Unit 2 Colour
Teaching & Studying Plan
学校： 海安县西场初中 设计者：张广林
Title (课题) Colour (Comic strip and Welcome to the unit) Type (课型) New 新授课 Period (课时) 1 Supporting Theories (理论支撑) 1.美国教育心理学家霍华德•加德纳提出的多元智能理论认为，人类智能是多元而非单一的，每个人都有独特的智能结构和智能优势，每个人的学习方式都是独特的，所以一个人不可能学会所有的东西。多元智能理论有助于转变我们的教学观，形成正确的评价观；转变我们的学生观，形成正确的发展观。在教学中要做到因材施教，注重对不同人的不同智能的培养，多方面了解学生特长，相应地采取适合其特点的教学方法，使学生的特长达到充分的发展，发现自己至少有一个方面的特长，热切追求其自身内在的兴趣。 2.建构主义学习理论认为，学习者的知识是在一定情境下，借助于他人的帮助，通过意义的建构而获得的。学习是一个积极主动的建构过程；强调教学必须以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识在原有经验基础上的意义生成，要求教师由知识的传授者、灌输者转变成为学生主动建构知识的帮助者、促进者，学生学习的合作者。必须倡导“任务型”的教学途径，锻炼独立思考的能力，采用灵活多变的教学手段，激发学生学习英语的兴趣，培养学生的创新精神；注重过程评价，促进学生全面发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系，倡导合作学习，通过同学间、师生间的交流、沟通、互动，提高个人的学习效果，实现团体学习的目标。 A: Knowledge (语言知识) 1. To recognize the name of different colors. Aims & Demands (教学目标) 2. To recognize the colors of the rainbow and the order of the colors. B: Language skill (语言技能) To enable the students to know the names of different colours. C: Feeling (情感态度) To make the students know the eastern and western culture about colours and make them know that colours can change people’s moods. To learn the names of different colours To learn how to use the phrase “would rather...than...”and “prefer...to...” Key points and difficulties (教学重、 难点) Teaching Methods (教学方法) Task-based teaching approach Situational teaching method Aids: To get some cards with words ready. 课前准备（教具、To get some information about “would rather...than...”. 活动准备等） 初中-英语-打印版
初中-英语-打印版
教 学 设 计 课前延伸 1. Preview the new words of this part and try to master the usage of them. 2. Finish off the exercises of this part. Studying Plan (学习计划) Aims (设计意图) Teaching Plan (授课计划) 课 内 探 究 Step one Warm up How many colors do you know? 通过谈论身边东西的( red, white, black, blue, green, 颜色，激发学生学习grown, purple….) 的兴趣。 If you mix two different colors, you can get another color, such as: red + white = pink; red + yellow = orange; red + blue = purple. What color are the following things? (the sea, the sky, the sun, a leaf, a tomato, an apple …) One day, Hobo played a trick on 通过听录音、回答问Eddie. What happened? Let’s look at 题引导学生初步理解the pictures while listening to the Comic对话内容。 tape. 1. Why would Eddie rather wear blue than pink? 2. Does Eddie look nice on blue? Why not? 3. Hobo says to Eddie, “Blue looks good on you.” Does he really think so? 1. Read, understand and act out the dialogue. 2. Practice the pattern ‘I’d rather wear blue than pink.’ 通过对重点句型I’d rather wear blue than pink.的操练、表演对话等活动进一步理解对话内容。 学 Step two Presentation Step Three Practice 初中-英语-打印版
初中-英语-打印版
课 内 探 究 导 Step Four Presentation A. After the rain, Millie looks out of her window and sees a rainbow. How many colors can she see? Write down the names of the colors. B. Amy’s cousin saw the rainbow too. She is calling Amy to tell her about it. Read the dialogue between Amy and her cousin in part B on page 25. Then work in pairs to make the same dialogue. 要求学生填出彩虹七种颜色, 采用两两合作对话的形式进行，有利于降低难度，培养合作精神，提高学生运用语言知识的能力。 2. 采用小组合作探究的形式进行，有利于降低难度， 培养合作精神。 练 Step Production 1. Finish some exercises on the paper. 通过练习，检查学生2. Talk about colours can affect our 对本课知识的掌握，Five moods. 同时谈论颜色可以影响人的心情，为下节课做准备。 1. Recite all the new words and Six phrases. 2. Preview the new words of the reading and know its main idea. 3. Finish the exercises on the paper. 既落实双基，又重视知识面的拓宽和能力的提升；注重巩固与预习相结合。 课后提升 Step Assignment Blackboard design (板书设计) Unit 2 Colour 1. Do you know how many colours there are in a rainbow? What are they? Indigo violet pink rain+bow = rainbow 2.I would rather wear blue than pink. 否定：I would rather not wear blue than pink. Would rather do sth Would rather do sth than sth Would rather do sth than do sth 初中-英语-打印版
初中-英语-打印版
3. There is nothing wrong with pink.
初中-英语-打印版
因篇幅问题不能全部显示，请点此查看更多更全内容