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1、Unit 1 My classroom第一课时课时内容A. Lets talk. Lets play. 课时分析 在Lets talk部分，Sarah和Zhang Peng在谈论他们的新教室。Sarah首先告诉Zhang Peng他们这个学期会有一个新教室。Zhang Peng很好奇教室里的布置。所以两个人一起去看了看。他们发现教室很大，Sarah还惊喜地发现自己的画被摆放在窗户旁边。在他们进行对话的过程中，呈现了如下重点句式：We have a new classroom. Whats in the classroom? Lets go and see! Where is it? Its n
2、ear the window. 在接触这些重点句式的同时，学生会感受到以下词汇：classroom, window, picture, near。Lets play是个针对重点句式进行的游戏活动。这个活动将字母的字形、发音与重点句式的操练巧妙地结合了起来。教材呈现的图片中，有三个c，两个b，两个p，一个e, 一个r，分别放在玩具汽车（car）、彩笔（crayon）、图画（picture）、尺子（ruler）、书包(bag)、文具盒(pencil box)、橡皮(eraser)的旁边。学生首先说出自己看到了哪个字母，运用句式：I see a .同组同学询问在哪里，因为有时有两到三种物品具有同样的
3、首字母。出题者说出其位置，这样，同组同学就可以顺利地猜出出题者所说的物品是什么了。在这个游戏过程中，学生会回忆字母的字形与字音，并回忆字母在单词中的发音。同时，操练如何询问并表达物品的位置。 在学习本课时内容时，可先学习对话中提到的与教室有关的词汇，复习文具及表示位置的词汇，以使学生能够顺利地进行重点句式的问答。课时目标1. 能够在语境中理解新词classroom, really, picture, near, window的意思，并能正确发音 2. 能够听懂、会说、认读句型：We have a new classroom. Whats in the classroom? Lets go an
4、d see! Where is it? Its near the window.3. 能够在真实或模拟的情景中正确使用Where is it? 来询问物品的位置4. 能够在真实或模拟的情景中正确使用Its near/ under/ on/ in.来描述物品听位置5. 能够在情景中恰当运用句型：Whats in the classroom? Lets go and see!6. 能够理解对话大意， 能够用正确的语音、语调朗读对话课时重难点1.重点能够理解对话大意， 能够用正确的语音、语调朗读对话能够在语境中理解新词classroom, really, picture, near, window的
5、意思，并能正确发音能够听懂、会说、认读句型：We have a new classroom. Whats in the classroom? Lets go and see! Where is it? Its near the window.2. 难点能够在真实或模拟的情景中正确使用Where is it? 来询问物品的位置能够在真实或模拟的情景中正确使用Its near/ under/ on/ in.来描述物品听位置能够在情景中恰当运用句型：Whats in the classroom? Lets go and see!教学准备1. 多媒体课件、录音机、磁带2. 文具实物及单词图卡教学过程S
6、tep 1 Warm up1. 游戏：Whats in the box? 猜宝游戏。教师准备一个袋子或盒子，请学生猜一猜里边是什么，主要来复习文具类词汇。Teacher：Hello, boys and girls. I have a box. Guess, whats in the box? You, please. A ruler? Lets see. Yes, a ruler is in the box. What else? Who can try?设计意图：猜宝游戏是孩子们比较喜欢的一个游戏。因为未知而激发了他们强烈的好奇心，使原本相对枯燥的复习变得更有趣味，更吸引学生的注意力。Ste
7、p 2 Lead in 1.将学生猜出来的文具摆放在讲台上，通过询问，引导学生说出这些物品的位置。Teacher：Look at these things. Where is the ruler? Its near the pencil. Where is the book? Its near the pencil box. . Where is my box? Its on the teachers desk. This is a teachers desk. Where is the teachers desk? Where are we? Yes, we are in the class
8、room. Read after me, classroom. The classroom is a room that a class studies in it. Lets write it together, classroom. Whats in our classroom? 设计意图：通过上一环节中复习到的文具物品自然引入位置的讨论，使学生通过观察实物位置自然理解near的含义。并在讨论已知位置的情况下，引出新词汇teachers desk, classroom，使学生在语境中获取新词汇的意义。通过英语的讲解使学生感受classroom这个合成词的构成，帮助他们记忆单词。Step 3
9、 Presentation1. 导读，引出对话内容，引起学生的阅读兴趣。Teacher：This is our classroom. Zhang Peng and Sarah have a new classroom. Whats in their classroom? Lets go and see. 2. 播放对话内容，以视频的方式使学生理解对话内容。观看的同时，向学生提出问题。Teacher：Watch the video please. Then answer my questions. What can you see in the classroom?Teacher：Now who
10、 can answer my question? What can you see in the classroom? 3. 再次播放课文内容，学生根据对话内容回答问题。Teacher：Watch the video again. After that, try to more questions. Is the classroom big? Whose picture can you see? Where is it? Teacher: Can you answer these questions? Is the classroom big? Whose picture can you se
11、e? Where is it? 设计意图：先引起学生的阅读兴趣，并通过带着问题看课文的方式培养学生专心倾听、观察，把握所听内容的重点内容的能力。再次播放课文，使学生更加熟悉课文，在此基础上，以问题引导学生理解对话内容。Step 4 Practice1.播放课文录音，学生跟读。Teacher: Listen to the tape. Read after it, please. 2. 自由练习读课文。教师巡视，并为学生提供帮助。Teacher：Read the dialogue freely. If you have any questions, please raise your hand a
12、nd ask me. 3. 分角色朗读课文。Teacher：Lets read the dialogue in roles. Boys will be Zhang Peng. Girls will be Sarah. Lets read the dialogue. Now girls will be Zhang Peng. Boys are Sarah. Read it again. 4. 表演课文。Teacher：Lets act the dialogue out. Who wants to try? Lets find the best pair. 设计意图：通过跟读，使学生获得对话的准确
13、读音。自由练习有助于使学生明白自己的弱点，并及时获得教师的帮助。分角色朗读和表演能使学生将对话内容内化为自己的语言，帮助他们自由使用所学内容，提高自己的口语表达能力。5. 利用学生的文具、书等物品进行问答，练习新学习的句型。Teacher：Where is my book? Yes, its on the teachers desk. Where is your book? Oh, its on the desk. And its near the pencil box. In pairs, ask and answer, please. 设计意图：利用学生触手可及的物品进行对话练习，使学生在
14、实际的情境中使用学习到的语言知识。6. 完成Lets play活动。Teacher：Look at the picture. There are some letters. What are they? Read them please. What are the letters for? This C is for the car. This c is for the crayon. The b is for bag and book. Now, lets play a game. I see a “c”. Guess what it is. You can ask me where the
15、 c is. Then you can know it. Its on the desk. What is it? Yes, its a car. Teacher: Lets do a pair work. Play the game in pairs. Teacher: Which pair wants to show your dialogue? 设计意图：在学生基本掌握了重点句型之后，进行游戏活动，让学生在游戏中既复习了字母在单词里的发音，又练习了如何询问物品的位置的问答句。Step 5 Summary1.利用游戏中的图片，编制韵句，总结本课的重点内容。Teacher: Look at the picture. Lets say a chant about it. Listen to it first.Book, book, where is the book? Where is the book?Desk, desk, its on the desk. Its on the desk.Crayon, crayon, where is the crayon? Where is the crayon? Desk, desk, its in the desk. Its in the desk. 2. 学生跟唱韵句，然后自己编制韵句并表演。Teacher：Say the ch
