Unit 3 What colour is this balloon?第一课时教学设计

Lesson plan What colour is this Course

Type

Date

Day

新授课

balloon?第一次课

Aim on knowledge:To enable Ss to listen to,understand and say the words: balloon,green,black,blue,red,yellow,white Lesson Aim on ability:To enable Ss to ask and answer the colour: “What colour aims is this...?”

“It’s…”. Aim on emotion: To enable Ss to be interested in learning English.. Materials Pictures, cards,ppt ,6 bottles of water Anticipated 学生对颜色的表达，this 发音

problems Possible 提前下放句型的输入，在教授的过程中多进行读和纠音的活动，再solutions 表演对话

Words:

balloon,green,black,blue,red,yellow,white Contents Sentences:“What colour is this...?”

“It’s…”. Stage of tiorg T & Ss language lessons me Period 1

T-Ss 

Step1:Greetings/warm up 1. 5’

Ss-S

greetings Greeting

s T: Good morning , boys and girls. How are you today? & Warm

warm up:Listen and sing the song: Hickory, dickory up

T:Look,I’m a magician now.And I bring some bottles of

T-Ss water for you.When I say “SHAKE SHAKE SHAKE ”You

S-S should look carefully and say the colour in

Chinese,OK?.(ppt呈现魔术表演及魔术师图片，学生回答

/加分机制) 2. 15’



Step2:Presentation & Practice Presentati

T-Ss 

拿着做了手脚的六瓶水进教室，通过变魔术的方式on&

导入新授单词并下放句型（邀请学生也进行变魔术）

Practice

Game:numbers stand up

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Look

T:!What colour is this balloon?导入：balloon

Input sentences: “What colour is this...?”

“It’s…”

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整合：T:Ok,Now let’s play a game.

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Look and guess“What colour is this...?”

“It’s…”(抢答)

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Role play(分两组进行问答对话)

、

15’

5’

Ss-Ss

S1-S2

S-S

.T

Exchange! Next,in pairs,please(两人练习) 句型引入整合：““What colour is this ...?”

“It’s…”

Game:Group work/ In pairs

Show time:T:Let’s act the dialogue.Who wants to try? Please come to the front. 

Step3: Practice and Consolidation 创设情景，自由会话。

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听课文A部分录音。理解并复述内容，跟读。

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分角色表演课文A部分。

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Step3:Review sentences and words 

Step4:总结，发点卡，宣布获胜组

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Step5:Homework Copy the words/read the words and sentences/ask parents about the colour,and find the colors in our life.

Step6:Summary 本次课学生在热身环节表现出了浓厚的兴趣，魔术的表演很吸引学生的眼球，并能迅速将注意力集中在颜色单词上。另外在教授新词时采用了语音拼读法进行教学，学生对单词的准确发音掌握得较快。不足，学生在情景设置环节，没有进行发散，将之前学的句型进行整合表演，在以后的课堂中要对情景预设进行多锻炼，多引导学生多利用学过的句型交流。