Section A好教学计划

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Unit 6

Our Local Area Topic 1

Is there a clock on your desk? Section A

Section A needs 1~2 periods. Section A 需要用1~2课时。

The main activities are 1a, 2a and 3. 依照课重点活动是1a,2a和3。

Ⅰ. Aims and demands目标要求

1. (1)Learn the words of rooms in homes: bedroom, kitchen, dining room, living room, bathroom

(2)Learn other new words and phrases: garden, second, floor, upstairs, come in, house, grandfather, door 2. (1)Learn some prepositions of position: in, on, next to, in front of, behind (2)Learn the structure of“There be”. Oh, there are so many books on the shelves. Is there a computer in your study?

Yes, there is. Are there any books in the study?

Yes, there are. Ⅱ. Teaching aids 教具

录音机/挂图/单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 首先步

复习(时间:5分钟)

复习现在进行时同一般现在时,引出1a中的新词汇。

(方案一) (教师在黑板上画一幅简笔画,被学生看图回答问题。) T: Boys and girls. What’s Nancy doing? Ss: She is reading. T: Where is she reading now, do you know? Ss: In the study. T: Yes. She is reading in the study. (We usually read in the study.教师边说边在黑板的左上方并排写出“read, in the study”,教师继续问学生Then do you want to know where I sleep/cook/eat/watch TV…?引导学生向教师发问。) S1: Where do you sleep?

T: I sleep in the bedroom. …

(依次引导出in the kitchen…,连分别板书在read, in the study的下。) (板书) read in the study sleep in the bedroom cook in the kitchen eat in the dining room bath

in the bathroom watch TV in the living room (方案二) (被几名学生演出在不同地点的动作, 如果学习、睡觉、沐浴、用、煮饭、在押电视等, 被其他学生逐一猜这些动作和地点。这个活动复习Unit 5的本进行时, 并且表现出表示房间的名词。) (板书) living room

dining room

bathroom

kitchen

bedroom

study

Example: T: What’s he/she doing? S2: He/She is watching TV. T: And he/she is watching TV in the living room. T: Then what’s he/she doing? S3: He/She is studying. T: You are right. T: Where’s he/she studying? S4: He/She is studying in the study. T: Good. …

Step 2

Presentation 第二步

表现(时间:7分钟)

表现1a。

1. (表现1a挂图。依靠在图上的卧室发问并指导学生回答。) T: What do you do in the bedroom? Ss: We sleep in it. (依靠在挂图上的书房继续做问答练习。) T: Where’s the study? Ss: It’s next to the bedroom. T: In the picture there is a study on the second floor. And there are two bedrooms on the second floor. (板书新句型, 连进行适当的讲解。) —Where is your study? —It’s on the second floor, next to my bedroom. —In the picture, there is a study on the second floor. And there are two bedrooms on the second floor. (被学生根据1a的图练习There be…句型的疑问句形式。)

T: Is there a living room on the first floor?

Ss: Yes, there is.

T: Are there two bedrooms on the first floor?

Ss: No, there aren’t.

(被学生中进行对话。)

S1: …

S2: …

(板书) garden, upstairs, come in 2. (征收前设置好听力任务, 连板书。) (1) Where are the bedrooms? (2) Where’s the study? (3) Are there many books on the shelves? T: Now, let’s listen to 1a and find out the answers to these questions. Are you ready? Ss: Yes. T: OK. Let’s begin. (广播1a的录音。) 3. (审查答案, 板书关键词。) T: Who can answer the first question? S1: They’re on the second floor. T: Well done! What about the second question? S2: It’s next to the bedroom. T: Good! Thank you. The last question? S3: Yes, there are. T: Good job. (板书) study—second floor—next to—bedroom—books—shelves Step 3

Consolidation 先后三步

巩固(时间:8分钟)

巩固1a, 完成1b。

1. (再放1a的录音, 被学生跟读, 并用铅笔标有重读与语调。) T: Now, please follow the tape and mark the stress and intonation with your pencil. 2. (被学生擦去所记号, 先从读, 下一场跟读, 审查语音语调。) T: Erase the marks and read 1a by yourselves. Then check your pronunciation and intonation according to the tape. 3.

