X11小学英语三年级1单元备课策略示例：小学英语三年级上册Unit62案例解析53_Unit6_Colours_2教学难点及教学设计.doc

译林新版英语三年级上册 Unit6 Colours 第二课时（Fun time, Song time and Letter time）江苏省如东县掘港小学 郁佳佳【教学过程与设计意图】Step 1 Free talkT: Hello,! How are you ? Your T- shirt/dress/ cap/ is very nice .T: What colour is it ?S: 设计意图 利用师生之间的轻松谈话，拉近教师与学生之间的距离，使学生很快进入英语课堂学习氛围之中。同时更注重激活学生的思维，为新课的语言知识结构做好铺垫。Step2 Review Story time1. Review the words and sentences.(1)T: Our clothes are very nice! We know Yang Lings skirt is nice ,too. Do you remember her magic show?Ss: Yes.T: The first time, what colour is Yang Lings skirt?S1:Orange.T: Yes or no? Lets see! ( 神秘地揭开杨玲身上的第一层幕布)Yes, its orange. Can you spell orange? Who can try ?S2: O-r-a-n-g-e, orange.T: Lets spell together. Show me your fingers.（板书orange，学生跟着写）T: （出示色卡）What colour is it ?Ss: Its orange.T: Show me your fingers.（板书Its 学生跟着写。）T: （指向穿橙色T 恤）What colour is his / her T-shirt?Ss: Its orange.T: （出示一只橘子）What colour is it?Ss: Its orange.(2)T: The second time, what colour is Yang Lings skirt? Who can tell me?S3:Green.T: Lets have a look! ( 神秘地揭开杨玲身上的第二层幕布)Yes, its green. Can you spell green? Who can try ?S4:G-r-e-e-n, green.T:Lets spell together. Show me your fingers.（板书green，学生跟着写）T: （出示色卡）What colour is it ?Ss: Its green.T: （出示一只绿色铅笔）What about this pencil ? Who can ask?S5: What colour is it?T: Answer ,please!Ss: Its green.T: Show me your fingers.（板书What colour is 学生跟着写。）(3)T:The last time, what colour is Yang Lings skirt? Who can tell me?S6: Its red and yellow.T: Is he / she right? Lets have a look! ( 神秘地揭开杨玲身上的第三层幕布) Yes, its red and yellow. Spell red and yellow.Ss: R-e-d,red. / Y-e-l-l-o-w, yellow.T: （分别出示红黄色卡）What colour is it ?Ss: 2. Lets dub for Yang Ling!T: Yang Lings magic show is very nice ! Lets dub for Yang Ling.设计意图从上一个教学环节谈论我们自己的着装很自然地过渡到杨玲的着装，让学生回忆杨玲在魔术秀中裙子变化的颜色，以此复习了四个颜色词。幕布的运用增强了神秘感，让学生始终带着浓厚的兴趣在进行旧知的复习与运用。通过帮杨玲配音这样的教学设计，又进一步对课文内容和语言点进行巩固，并使语言点的运用落实在篇章之中，使运用更具意义。Step3 Fun time1. Lets dress up for Yang Ling!（Learn the new words: white、black、blue、brown.）T: Yang Ling wants to go out now, is she beautiful ?Ss: No.T: Lets dress up for Yang Ling!(1)T: (出示带有八种色彩的大转盘) Look! Here are many colours! We know orange, green, red and yellow from the magic show. Do you know the other colours?S1: White.T: Come here ,tell us which is white!T: Good！Read after me!（出示白色色卡）What colour is it?Ss: Its white.T:Show me your fingers ,write with me .（板书，学生跟着拼写,同时贴上白色色卡。）T: Please read one by one .Ss: T: Look! A white pen ,can you find white,wheres white?（学生举例，给予评价。）(2)T: Any other colours?S2: Black.T: Yes, read after me!