Section
C
The
main
activities
are
1a
and
2.
本课重点活动是1a和2。
Ⅰ.
Teaching
aims
and
demands
教学目标
1.
(1)Learn
some
new
words
about
clothes:
T-shirt,
shoe,
cap,
coat,
skirt,
dress
(2)Learn
other
new
words
and
a
phrase:
at,
look
at,
photo,
strong
2.
Learn
some
useful
sentences:
(1)Look
at
this
photo.
(2)Michael
is
strong.
(3)They
look
different,
but
they
are
good
friends.
3.
Review
people’s
appearances:
(1)She
has
short
brown
hair.
(2)He
has
blond
hair.
(3)Her
hair
is
red.
4.
Describe
people’s
clothes:
(1)—What
color
is
this/that
T-shirt?
—It’s
red.
(2)—What
color
are
these/those
shoes?
—They’re
green.
(3)The
girl
in
yellow
is
Maria.
(4)He
is
in
a
black
cap
and
blue
shoes.
Ⅱ.
Teaching
aids
教具
服装图片/教学挂图/录音机/学生自行绘制的服装设计图片/小黑板/拍子/彩笔/相片
Ⅲ.
Five-finger
Teaching
Plan
五指教学方案
Step
1
Review
第一步
复习(时间:8分钟)
借助实物展示，运用所学句型进行师生对话，复习并导入新课，培养学生的口语表达能力。
1.
(利用实物进行师生互动问答。复习各种颜色的词。)
T:
What’s
this?
Ss:
It’s
a
pen.
T:
What
color
is
it?
Ss:
It’s
yellow.
(展示同样颜色的两支笔。)
T:
What
are
these?
Ss:
They
are
pens.
T:
What
color
are
they?
Ss:
They’re
yellow.
(可以利用学生书桌上的书、笔等进行提问。全面复习有关颜色表达方式的句型。)
(由物转向人的外貌特征。)
T:
S1.
What
color
is
your
hair?
S1:
It
is
black.
T:
S2.
What
color
are
your
eyes?
S2:
My
eyes
are
black.
2.
(利用服装图片和颜色引出生词。导入1a。)
(展示帽子的图片。)
T:
What’s
this?
Ss:
帽子。
T:
It’s
a
cap.
What
color
is
this
cap?
(板书并要求学生掌握。)
cap
Ss:
It’s
green.
(展示鞋的图片。)
T:
What
are
these?
Ss:
鞋。
T:
They’re
shoes.
What
color
are
these
shoes?
(板书并要求学生掌握。)
shoe
(说明：shoe常以复数形式出现。)
Ss:
They’re
white.
(提问一个学生。)
T:
S3.
What
color
are
your
shoes?
S3:
They’re
…
(用同样方式导出文中其他生词，板书并要求学生掌握dress,
coat,
skirt,
T-shirt，了解pants。把全班学生分成两个小组，由他们自己进行对话操练。)
What
color
is
…?What
color
are
…?dress,
pants,
coatskirt,
T-shirt
G1:
What
is
this?
G2:
It’s
a
coat/skirt/T-shirt.
G1:
What
color
is
it?
G2:
It’s
brown.
T:
Good.
Exchange.
(可用汉语给学生提示。)
G2:
What
are
these?
G1:
They
are
shoes.
G2:
What
color
are
they?
G1:
They
are
white.
…
(引导学生用that/those和it/they进行问答。)
Step
2
Presentation
第二步
呈现(时间:10分钟)
用挂图呈现1a和2的内容，师生对话，找出关键句和目标语言，为交际积累语言素材，培养学生的综合运用语言能力。
1.
(出示1a挂图，让学生听1a录音，跟读，并注意语音语调。)
T:
Listen
to
1a
and
repeat.
Pay
attention
to
the
pronunciation
and
intonation.
2.
(把全班学生分成两个小组完成1b，检查完成情况。)
G1:
What
color
is
this
skirt?
G2:
It’s
yellow.
G1:
What
color
is
that
dress?
G2:
It’s
red.
G1:
What
color
are
these
shoes?
G2:
They’re
white.
G1:
What
color
are
those
pants?
G2:
They’re
blue.
(提醒学生注意名词的单复数形式和相应的人称代词单复数it/they形式。)
(板书所学的关于衣服的全部单词并领读。)
T-shirt,
shoe,
cap,
coat,
skirt,
shirt,
pants/trousers,
dress
(提醒学生注意shirt与skirt的写法区别，并解释pant或trouser常以复数形式出现。)
3.
(请一名高大的男学生到黑板前，教师对其向其他学生进行问答，导入2的学习。)
T:
Who’s
this
boy?
Ss:
He
is
…
T:
Is
he
tall?
Ss:
Yes,
he
is.
T:
Does
he
have
short
black
hair?
Ss:
Yes,
he
does.
T:
OK.
What
color
is
his
coat?
Ss:
His
coat
is
green.
T:
Good.
Let
me
describe
him.
T:
This
is
a
boy.
His
name
is
…
He
is
in
Class
One,
Grade
One.
He
is
tall
and
strong.
(肢体语言表示strong)
He
has
short
black
hair.
He
is
in
a
green
coat.
The
boy
in
green
is
…
(板书并要求学生掌握。)
strong
4.
(利用2的相片来呈现主要内容，引出新词组。)
T:
Now
look
here.
What’s
this?
Ss:
It’s
a
photo.
(帮助学生回答。)
(板书并教授，要求学生掌握。)
photo
(出示2的相片挂图。)
T:
Look
at
this
photo.
