【正文】 et the children to pay attention to the names.(4) Colour and say. Make dialogues with children and write down the colour words.Before children play this game, they need to do some colouring. To make it easier for pupils to understand, start by directly asking pupils to study the example dialogue in Task 4 on page 5. Conduct some initial practice on the question structure “ Do you have a red pen?”. Use the 8 coloured pictures in Task 3 on Pa ge 5. Pupils will look at each picture and ask the question.Then guide pupils to ask you those questions, demonstrating how to give a negative answer.Repeat the same exchange with you asking the pupils the same question for real answer, “Do you have a …?”Pupils will give their true answers. Explain Task 4. Give pupils enough time to colour the pictures before they start the oral practice in pairs.(5)summary:1. The patterns2. The vocabulary3. Finish some exercises.教學(xué)反思： 《國家英語課程標準》2011版正式使用，要求我們教師注重英語教學(xué)的工具性與人文性，在顏色的教學(xué)中，我留意運用各種顏色的文化去吸引學(xué)生：冷暖色、三原色、顏色的性格，顏色的含義……孩子們對此非常感興趣。Unit 2 Let’s Colour it1. Learning objectives: (1) To learn more names of colours and the expression “Let’s …” “Look at …” (2) To practice telling the colours of things through describing a funny face. (3) Go over the words of parts of body, stationary and appliance. (4) Motivate and encourage the pupils to enjoy English learing.2. Learning and teaching focus:(1) new words: look, at, look at, brown, black, purple, orange, green, hat, crayon, funny, (2) new patterns: Let’s colour the nose red. Look at the picture. (3) Some other cultural conciousness. The colours of the faces in Chinese Beijing Opera and in crowns of the western world.3. The design of the blackboard: Unit 2 Let’s colour itVocabulary Look at the green hat. Let’s colour the hat purple. Crayons a funny face a black desk4. Steps:(1) Preparation and warming up:a. Involve the kids by singing an old song of Grade 1: Rainbow.b. Go over the colours by songs and rhymesc. Free talk to go over the patterns in Unit 1.(2) Presenting the main dialoguea. in the dialogue, the colour name red is learnt, while the colour name green is new.b. Have pupils look at the picture. Ask simple questions to help them understand the picture, for example, Who can you see in the picture? Who is the boy? Who is this girl? What does Janet have?c. Draw the picture that Janet is holding on the board, or use the picture on the page, to present funny face and hat.d. Use your own demonstration, or draw pupils’ attention to colouring crayons that Janet and Jiamin are holding, to show that the two children want to colour the picture.e. Tell pupils that they are going to listen to the dialogue. Ask them to listen for the colours that Janet and Jiamin will choose.f. Play the recording once all the way through.g. Play the recording again, pausing after every sentence to check understanding and for pupils to repeat.h. Sum up by asking the two colours that Janet and Jiamin have chosen.(3) Presenting the new colour wordsa. Since the pupils have learnt green from the dialogue, you can begin with the colour green, and present the other colour names in the contextual teaching.b. Say to the pupils Let’s learn more colours. Then present the names of other colours. Then point to the colours randomly, and ask pupils to say the colour word.(4) Consolidation:a. teach, or revise the words hair, nose, eyes, mouth, and ears…b. Invite pupils to imagine that they are Janet and Jiamin. They will continue the dialogue by talking about how to colour the hair, nose, eyes, mouth, and ears, of the person in Janet’s picture. Note that there are no absolute right or wrong answers. Give one example to the pupils using hair. Pupils then continue the dialogue in groups or in pairs.c. Copy the colours in class.(5) Homework:(6) End the lesson:教學(xué)反思： 將各種話題的內(nèi)容有效組合和運用，課堂會更加高效。針對三年2班學(xué)生的兩極分化比較嚴重的狀況，我特意放緩了速度，逐個檢查課本中的習(xí)題和筆記，確保全部落實，一個不落下。還有，顏色詞變得難背記，一定要充分調(diào)動孩子的積極性，運用已有的知識水平，激發(fā)孩子的學(xué)習(xí)自信心。Unit 2 Fun with English1. Learning objective: To practice the colour words through a listening activity. To go further and know more about the culture in colours. To learn by doing and more activities.2. The learning and teaching focus: The vocabulary and the patterns in the context.3. The design of the blackboard: Unit 2 Let’s colour it The pictures of the faces4. Steps:(1) Revision of the vocabulary and the patterns in the dialogue.(2) Revision and practice of the dialogue and then let some of the children to act out the dialogue.(3) Revise the names of colours that pupils have learnt so far.(4) Pupils will have been familiar with the listen and colour routine by now. If that is the case, briefly explain the activity, and start playing the recording for pupils to do the colouring.(5) Play the recording, pausing after every sentence for pupils to do the colouring. Make sure pupils have enough time to do the colouring.(6)Point to the object and tell its colour.5. Homework:6. End the lesson.教學(xué)反思： 課堂中完成的部分，因為放緩了腳步，孩子比較有自信，生活中的經(jīng)歷與課程內(nèi)容緊密結(jié)合，孩子們學(xué)習(xí)起來很輕松?；顒邮謨灾饕菫榱思ぐl(fā)學(xué)生的多元智能而是用的，因此我認為還需要給孩子們選擇一本適合的練習(xí)冊，適當?shù)恼n外閱讀內(nèi)容，幫助孩子拓寬視野，不要只局限于課本和課堂。 Module 2 PositionsUnits and thematic content This module is about positions. In Unit 3, the children are playing a guessing game. One child hides an object for the other children to guess where it is. In Unit 4, Ben is getting ready to go to school. However, he can’t find his English book. His mother helps him by asking Ben possible places where he may have put it.Grammar and municative functions Prepositional phrases of location, ., in the box, under the chair. Statements for telling positions, ., (The ball / It) is (under the table). Using where to ask about locations: Where is…? Asking Yes/No questions about