Unit 5 What color is it?优秀教案范文

Unit 5 What color is it? Teaching Design 福伦小学

陈余

教材分析：

本课堂采用辽师大版快乐英语第二册第五单元的内容，本册教材共12个单元，本教材的要求是在继续培养学生听说能力的同时，让学生掌握68个单词。

本册教材除复习单元外，每单元由八个部分组成：Listen and say, Listen, read and write, Game time, Let’s act , Try to do, Read and say, Let’s chant,和Reward time。Listen and say部分图文并茂，所呈现的内容与学生生活紧密联系，并较多地复现了日常用语，旨在让学生通过以旧带新、新旧结合的方法学说英语,为学生操练对话创设了较为真实的语言情景，让学生在特定的语境中听听说说，从而培养他们运用英语进行交际的能力。本书设计新颖，内容生动有趣，符合儿童的身心发展。通过结合游戏，儿歌的学习，学生学习英语的兴趣得到了极大的提高，掌握的知识也更多。本期所学的内容较也有一定的难度，但情境设置与学生的实际生活息息相关，实用性较大，能够激发学生的学习兴趣。本书内容编排较合理，趣味性较强，设置的情境生动有趣，学生在学习英语单词，语句的同时能知道如何在现实生活中加以运用。

学情分析：

低年级的孩子们已初步了解颜色的种类，并能认读简单的颜色，但对于颜色在生活中的广泛应用缺乏知识面的拓展，需要教师通过多种渠道将各种精美的画面呈现给孩子们，帮助他们理解、掌握新的单词、句型，并能模仿动画片运用所学知识。这一阶段的孩子们仍处在直观思维阶段，他们是这堂课的教学主体，特点是活泼、好动、对任何事件有意注意时间短，但是他们对于卡通的画面，精美的实物，有趣的英语对话，却充满着浓厚的兴趣，所以在课堂上能积极主动表现自己。

课前反思：

前几个单元对动物的单词有所了解，本单元刚接触颜色单词，用一首彩虹歌曲作为铺垫，激发学生的学习兴趣。

Teaching aims: 1.

According to the learning and the practice, the students can listen, read and say the words: red, green, yellow, blue. 2.

By the practice, the students can listen, say and comprehend the pattern: What color is it? It’s …. and use the pattern correctly.

3.

Understand and use the dialogue of Listen and say. 4.

Learn to cooperate with others. Key points: 1.

Three skills grasp the words: red, green, yellow, blue. 2.

Comprehend and use the sentence pattern: What color is it? It’s ….

3.

Difficulties: The pronunciation of green. Teaching aids: Pictures, word cards, courseware.

Teaching procedures: Ⅰ. Warming up 1.

Greetings. T: Hello, boys and girls. Ss: Hello, teacher. T: Nice to see you again. Ss: Nice to see you, too. T: How are you? Ss: Fine, thank you. How are you? T: I’m fine, too. Thank you. Sit down, please. 2.

Show the title. T: Today, we’ll learn Unit 5. Follow me.（师领读2遍）

Ⅱ. Presentation. 1.

Learn the words and sentences. Let’s enjoy a song, then tell me what you hear in the song.让我们欣赏一首歌，然后告诉我你在歌中都听到了什么。

T：Wat did you hear?你听到了什么？

Ss: …

(1) The sentences: Using the courseware to lead out.

T: Let’s look at the rainbow. 让我们看看彩虹。What color is it? 出示学习句子：What color is it?

It’s … .

Explain解释It’s = It is

Practice练读句子

(2) The new word: red （由句子到单词）师领读两遍，再升降调一遍。

T: Look, a red mouth, a red sun（师引导学生一起说）How to say this one? Ss: a red …

T: And this one? Ss: …

(3) The new word: blue（Play the courseware播放课件）

T: Look at the rainbow, What color is it? ( blue)

To learn the word.学习单词

师领读两遍，再升降调一遍。T：This group…小组读

T: Look at the pictures, choose one and say a phrase.看这些图片，选一幅说一个词组。

Ss: …

(4)The word: yellow

Play the courseware, ask and answer to lead out.播放课件，问答引出

T：Look at the rainbow, What color is it? (yellow)

To learn the word.学习单词

师领读两遍，再升降调一遍。T：boys/ girls, together. 男女生读，齐读。

T: Spell it. 拼读

Ss: ……

T：Once more.再拼一次

Ss:…

T: Look at the pictures, choose one and say a phrase. 看这些图片，选一幅说一个词组。

Ss: …

(5) Learn the word: green

Play the courseware, ask and answer to lead out.播放课件，问答引出

T：Look at the rainbow, What color is it? (green )

To learn the word.学习单词

师领读两遍，再升降调一遍。T：boys/ girls, together. 男女生读，齐读。

T: Spell it. 拼读

Ss: ……

T：Once more.再拼一次

Ss:…

T: Look at the pictures, choose one and say a phrase. 看这些图片，选一幅说一个词组。

Ss: …

(6)Practice.

a. rainbow. T: Look at the rainbow, what color is it? Ss: It’s red. T: What color is it? Ss: It’s red and yellow. T: What color is it? Ss: It’s red, yellow and blue.

