Story time板书设计及设计说明

泗洪县泗州学校教师教学设计

总第 课时

主备教师

朱思旖 备课时间

12.12 Unit 6 Colours

(Story time)

课

题

实施教师

朱思旖

实施时间

12.13 1. 学生能整体感知、理解并朗读故事，尝试故事表演。

2. 学生能在对话学习中正确地听、说、读下列单词：colour, orange, green, 教学目标

red, yellow, now。

3. 学生能在情景中理解并运用What colour is it? It’s

…进行交流。

4. 学生能体会颜色的多样性以及魔术的神奇。

1. 学生能够正确地朗读下列单词：colour, orange, yellow, now。

教学重难点

2. 学生能够在真实情景中正确运用What colour is it? It’s

…进行交流。

图字卡、PPT、水彩、矿泉水瓶、板书

个性化设计

及教学随感

教学准备

教学活动预设

Step 1 Free talk T: Can you guess which letter does Miss Zhu like best?

S:...

T: Yes. I like the letter C best. Because my English name is Claro. And I like wearing beautiful clothes, they have different colours. So today we will learn Unit 6 Colours. Step 2 Enjoy a song—Colour song T: Who is wearing red today? Stand up!

S1: How nice! S2: How beautiful! Step 3 Presentation＆

practice 1 Colours magic show 咒语：colour,colour, what colour? Ss shake the bottles. red+yellow=orange

通过谈话自然导入颜色这一课题。

通过魔术分别教授单词red, yellow, orange and green, 让

blue+yellow=green T: If you want to know the colour, you can ask: What colour is it? 板书:What colour is it? Ss read after T. T: We can answer “It’s...”

2 Let’s chant: (伴以Twinkle, twinkle, little star 的节奏) What colour is it? Red, red, it’s red. What colour is it? Yellow, yellow, it’s yellow. What colour is it? Green, green, it’s green. What colour is it? Orange, orange, it’s orange. 学生参与魔术的环节，激发其兴趣，并为杨玲的魔术作铺垫。

说唱和演唱，用不同形式巩固所学知识。

Ss chant after T. →Ss chant together. → Ss chant in groups: bo

y group and girl group.

T: Can you sing? 播放Twinkle, twinkle, little star伴奏。

Ss try to sing.

4.

Look and say

T:Look! I have drawn an apple, a banana, an orange and a wate

rmelon. What colours? Can you ask and answer?

Ss work in pairs to practice and show.

T:Orange is the colour of this fruit, it’s also the name of the fru

it.

Step 4 Story time

1. Listen and choose

doing a magic show. Liu Tao, Mike, Su Hai are watching

her. Please listen to the tape and find out what the show is

about. (播放录音)

S: Colours.

提供语段，为语篇提供故事T: Right.

背景，使故事更加完整，也2. Watch and answer 可以让学生接触段落，提高T: It is Saturday morning. Yang Ling is on the stage. She is

T: How many skirts does Yang Ling show? Let’s watch the 他们的阅读能力。从听和选，到看和答，体现了教学cartoon and find out. 的层次性，难度也是从低到

(播放动画) 高慢慢提升。通过阅读，孩子能够自行画出问句，画出T: How many skirts does Yang Ling show? 问句后一定要在语境中运S: Three. 用，所以完全就可以由老师T: You’re right. Well done.

示范用What colour is my …?来提问，然后再放手

3. Read and match

T: What colour are Yang Ling’s skirts? What colour are

they? Please read and find.

4. Read and find T: How do I ask questions about colours? Can you read the

story again and find the sentences? (画出文中对颜色提

问的问句)

T: Yes, you are right, the sentence is “What colour is it?” (指

着杨玲的裙子问

What colour is it?)

S1: It’s orange.

T: (出示图2) What colour is it now?

S1: It’s green.

T: So what does “now” mean?

S: 现在。

5. Make dialogues

T: (PPT呈现图1) Look at this picture. Let’s make a

dialogue！

(接下来呈现图2和图3，请学生编对话)

Step 4 Practice

1. Let’s act

让孩当把对话练熟后，可以(边看动画边跟着杨玲表演，加上动作) 让孩子根据自己的服饰来2. Show time 表演，体现玩中用的理念。子进行句子操练。

(同学们，我们来表演自己的魔术吧)

Homework

家庭作业

1. 听磁带，读故事5遍。

2. 搜集更多关于颜色的单词。

精选题型设计

(

)1. We picked many apples and ______on the farm.

A. go fishing

B. fishing

C. went fishing (

)2. It was windy there. Our kite______.

A. flies in the sky

B. flew away C. fly away (

)3._______did you ___last week?

A. Where;do

B.Where;go

C. What;do

(

)4. Where did you go_____the holiday?

A. at

B. for

C.

in

板书设计

Unit 6 Colours What colour is it (now)? It’s

…

orange Colours

green yellow red

三年级学生刚开始学习英语,他们对新的语言充满好奇,有很强的求知欲,并且善于模仿和表演。因此,培养学生学习英语的兴趣和自信心是学好英语的第一步。在上课之前,我根据学生的年龄特点和已有的知识储备把教材内容设计得新颖有教趣;在教学过程中,我通过歌曲、chant、模仿、表演等方式来完成教学,让学生通过学感受、体验、参与和合作来学习新语言,在学习活动中感受用英语交流的快乐,养成反思

良好的听、说、读等学习习惯,培养他们初步运用英语的能力。

本单元主题为颜色，与学生生活息息相关，重难点在于学生能够正确地听、说、读几个关于颜色的单词：orange, green, yellow, red，并能够运用“What colour is it?”来交流。以歌谣的形式呈现，能够营造轻松的英语学习氛围。整个设计遵循由整体

到细节的原则，层层递进，有利于学生扎实地学习。