第二課時課時內(nèi)容A.Let’slearn;Let’sdo課時分析在Let’slearn板塊，Zoom也對Amy的熊貓書包表現(xiàn)出了濃厚的興趣。他一邊翻動著Amy的書包，一邊詢問書包里裝了什么。從書包里整齊地拿出的書擺放在桌子上，我們要學(xué)習(xí)的核心詞匯正是這些。本課的重點詞匯仍然集中在教材中出現(xiàn)的名稱類詞匯，學(xué)生需要在這節(jié)課上學(xué)會聽懂、會說、認(rèn)讀這些詞匯，還要能夠簡單地拼寫。學(xué)會詢問某處有什么物品的句子：What’sinyourschoolbag?以及正確回答也是本節(jié)課的學(xué)習(xí)目標(biāo)之一。Let’sdo板塊是以這些核心詞匯為中心的指令練習(xí)。指令包括：將你的中文書放在書桌上。將你的鉛筆盒放在英語書上。將你的數(shù)學(xué)書放在你的書包下面。將你的橡皮放在鉛筆盒附近。學(xué)生需要準(zhǔn)確理解核心詞匯的發(fā)音和含義，才能正確地執(zhí)行這些指令。在這些練習(xí)中，加強(qiáng)了對核心詞匯的理解和記憶。本課的內(nèi)容依然圍繞著重點話題的詞匯展開，可以結(jié)合前幾課的重點句型內(nèi)容一同學(xué)習(xí)。通過創(chuàng)設(shè)虛擬的情景來促進(jìn)交流，從而在交流中掌握新學(xué)的知識，提升自己的語言表達(dá)能力。課時目標(biāo)能夠理解、說出、辨認(rèn)單詞：schoolbag,mathsbook,Englishbook,Chinesebook,storybook在實際或設(shè)想的情景中，能夠理解、運(yùn)用句式：What’sinyourschoolbag?AnEnglishbook...能夠聽懂指示：Putyour...并正確執(zhí)行。課時重難點重點：能夠理解、說出、識別單詞：schoolbag,mathsbook,Englishbook,Chinesebook,storybook難點：在實際或設(shè)想的情境中，能夠聽懂、用語、辨識句式：What’sinyourschoolbag?AnEnglishbook...教學(xué)準(zhǔn)備1.多媒體課件、錄音機(jī)、磁帶2.不同學(xué)科課本及圖片、自制課程表教學(xué)過程Step1WarmupTeacherIntroducesRhyme:Teacher:(Clapshandstoarhythm)Areyoureadyforsomefun?Let'suserhymestointroducedifferentthings.Listencarefullyandrepeatafterme.Whatisthis?Whatisthis?(Showsapen)It'sapen.It'sapen.(Studentsrepeat)Now,let'stryanotherone.Teacherholdsupapencil:Teacher:Whatisthis?Whatisthis?(Studentsrepeat)It'sapencil.It'sapencil.Teacherholdsuparuler:Teacher:Whatisthis?Whatisthis?(Studentsrepeat)It'saruler.It'saruler.DesignIntent:Byincorporatingarhymingwarm-upactivity,youcanengagestudentsinalivelyandrhythmicintroductiontothelesson'svocabulary.Theuseofrepetitionandrhythmmakestheactivityenjoyableandmemorable,fosteringapositivelearningatmosphere.Keepinmindthatthisactivitycanbefurtheradaptedtoincludemorevocabularyitemsorextendtherhymingpatterns.Additionally,youcouldcreateacollaborativeatmospherebyhavingstudentscomeupwiththeirownrhymesfordifferentobjects,encouragingcreativityandparticipation.Step2LeadinGuesstheItem:Teacher:Okay,let'shavesomefun!I'mgoingtoshowyouapartofsomething.Takealookatthispicture.Whatdoyouthinkitis?Let'sguesstogether.Teachershowsapartialimageofanobject,likeacornerofabook:Teacher:What'sthis?Anyguesses?Studentsoffertheirguesses.DesignIntent:Byengagingstudentsinaguessinggame,youstimulatetheircuriosityandactivatetheirpriorknowledgeofstationeryvocabulary.Thisinteractiveapproachaddsanelementofexcitementandencouragesparticipation.DiscussionaboutDifferentBooks:Teacher:Greatjob,everyone!Now,let'stalkaboutsomedifferenttypesofbooks.Lookatthesebooks.What'sthis?(Holdsupabook)Yes,it'sabook.Andwhataboutthisone?(Holdsupanotherbook)It'salsoabook.Now,whatdoyouthinkthisbookis?(HoldsupanEnglishbook)That'sright,it'sanEnglishbook.Andthisone?(Holdsupadifferentbook)It'samathsbook.DesignIntent:Bycomparinganddiscussingdifferenttypesofbooks,youintroducesubject-relatedvocabulary(Englishbook,mathsbook)whilealsocreatingconnectionstotheupcomingcontentofthelesson.Thisactivitysetsthestageforlearningnewvocabularyandconceptsinarelatablecontext.Remember,youcanadjustthelevelofdifficultyintheguessinggameandadaptthediscussionaccordingtoyourstudents'Englishproficiencyandfamiliaritywiththesubjectmatter.Step3PresentationReadingPractice:Teacher:Now,let'sreadthetextagain.Listentomyvoiceandreadalong.Playtheaudiorecordingofthetextandhavestudentsreadalong.Teacher:Excellent!Yourreadingisgettingbetterandbetter!SubjectGuessingGame:Teacher:LookatthistimetableI'veprepared.Canyoutellmewhatsubjectsareonit?Raiseyourhandifyou'dliketotry!Pointtodifferentsubjectsonthetimetableasstudentsguessandsaythesubjectnames.Teacher:You'reallamazing!Now