(可找两个学生问答) T: What color is it? Ss: It’s red, yellow，blue and green.

(可找两个学生问答) b. Guessing game. T: Now let’s play a guessing game. Look, I have a robot. I have a robot. What color is it? Guess. Ss: …

T: Like this, choose a number, guess what color is it? Who can? 像这样，选序号，猜颜色，谁能？XX, Which number? XX，选几号？

S: Number …

T: What color is it? S: …

……（生生问答）( First, the teacher and a student do the work, then two students.)

c. Memory game. T: Now, memory game. Tell me what color is it? Who can? 现在，记忆游戏。告诉我它是什么颜色。谁能？XX, what color is it?

S: It’s red and yellow. T: Now, two students. Who can?

(找两名学生) S1: What color is it? S2: It’s blue and yellow. T: Good job. Next, who can?

（找两名学生）

S1: What color is it? S2: It’s…….

……

2. The dialogue learning. (1)Listen to the dialogue, answer the question: What color is the robot? T: You are great. Now, let’s listen to a dialogue, then answer a question. Listen . 你们很棒。现在，让我们听一段对话，然后回答一个问题。听。（播放课件）

T: What color is the robot? S/ Ss: It’s red. (2)Read silent, find the difficulties.默读找难。

T: This time, open your books, on page 22. Read the dialogue silently, find the difficulties.现在，打开书到22页。默读对话，找出有困难的地方。

(3) Comprehend some difficulties. T: Look at the red places. Read after me. 看红色的地方，跟我读。（师领读红色单词和词组，每个两遍）

(4) Listen and imitate 2 times.听音跟读两遍

T：Now, read after the recording. …. Once more. 现在跟录音读……。再来一次。

(5)Practice reading.( self reading, lead reading, pair work, group work,……)

T: I’ll give you one minute, read the dialogue by yourselves. 我给你们一分钟时间，自己读对话。（生练读）（时间到）Ok, stop. Who can read as a leader? 好，停。谁能带大家读？（找生领读）Now read in pairs, who can ? 现在两人读，谁会？（指生分角色朗读）……

Next group. 下一组

……

(6)Read with the missing words.留白读

T：Now, who can read? (分角色读三组，再把全班分成两组对读，再角色交换读一遍) (7) Read with more missing words.更多留白

T：Now, who can read?（把全班分成两组对读，再角色交换读一遍) 3. The teacher shows a dialogue. 老师示范对话

T: Here I have a dialogue. Let’s have a look. 我这有一个对话。让我们来看一下。（师出示并读对话）

4. The students make a dialogue. 学生编对话

T: Here are some pictures. Choose a picture, make a dialogue. You can do it with your partner. 这有一些图片。选一幅编对话。你可以和伙伴一起做。Are you clear? Begin. 清楚了吗？开始。Have you finish? 完成了吗？show your dialogue. 展示你的对话。

Ⅲ. Expansion. 1. T: You are great today. Here, I have a dialog. Let’s have a look. Listen to me. ( The teacher reads the text.) Now, can you finish this one? ( Do the simple one together.) 2. The students complete the work. T: Now, it’s your turn. Write on your paper.

Ⅳ. Ending. 1. Summary. T: What have you learned this class? 2. Home work. T: after class, recite the dialogue. Read the words and sentences. 3. Affective interaction. Blackboard design:

Unit 5 red yellow

What color is it? blue

It’s ….

green

课后反思：

从课堂设计方面来说，教师选择以一首彩虹歌导入课堂，以彩虹为主线使学生提前预测了本课知识内容，并激活了记忆中原有的相关词汇，并选择了贴近生活实际的彩虹和充满趣味性的课外色彩词汇拓展。但是，教师在学情分析方面没有体现出真实、有针对性的分析，更多的是停留在自己想象的层面，也有出现做到了分析，却没有在课堂设计中体现出来，没有做到立足学生。例如设计中，仍然将所有课本上的颜色词都作为生词来教授，事实上像blue,red,等简单的颜色词汇都是学生已学已会用的词汇，不应再浪费时间，而应充分发挥学生的主体性，让他们以新旧结合的形式获得更多知识。