(人机对话。) T: Now, listen to me carefully. Suppose you are Jane. Listen to the tape and make a dialog with Maria. 4. (被学生看黑板上的关键词, 呼吁几对学生上演出, 下一场就1b。) T: Now, boys and girls, please look at the key words and act out the dialog. G1: …

T: Wonderful! Any other groups? G2: …

(针对学生演出进行点评。) 5. (检查并对答案。)

Step 4

Practice 先后四步

演习(时间:15分钟)

演习2a, 完成2b。

1. (1)(被学生认真听2a的录音并独立完成2a, 学习关于房间的名词。) T: Now listen to 2a and match them by yourselves. (广播录音。) (2)(表现2a挂图, 被学生拿着教师已准备好的关于房间的单词卡片,根据录音内容到黑板前粘贴, 连因此一句话说起它的职位。) T: Boys and girls, put up the cards of places on the right places and say a sentence. Example: There is a study on the second floor. There are two bedrooms on the second floor. The garden is in front of the house. …

(3)(审查答案。) T: Now, let’s check the answers. Listen to me carefully and correct them. Rooms on the first floor: C D E G (from left to right) Rooms on the second floor: A A B (from left to right) In front of the house: F 2. (被学生看2a的图, 和合作对话完成2b。被学生准备几分钟, 下一场找一些小组表演对话。) T: Now, let’s look at the picture in 2a, and then finish 2b according to the example with your partner. (几乎分钟后, 被学生演出。) T: Which group can act your dialog out? G: We can.

(演出对话。) T: Great! Any more? …

3. (教师和一名学生先开示范, 再被其他学生学示范完成3。) T: Please be quiet! Listen to us carefully. Example: T: Where’s your father? S1: He is in front of the house. T: What’s he doing? S1: He’s cleaning the car. (被学生和搭档讨论, 完成对话。) T: Make conversations with your partner, now. S2: …

S3: …

(板书并领读如下生词。) grandfather, door, behind (被学生根据对话和3中的短语连句。) T: Please make sentences according to the words and phrases in the boxes in 3. Example: Father is cleaning the car in front of the house.

Step 5

Project 先后五步

归纳探究活动(时间:10分钟)

通过活动, 增强学生的归纳利用能力。

1. (表现给学生一张表, 介绍自己的教室。) There is There are a teacher students a clock books a blackboard desks …

T: Introduce our classroom according to the form, and then report to the class. Example: (陈形式。) There is a teacher in our classroom. There are some students in our classroom. (问答形式。) S1: Is there a teacher in our classroom? S2: Yes, there is. S1: Are there any students in our classroom? S2: Yes, there are. S1: Is there a cat…? S2: No, there isn’t. …

2. (完成4。) (1)(被学生自己写一张好家的图, 并用英文标有所画房间及物品名称。) T: Draw a picture of your own house, and mark the names of rooms and home items. (2)(使用演讲形式, 被学生介绍自己最喜欢的房间及房间里还有送彩金白菜网什么。) T: Make a report to introduce your favorite room and what is in it. Example: My favorite room is my study. It’s behind the garden. I can do my homework there. There’s a computer in it. There’s also a TV in it. I often watch TV in my study…

(3)(被学生四人口同组做一个关于“What’s your favorite room?”的调查报告, 下一场全班分组调查, 末了随机抽学生向大家汇报。) Example: ××’s favorite room is his/her study. He/She can study in his/her study…

(4)(追寻看。) (展示一张房间的图, 被学生找物品的职位, 引出“What’s in that room?”啊下一致课作铺垫。) T: Boys and girls, What’s in that room? Ss: There is a bed, a light …

T: Where is the desk? Ss: It’s near the window. T: Very good. Let’s begin. …

3. (家庭作业。)

(被学生画一幅好精彩中的房子,并用英语进行简单的叙说。多被6单词。) T: Draw a picture of your ideal house. Then write a short passage about it. (At least six sentences.) Ⅳ.问题探究

play with完全呢“玩;玩;玩”,多依靠儿童的移动。如果:

The child is playing with a ball. 这个孩子正在游戏球。

play完全呢“从、玩、踢”相当意思时,经常指正式的球运动和演奏活动。如果:

They are playing basketball on the playground. 他们正在操场上打篮球。

Section B

Section B needs 1~2 periods.

