Lesson 9优质课教案设计

UNIT THREE

WHAT COLOR IS YOUR BAG? Lesson 9 陈经纶中学嘉铭分校

李梦嫣

一、教学内容：

1.主题课文：

What colour is your ball? It’s white. What colour is your bag, Lingling? It’s yellow.

2.功能句型：

What colour is your bag? It’s yellow.

3.词汇：

colour, white, yellow 二、

教学目标：

﹙一﹚知识与技能目标

1．能听懂、会说有关颜色的单词：colour, white, yellow 2. 能听懂、会说

“What color is your ...?”及答语” It’s ....”。

3. 能够借助已有单词询问“What colour is your…?”并根据实际情况回答。

4. 能够正确朗读或表演课文对话。

5. 能听说、认读Kk, Ll以及他们的正确笔顺。

6. 初步感悟字母Kk, Ll在单词中的读音。

7．能听说、理解并整体认读a king, a kitten, a lion, a leaf。

8．能诵读表演小韵文

The lion king。

﹙二﹚过程与方法

1.

通过谈话、听说和对话表演，能够熟读课文。

2．学生在情景下做对话练习。

3．通过阅读绘本帮助学生感知颜色以及字母K和L的发音及相关单词.

4. 通过跟读字母，学生初步认读字母，通过字母书空Kk, Ll，学生能掌握

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字母Kk, Ll的笔顺。

5. 通过单词卡片、师生问答、板书，学生能理解认读a king等4个单词。

6. 通过阅读绘本等帮助学生学习理解句型，朗读韵文。

﹙三﹚情感态度价值观

1.

通过学习颜色培养学生产生颜色与事物之间关联的联想，并通过课文和绘本向学生渗透助人为乐的情感态度。

2.

通过表演课文，锻炼学生大胆参与英语实践，大方用英语表达和表演。

3.

通过学习小韵文，培养学生学习英语的兴趣和综合运用语言的能力。

三、教学重难点：

（一）重点：

1. 整体听懂、会说colour, white, yellow 2. 能听懂、会说

“What color is your ...?”及答语” It’s ...”。并根据实际情况回答。

3.

能认读、正确书写字母Kk, Ll, 初步感悟它们在单词中的发音。

4.

能诵读小韵文The lion king。

（二）难点：

理解运用“What color is your ...?”及答语” it’s ...”。

四、教具准备：

头饰，词卡，多种颜色的书包。

五、教学过程：

（一）Warm up 活动一：唱颜色歌

活动目标：通过演唱颜色歌复习学过的颜色并逐渐进入主题。

实施方法：教师带领学生唱颜色歌并做出相应的动作。

师生语言：

T：Boys and girls, now let’s sing a color song! What colours can you hear?

活动二：谈话导入

活动目标：能够说出，理解表示颜色的单词。

实施方法：通过谈话，调动学生学习的积极性，并且引入本课有关颜色的单词.. T: What colors can you see in the song?

Ss: I see yellow...

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T: What color is the sun? Ss: It’s yellow. T: What color is the sky? Ss: It’s blue. 设计意图：通过歌曲中的画面可以让学生对颜色yellow有感性认识，同时初步了解可以用颜色用来描述物品。

（二）Presentation and practice 活动一：学习课文

活动目标：能正确朗读课文。

实施方法和师生语言：

1) 看一看，说一说。

T：The sun is yellow, the sky is blue. It’s a hot day! Children go swimming. Look at the picture. Who are they?

Ss：They are Maomao, Guoguo and Lingling. 2) 听一听，说一说 T: Lingling wants to go home, can you guess which one is Lingling’s ball? Ss: Maybe it’s white, yellow, pink, purple...

T: Here comes a boy. Listen and check.

(Play the dialogue 1)

T: Who can tell me what colour is Lingling’s ball?

Ss: It’s white.

T: Baobao wants to help Lingling to get the ball. Listen again. How does Baobao ask?

S: What colour is your ball?