There
are
four
people
in
the
photo.
(板书并解释，要求学生掌握。)
look
at
…
(分别指向不同的人物问答。)
T:
Who
is
this?
Ss:
She
is
Maria.
T:
Good.
Who
is
this?
Ss:
She
is
Jane.
…
(用同样方法引出Kangkang,
Michael。)
(分别描述这四个人，教师对其进行提问。)
(教师指向Maria，向学生提问。)
T:
Look
at
Maria.
What
does
she
look
like?
S1:
She
is
tall.
S2:
She
has
short
hair.
S3:
She
has
short
brown
hair.
T:
OK.
What
color
is
her
dress?
Ss:
Her
dress
is
yellow.
T:
Very
good.
The
girl
in
yellow
is
Maria.
(然后指向Jane，进行同样的问答。)
T:
Please
look
at
Jane.
What
does
she
look
like?
S4:
She
has
long
hair.
S5:
Her
hair
is
red.
S6:
She
has
a
wide
mouth.
S7:
Her
T-shirt
is
purple.
S8:
Her
skirt
is
pink.
T:
Very
good.
She
is
in
a
purple
T-shirt
and
a
pink
skirt.
(以同样的方式向学生提问Michael和Kangkang的着装。)
(教师总结并引导学生看书后关于“in”的注释。)
Step
3
Consolidation
第三步
巩固(时间:9分钟)
借助图片，使学生能听懂并读懂课文。根据个人的简单信息，用英语表达简单的情感。培养学生的语感。
1.
(听2录音，让学生跟读并在服装类名词下画线，圈出颜色类名词。核对答案。)
2.
(学生读短文，判断句子的正(T)误(F)，并核对答案。巩固2。)
(教师出示小黑板。)
(1)The
girl
in
yellow
is
Jane.(
)(2)Maria
is
tall.
She
has
short
black
hair.(
)(3)Michael
is
strong.
He
is
in
a
black
cap
and
blue
shoes.(
)(4)Kangkang
is
in
a
white
T-shirt.(
)(5)The
girl
in
a
pink
T-shirt
and
a
purple
skirt
is
Jane.(
)
3.
(学生朗读短文后，看图复述。提醒学生抓住每个人物的特征，背诵课文。)
(板书课文中四个人物的特征。)
Maria’s
looks:
in
yellow,
tall,
short
brown
hairMichael’s
looks:
strong,
a
black
cap
and
blue
shoes,
blond
hairJane’s
looks:
a
purple
T-shirt
and
a
pink
skirt,
red
hairKangkang’s
looks:
a
white
T-shirt,
blue
pants
(培养学生的分析与概括能力。)
4.
(放录音，完成3。核对答案并根据学生的完成情况，可以适当增加播放录音的次数。)
T:
Listen
to
the
tape
and
find
the
children
in
the
picture,
then
complete
the
sentences.
Step
4
Practice
第四步
练习(时间:10分钟)
设置游戏，活跃课堂气氛，培养学生的竞争与合作精神。限定时间、角色，并使学生抛开课本进行对话，培养其语言表达能力。
1.
(设计一个小游戏，以小组为单位，每组推荐一名学生到讲台前参加活动。首先教师把黄色短裙、白色鞋子、蓝色裤子和橘黄色长裙的图片(各一幅)贴在黑板上，然后给每个学生一个拍子。这时教师用1a中的句型发指令，学生们在抢答的同时要拍到这幅图片上。先拍到，并回答正确者为胜，为小组争取到一颗星。通过游戏可培养学生的竞争意识，又能使学生在轻松愉快的气氛中巩固本节课所学习的新知识。游戏后，要求学生看图完成作业，把答案填在书中的空白处。完成1c。核对答案。)
2.
(学生对自己的服装进行对话操练，先师生问答，然后学生间进行类似的问答，完成1a。)
T:
Hello,
S1.
What
color
is
your
shirt?
S1:
My
shirt
is
red.
S2,
what
color
is
your
coat?
S2:
My
coat
is
blue.
S3,
what
color
is
your
skirt?
S3:
My
skirt
is
pink.
S4
…
…
Step
5
Project
第五步
综合探究活动(时间:8分钟)
组织学生分组讨论。让学生在实践、合作、交流与探究中达到运用语言技能的目的。
1.
(小组活动。六人一组，各自描述自己课前所设计的服装，评选出最佳设计，然后全组共同完成最佳设计的文字说明，派该设计者在班上作汇报，并在板报上展出该生的设计及该组的文字说明。)
(教师指导学生写设计说明。)
T:
You
can
begin
like
this:
These
are
my
favorite
clothes.
The
cap
is
blue.
The
jacket
is
blue
and
white.
The
pants
are
…
And
you
can
end
like
this:
Are
they
cool?
Or
do
you
like
them?
Are
you
clear?
Ss:
Yes.
…
2.
(班级活动，完成4。教师可以引导学生进行有节奏的拍手练习，活跃气氛。)
T:
Let’s
chant.
3.
Homework:
(1)模仿2，写一篇关于自己和朋友的短文。
(2)复习Section
A、B、C的单词。
(3)描述自己房间中物品的颜色。
板书设计：
What
color
is
it?Section
CT-shirt
1.—What
color
is
this/that
T-shirt?shoes
—It’s
red.
cap
2.—What
color
are
these/those
shoes?coat
—They’re
green.skirt
3.(1)
Look
at
this
photo.pants
(2)
The
girl
in
yellow
is
Maria.
dress
(3)
He
is
strong.