Section B需要用1~2课时。

The main activities are 1a and 3. 依照课重点活动是1a和3。

Ⅰ. Aims and demands目标要求

1. (1)Learn the names of home items: lamp, clock, table, key, window (2)Learn other new words and phrases: talk about, near, under, put away, thing, dad, model, river 2. Go on learning the structure of“There be” and the prepositions of position. What’s on your desk?

There is a lamp, a computer, some books and so on. How much water is there?

Only a little. How many boats are there on the river?

There are two. 3. Learn to look after one’s own things. Put it away, please. You must look after your things. Ⅱ. Teaching aids 教具

录音机/挂图/实物

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 首先步

复习(时间:6分钟)

复习There be句型, 导入1a。

1. (在黑板上呈现一张好的两层楼挂图, 有送彩金白菜网书房、卧室、厨房、餐厅、厅、卫生间、公园,复习There be句型。) (把图拿走, 要求学生凭着记忆, 叙述这张图, 使用竞赛的样式, 但是小组竞赛, 啊可以个人吗单位竞赛, 教师给予奖励, 振奋学生的潮流情。) (比赛规则如下:参赛者只能在规定的少分钟内描述这张图, 说对一句, 得一分, 谁得的划分最多, 谁就获胜。) T: Look at the picture for one minute. Then I’ll take it away. You need to say as many sentences as possible about it in two minutes. Example: There’s a study on the second floor. There’s a garden in front of the house. There are some flowers in the garden. The living room is next to the dining room. …

2. (使用1a的挂图, 引导学生复习There be句型, 连引入新单词和新句型。) T: Now, let’s look at the picture. What can you see in it? S1: I can see a sofa.

T: Oh, I see. It’s near the desk. S2: I can see a family photo. T: Can you see a clock on the wall? It’s near the photo. …

T: What’s on the desk? Ss: There is a lamp, a computer, some books and so on. T: We can also say, “There are some books, a lamp, a computer and so on.” Is there a clock on

it?

Ss: No, there isn’t.

(被学生通过观察去发现规律。) (板书) (1) What’s on your desk? There is a lamp, a computer, some books and so on. (2) Is there a clock on it? Yes, there is. / No, there isn’t. (3) It’s near the desk. Explain the phrase: talk about. Step 2

Presentation 第二步

表现(时间:6分钟)

表现1a。

1. (被学生听1a的录音, 答下面的题材。) T: Listen to 1a and answer the questions. (板书) (1) Where’s the sofa? (2) What’s on the desk? (3) Where is the clock? (审查答案。) 2. (被学生再听1a,注意语音和语调。)

T: Please listen to the tape and pay attention to the pronunciation and intonation. 3. (被学生根据语音和语调分角色朗读1a。) T: Please work in pairs, and read the dialog in roles. Step 3

Consolidation 先后三步

巩固(时间:8分钟)

巩固1a, 完成1b。

1. (被学生并上书本, 在押1a的挂图, 叙述Jane的书房, 巩固There be句型。) T: Please close your books and look at the picture in 1a. Then describe Jane’s study. OK? 2. (根据1a, 少人口同组谈论自己的书房/卧室……, 连完成1b。被学生理解under。) T: Now, I’ll give you some minutes to talk about your study/bedroom … Then act out your

dialogs in pairs. Example: S1: What’s in your study? S2: There is/are …

S1: Is there a/an …? S2: Yes, there is./No, there isn’t. 3. (被学生根据1a所学,试着用几句话来讲述一下温馨的书房、卧室……)

T: According to la, try to use some sentences to describe your study, bedroom …

Step 4

Practice 先后四步

演习(时间:15分钟)

