小学英语北师大版 (三年级起点)三年级下册Unit 10 Colors教案

这是一份小学英语北师大版 (三年级起点)三年级下册Unit 10 Colors教案，共9页。教案主要包含了设计意图等内容，欢迎下载使用。

Unit10 Clrs Lessn6 （Uncle Bky’s Stry Time）
Uncle Bky’s Stry Time小故事
句型：“--- Can yu see... ? --- It’s there. It’s ... (clrs).”
补充句型“It’s in/n ...”描述物品位置
补充绘本故事“A clr f his wn”
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/n ...”描述物品位置。
能够读懂故事，模仿朗读，并运用句型“--- Can yu see... ? --- It’s there. It’s ... (clrs).It’s in/n ...”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 clr f his wn”
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/n ...”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 yu see... ? --- It’s there. It’s ... (clrs).It’s in/n ...”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 clr f his wn”
教学手段： PPT，Wrd 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 yu see... ? --- It’s there. It’s ... (clrs).”教学中，补充了“It's in/n...”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 yu 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 yu 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 clr f his wn”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 yurself. Lve yurself.”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 sng --- I see smething blue
【设计意图】活跃气氛，引出颜色主题。
Lead-in
T: We can see s many clrs in the sng. What clrs can yu see nw? (出示彩色几何图片）
T: The clrs are all frm a picture. D yu want t see the picture.
【设计意图】引出故事图片。
Step2 Presentatin (22mins)
1. There is/are
T: Lk！What can yu see in the picture.
Ss: A bk. Tw butterflies...
T: Yes. There is a bk in the picture. There is a lawn in the picture. There are tw butterflies in the picture.
( 新授: There is/ are ... 句型）
T: What’s in ur classrm?
( 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: Lk at the bk. What is the stry abut? Can yu guess?
T: Let’s read the the 4 pictures f the stry by yurselves and find the answer.
Ss: (read the stry)
T: What is the stry abut?
Ss: Clrs f the the snakes.
【设计意图】鼓励学生自主阅读，初步了解故事内容。
① Hw many snakes are there?
T: Hw many snakes are there?
② What clr are the snakes?
T: D yu remember what clrs the snakes are?
Let’s check. (一张一张读故事图片)
T: What clr 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 yu see a snake. It’s there. It’s a green snake.
(领读并新授对话句型：--- Can yu --- It’s there. It’s a ...)
③ Are they in the same clr?
T: Are the three snakes in the same clr?
T: Well. S they are in different clrs.
(新授词组：in different clrs )
3. Watch and answer (观看视频，回答问题）
T: Lk! This is the baby butterfly. Ww, it’s missing. Where is he?
Nw let's watch the vide and find the butterfly.
T: Can yu see the butterfly? Can yu 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 n the flwers.
【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/n/...的教学，从而丰富故事语言。
T: Nw！Where is the butterfly? The butterfly asks “Can yu see me?”. Wh can find it and answer it?
Ss: Yu’re there. Yu’re n the leaves.
(新授句型：--- Can yu see me? --- Yu’re there. 并拓展句型--- Can yu 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 yu 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: Nw we knw where the butterflies is. D yu remember where the snakes are?
T: Let’s review the stry and find the answer.
T: Where is the green snake/ brwn snake/ black and yellw 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/n/...补充故事内容。
Step2 Practice (8mins)
1. Let’s retell
T: Can yu use the sentences t retell the stry?
--- Can yu
--- It’s there. It’s a ... snake. It’s in/n...
【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 n the leaves. The snakes are in the envirnment which is alike with themselves. This is a natural phenmenn --- Crypsis. D yu knw sme ther animals which als have this phenmenn?
T: I will intrduce sme new friends t yu?
T: Can yu see it?
Ss: It’s there. It’s in/n/...
【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 yu It’s there. It’s in/n...同时，从示例动物引出拓展绘本的主人公---chamelen。
Step2 Expanding stry --- A clr f his wn (7mins)
T: There is a kind f animals wh change clrs wherever they g. They are chamelens.
T: Let’s enjy a stry abut a chamelen.
① Can yu see the chamelen?
T: Can yu see the chamelen?
Ss: It’s there. It’s a yellw chamelen. It’s n the lemn.
It’s there. It’s a black and brwn chamelen. It’s n the tiger.
【设计意图】继续操练对话：--- Can yu It’s there. It’s... It’s in/n...
T: The chamelen is nt happy. Althugh he changes clr wherever he ges, but he desn’t have his wn clr.
“If I remain n a leaf, I shall be green frever , and I will have a clr f my wn.” The chamelen says.He cheerfully climbed nt the greenest leaf. And f curse he turned int green.
② What’s the meaning f “greenest”?
(拓展教授“est”最高级）
③ Can the chamelen be green frever?
T: D yu think the chamelen can be green frever? What clr will it be next？
Ss: It will be yellw/ red ...
(让学生自己猜测故事走向）
But when spring came, he walked ut int the green grass. And there he met anther chamelen. “Why dn’t we stay tgether?” said the chamelen “We will still change clr wherever we g, but yu and I will always be alike.”
④ Is the chamelen happy nw?
T: The chamelen still desn’t have a clr f his wn, but he finds the clr f friendship. With his friend, he accepts himself and lves himself.
T: The tw sentences fr yu. “Accept yurself. Lve yurself.”
【设计意图】拓展补充“A clr f his wn”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 yurself. Lve yurself.”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：