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Unit 4 Colours

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Title Unit 4 Colours Type Words

Teaching

Period 5 The 1st Teaching

Date

Planning

Thoughts Have Ss master the knowledge by practice.

Strategy Group work , songs

Teaching

Aids Tape- recorder, flashcards

Teaching

Aim Language

Knowledge Ss can read the words:

red, orange, yellow, green, blue, brown,

pink, black.

Skills Ss can use the sentence:

--What color is this? -- It’s …

Emotions Ss enjoy speaking English in their daily life.

Important

Point 1. red, orange, yellow, green, blue, brown, pink, black.

2. --What color is this? -- It’s …

Difficult

Point --What color is this? -- It’s …

Procedure Adjustment

Step1. Warming up

1. Greets with students warmly.

-- Hello, XX. – Hello, Vivien..

-- Hi, XX. – Hi, Vivien.

-- Good morning/ afternoon.

2. Sing a song: Who is wearing yellow today?

3. Review the words they have learnt before by the

flashcards. (with different colors)

door, doggie, kitty, blackboard, …

Step2. presentation

1. T: Look! The duck is lovely! What color is the duck?

(Lead) It’s yellow.

Teach the word: yellow.

2. Ss practice the word one by one.

T repeats: What color is this? It’s yellow.

3. Ask Ss to find out the other yellow things in the

classroom. And practice the word “yellow” in the

sentences.

T- What color is this? (point)

Ss- It’s yellow.

4. Present the other colors with different things.

5. Show the sentence:

- What color is this?

- It’s yellow.

6. Pay attention to their pronunciation:

[ ] red [ ] orange [ ] pink [ ] green

7. Play a game.

Flash the cards

8. Teach the words: blue/ brown/ black.

Step3. Practice

1. Practice the words in different ways.

2. T says a color, Ss show out one thing in this color.

3. T says a thing in the classroom, Ss say out the color.

4. T says the first letter, Ss say the whole word.

5. Ask Ss to show their own thing. Ask and answer in

pairs.

Design

about

Homework

Describe the different color things in their bedrooms.

Writing On

the Board UNIT 4 Colors

--What color is this?

-- It’s yellow.

red/ orange/pink

blue /brown/black

Reflection

On

Teaching

Title Unit 4 Colours Type Sentence

Teaching

Period 5 The 2nd Teaching

Date

Planning

Thoughts Task- based Approach

Strategy Group work , songs

Teaching

Aids Tape-recorder, flashcards, color pens, blank pictures.

Teaching

Aim Language

Knowledge Ss can listen and color the pictures.

Skills Ss can describe the pictures in different

colors.

Emotions Ss enjoy studying English.

Important

Point The sentence structure: Color it …

Difficult

Point Color it …

Procedure Adjustment

● Warm-up

1. Greets with students warmly.

2. Listen to an English song.

“Who is wearing yellow today?”

Ask Ss say out/ show the colors they heard from

the song.

3. Review the words about colors by playing a game.

Choose the Ss who wears different colors to come

front.

Play the song again. (Explain the meaning for them.)

Ask Ss to tell the answer according the Ss’ clothes.

4. Review the words about toys.

● Presentation

1. Show some pictures without colors.

(e.g. A picture of a tree.)

T: What’s this? …

What color is the tree? …

Look outside! The tree is green, right? …

Let’s paint it! OK? …

Green, green, paint it green.

2. T demos this progress on the Bb.

T repeats the sentence:” Green, green, paint it

green.”

Ask Ss do this on their own paper.

4. Look at the pictures. Let Ss say out what they can

see.

5. Listen and paint the pictures.

6. Check the answers by asking questions.

T: What color is the train? …

● Practice

1. Look at the pictures on Page 32 for 30 seconds.

2. Ss say about the pictures. What can you see?

3. Give them several minutes to color.

4. Discuss in pairs.

5. Describe their own pictures to your classmates.

Design

about

Homework

Show their own pictures to parents.

Writing On

the Board

Reflection

On

Teaching

Title Unit 4 Colours Type Reading

Teaching

Period 5 The 3rd Teaching

Date

合集下载

小学英语_人教版三年级上册Colours教学设计学情分析教材分析课后反思

小学英语_人教版三年级上册Colours教学设计学情分析教材分析课后反思

Subject Grade 3 Unit 2

Part A and B Class hour The second class

教学内容分析

Unit 2 Colours Part A and B Let's learn部分，主要话题是颜色。本课时是必学部分，属新授课，课型属于单词教学，是本单元的重点教学内容。之前生们对有关颜色的单词也有所了解，本课继续根据不同物体的颜色来教授新知。

教学环境分析

本节对话课的主题是谈论颜色。《国家课程标准》倡导学生在体验、参与、合作与交流过程中，发展综合语言运用能力。多媒体PPT课件通过视听结合、声像并茂、动静皆宜的表现形式，生动、形象的展示教学内容，扩大学生视野，有效促进课堂教学大容量、多信息和高效率，有利于学生开发智力、培养能力和提高素质。 教学目标 （1）知识目标：

要求学生能够听、说、认、读单词red, yellow, blue,

green, white, black, orange, brown

（2）能力目标：

a. 能够运用句子：I see…; Colour it…

b.能听懂指示语言并按照指令做出相应的动作。

（3）情感态度目标：

培养学生对颜色的喜爱，欣赏颜色的美，乐意用颜色来描绘生活；

（4）文化目标：

了解其他国家国旗的颜色，了解不同国家文化。

（5）学习策略目标：

通过课程设计，引导学生注重小组合作学习，培养沟通和交流的能力。

教学重难点

(1) 重点：能正确熟练地认读表示颜色地新单词和运用句子。

(2) 难点：单词green 与 white的发音。 Teaching Steps

Teacher’s activity Student’s activity PPT&Notes

Step 1 Warming-up & Lead

in

1. Show a magic

What colour is it ?

