小学英语 牛津小学英语1BUnit3Colours第一课时
一年级英语下册 1B Unit3 Colours教案 沪教牛津版
U n i t3C o l o u r s【单元分析（UNIT ANALYSIS）】一、教材地位（UNIT POSITION）1、本单元是围绕“颜色”这个主题展开的，以“看看招招”为活动主线，引导学生寻找身边的颜色，感受多姿多彩的大自然。
2、词汇方面（1）学习red,blue,yellow,green,pink,purple,brown,orange这八种颜色的口头表达。
（2）在一年及第一学期学习1-6的基数词表达后，继续学习7-10这几个数字的表达。
3、句型方面（1）学习What colour is ist? Is it…?句型来询问事物的颜色。
（2）用It’s…It’s a/an…句型来表达事物的颜色特征。
（3）在一年级第一学期用数字表达年龄的基础上，学习询问和表达事物的数量。
4、结合本单元“颜色”的主题，学习Pick out the blue kite. Colour the kite red. Make eight kites等指令。
二、学习目标（LEARNING OBJECTIVES）1、用正确的语音语调正确表达所见到的red,blue,yellow,green,pink,purple,brown,orange等颜色。
2、能够通过正确使用What colour is ist? Is it…?来询问事物的颜色，并根据实际情况，用It’s…It’s a/an…正确表达事物的颜色特征。
3、在学习颜色之后，结合旧知，在教师的指导下，以儿歌的形式表达自己对生活中颜色的感受。
并能正确地要求别人给图片上色，选出某种颜色的事物。
4、在一年级第一学期的基础上，正确使用7-10数字表达年龄，并能用How many…?来询问事物的数量，能正确表达10以内的数量。
三、教学资源（TEACHING RESOURCES）1、现代技术支撑（I.P. support）♦录音机♦电脑♦实物投影机2、视听材料辅助（Audio-visual aids）♦图片♦实物3、学习材料（Materials）♦学生用书♦配套练习册教学参考书四、课时划分（PERIOD DIVISION）U n i t3C o l o u r s第一课时（1ST PERIOD）一、主要新授内容(new contents)Let’s learn--- red, blue, yellow, greenLet’s play--- What colour is it? --- It’s...二、学习目标(Objectives)1、联系学生生活实际，可以从小动物、家人、学习用品角度引入“颜色”的主题。
牛津小学英语1B Unit 3 Colours 第二课时
牛津小学英语1B Unit 3 Colours 第二课时教学目标：1.能正确把握how many……？is it ……？yes./ no.2.复习上一课三个祈使句。
教学重点、难点：能正确把握how many……？is it ……？yes./ no.教学预备：动物图片、各种文具若干、挂图教学过程：step1 revision1.t: look at the blackboard. what’s this?(画上八只风筝)s: it’s a kite.(ss read it )t: , colour the kite.然后由上来的同学发出指令叫下一个。
2.t: pick out the red kite.ss read the sentences.(出示句型)step2 presentation1.t: look, what’s this?s: it’s a kite.t: what are these?ss: kites.t: how many kites?(和同学一起数)ss: eight.老师擦一只：how many kites?ss: seven.2.出示句型：how many kites?ss read it ，并且明义。
老师拿出一些铅笔问：how many pencils?（拿出一些别的文具）3. pair work 同桌相互问答。
4.抽几对同桌说。
5. t: what colour is it?(出示红纸)s: it’s red.t: is it red?引导同学用yes or no回答。
老师再拿出一张蓝色的纸：is it red?s: no.t: what colour is it?教学单词blue, 同学跟读，一个一个读。
t: is it blue?(指着蓝色纸问)ss: yes.老师换别的色纸问。
ss read the sentences: is it blue?6. pair work 同桌相互指着颜色问答。
《牛津小学英语》1B Unit 3 Colours
《牛津小学英语》1B Unit 3 Colours《牛津小学英语》1B Unit 3 Colours（精选13篇）《牛津小学英语》1B Unit 3 Colours 篇6《牛津小学英语》1B Unit 3 Colours 篇12二、教学目标1、能正确地听说读写词语children, hill, show, fish2、能正确地听说读词语camping site, a tin of ,camping trip, tent, pot, stove, blanket, telescope, towel, tin-opener.3、能正确地听说读写句型what do you / they have? i/ we/ you/ they have… what does she /he have? she /he has…4、能正确地运用对话中的日常交际用语look, …and… are comi ng. great!5、能正确理解、掌握对话内容，并能朗读、初步表演对话。
三、教学重点：能正确地理解掌握对话内容，并能朗读、初步表演对话。
四、教学难点：能比较流畅地朗读对话，并能在掌握对话的基础上运用本课语言描述野营旅行情况。
五、课前准备1、教具准备：多媒体，磁带，录音机。
2、板书准备：写好课题 unit 8六、教学过程step1. warming up1. greetingst: good morning, boys and girls.s: good morning, miss yin.t: how are you?s: fine, think you. and you?t: i’m very well.2. free talkt: i like masks. do you like masks?s: yes, i do.t: what masks do you like? i like m masks.s: i like…t: i like flowers. what do you like?s: i like…step2. presentation1. t: do you like pumpkin lanterns?s: yes, we do.t: i like pumpkin lanterns, too. i like having camping trips. do you like having cam ping trips? look, they’re having a camping trip. (出示挂图)teach: a camping trip(贴课题 a camping trip)t: boys and girls, do you like having camping trips?s: yes, we do.t: this class let’s have a camping trip.s: it’s great.t: but, what do we need for a camping trip? let me see. we need a towel and a blanket. （复习a towel a blanket）t: what else do we need?s:we need …(复习a pot a stove)2. t:i have a towel, do you have a towel?s: no, i don’t.t: what do you have?s: i have…t: show your … to me, please.s: ok.teach: show … to …t: i have a pencil. what do you have?s: i have a …t: show your … to me, please.s: ok. here you are.t: i have an english book, what do you have?s: i have a …t: show your … to me, please.s: all right.t: what else do we need? think over. oh, we need something to eat. we need some fruit.teach: some fruit3.t: look, i have a tin of fish. (出示实物) i’m ve ry hungry. but i can’t open it. i need a tin-opener.teach: a tin of fisht: do you have a tin-opener?s: no, i don’t.…4.t: who can ask me?s: miss yin, miss yin, what do you have?t: i have a box of chocolates.teach: a a box of chocolates5.t: what do you have?s: i have …t: show your … to me, please.s: ok. / all right.t: does he/ she have a…s:yes, he/she does.t: what does she /he have?s:she /he has…teach: what d oes she /he have? she /he has…6.work in pairs.ask two students.t: what do you have?s: i have…(问2组)t: (问全班) boys and girls. what does she /he have?ss: she /he has…make a modelwork in pairs, four in a group.step4. watch the vidiostep5. homeworkcopy the new words and sentences.《牛津小学英语》5a unit8第二课时 part a 来自第一。
牛津小学英语1B Unit 3 Colours 第三课时
牛津小学英语1B Unit 3 Colours 第三课时Unit 3: ColoursToday's lesson in Oxford Primary English 1B focuses on colours, an essential aspect of vocabulary building for young learners. Understanding colours not only aids in language acquisition but also enriches a child's perceptual abilities. In this unit, students will delve into various colours, their names, and how they can be used in everyday contexts.The lesson begins with an interactive session where students are introduced to basic colours such as red, blue, green, yellow, etc. Through vibrant visuals and engaging activities, students grasp the names of these colours effortlessly. Teachers employ techniques like flashcards, colouring exercises, and matching games to reinforce learning.As the lesson progresses, students advance to more complex colours such as purple, orange, pink, and brown. Teachers encourage active participation by asking questions like, "What colour is this?" or "Can you find something in this colour?" These inquiries stimulate critical thinking and enhance students' ability to associate colours with real-world objects.Furthermore, the lesson incorporates storytelling to contextualize colours within narratives. Teachers narrate simple stories where characters interact with various coloured objects. For instance, a story about a little girl finding a red apple or a blue ball not only teaches colours but also fosters listening comprehension and imagination.To consolidate learning, interactive group activities are conducted. Students work in pairs or small groups to identify colours, describe objects,and create simple sentences using colour vocabulary. These collaborative tasks promote peer learning and communication skills among students.In addition to spoken language, visual aids like posters and charts adorn the classroom walls, serving as constant reminders of colour names and their spellings. Repetition and visual reinforcement play crucial roles in solidifying vocabulary retention among young learners.Towards the end of the lesson, a fun quiz is conducted to assess students' understanding of colours. Through this quiz, teachers gauge individual progress and identify areas that require further reinforcement. Positive reinforcement techniques such as praise and encouragement are employed to motivate students and instill confidence in their language abilities.In conclusion, the third lesson of Oxford Primary English 1B on colours offers a comprehensive approach to teaching colour vocabulary to young learners. Through a combination of interactive activities, storytelling, group tasks, and assessments, students not only learn colour names but also develop language skills and cognitive abilities essential for their overall academic growth.。
