Starter__Unit3__(1a—1c)精品教案
牛津英语StarterU3全英文教案(标准版)
牛津英语StarterU3全英文教案牛津英语七年级预备课程unit 3教案the first lesson[teaching content]unit 3 welcome and listening[teaching aims and demands]knowledge aims:1. learn the new words, especially, some personal pronouns and some useful adj, like big and strong, small and thin, tall and thin, tall and slim, short and pretty.2. ss get to know the grammar: in a simple present tense sentence, which includes “be”, when can ss use “am, is, are”?ability aims:1. communicative ability, teach students how to greet suitably and how to ask one’s ages.[teaching difficulties and importance]1. the spelling of some words, such as, classmate, twelve, polite, helpful, england, english, america, american and know.2. learn personal pronouns “we, they, me”3. this is the most difficult: in a simple present tense sentence, which includes “be”, when can ss use “am, is, are”?[teaching tools] projector and students’ book[teaching procedure]pre-teaching1.teach the new wordsask the students to read all of the new words before teaching. one student reads five words, so that the teacher can correct their mistakes in phonetics.2. ask students to read all of the new words, so that they are familiar with them before coming into the text.3. the teacher needn’t lead them by himself/ herself, because students have already learned the words in the primary school, and they are all very easy and usual words.4. as for the spelling of the new words, there are some in which students always have difficulty, such as, classmate, twelve, polite, helpful, england, english, america, american and know. step 1 presentationhave a casual chat with students, asking these questions: do you have friends?who are they?who is your best friend?what’s his/ her name?so that the teacher can lead to the subject of this unit.step 2 welcome to the unit1. ask the students to read the dialogues of this part first, and see if they can read it correctly.2. ask them to read the dialogues again to grasp the meaning of it, and answer these questions:what’s the name of the girl in a pink dress?who is the girl in a yellow dress?who is andy?how old is millie?how old is jill?are jill and millie classmates?how is andy?3. guide students to replace all of the names in the dialogues with the names of their classmates and use some similar words and similar sentences to make another dialogue of their own.for example, i’m twelve= i’m 12 years old, i’m 12 years.i’m twelve too= i’m also 12.he is polite and helpful= he is helpful and he is polite 4. let ss do pair work and give students chances to show their dialogues.step 3 listening1. pre-listening.1） ask students to read the pairs of words in part a, and then instruct them to find the opposite word of each word.2） afterwards, ask students to make sentences with each word and each pair, using the structure: “sb. is …” “sb. is … and …”3) at last, the teacher asks questions like:who is big and strong in our class?who is small and thin in our class?who is tall and slim in our class?who is short and pretty in our class?so that they can understand the words well and at the same time learn to use english.2. do the exercises of part b.3. post- listening. take the chance to teach students grammar of a simple present tense sentence, which includes “be”.主语控制谓语，谓语动词什么时候用am, is, are, 要看主语，口诀：单数is，复数are，i 配am，you 配are。
七英上StarterUnit3教案
Starter Unit 3 What color is it? (1a-1c,3a-3d)教学目标：1. 语言知识目标：1) 能掌握以下词汇：字母Ss ~ Zz, color, red, white, black, blue, green, yellow, purple,brown2) 能掌握以下句型：①—What's this? —It's V.②—What's that? —It's Z.③—What color is it? —It's red.3) 使学生能运用所学知识熟练描述物体的颜色，同时进一步学习分辨物体的用语，并加以运用。
4）能掌握字母Ss ~ Zz的字母顺序，读音及书写。
2. 情感态度价值观目标：用各种可以调动学生积极性的活动来提高学生的活跃性，激发他们参与讨论的热情。
让学生们能发表个人观点，努力解决问题；能学会与他人合作与交流；能运用多种手段为英语学习服务。
同时可以对学生进行美育教育，从小培养他们对美的正确认识。
教学重难点1. 教学重点：1) 使学生能运用所学知识熟练描述物体的颜色，同时进一步学习分辨物体的用语，并加以运用。
2）学习掌握字母Ss ~ Zz的字母顺序，读音及书写。
2. 教学难点：学习掌握字母Ss ~ Zz的字母顺序，读音及书写。
教学过程Ⅰ. PresentationLet students express what their favourite colors are.Ⅱ. Show some pictures1.教师向学生们出示自己做的各种颜色的图片。
T: What color is it? （Point to the red card.）Ss:（Help Ss to answer）It's red.T: What's this?Ss: It's "Ss".T: What color is it?Ss: It's red.(The same with "Tt, Uu, Vv, Ww, Xx, Yy, Zz")2. 教学颜色后，教师再利用不同颜色的卡片学字母（Ss-Zz）。
人教版英语七年级上册：Starter Unit 3 Section A 1a-1c课件
B: It's ...