,I'llsaythenameofateacher.Canyoutellmewhichsubjecttheyteach?Teachersaysteachers'namesandstudentsrespondwiththecorrespondingsubjects.GuesstheSubjectBook:Teacher:Let'splayafunguessinggame!Ihavedifferentsubjectbooksinmyhands.Canyouguesswhichsubjecteachbookbelongsto?Teacherholdsupeachbookasstudentsguesswhichsubjectitbelongsto.Teacher:You'refantasticguessers!Yougotitright!InteractiveWordRecognition:Teacher:Timeforaquickgame!WhenIpointtoawordontheboard,Iwantyoualltosayitoutloud.Ready?Teacherpointstodifferentwordsontheboardasstudentsquicklyreadthemaloud.Teacher:Superjob!Yourreadingskillsaregettingsuperstrong!UnscrambleandSpell:Teacher:Let'shavesomespellingfun!I'mgoingtoshowyousomejumbledletters.Yourtaskistounscramblethemandtellmetheword.Displayjumbledlettersofwordsfromthelessonasstudentsunscrambleandspellthem.Teacher:Amazing!You'respellingchamps!Step4:CommunicationPracticeUsingtheTargetSentence:Teacher:Now,let'sputwhatwe'velearnedintopractice.I'llstart.Thisismyschoolbag.What'sinmyschoolbag?Let'ssee.AnEnglishbook,aChinesebook,amathsbook,andthreestorybooks.Whowantstogiveitatry?Teachermodelsthetargetsentence,thenencouragesstudentstouseittodescribetheirownschoolbags.PairDialoguePractice:Teacher:Now,Iwantyoutopracticeinpairs.Askandanswerthequestion:"What'sinyourschoolbag?"Studentspairupandengageindialoguesusingthetargetsentence.Teacher:Fantastic!Now,showmeyourwonderfuldialogues!DesignIntent:Theseactivitiesaimtoreinforcevocabularyandsentencepatternsinvariousengagingways.Byincorporatinggames,wordunscrambling,andinteractivereading,studentshaveopportunitiestoconsolidatetheirunderstandingofthelesson'scontent.Thepairdialoguepracticeencouragesreal-lifeapplicationofthetargetsentence,boostingtheirconfidenceinusingEnglishforcommunication.Step5SummaryTPRActivity:SpatialCommands:Teacher:It'stimeforsomeaction!Listentomyinstructionsandfollowalong.Ready?PutyourChinesebookinyourdesk.Teachergivesspatialcommands,andstudentsrepeatthecommandswhileperformingthecorrectactions.Teacher:Greatjob!Let'skeepgoing.Putyourpencilboxonyourpencilbox.Putyourmathsbookunderyourschoolbag.Putyourerasernearyourpencilbox.Continuewithmorespatialcommandsandactions.Teacher:Wow,you'reallamazingatfollowinginstructionsandmovingaround!DesignIntent:ThisTotalPhysicalResponse(TPR)activityengagesstudentsbothmentallyandphysically,allowingthemtoconnectvocabularywithactions.Byusingspatialcommandsrelatedtothelesson'svocabulary,studentscaninternalizethewordswhilehavingfunmovingaroundintheclassroom.Step6:CreativeActivityCreateYourOwnSchoolbag:Teacher:Now,it'stimetogetcreative!Imagineyouhaveamagicalschoolbag.Drawordescribethethingsyouwouldputinsideit.Willitbefullofbooksorsurprises?Studentsdrawordescribethecontentsoftheirimaginaryschoolbags.Teacher:Wonderful!Youallhavesuchcreativeimaginations.ShareandPresent:Teacher:Let'sshareourmagicalschoolbagswiththeclass.Whowantstogofirst?Studentstaketurnssharingtheirdrawingsordescriptionswiththeirclassmates.Teacher:Whatfantasticideas!I'mamazedbyyourcreativity!DesignIntent:Thiscreativeactivityencouragesstudentstoapplytheirvocabularyandsentencepatternstoareal-worldcontext.Byimaginingandsharingtheirownmagicalschoolbags,studentspracticeexpressingthemselvesinEnglish,fosteringbothlanguagedevelopmentandself-expression.Step7:ClosureReflectandRecap:Teacher:We'vehadsomuchfuntoday,exploringschoolbagsandlearningnewwords.Let'stakeamomenttothinkaboutwhatwe'velearned.Teacherleadsabriefreflectionandencouragesstudentstorecapthenewvocabularyandsentencepatternslearnedinthelesson.Teacher:Welldone,everyone!You'realllanguagesuperstars!HomeworkAssign