Unit 1 What can you see?教案教学设计导入设计

Teaching plan Ⅰ. 教材单元分析: 1．

学生情况分析

本单元是牛津小学英语（上海版）新教材2B的第一个单元，学生已经过了一年半的英语学习，对新教材的模式以及学习要求也已基本适应,对教材上的四会单词基本都能达到听，说，读，写，拼背的程度；听，说，运用所学句型，对话；能进行基本的日常用语交流；能掌握简单的语法知识点，如单复数的区分，a, an的用法等。

2．教材分析

就本单元学习内容而言，学生对颜色类的单词已掌握了red, green, blue, yellow，并达到四会的程度；orange, white这两个单词达到了三会的要求，已能运用What can you see? I can see… .What colour is it? It is… . 单数形式进行问答交流，简单陈述物体的颜色。

3．

单元教学目标分析

知识与能力

（1）

学生掌握颜色类的词汇：purple ,pink, black, brown （2）

学生能运用What colour are they? They are…这个句型来描述自己所看到一些物品的颜色。

（3）

正确使用情态动词“can”进行问答和交流

（4）

正确诵读儿歌“rainbow”，注意使用正确的语音语调。

过程与方法

（1）

能运用所学新单词进行说话练习

（2）

通过与老师、学生的对话，表演等培养学生的表达交流能力

（3）

通过对儿歌的改编，培养学生的创新思维和能力

情感态度与价值观

培养学生对色彩的观察能力，从而激发他们对自然界的热爱, 对多彩生活的热爱。

4．

教学策略分析

（1）兴趣激励法，通过儿歌的诵读，表演，不同形式的操练方法等形式激发学生学习的兴趣。

（2）循序渐进，由易到难，逐步推进，增加所学知识的再现率。

（3）创造机会，通过编对话，改编儿歌等形式激发学生的创新思维，增加语言的运用机会，提高说话能力，丰富语段。

(5) 创设情景教学，让学生在情景中综合运用所学知识。

Ⅱ. 教学实录(3课时)

Period 1 Title

M1U1 What can you see?

1

Look and learn

Play a game Aims

Basic aims:

1.

Knowledge aims a. Read, pronounce and use the words: purple, pink, black, brown, white, orange b. Learn to say : What can you see? I can see…

What colour is it? It’s…

2.

Ability aims: a. Using the modal verb “ can” to identify what one can see

e.g. I can see a pear. b. Using Wh-questions to find out the colour of the object

e.g. What colour is it? 3.

Emotional aims:

Help them find out the colours around us, and prompt them to know the word is colourful. Developing aims:

1.

Using the modal verb “can” to identify what one can see the colour of the object

e.g. I can see a yellow pear. 2.

Using Wh-questions to find out the colour of the specific object

e.g. What colour is the pear? Main points 1.

Llistening and pronouncing the words correctly.

e.g. purple, pink, black, brown, white, orange 2.

Using Wh-questions to find out the colour of the object e.g. What colour is it? The usage of “a” and “the” in the sentence structure e.g. What can you see? I can see a pear.

What colour is the pear? It’s yellow. Multi media Procedures Steps Pre-task preparation Contents 1. Revision: letters

2. Greetings and talking Methods

Recite them together like this: Aa Aa –Bb Bb…Zz Aa apple- Bb bag…Zz zebra

T—P e.g. How are you ?

What do you like ?

What can you do? 2 Difficult points Teaching aids Purpose 课前有节奏的诵读字母儿歌，既可以活跃课堂气氛，又可以复习上学期所学内容。

在逐步的引导交流中，能帮助学生再现已学知识，将其领进英语学习的氛围中来。为新

While-task procedure 1.

A song

3.

Revision:

Red blue green yellow

3. white

orange

Listen and watch the flash.

After watching, have them answer my question: What colour can you see? To elicit: red, blue, green ,yellow a.

read and spell

e.g. P1--I know “red”, red, red, r-e-d, red Ps-- red, red, r-e-d, red b.

make the sentence e.g. I like red. My pencil is green. etc

Have them guess what colour do I like.