牛津小学英语1B Unit 3 Colours 第一课时
牛津小学英语1B Unit 3 Colours 第一课时单元教材分析本单元的主题为颜色。
在let’s act中主要学习了几个祈使句make eight kites. colour the kites. pick out the red kite.通过创设真实情境，让同学在不知不觉中把握；在let’s talk中重点教授句型how many……？is it ……？可通过出示各种实物吸引同学注意力，调动同学乐观性；let’s learn则学习了八种颜色名称，可通过各种颜色卡片教学或实物，多进行操练；let’s play 则是通过嬉戏的方式把握句型what colour is it ? is it……？it is a /an……？熬炼同学的口语力量，而最终一部分rhyme则是巩固复习了颜色类单词，比较富好玩味性。
教学目的：1、能正确把握祈使句make eight kites. colour the kites. pick out the red kite.2、能正确把握颜色类单词。
3、能正确把握how many……？is it ……？what colour is it ? it is……的问答4、会说本单元小诗。
教学重点、难点：1、能正确把握祈使句make eight kites. colour the kites. pick out the red kite.2、能正确把握颜色类单词。
3、能正确把握how many……？is it ……？what colour is it ? it is……的问答本单元可在5课时内完成。
第一课时教学目标：能正确把握祈使句:make eight kites. colour the kites. pick out the red kite.教学重点、难点：能正确把握祈使句:make eight kites. colour the kites. pick out the red kite.教学预备：风筝、青蛙、兔子教学过程：step 1revision1. t:what do you see?(出示图片)s1: i see a frogs2: i see a ____. what do you see?t: i see a ___……2. sing a song :ten little rabbits.step2 presentation1. t: look, it’s a rabbit. let’s colour the rabbit .(做动作)ss read after t: colour the rabbit.2. t: look, it’s red.ss read after t.3. 邀请同学来给其它兔子涂色，并说一个句子。
牛津版三年级下册英语课件 Unit1 Colours-Period-1
Purple and violet too. Look at the rainbow,
The rainbow, The rainbow. Look at the rainbow
In the sky.
What colour is it?
Mix __w_h_i_te_ and ___r_e_d_. What colour is it? It is ____p_i_n_k___.
The rainbow, The rainbow. Look at the rainbow
In the sky.
How many colours are there in a rainbow?
red
violet
orange
purple
yellow
blue green
What colour is it?
Which colour is missing?
Which colour is missing?
Which colour is missing?
Which colour is missing?
purple
1 Copy the words. red yellow blue green black white * orange violet purple pink grey
red yellow blue green black
white orange purple violet
red purple yellow
blue
精--牛津英语1BUnit3Colour(oxford1B)优质教案.doc
牛津英语 1B Unit 3 Colour(oxford 1B)教学设计unit 3colour( 为了方便大家 , 自己将各部分分页了 , 请点 " 下一页 " 或页码阅读 )unit 3colourlanguage focus: using imperatives to give simpleinstruction eg.colour the kiteslistening:locate specificinformation in respire to simple instructions.speaking: 1.use modeled phrases to communicate with other learners.2.maintain an interaction by providing information.materials: 1. eightcragons.(red blue,yeallow,green,pink,purple,brown,orange)2.a piece of paper some thread and glue for each student.teachingladders:ⅰ. warming up1． t：let’s have on english class, ok.s：ok.t ：starts：act act.talk talk.learn learn.play play.let’s enjoy.2． greeting.ⅱ. pre-task preparetion1． hold up a set of line drawing pictures of small aninals and count with theclass.t& s：1~102． stick the pictures on the board.t ：what do you see?s：i see a(frog,rabbit,butterfly,bee,bird)3 ． colour the picture of a frog with the green crayon.t：colout the frog.t：(point to the coloured picture)look, it’s green.it’s a green frog.t ：green.follow me.4． incite individual students to colour the rest of the pictures each with a different crage.practise thestructures “colour” and“it’s(cdour)it’sa(cdour)(aninal)”and teach the other seven colours.ⅲ. while-task procedure1 ． stick another set of picture on the board. play a chain game. invite three students to come to the front.ask the first one to give instructine.eg: colour the butterfly.and the next colour the picture.the last one should say.look,it ’sit ’s a2． continue the game with other groups until all the pictures are coloured.3． t： pick out the green froy.(then do it)t：do it after me.4． repeat steps with other coloured pictures on the board. incite pair of students to the front, one giving theinstructions and the other picking out the correct pictures.5． t ：make a kite(pemonstrate to the class how to make a simple kite using paper,thread and glue.)repeat:make a kite.do group work.6 ． open the books.listen to the tap e. ⅳ. post-task activity make a dite and colour it.let ’s talklanguage focus: 1.asking yes/no questions to obtain a simple response.34unit 3colour( 为了方便大家 , 自己将各部分分页了 , 请点 " 下一页 " 或页码阅读 )unit 3colourlanguage focus: using imperatives to give simpleinstruction eg.colour the kiteslistening:locate specificinformation in respire to simple instructions.speaking: 1.use modeled phrases to communicate with other learners.2.maintainan interaction by providing information.materials: 1. eightcragons.(red blue,yeallow,green,pink, purple,brown,orange)2.a piece of paper some thread and glue for each student.teachingladders:. warming up1t let’s have on english class, ok.sok.t starts act act.talk talk.learn learn.play play .let’s enjoy.2greeting.. pre-task preparetion1hold up a set of line drawing pictures of small aninals and count with theclass.t& s 1~102 stick the pictures on the board.t what do you see?s i see a(frog,rabbit,butterfly,bee, bird)3 colour the picture of a frog with the green crayon.t colout the frog.t(point to the coloured picture)look, it’s green.it’s a green frog.t green.follow me.4 incite individual students to colour the rest of the pictures each with a different crage.practise thestructures “colour” and“it’s(cdour)it’sa(cdour)(aninal)”and teach the other seven colours.. while-task procedure1stick another set of picture on the board. play a chain game. invite three students to come to the front.ask the first one to give instructine.eg: colour the butterfly.and the next colour the picture.the last one should say.look,it ’sit ’s a2 continue the game with other groups until all the pictures are coloured.3t pick out the green froy.(then do it)t do it after me.4 repeat steps with other coloured pictureson the board. incite pair of students to the front, one giving theinstructions and the other picking out the correct pictures.5． t：make a kite(pemonstrate to the class how to make a simple kite using paper,thread and glue.)repeat:make a kite.do group work.6 ． open the books.listen to the tape. ⅳ. post-task activity make a dite and colour it.let ’s talklanguage focus: 1.asking yes/no questions to obtain a simple response.34unit 3colour( 为了方便大家 , 自己将各部分分页了 , 请点 " 下一页 " 或页码阅读 )unit 3colourlanguage focus: using imperatives to give simpleinstruction eg.colour the kiteslistening:locate specificinformation in respire to simple instructions.speaking: 1.use modeled phrases to communicate with other learners.2.maintain an interaction by providing information.materials: 1. eightcragons. (red blue,yeallow,green,pink,purple, brown,orange)2.a piece of paper some thread and glue for each student.teachingladders: ⅰ. warming up1 ． t：let ’s have on english class, ok.s：ok.t ：starts：act act.talk talk.learn learn.play play.let’s enjoy.2． greeting.