purple
black
white
brown
Look and say. Let's do it together. 看一看说一说.我们一起做. B:What’s this in English?
G:It’s …aaaaqnrjpuauoeiclrlnketarentge B:What color is it ?
purple
red black white
blue yellow orange
green purple brown
Guessing colors （猜颜色）：
A:What's this in English? B:It's a cup. A:What color is it? B:It's red.
Section A 1a-1c
What's this? It's a rainbow(彩虹).
Do you know these colors?
red orange yellow green
blue purple
colors
orange blue black green
red
white
yellow brown pink
around you. Please use two sentence patterns.(请用下列句型介绍你周围的事物）
G1.3.5.7
G2.4.6.8
What's this? It's ... what color is it? It's ...
ห้องสมุดไป่ตู้
What's that? It's ... What color is it? It's ...
StarterUnit3教学设计人教版英语七年级上册
课时备课(Answers: V, S, Y, W, Z, U, X, T) Chant 说唱（Look at the picture and learn to chant.）V V V, V is red. It’s a red V.S S S, S is yellow. It’s a yellow S.Y Y Y, Y is green. It’s a green Y.W W W, W is blue. It’s a blue W.Z Z Z, Z is black. It’s a black Z.U U U, U is white. It’s a white U.X X X, X is purple. It’s a purple X.T T T, T is brown. It’s a brown T.（2）Listen and repeat.（1b）第二步：互学讨论——“学法指导”设计（互学要求）T: Close your books and listen to the recording.(1) Play the recording for the first time. Ss only listen.T: I’ll play the recording for you. You must listen to it carefully.(2) Play the recording for the second time. Ss listen and repeat.T: This time, you can read after the recording.(3)T: Now please open your books to page S9. Look at the conversations in the picture. Let’s listen and repeat.第三步：展学交互——“学法指导”设计（展学要求）（1）The display students should answer fluently and loudly.(展示同学语言流畅、声音洪亮。
Starter+Unit31a-1c 人教版英语七年级上册
Warm up
Let’s guess What’s this?
It’s…
Review
What’s this/that in English?
A: What color is it? B: It’s red.
black
red
yellow
green blue
V
A: What’s this in English? B: It’s a “V”. A: What color is it ? B:It’s red. A: Can you spell “red”? B: Yes, I can. R-E-D , red.
Y
• A: What’s this in English? • B: It’s a “Y”. • A: What color is it ? • B:It’s green. • A: Can you spell “green”? • B: Yes, I can. G-R-E-E-N , green.
What’s this? It’s an …
What color is it? It’s…
a red apple
What’s this? It’s a … What color is it? It’s…
a blue pen
What’s this? It’s a …
What color is it? It’s …
Starter Unit3 What color is it?
Period1（1a-1c）
Learning aiຫໍສະໝຸດ s学习目标1. 学习red, yellow, green, blue, black, white, purple, brown 表示颜色的单词。 2.能够用英语询问颜色，并能够做出相应的问答 What color is it? It’s red.
Starter_Unit3(1a-1c)参考课件
课堂评价
一. 将下列单词与正确的颜色连线。
brown green
purple blue
white black red yellow
二. 在四线三格中写出所给字母的左邻右舍。
Ss Tt Uu Tt Uu Vv Xx Yy Zz Vv Ww Xx Uu Vv Ww
三. 翻译下列短语。
1. a black “T” 2. a red “X” 3. a green “S”
S/M/L
小码/中码/ 大码
UFO
不明飞行物
CCTV
中央电视台
问题探究
1. What color is/are it/they?是一个特殊疑问句， 用来询问物体的颜色。其答语既可以直接 用表示颜色的词，用“It’s/ They’re + 表示 颜色的词”。
即：主语是单数时，be 动词用is，回答一般 用“It’s + 颜色”来表示。
It’s red.