He
is
in
a
black
cap
and
blue
shoes.photo
△Topic
2
What
colour
is
it?
Section
A
The
main
activities
are
1a
and
2a.
本课重点活动是1a和2a。
Ⅰ.
Teaching
aims
and
demands
教学目标
1.(1)
Learn
some
new
words
about
the
colours:
black,
blue,
pink,
red,
purple,
brown,
white,
gray,
green,
yellow
(2)
Learn
some
other
new
words:
both,
colour,
here
2.
Learn
some
useful
sentences:
(1)You
look
the
same.
(2)That’s
right.
(3)We
are
good
friends.
(4)It’s
here.
3.
(1)Continue
to
talk
about
people’s
appearances:
①We
both
have
black
hair
and
black
eyes.
②I
have
blond
hair
and
blue
eyes.
③We
don’t
have
the
same
looks.
(2)Identify
colours:
①—What
colour
is
it?
—It
is
pink.
②—What’s
red
and
yellow?
—It’s
orange.
Ⅱ.
Teaching
aids
教具
实物/教学挂图/录音机/小黑板/调色盘/白纸/彩笔
Ⅲ.
Five-finger
Teaching
Plan
五指教学方案
Step
1
Review
第一步
复习(时间:10分钟)
师生对话，复习并导入新课。由具体实物引出生词，学习用英语描述人物特征。培养学生的观察能力。
1.
(One
by
one练习，对Does
she/he
have
…?句型进行复习。教师先引导，以班上具体的学生为例，尽可能多地让学生来操练。)
T:
Does
she
have
long
hair?
S1:
Yes,
she
does.
Does
he
have
short
hair?
S2:
No,
he
doesn’t.
He
has
long
hair.
Does
she
have
a
big
nose?
S3:
Yes,
she
does.
Does
she
have
big
ears?
S4:
No,
she
doesn’t.
Does
…?
S5:
…
…
2.
(利用班上长相相似的两位学生来进行师生互动问答，复习表示外貌特征的句型，导出新句型。)
(请一位同学到窗前，一位到黑板前，教师指着窗前的那位展开问答。)
T:
Wang
Dan,
please
stand
by
the
window.
Huang
Pin,
come
here,
please.
T:
Excuse
me!
Huang
Pin.
Who
is
that
girl?
Huang
Pin:
She
is
Wang
Dan.
T:
Is
she
your
friend?
Huang
Pin:
Yes,
she
is.
T:
Where
is
she
from?
Huang
Pin:
She
is
from
Fuzhou.
(教师解释：be=am,
is,
are。为后面学习作铺垫。)
(板书并解释。)
be
from=come
from
T:
She
comes
from
Fuzhou.
(教师补充。)
T:
Does
she
have
long
hair?
(有意识地就她与前一个学生相似的外貌特征向此学生发问。)
Wang
Dan:
Yes,
she
does.
T:
Does
she
have
big
eyes?
Wang
Dan:
Yes,
she
does.
(教师端详这两位学生。)
T:
Wow.
You
both
have
long
hair
and
big
eyes.
You
look
the
same.
(板书并要求学生掌握。)
both
3.
(1)
(指着学生的衣服，通过师生互动来学习新句型和新单词。)
T:
OK.
Now
look
at
their
clothes.
They
have
different
colours.
What
colour
is
it?(指着一位穿黑色上衣的同学，可帮助学生理解句意。)
Ss:
黑色。
T:
Yes.
It’s
black.
(板书并要求学生掌握。)
colourblack
(再次指着班上其他穿黑色的衣服的学生提问。)
T:
What
colour
is
it?
Ss:
It’s
black.
(然后指着身穿蓝色衣服的学生。)
T:
Good.
What
colour
is
it?
Ss:
蓝色。
T:
Yes.
It’s
blue.
What
colour
is
it?
Ss:
It’s
blue.
(板书并要求学生掌握。)
What
colour
is
it?It’s
blue.
…
(依照上述方法教授red,
purple,
brown,
white,
green,
yellow，并要求学生掌握；教授并要求学生理解gray。)
(板书新句型和所有新单词。并要求学生掌握：提问颜色用“what
colour”。教师领读，为教学呈现作铺垫。)
Step
2
Presentation
第二步
呈现(时间:8分钟)
借助图片和录音，设置情景，呈现新课内容。使学生学以致用，从而提高兴趣，培养其语言表达能力。
1.
(教师出示1a的教学挂图进行问答。)
T:
Now
look
at
the
picture.
Who
is
this
boy?
(指向Michael。)
Ss:
He
is
Michael.
(?\\\\\\?)T:
Where
is
he
from?
Ss:
He’s
from
the
U.S.A.
T:
Does
he
have
long
hair?
Ss:
No,
he
doesn’t.
(再次指着他的头发问。)
(?\\\\\\?)T:
What
colour
is
it?
Ss:
It’s
blond.
(提示，帮助学生回答。)
(板书并要求学生了解。)
blond
T:
Yes,
he
has
blond
hair.
What
colour
are
his
eyes?
Ss:
They
are
blue.
(提示，帮助学生回答。并解释：在对话时，要用人称代词替代之前提到的人或物。)
(?\\\\\\?)T:
Good.
Now
please
listen
to
the
tape
and
answer
my
questions.
2.
(播放1a录音，然后让学生回答问题。教师出示小黑板。)
(1)
Who
is
that
boy?(2)
Where
is
he
from?(3)
Do
Yukio
and
Kangkang
look
the
same?(4)
Do
Michael
and
Kangkang
have
the
same
looks?