ⅱ. pre-task preparetion1． hold up a set of line drawing pictures of small aninals and count with theclass.t& s：1~102． stick the pictures on the board.t ：what do yousee?s i see a(frog,rabbit,butterfly,bee,bird)3 colourthe picture of a frog with the green crayon.t colout the frog.t (point to the coloured picture)look, it’s green.it’s a green frog.t green.follow me.4 incite individual students to colour the rest of the pictures each with a different crage.practise thestructures“colour” and“it’s(cdour)it’sa(cdour)(aninal)”and teach the other seven colours.. while-task procedure1stick another set of picture on the board. play a chain game. invite three students to come to the front.ask the first one to give instructine.eg: colour the butterfly.and the next colour the picture.the last one should say.look,it ’sit ’s a2 continue the game with other groups until all the pictures are coloured.3t pick out the green froy.(then do it)t do it after me.4 repeat steps with other coloured pictures on the board. incite pair of students to the front, one giving theinstructions and the other picking out the correct pictures.5t make a kite(pemonstrate to the class how to make a simple kite using paper,thread and glue.)repeat:make a kite.do group work.6open the books.listen to the tape. . post-task activity make a dite and colour it.let’s talklanguage focus: 1.asking yes/no questions to obtain a simple response.34unit 3colour(,,"")unit 3colourlanguage focus: using imperatives to give simpleinstruction eg.colour the kiteslistening:locate specificinformation in respire to simple instructions.speaking: 1.use modeled phrases to communicate with other learners.2.maintain an interaction by providing information.materials: 1. eightcragons.(red blue,yeallow,green,pink,purple,brown,orange)2.a piece of paper some thread and glue for each student.teachingladders:. warming up1t let’s have on english class, ok.sok.t starts act act. talk talk.learn learn.play play.let’s enjoy.2greeting..pre-task preparetion1hold up a set of line drawing pictures of small aninals and count with theclass.t& s 1~102 stick the pictures on the board.twhat do you see?s i see a(frog,rabbit,butterfly,bee,bird)3 colourthe picture of a frog with the green crayon.t colout the frog.t(point to the coloured picture)look, it’s green.it’s a greenfrog.tgreen.follow me.4 incite individual students to colour the rest of the pictures each with a different crage.practise thestructures“colour” and“it’s(cdour)it’sa(cdour)(aninal)”and teach the other seven colours.. while-task procedure1stick another set of picture on the board.play a chain game. invite three students to come to the front.ask the first one to give instructine.eg: colour the butterfly.and the next colour the picture.the last one should say.look,it ’sit ’s a2． continue the game with other groups until all the pictures are coloured.3． t： pick out the green froy.(then do it)t：do it after me.4． repeat steps with other coloured pictures on the board. incite pair of students to the front, one giving theinstructions and the other picking out the correct pictures.5． t ：make a kite(pemonstrate to the class how to make a simple kite using paper,thread and glue.)repeat:make a kite.do group work.6 ． open the books.listen to the tape. ⅳ. post -task activity make a dite and colour it.let ’s talklanguage focus: 1.asking yes/no questions to obtain a simple response.34unit 3colour( 为了方便大家 , 自己将各部分分页了 , 请点 " 下一页 " 或页码阅读 )unit 3colourlanguage focus: using imperatives to give simpleinstruction eg.colour the kiteslistening:locate specificinformation in respire to simple instructions.speaking: 1.use modeled phrases to communicate with other learners.2.maintain an interaction by providing information.materials: 1. eightcragons. (red blue,yeallow,green,pink, purple,brown,orange)2.apiece of paper some thread and glue for each student.teachingladders:.warming up1t let’s have on english cla ss, ok.s ok.t starts act act.talk talk.learn learn.play play.let’s enjoy.2greeting.. pre-task preparetion1hold up a set of line drawing pictures of small aninals and count with theclass.t& s 1~102 stick the pictures on the board.t what do you see?s i see a(frog,rabbit,butterfly,bee,bird)3 colourthe picture of a frog with the green crayon.t colout the frog.t(point to the coloured picture)look, it’s green.it’s a green frog.tgreen.follow me.4 incite individual students to colour the rest of the pictures each with a different crage.practise thestructures “colour” and“it’s(cdour)it’sa(cdour)(aninal)”and teach the other seven colours.. while-task procedure1stick another set of picture on the board. play a chain game. invite three students to come to the front.ask the first one to give instructine.eg: colour the butterfly.and the next colour the picture.the last one should say.look,it ’sit ’s a2 continue the game with other groups until all the pictures are coloured.3t pick out the green froy.(then do it)t do it after me.4 repeat steps with other coloured pictures on the board. incite pair of students to the front, one giving theinstructions and the other picking out the correct pictures.5tmake a kite(pemonstrate to the class how to make a simple kite using paper, thread and glue.)repeat:make a kite.do group work.6 ． open the books.listen to the tape. ⅳ. post-task activity make a dite and colour it.let ’s talklanguage focus: 1. asking yes/no questions to obtain a simple response.34unit 3colour( 为了方便大家 , 自己将各部分分页了 , 请点 " 下一页 " 或页码阅读 )unit 3colourlanguage focus: using imperatives to give simpleinstruction eg.colour the kiteslistening:locate specificinformation in respire to simple instructions.speaking: 1.use modeled phrases to communicate with other learners.2.maintain an interaction by providing information.materials: 1. eightcragons.(red blue,yeallow,green,pink,purple,brown,orange)2.a piece of paper some thread and glue for each student.teachingladders:ⅰ. warming up1． t：let ’s have on english class, ok.s：ok.t ：starts：act act.talk talk.learn learn.play play.let’s enjoy.2． greeting.ⅱ. pre -task preparetion1． hold up a set of line drawing pictures of small aninals and count with theclass.t& s：1~102． stick the pictures on the board.t ：what do you see?s：i see a(frog,rabbit,butterfly,bee,bird)3 ． colourthe picture of a frog with the green crayon.t：colout the frog.t：(point to the coloured picture)look, it’s green.it ’s a green frog.t green.follow me.4 incite individual students to colour the rest of the pictures each with a different crage.practise thestructures “colour” and“it’s(cdour)it’sa(cdour)(aninal)”and teach the other seven colours.. while-task procedure1stick another set of picture on the board. play a chain game. invite three students to come to the front.ask the first one to give instructine.eg: colour the butterfly.and the next colour the picture.the last one should say.look,it ’sit ’s a2 continue the game with other groups until all the pictures are coloured.3t pick out the green froy.