1b Listen and repeat. What’s that?
Z
It’s Z.
What color is it?
It’s black.
Practice the conversations of 1b with your partner. Then make your own conversations.
同时进一步学习分辨物体的用语，并加以运用。
4)学习掌握字母Ss ~ Zz的字母顺序，读音及书写。
5). 能够收集生活中的缩略词，了解其含义。
自学互研
新词自查
根据句意及汉语提示完成句子。 1．What __c_o_l_o_r(颜色) is it? 2．The apple is ___r_e_d_(红色的) 3．The jacket is __g__r_e_e(n绿色的) 4．The pen is __b_l_a_c_k(黑色的) 5．The sky is __b__lu_e(蓝色的).
人教版八年级上册英语Unit3_SectionA(1a1c)优质课教案-word文档
Unit3 SectionA（1a-1c）优质课教案Type: Listening &SpeakingRun by: Zhang LuTeaching ObjectivesBy the end of this period, students will be able to:1. Knowledge objectives1) spell, read and recognize the following words (mainly about personal traits)and use them appropriately in speaking: outgoing, both, better, loudly, quietly; review and master the following words: tall, short, long, thin, heavy, hair, sing friendly.2) learn and grasp the following sentence structures : ①That’s Tara, isn’t it? No, it isn’t. ②Tina is taller than Tara. ③And she also sings more loudly than Tara.2. Ability objectives1) learn and know the rules of comparatives of adjectives/ adverbs and use them to talk about personal traits.2) role-play the conversation with correct and clear pronunciation.3. Emotional objectives1) have further understanding of their friends or families.2) find out the good traits of others.Important Points and Difficult Points:Important points:1. Target language above.2. Key words: outgoing, both, better, loudly, quietly3. The changing rules of comparative degree of adjectives and adverbs.Difficult points:1. Compare people by using comparatives and target language.2. The changing rules of comparative degree of adjectives and adverbs.Teaching Methods:Task-based Teaching Method, Situational Teaching Method, Interactive Teaching Method. Learning Methods:Preview(self-study), Cooperative learning, Drilling.Teaching Aids: multi-media, blackboard, text bookTeaching Steps:Step1: Warming-up Brainstorm:Q1: Who is your idol?Q2: What does she/he look like?Q3: What is she/he like?Step1: PresentationTask1: Guessing gameStudents will guess who are my idols according to my description and do more descriptions, so the key sentence structure“A+be动词+形容词比较级+than+B” will be introduced.More pairs of pictures will be presented and the opposite words will be learned: Tall-short long hair-short hair heavy-thin quietly-loudly At the same time, The comparative degree of these words will be presented: Tall-taller Yao Ming is taller than Mr. Bean. Short-shorter Mr. Bean is shorter than Yao Ming. Long-longer She has longer hair than Coffee. Heavy-heavier Alan is heavier than Ten. Thin-thinner Ten is thinner than Alan.Quietly-more quietly The first light music is more quietly than the second one.Loudly-more loudly The second light music is more loudly than the first one.Task2: Catch the ball In order to practice the sentence structure, I will play a short video about my friends and let students practice their conversation with the following structures:My ... is big.A: My ... is friendly. My ... is handsome. My ... is bigger than...B: My ... is friendlier than ... My ... is more handsome than...Task3: Read and SpeakTall-taller