To elicit: white a.

read and spell (a group by a group) b.

think and remember white

write

a. Show a white ball, and tell them that it is magical; it can change into other things. Ask:

What can it change into? To elicit:

orange (橘子) b. read and spell (boys, girls) c.Ｔhe orange is

.

Point the orange, 3 课做相应的准备。

通过flash歌曲来引出已学过的四个颜色类的单词。

发挥学生的主动性。

用造句的形式来练习单词，练习说话，可以培养学生的创新能力及竞争能力。

猜一猜，学生更有兴趣。

让学生通过联想以前所学的单词write来记忆white,同时可以纠正发音。

用魔术变东西这样的形式可以吸引学生的注意力。

看图说句子，可发挥学生想象，又可以趁此引出orange 的另一含义－橘黄色的。

4. Whatcan you see? I can see…

What colour is it? It’s…

5.

purple

pink

Ｔ: What can you see?

What colour is it? a. answer the question b. read it together c. practice: Ｔ－Ｐs

Ｐs－Ｔ

girls-boys

①Let the ball change into the purple flower and the pink flower. T: what can you see? P1:

I can see…

T:

What colour is it? P1:

Ｉt

is …

To elicit: purple a. read and spell

pur-ple pur p-u-r, ple p-l-e

purple p-u-r-p-l-e (read it together, then read it one by one) b. Point the pink flower , and ask: Is it a purple flower? To elicit: pink c.

guess the word: p in k d. practice the words:

purple pink choose one word and say like this: pink pink I like pink. I like the pink flower.

4

继续用变魔术的形式来引出，可激发学生的兴趣。

通过分解音节，可以降低学生拼读记忆单词的难度。

根据发音猜单词，为学生今后的语音学习打基础，同时也能帮助学生记忆单词。

通过简短的说话练习，可操练到所学单词，又可潜意识的告诉学生颜色类的词前面不加the, a, an .

black

brown

②Let the ball change into two cakes, one is black, one is brown. a.

T: What can you see?

What colour is it? To elicit: black brown b. Teaching the words. Listen to my reading, and then read after me using different volume c. Read and spell by themselves, try to find the way to remember them. d. Make the sentences: The

is black. The

is brown. ③Quick response: Look at the screen, if they know, they can stand up and read them.

④

Have them look at the things on the screen, make the dialogue:

What can you see? I can see…

What colour is it? It’s…

a.

T and one student set an example b.

P1-P2 c.

Do the pair work. ⑤Tell them: I can see a flower. It is purple. 5

看着老师嘴唇听发音，能让学生准确的模仿出来。用不同的音量来读单词学生也很感兴趣。

让学生自主学习，找到一种适合自己的方法来记忆单词，并可以教会其他的学生。

用快速反映这种形式来综合操练颜色类的单词。

将单词和句子结合起来操练，学以致用。

适当拓展，让学生

= I can see a purple flower. What can you see? a.

Read it. I can see a

. b.

Pair work

What can you see?

I can see…

⑥

Point the pink flower,

And say:

The flower is pink.

Then point the purple one and What colour is ask: the…? What colour is the flower? It’s…

It is…

a.

read it

b.

pair work: What colour is the…? It’s…

Post-task activity Dialogues.

Give some colours, objects, daily expressions and sentence structures, and then let them make the dialogues in pairs. e.g. red umbrella

Good morning. Goodbye! --Good morning. --Good morning. --What can you see? --I can see an umbrella. --What colour is it? --It’s red. --Goodbye. --Goodbye. 对两句合一句有个初步的了解。

拓展询问具体物体颜色的问句，教会学生灵活运用所学知识。

让学生自行选择物品，颜色，日常用语，句子结构来编对话，能发挥他们的主观能动性和创造性以及与他人的合作能力。

Assignment 板

书

设

计

Homework 1. Copy the new words. 2. Find out the colours around us. M1U1What can you see? purple pink black brown What can you see? I can see

a flower.

What colour is it?

I can see a

purple

flower.

It’s purple. 6

What colour is the flower? It’s purple. 教

学

反

思

(建议从目标反思、过程反思、效果反思、改进意见等方面反思)

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