1、Unit 1 My classroom课时1Lets talk Lets play教学目标1.学生能够理解对话大意，用正确的语音、语调朗读对话。2.能够在情景中恰当运用句型“Where is? Its in / on /under /near”询问并回答物品的位置。3.能够在情景中恰当运用句型：Whats in the classroom? Lets go and see。4.能够在语境中理解新词classroom, really, picture, near, window的意思，并能正确发音。教学重点1. “Whats in the classroom?” 和 “Lets go and s
2、ee.” 的正确使用。2. “Where is?”和“Its near”的正确使用。3.能听懂，会说并能恰当使用表示方位的介词“near”。教学难点能够将本课时的重点句型灵活运用于日常生活中。教学准备教学挂图，教学课件，教学光盘,人物头饰。教学过程Step 1: Warm upFree talk:T: Welcome back to school.SS: Thank you.T: How are you?SS: Very well, thanks.T: Nice to meet you.SS: Nice to meet you, too.Step 2: Presentation1.导入Lets
3、 talk，练习重点句型。创设教师欢迎同学们返校的情景。T：After this summer vacation, we all have something different. Can you say something different or something new about yourselves?Ss: (教师引导学生用“We have a new”的句式表达。)2.每当学生说出一样新物品的时候，教师马上说：“Really？”“Where is it？”并引导学生用从前学过的介词near, under, in等进行回答，期间教师还可以让学生根据实际情况围绕这一物品进行简单的交流
4、。如：“What colour is it?”，“Do you like it?”等等。3.教师导入：In this new term, Zhang Peng and Sarah also have a new classroom. Whats in the classroom? Lets go and see!4.教师利用教学挂图展示教室，T：Look, this is their classroom.Ss: Its so big. 展示教室里的图片：Look！This is Sarahs picture.展示窗户的图片，并说：This is the window.并简单教读单词：class
5、room, picture, window。5.教师指着图片，并问：Where is the picture? 引导学生用Its near来回答。再让学生分组运用句型“Where is it? Its”来问答教室里的物品。6.播放Lets talk光盘，学生跟读，学习正确的语音语调。并分组进行对话表演，找几组上台表演，评比出最佳表演小组。Step 3: Consolidation and extension1.完成Lets play部分的任务。（1)教师先利用课件展示各个字母代表的物品，如：b book and bag c crayon and care eraser p picture an
6、d pencil box（2)同桌之间模仿Lets play的对话，练习句型“Where is it? Its in/on/under/near”。（3）小组提问，以小组为单位向其他小组发出提问挑战。如：S1：I see a “P”.S2：Where is it?S1： Its near the window. What is it?S2： Its a picture.2.选词填空。 （ ）We have a new . A. near（ ） is it? B. classroom（ ）Its the door. C. so（ ）Its big! D. WhereStep 4: Homewor
7、k听Lets talk部分录音，将对话读给父母听。板书设计Unit 1My classroomPart A: Lets talk & Lets playWe have a new classroom.Whats in the classroom? Lets go and see！Where is it?Its near the window.教学反思本课时以口语交际为主要形式展开教学。教师为了让学生能够在短时间内进入学习状态和对话的情境中，创造真实的语言环境，让学生身临其境。并采用分解对话的方法，循序渐进，由简单到繁杂，并对重点句型进行强化训练，很好地巩固了重点句型，让学生对句型的灵活运用有了一定的掌握。