通过练习, 完成2, 3, 4。

1. (1)(被学生看2的图, 听录音, 完成2。被学生掌握生词table, key, put away, dad和thing。) T: Look at the pictures in 2, and listen to the tape and finish 2. (2)(听完录音, 审查答案。) T: Who can tell us your answers? S1: “on, There are, keys”. S2: “behind, There’s, away”. T:

That’s right. (3)学习下列句子。(了解即可) a. I think they’re Judy’s. b. Don’t put them there. Put them away, please. c. You must look after your things. 2. (可以用课前准备好的实物, 被学生用There be句型回答。) (方案一) (教师从书包中取出香蕉藏在身后,导出新句型。) T: Are there any bananas in my bag? Ss: No, there aren’t. They are behind you. T: How many bananas are there? Ss: There are two. T: Well done! (展示一个有送彩金白菜网很少水的瓶子,导出新句型。) T: Now, please look at my hand. What’s in it? Ss: There is a bottle in it. T: Is there any water in the bottle? Ss: Yes, there is. T: How much water is there? Ss: Only a little. (板书) How many+但是反复名词复数形式+are there …? There are…

How much+不可数名词+is there …? There is…

(方案二) (教师出示三只香蕉。) T: Now, please look here. What’s in my hand? Ss: There are three bananas. (以香蕉装入书包中。) ①T: Are there any bananas in my bag? Ss: Yes, there are. T: How many bananas are there?(在句子下面画线,以示注意。) Ss: There are three. T: Well done, boys and girls!

(再用oranges, books相当而反复名词进行pair work或者chain drills。演习后,被学生综合

How many+但是反复名词的复数形式+are there…? ) ②(教师边说Oh, we’ve talked so long. I think you must want to drink a little water.边把一个有送彩金白菜网一点次的海,递给一个学生,表示他/它回答。) T: Is there any water in your cup? S: Yes, there is. T: How much water is there?(句子下面画线。) S: Only a little. T: Excellent.(身体语言,立大拇指。) (再用milk, tea相当不可反复名词进行pair work或者chain drills。演习后,被学生综合

How much+不可数名词+is there…? ) (板书形式) ①中的对话

How many+

+

there …? ②中的对话

How much+

+

there …? 3. (被学生看3的图, 完成3。被学生掌握生词window和model。) T: Let’s go to 3. There are eight pictures in it. First, read the dialogs below Picture 1 and 2 by yourselves for one minute. (同分钟后) T: Now, let’s look at Picture 1 and 2. Make new dialogs according to Picture 1 and 2. (少分钟后, 选择两组表演。) T:

I’ll choose two pairs to act them out. G1: A: What’s near the window? B: There is a guitar near it. G2: A: Are there any books on the shelf? B: Yes, there are. (被学生学3、4, 完成对话。) T: Read the dialogs below Picture 3 and 4, and make similar dialogs. G3: A: What’s in the tree? B: There’re some birds in it. A: How many birds are there?

B: There are three. G4: A: Is there any milk in the glass? B: Yes, there is. A: How much milk is there? B: Only a little. 4. (在押4的图, 少人口同组编对话。被学生掌握生词river。) T: Please look at the picture in 4, then work in pairs and make new dialogs like this: Dialog 1: S3: What’s in the picture? S4: There are some dogs in it. Dialog 2: S5: Are there any monkeys in the tree? S6: Yes, there are. S5: How many monkeys are there? S6: There are three. (要求学生用同一的方法编对话, 完成4。) T: Pay attention to the differences between in the river/tree and on the river/tree.