(then do it)t do it after me.4 repeat steps with other coloured pictures on the board. incite pair of students to the front, one giving theinstructions and the other picking out the correct pictures.5t make a kite(pemonstrate to the class how to make a simple kite using paper,thread and glue.)repeat:make a kite.do group work.6open the books.listen to the tape. . post-task activity make a dite and colour it.let’s talklanguage focus: 1.asking yes/no questions to obtain a simple response.34unit 3colour(,,"")unit 3colourlanguage focus: using imperatives to give simpleinstruction eg.colour the kiteslistening:locate specificinformation in respire to simple instructions.speaking: 1.use modeled phrases to communicate with other learners.2.maintain an interaction by providing information.materials: 1. eightcragons.(red blue,yeallow,green,pink,purple,brown,orange)2.a piece of paper some thread and glue for each student.teachingladders:. warming up1t let’s have on english class, ok.sok.t starts act act. talk talk.learn learn.play play.let’s enjoy.2greeting.. pre-task preparetion1hold up a set of line drawing pictures of small aninals and count with theclass.t& s 1~102 stick the pictures on the board.twhat do you see?s i see a(frog,rabbit,butterfly,bee,bird)3 colour the picture of a frog with the green crayon.t colout the frog.t (point to the coloured picture)look, it’s green.it’s a green frog.tgreen.follow me.4 incite individual students to colour the rest of the pictures each with a different crage.practise thestructures“colour” and“it’s(cdour)it’sa(cdour)(aninal)”and teach the other seven colours.. while-task procedure1stick another set of picture on the board. play a chain game. invite three students to come to the front.ask the first one to give instructine.eg: colour the butterfly.and the next colour the picture.the last one should say.look,it ’sit ’s a2． continue the game with other groups untilall the pictures are coloured.3． t： pick out the green froy.(then do it)t：do it after me.4． repeat steps with other coloured pictures on the board. incite pair of students to the front, one giving theinstructions and the other picking out the correct pictures.5． t ：make a kite(pemonstrate to the class how to make a simple kite using paper,thread and glue.)repeat:make a kite.do group work.6 ． open the books.listen to the tape. ⅳ. post -task activity make a dite and colour it.let ’s talklanguage focus: 1.asking yes/no questions to obtain a simple response.34unit 3colour( 为了方便大家 , 自己将各部分分页了 , 请点 " 下一页 " 或页码阅读 )unit 3colourlanguage focus: using imperatives to give simpleinstruction eg.colour the kiteslistening:locate specificinformation in respire to simple instructions.speaking: 1.use modeled phrases to communicate with other learners.2.maintain an interaction by providing information.materials: 1. eightcragons. (red blue,yeallow,green,pink, purple,brown,orange)2.a piece of paper some thread and glue for each student.teachingladders:ⅰ. warming up1 ． t ：let’s have on english class, ok.s：ok.t starts act act.talk talk.learn learn.play play.let’s enjoy.2greeting.. pre-task preparetion1hold up a set of line drawing pictures of small aninals and count with theclass.t& s 1~102 stick the pictures on the board.t what do you see?s i see a(frog,rabbit,butterfly,bee,bird)3 colourthe picture of a frog with the green crayon.t colout the frog.t(point to the coloured picture)look, it’s green.it’s a greenfrog.tgreen.follow me.4 incite individual students to colour the rest of the pictures each with a different crage.practise thestructures “colour” and“it’s(cdour)it’sa(cdour)(aninal)”and teach the other seven colours.. while-task procedure1stick another set of picture on the board. play a chain game. invite three students to come to the front.ask the first one to give instructine.eg: colour the butterfly.and the next colour the picture.the last one should say.look,it ’sit ’s a2 continue the game with other groups untilall the pictures are coloured.3t pick out the green froy.(then do it)t do it after me.4 repeat steps with other coloured pictures on the board. incite pair of students to the front, one giving theinstructions and the other picking out the correct pictures.5t make a kite(pemonstrate to the class how to make a simple kite using paper,thread and glue.)repeat:make a kite.do group work.6openthe books.listen to the tape. ⅳ. post -task activity make a dite and colour it.let ’s talklanguage focus: 1.asking yes/no questions to obtaina simple response.34unit 3colour( 为了方便大家 , 自己将各部分分页了 , 请点 " 下一页 " 或页码阅读 )unit 3colourlanguage focus: using imperatives to give simpleinstruction eg.colour the kiteslistening:locate specificinformation in respire to simple instructions.speaking: 1.use modeled phrases to communicate with other learners.2.maintain an interaction by providing information.materials: 1. eightcragons.(red blue,yeallow,green,pink,purple,brown,orange)2.a piece of paper some thread and glue for each student.teachingladders:ⅰ. warming up1． t：let ’s have on english class, ok.s：ok.t ：starts：act act. talk talk.learn learn.play play.let’s enjoy.2． greeting.ⅱ. pre -task preparetion1． hold up a set of line drawing pictures of small aninals and count with theclass.t& s：1~102． stick the pictures on the board.t ：what do you see?s：i see a(frog,rabbit,butterfly,bee,bird)3 ． colourthe picture of a frog with the green crayon.t：colout the frog.t：(point to the coloured picture)look, it’s green.it’s a green frog.t ：green.follow me.4． incite individual students to colourthe rest of the pictures each with a different crage.practise thestruc tures “colour” and“it ’s(cdour)it’sa(cdour)(aninal) ”and teach the other seven colours.. while-task procedure1stick another set of picture on the board. play a chain game. invite three students to come to the front.ask the first one to give instructine.eg: colour the butterfly.and the next colour the picture.the last one should say.look,it ’sit ’s a2 continue the game with other groups until all the pictures are coloured.3t pick out the green froy.(then do it)t do it after me.4 repeat steps with other coloured pictures on the board. incite pair of students to the front, one giving theinstructions and the other picking out the correct pictures.5t make a kite(pemonstrate to the class how to make a simple kite using paper,thread and glue.)repeat:make a kite.do group work.6open the books.listen to the tape. . post-task activity make a dite and colour it.let ’s talklanguage focus: 1.asking yes/no questions to obtain a simple response.34unit 3colour(,,"")unit 3colourlanguage focus: using imperatives to give simpleinstruction eg.colour the kiteslistening:locate specificinformation in respire to simple instructions.speaking: 1.use modeled phrases to communicate with other learners.2.maintain an interaction by providing information.materials: 1. eightcragons.(red blue,yeallow,green,pink,purple,brown,orange)2.a piece of paper some thread and glue for each student.teachingladders:. warming up1t le t ’s have on english class, ok.sok.t starts act act. talk talk.learn learn.play play.let’s enjoy.2greeting.. pre-task preparetion1hold up a set of line drawing pictures of small aninals and count with theclass.t& s 1~102 stick the pictures on the board.t what do you see?s i see a(frog,rabbit,butterfly,bee,bird)3 colour the picture of a frog with the green crayon.t colout the frog.t(point to the coloured picture)look, it’s green.it’s a green frog.tgreen. follow me.4 incite individual students to colour the rest of the pictures each with a different crage.practise thestructures“colour” and“it’s(cdour)it’sa(cdour)(aninal)”and teach the other seven colours.. while-task procedure1stick another set of picture on the board. play a chain game. invite three students to come to the front.ask the first one to give instructine.eg: colour the butterfly.and the next colour the picture.the last one should say. look,it ’sit’s a2 continue the game with other groups untilall the pictures are coloured.3． t： pick out the green froy.(then do it)t：do it after me.4． repeat steps with other coloured pictures on the board. incite pair of students to the front, one giving theinstructions and the other picking out the correct pictures.5． t ：make a kite(pemonstrate to the class how to make a simple kite using paper,thread and glue.)repeat:make a kite.do group work.6 ． open the books.listen to the tape. ⅳ. post-task activity make a dite and colour it.let ’ s talklanguage focus: 1.asking yes/no questions to obtain a simple response.34。