short-shorter long-longer young-younger big-biggerthin-thinner fat-fatter heavy-heavier friendly-friendlier funny-funnier outgoing-more outgoing handsome-more handsome quietly-more quietly loudly-more loudlyStep3：PracticeTask4: Pre-listeningIntroduce some background information about listening material.Task5: While-listeningExercise1b: Listen and number the pairs of twins in the picture [1-3]Listen again, fill in blanks and then act it out.C1: A: Is that Sam? B: No, that’s Tom. Sam has ___________ than Tom. And Sam plays the drums _______than Tom.C2: A: That's Tara, isn't it? B: No, it isn't. Tina is _____than Tara. And she also sings ___________than Tara.C3:A: Is that Paul?B: No, that’s Peter. Peter is ________ than Paul. And Paul is ________ than Peter.Task6: Post-readingDiscuss in groups and find out your own idol in your group. And let other groups guess who she/he is. - That's A, isn't it? - No, it isn’t. It is B. B …than A. He/she is also... than A. ... So we think he/she is the idol of our group!Ⅵ. HomeworkDo you have a sister, a brother or a good friend? Write down the differences between you and her/him.。
八年级Unit3SectionA(1a-1c)说课稿
Unit 3 Could you please clean your room?Section A (1a1c)说课稿一、设计思路1、指导思想本节课选自新目标Go for it!人教版八年级英语下册第三单元的第一课时，本节内容是围绕“chores”这一话题展开，语言技能和语言知识都是依据这一中心话题而设计的。
重点在于通过听说来学习如何礼貌地提出请求和征求别人的许可，激发学生的兴趣，培养学生分担家务的习惯。
《英语课程标准》强调英语课程要从学生的学习兴趣，生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合英语运用能力。
基于课程标准的要求及学生的心理特点和认知发展规律，我设计了flash动画导入，情景会话，表演，个人点评等多种教学活动和方式来调动学生的学习兴趣；在教学策略方面采用了情境视听法、小组合作学习、任务型教学法，为学生设置真实的情景、语境，使学生在思考、交流、合作探究中学习和使用语言。
2、设计理念本节课在选材方面围绕“chores”的话题切入，非常贴近学生生活，有利于激起学生的英语学习热情。
体现了“从生活走向英语”的理念，运用flash动画、图片、声音媒体等手段教学，设置练习和实践所需的真实场景，营造良好的语言学习情景。
让学生感知英语的语言应用就在生活中。
引导学生透过对话练习，有效地培养了学生的英语语言技能，通过情感态度的培养，学生学会爱父母，爱家庭，爱劳动，学会如何与人交往，使他们的个性得到张扬。
3、教材分析本节课是新目go for it人教版八年级英语下册第三单元的第一课时。
本节课的中心话题是如何礼貌的请求对方做家务，通过谈论做家务，体会劳动的不易，培养做家务的习惯。
这一话题非常贴近学生生活实际，易于引发学生用英语进行交流。
学生通过对单词、短语、句型的学习以及对课件的观察和模仿，在实际操练中进一步提高了听力理解和综合运用语言的能力，且通过本节课的学习进一步培养了学生的合作意识、劳动意识，帮助学生学会关心他人，为父母分担家务的习惯。
Starter Unit 3 教学设计
学生可能存在的困难与问题：
1.语言知识方面
（1）元音字母在什么情况下读除本身音外的其他元音；
（2）特殊疑问句回答时主语的用法；
（3）随着主语数量的变化，名词的单复数的用法。
2.语言技能方面
（1）在听说活动中，部分学生还不能快速准确的获取信息；不能主动、准确进行表达；
（二）学业质量分析：
1.能听懂相关主题的语篇，借助关键词句、图片等复述语篇内容。
2.能选用正确的词语，通过口语语篇描述，介绍人和事物。
3.能参照范例，仿写简单的文段，语言准确，表意得体。
4.朗读相关主题的简短语篇时，连续、停顿自然，语音、语调基本正确。
能根据口头交际的具体语境，初步运用得体的语言形式，表达自己的情感、态度和观点。
3.运用相关的语言表达方式，创编一段关于主题图农作物和家禽的问答，阐述了解常见农作物的重要意义。
评价任务
评估维度
评估标准
评估方式
评估主体
目标1
学生能正确认读、书写农作物和家禽的单词；准确对农作物种类和数量进行问答；准确获取听力原文的信息，完成听力任务。
提问、简答、完成句子
自评、师评
目标2
基于主题，与同伴角色扮演福星爷爷、海伦和彼得对农场的农作物和家禽的问答，语言表达方式准确，内容完整。
Design your own farm
(1课时)
六、单元学习评价
评价目标
评价标准
评价方式
评价主体
1.创编一段对话，与同伴角色扮演，询问农场的动植物及其数量，阐述能够了解常见的农作物的重要意义。
1.能够在小组活中互相帮助，能够对菜园中的动植物及数量信息进行互问互答；
人教版英语八年级上册Unit3 SectionA(1a-1c)优质课教案