Step 5

Project 先后五步

归纳探究活动(时间:10分钟) 通过活动培养学生实际操作能力。

1. (追寻看。征收前把有实物, 如果铅笔、尺子、书包、小刀等在教室的不同位置, 被学生找到物品并说明某地有送彩金白菜网什么。) Example: S1: Where is the pencil-box? S2: It’s on the desk. S1: What’s under the desk? S2: There is a pencil, a ruler, a knife and two pens. S1: …

S2: …

(在进行以上对话活动时, 要求学生特别注意in, on, next to, in front of, behind相当介词的使用, 重要练习What’s on/in/next to…?There is/are…) 2. (方案一: 被学生两人口同组用图文形式介绍自己家有一间物品的布置。其中同样名学生画图, 其他一名学生配文字说明, 连站在讲台前向学生们描述。) Example: My Study There’s a family photo on the wall of my study. A clock is next to it. There is a desk and a chair in the study. What’s on the desk? There are some books and a computer. There’s a football under the chair. Behind the desk, there’s a cat. Do you like the study? (移动了后, 由于学生们选出最佳搭档, 教师给予鼓励和表扬。) (方案二: 少人口同组活动, 其中同样名学生用字描述某一间, 此外一名学生画图。

末了, 把图展示出, 由于学生们选出最佳搭档, 教师给予鼓励表扬。) 3. (家庭作业。) (被学生根据4中的图片写一首小短文。多被60字。) T: Write a short passage according to the picture in 4. (at least 60 words) Section C

Section C needs 1 period.

Section C需要用1课时。

The main activities are 1a and 2. 依照课重点活动是1a和2。

I . Aims and demands目标要求

1. Learn some new words and phrases: in the center of, yard, beautiful, flower, large, left, people, mirror, drawer, chair, keyboard 2. Go on learning the prepositions of position and the structure of “There be”. (1)Talk about positions. Our bathroom is on the right of the yard. Where are the shoes?

They’re under the bed. Where is the computer?

It’s on the desk. (2)Talk about existence. There is a small garden in the center of the yard. There are many beautiful flowers in the garden. But there aren’t any trees. At the back of the yard, there is a nice house.

Near the house, there is an apple tree. On the left of the yard, there is a kitchen and a dining room. Are there many beautiful flowers in the garden? Ⅱ. Teaching aids 教具

录音机/挂图/图/简笔画

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 首先步

复习(时间:5分钟) 复习There be句型, 引出1a。

1. (检查并点评上省课布置的家庭作业。) 2. (以全班分成4组,使用1a的图,组与组之间进行问答比赛。) (比赛规则:以全班分成4组,每组在回答问题后, 提出一个新问题,被另外一组的学生回答,每个问题决不能再。首先只问题由教师问第一组回答。) T: What’s in the picture? G1: There’s a nice house. Where’s the garden? G2: It’s in front of the house. Is there a big tree? G3: Yes, there is. Where is it? G4: It’s near the house. …

(总结比赛结果,进行鼓励表扬。) (教师引导学生看图,使用已学文化引出1a的新词汇。) T: You’re great! Now let’s talk about the picture together. Look! There is a nice house, a garden, a tree, a car and two small houses in the yard. The garden is in the center of the yard. Can you see many beautiful flowers? Where are they? Ss: Yes. In the garden. T: Can you find the kitchen, S1? S1: Yes. It’s beside the house. T: You’re right. We can also say, “It’s on the left of the yard”. Then who can tell where the bathroom is? S2: I can. It’s on the right of the yard. T: Is the bathroom small or large, boys and girls? Ss: It’s small. (板书) Yard, in the center of, beautiful, flower, left, large (被学生们朗读,必要常常教师给以帮助。) T: Now please read aloud the new words on the blackboard. Step 2

Presentation 第二步

表现(时间:8分钟)

表现1a。

1. (表现听力任务,听1a的录音并判断所为句子的刚误。) T: Listen to 1a carefully and mark True (T) or False (F). (

) (1) The house is in the center of the yard. (

) (2) There are some trees in the garden. (

) (3) There is a large living room in the house. (

) (4) Their bathroom is on the left of the yard. (

) (5) There are some birds singing in the tree. (再放一周录音,一方面听,一方面核对答案;并且注意语音和语调。)

2. (被学生朗读1a, 连相继画起介绍院中建筑物位置的关键词, 下一场对。) T: Read 1a, and then underline the key words that introduce the positions of the buildings in the yard. Then check the answers. T: Can we share your answers, S3? S3: Certainly …

T: Good! …

(下一场对。) T: The answers are: center, back, left, right. Step 3

Consolidation 先后三步

巩固(时间:7分钟)

巩固1a, 完成1b。

1. (被学生仔细读1a, 完成1b, 下一场教师核对答案。要求学生掌握生词people。) T: Now, please read 1a carefully. Finish 1b, and then I will check the answers. 2. (把全班分成四组, 被学生把1a中的关键词、句找出列于纸上。从每组选出一名成员以要点复述短文。) T: The class will be divided into four groups. List some key words and sentences on your paper, and retell the passage according to the key words. I’ll choose one student in each group to retell it.