牛津英语1BUnit3Colour(oxford1B)教案
牛津英语1BUnit3Colour(oxford1B)教案unit 3 colour(为了方便大家,本人将各部分分页了,请点"下一页"或页码阅读)unit 3colourlanguage focus: using imperatives to give simple instructioneg.colour the kiteslistening: locate specific information in respire to simple instructions. speaking: 1. use modeled phrases to communicate with other learners. 2. maintain an interaction by providing information.materials: 1. eight cragons. (red blue, yeallow, green, pink, purple, brown, orange)2.a piece of paper some thread and glue for each student.teaching ladders:ⅰ. warming up1．t：let’s have on english class, ok.s：ok.t：starts：act act. talk talk.learn learn. play play.let’s enjoy.2．greeting.ⅱ. pre-task preparetion1．hold up a set of line drawing pictures of small aninals and count with the class.t & s：1~102．stick the pictures on the board.t：what do you see?s：i see a ……(frog, rabbit, butterfly, bee, bird……)3．colour the picture of a frog with the green crayon.t：colout the frog.t：(point to the coloured picture)look, it’s green.it’s a green frog.t：green.follow me.4．incite individual students to colour the rest of the pictures each with a different crage.practise the structures“colour ……”and “it’s ……(cdour)it’s a ……(cdour) ……(aninal)”and teach the other seven colours.ⅲ. while-task procedure1．stick another set of picture on the board. play a chain game. invite three students to come to the front. ask the first one to give instructine. eg: colour the butterfly.and the next colour the picture.the last one should say.look, it’s ……it’s a……2．continue the game with other groups until all the pictures are coloured.3．t：pick out the green froy. (then do it)t：do it after me.4．repeat steps with other coloured pictures on the board. incite pair of students to the front, one giving the instructions and the other picking out the correct pictures.5．t：make a kite(pemonstrate to the class how to make a simple kite using paper, thread and glue.)repeat: make a kite.do group work.6．open the books.listen to the tape.ⅳ. post-task activitymake a dite and colour it.let’s talklanguage focus:1. asking yes/no questions to obtain a simple response.共4页，当前第1页1234eg.is it blue?2. using formulaic expressions to confirm on deny.eg: yes/no3. asking “wh-”questions to obtain a simple response.eg: how many kites?listening: locate specific information in respire to questions. speaking: 1. use modeled phrases to communicate with other learners.2. open an interaction by eliciting a response.materials: wallcharts 1b.teaching ladders:ⅰ. warming up1．greeting2．read a rhyme.act acttalk talklearn learnplay playlet’s enjoy3．trainⅱ. pre-task preparation1．t：（stick the eight coloured pictures of the previous lesson on the board）t：pick out the red bee.pick out the red kite.colout the frog.colour the rabbit.2．review the cdours in chorus.t：redturn aroudgreengo to the zooyellowopen the window3．t：have you been for a picnic recently? pick some of those who have to tell the class what it was like.ⅲ. while-task procedure1．put up the wallchart.t：it was a fine spring day. look at the sky. it was so blue. daddy, mummy. sam, sam, ann dan spotty were in the country-side. they were having a picnic. ann was flying a kite. it was kites in the sky. sam asked ann to guess. “how many kites?”amm answered “seven”may was holding a banana in her hand and maning was pretending that she did not know the colour. she asked: “is it blue?”may langhed and answered. “no.”may was wearing her yellow trp. she looked very smart!2．t：let’s count the kites in the sky.t & s：1. 2. 3. 4. 5. 6. 7t：if ann’s answer correct?t & s：yes.3．t：how many yellow bananas?how many red apple?how many green pears?(show the obects)t & s：ten, eight, seven.4．t：（invite individual students to come to the pront.）point to different objects on the wallchart and say their colours to the class.(offer help to the less able students.)5．t：（point to varions objects on the wallchart）is it red?green?is it yellow?blue?t：yes. or. no.train !!!s：is it red?green?6．play the cassette tape.t：listen to the dialogue.ⅳ. post-task activitydo a role-play exercise. get two boys and three girls to come up and practise the dialogne on the wallchart, pretending to be sam. ann. mayand may’s mother and father.共4页，当前第2页1234“ann”can mine flying a kits.“may”can mine holding up a banana and “may’s father can mine cooking.repeat with other students.let’s playlanguage focus: 1.asking “wh-”to find out the colours of objects. eg. what colour is it?ing adjectives to identify colours.eg. it is redspeking: 1.open an interaction by diciting a respose.2.maintain an interaction by asking factual questions.listening: identify key words in an utterance by recognizing stress. materials: wallchart 1bteaching ladders:ⅰ. warming up1．read a rhymeact acttalk talklearn learnplay playlet’s enjoy2．greeting3．trainhow many kites?haw many apples?how many pears?ⅱ. pre-task preparation1．stick the eight colour word cards on the board. hold up a colour picture card aske the question.t：what colour is it?incite individual students to say.s：it is ……(colour)put the picture card next to its corresponding word card on the board. repect step with other colour.2．read the words on the board together.ⅲ. while-task procedure1．t：let’s play a game.it called.“tick-tack-toe”!or “x or o”gether.2．pemonstrate the game with a move able student choose a square in the grid.eg: mooncake.t：what colour is it?s：it is brown, it is a mooncake.t：you can draw an “x”or “o”in the square.take turns to ask and answer questions.(the first one to strike through three squares verticall, horizontally or diagonall wins the game)3．t：open you books (p15)play the game in pairs (艺友活动)ⅳ. post-task actintyplay a guessing game.let a student put on a mask.ask him to put her/his hand in a box and take out a colour picture card. s：what colour is it?s：it is……(red).s：yea. no (三次)s：it is……共4页，当前第3页1234consolidationpage 11listen & tick the correit boxlet’s enjoylanguage focus: using adjectives to identify colours.eg. brown bluespeaking: 1.open an interaction by eliciting a response.2.pronounce correctly words in connected speech by linking words together and using appropriate stress.listening: identify key words in an utterance by recognizing stress.materials: wallcharts 1bteaching ladders:ⅰ. warming up1．greeting2．rhyre1. 2. 3. i am bee.4. 5. bird6. 7. 8.rabbit9. 10frogⅱ. pre-task preperation1．put up the wallchart for page 16.peview all the colour found on the wallchair.t：what colour is it?it is ……(red, blue……)(train)2．t：look! in spring many people like to fly kites. there are kites of many colour, red, bule, brown, orange ……they all fly very high in the sky sometimes up, sometimes down..ⅲ. while-task procedure1．look at the wallchart.t：(teach the rhyme line by him) one, twored and blueup and dowm.orange and browm.kites in the sky.flying wery high.2．play the cassette tape for studats t：listen to the tape.let’s listen to the rhyme.3．t：let’s read the rhyme. (with actions)1. 2. 数数up down 上下very high 很高4．do group work(invite groups of students to act out the rhyme to the class.) 5．encourage the whole class to act out the rhyme.ⅳ.post-task activityplay a game called “paper binge?”在黑板上写单词。
