1、Unit10 Colors Lesson6 Uncle Bookys Story Time 教学内容教学内容: Unit10 Colors Lesson6 （Uncle Bookys Story Time） 1. Uncle Bookys Story Time小故事 2. 句型：“- Can you see. ? - Its there. Its . (colors).” 3. 补充句型“Its in/on .”描述物品位置 4. 补充绘本故事“A color of his own” 5. 初步了解“保护色”这一自然文化现象。 教学目标：教学目标： 1. 熟练运用句型“Its there.”描
2、述物品颜色，并运用补充句型“Its in/on .”描述物品位置。 2. 能够读懂故事， 模仿朗读， 并运用句型 “- Can you see. ? - Its there. Its . (colors).Its in/on .”复述故事。 3. 能够初步熟悉了解There be句型“There is/are.” 4. 能够初步读懂补充绘本故事“A color of his own” 5. 能够初步了解“保护色”这一自然文化现象，感受大自然的奥秘。 教学重点：教学重点： 1. 能够读懂故事，模仿朗读。 2. 熟练运用句型“Its there.”描述物品颜色，并运用补充句型“Its in/on
3、.”描述物品位置。并运用以上句型复述故事。 3. 能够初步了解“保护色”这一自然文化现象。 教学难点：教学难点： 1. 能够运用句型“- Can you see. ? - Its there. Its . (colors).Its in/on .”复述故事。 2. 能够初步熟悉了解There be句型“There is/are.” 3. 能够初步读懂补充绘本故事“A color of his own” 教学手段：教学手段： PPT，Word Card 教学设计思路：教学设计思路： 根据新课标指示， 英语学习更多的应该培养学生独立思考和语言 运用的能力，学生的自主学习能力的培养逐渐成为重中之重。
4、在故事 教学的过程中，采用了自主阅读、观看视频、对话内容填空、用所给 句型自述故事等多个环节，旨在于让学生在教师的引导下多说多练， 自主掌握语言知识，培养学生的自主阅读能力和口语表达能力。 经过之前几节课的学习，学生能够很熟练地描述物品的颜色，故 事的文本内容相对简单单一，因此在设计教学时，教师针对故事资源 作了很多相应的补充拓展教学。 在句型 “- Can you see. ? - Its there. Its . (colors).” 教学中， 补充了“Its in/on.”这一句型来让学生描述物品位置，丰富了对话 的同时也丰富了故事内容。 故事中出现的There be句型， 设计教学的过
5、程中出示了故事图片， 设置问题“Whats in the picture？”从而引出“There is/ There are.” 句型的教授，带学生初步了解和接触There be句型。 针对“- Can you see. ? - Its there.”这一文本句型进行了一 定的强调和补充， 通过贴卡片的方式带领学生自主丰富学习内容。“- Can you see it/him/her/us/them? - Its/Hes/Shes/Were/Theyre there.” 针对“保护色”这一自然文化现象，拓展补充了“A color of his own”这一绘本故事，也进一步丰富了“保护色”这一自
6、然现象的教 授，同时增加了“Accept yourself. Love yourself.”的情感升华环节。 对课本故事内容作了一定的延伸和升华。 中年级的学生已经具备了一定的词汇量和语言表达能力， 因此给 予学生适当语言支架后， 就可以引导学生积极主动的参与到新内容的 学习中来，最大限度给学生操练，让学生在真实运用中感受到英语学 习的乐趣。 教学过程：教学过程： Step1 Warming-up (3mins) 1. Greeting 2. Sing a song - I see something blue 【设计意图】活跃气氛，引出颜色主题。 3. Lead-in T: We can s
7、ee so many colors in the song. What colors can you see now? (出示彩色几何图片） T: The colors are all from a picture. Do you want to see the picture. 【设计意图】引出故事图片。 Step2 Presentation (22mins) 1. There is/are T: Look！What can you see in the picture. Ss: A book. Two butterflies. T: Yes. There is a book in the
8、picture. There is a lawn in the picture. There are two butterflies in the picture. ( 新授: There is/ are . 句型） T: Whats in our classroom? ( 结合身边物品，操练句型There is/ are . ) 【设计意图】初步了解感知句型There is/ are . 2. Read and answer (自读课文，回答问题） T: Look at the book. What is the story about? Can you guess? T: Lets rea
9、d the the 4 pictures of the story by yourselves and find the answer. Ss: (read the story) T: What is the story about? Ss: Colors of the the snakes. 【设计意图】鼓励学生自主阅读，初步了解故事内容。 How many snakes are there? T: How many snakes are there? What color are the snakes? T: Do you remember what colors the snakes a
10、re? Lets check. (一张一张读故事图片) T: What color is this snake? (教师引导学生再度故事，逐一回答每 一条蛇的颜色) T: Yes! Its a . snake. Read after me. Can you see a snake. Its there. Its a green snake. (领读并新授对话句型：- Can you see.? - Its there. Its a .) Are they in the same color? T: Are the three snakes in the same color? T: Well.