(核对答案。)
T:
Well
done!
Now
look
at
the
blackboard
and
pay
attention
to
the
sentences.
That’s
right.We
both
have
black
hair
and
black
eyes.We
don’t
have
the
same
looks.
Step
3
Consolidation
第三步
巩固(时间:7分钟)
听录音，进一步熟悉1a话题。表演对话，完成1b和1c，锻炼学生的听说读写能力。
1.
(教师让学生听录音并跟读1a，然后两人一组表演对话。挑选两组学生上台表演。)
T:
Listen
to
1a
and
repeat,
then
act
it
out
in
pairs.
I’ll
ask
two
groups
of
you
to
act
it
out
in
front
of
the
class.
2.
(根据1a完成1b，核对答案。)
T:
Complete
the
table
according
to
1a.
(师生互动问答，巩固新句型和新单词。)
T:
Where
is
Yukio
from?
Ss:
He’s
from
Japan.
T:
What
colour
is
his
hair?
Ss:
It’s
black.
T:
What
colour
are
his
eyes?
Ss:
They
are
black.
3.
(完成1c。要求学生根据1b描述这三个男孩，并上台表演。)
T:
Finish
1c.
Describe
the
three
boys
according
to
1b
and
act
it
out
in
the
front.
Step
4
Practice
第四步
练习(时间:10分钟)
教师运用学生学过的句型，通过对话，继续呈现新单词。通过小组活动，培养学生的合作精神。
1.
(小组活动。)
(教师出示2a中的调色盘，以对话的形式教学新单词。然后请学生两人一组依照对话操练句型，完成2a。要求学生掌握表示颜色的黑体词。)
T:
Work
in
pairs.
Talk
about
the
colours
with
your
partner
like
this:
A:
What
colour
is
it?
B:
It
is
pink.
(板书并要求学生掌握。)
pink
...
2.
(看图片，完成2b。)
(为了活跃课堂气氛，提高学生学习兴趣，巩固新单词，教师可采取课堂看图抢答形式，找到颜色最多者获胜。)
3.
(小组活动，完成3。)
(1)
(教师出示3中左半部分动物图片，并就其中一幅演示句型，板书。)
T:
What’s
red
and
yellow?
Ss:
It’s
…(让学生推测颜色。)
T:
It’s
orange.
T:
Where
is
it?
Ss:
It’s
here.
(帮助学生回答。)
(板书并要求学生掌握。)
here
(让学生仿照上述句型，自己调色，依次问答其他三幅图片。)
(2)
(出示右半部分房子图片，帮动物找家，完成3。)
T:
OK.
Let’s
help
the
animals
find
their
homes.
(核对答案。)
(3)
(学生两人一组操练此句型。)
Step
5
Project
第五步
综合探究活动(时间:10分钟)
通过游戏，锻炼学生的探究能力，体现学以致用的原则；并培养学生的想象力和创新能力。
1.
(发给学生每人一张白纸。让学生把它撕成十小份。让他们在每一小份纸上分别画一样物品如book,
pen,
bus,
pencil等。画好后，给每种物品涂上一种颜色，并在本子上写下物品名称及颜色。如：a
red
book
a
yellow
pen…)
(把学生分成四人一组。把他们画好的图打乱顺序，背面朝上放在桌子上。然后每人从桌子上拿十张。请学生用以下对话互相询问，拿回自己的图。最先拿回的学生是获胜者，给予掌声鼓励。如：)
S1:
Do
you
have
a
blue
pencil?
S2:
Yes,
I
do.
(把图给S1。)
(学生每拿回一张自己的图，就在本子上划掉该物品。)
2.
Homework:
(1)
复习关于颜色的单词。
(2)
仿照Section
A中的1a，编一个对话。
(3)
观察家中卧室里的物品有些什么颜色并写在作业本上。
板书设计：
What
colour
is
it?Section
A1.Words:
black
blue
pink
red
purple
3.(1)—What
colour
is
it?brown
white
gray
green
yellow
—It
is
pink.2.
Sentences:
(1)
You
look
the
same.
(2)—What’s
red
and
yellow?(2)
That’s
right.
—It’s
orange.(3)
We
both
have
black
hair
and
black
eyes.(4)
I
have
blond
hair
and
blue
eyes.(5)
We
don’t
have
the
same
looks,
but
we
are
good
friends.
(6)
It’s
here.Section
D
The
main
activities
are
1
and
5.
本课重点活动是1和5。
Ⅰ.
Teaching
aims
and
demands
教学目标
1.
(1)
Learn
the
consonants:
/f/,
/?/,
/?/,
/?/,
/?/,
/?/
(2)
Learn
a
new
word:
cool
2.
Review
some
useful
sentences:
(1)But
you
look
the
same.
(2)Please
give
this
letter
to
Maria.
(3)Oh,
I
see.
(4)I’ll
give
it
to
her.
(5)The
girl
in
yellow
is
Maria.
(6)He’s
in
a
black
cap
and
blue
shoes.
3.
Review
wh-questions:
(1)—What
does
she
look
like?
—She
is
tall
like
you.
(2)—What
color
is
this
T-shirt?
—It
is
red.
(3)—What
color
are
these
shoes?
—They
are
green.
4.
Review
some
words
about
clothes
and
colors:
(1)T-shirt,
pants,
shoes,
etc.
(2)yellow,
blue,
brown,
etc.
Ⅱ.
Teaching
aids
教具
小黑板/单词卡片/音标卡/录音机/图片/彩笔
Ⅲ.
