《三年级上册英语教案Unit 4 What Colour Is ItLesson 1 ∣重大版》由会员分享，可在线阅读，更多相关《三年级上册英语教案Unit 4 What Colour Is ItLesson 1 ∣重大版（3页珍藏版）》请在金锄头文库上搜索。
1、Unit 4 What Colour Is It ?Lesson 1 教案 2Analysis of the text:In this text students will learn colours of things.Teaching focus:1. Master language of asking colour of things, and master the English expressions of colours.Key vocabulary and phrases: of, course, colour, white, blue, green, yellow, red,
2、and What colour is/are ?2. Be skilled in oral expression of asking and answering the colours of things.Teaching aims:1. Function: Recognition of colours.2. Listening: Students can understand others questions of asking colours, and give corresponding answers.3. Speaking: Students can ask and answer c
3、olours.4. Reading: Students can understand the similar dialogue of asking and answering colours.5. Writing: Students can write colours.Teaching Procedures: Step 1 Lead in: 1. Review the text of Unit 3. 2. Show some pictures, ask the students to look at the pictures, then talk something about the pic
4、tures. 3. Introduce the new words.Step 2 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer: Can I help you?What colour is it?3. Learn the new words.4. Read the new words.Step 3 Listen and point.1. Ask the students to look at the pictures in Activity 1.2. Play the recording and ask the
5、students to listen and point.3. Listen and repeat.4. Work in pairs.What colour is it? Its red, R-E-D, red.Step 4 Look, read and match.1. Ask the students to look at the pictures in Activity 2.2. Look through the sentence.3. Play the recording and ask the students to listen and point.4. Match the sen
6、tences.1 ) What colour is the pen? a) Its red2 ) What colour is the cat? b) Its yellow.3) What colour is the pencil? c) Its white.4 ) What colour is the flower? d) Its red, green and yellow5 ) What colour is the dog? e) Its blue.5. Call back the answer from the whole class and check the answer.6. Li
7、sten again and say.Step 5 Work in pairs. 1. Ask and answer like this.A: What colour is the ?B: Its2. Work in pairs.Step 6 Write.1. Ask the students to read the words in Activity 6.2. Complete the table in Activity 6. 3. Call back the answer from the whole class and check the answer.4. Ask the studen
8、ts to read through the conversations in Activity 7 silently.5. Fill in the blank.1. What colour is the dog? Its _ 2.What _ is the flower? Its _ 3. _ is the bird? Its red, green and _. 4.What _?Its yellow.5. _ the pen?一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代
9、对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。Its _6._ the cat?宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是
10、汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。 Its _.7. 语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。Listen and check. Homework听录音，背单词。 /