Unit3 SectionA（1a-1c）优质课教案Type: Listening &SpeakingRun by: Zhang LuTeaching ObjectivesBy the end of this period, students will be able to:1. Knowledge objectives1) spell, read and recognize the following words (mainly about personal traits)and use them appropriately in speaking: outgoing, both, better, loudly, quietly; review and master the following words: tall, short, long, thin, heavy, hair, sing friendly.2) learn and grasp the following sentence structures: ①That’s Tara, isn’t it?No, i t isn’t. ②Tina is taller than Tara. ③And she also sings more loudly than Tara.2. Ability objectives1) learn and know the rules of comparatives of adjectives/adverbs and use them to talk about personal traits.2) role-play the conversation with correct and clear pronunciation.3. Emotional objectives1) have further understanding of their friends or families.2) find out the good traits of others.Important Points and Difficult Points:Important points:1. Target language above.2. Key words: outgoing, both, better, loudly, quietly3. The changing rules of comparative degree of adjectives and adverbs.Difficult points:1. Compare people by using comparatives and target language.2. The changing rules of comparative degree of adjectives and adverbs.Teaching Methods:Task-based Teaching Method, Situational Teaching Method, Interactive Teaching Method. Learning Methods:Preview(self-study), Cooperative learning, Drilling.Teaching Aids: multi-media, blackboard, text bookTeaching Steps:Step1: Warming-upBrainstorm:Q1: Who is your idol?Q2: What does she/he look like?Q3: What is she/he like?Step1: PresentationTask1: Guessing gameStudents will guess who are my idols according to my description and do more descriptions, so the key sentence structure “A+be动词+形容词比较级+than+B” will be introduced.More pairs of pictures will be presented and the opposite words will be learned: Tall-short long hair-short hair heavy-thin quietly-loudly At the same time, the comparative degree of these words will be presented: Tall-taller Yao Ming is taller than Mr. Bean. Short-shorter Mr. Bean is shorter than Yao Ming. Long-longer She has longer hair than Coffee. Heavy-heavier Alan is heavier than Ten. Thin-thinner Ten is thinner than Alan.Quietly-more quietly The first light music is more quietly than the second one.Loudly-more loudly The second light music is more loudly than the first one.Task2: Catch the ballIn order to practice the sentence structure, I will play a short video about my friends and let students practice their conversation with the following structures:My ... is big.A: My ... is friendly. My ... is handsome. My ... is bigger than...B: My ... is friendlier than ... My ... is more handsome than...Task3: Read and SpeakTall-taller short-shorter long-longer young-younger big-biggerthin-thinner fat-fatter heavy-heavier friendly-friendlier funny-funnier outgoing-more outgoing handsome-more handsome quietly-more quietly loudly-more loudlyStep3: PracticeTask4: Pre-listening。
英语七年级上册 Starter Unit 3 Section A 1a - 1c 教材分析
教材分析预备篇的主要内容为26个字母和最基本的英语日常用语。
教材的编写主要是帮助那些没有英语基础的学生更好地使用本套教材，同时又帮助有一点基础的学生尽快熟悉教材中的人物，激发他们的自信心，增强说英语的兴趣。
本单元主要围绕“询问颜色”这一主题展开各种教学活动，并以这一主题引出表颜色的单词，问颜色的特殊疑问句及其回答等语言功能。
同时学习了字母S s —Z z、复习巩固所学的全部26个英语字母、总结归纳了元音字母a、e、i、o和u的发音规则。
在整个单元学习中注意给学生创造一个轻松、快捷记单词、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用知识的能力。
并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。
通过本单元教学，使学生能运用所学英语，正确地描述物体的颜色；同时熟练掌握所学的26个英语字母。
第1页共1页。
Starter_Unit3_Period1(1a-1c)教学设计
Red, red, a red V.
Yellow, yellow, a yellow S.
Green, green, a green Y.
Blue, blue, a blue W.
Black, black, a black Z.
White, white ,a white U.
Ss: Red.