Five-finger
Teaching
Plan
五指教学方案
Step
1
Review第一步
复习(时间:12分钟)
利用小黑板上的信息，整合教学内容，师生互动，巧妙导入新课。
1.
(1)
(出示小黑板，归类单词，让学生根据提示，填写已经学过的单词，调动学生的积极性。)
Parts
of
the
body:
face,
hairAdjectives:
long,
shortColors:
yellow,
redClothes:
T-shirt,
shoes
T:
Look
at
the
small
blackboard.
Try
to
say
more
words
according
to
the
examples.
S1:
Eyes.
T:
How
do
you
spell
“eyes”?
S1:
E-Y-E-S,
eyes.
(然后补充在小黑板上，以同样的方式补充其他各类的单词。)
(2)
(利用小黑板上的信息组成词组。)
T:
Make
some
phrases,
please.
S2:
A
round
face.
S3:
A
yellow
shirt.
S4:
Long
hair.
S5:
Black
hair.
…
(3)(根据小黑板上的信息，写一篇短文描述你的朋友，然后选几位学生上台汇报。)
T:
Describe
one
of
your
friends
with
the
information
on
the
blackboard.
Then
make
a
report.
You
may
begin
like
this:
This
is
my
friend.
His
name
is
Li
Xinxin.
He
is
tall.
He
has
a
long
face.
…
S6:
This
is
my
friend.
Her
name
is
Wu
Xuewen.
She
is
short.
She
has
long
hair.
...
…
2.
(教师请三名学生上台，其中一名介绍自己所穿的衣服及颜色，另两名就其内容进行问答。复习what问句。完成3a。)
T:
Well
done!
S7、S8
and
S9,
come
to
the
front.
S7,
please
describe
your
clothes.
S7:
OK.
My
shirt
is
white.
My
pants
are
black.
My
shoes
are
yellow.
T:
Very
good!
S8、S9,
please
make
a
conversation
about
S7’s
clothes.
S8:
What
color
is
his/her
shirt?
S9:
It’s
white.
S8:
What
color
are
his/her
shoes?
S9:
They’re
yellow.
S8:
What
color
are
his/her
pants?
S9:
They
are
black.
3.
(出示小黑板另一面，呈现3b的Useful
expressions,
学生用上面的关键词组编三个对话，教师挑选三组学生上台表演。)
(1)a.
Please
give
…
to
…b.
I’ll
give
…
to
…(2)a.
You
look
the
same.b.
We
don’t
have
the
same
looks,
but
we
are
good
friends.(3)a.
The
boy
in
…
is
…b.
…
is
in
…
T:
Make
three
dialogs
according
to
the
useful
expressions
on
the
blackboard.
Then
act
them
out.
(请两个女生用(1)中句式表演对话。)
SA:
SB,
please
give
this
pencil
to
Wang
Xin.
SB:
Sorry,
I
don’
t
know
her.
What
does
she
look
like?
SA:
She
is
short.
She
has
long
black
hair.
And
her
shoes
are
red.
SB:
Oh!
I
see!
I’ll
give
it
to
her.
(请另两个女生用(2)中句式表演对话。)
SC:
Hello,
SD!
Who
is
that
girl?
(指着后排的女生)
SD:
Oh,
she
is
Wang
Xin.
SC:
Where
is
she
from?
SD:
She
is
from
Taiyuan.
SC:
But
you
look
the
same.
SD:
Yes.
We
are
both
tall
and
have
long
black
hair.
SC:
I
have
short
black
hair.
SD:
We
don’t
have
the
same
looks,
but
we
are
good
friends.
(再请两个男生用(3)中句式表演对话。)
SE:
Hello,
SF!
I
have
a
good
friend
in
our
class.
SF:
Who?
SE:
Guess!
He
is
a
boy.
He
is
in
a
blue
shirt
and
black
pants.
SF:
Oh,
I
see.
The
boy
in
yellow
shoes
is
your
friend,
Hu
Bin.
SE:
Yes,
you’re
right.
4.
(教师引导学生归类以look开头的短语，并解释。)
(板书，并要求学生掌握。)
①look
the
same②look
different③look
like
…④look
at
……
Step
2
Presentation
第二步
呈现(时间:8分钟)
利用音标卡教学音标，复习单词，重在发音准确，突出音标书写。
1.
(利用事先归类好的单词卡片进行复习，突出/f/,
/?/,
/?/,
/?/,
/?/和/?/的读音。)
T:
Now
look
here.
(呈现father单词卡片)
Ss:
Father.
T:
How
do
you
spell
it?
Ss:
F-A-T-H-E-R,
father.
(板书father，用彩色粉笔突出f字母。)
(以同样的方式呈现photo,
office单词卡片，板书音标/f/，然后跟读。)
/f/
father
photo
office
(引导学生用所学音标读这些单词。)
T:
Now
look
at
the
blackboard
and
read
them
together.
(以同样形式呈现音标/v/,
/s/,
/z/,
/?/和/?/。)
/v/
vegetables
driver
five/s/
nurse
face
glass/z/
zoo
nose
eggs/?/
mouth
think
three/?/
mother
clothes
those
2.
(让学生再找一个例词来补充，加深印象。)
T:
Can
you
find
another
word
with
/f/
sound?
S1:
From.
T:
Good.
/v/.
S2:
Seven.
T:
Yes.
/s/.
S3:
Nice.