Example:

This is my home. There is a small garden in the center of the yard. And in the garden, there are many beautiful flowers…

Step 4

Practice 先后四步

演习(时间:15分钟)

演习方位介词, 完成2, 3。

1. (教师将已经准备好的图贴在黑板上, 如果:培养、椅子……, 追寻学生在图片上画起另外的东西并使用已学过的方向介词和There be句型造句。)

Example:

There is a red car in front of the classroom. 2. (展示图片或用简笔画教学新单词drawer, chair, keyboard, pencil-box, mirror,连对介词in, on, under, behind, in front of进行操练。) (展示有送彩金白菜网抽屉、椅子、键盘、铅笔盒和镜子的简笔画。)

T: Look at the picture/the stick figure and learn the new word “drawer”.

(在简笔画中添上同支笔, 演习介词in和under。) Example: T: What’s in the drawer? Ss: There is a pen in it. T: What’re under the drawer? Ss: There are some pens under it. (所以同一的方法, 完成其他介词操练。)

(板书) drawer, chair, keyboard, pencil-box, mirror 3. (被学生独立完成2, 教师核对答案。) T: Finish 2 by yourselves, and then we will check the answers together. (审查完答案后, 被学生两人口同组练习对话。) T: OK. Practice the dialogs in pairs. After a while, I’ll ask three pairs to read the dialogs. 4. (1)(少人口同组找出3受到两幅图片的不同的处,共同制作一份不同的处的清单。) T: Work in pairs to find out the differences between the two pictures in 3. And then make a list of differences.

(2)(被学生两人口同组根据3中的A、B图分角色编对话,连根据对话内容和图表完成填空。) T: Now, work in pairs and make new dialogs according to Picture A and B in 3. And fill in the blanks. Example: S1: What color is the bag in Picture A? S2: It’s green. S1: What about the bag in Picture B? S2: It’s yellow. What’s on the desk in Picture A? S1: There is a computer and a keyboard. S2: What’s on the desk in Picture B? S1: There are some pencils, some books and a lamp. S2: Are there any shelves in Picture A? S1: Yes, there are. What’s on the shelves ? S2: There are some books and a model plane. (审查答案。) Step 5

Project 先后五步

归纳探究活动(时间:10分钟) 通过活动, 培养学生创新能力。

1. (结对活动。被其中同样名学生向其他一名学生讲述他/它的卧室/书房/厅……里的物体, 要求另外一名学生把房间里的这些物体放在合适的地方, 使得房间更加大方、好, 并用图描绘出,末了两人口共同用字表达出。在押哪组设计的卧室/书房/厅……最佳, 给予鼓励。) Example: S1: There is a desk, a chair, a bookcase, a computer, a soccer, a TV, a lamp, a kite, a guitar, a vase, a map of China, a family photo, a clock, some flowers, some pictures and some books in the study. S2: OK. I can draw them well. …

2. (家庭作业。) (被学生两张卧室的挂图。要求学生写一首关于两只卧室不同的处的短文。)

Ⅳ.问题探究

英语中的介词运用好灵活, 它往往因实际的职位选用对应的介词, 如果不是根据汉语直译

失去挑。

如果: on/in the wall There is a window in the wall. 墙上有送彩金白菜网一扇窗户。

There is a picture on the wall. 墙上有送彩金白菜网一幅画。

Section D

Section D needs 1 period.