Ss read the words: red, yellow, green, blue, black, white, purple, brown and learn the words by looking at the real colors.
3. T:(Show a black pen and ask.)What’s this in English?
Purple, purple, a purple X.
Brown, brown, a brown T.
Keys: 1a:red:V yellow: S green: Y blue: W black :Z white: U purple: X brown: T
3深度加工知识
Step 3
While
listening
Keys：
red, yellow, green, blue, black, white, purple, brown
Step 6
Homework:
1. Practice the conversation in 1b.
2. Recite the news words.
Ss: Good morning, Mr.…
T: What’s this in English?(Take a pen.)
英语七年级上册 Starter Unit 3 Section A 1a - 1c 效果分析
效果分析
从总体来看，整堂课效果较好，完全达成了预设教学目标。
1.教学目标的设计合理，明确提出，而且过程紧扣。
2.课堂导入环节，首先是ABC Song, 学生能积极参与其中，既复习了以前所学字母，又活跃了课堂气氛。
然后是从图上找字母，学生能在黑板上规范的书写。
本环节效果较好。
3.教师讲授方面，能够做到准确恰当，语言标准，指令明确，学生能领会且学会讲授知识。
4.学生活动方面，能积极参与，进行pair work and group work.
5.教学手段，采用视频，PPT，小组活动等手段，既能激发学生兴趣，又能更好的教授知识。
第1页共1页。
七年级上册Starter-unit3-教案
七年级上册S t a r t e r-u n i t3-教案(总29页)本页仅作为文档页封面，使用时可以删除This document is for reference only-rar21year.MarchTask Three :Finding the letters间为10分钟。
Array( T draws the sticking figures on the blackboard . Get Ss tofind the letters in the alphabet, the more, the better.)T: Please look at the picture, can you see “A”S: Yes, it’s here.T: Can you see “H”....Task Four: Recognizing the letters. ( 辨认字母游戏 )T: Now, look at me and guess what letter it is.S: Is it TT: No, i t isn’t.S: Is it YT: Yes, it is .….on 3b P17 (完成P 17 3b)Task One : Listen and learn the alphabet song .（让学生学唱字母歌，帮助学生熟练记忆26个字母。
）T: Now first just look at the song on P17, listen to itcarefully.( 第一遍让学生静听，了解歌曲的旋律。
)This time, let’s follow the tape and sing aloud.(第二遍让学生跟着磁带唱。
)。
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Starter Unit3 （1a—1c）精品教案Teaching aims （教学目标）1. 能够用英语询问颜色，并能够做出相应的问答2. 能够说出一些日常用品的名称。
Language points （语言点）=Key Points （教学重点）1. 掌握词汇：名词：color名词兼形容词：red, yellow, green, blue, black, white, purple, brown2. 掌握句型：What’s this/that?It’s V.What color is it? It’s red.Difficulties （教学难点）1. What color开头的特殊疑问句。
疑问词What修饰color，因此两个词要放在一起，不能分开，回答时一定要落实到颜色上。
2. It’s red. 和It’s a red V中表语是否使用不定冠词的情况。
Teaching steps （教学步骤）1. Warm-up and revision （课堂热身和复习）（1）T: Good morning / afternoon /!（2）T: How are you?S: I’m fine thanks. How are you?T: I’m OK.（3）T: What’s this / that in English? （Teacher shows some pictures or PPT to students）S: It’s a pen / an orange. ....T: Spell it, please.S: …【教学设计说明】复习巩固已学知识，让学生在真实的交际中掌握知识。
2. Presentation （呈现新知识）1) Show a picture of a rainbow to lead in different colors.T: This is a rainbow. It’s colorful. (Point to the color red) It is red. (Point to the color yellow) It’s yellow. （教师用彩虹引出大自然中五颜六色的现象让学生初步接触表颜色的英语词汇，学生仔细听老师的发音。
）2) Show some real things to learn the words: red, yellow, green, blue, black, white, purple, brownT: Look at the flower（边说边指着“花”）. It is red. It’s a red flower. Read after me, “red”.S: Red. red, red.T: What color is it? （板书并标出音标）S: It’s red.（同法引出其它几个表颜色的词）3) Show some colorful letter cards to the students and practice like this.T: What’s this?S: It’s V.T: What color is it?S: (Teacher help s students) It’s red. （同法教S, T, V W X Y Z并引出表颜色的词）【教学设计说明】通过学生熟知的大自然现象和生活中的事物引出表颜色的单词，容易引起学生的兴趣和注意。
