园涂色的活动，呈现单词，教师板书单词，陈述事物 颜色的句子，并引导学生用自然拼读的方法识记单词。 2. To learn the sentences. T: Today, my friend is coming too. Guess, Who is he? He is my pet. He is magic. He is near the tree. He is green. He is beside the flowers. He is red. And he is in the water, he i
11、s blue.Can you guess who he is? Ss: T:(show them a picture of white lizard.) Look, its my friend , lizard. I call him XiaoLi. You can call him Li. And today we will play a game “ hide and seek”. (T hide the lizard.) T: Where is Li? (T pionts the blackboard.) Is he here? If you say “What colour is it
12、?”. And maybe he can go out.(T write the sentence on the blackboard.) Ss: What colour is it?. T:(take out the lizard behide the lake.) Its blue now. Ss: Its blue. T: Now he is hide again. You say Ss: What colour is it? T:(take it out in the tree. )Its green. Ss: Its green. T: Who can come here and f
13、ind XiaoLi? (T ask a student to come to the blackboard. S1 find it. )Is it here? What colour is it? S1: Its red. T: Oh. Let me see. (T take out the lizard. Its behide the flowers. Its red.) What colour is it now? Ss: Its red. Then T ask Ss to ask and answer with the blackboard design. S2: What colou
14、r is it? Ss:(Answer) 设计意图通过引入 lizard 这个朋友，带领孩子们在花园里玩捉迷藏的游戏，教 学句型 what colour is it? 学生反复练习。再请个别同学利用板书进行问答，熟练 句型。 Step 3Procedures and practice 1. Show a new dialogue to Ss. Ss learn it and act it in pairs. T: today our friends Alice and Kitty are coming too. Lets play with them. Ss: Yes. T: (show th
15、em a new dialogue) Now I am Alice ,Who want to act kitty?(T ask a student to come out . She / He acts Kitty. T and S3 have a conversation.) Ss: pair work Then Ss show it. T ask some students to act it. 设计意图在教学了词句之后，呈现一个对话，运用今天学习的核心句型，引出 我们熟知的朋友 Alice 和 Kitty，通过教师示范和生生合作，展开会话练习。在花 园的情境中进行问答，然后学生展示。 2
16、. Ask and answer. This is our garden. And in our classroom, there are many colourful things. Who can find, piont and shou us? T: What colour is it? Ss: S4: What colour is it?(Ss take some things beside them or in the classroom. Ss can go out the chairs and point.) Ss:Its T: There are many colourful
17、things in our classroom. And what colour do you like? Ss: I like 设计意图通过学生观察自己身边的事物，运用句型进行问答练习，教师借机拓 展句型 what colour do you like?和 whats your favourite colour? 3Make a new passage. T: Great. Its our nice classroom. And its a beautiful garden. Today we play in the garden. Lets sing a song. Ss:(Sing it
18、.) 设计意图组句成篇，通过在花园里玩耍，形成一个新的语篇，组合了之前学习 的句型与词汇。Its a beautiful day. What colour is it? Its We can play. We are happy.采用学生熟悉的歌曲曲调演唱今天学习的内容，学生乐于接受。 Step 4Consolidation 1. Ask it. T ask a question “Is the sun always red?” Ss think and watch a video. Ss: No. Its T: Are the trees always green?(PPT show som
19、e pictures of trees in different seasons.)Theyre Ss: Green, yellow, T: Yes, the trees are not always green. In spring and summer, Theyre green. In autumn, theyre yellow. In winter, theyre brown. PPT show a new passage. Ss read it. 设计意图通过问题培养学生的批判性思维能力，激发他们观察大自然的兴趣。 2. PPT shows some polluted picture
20、s. T: Is it always beautiful? Ss: No. T: What colour is the water? Ss: Its red. T: What colour is the sky? Ss: Its grey. T: And what colour are the clouds? Ss: T: How is the Earth? The Earth is sick. 3. Protect the Earth. T: We should protect the Earth. Yes? Ss: Yes. T: How do we help the Earth? Ss:
21、 T ask Ss to follow myself and read these sentences. 设计意图通过美景与污染的颜色对比，培养学生的环保意识。 Step 5Summary and homework. T: We should protect our earth. Class is over. This is your homework. One , copy the words. Two, Try to write some sentences that you learn today. 八、板书设计： 九、课后反思： 1、小学低年级学生英语模仿能力的培养 英语课程标准 （2
22、011 年版）课程目标中的一级目标要求学生在学习中乐 于模仿，敢于表达，对应于有一定的感知能力。小学低年级的学生正处于 9,10 岁左右的语言黄金发展期，他们乐于接触新鲜有趣的事物。我们可以使用一些简 单的学习策略以培养学生的英语模仿能力。本节课采用了个人表达、两两互动、 小组合作、歌唱表演等形式，既然学生充分感知和体验，又让他们获得合作学习 的机会。 2、板书图片为学生表演创设了真是的语言情境 图片不但能为学生提供对话表演的信息，激发学生的参与浴热情，还能帮助 学生加深对文本的印象。本节课板书利用图片、简笔画和游戏，为学生创设了一 个“花园”的情境，符合学生的认知水平、兴趣爱好，让学生找到真
23、实感，真正 融入到情境中。同时这一情景的创设还要在第二课时中应用，继续学习，体现了 单元情境的延续性和单元整体备课思想。 3、基于核心词句创造性地使用教材 英语课程标准 （2011 年版）指出，老师可以根据需要对教材内容进行适 当的补充，以便教材内容更加符合学生的需要和贴近学生的实际生活。本节课在 呈现阶段借助图片设置情境，把所教句型呈现出来，在操练巩固阶段，学生通过 小组合作在真实的语境中表达，在交际应用阶段，学生在对话表演中运用所学句 型。本节课抓住了语言知识之间的关联，以核心词句为基点，积极融入与之相关 的其他教学内容，合理拓展，在句型表达运用中积极凸显语言的内涵，让句型学 习“基于文本，又高于文本” 。
