Unit 1 My classroom
第二课时
课时内容
A. Let’s learn; Let’s do.
课时分析
在Let’s learn 部分，Zoom和Zip站在教室的窗外向外张望，想知道教室里都有些什么。Zoom问站在窗台上的Zip：What’s in the classroom? Zip回答：One blackboard, one TV, many desks and chairs... 在教室的其他物品上，呈现了本课的四会词汇：classroom, blackboard, window, light, picture, door。因为单词都标注在相应图片的旁边，学生可以一目了然地了解其意思，因此，重点是让学生建立起字义与字形及字音之间的联系，整体记忆单词。
接下来的Let’s do中，学生会看到五个指令，Open the door. Turn on the light. Close the window. Put up the picture. Clean the blackboard. 五个指令主要用来操练上一部分中学习到的重点词汇。同时，这些指令又与教室里的物品相关，可以用真实的活动让学生理解这些指令的含义，并通过操练这些指令让学生熟悉这些重点词汇。
因为大部分的词汇在上一课时的对话交流中学生已经接触过了，本课时要把重点放在字形的拼写与记忆上。引导学生通过发音规则及合成词等词汇知识来记忆单词。
课时目标
1. 能够听懂、会说、认读单词：classroom, blackboard, light, picture, door, window
2. 能够在游戏或真实的情景中正确使用句式：What’s in the classroom?并回答
3. 能够听懂指令：Open the ... Turn on the ... Close the ... Put up the... Clean the...并做出正确反应
课时重难点
1.重点： 能够听懂、会说、认读单词：classroom, blackboard, light, picture, door, window 能够在游戏或真实的情景中正确使用本课单词及句式：What’s in the classroom?
2. 难点：
能够听懂指令：Open the ... Turn on the ... Close the ... Put up the... Clean the...并做出正确反应
教学准备
1. 多媒体课件、录音机、磁带 2. 教室内物品的单词图卡
教学过程
Step 1 Warm up
1. 与学生互致问候之后，请学生注意自己带到教室里的物品，并根据其位置呈现韵句。
Teacher: What’s this? Yes, it’s my book. Where is my book? It’s on the desk. 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. 学生齐唱韵句。
Teacher：Let’s say the chant together.
设计意图：韵句能够使学生集中注意力，并激发他们的学习兴趣。又复习上节课的内容，且能够自然衔接下面的教学环节，使课程更加流畅自然。 Step 2 Lead in
1. 讨论：What’s in our classroom？请学生根据自己所处的教室来讨论自己在教室里所见的物品。
Teacher: My book is on the desk. Where is the desk? Yes, it’s in our classroom. What’s in our classroom? Yes, many desks, many chairs, a teacher and many students.
2. 出示教材中的图片，引起学生的阅读兴趣。
Teacher: This is Zip and Zoom’s new classroom. What’s in the classroom? What can Zip and Zoom see in the classroom? Let’s listen.
设计意图：由于本课所学的内容都与教室里的陈设与物品有关，因此先和学生进行讨论，以学生已知的知识引领将要学习的知识，为学生做好知识上的铺垫。 Step 3 Presentation
1. 播放课文内容，学生跟读。
Teacher: Let’s listen to the tape and find what is in the classroom. Read after it, please.
设计意图：让学生在跟读中把握读音，在模仿中纠正其发音。 2. 分组读课文。
Teacher：Let’s read the text in groups. I will find the best group. 设计意图：检验学生能否准确地读出课文中的句子和单词。 3. 使用图卡和实物相结合，教授新授单词。 Teacher：（指向黑板）What’s this? It’s a blackboard. What colour is it? Yes, it’s black. It’s a board. It’s a black board. We call it blackboard. （板书单词，提示学生注意此单词由两个单词合成）Let’s write it together. （学生书空）（走到门边，打开门，指着门询问）What’s this? It’s a door. （板书单词，学生书空）Let’s write it together. It’s a door. How many doors are there in our classroom? （指向窗户）Is this a door? No. It’s a window. （板书单词，分成两个音节教授学生） Read it together, window. How many windows are there in our classroom? Next, please guess. They are high in our classroom. They are bright. I can see nine. （根据教室里的灯的数量说出数字）What are they? Yes, they are lights, one light, two lights. （提示学生注意单复数的不同读音）Can you see lights on the streets? Yes, they are traffic lights.（呈现交通信号灯的图片）What colour are they? They are red, yellow and green. Read after me, please, light. And on the wall, we can see beautiful pictures. （板书单
词）Read after me, picture. （讲解字母组合true的发音）
设计意图：边讨论边讲解新授词汇，使学生除了理解单词的意思，认识其字形和拼写之外，在具体的句子中、实际生活中感受新学习到的词汇的用法。
Step 4 Practice
1. I say you point. 我说你指。教师说出物品名称，学生指向相应的物品。 Teacher: Now I say the word, you point to it. A blackboard, a light, a window... 2. I point you say. 我指你说。教师或指向黑板上的单词，或者指向教室里的实际物品，请学生说出单词。
Teacher: This time, I point you say. I will point to the word on the blackboard, or the things in our classroom. Please say the word.
设计意图：第一个活动保证学生能将单词的读音与单词的意义结合起来，第二个活动，保证学生在语音与字义结合的基础上，能够正确地说出、读出单词。
3. 猜单词。教师先将学习到的单词词卡呈现给学生，学生逐一读出单词。接着，将词卡反转，打乱顺序，请学生猜一猜是什么单词。
Teacher: What’s this? （呈现单词卡，请学生读出单词）
Teacher：Guess，what’s this? Is this a blackboard? Is it a light? （反转单词卡，请学生猜）
4. 出示被遮盖的物品图片，请学生猜出单词。
Teacher：Look，what’s this? Is this a picture? Is this a window? Guess, please.设计意图：通过猜单词，让学生不断地重复新学过的单词。这样的操练既起到了机械操练的作用，又避免了机械操练的枯燥。在游戏的过程中，引导学生注意倾听同学的答案，保证自己不重复、不说错误的答案，提高自己猜的准确性。这也有利于培养学生良好的听课习惯。
5. 教师以自己的动作来示范，讲授指令性句子，使学生理解指令的含义。 Teacher：This is the door. I open the door. Say with me, open the door. Now, I close the door. Close the door. （板书句子）Listen to me, open your book. Close your book. （擦黑板）I clean the blackboard. In the afternoon, you will clean our classroom. Do you clean the window? Do you clean the desks? （板书句子）
Teacher：Look at the picture. What is john doing? He is turning on the light. Can you turn on the light? Thank you. （板书句子）And in this picture, John puts up the picture. Do with me, put up, put up the picture. （做出挂画的动作）
6. I say you do. 教师说句子，学生模拟动作。
Teacher: Let’s play. I say you do. Turn on the light. Open the window. Close the door. ...
设计意图：以真实的动作、观察图片等方式来使学生直观地获得所学语句的意思，并设置小的语境，使学生能够深入理解指令中动词的意思和用法。 Step 5 Summary
1. 游戏：Simon says。教师说出指令性动作，学生做出相应反应。
Teacher：Let’s play a game, Simon says. When I say Simon says, sit down. Please sit down. If I say sit down. Please don’t do that. Simons says, stand up. Sit down. Simon says, open the window. Simon says, clean the window. Close the door. ...
设计意图：以游戏来结束课程，使学生能够在快乐的游戏中回顾本课时中学习到重点词汇，从而留下深刻的印象。
英语人教版三年级上册Unit-One-My-classroom