小学英语 1B Unit 3 Colour教案 牛津版
Unit 3ColourLanguage focus: Using imperatives to give simple instructioneg.Colour the kitesListening: Locate specific information in respire to simpleinstructions.Speaking: 1. Use modeled phrases to communicate with other learners.2. Maintain an interaction by providing information.Materials: 1. Eight cragons. (red blue, yeallow, green, pink, purple,brown, orange)2.A piece of paper some thread and glue for each student.Teaching ladders:Ⅰ. Warming up1．T：Let’s have on English class, OK.S：OK.T：STARTS：Act act. Talk talk.Learn learn. Play play.Let’s enjoy.2．Greeting.Ⅱ. Pre-task preparetion1．Hold up a set of line drawing pictures of small aninals and count with the class.T & S：1~102．Stick the pictures on the board.T：What do you see?S：I see a ……(frog, rabbit, butterfly, bee, bird……)3．Colour the picture of a frog with the green crayon.T：Colout the frog.T：(point to the coloured picture)Look, It’s green.It’s a green frog.T：green.Follow me.4．Incite individual students to colour the rest of the pictures each with adifferent crage.Practise the structures“Colour ……” and “It’s ……(cdour)It’s a ……(cdour) ……(aninal)”And teach the other seven colours.Ⅲ. While-task procedure1．Stick another set of picture on the board. Play a chain game. Invite three students to come to the front. Ask the first one to give instructine.Eg: Colour the butterfly.And the next colour the picture.The last one should say.Look, it’s …… It’s a……2．Continue the game with other groups until all the pictures are coloured.3．T：Pick out the green froy. (Then do it)T：Do it after me.4．Repeat steps with other coloured pictures on the board. Incite pair of students to the front, one giving the instructions and the other picking out the correctpictures.5．T：Make a kite(Pemonstrate to the class how to make a simple kite using paper, thread and glue.)repeat: Make a kite.Do group work.6．Open the books.Listen to the tape.Ⅳ. Post-task activityMake a dite and colour it.Let’s talkLanguage focus:1. Asking yes/no questions to obtain a simple response.eg.Is it blue?2. Using formulaic expressions to confirm on deny.Eg: Yes/No3. Asking “wh-” questions to obt ain a simple response.Eg: How many kites?Listening: Locate specific information in respire to questions. Speaking: 1. Use modeled phrases to communicate with other learners.2. Open an interaction by eliciting a response.Materials: Wallcharts 1B.Teaching ladders:Ⅰ. Warming up1．Greeting2．Read a rhyme.Act actTalk talkLearn learnPlay playLet’s enjoy3．trainⅡ. Pre-task preparation1．T：（Stick the eight coloured pictures of the previous lesson on the board）T：Pick out the red bee.Pick out the red kite.Colout the frog.Colour the rabbit.2．Review the cdours in chorus.T：redTurn aroudGreenGo to the zooYellowOpen the window3．T：Have you been for a picnic recently? Pick some of those who have to tell the class what it was like.Ⅲ. While-task procedure1．Put up the wallchart.T：It was a fine spring day. Look at the sky. It was so blue. Daddy, mummy. Sam, Sam, Ann dan Spotty were in the country-side. They were having a picnic. Ann was flying a kite. It was kites in the sky. Sa m asked Ann to guess. “How many kites?”Amm answered “Seven”May was holding a banana in her hand and maning was pretending that she did not know the colour. She asked: “Is it blue?” may langhed and answered. “No.”May was wearing her yellow trp. She looked very smart!2．T：Let’s count the kites in the sky.T & S：1. 2. 3. 4. 5. 6. 7T：If Ann’s answer correct?T & S：Yes.3．T：How many yellow bananas?How many red apple?How many green pears?(Show the obects)T & S：Ten, eight, seven.4．T：（Invite individual students to come to the pront.） Point to different objects on the wallchart and say their colours to the class.(Offer help to the less able students.)5．T：（Point to varions objects on the wallchart）Is it red?Green?Is it yellow?blue?T：Yes. or. No.Train !!!S：Is it red?green?6．Play the cassette tape.T：Listen to the dialogue.Ⅳ. Post-task activityDo a role-play exercise. Get two boys and three girls to come up and practise the dialogne on the wallchart, pretending to be Sam. Ann. May and May’s mother and father.“Ann” can mine flying a kits.“May” can mine holding up a banana and “May’s father can mine cooking.Repeat with other students.Let’s playLanguage focus: 1.Asking “Wh-” to find out the colours of objects.Eg. What colour is it?ing adjectives to identify colours.Eg. It is redSpeking: 1.Open an interaction by diciting a respose.2.Maintain an interaction by asking factual questions.Listening: Identify key words in an utterance by recognizing stress. Materials: Wallchart 1BTeaching ladders:Ⅰ. Warming up1．Read a rhymeAct actTalk talkLearn learnPlay playLet’s enjoy2．Greeting3．TrainHow many kites?Haw many apples?How many pears?Ⅱ. Pre-task preparation1．Stick the eight colour word cards on the board. Hold up a colour picture card aske the question.T：What colour is it?Incite individual students to say.S：It is ……(colour)Put the picture card next to its corresponding word card on the board.Repect step with other colour.2．Read the words on the board together.Ⅲ. While-task procedure1．T：Let’s play a game.It called.“Tick-Tack-Toe”!OR “X or O”gether.2．Pemonstrate the game with a move able student choose a square in the grid. Eg: mooncake.T：What colour is it?S：It is brown, it is a mooncake.T：You can draw an “X” or “O” in the square.Take turns to ask and answer questions.(The first one to strike through three squares verticall, horizontally or diagonall wins the game)3．T：Open you books (P15)Play the game in pairs (艺友活动)Ⅳ. Post-task actintyPlay a guessing game.Let a student put on a mask.Ask him to put her/his hand in a box and take out a colour picture card.S：What colour is it?S：It is……(red).S：Yea. No (三次)S：It is……ConsolidationPage 11Listen & tick the correit boxLet’s enjoyLanguage focus: Using adjectives to identify colours.Eg. Brown blueSpeaking: 1.Open an interaction by eliciting a response.2.Pronounce correctly words in connected speech by linking words together and using appropriate stress.Listening: Identify key words in an utterance by recognizing stress. Materials: Wallcharts 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．Rhyre1. 2. 3. I am bee.4. 5. bird6. 7. 8. rabbit9. 10 frogⅡ. Pre-task preperation1．Put up the wallchart for page 16.Peview all the colour found on the wallchair.T：What colour is it?It is ……(red, blue……)(Train)2．T：Look! In spring many people like to fly kites. There are kites of many colour, red, bule, brown, o range ……They all fly very high in the sky sometimes up, sometimes down..Ⅲ. While-task procedure1．Look at the wallchart.T：(Teach the rhyme line by him)One, twoRed and blueUp and dowm.Orange and browm.Kites in the sky.Flying wery high.2．Play the cassette tape for studatsT：Listen to the tape.Let’s listen to the rhyme.3．T：Let’s read the rhyme.(With actions)1. 2. 数数up down 上下very high 很高4．Do group work(Invite groups of students to act out the rhyme to the class.)5．Encourage the whole class to act out the rhyme.Ⅳ.Post-task activityPlay a game called “Paper Binge?”在黑板上写单词。
