Starter Unit 3 What color is it?

1a-2e（教学设计）
 

教材分析

 What：These are two conversations about asking others about identifying letters and the colors of them.

Why：Let students know how to asking others about the colors of objects, help them understand more about “What-question” and enhance their communication ability

How：The situation of the conversations provides many words of colors which can help students to know how to describe the colors of many things. The conversations still includes “this” and “that” which can help students to strengthen the usage of them.
 

教学目标

 By the end of this lesson, students will be able to:

语言能力：understand how to ask about the colors of objects, know how to use “What-question” to communicate with others and know how to write and read letter S to Z

学习能力: improve daily communication with others about the colors of objects by learning words and sentence patterns; can judge the listening content according to the keywords, and master the pronunciation and mastery of the letters S to Z.

文化意识： By learning uses of color in English, they can broaden their knowledge of the English language, understand different cultures, and respect cultural diversity and difference. Improve students’ basic ability to compare and judge cultural similarities and differences.

思维品质：cultivate their aesthetic ability and edify sentiment by learning the words of color; can learn how to write the letter and pronunciation of the letters S to Z in videos to improve their ability to extract and process information.
教学重与

难点

 Teaching important points:

understand how to ask about the colors of objects, know how to use “What-question” to communicate with others and know how to write and read letter S to Z

Predicted parts of difficult points:

improve daily communication with others about the colors of objects by learning words and sentence patterns; can judge the listening content according to the keywords, and master the pronunciation and mastery of the letters S to Z.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method

2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in  (2’)
Step 1 T invites to Ss look a picture about a rainbow. And then T asks a question “照片中里有什么？” After Ss answering，T lead Ss to choose colors to paint it. Ss look at the rainbow in picture and  seriously think about the colors that should be chosen. A situational lead-in can be more natural for Ss to know the topic of toady’s lesson.
效果评价 学生是认真的观察照片，是否能认真地思考所需要的颜色。
Pre-listening (10’)
Step 2 T asks Ss to finish 1a and teach them how to pronounce the eight words. After that, T will play a game called “击鼓传花” with Ss to strengthen the words. Ss finish 1a and  firstly know the eight word. Then Ss followed and imitate T’ s pronunciation of words and try to memorize them.

After that, Ss play a game with T.

 1a can lead Ss to firstly know the eight word so that the learning of word can be more smoothly. Games can attract Ss and give Ss a interesting knowledge input.
Step3 T asks Ss to carefully watch the video in PPT and to think about the what interesting things they have found. After that, T shows the color mixes. Last, T asks Ss to think the results of white and black, black and red and red and white. Ss  carefully watch the video in PPT and to  to think about the what interesting things they have found. Ss learn the interesting color mixes. Last, Ss  finish the task according their own knowledge and life experience. Watching a video and thinking can help exercise their ability of thinking and viewing.

Task can advance their learning and activate their scheme.

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