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視頻標簽：What colour,is it
所屬欄目：初中英語優質課視頻
視頻課題：外研版初中英語七年級上冊Start M3U3 What colour is it北京
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外研版初中英語七年級上冊Start M3U3 What colour is it北京市宣武外國語實驗學校
Start M3U3 What colour is it？
教學設計
年級 初一（3） 課題
Colours
課時安排 1
第 1 課時
授課類型
Revision
教學內容分析
Starter Module 3的主要內容為小升初銜接，期中Unit 3的內容為有關顏色的單詞和句型的復習運用。整個單元主要是復習一些小學講過的有關顏色的單詞，和詢問顏色的句型及回答。本節課的設計就是讓同學們通過課堂活動來掌握詞匯和熟練運用句型。
教學目標
The students will be able to: 1. recognize colours.
2. understand others’ questions of asking colours, and give corresponding answers. 3. ask and answer colours.
4. understand the similar dialogue of asking and answering colours. 5. write words of colours.
6. be skilled in oral expression of asking and answering the colours of things.
教學重點難點
·教學重點
The students should master language of asking colour of things, and master the English expressions of colours. Key vocabulary: black, white, blue, green, yellow, red, brown, orange, colour Key sentence structure: What colour is …? It’s… ·教學難點
The students should be skilled in oral expression of asking and answering the colours of things.
教學方法（學法）
PWP method, task-based method and interactive approach
教學媒體運用
Multimedia，PPT
教學過程設計
Warm up
1. The teacher shows the Ss a picture of a rainbow and asks “What is it?” . 2. The teacher asks “How many colours are there in a rainbow? What are they?”
Look, listen and learn
1. The teacher asks “Do you know other colours?” and shows some pictures of other
colours. The Ss look and learn.
2. The teacher plays a song and asks the Ss to listen and fill in the blanks. 3. The teacher asks the Ss to check the answers together in class.
Practice
1. The teacher plays the recording and asks the students to listen and point. (Act. 1) 2. The teacher asks the Ss to practice the sentence structure“What colour is it?
It’s…”in pairs.
3. The teacher plays the recording and asks the students to listen and match. (Act. 3) 4. The teacher asks 6 students to tell their answers and check in class. (Act. 3)
5. The teacher plays the recording and asks the students to listen and repeat. (Act. 3) 6. The teacher asks the Ss to tell the names of the items in Act. 5 and write the words under the pictures.
7. The teacher asks the Ss to practice the sentence structure“What colour is the …? It’s…”in pairs.
Write
1. The teacher asks the Ss to read the words in Act. 6 aloud and tell their Chinese
meanings.
2. The teacher asks the Ss to classify the words into different groups. (Act. 6) 3. The teacher asks some students to tell their answers and check in class. (Act. 6) 4. The teacher shows the Ss a picture and asks them to talk about it with the Qs “What
can you see in the picture? What are the boy and girls like?” and the Ss should use the words of colours.
5. The teacher asks the Ss to finish a letter on the handout. 6. The teacher asks some Ss to present it. Homework
1. Go over the words and expressions of colours. 2. Finish writing the letter.
板書設計
What colour is …? It’s …
indigo violet purple dark light grey/gray golden silver wear T-shirts trousers dress vest a pair of shoes
教學反思
這個單元的主要內容是有關顏色的詢問和回答。教學重點是描述顏色的單詞和詢問顏色及回答的句型“What colour is it? It’s…”。本課時側重聽說和詞匯，在原有的詞匯基礎上，教師還進行了適當的擴充。為了側重培養學生的聽說能力，教師在每次聽力之后，都設計了跟讀和分組練習的環節，這樣經過多次重復，加深了對重點詞匯和句型的理解，為后期的輸出奠定了基礎。
本節課，教師沒有增加課外聽力材料，適當減輕了學生的學習負擔。與此同時，運用任務型教學，重在提高聽說水平，旨在發展學生語言運用能力。
專家點評：
優點：教師教態自然親切，有學生觀，能夠以學生為上課主體。關注教學活動過程，教學活動形式較為豐富。課堂氣氛融洽，學生能夠在教師的指導下有效學習，目標達成度較高。 缺點：知識容量可適度增加。
建議：在任務的設置上還可以再增加一些思維和語言拓展方面的設計。
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