(牛津版)小学英语1B教案Unit3Colour
Unit 3ColourLanguage focus: Using imperatives to give simple instructioneg.Colour the kitesListening: Locate specific information in respire to simple instructions.Speaking: 1. Use modeled phrases to communicate with other learners.2. Maintain an interaction by providing information.Materials: 1. Eight cragons. (red blue, yeallow, green, pink, purple, brown, orange)2.A piece of paper some thread and glue for each student.Teaching ladders:Ⅰ. Warming up1． T：Let’s have on Englis h class, OK.S：OK.T：STARTS：Act act. Talk talk.Learn learn. Play play.Let’s enjoy.2． Greeting.Ⅱ. Pre-task preparetion1． Hold up a set of line drawing pictures of small aninals and count with the class.T & S：1~102． Stick the pictures on the board.T：What do you see?S：I see a ……(frog, rabbit, butterfly, bee, bird……)3． Colour the picture of a frog with the green crayon.T：Colout the frog.T：(point to the coloured picture)Look, It’s green.It’s a green frog.T：green.Follow me.4． Incite individual students to colour the rest of the pictures each with a different crage.Practise the structures“Colour ……” and “It’s ……(cdour)It’s a ……(cdour) ……(aninal)”And teach the other seven colours.Ⅲ. While-task procedure1． Stick another set of picture on the board. Play a chain game. Invite three students to come to the front. Ask the first one to give instructine.Eg: Colour the butterfly.And the next colour the picture.The last one should say.Look, it’s …… It’s a……2． Continue the game with other groups until all the pictures are coloured.3． T：Pick out the green froy. (Then do it)T：Do it after me.4． Repeat steps with other coloured pictures on the board. Incite pair of students to the front, one giving the instructions and the other picking out the correct pictures.5． T：Make a kite(Pemonstrate to the class how to make a simple kite using paper, thread and glue.)repeat: Make a kite.Do group work.6． Open the books.Listen to the tape.Ⅳ. Post-task activityMake a dite and colour it.Let’s talkLanguage focus:1. Asking yes/no questions to obtain a simple response.eg.Is it blue?2. Using formulaic expressions to confirm on deny.Eg: Yes/No3. Asking “wh-” questions to obtain a simple response.Eg: How many kites?Listening: Locate specific information in respire to questions.Speaking: 1. Use modeled phrases to communicate with other learners.2. Open an interaction by eliciting a response.Materials: Wallcharts 1B.Teaching ladders:Ⅰ. Warming up1． Greeting2． Read a rhyme.Act actTalk talkLearn learnPlay playLet’s enjoy3． trainⅡ. Pre-task preparation1． T：（Stick the eight coloured pictures of the previous lesson on the board）T：Pick out the red bee.Pick out the red kite.Colout the frog.Colour the rabbit.2． Review the cdours in chorus.T：redTurn aroudGreenGo to the zooYellowOpen the window3． T：Have you been for a picnic recently? Pick some of those who have to tell the class what it was like.Ⅲ. While-task procedure1． Put up the wallchart.T：It was a fine spring day. Look at the sky. It was so blue. Daddy, mummy. Sam, Sam, Ann dan Spotty were in the country-side. They were having a picnic. Ann was flying a kite. It was kites in the sky. Sam asked Ann to guess. “How many kites?”Amm answered “Seven”May was holding a banana in her hand and maning was pretending that she did not know the colour. She asked: “Is it blue?” may langhed and answered. “No.”May was wearing her yellow trp. She looked very smart!2． T：Let’s count the kites in the sky.T & S：1. 2. 3. 4. 5. 6. 7T：If Ann’s answer correct?T & S：Yes.3． T：How many yellow bananas?How many red apple?How many green pears?(Show the obects)T & S：Ten, eight, seven.4． T：（Invite individual students to come to the pront.）Point to different objects on the wallchart and say their colours to the class.(Offer help to the less able students.)5． T：（Point to varions objects on the wallchart）Is it red?Green?Is it yellow?blue?T：Yes. or. No.Train !!!S：Is it red?green?6． Play the cassette tape.T：Listen to the dialogue.Ⅳ. Post-task activityDo a role-play exercise. Get two boys and three girls to come up and practise the dialogne on the wallchart, pretending to be Sam. Ann. May and May’s mother and father.“Ann” can mine flying a kits.“May” can mine holding up a banana and “May’s father can mine cooking.Repeat with other students.Let’s playLanguage focus: 1.Asking “Wh-” to find out the colours of ob jects.Eg. What colour is it?ing adjectives to identify colours.Eg. It is redSpeking: 1.Open an interaction by diciting a respose.2.Maintain an interaction by asking factual questions.Listening: Identify key words in an utterance by recognizing stress.Materials: Wallchart 1BTeaching ladders:Ⅰ. Warming up1． Read a rhymeAct actTalk talkLearn learnPlay playLet’s enjoy2． Greeting3． TrainHow many kites?Haw many apples?How many pears?Ⅱ. Pre-task preparation1． Stick the eight colour word cards on the board. Hold up a colour picture card aske the question. T：What colour is it?Incite individual students to say.S：It is ……(colour)Put the picture card next to its corresponding word card on the board.Repect step with other colour.2． Read the words on the board together.Ⅲ. While-task procedure1． T：Let’s play a game.It called.“Tick-Tack-Toe”!OR “X or O”gether.2． Pemonstrate the game with a move able student choose a square in the grid.Eg: mooncake.T：What colour is it?S：It is brown, it is a mooncake.T：You can draw an “X” or “O” in the square.Take turns to ask and answer questions.(The first one to strike through three squares verticall, horizontally or diagonall wins the game) 3． T：Open you books (P15)Play the game in pairs (艺友活动)Ⅳ. Post-task actintyPlay a guessing game.Let a student put on a mask.Ask him to put her/his hand in a box and take out a colour picture card.S：What colour is it?S：It is……(red).S：Yea. No (三次)S：It is……ConsolidationPage 11Listen & tick the correit boxLet’s enjoyLanguage focus: Using adjectives to identify colours.Eg. Brown blueSpeaking: 1.Open an interaction by eliciting a response.2.Pronounce correctly words in connected speech by linking words together and using appropriate stress.Listening: Identify key words in an utterance by recognizing stress.Materials: Wallcharts 1BTeaching ladders:Ⅰ. Warming up1． Greeting2． Rhyre1. 2. 3. I am bee.4. 5. bird6. 7. 8. rabbit9. 10 frogⅡ. Pre-task preperation1． Put up the wallchart for page 16.Peview all the colour found on the wallchair.T：What colour is it?It is ……(red, blue……)(Train)2． T：Look! In spring many people like to fly kites. There are kites of many colour, red, bule, brown, orange ……They all fly very high in the sky sometimes up, sometimes down..Ⅲ. While-task procedure1． Look at the wallchart.T：(Teach the rhyme line by him)One, twoRed and blueUp and dowm.Orange and browm.Kites in the sky.Flying wery high.2． Play the cassette tape for studatsT：Listen to the tape.Let’s listen to the rhyme.3． T：Let’s read the rhyme.(With actions)1. 2. 数数up down 上下very high 很高4． Do group work(Invite groups of students to act out the rhyme to the class.)5． Encourage the whole class to act out the rhyme.Ⅳ.Post-task activityPlay a game called “Paper Binge?”在黑板上写单词。
