Unit10 Colors lesson6 教案
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| 名称 | Unit10 Colors lesson6 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（三年级起点） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-05-14 11:52:09 | ||
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Unit10 Colors Lesson6 Uncle Booky’s Story Time
教学内容:
Unit10 Colors Lesson6 （Uncle Booky’s Story Time）
Uncle Booky’s Story Time小故事
句型：“--- Can you see... ? --- It’s there. It’s ... (colors).”
补充句型“It’s in/on ...”描述物品位置
补充绘本故事“A color of his own”
初步了解“保护色”这一自然文化现象。
教学目标：
熟练运用句型“It’s there.”描述物品颜色，并运用补充句型“It’s in/on ...”描述物品位置。
能够读懂故事，模仿朗读，并运用句型“--- Can you see... ? --- It’s there. It’s ... (colors).It’s in/on ...”复述故事。
能够初步熟悉了解There be句型“There is/are...”
能够初步读懂补充绘本故事“A color of his own”
能够初步了解“保护色”这一自然文化现象，感受大自然的奥秘。
教学重点：
能够读懂故事，模仿朗读。
熟练运用句型“It’s there.”描述物品颜色，并运用补充句型“It’s in/on ...”描述物品位置。并运用以上句型复述故事。
能够初步了解“保护色”这一自然文化现象。
教学难点：
能够运用句型“--- Can you see... ? --- It’s there. It’s ... (colors).It’s in/on ...”复述故事。
能够初步熟悉了解There be句型“There is/are...”
能够初步读懂补充绘本故事“A color of his own”
教学手段： PPT，Word Card
教学设计思路：
根据新课标指示，英语学习更多的应该培养学生独立思考和语言运用的能力，学生的自主学习能力的培养逐渐成为重中之重。在故事教学的过程中，采用了自主阅读、观看视频、对话内容填空、用所给句型自述故事等多个环节，旨在于让学生在教师的引导下多说多练，自主掌握语言知识，培养学生的自主阅读能力和口语表达能力。
经过之前几节课的学习，学生能够很熟练地描述物品的颜色，故事的文本内容相对简单单一，因此在设计教学时，教师针对故事资源作了很多相应的补充拓展教学。
在句型“--- Can you see... ? --- It’s there. It’s ... (colors).”教学中，补充了“It's in/on...”这一句型来让学生描述物品位置，丰富了对话的同时也丰富了故事内容。
故事中出现的There be句型，设计教学的过程中出示了故事图片，设置问题“What's in the picture？”从而引出“There is/ There are...”句型的教授，带学生初步了解和接触There be句型。
针对“--- Can you see... ? --- It’s there.”这一文本句型进行了一定的强调和补充，通过贴卡片的方式带领学生自主丰富学习内容。“--- Can you see it/him/her/us/them? --- It’s/He’s/She’s/We’re/They’re there.”
针对“保护色”这一自然文化现象，拓展补充了“A color of his own”这一绘本故事，也进一步丰富了“保护色”这一自然现象的教授，同时增加了“Accept yourself. Love yourself.”的情感升华环节。对课本故事内容作了一定的延伸和升华。
中年级的学生已经具备了一定的词汇量和语言表达能力，因此给予学生适当语言支架后，就可以引导学生积极主动的参与到新内容的学习中来，最大限度给学生操练，让学生在真实运用中感受到英语学习的乐趣。
教学过程：
Step1 Warming-up (3mins)
Greeting
Sing a song --- I see something blue
【设计意图】活跃气氛，引出颜色主题。
Lead-in
T: We can see so many colors in the song. What colors can you see now? (出示彩色几何图片）
T: The colors are all from a picture. Do you want to see the picture.
【设计意图】引出故事图片。
Step2 Presentation (22mins)
1. There is/are
T: Look！What can you see in the picture.
Ss: A book. Two butterflies...
T: Yes. There is a book in the picture. There is a lawn in the picture. There are two butterflies in the picture.
( 新授: There is/ are ... 句型）
T: What’s in our classroom?
( 结合身边物品，操练句型There is/ are ... )
【设计意图】初步了解感知句型There is/ are ...
Read and answer (自读课文，回答问题）
T: Look at the book. What is the story about? Can you guess?
T: Let’s read the the 4 pictures of the story by yourselves and find the answer.
Ss: (read the story)
T: What is the story about?
Ss: Colors of the the snakes.
【设计意图】鼓励学生自主阅读，初步了解故事内容。
① How many snakes are there?
T: How many snakes are there?
② What color are the snakes?
T: Do you remember what colors the snakes are?
