Fun with English Book 1A unit 10 英文说课稿

Activity4 Presentation of the new word (yellow)

 I use a guessing game here to elicit the word yellow, the game goes like this: I take out a bag, and ask Ss to touch the fruit in the bag , then guess what the fruit is. Ss always like to do guessing games and they always show interest in something they can’ t see. Ss will review the words about fruit when going through this game. Then I will ask Ss to read the word yellow one by one, group by group . Since Ss were interested in the activity “ looking for color” , so here I will use this activity again.

Up to now, these three words (red, green, yellow) have all been elicited,  and the pictures of apple, watermelon and banana have been sticked on the blackboard, so I will make a rhyme to help Ss remember these three words. The rhyme goes like this: Red, red, apple is red. Green, green, watermelon is green. Yellow, yellow, banana is yellow. Such a kind of rhyme can make it easy for Ss to remember the new words they have just learned.

Activity5 Presentation of the new word (brown)

In order to elicit the word brown naturally, I try to find the relation between yellow and brown, banana is yellow, monkey likes bananas, and monkey is brown. This is the relation between yellow and brown. So I first show the picture of cat and fish on the screen, then I show pictures of banana and four animals (bear, mouse, tiger, monkey) on the TV screen, and then I ask Ss to choose a animal that likes bananas. Ss will probably choose monkey, then I will have Ss chant and dance “Five little monkeys”. They like chanting and dancing, so it can make them exciting. Then I will let Ss read the word brown one by one, group by group.

Activity6 Presentation of the new word (white)

I use a guessing game to elicit the rabbit, the guessing game goes like this: It is a kind of animal, it has long ears, it can jump, it has red eyes, what is it? Can you guess, most Ss can get the answer :rabbit, and then I will ask Ss: What color is the rabbit? SS can answer the question using the sentence structure “It’s white.” Ss sing and dance “ Ten little rabbits”, it can stimulate Ss and make the class lively and interesting.

Step 3 Post-task activity

According to the task-based English teaching approach, the meaningful drill is very necessary in class. This is really a good way to develop their ability to use the language of English.Up to now, All the five new words and sentence structure have been taught to the Ss, so I think I’d better to give Ss a chance to improve their speaking ability, that is to say a short passage using the words and expressions they learned in class. It is a bit difficult for the first-grade Ss to do such a job. In order to make it easier, I set an example first: Look, this is a monkey. It’s brown. Brown, brown, monkey is brown. For the first and second time, I will ask Ss to read after me, then I will invite several Ss to give a presentation. After that, I show the picture of rabbit in the TV screen, and I will ask Ss to say a short passage about the rabbit. And I will also invite two or three Ss to give a presentation.

In the last activity, speaking ability has been trained, but it is also very important for the Ss to put the language into use. So I design a drawing practice here to check up if Ss have mastered the knowledge they have just learned. I will hand out pictures that are in white and black to the Ss, and ask Ss to color the objects according to teacher’s instructions.

Step 4 Homework

1. In order to check the knowledge Ss have learned in this unit, I will ask Ss to say the rhyme they have learnt in the class to their parents.

Red, red, apple is red.

Green, green, watermelon is green.

Yellow, yellow, banana is yellow.

Brown, brown, monkey is brown.

White, white, rabbit is white.

2. Another task is to ask Ss to find different colors at their homes and give a report in the next English class.

That’s all for my lesson design. Thank you for listening.………………………………【全文请点击下载】点击下载此文件

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