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1、此資料由網(wǎng)絡(luò)收集而來，如有侵權(quán)請告知上傳者立即刪除。資料共分享，我們負(fù)責(zé)傳遞知識。Unit 3ColourLanguage focus: Using imperatives to give simple instruction eg.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

2、 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:. Warming up1T：Lets have on English class, OK.S：OK.T：STARTS：Act act. Talk talk. Learn learn. Play play. Lets enjoy.2

3、Greeting. . Pre-task preparetion1Hold up a set of line drawing pictures of small aninals and count with the class.T & S：1102Stick the pictures on the board.T：What do you see?S：I see a (frog, rabbit, butterfly, bee, bird)3Colour the picture of a frog with the green crayon.T：Colout the frog.T：(point t

4、o the coloured picture)Look, Its green.Its a green frog.T：green. Follow me.4Incite individual students to colour the rest of the pictures each with a different crage.Practise the structures“Colour ” and “Its (cdour)Its a (cdour) (aninal)”And teach the other seven colours. While-task procedure1Stick

5、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, its Its a2Continue the game with other groups until all the pictures are

6、 coloured.3T：Pick out the green froy. (Then do it)T：Do it after me.4Repeat 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.5T：Make a kite(Pemonstrate to the class how to make a simple ki

7、te 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.Lets 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

8、/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:. W

9、arming up1Greeting2Read a rhyme.Act actTalk talkLearn learn Play playLets enjoy3train. Pre-task preparation1T：（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.2Review the cdours in chorus.T：red Tur

10、n aroud Green Go to the zoo Yellow Open the window3T：Have you been for a picnic recently? Pick some of those who have to tell the class what it was like. While-task procedure1Put 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

11、 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 answ

12、ered. “No.”May was wearing her yellow trp. She looked very smart!2T：Lets count the kites in the sky.T & S：1. 2. 3. 4. 5. 6. 7T：If Anns answer correct?T & S：Yes.3T：How many yellow bananas?How many red apple?How many green pears?(Show the obects)T & S：Ten, eight, seven.4T：（Invite individual students t

13、o 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.)5T：（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?6Play the cassette tape.T：Listen to th

14、e dialogue. Post-task activity Do 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 Mays mother and father. “Ann” can mine flying a kits. “May” can mine holding up a banana and “Mays father can mine cooking. R

15、epeat with other students.Lets playLanguage focus: 1.Asking “Wh-” to find out the colours of objects.Eg. What colour is it? 2.Using 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: Iden

16、tify key words in an utterance by recognizing stress.Materials: Wallchart 1BTeaching ladders:. Warming up1Read a rhymeAct actTalk talkLearn learnPlay playLets enjoy2Greeting3TrainHow many kites?Haw many apples?How many pears?. Pre-task preparation1Stick the eight colour word cards on the board. Hold

17、 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.2Read the words on the board together. While-task procedure1T：Lets play a game.It c

18、alled.“Tick-Tack-Toe”!OR “X or O”gether. 2Pemonstrate 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 thre

19、e squares verticall, horizontally or diagonall wins the game)3T：Open you books (P15)Play the game in pairs (藝友). Post-task actinty Play 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

20、(三次) S：It is Consolidation Page 11Listen & tick the correit boxLets 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.L

21、istening: Identify key words in an utterance by recognizing stress.Materials: Wallcharts 1BTeaching ladders:. Warming up1Greeting2Rhyre1. 2. 3. I am bee.4. 5. bird6. 7. 8.rabbit9. 10frog. Pre-task preperation1Put up the wallchart for page 16.Peview all the colour found on the wallchair.T：What colour

22、 is it? It is (red, blue)(Train)2T：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. While-task procedure1Look at the wallchart.T：(Teach the rhyme line by him)One, twoRed and blueUp

23、and dowm.Orange and browm.Kites in the sky.Flying wery high.2Play the cassette tape for studatsT：Listen to the tape. Lets listen to the rhyme.3T：Lets read the rhyme.(With actions)1. 2. 數(shù)數(shù)up down 上下very high 很高4Do group work(Invite groups of students to act out the rhyme to the class.)5Encourage the whole class to act out the rhyme.Post-task activity Play a game called “Paper Binge?” 在黑板上寫單詞。 每個學(xué)生拿一張寫有三個不同單詞的紙條，師讀單詞，生看紙條打勾，對后 含Bingo!歡呼