Let’s check. (一张一张读故事图片)
T: What color is this snake? (教师引导学生再度故事，逐一回答每一条蛇的颜色)
T: Yes! It’s a ... snake. Read after me. Can you see a snake. It’s there. It’s a green snake.
(领读并新授对话句型：--- Can you see...? --- It’s there. It’s a ...)
③ Are they in the same color?
T: Are the three snakes in the same color?
T: Well. So they are in different colors.
(新授词组：in different colors )
3. Watch and answer (观看视频，回答问题）
T: Look! This is the baby butterfly. Wow, it’s missing. Where is he?
Now let's watch the video and find the butterfly.
T: Can you see the butterfly? Can you circle the butterfly?
(邀请学生找出蝴蝶并在屏幕中圈出来）
Ss: It’s there.
T: Where is it?
Ss: It’s on the flowers.
【设计意图】通过让学生找蝴蝶圈出蝴蝶的活动，让学生回答蝴蝶的具体位置，引出拓展句型：It's in/on/...的教学，从而丰富故事语言。
T: Now！Where is the butterfly? The butterfly asks “Can you see me?”. Who can find it and answer it?
Ss: You’re there. You’re on the leaves.
(新授句型：--- Can you see me? --- You’re there. 并拓展句型--- Can you see him/her/us/them? --- He’s/ She’s/ We’re/ They’re there. )
【设计意图】故事内容到蝴蝶说“Can you see me？”就结束了。通过让学生补充故事内容，回答蝴蝶的问题，拓展故事中句型的不同人称形式。
Let’s review (回忆故事内容，回答问题)
T: Now we know where the butterflies is. Do you remember where the snakes are?
T: Let’s review the story and find the answer.
T: Where is the green snake/ brown snake/ black and yellow snake?
(故事对话填空，逐一找出蛇的位置）
【设计意图】通过让学生回答蛇的所在位置，操练描述物品位置的句型：It’s in/on/...补充故事内容。
Step2 Practice (8mins)
1. Let’s retell
T: Can you use the sentences to retell the story?
--- Can you see...?
--- It’s there. It’s a ... snake. It’s in/on...
【设计意图】给予学生句型支架后，让学生运用更丰富的语言复述故事内容，先同桌对话复述故事，再邀请几位学生表演，引导学生积极主动的参与到学习中来，最大限度给学生操练的空间，让学生在真实运用中感受到英语学习的乐趣。
Crypsis (介绍保护色自然现象并介绍几个保护色的动物）
T: The butterfly is on the leaves. The snakes are in the environment which is alike with themselves. This is a natural phenomenon --- Crypsis. Do you know some other animals which also have this phenomenon?
T: I will introduce some new friends to you?
T: Can you see it?
Ss: It’s there. It’s in/on/...
【设计意图】从蝴蝶和蛇引出“保护色”这一自然现象，并通过几个新的动物让学生再次操练对话：--- Can you see...?--- It’s there. It’s in/on...同时，从示例动物引出拓展绘本的主人公---chameleon。
Step2 Expanding story --- A color of his own (7mins)
T: There is a kind of animals who change colors wherever they go. They are chameleons.
T: Let’s enjoy a story about a chameleon.
① Can you see the chameleon?
T: Can you see the chameleon?
Ss: It’s there. It’s a yellow chameleon. It’s on the lemon.
It’s there. It’s a black and brown chameleon. It’s on the tiger.
【设计意图】继续操练对话：--- Can you see...?--- It’s there. It’s... It’s in/on...
T: The chameleon is not happy. Although he changes color wherever he goes, but he doesn’t have his own color.
“If I remain on a leaf, I shall be green forever , and I will have a color of my own.” The chameleon says.He cheerfully climbed onto the greenest leaf. And of course he turned into green.
② What’s the meaning of “greenest”?
(拓展教授“est”最高级）
③ Can the chameleon be green forever?
T: Do you think the chameleon can be green forever? What color will it be next？
Ss: It will be yellow/ red ...
(让学生自己猜测故事走向）
But when spring came, he walked out into the green grass. And there he met another chameleon. “Why don’t we stay together?” said the chameleon “We will still change color wherever we go, but you and I will always be alike.”
④ Is the chameleon happy now?
T: The chameleon still doesn’t have a color of his own, but he finds the color of friendship. With his friend, he accepts himself and loves himself.
T: The two sentences for you. “Accept yourself. Love yourself.”