…
Step
3
Consolidation
第三步
巩固(时间:10分钟)
复习音标，导入新课。利用图片，播放录音，完成2。并组织学生表演，加深巩固。
1.
(利用音标卡，让发音好的学生领读，练习发音。)
T:
S1.
Please.
S1:
/f/.
Ss:
/f/.
…
2.
(听1录音，让学生跟读并模仿语音语调，加深巩固。)
T:
Listen
to
1
and
repeat.
Pay
attention
to
your
pronunciation
and
intonation.
3.
(1)
(利用小黑板出示听力问题，结合2中的图片，学生听录音后回答问题。)
①Who
is
he?②Where
is
he
from?③Which
class
is
he
in?④How
old
is
he?⑤What
does
he
look
like?⑥Is
he
cool?
(板书，教师解释cool，并要求学生掌握。)
cool
T:
Look
at
the
photo
and
think
about
these
six
questions.
Listen
to
2,
and
then
answer
them.
(核对答案。)
(2)
(再听一遍录音，学生独自完成2，核对答案。)
(3)
(小组活动。两人一组，一人读短文，一人给图片涂色，然后交换角色。)
Step
4
Practice
第四步
练习(时间:10分钟)
练习3a、3b的句型，并完成4。培养学生综合运用语言的能力。
1.
(学生模仿2，上台描述自己的朋友。提醒学生注意人称变化。)
T:
I’ll
ask
some
students
to
come
to
the
front
and
describe
their
friends
like
2.
S1,
come
here,
please.
S1:
Huang
Xin
is
my
friend.
He
is
from…
S2:
…
T:
Well
done!
Take
out
a
piece
of
paper
and
try
to
describe
one
of
your
friends.
You
can
use
the
information
in
the
table
of
4
to
help
you.
2.
(教师播放3a、3b录音，学生跟读，注意语音语调。)
3.
(用教室里的物品进行对话，链式问答练习“What
color
is/are
…?”)
T:
What
color
is
this
book?
S3:
It’s
red.
What
color
is
your
knife?
S4:
My
knife
is
black.
What
color
are
these
pens?
S5:
They
are
blue.
What
color
…?
S6:
…
…
(板书练习句型。)
—What
color
is
this
T-shirt?—It’s
red.—What
color
are
these
shoes?—They
are
green.
(小黑板出示练习题，并讲解。)
(句型转换：对下列句子的画线部分提问。)(1)My
T-shirt
is
yellow.
_____
_____
is
your
T-shirt?(2)He
is
tall
with
blond
hair.
_____
does
he
_____
_____?(3)Xiaoming’s
pants
are
gray.
What
color
_____
Xiaoming’s
_____?(4)The
girl
in
purple
is
Maria.
_____
_____
the
girl
in
purple?(5)Jane
is
in
a
blue
dress.
_____
_____
is
Jane
_____?
Step
5
Project
第五步
综合探究活动(时间:5分钟)
通过描述人物，让学生在实践中学习和体验。组织学生做“捉拿通缉犯”游戏，培养学生的想象力及综合探究能力。
1.
(在黑板上贴一张“通缉犯”的图片，并在图旁写上一些单词。)
(请学生根据黑板上的信息，描述“通缉犯”的相貌并填表。)
The
police
are
looking
for
a
man.Height(身高)
Hair
Face
Eyes
Nose
Clothes
Anyone
who
sees
the
man
should
call
110.
(完成表格后，请学生口述该“通缉犯”的外貌特征。如：The
man
is
tall!
…)
2.
(小组活动，完成5。)
(1)让学生画一张自己最喜爱的卡通人物。
(2)用图片制作一副面具。
(3)戴上面具描述卡通人物。
(4)最佳描述者获胜。
3.
Homework:
(1)把自我介绍以及介绍朋友的短文写在作业本上。
(2)复习Topic
2中的单词。
(3)预习下一课的内容。
板书设计：
What
color
is
it?Section
D1.
(1)
a.You
look
the
same.
b.
We
don’t
have
the
same
looks,
but
we’re
good
friends.(2)
a.
Please
give
…
to
…
b.
I’ll
give
…to
…2.—What
color
is
this
T-shirt?
—It’s
red.3.—What
color
are
these
shoes?
—They’re
green.4.
/f/
father
photo
office
/v/
vegetables
driver
five
/s/
nurse
face
glass
/z/
zoo
nose
eggs
/?/
mouth
think
three
/?/
mother
clothes
those
tall,
long,
round,
small,
wide,
gray,
black,
blueSection
B
The
main
activity
is
1a.
本课重点活动是1a。
Ⅰ.
Teaching
aims
and
demands
教学目标
1.
Learn
some
new
words
and
phrases:
give,
give
…
to
…,
letter,
sorry,
like,
look
like,
tall,
will,
I’ll=I
will,
young,
man,
men,
woman,
women
2.
Learn
some
useful
sentences:
(1)Sorry,
I
don’t
know
her.
(2)I’ll
give
it
to
her.
3.
(1)Continue
to
talk
about
people’s
appearances:
—What
does
she
look
like?
—She
is
tall
like
you,
but
she
doesn’t
have
long
hair.
It’s
short
and
brown.
(2)Continue
to
talk
about
colors:
①What
colour
is
his/her
hair?
It
is
…
②What
color
are
his/her
eyes?
They
are
…
Ⅱ.
Teaching
aids
教具
彩笔/小黑板/图片/学生的书包/白色信封/录音机/实物
Ⅲ.
