Color Talks教學設計

●內(nèi)容簡析

本設計為黑教版EEC教材七年級上冊Unit3的內(nèi)容，是對話形式的閱讀課。通過學習Color Talks的對話，進一步讓學生真正領悟the importance of the clors。

●目標定位

一、知識目標

1.詞匯:argue，hope ，violet， clearly，power royalty，indigo， silence，calm，sky，green，life，moon，joy，orange，health，passion，happiness，Earth，empty，without，suddenly，lightning，flashpour，down，rainbow.

2.交流中運用句式:Work hard together;One color cannot make a rainbow;Teamwork is very important.

二、情感態(tài)度

通過學習Color Talks學生理解了個體與集體的關系，并明白Teawork的意義。

三、方法選擇

借助任務型教學方式，設計語言實踐活動，發(fā)展學生綜合運用語言的能力。

●教學流程

Step One:Lead -in

Talk about the Snow-carvings and ice lanterns in Harbin and then lead the students to the color world .(出示相關圖片。)

Step Two:Warm-up

Show the students some colorful pictures. The students may tell the colors that they can name loudly.

Step Three:Learn about the name of each color

Show the color cards to teach the names of the colors.(具體圖片略。)

Step Four:Learn about the meaning of each color

1.Let the students choose the color that they want to study first. Students may talk about what they can think of when they see the color and guess the meaning. Teacher will help them know about each color’s meaning in the dialogue.

(讀前活動在于激發(fā)學生的閱讀動機，激活學生已有的知識經(jīng)驗，為閱讀學習的開展和新知識的構建作好鋪墊。)

2. Have a chant about each color’s meaning.

Blue the world needs peace

Orangebrings us health

Greenjoy and and enerty

Indigo silence and calm

Violetpower and royalty

Colors the world needs colors

(以chant的形式重現(xiàn)本課的重點詞匯和句型，通過學習加強學生對顏色內(nèi)涵的理解。)

3. Do pair work to practice.

“What color do you like best/most and why?”

4. Have a competition to check how well the students understand the meanings of the colors.

Step Five:Learn about the importance of each color

1. Listen to the dialogue with the question“What are the colors talking about?”

2.Ask the students to find out the reasons that the colors think they themselves are the most important in the first fifteen lines in the dialogue and fill out the form.

(排除干擾，帶著問題有目的地閱讀，有選擇地進行跳躍式閱讀，迅速有效地找到文章中的某些特定信息，而忽略與閱讀目的無關的信息。)

3. Talk about“What color the students think is the most important and why?”

4. A presentation to show all the colors are important.

(使學生原有的知識和文本之間形成互動，讓學生充分體驗、感悟、從文本的對話中有效地獲取信息、處理信息，最終理解文章蘊涵的深層信息。)

5. Read the rest part of the dialogue. Talk about“what can we learn from Rain’s words”.

6. Get the genuine idea of the dialogue.

(本活動是前一個教學活動的延伸，目的在于幫助學生進一步理清作者意圖。活動的延續(xù)性，使學生的思維始終處于積極活躍的狀態(tài)，既能使他們的注意力高度集中于閱讀材料，又能最大限度地激發(fā)他們的學習興趣。)

Step Six:Activities

Make the students suppose they are different colors and write a new end for the dialogue

(閱讀課的輸出階段，教師可以組織學生對文章信息進一步加工，也可在此基礎上進一步拓展，圍繞課文內(nèi)容進行言語交際活動，圍繞作者觀點進行討論。)

Step Seven:Sum-up and moral aims

According to the topic of the dialogue，say something more to make the students have the clear idea about teamwork.

Step Eight:Homework

Write a passage about “Teamwork”.

(寫作必須經(jīng)過由簡到繁、由淺入深的訓練過程，即需要由詞、句到段、篇的系列化訓練。通過逐項的復習和鞏固，學生最終可以運用這些內(nèi)容進行寫作，從而對學生的閱讀表達能力起到推動作用。)