C教学目标

三年级上Unit 2 Part C Story Time The analysis of the teaching contents: This unit is the second unit of Grade 3 and this lesson is part C, the last part of unit 2. The whole unit is about colours and common expressions. Ss in this class learnt relevant words and expressions of colours in both Grade 1 and Grade 2. However, the teaching aims are quite different at that time. It will be not difficult for Ss to read and understand the new words and expressions.T should add extra teaching material about the meanings of different colours according to different cultures.

The analysis of the students:

Ss in Grade 3 have highly interests in learning English. Most of them are willing to take part in the learning activities in class. However, they cannot focus on studying for a long time. Besides, Ss have less knowledge reserve at this stage. Teaching aims and demands:

1. Ss will be able to understand and say the words about colours. 2. Ss will be able to understand and say the sentences “ A/An ... flower.” and ”XXX, look!”. 3. Ss can talk about flowers of different colours and catch someone’s attention by using what they learnt today. 4. Ss will compare the different meanings of different colours according to different cultures. Teaching key points

1.

Ss will be able to understand and say the words red, green, yellow, blue, black,brown, white and orange. 2.

Ss will be able to understand and say the sentences “ A/An ... flower.” and ”XXX, look!” . 3.

Ss can talk about flowers of different colours and catch someone’s attention by using what they learnt today. Teaching difficult points

Singular and plural form of “flower” , The uses of the article “ a/an”. Teaching methods Task-based teaching methods Communicative approach TPR

Teaching aids CAI, masks, paper garden and flowers Teaching time 35mins Teaching procedures Steps Warm up

Teacher’s activities 1.Greeting with Ss. 2.Sing a song in both slow and fast speed. T: We have learnt so many colors before. Such as red, yellow,blue... . Do you remember the song about colors? Yes, that is I see something blue! Now, let’s watch the video and sing the song together. ( Play the song ) ( Stop the song )

T: Do you think the song is too easy for you? Let’s sing it faster. ( Play the song at 1.5 times speed.) 3.Show the pictures of different items in different colours and ask Ss to point to particularly items according T’s instructions. T: Who can find something BLUE? Point to something blue on the screen. Ss’ activities 1.

Greets. 2.

Sing the song with the video normally at first and then speed up. 3.

Come to the front and point to the screen as T asked. Purposes

歌曲引入增加趣味性。

调节演唱速度，更好地吸引学生注意力并适当增加演唱难度给学生以挑战。

在图片中根据指令找出相应颜色的物品，巩固对于色彩单词的理解。

Steps Teacher’s activities

Ss’ activities

1.

Look at the picture.

2.

Listen and predict the story. 3.

Listen again. 4.

Read in pairs. 5.

Show time. 6.

Read in pairs. 7.

Show time. 8.

Predict and share ideas. Purposes

有图片中的棕色松鼠引出故事的主人公Zip，自然过渡到课本故事。

初听主旨大意。

精听细节。

将对话分为两部分，先练读简单的第一部分，给基础薄弱的部分学生也有展示的机会，增强学生自信心培养学生学习兴趣。

练读较难的第二部分并分角色朗读。可以由师或者优秀生先示范。

预测故事的后续，对保护环境做出正确情感价值观上的引导。开放式答案，鼓励不同观点。

以角色扮演的形式进行展示，教师评价与学生互评相结合，鼓励学生发现同伴的优点，用合理的方式指出同伴的不足之处。

通过对比中英对相同色彩的不同含义，了解文化差异，扩展国际视野。

直观图片辅助理解。

复习本单元关于色彩的单词，巩固记忆。

Presentation

1.

T: This brown squirrel remains me our good friend from the text book, Zip! Zip the squirrel and his friend Zoom the bear are funny. Do you want to see their new story? Let’s look at the picture first. 2.

Listen to the gist. T: Who can you see in this picture? Where are they? What are they doing? Let’s listen to the record. 3.

Listen to the details.

4.

Practice to read Picture 1 in pairs. T: Now you have 1 min to practice this dialog in pairs. After 1 min I will invite some of you to read for your classmates. 5.

Invite 3 pairs to read the dialog. 6.

Practice to read Picture 2 in pairs. T: Now you have 2 mins to practice this dialog in pairs. After 2 mins I will invite some of you to read in front of the whole class. 7.

Invite 3 pairs to read the dialog. 8.

Ask Ss to predict the story. T: can you guess what will happen next?

Practice

Role play 1.

Show Ss a picture of garden on the screen and set a scene. Set the paper garden and flowers. 2.

Ask Ss to act. 3.

T and Ss evaluate the performance.

1.

Talk about the meaning of colours. T: We learnt how to talk about colours this unit,but do you know the meanings of different colours? For example, when you see red, what well you think about? 2.

Compare the different meanings in different cultural. Such as in China and in the UK. T: Look at these pictures, do you know what are they?

3.

Summary. T: After knowing these different meaning of different colours, do you still remember what did we learn in this unit? Let’s check this out.

1.

Look at the screen. 2.

Volunteer to act.

3.

Evaluation 1.

Talk about their feelings. 2.

Look at the pictures and listen to T’s explanation. 3.

Say the colours name on the screen. Production

Homework

1.

Listen to the record and repeat Story Time.

分层布置作业，巩固应2.

Sing the song I See Something Blue to your parents. 用和拓展相结合。选做3.

Optional: Look for more different meanings of colours in different cultures. 作业增加学生自主选择性。

Blackboard design

Unit 2 Colours

Part C Story Time red

blue

yellow

white

brown

orange

green Teaching reflection 本节课属于阅读课的范畴，但由于内容较简单着重加强了听读的练习并扩展了相关文化背景知识。在授课过程中，有五点与预设有所出入还需再进行调整。

1.

在预设时考虑到学生基础不同，特地将课文分为两部分，第一部分为简单的打招呼等日常对话，第二部分才是设计单元核心词汇的内容。但实际生成过程中，本班学生的能力水平较高，第一部分过于简单没有挑战性，完全可以合二为一共同练习。

2.

在预测故事后续内容时，受到自身英语词汇储备的限制，学生不能很好表达出自己的想法。但是可喜的是部分同学能够运用肢体语言辅助解释，比较有创意。下次有类似问题可以换种思路，请同学课后画出后续故事，效果可能更好。

3.

在表演故事的过程中，有些同学flower单数复数容易混淆，a red flower 和an orange flower冠词使用容易混乱，这些在预设中有考虑到，但实际上课时没能够强调的更清晰。

4.

在解释中英文化差异下色彩的不同含义时，仅靠图片不容易帮助学生更好理解，用汉语进行解释又和纯外语授课的理念不符。不过，我觉得在低年级授课时还是可以适当使用中文辅助理解，毕竟理解和兴趣对于低年级学生学习英文还是非常重要的。当然，如果我能够使用更容易理解的视频或是动画等教学资源，可能不使用中文解释也能达到良好的教学效果。还是应该多注意平时教学资源的收集与合理利用。

5.

板书还有改进空间。实际教学时过度依赖电子课件，忽视了板书的重要性。