1、 1 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。 1.“Whats in the classroom?” 和 “Lets go and see.” 的正确使用。 2.“Where is?”和“Its near”的正确
2、使用。 3.能听懂，会说并能恰当使用表示方位的介词“near”。 能够将本课时的重点句型灵活运用于日常生活中。 教学挂图，教学课件，教学光盘,人物头饰。 Step 1:Warm up Free 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:Presentation 1.导入 Lets talk，练习重点句型。创设教师欢迎同学们返校的情景。 T：After th
3、is summer vacation, we all have something different. Can you say 2 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。如：“What colour is it?”，“Do yo
4、u 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：classroom, picture, window。 5.
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 extension 1.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 car e eraser p picture and pencil box
6、 （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. Where Step 4:Homework
7、 听 Lets talk 部分录音，将对话读给父母听。 3 Unit 1My classroom Part A: Lets talk & Lets play We have a new classroom. Whats in the classroom? Lets go and see！ Where is it? Its near the window. 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。
