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1、新人教PEP版四年级上册英语Unit 1 Myclassroom第一课时教案教学设计第一课时课时内容A. Let s talk. Let s play.课时分析在Let s talk部分，Sarah和Zhang Peng在谈论他们的新教 室。Sarah首先告知Zhang Peng他们这个学期会有一个新教室。Zhang Peng很奇怪教室里的布置。所以两个人一起去看了看。他们发觉教室很大，Sarah还惊喜地发觉自己的画被摆放 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 g
2、o and see! Where is it? It s near the window. 在接触 这些重点句式的同时，同学会感受到以下词汇：classroom, window, picture, nearoLet，s play是个针对重点句式进行的嬉戏活动。这个活动将字 母的字形、发音与重点句式的操练奇妙地结合了起来。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。同学 首先说出自己看到了哪个字母，运用
3、句式：I see a .同组同二、1. X 2. X 3. V 4. V三、1. What is in the classroom? 2. We have a new classroom.3. It is near the window.4. Let s go and see.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.学询问在哪里，由于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
4、样，同组同学就可以顺当地猜出出题者所说 的物品是什么了。在这个嬉戏过程中，同学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，以使同学能够顺当地进行重点句式 的问答。课时目标.能够在语境中理解新词 classroom, really, picture, near, window的意思，并能正确发音1 .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! Wh
5、ere is it? It s near the window.2 .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3 .能够在情景中恰当运用句型：What? s in the classroom? Let?s go and see!4 .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.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
6、够听懂、会说、认读句型：We have a new classroom. Whats 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：What s in the classroom? Let s go and see!教学预备.多媒体课件、录音机、磁带1 .文具实物及单词图卡教学过程Step 1 W
7、arm up1.嬉戏：What? s in the box?猜宝嬉戏。老师预备一个袋子 或盒子，请同学猜一猜里边是什么，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? Let s see. Yes, a ruler is in the box. What else? Who can try?设计意图：猜宝嬉戏是孩子们比较喜爱的一个嬉戏。由于未知而 激发了他们剧烈的奇怪心，使原本相对枯燥的复习变得更好玩味，更吸引同学的留意力。Step 2
8、 Lead in1.将同学猜出来的文具摆放在讲台上，通过询问，引导同学说 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 cla
9、ssroom. 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争 论，使同学通过观看实物位置自然理解near的含义。并在争论 已知位置的状况下，引出新词汇teacher s desk, classroom, 使同学在语境中猎取新词汇的意义。通过英语的讲解使同学感受 classroom这个合成词的构成，关心他们记忆单
10、词。1 .导读，引出对话内容，引起同学的阅读爱好。Teacher： This is our classroom. Zhang Peng and Sarah have a new classroom. What s in their classroom? Let s go andsee.2 .播放对话内容，以视频的方式使同学理解对话内容。观看的 同时，向同学提出问题。Teacher： Watch the video please. Then answer my questions.What can you see in the classroom?Teacher： Now who can ans
11、wer my question? What can you see in the classroom?3 .再次播放课文内容，同学依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
12、is it?设计意图：先引起同学的阅读爱好，并通过带着问题看课文的方 式培育同学用心倾听、观看，把握所听内容的重点内容的力量。 再次播放课文，使同学更加熟识课文，在此基础上，以问题引导 同学理解对话内容。Step 4 Practice.播放课文录音，同学跟读。Teacher： Listen to the tape. Read after it, please.1 .自由练习读课文。老师巡察，并为同学供应关心。Teacher： Read the dialogue freely. If you have any questions, please raise your hand and ask m
13、e.2 .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.3 .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，使同学获得对话的精确读音。自由
14、练习有助于使同学明白自己的弱点，并准时获得老师的关心。 分角色朗读和表演能使同学将对话内容内化为自己的语言，关心 他们自由使用所学内容，提高自己的口语表达力量。4 .利用同学的文具、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：利用同学触手可及的物品进行对话练习，使同学在
15、实 际的情境中使用学习到的语言学问。5 .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
16、 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：在同学基本把握了重点句型之后，进行嬉戏活动，让 同学在嬉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 Summary.利用嬉戏中的图片，编制韵句，总结本课的重点内容。 Teacher：
17、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.1 .同学跟唱韵句，然后自己编制韵句并表演。 Teache
18、r： 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，可以让同学在一课时的学习后，放松 心情。同时，有节奏地吟唱能够关心同学更好地巩固自己的记忆, 增加学习效果。让同学自己编制韵句，可以达到替换单词操练句 式的效果，使同学更加了解句式结构，从而进一步把握重点句式。课堂作业一、依据图片选择
19、正确的单词。()1. It s the desk.A. in B. on C. near()2. The picture is near the.A. clockB. desk C. chair()3 It s the chair.A. in B. onC. under()4. It s the book.A. in B. onC. under二、推断下列句子是否与图片相符，相符的打不符的打X。 ( )1. The book is on the desk.()2. The crayon is in the desk.( )3. The pencil is in the pencil box.()4. The bag is in the desk.三、连词成句。将单词按正确的挨次排列并写一写。1. in is what the classroomhavea we classroomnew2. isit thewindow nearlet sand see go答案：、1. A 2. A 3. C 4. B