同时，教师引出不定冠词，让学生对其有一个初步的印象。
本节课的字母对小学学过英语的学生来说并不陌生，只是规范发音的问题。
3. Work on 1a （完成1a）（1）T: Please open your books at Page 9. What colors can you see on the left?S: Red, yellow, green, blue, black, white, purple and brown.（2）What letters can you see in the picture?S: S, T, U, V, W, X, Y, Z.（3）T: What color is V / …?S: It’s red. / …T: V is red. It’s a red V. Read after me, please.S: V is red. It’s a red V.（4）Look at the picture and write the letter for each color.(Keys: V, S, Y, W, U, X, T )【教学设计说明】在本环节中，除了让学生完成1a的任务外，教师还在口头上教学生说V is red. It’s a red V. 加深了学生对是否使用不定冠词的印象并产生疑问，有了想弄清在什么情况下使用a/an，什么情况下不使用a/an的欲望。
4. Chant 说唱（Look at the picture and learn to chant.）V V V, V is red. It’s a red V.S S S, S is yellow. It’s a yellow S.Y Y Y, Y is green. It’s a green Y.W W W, W is blue. It’s a blu e W.Z Z Z, Z is black. It’s a black Z.U U U, U is white. It’s a white U.X X X, X is purple. It’s a purple X.T T T, T is brown. It’s a brown T.【教学设计说明】通过说唱的形式巩固所学的词汇，活跃了课堂氛围，使学生在愉快的说唱中记住词汇。
在进行说唱时，可以用多种形式，如教师说V V V，男生说V is red. 女生说It’s a red V. 大家共同完成说唱，可以更好地活跃课堂气氛。
在练习说唱的过程中，让学生对系表结构中形容词做表语不用不定冠词a/an，而单数可数名词做表语要用不定冠词a/an有了初步的了解。
4. Work on 1b （完成1b）T: Close your books and listen to the recording.(1) Play the recording for the first time, Students only listen.T: I’ll play the recording for you. You must listen to it carefully.(2) Play the recording for the second time. Students listen and repeat.T: This time, you can read after the recording.（3）T: Now please open your books at Page 9. Look at the conversations in the picture. Let’s listen and repeat.Explain: 指近处用“this”，指远处用“that”。
【教学设计说明】此步骤的设计是让学生接触到地道的英语，先听后说，练习正确的语音语调，养成学习英语的良好习惯。
强调this和that两个指示代词的用法。
5. Work on 1c （完成1c）（1）Students practice the conversations in the picture in pairs.T: Look at the conversation in the picture. You can practice in pairs.（2）Students practice their own conversations in pairs. While they are practicing, the teacher moves around to listen to their pronunciation and intonation.（3）Ask some pairs to present their conversations.【教学设计说明】学生两人一组进行对话，从模仿到操练，再编出新的对话，符合学生的认知规律。
同时教师可以了解学生的语音语调，了解学生是否能正确地进行对话。
6. Chant （说唱）Students look at the words in 1a and chant.Red, red, a red V.Yellow, yellow, a yellow S.Green, green, a green Y.Blue, blue, a blue W.Black, black, a black Z.White, white, a white U,Purple, purple, a purple X,Brown, brown, a brown T.【教学设计说明】通过说唱，让学生再一次巩固所学词汇，进一步加深对不定冠词基本用法的了解。
7. Do you know them? （知道它们的意思吗）a black sheep 害群之马black leg 骗子green eyed 眼红 a green hand 新手a white night 不眠之夜white coffee 加牛奶的咖啡【教学设计说明】此环节主要是给学生补充一些带颜色的词汇，增强他们的学习兴趣。
8. Homework （课后作业）Oral: 朗读第9页上的单词和句子Written: （1）抄写第9页上的单词三遍；（2）抄写第9页图片上的句子一遍。
【教学设计说明】抄写单词句子一方面是让学生记住所学内容，另一方面是为了训练学生的英文书写。