单元题目Starter Unit 3 What color is it?
第 1 课时
单元分析
本单元的话题为“物品的颜色”，继续学习字母S至Z，并集中回顾、梳理26个英语字母的读音、顺序和写法，总结5个元音字母的发音。在语言功能方面，涉及关于颜色的8个单词，以及询问和描述颜色的句型，同时结合前两个单元内容，进行灵活运用。
单元内容整合：1课时完成，分两部分进行：第一部分包括1a－1c和3a-3d,通过创设情境，引导学生用英语询问和描述物品颜色，并结合上一单元“询问物品”的功能句型进行情景练习。第二部分包括2a－2e, 4a－4d, 是进行字母和语音教学，通过听音、模仿，发现读音规律。
本单元引入了“请求单词拼写”的用语，这是英语学习从小学向初中过渡的对于“写”的要求的一个重要起点：准确拼写、规范书写。是英语学习习惯的养成基础。
教学目标
知识与能力：
知识目标：
掌握英语字母S至Z的发音、顺序和书写规范
能够区分元音字母U在重读开、闭音节中的不同发音
能够归纳五个元音字母在重读开、闭音节中的常见发音
能够正确使用课标词汇：color, the, red, yellow, green, blue, black, white, purple, brown, can, see, say, now, my
能够熟练使用常见的表示颜色的形容词：red, yellow, green, blue, black, white, purple, brown
感知定冠词the的用法
能够熟练使用what引导的特殊疑问句询问物品的颜色并作回答。
能力目标：
能够就物品颜色进行问答
－What color is it?
－It’s red.
情感态度价值观：
能够通过对颜色的理解，初步感知颜色在不同文化中的意义，但是different colors make a colorful world.
教学重难点
重点：
掌握英语字母U的发音、顺序和书写规范
能够总结并区分五个元音字母 在重读开、闭音节中的不同发音
3. 能够就物品颜色进行问答
难点：
能够区分元音字母U在重读开、闭音节中的不同发音
2. 能够总结并区分五个元音字母在重读开、闭音节中的不同发音
教学过程
教学步骤
教师活动
学生活动
设计目的
Stage 1
Identifying colors
Step1
（lead-in）
Greet students one another. Get one thing from a student and ask “What’s this/that?” and “ What color is it?”
Greet the teacher and answer the question.
创设情境
导入新课
Step2
(1a, 1b)
Show the picture in 1a, and guide students to listen and repeat, and then find write the letter for each color.
Guide students to practice the conversations and make their own ones.
Look at the picture, listen, repeat the dialogue.
Practice the conversations
语言输入
理解目标语言
Step3
(1c)
Group competition:
Practice asking and answering question “What color is it?”
Have groups try to find the things in different colors and then make conversations in limited time，while other groups write down the sentences.
Practice the conversations among groups.
Compete in making conversations.
语言体验
内化目标句型
Step4
(3a, 3b, 3c)
Guide students to listen and color the things, complete the sentences and the chart. Help students listen for the key words.
Help students make a difference between a and an.
Make conversations using the information in 3a－3c.
Listen and finish the tasks.
Make their own conversations.
听并记录关键信息
Stage 2
Letters & Pronunciation
Step1
(2a－2e)
Show students the correct writing orders and structures of the letters S-Z. on slides.
Dictate some abbreviations in 2e, and ask students to write them down and guess the meaning.
Imitate the writing and pronunciation of the letters S-Z.
Write down the abbreviations and guess the meaning.
观察学习
模仿感知
Step 2
(4a－4d)
Get students to 4a and 4b
Get students to listen and repeat the pronunciation of letter A, E, I, O, U.
Guide students to summarize the pronouncing rules of A, E, I, O,U in words.
Finish 4a and 4b.
Listen and repeat the pronunciation of letter S-Z.
Summarize the pronouncing rules of A, E, I, O,U in words.
操练书写
模仿发音
总结发音规律
Homework:
板书设计
What color is it?
What’s this in English?
It’s a key.
Spell it, please.
K-E-Y.
What color is it?
It’s yellow.
教学反思
1c
学生小组活动时，一组说，其他组记录，看哪个组记得多。
学生回答时要用完整句子回答，板书出来。
活动设计：
Building sentences
Start from one-word answers and add words. For example
Pen
A pen
It’s a pen.
1a 活动设计1
lead－in：老师进行自我介绍，并把自己的名字写在黑板上，Please call me Ms. Zhang.
老师依据手中的人名册，来“点名”问候：Xiao Ming, good morning. Nice to meet you.
补充资料：boys’ names and girls’ names list
How many names do you know?
请list出更多的first names, 写在黑板上，请学生分辨出：
male or female
real names, nick names or shortened names
补充：美国最流行的前十名名字排行榜，星座最适合的名字
英文名字的含义
中国人姓名在英文中的写法
3d 帮助学生在真实语境中使用目标语
Hello Chain!
小组竞赛
使用目标语：Hi, Helen! How are you?
Hi, Eric! I’m fine, thanks.
要求：1、ask all the students stand up to greet one another.
2、finish and get seated to see which group is the first.
注意：文化礼仪的养成：
In the US, people will almost always greet one another with a smile. It’s polite to smile back and nod.
补充：关于How are you? 的不同回答
2e 关于缩略词：
补充网络聊天缩略用语，请学生猜意思。
3a 关于set the scene 帮助学生在真实语境中使用目标语
What time is it?
Where are they now?
