Learning goals:

1.知识与能力：

(1) Can spell the words of colors correctly

(2) Can communicate with others using the things, spelling and colors. Such as: “What’s this/ that in English? It’s a/an….Spell it, please. …. What color is it? It’s+颜色词.”

2.情感价值目标：通过渐进的学习和一点一滴的进步，体会成功的快乐，摸索学习的方法。

Teaching importance and difficulties（重难点）:

重点：(1)能够正确拼写单词red, white, black, yellow, green, blue, brown, purple.

(2)运用所学句型和单词就物品的名称、拼写与颜色进行对话。

难点：能够熟练地就物品的名称、拼写与颜色进行对话。

Teaching and learning steps

Step 1 Review

Show the following picture of The Olympic Rings to review the words of colors.

T: What’s this in Chinese?

Ss: .奥运五环

T: Good. It is “The Olympic Rings” in English. Do you know the colors?

Ss: Yes.

(T: Point to the different colors and let the students say and spell the words.)

（教学设计：运用奥运五环吸引学生的眼球，并把颜色与对应词汇紧密联系在一起，加深学生的记忆功能，同时唤醒学生热爱体育的情感。）

Step 2 Preview

Task 1:根据例句完成句子

例句：The _key__ is _yellow___.

1.The ______ is ______.

2.The _____ is ______.

3.The _____is ______.

4.The ______ is ______.

Task 2:从Ⅱ栏中找出与Ⅰ栏相对应的答语。

Ⅰ

1. What’s that?

2. What color is it?

3. Spell “orange”, please.

4. Good afternoon.

5. How are you?

Ⅱ

A. It’s blue.

B. O-R-A-N-G-E.

C. Good afternoon.

D. I’m fine.

E. It’s a quilt.

Task 3:诗景画色

1.         日依山尽，      河入海流。

2.日出江花      胜火，春来江水     如      。

3.等闲识得东风面,万    千       总是春。

4.满面尘      烟火色,两鬓苍苍十指           。

（教学设计：检测学生对本节课重点词汇与句型的理解与掌握，以便以学定教。）

Step 3 warming up and leading in

T: You did very well in previewing. Now please look at the pictures carefully and answer my questions. (Write the model on the blackboard.)

A: What’s this in English?

B: It’s a ruler .

A: What color is it?

B: It’s white.

（教学设计：通过多练自然导入本课重要内容：就物品的名称、拼写与颜色进行对话。）

Step 4  Listen for the general idea（听取大意）

Listen and circle the words you hear.

cup    map   ruler   key   quilt   jacket   orange

Step 5 Listen for the specific ideas.（听取细节）

Task 1: Listen and color the things. (3a)

Task 2: Listen again. Complete the sentences. (3b)

1. The ruler is ______.

2. The key is  yellow   .

3. The cup is ______

（教学设计：让学生在确定物品的基础上进行涂色可以让学生通过动手进一步感知颜色，再听填写将词形与色彩有机结合，符合学生认知规律，并且使原本枯燥的英语生活化、具体化，同时加深理解与记忆。）

Task 3: Listen and write down the things you hear. (3c)

(1) Listen carefully, pay attention to the pronunciation.

 (2) Listen again and complete the chart.

 (3) Check the answer.

(4) Listen and repeat.

（教学设计：本环节的设计既能对所听内容进行巩固，又能起到更正学生发音的作用。）

Step 6 Post-listening activities.

1. Read the conversation in 3d.

Ask students to read by themselves, and then ask students to read in pairs.

2. Make up conversations.

Ask students to make their own conversations with the pictures:

A: What’s this in English?

B: It’s a/an …

A: Spell it, please.

B: …

A: What color is it?

B: It’s …

Give students some time to prepare the conversation, then ask some pairs to act it out..

While this, pay attention to their pronunciation. After that, let students practice the conversation with their own things.

（教学设计：学生通过阅读，对所听材料进一步熟悉，对本节课的重点句型进一步巩固，同时也为下面的自编对话打下了基础。对话部分意在培养学生的创新能力，通过自己重组使对话更有新意，让学生用自己的物品时行操练更能使英语生活化。）

Step 7 Inquiry into knowledge by translation.

What color is it? ________________?

这是一个由疑问代词_______引导的

特殊疑问句，用来询问物品的颜色。

该句的回答是“代词_____+is+颜色”。

如：--What color is the key?___________?

--It’s yellow.  _____________.

【知识拓展】color还可作动词，意为“给……着色”。如：______ the picture green.(把那幅画涂成绿色。)

（教学设计：引导学生观察、发现、归纳和总结语言学习规律，形成有效的学习策略。）

Step 8 The end-of-class test.

一、根据句意和首字母提示完成句子。

1. What c______ is it?

2. It’s y______.

3. The ruler i ____ blue.

4. W_____ that?

5. What’s this i___ English?

二、从括号中选择适当的词完成句子。

1. This _____ (is ,are) a map.

2. --______ (How, What) are you?

--I’m fine, thanks.

3. --What’s this in English?

--_____ (It, This) is an orange.

4. –What’s that?

--It’s _____ (a, an) ID card(身份证).

5. --____________ (What’s color, What color) is the quilt?

--It’s green.

Step 9. Homework

You must recite the conversation in 1b. and also write your own conversations using your own things .The more，the better.

 Using:  A: What’s this\that?

       B: It’s….

       A: What color is it?

       B: It’s….

（教学设计： 分层布置作业，既面向全体学生，又可以对学有余力的同学进行提升.）