Five-finger
Teaching
Plan
五指教学方案
Step
1
Review
第一步
复习(时间:10分钟)
采用直观教具，师生对话进行复习并导入新课，体现新课标精神，改变学生学习方式，培养语言运用能力。
1.
(1)
(利用彩笔来复习询问颜色的句式和表示颜色的单词。)
T:
Look!
What
color
is
it?
Ss:
It’s
red.
T:
How
do
you
spell
it?
Ss:
R-E-D,
red.
…
(把学过的所有表示颜色的单词复习一遍。)
(2)
(在教室内找颜色。)
T:
What
colors
can
you
find
in
our
classroom?
Please
point
them
out,
and
then
work
in
pairs.
2.
(出示小黑板，根据小黑板上的信息和图片进行互动问答，复习描述人物的句型。)
Name:
Yao
Ming
Name:
Pan
ChangjiangFrom:
Shanghai
From:
Liaoning
T:
Now,
please
look
at
the
small
blackboard
and
talk
about
it.
(指着姚明的图片进行问答。)
T:
Who
is
he?
Ss:
He
is
Yao
Ming.
T:
Where
is
he
from?
Ss:
He
is
from
Shanghai.
T:
Does
he
have
long
hair?
Ss:
No,
he
doesn’t.
He
has
short
hair.
T:
What
color
is
his
hair?
Ss:
It’s
black.
T:
Is
he
short?
(教师辅以手势。)
Ss:
No,
he
isn’t.
T:
Good.
He
is
tall.
(教师辅以手势。)
T:
So
what
does
Yao
Ming
look
like?
(板书并要求学生掌握。)
talllook
like
Ss:
He
is
tall.
He
has
short
black
hair.
(引导学生一起说。)
(让学生根据潘长江的图片进行对话，然后总结。)
S1:
Who
is
he?
S2:
He
is
Pan
Changjiang.
S1:
Where
is
he
from?
S2:
He
is
from
Liaoning.
S1:
Does
he
have
big
eyes?
S2:
Yes,
he
does.
S1:
What
color
are
his
eyes?
S2:
They
are
black.
S1:
Is
he
short?
S2:
Yes,
he
is.
T:
So
what
does
Pan
Changjiang
look
like?
Ss:
He
is
short.
He
has
big
black
eyes.
3.
(拿出事先准备好的一位学生的书包进行问答。)
T:
What’s
this?
Ss:
It’s
a
bag.
T:
What
color
is
it?
Ss:
It’s
blue.
T:
Yes.
It’s
a
blue
bag.
It’s
very
nice.
But
it’s
not
mine.
(运用摇头或摆手等肢体语言。)
It’s
Huang
Xin’s.
(然后请第一排的一位学生把书包往后传递，最后递给Huang
Xin。导入新课。)
T:
Huang
Yao,
please
give
this
bag
to
Huang
Xin.
(运用手势提示。)
(板书并要求学生掌握。)
givegive
…
to
…
(学生之间进行实物传递，操练该句式。)
S1:
S2.
Please
give
this
pen
to
S3.
S2:
S3.
Please
give
this
book
to
S4.
S3:
S4.
Please
give
this
ruler
to
S5.
…
(操练完毕，教师归纳总结。)
(板书并要求学生掌握。)
give
sb.
sth.give
sth.
to
sb.
4.
(教师出示一个信封，导出生词。)
T:
What’s
this?
Ss:It’s
a
letter.
(老师帮助学生回答。)
(板书并要求学生掌握。)
letter
T:
It’s
Maria’s
letter.
I
want
to
give
it
to
her.
But
I
don’t
know
her.
What
does
she
look
like?
(导入1a。)
(板书并要求学生掌握。)
give
it
to
hergive
it
to
sb.
Step
2
Presentation
第二步
呈现(时间:8分钟)
利用挂图和录音呈现新课内容，师生对话，教师讲解并用小黑板出示重点句子，培养学生的归纳总结能力。
1.
(教师出示1a挂图，师生对话，继续呈现生词。)
T:
Boys
and
girls,
please
look
at
the
picture.
There
are
three
people
in
it.
They
are
a
man,
a
white
girl
and
a
black
girl,
Maria.
Now
let’s
have
a
dialog.
(板书并解释，要求学生掌握。)
man
(pl.
men)
T:
What
does
the
man
tell
the
white
girl
to
do?
(教师用汉语翻译。)
S1:
Give
this
letter
to
Maria.
T:
Does
the
white
girl
know
her?
S2:
No,
she
doesn’t.
T:
What
does
the
girl
say
to
the
man?
S3:
“Sorry,
I
don’t
know
her.
What
does
she
look
like?”
(板书并解释，要求学生掌握。)
sorry
T:
What
does
Maria
look
like?
Ss:
(全体学生齐读。)
She
is
tall
like
you,
but
she
doesn’t
have
long
hair.
It’s
short
and
brown.
T:
At
last
what
does
the
white
girl
say?
S4:
“Oh,
I
see.
I’ll
give
it
to
her.”
(教师解释：I
see=I
know，并板书生词，要求学生掌握。)
I
seewillI’ll=I
will
T:
When
someone
says
“thanks”
to
you,
what
should
you
say?
Ss:
(全体学生齐回答。)
You
are
welcome.
T:
OK,
well
done.
Let’s
listen
to
1a.
2.
(学生听录音并跟读。)
3.
(教师利用小黑板出示1a重点，并讲解。)
give
…
to
...I’ll
give
it
to
her.Sorry,
I
don’t
know
her.—What
does
she
look
like?—She
is
tall
like
you
…
4.