2. Watch a video.

人教版三年级上册英语Unit2《Colours!》教案

人教版三年级上册英语Unit2《Colours!》教案

人教版三年级上册英语Unit2《Colours!》教案 

《Colours!》教案(一) 教学目标 

1.能听、说、认读单词red、yellow、green、blue并能在实际情境中运用。 

2. 通过用Lets do部分“Show me...”的指令练习和运用有关颜色的单词，训练学生的动手能力。 

3.通过学习，学生能根据自己喜欢的颜色设计东西，培养其动手的能力。 

教学重难点 

重点：掌握颜色单词red、yellow、green、blue。 难点： 会用句型I see...描述自己看到的颜色。 

教学工具 

PPT课件、人物头饰、单词卡片、图片 

教学过程 

1、Warm-up

(1)T：Hello,boys and girls.I’m your newteacher today.My name is ChengGuangRui.So you can call me Mr.Cheng Ss:Hello.Mr.Cheng.

T:Today we will learn Unit2 Colours(课件出示Colours单词,教师领读),Doyou know colours?

引导学生也可用汉语回答颜色 T:Let’ssing a song about colours,the song’s name is《colours》,Please stand up,clap your hands.(师生齐唱歌曲)

2.Presentation： 

(1)课件出示学校的平面图和本课中出现的人物图，让生进行操练，为本课的学习做好铺垫。 

T：Let’s go on,Look,what’s this?(课件出示学校图)引导学生说出school,教师领读(注意升降调)At school,we have many friends,Look,they are coming.(教师逐一介绍四个人物的名字) Let’s say “hello” tothem.

Module 4 Colours Unit 1 It’s red.教学反思

Module 4 Colours Unit 1 It’s red.教学反思

Module 4 Colours Unit 1 It’s red.教学反思

这节课是新标准英语（三年级起始用）第一册，Module4 Colours Unit 1 It’s red.为了充分体现教师主导、学生主体的原则，我紧紧围绕教学目标和重难点，为学生提供展示自己的舞台，营造课堂气氛，培养学生的英语口语交际能力。

在教学热身环节 ，通过简单的师生问候，可以帮助学生适应英语语感，使学生很自然的进入英语学习状态。接着我采用歌曲的形式来缓解学生的紧张情绪，建立轻松和民主的课堂氛围，为进一步的学习奠定了基础。

学习新单词时，我根据三年级小学生形象思维占主体的思维特点，我先告诉学生我有一个朋友，它有许许多多漂亮的衣服，它每天都要换好几次，让学生猜猜它是谁，许多同学都能猜出它是变色龙。然后我介绍变色龙是一种可以不断变换肤色的动物，接着展示变色龙黑、红、蓝、绿、黄肤色的课件。先是一只红色变色龙，通过逐次点击变化各种颜色，变颜色的同时出示颜色单词。通过这一直观教学手段使学生产生浓厚的兴趣，使抽象化的词汇学习具体化，易化了词汇这一教学难点。在教授新单词 red blue yellow green black. 朗读单词是很枯燥的。所以在集读单词时我采用了升调与降调的朗读还有从小声到大声，从大声到小声的朗读。

在学习课文时我先给学生们介绍了一位新朋友熊猫panda, 然后教学生读这一单词，之后自己充当panda与同学们打招呼运用“what’s your name?" My name is ... 这一环节主要是为了解决这一句型

的朗读与运用。在学习课文的最后一个环节中我组织学生进行角色表演。先让同桌合作，再请两名学生上台表演课文内容。目的在于增强学生的语感，培养学生的交际能力。

“争做小老师”和“介绍我的好朋友”两个极富情趣的小游戏，活跃了课堂气氛，突出了教师的主体地位，同时学生的主体地位可以得到最大限度的发挥。学生成了活动的主人，他们在轻松、愉悦的氛围中得到了知识的巩固。大量的课堂活动增加了课堂教学的感染力，并采取实物奖励的形式来增强学生的自信力和积极性，提高了教学效率。

unit4知识点课文翻译答案

unit4知识点课文翻译答案

Unit 4 Meeting the Muse

Understanding ideas

What inspires you?

Every artist’s wish is to create something that expresses an idea. But where

do artists get their

ideas from? Who or what inspires them? Here we find out more about the influences behind the

successes of three very different artists.

express v. 表达 n.expression influences n./v. 影响（力） adj. influential

inspire v. 激励，启发n. inspiration find out 查明，弄清

你的灵感从哪儿来？

每位艺术家都希望创作出能表达自己理念的作品。但艺术家们的这些理念从何而来？是谁，抑或是什么启发了他们？下面，我们进一步发掘了三位截然不同的艺术家成功背后的因素。

Florentijn Hofman, visual artist

①Florentijn Hofman is a Dutch artist, whose large sculptures are on display all over the world.

One way for him to find inspiration is turning to his children’s toys. These objects have given

him ideas for his animal sculptures, such as the famous Rubber Duck. A more recent work of his is