四年级上册Unit 1 My classroom 第一课时.docx

Unit 1 My classroom第一课时课时内容A. Let's talk. Let's play.课时分析在Let、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. What's in the classroom? Let's go and see! Where is it? It's near 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。Lefs 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, -*个e, *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. What's in the classroom? Let's go and see! Where is it? It's 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Ifs 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：What's in the classroom? Let's go and see!6 .能够理解对话大意，能够用正确的语音、语调朗读对话重难点.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的意思，并能正 确发音能够听懂、会说、认读句型：We have a new classroom. What,s in the classroom? Let's go and see! Where is it? It's near the window.1 .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It，s near/ under/ on/ in.来描述物品听 位置能够在情景中恰当运用句型：What9s 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Step 1 Warm up1.游戏：Whafs 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, what's in the box? You, please. A ruler? Let's 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。Step 2 Lead in1 ,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? It's near the pencil. Where is the book? It's near the pencil box. Where is my box? It's on the teacher's desk. This is a teacher's desk. Where is the teacher's desk? Where are we? Yes, we are in the classroom. Read after me, classroom. The classroom is a room that a class studies in it. Let's write it together, classroom. What's 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teacher's 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 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. What's in their classroom? Let's 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 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 see? 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 and ask me.3 .分角色朗读课文。Teacher： Let's read the dialogue in roles. Boys will be Zhang Peng. Girls will be Sarah. Let's read the dialogue. Now girls will be Zhang Peng. Boys are Sarah. Read it again.4 .表演课文。Teacher： Let's act the dialogue out. Who wants to try? Let's find the best pair.设计意图：通过跟读，使学生获得对话的准确读音。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, it's on the teacher's desk. Where is your book? Oh, it's on the desk. And it's 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，使学生在实际的情境中 使用学习到的语言知识。6 .完成Let's 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, let's play a game. I see a “c”. Guess what it is. You can ask me where the c is. Then you can know it. It's on the desk. What is it? Yes, it's a car.Teacher: Let's 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. Let's say a chant about it. Listen to it first.Book, book, where is the book? Where is the book?Desk, desk, it's on the desk. It's on the desk.Crayon, crayon, where is the crayon? Where is the crayon?Desk, desk, it's in the desk. It's in the desk.2 .学生跟唱韵句，然后自己编制韵句并表演。Teacher： Say the chant after me, please.Teacher: Please make a chant like this. You can make it in groups.Teacher: Which group want to show your chant? Let's find the best pair.设计意图：以韵句来总结，可以让学生在一课时的学习后，放松心情。同时, 有节奏地吟唱能够帮助学生更好地巩固自己的记忆，增强学习效果。让学生自己 编制韵句，可以达到替换单词操练句式的效果，使学生更加了解句式结构，从而 进一步掌握重点句式。Step 6 Homework1 .背诵 Let's talk2 .完成课堂检测板书设计Unit One My ClassroomWe have a new classroom.What's in the classroom?Let's go and see.Where is it?It's near the window.