（出示黑色色卡）What colour is it?Ss: Its black.T:Show me your fingers ,write with me . （板书，学生跟着拼写。同时贴上黑色色卡。）T:Boys read together, girls read together.(3)T: Any other colours?S3: Blue.T：（指着转盘上的蓝色）Yes, its blue, read after me!（出示蓝色色卡）What colour is it?Ss: Its blue.T: Show me your fingers ,write with me . （板书，学生跟着拼 写。同时贴上蓝色色卡。）T:Who can read?You two, please.T: (手拿一只蓝色的包) Look! A blue bag! Can you find blue?Where is blue?（学生举例，给予评价。）(4 )T: （手指转盘上棕色位置）The last one, what colour is it?Ss: Its brown.T: Yes, read after me! Show me your fingers ,write with me .（板书，学生跟着拼写。同时贴上棕色色卡。）T: Who can read?S4: T: To be a teacher, please. The others follow him /her.Ss: 设计意图衣着话题继续延伸，要求学生帮杨玲打扮，同时利用多媒体课件创设情境，学生们带着强烈的好奇心和浓厚的学习兴趣，积极主动地开始新知识的学习，将生词教学放入这样适当的情境之中，使学生仿佛置身于实际情景之中，学生兴致勃勃地介绍自己认识的颜色单词，稚嫩的心田填满了成功的骄傲与喜悦。对于新单词的学习就不用费太多的功夫了。同时在新单词的教授过程中，教师通过利用相应颜色的实物引导学生举例，让学生学以致用。2. Guess and colour the clothes!(1) Work in pairs.（同桌之间完成杨玲衣服的涂色。）(2) Show time.T: Who can show us your pictures ? Please come here!(3)Check.T: （手指转盘上的衣服）What colour are they? Lets ask Yang Ling, if you are right, please stand up and say Bingo!设计意图在基本掌握单词的基础上，设计学生所喜爱的猜测活动是一种能无限激活学生思维的积极有效的语言输出方式。这个教学环节通过同桌之间的合作，完成帮杨玲打扮这一学习任务，先让学生猜颜色，可以使学生充分运用自己的创造力、审美观，最后通过转盘揭晓答案，具有趣味性、挑战性和创新性，使整个学习过程充满了激情。同时在这个活动中通过不同方式的问答形式，很好地训练了学生对生词及重点句型的运用，非单调地反复，而是有意义地使用，体现“做中学”的理念。最重要的是这个游戏强化了学生的记忆力，也增强了师生、生生之间的互动与合作，使得每个学生有更多的机会更自信地开口说英语，充分调动了学生的学习积极性。Step4 Song time1.Learn the sentence: Who is wearing today?T: Look at Yang Ling , is she beautiful now ?Ss: Yes!T: She is wearing yellow today.（ppt呈现句型Who is wearing yellow today? 教师带读生词wearing 及整个句型。）T: Who is wearing yellow today? Yellow ,stand up ! （手势示意穿黄色衣服的同学站起来）Who is wearing red today? Red , stand up !Who is wearing today? Who can ask ?S1：Who is wearing blue today? Blue, stand up !2. Enjoy a song.学生先仔细聆听，再边听边唱。3.改编歌曲，教授 Im wearing today.T: Who is wearing red today?(指着自己) Im wearing red today. （相继指不同颜色的衣服带学生们一起操练Who is wearing today? Im wearing today.）设计意图利用杨玲穿着黄色的衣服，呈现句型Who is wearing yellow today?使学生能很好地理解英语句子的意思。在掌握了句型后，再学唱歌曲，降低了难度，体现了教学的层次性。最后通过改编歌曲，让学生唱的更有趣味性，也更具创新性。Step5 Letter time1.导出字母：r 、s、 t.T: Now , lets go out with Yang Ling. (ppt呈现大自然美景) Look ,how nice! What colour is the sky/ cloud/ sun/ grass?Ss: Its blue / white / red / green.T:（ppt呈现r 、s、 t ）Look at these friends. What colour are they?Ss: T:Do you know,who are they? Look , they are coming!（播放字母动画）2.认读三个字母。3. Learn how to write ： r 、s、 t.T: Lets learn how to write ： r 、s、 t. Look at me ,look carefully. ( 师板书，学生模仿,一个一个地书写完书上42页的字母。)T: Good job ! In this class ,you get many stickers, please put them on the blackboard. Look ! There are many colours