11、 So they are in different colors. (新授词组：in different colors ) 3. Watch and answer (观看视频，回答问题） T: Look! This is the baby butterfly. Wow, its missing. Where is he? Now lets watch the video and find the butterfly. T: Can you see the butterfly? Can you circle the butterfly? (邀请学生找出蝴蝶并在屏幕中圈出来） Ss: Its th
12、ere. T: Where is it? Ss: Its on the flowers. 【设计意图】通过让学生找蝴蝶圈出蝴蝶的活动，让学生回答蝴 蝶的具体位置，引出拓展句型：Its in/on/.的教学，从而丰富故 事语言。 T: Now！Where is the butterfly? The butterfly asks “Can you see me?”. Who can find it and answer it? Ss: Youre there. Youre on the leaves. (新授句型：- Can you see me? - Youre there. 并拓展句型- Ca
13、n you see him/her/us/them? - Hes/ Shes/ Were/ Theyre there. ) 【设计意图】故事内容到蝴蝶说“Can you see me？”就结束了。 通过让学生补充故事内容，回答蝴蝶的问题，拓展故事中句型的不同 人称形式。 4. Lets review (回忆故事内容，回答问题) T: Now we know where the butterflies is. Do you remember where the snakes are? T: Lets review the story and find the answer. T: Where i
14、s the green snake/ brown snake/ black and yellow snake? (故事对话填空，逐一找出蛇的位置） 【设计意图】通过让学生回答蛇的所在位置，操练描述物品位置 的句型：Its in/on/.补充故事内容。 Step2 Practice (8mins) 1. Lets retell T: Can you use the sentences to retell the story? - Can you see.? - Its there. Its a . snake. Its in/on. 【设计意图】给予学生句型支架后，让学生运用更丰富的语言复 述故
15、事内容，先同桌对话复述故事，再邀请几位学生表演，引导学生 积极主动的参与到学习中来，最大限度给学生操练的空间，让学生在 真实运用中感受到英语学习的乐趣。 2. Crypsis (介绍保护色自然现象并介绍几个保护色的动物） T: The butterfly is on the leaves. The snakes are in the environment which is alike with themselves. This is a natural phenomenon - Crypsis. Do you know some other animals which also have t
16、his phenomenon? T: I will introduce some new friends to you? T: Can you see it? Ss: Its there. Its in/on/. 【设计意图】从蝴蝶和蛇引出“保护色”这一自然现象，并通过 几个新的动物让学生再次操练对话：- Can you see.?- Its there. Its in/on.同时，从示例动物引出拓展绘本的主人公 -chameleon。 Step2 Expanding story - A color of his own (7mins) T: There is a kind of animal
17、s who change colors wherever they go. They are chameleons. T: Lets enjoy a story about a chameleon. Can you see the chameleon? T: Can you see the chameleon? Ss: Its there. Its a yellow chameleon. Its on the lemon. Its there. Its a black and brown chameleon. Its on the tiger. 【设计意图】 继续操练对话： - Can you
18、 see.?- Its there. Its. Its in/on. T: The chameleon is not happy. Although he changes color wherever he goes, but he doesnt have his own color. “If I remain on a leaf, I shall be green forever , and I will have a color of my own.” The chameleon says.He cheerfully climbed onto the greenest leaf. And
19、of course he turned into green. Whats the meaning of “greenest”? (拓展教授“est”最高级） Can the chameleon be green forever? T: Do you think the chameleon can be green forever? What color will it be next？ Ss: It will be yellow/ red . (让学生自己猜测故事走向） But when spring came, he walked out into the green grass. And
20、 there he met another chameleon. “Why dont we stay together?” said the chameleon “We will still change color wherever we go, but you and I will always be alike.” Is the chameleon happy now? T: The chameleon still doesnt have a color of his own, but he finds the color of friendship. With his friend,
21、he accepts himself and loves himself. T: The two sentences for you. “Accept yourself. Love yourself.” 【设计意图】拓展补充“A color of his own”这一绘本故事， 也进一步丰富了 “保护色” 这一自然现象的教授， 同时增加了 “Accept yourself. Love yourself.”的情感升华环节。对课本故事内容作了 一定的延伸和升华。 Homework： 1. 朗读故事三遍，尝试用以下句型复述故事。 - Can you see.? - Its there. Its. Its in/on. 2. 查询更多关于“保护色”的动物。 板书设计板书设计： 3.