3)

看一看，说一说。

T:Baobao gives the white ball to Lingling and says: here you are. Lingling says: thank you. Then they go way. What will Baobao say?（教师做出挥手道别的动作）

Ss: Goodbye, Lingling! 4) 听一听，说一说

T: They are in the locker room. There are so many lockers, guess what are in the

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lockers?

Ss: Maybe bag, socks, bottles...

T: Look! What are they?

Ss; 2 bags.

T: Guess what colour is Lingling’s bag?

Ss: Maybe it’s pink. \ Maybe it’s yellow.

T: Listen and check.

T: What colour is Lingling’s bag?

Ss: It’s yellow.

T: How does Guoguo ask?

S: What colour is your bag, Lingling? 5)学习课文

T: Do you remember what colour is Lingling’s ball?

Ss: It’s white.

T: Read after me, white.

T: What colour...one, two!

Ss: What colour is your ball? It’s white.

T: What colour is Lingling’s bag?

Ss: It’s yellow.

T: Read after me, yellow.

T: What colour...one, two!

S: What colour is your bag? It’s yellow. 6）读课文

T: Open your book, page 22. Let’s read it together.

T: Please close your books. T: Work in a group of 3 people, try to act it out. 设计意图：给学生创造表达的机会，培养英语语用能力。带着问题听录音，培养良好的听力习惯。通过听、模仿跟读课文，小组表演的方式加以操练。

（三）Production

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活动目标：通过创设情境能够使用主体句型进行句型操练和产出。

实施方法和师生语言：

T: There is a table. Guess what are on it?

Ss: Bags!

T: There are so many bags, what colour is your bag?

T: Work in a group of 3 students. Try to ask and answer. 设计意图：在存包处这个情境下继续练习主题句型，让学生感知这个句型在情境中的运用。

(四)

Presentation and practice 活动一：学习字母Kk和Ll及其发音和书写

活动目标：通过创设情境学习字母。

实施方法和师生语言：

T: You are so clever! Let’s play a guessing game! Guess what letter is it?（教师用肢体摆出K）

Ss: K！

T: Read after the tape, Kk.（升降调）

Ss: Kk.（升降调）

T: Watch how to write K.

(Students watch the video.)

T:Can you tell me some words about K? K for...

Ss: K for kite...

T: Look at the picture, what’s this?

Ss: A kitten!

T: What’s this?

S: A king.

T: We call him king. Who is he?

Ss: The monkey king!

T: How does K pronounce in the words?

Ss: （模仿k的发音）

T: After learning K, what will we learn next?

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S: L!

T: Read after the tape,

Ll.（升降调）

T: Watch how to write Ll.

(Students watch the video.)

T: Now let’s watch a video about L. You can follow the song.

T: How does L pronounce in the words?

Ss: （模仿L的发音）

T: Can you read this word?

Ss: A leaf.

T: Can you read this word?

Ss: A lion.

T:Can you tell me some words about L? L for...

Ss: L for... 设计意图：通过肢体动作，歌曲等形式帮助学生认识字母Kk和Ll，然后让学生通过观察、书空来感悟字母Kk和Ll的书写，通过感悟不同单词中字母Kk和Ll的发音，帮学生了解字母K和L的普遍发音，使学生从多方面来学习英文字母。

活动二：在情境下学习韵文

活动目标：通过创设情境学习韵文。

实施方法和师生语言：

T: Who is he?

Ss: The lion king!

T: Do you want to know the story of him?

Ss: Yes!

T: Let’s read together!

（依照PPT阅读绘本）

T: The lion helps others to find the ball, so they call him the Lion King. There is a chant about the story, let’s read it with the actions. Open your books, page 23. Listen first.

(Listen to the chant.)

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T: Please read follow the tape.

T: Boys ad girls, stand up! Let’s read the tape with actions!

设计意图：通过绘本阅读再次创设情境，帮助学生感知颜色以及字母K和L的发音及相关单词，同时也为韵文的学习做准备，并通过故事向学生渗透助人为乐的情感态度。在学习韵文时加入动作，帮助同学理解记忆韵文。

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