【设计意图】拓展补充“A color of his own”这一绘本故事，也进一步丰富了“保护色”这一自然现象的教授，同时增加了“Accept yourself. Love yourself.”的情感升华环节。对课本故事内容作了一定的延伸和升华。
板书设计：
教学内容:
Unit10 Colors Lesson6 （Uncle Booky’s Story Time）
Uncle Booky’s Story Time小故事
句型：“--- Can you see... ? --- It’s there. It’s ... (colors).”
补充句型“It’s in/on ...”描述物品位置
补充绘本故事“A color of his own”
初步了解“保护色”这一自然文化现象。
教学目标：
熟练运用句型“It’s there.”描述物品颜色，并运用补充句型“It’s in/on ...”描述物品位置。
能够读懂故事，模仿朗读，并运用句型“--- Can you see... ? --- It’s there. It’s ... (colors).It’s in/on ...”复述故事。
能够初步熟悉了解There be句型“There is/are...”
能够初步读懂补充绘本故事“A color of his own”
能够初步了解“保护色”这一自然文化现象，感受大自然的奥秘。
教学重点：
能够读懂故事，模仿朗读。
熟练运用句型“It’s there.”描述物品颜色，并运用补充句型“It’s in/on ...”描述物品位置。并运用以上句型复述故事。
能够初步了解“保护色”这一自然文化现象。
教学难点：
能够运用句型“--- Can you see... ? --- It’s there. It’s ... (colors).It’s in/on ...”复述故事。
能够初步熟悉了解There be句型“There is/are...”
能够初步读懂补充绘本故事“A color of his own”
教学手段： PPT，Word Card
教学设计思路：
根据新课标指示，英语学习更多的应该培养学生独立思考和语言运用的能力，学生的自主学习能力的培养逐渐成为重中之重。在故事教学的过程中，采用了自主阅读、观看视频、对话内容填空、用所给句型自述故事等多个环节，旨在于让学生在教师的引导下多说多练，自主掌握语言知识，培养学生的自主阅读能力和口语表达能力。
经过之前几节课的学习，学生能够很熟练地描述物品的颜色，故事的文本内容相对简单单一，因此在设计教学时，教师针对故事资源作了很多相应的补充拓展教学。
在句型“--- Can you see... ? --- It’s there. It’s ... (colors).”教学中，补充了“It's in/on...”这一句型来让学生描述物品位置，丰富了对话的同时也丰富了故事内容。
故事中出现的There be句型，设计教学的过程中出示了故事图片，设置问题“What's in the picture？”从而引出“There is/ There are...”句型的教授，带学生初步了解和接触There be句型。
针对“--- Can you see... ? --- It’s there.”这一文本句型进行了一定的强调和补充，通过贴卡片的方式带领学生自主丰富学习内容。“--- Can you see it/him/her/us/them? --- It’s/He’s/She’s/We’re/They’re there.”
针对“保护色”这一自然文化现象，拓展补充了“A color of his own”这一绘本故事，也进一步丰富了“保护色”这一自然现象的教授，同时增加了“Accept yourself. Love yourself.”的情感升华环节。对课本故事内容作了一定的延伸和升华。
中年级的学生已经具备了一定的词汇量和语言表达能力，因此给予学生适当语言支架后，就可以引导学生积极主动的参与到新内容的学习中来，最大限度给学生操练，让学生在真实运用中感受到英语学习的乐趣。
教学过程：
Step1 Warming-up (3mins)
Greeting
Sing a song --- I see something blue
【设计意图】活跃气氛，引出颜色主题。
Lead-in
T: We can see so many colors in the song. What colors can you see now? (出示彩色几何图片）
T: The colors are all from a picture. Do you want to see the picture.
【设计意图】引出故事图片。
Step2 Presentation (22mins)
1. There is/are
T: Look！What can you see in the picture.
Ss: A book. Two butterflies...
T: Yes. There is a book in the picture. There is a lawn in the picture. There are two butterflies in the picture.
( 新授: There is/ are ... 句型）
T: What’s in our classroom?
( 结合身边物品，操练句型There is/ are ... )
【设计意图】初步了解感知句型There is/ are ...
Read and answer (自读课文，回答问题）
T: Look at the book. What is the story about? Can you guess?
T: Let’s read the the 4 pictures of the story by yourselves and find the answer.
Ss: (read the story)
T: What is the story about?
Ss: Colors of the the snakes.
【设计意图】鼓励学生自主阅读，初步了解故事内容。
① How many snakes are there?
T: How many snakes are there?
② What color are the snakes?
T: Do you remember what colors the snakes are?