(让学生分角色朗读。)
Step
3
Consolidation
第三步
巩固(时间:10分钟)
人机对话，提高兴趣。师生互动，利用实物表演，体现“做中学”的原则，巩固知识。
1.
(播放录音，注意语音语调。采用人机对话的方式练习1a。)
T:
Listen
to
1a.
Pay
attention
to
the
pronunciation
and
intonation.
Make
a
conversation
between
you
and
the
recorder
to
practice
1a.
Recorder:
Please
give
this
letter
to
Maria.
She
is
in
Class
Four,
Grade
Seven.
Ss:
Sorry,
I
don’t
know
her.
What
does
she
look
like?
Recorder:
…
Ss:
…
(此方式可以增加学生学习的趣味性，达到巩固的目的。)
2.
(让学生用实物来编对话并表演，完成1b。)
T:
Now
please
act
it
out.
Use
some
real
things.
S1:
Please
give
this
book
to
Chen
Lin.
He
is
in
Class
One,
Grade
Seven.
S2:
Sorry,
I
don’t
know
him.
What
does
he
look
like?
S1:
He
is
short.
He
has
big
black
eyes.
And
his
bag
is
yellow.
S2:
Oh,
I
see.
I’ll
give
it
to
him.
3.
(根据2的四幅图，师生互动问答，巩固新句型。)
(1)T:
Now
look
at
Picture
3
in
2.
What
does
he
look
like?
Ss:
He
is
short.
He
has
black
hair
and
big
black
eyes.
T:
OK.
Look
at
Picture
1.
She
is
a
woman.
She
is
young.
(重复。)
What
does
she
look
like?
(板书并解释，要求学生掌握。)
woman
(pl.
women)young
Ss:
She
is
young.
She
has
short
blond
hair
and
a
small
nose.
(以此类推，描述Picture
2和Picture
4。)
(2)
(大声朗读1、2、3、4四个句子，把序号填在相应的图片上，完成2。)
Step
4
Practice
第四步
练习(时间:10分钟)
利用图片进行师生对话。以做游戏的形式和在不同情景中练习目标语言，达到学以致用的目的。
1.
(1)
(出示3中第一幅图进行师生问答，并板书重点句型。)
T:
Where
is
he
from?
Ss:
He
is
from
Cuba.
T:
What
color
is
Cuba’s
national
flag?
Ss:
Red,
white
and
blue.
(2)
(接着出示第二幅图，让学生模仿(1)继续操练。)
(3)
(教师让学生两人一组就图3、图4进行问答。)
(4)
(写出每幅图中国旗的颜色，完成3。)
2.
(听4录音，回答问题，并给雪人涂上相应的颜色。完成4。)
T:
First,
look
at
the
questions
carefully.
Then
listen
to
the
tape
and
color
the
snowman,
and
write
down
the
answers.
(板书并解释，要求学生理解。)
snowman
(pl.
snowmen)
(听两遍录音，核对答案。)
3.
(做游戏。把班级学生分成两组，依据书中5的示例进行练习，巩固have/has,
don’t/doesn’t
have的用法，完成5。)
4.
(小黑板出示练习题。让一位学生上黑板前来做。其他学生在练习本上做。)
(按要求进行句型转换。)(1)
She
has
big
hands.
(变否定句。)
She
_____
_____
big
hands.(2)
Does
Jane
have
small
eyes?
(做肯定、否定回答。)
_____,
_____
_____.
_____,
_____
_____.
Her
eyes
_____
big.(3)
I
have
long
hair.
(变一般疑问句和否定句。)
_____
you
_____
long
hair?
I
_____
_____
long
hair.(4)
He
has
a
round
face.
(变同义句。)
_____
face
is
_____.(师生核对答案。教师讲解并总结。)
Step
5
Project
第五步
综合探究活动(时间:7分钟)
设置活动，让学生在运用旧知识、体验成功的基础上，愉快地学习新知识，从而达到探究的目的，锻炼学生的综合运用能力。
1.
(画出自己的好朋友，突出他的特点并涂上颜色。然后根据图画两人一组编对话。)
T:
Now
please
draw
a
picture
of
your
good
friend,
then
color
it
and
talk
about
the
picture.
S1:
Who
is
this
girl?
S2:
She
is
my
friend.
S1:
Is
she
tall?
S2:
Yes,
she
is.
S1:
Does
she
have
long
hair?
S2:
No,
she
doesn’t.
She
has
short
hair.
S1:
What
color
is
her
hair?
S2:
It’s
black.
S1:
What
color
are
her
eyes?
S2:
They
are
yellow.
S1:
What
does
she
look
like?
S2:
She
is
tall.
She
has
short
black
hair
and
her
eyes
are
yellow.
2.
Homework:
(1)掌握1a对话。
(2)画一画并写一写自己的外貌特征。
(3)写一篇短文，描述自己喜欢的人，要用到表示颜色的单词。
(4)自己设计一套服装，涂上颜色，并带上彩笔准备下一节课用。
板书设计：
What
color
is
it?Section
B1.
give
…
to
…
4.—What
color
is
his/her
hair?eg.Please
give
this
letter
to
Maria.
—It
is
…
I’ll
give
it
to
her.
5.—What
color
are
his/her
eyes?2.
Sorry,
I
don’t
know
her.
—They
are
…3.—What
does
she
look
like?—She
is
tall
like
you,
but
she
doesn’t
have
long
hair.
It’s
short
and
brown.
What
color
is
his
hair?
It’s
brown.
What
color
are
his
eyes?
They
are
black.