《牛津小学英语》1B Unit 3 Colours(精选17篇)
《牛津小学英语》1B Unit 3 Colours（精选17篇）《牛津学校英语》1B Unit 3 Colours 篇1《牛津学校英语》1B Unit 3 Colours 篇14教学内容：《牛津学校英语》6b unit 3 asking the way复习本单元内容并完成补充练习。
教学目标：1. 通过复习，使同学娴熟把握本单元所学的与问路有关的词汇。
2. 能较娴熟地在情境中运用本单元所学的句型和日常交际用语。
3. 能进一步把握句型can you tell me the way…? how can i …及其答语。
教学重点：can you tell me the way…? how can i …?及其答语。
教学难点：能综合运用本单元所学的单词、句型和日常实际用语。
教具预备：本单元的单词卡，补充练习的听力磁带、录音机、一张自制城市交通图。
教学过程：step 1 warm up:1. sing a sang: excuse me2. chant: where’s the bookshop?3. free talk:师生利用地图围绕本单元所学的单词、句型进行问路对话。
t：excuse me. can you tell me the way to…, please?s：go along this street,…t：how fat is it from here?s：it’s about… away.t：how can i get there?s：you can take… and get off at…step2 revision1. 请同学复述或表演a部分会话。
2. 依据课文内容，老师提出问题，让同学推断正误。
step3 do some exercise.老师指导同学完成本单元的补充习题。
1. a listen and number①指导同学认真观看每幅图的内容，看清图意。
②认清每幅图的场所。
③听录音排序号。
牛津版英语1B教案Unit 3 Colors
Unit 3 Colors 教学设计一、教学目标：1、知识能力目标：（1）学习掌握颜色单词pink、purple、brown、orange 四个单词；（2）能听懂并会说句子What colour do you like? I like…；（3）能用英语指认生活中的单词，并能根据所学问句作出正确的回答。
2、情感态度目标：通过本课的学习，学生能够感受到我们是生活在一个多彩的世界里，并能够热爱我们的生活。
3、过程与方法：提倡学生积极用所学英语进行交流，通过唱歌、做游戏，组织活动等方式来巩固所学新知。
二、教学重难点：1、重点：（1）单词能达到pink、purple、brown、orange三会要求；（2）能会说并正确使用句子What colour do you like? I like…；2、难点：brown的发音以及单词purple和pink的区别。
3、教学策略：该课的主题是颜色，我根据主体内容，结合以前学过的衣服，水果，数字，学习用具。
教师搜集了相关的阅读资料让学生进行拓展阅读，让学生自主听，阅读和相互交流，提高他们的听，说能力和用英语进行交际的能力。
三、教学方法：任务型教学法、情景教学法、TPR教学法、活动教学法四、教学用具：CAI、PPt、word cards五、教学过程：Step1 Greeting:T: Boys and girls, are you ready?Ss: Yes, I’m ready!T: Class begins!S: Stand up!T: Good morning, boys and girls!Ss: Good morning, Anna!T: How are you today?Ss: Very well, and you?T: I’m fine, too. What’s the weather like today?Ss: it’s a sunny day.T: Today our Daddy and Mummy come to our classroom. Let’s say “Hello, Daddy! Hello, Mummy!”Ss: Hello, Daddy! Hello, Mummy! Welcome to our classroom.T: Are you happy?Ss: Yes, I’m happy.T: O K. Let’s sing a song<Colourful world >.Step2 New concept:1、orangeT: Today I’m very happy, because your Daddy and Mummy come to our classroom, and I take a picture for you.(幻灯片)It’s very beautiful. What can you see?Ss: I can see a rainbow.T: Yes, the rainbow is colorful. It has some beautiful colors. Please tell me what color is it.(依次出示：red、blue、green、yellow-----orange.)What color is it?Ss: orange.T: Follow me, orange. (Ss say, T write on the board) (纠音) orange(升降调team by team) What fruit is orange?T: Yes, (边说边拿出orange) the orange is orange. Orange(↗↘), the orange is orange.(one by one)（T出示2个）How many oranges can you see?Ss: I can see two orange oranges.（两两说）2、purpleT: Do you like oranges?Ss: Yes.T: But I don’t like oranges. It’s very s our. I like (幻灯片) grapes.What color are they?Ss: purple.T: purple ((Ss say, T write on the board)(纠音)purple (↗↘)(boys; girls; three by three)purple (↗↘), the grapes are purple.(点叫-----together)3、pinkT: I like purple very much. Let’s chant<colour p oint>(最后指到粉色) What color is it?S: It’s pink.T: Very good. Pink(↗↘) (T写在黑板上，然后纠音) pink (↗↘)(tiger says; rabbit says; one by one)Pink (↗↘), I like pink. (Little teacher)4、brownT:(幻灯片出示图片)Oh, look, this is Winey. where is Winey? He is under the tree. What color is the tree?Ss: it’s green and brown.T: You are so clever. Brown (领读两遍，然后纠音) brown (↗↘)----low to high----one by one.Brown (↗↘), I like brown . （单词句型歌谣两两拍手说）操练单词：单词整体认读（按升降调读一遍）5、Game:看口型说单词。
《牛津小学英语》1B Unit 3 Colours
牛津小学英语 1B Unit 3 Colours导读本文档是针对《牛津小学英语》1B第3单元的教材内容进行概述和总结。
本单元主要围绕“颜色”这一话题展开学习。
通过这些内容，学生将能够学习和巩固一些基础的英语单词和句子，同时也能够了解更多关于颜色的词汇和表达方式。
课文内容1. Colours本单元的课文主要以介绍不同的颜色为主题，通过与动物和水果相结合的方式，让学生更容易理解和记忆这些颜色。
通过听、说、读和写的综合训练，学生将会掌握以下词汇和句子：•colours（颜色）•red（红色）•yellow（黄色）•blue（蓝色）•green（绿色）•purple（紫色）•orange（橙色）•brown（棕色）•black（黑色）•white（白色）•What colour is it?（它是什么颜色？）•It's red.（它是红色。
）通过师生互动、听音、看图和角色扮演等多种形式的活动，学生可以在轻松的氛围中学习这些内容，并且能够用英语正确地描述物体的颜色。
2. Review本节的目的是回顾前面所学的内容，巩固学生对颜色的认知和使用能力。
学生将通过游戏和练习，回答老师的问题，使用合适的颜色进行回答。
通过这样的互动，学生的英语表达能力将得到进一步的提高。
3. Let’s chant这一部分是通过朗读和模仿的方式帮助学生学习和记忆新的单词和句子。
老师将会带领学生一起朗读并模仿一首关于颜色的歌谣，通过歌谣的节奏和韵律，可以更好地帮助学生记住这些颜色的单词和句子。
4. Workbook这一部分是针对课文内容的练习册活动，学生将在练习册上进行填空、涂色等各种形式的练习，巩固所学的单词和句子。
通过这些练习，学生能够更好地运用所学的知识。
总结通过本单元的学习，学生将能够掌握基本的颜色词汇，并能够用英语准确描述物体的颜色。
学生将通过听、说、读、写和朗读等多种形式的活动，加深对颜色的理解和记忆。
通过与动物和水果相结合的方式，帮助学生更好地理解和记忆这些颜色。
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牛津小学英语1BUnit3Colours第一课时一年级英语教案
单元教材分析
本单元的主题为颜色。
在let’s act中主要学习了几个祈使句make eight kites. colour the kites. pick out the red kite.通过创设真实情境，让学生在不知不觉中把握；在let’s talk中重点教授句型how many (i)
it ……？可通过出示各种实物吸引学生注重力，调动学生积极性；let’s learn 则学习了八种颜色名称，可通过各种颜色卡片教学或实物，多进行操练；let’s play 则是通过游戏的方式把握句型what colour is it ? is it……？it is a /an……？锻炼学生的口语能力，而最后一部分rhyme则是巩固复习了颜色类单词，比较富有趣味性。
教学目的：
1、能正确把握祈使句make eight kites. colour the kites. pick out
the red kite.
2、能正确把握颜色类单词。
3、能正确把握how many……？is it ……？what colour is it ? it
i s……的问答
4、会说本单元小诗。
教学重点、难点：
1、能正确把握祈使句make eight kites. colour the kites. pick out
the red kite.
2、能正确把握颜色类单词。
3、能正确把握how many……？is it ……？what colour is it ? it is……的问答
本单元可在5课时内完成。
第一课时
教学目标：能正确把握祈使句:make eight kites. colour the kites. pick out the red kite.
教学重点、难点：能正确把握祈使句:make eight kites. colour the kites. pick out the red kite.
教学预备：风筝、青蛙、兔子
教学过程：
step 1revision
1. t:what do you see?(出示图片)
s1: i see a frog
s2: i see a ____. what do you see?
t: i see a ___
……
2. sing a song :ten little rabbits.
step2 presentation
1. t: look, it’s a rabbit. let’s colour the rabbit .(做动作)
ss read after t: colour the rabbit.
2. t: look, it’s red.
ss read after t.
3. 邀请学生来给其它兔子涂色，并说一个句子。
如：colour___________. it’s ________.
4. t:look, it’s a kite. (teach kite 出示图片)
ss read after t
t: let’s make a kite.
教学单词make（边说边动手,让学生明义）。
ｔ：let’s make eight kites.(做动作)
ss read the sentences.先分解读eight kites
pair work :同桌之间互相发指令.
5. t:（事先在黑板上画上几只风筝）拿出一支红色水彩笔，what colour is it?
s: it’s red.
t: colour the kites (do the action)
ss read “colour” and “colour the kites”
t: it’s a red kite.
ss 练说red kite
教师拿出不同颜色的水彩笔给风筝涂色。
t: pick out the red kite. (do the action)
ss read 先分解读pick out，再连起来读整个句子。
step 2 consolidation
1.教师做动作，边做边说make, colour, pick out.使学生巩固这三个动词。
2.read after t 三个句子。
3.listen to the tape and read.(要求学生指好句子认读)
4.listen and do:由教师说句子，学生得到指令做动作。
5.pair work
step 3 homework
read three sentences fluently.。