Unit 5 What color is it?优质课教案

课题： What color is it? 教学目的：

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. 教学重点：

Three skills grasp the words: red, green, yellow, blue. Comprehend and use the sentence pattern: What color is it? It’教学难点：

The pronunciation of green. 教学准备：

Pictures, word cards, courseware. 课时安排：一课时

教学过程：

Warming up Greetings. T: Hello, boys and girls. Ss: Hello, teacher. T: Nice to see you again. Ss: Nice to see you, too. ….

s

T: How are you? Ss: Fine, thank you. How are you? T: I’m fine, too. Thank you. Sit down, please. Show the title. T: Today, we’ll learn Unit 5. Follow me.（师领读2遍）

学习新课：

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. 板书设计：

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red yellow

What color is it? blue

It’s ….

green Unit 5

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。