Let’s check. (一张一张读故事图片)
T: What color is this snake? (教师引导学生再度故事，逐一回答每一条蛇的颜色)
T: Yes! It’s a ... snake. Read after me. Can you see a snake. It’s there. It’s a green snake.
(领读并新授对话句型：--- Can you see...? --- It’s there. It’s a ...)
③ Are they in the same color?
T: Are the three snakes in the same color?
T: Well. So they are in different colors.
(新授词组：in different colors )
3. Watch and answer (观看视频，回答问题）
T: Look! This is the baby butterfly. Wow, it’s missing. Where is he?
Now let's watch the video and find the butterfly.
T: Can you see the butterfly? Can you circle the butterfly?
(邀请学生找出蝴蝶并在屏幕中圈出来）
Ss: It’s there.
T: Where is it?
Ss: It’s on the flowers.
【设计意图】通过让学生找蝴蝶圈出蝴蝶的活动，让学生回答蝴蝶的具体位置，引出拓展句型：It's in/on/...的教学，从而丰富故事语言。
T: Now！Where is the butterfly? The butterfly asks “Can you see me?”. Who can find it and answer it?
Ss: You’re there. You’re on the leaves.
(新授句型：--- Can you see me? --- You’re there. 并拓展句型--- Can you see him/her/us/them? --- He’s/ She’s/ We’re/ They’re there. )
【设计意图】故事内容到蝴蝶说“Can you see me？”就结束了。通过让学生补充故事内容，回答蝴蝶的问题，拓展故事中句型的不同人称形式。
Let’s review (回忆故事内容，回答问题)
T: Now we know where the butterflies is. Do you remember where the snakes are?
T: Let’s review the story and find the answer.
T: Where is the green snake/ brown snake/ black and yellow snake?
(故事对话填空，逐一找出蛇的位置）
【设计意图】通过让学生回答蛇的所在位置，操练描述物品位置的句型：It’s in/on/...补充故事内容。
Step2 Practice (8mins)
1. Let’s retell
T: Can you use the sentences to retell the story?
--- Can you see...?
--- It’s there. It’s a ... snake. It’s in/on...
【设计意图】给予学生句型支架后，让学生运用更丰富的语言复述故事内容，先同桌对话复述故事，再邀请几位学生表演，引导学生积极主动的参与到学习中来，最大限度给学生操练的空间，让学生在真实运用中感受到英语学习的乐趣。
Crypsis (介绍保护色自然现象并介绍几个保护色的动物）
T: The butterfly is on the leaves. The snakes are in the environment which is alike with themselves. This is a natural phenomenon --- Crypsis. Do you know some other animals which also have this phenomenon?
T: I will introduce some new friends to you?
T: Can you see it?
Ss: It’s there. It’s in/on/...
【设计意图】从蝴蝶和蛇引出“保护色”这一自然现象，并通过几个新的动物让学生再次操练对话：--- Can you see...?--- It’s there. It’s in/on...同时，从示例动物引出拓展绘本的主人公---chameleon。
Step2 Expanding story --- A color of his own (7mins)
T: There is a kind of animals who change colors wherever they go. They are chameleons.
T: Let’s enjoy a story about a chameleon.
① Can you see the chameleon?
T: Can you see the chameleon?
Ss: It’s there. It’s a yellow chameleon. It’s on the lemon.
It’s there. It’s a black and brown chameleon. It’s on the tiger.
【设计意图】继续操练对话：--- Can you see...?--- It’s there. It’s... It’s in/on...
T: The chameleon is not happy. Although he changes color wherever he goes, but he doesn’t have his own color.
“If I remain on a leaf, I shall be green forever , and I will have a color of my own.” The chameleon says.He cheerfully climbed onto the greenest leaf. And of course he turned into green.
② What’s the meaning of “greenest”?
(拓展教授“est”最高级）
③ Can the chameleon be green forever?
T: Do you think the chameleon can be green forever? What color will it be next？
Ss: It will be yellow/ red ...
(让学生自己猜测故事走向）
But when spring came, he walked out into the green grass. And there he met another chameleon. “Why don’t we stay together?” said the chameleon “We will still change color wherever we go, but you and I will always be alike.”
④ Is the chameleon happy now?
T: The chameleon still doesn’t have a color of his own, but he finds the color of friendship. With his friend, he accepts himself and loves himself.
T: The two sentences for you. “Accept yourself. Love yourself.”
【设计意图】拓展补充“A color of his own”这一绘本故事，也进一步丰富了“保护色”这一自然现象的教授，同时增加了“Accept yourself. Love yourself.”的情感升华环节。对课本故事内容作了一定的延伸和升华。
板书设计：