Section D需要用1课时。

The main activities are 1 and 5. 依照课重点活动是1和5。

Ⅰ. Aims and demands目标要求

1. Learn the vowels: //,

//, //, // 2. (1)Review the prepositions of position. (2)Review the structure of“There be” . 3. Review home items. Ⅱ. Teaching aids 教具

录音机/图/单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 首先步

复习(时间:6分钟) 复习单词。

1. (方案一:听写单词。把本话题单词按词性归类,下一场进行听写活动,意志增强学生对单词的记忆与使用,啊本话题的写作练习奠定基础。) ①(名词和名词短语):floor, bedroom, kitchen, garden, bathroom, grandfather, house, door, lamp, clock, table, key, thing, dad, window, model, river, center, yard, flower, people, mirror, drawer, chair, keyboard, pencil-box, living room, dining room ②(介词和介词短语):behind, near, under, next to, in front of, in the center of, on the left, at the back of ③(数词、副词、形容词):second, upstairs, away, beautiful, large, left ④(动词短语):come in, talk about, put away (方案二:单词竞赛。把本单元单词和词组按效分类,制成单词卡片。教师给来中文意思,学生说英文。要求各名学生必报两只单词,同乐章一分。下一场进行全班抢答。) T: Now, let’s have a word competition. I’ll give you Chinese meaning. Please say them in English. Each word you’ll get one point. Are you ready? OK! Go! …

T: Well done! This time let’s have a quick answer. If you know, you can stand up and answer quickly. Yeah, begin! (自然报单词如下:second, floor, bedroom, upstairs, kitchen, garden, grandfather, front, house, behind, door, near, lamp, clock, under, table, key, away, thing, dad, window, model, river, center, yard, beautiful, flower, large, left, bathroom, people, drawer, chair, keyboard.) (抢答词组如下:next to, come in, dining room, living room, in front of, talk about, put away, in the center of, on the left, at the back of.) (通过对单词和词组的必然报和抢答, 尤其巩固本单元的词汇, 培养竞争意识, 调整学习积极性。)

Step 2

Presentation 第二步

表现(时间:5分钟)

表现1。

1. (表现含//发音的单词卡片, 被学生熟悉这些发音, 啊下的练习做准备。)

T: How do you read this word? (表现bird单词卡片。) Ss: Bird. T: What about this one? (表现girl单词卡片。) Ss: Girl.

(板书girl, bird, shirt连画线“ir”,帮助学生找规律。) girl

bird //

shirt

2. (所以同一的步骤教学//, //, //。) Step 3

Consolidation 先后三步

巩固(时间:5分钟)

巩固1。

1. (被学生听1的录音并大声跟读。) T: Listen to the tape and then read after it.

(再听1的录音, 被学生每听完三只单词后, 快说起它的汉语意思。) T: Listen to the tape again, and say the Chinese meaning quickly after every three words. 2. (被学生综合含//, //, //, //读音的单词。) T: Let’s sum up the words that have the pronunciations: //, //, //, //. For example: // first thirty thirteen …

// know boat coat …

// right night light …

// horse short sport …

Step 4

Practice 先后四步

演习(时间:17分钟) 通过练习完成2, 4a和4b。

1. (1)(被学生根据所听到的2的录音, 完成2。) T: Listen to 2 and draw a picture according to what you will hear. (被学生可以先写下关键词, 录音停止后再写。) (2)(审查完答案, 选出最佳图画, 张贴在教室里。随即要求学生看图写出刚才听到的句子, 因为巩固所学介词及There be句型。) T: Please write the sentences that you heard just now according to the picture. 2. (1)(被学生自主归纳整理本话题重点,因为强化印象,巩固记忆。四人口同组,进行自主学习,各名学生负担归纳整理一个Section的重要句型与词组。末了,四名学生将总结的结果汇总到一起,向全班学生汇报,和全班同学共享Topic 1的重要句型与词组,连和课本4a和4b对比。) (2)(告知学生并上书完成下列题目,目的在于巩固加强本单元重点4a和4b。下一场对答案。) T: Please close your books, and finish the questions below. A:所以相当的介词、介词短语或副词填空。

①There is a computer

her study. ②—Where is your study? —It’s

the second floor,

my bedroom. ③—Are there any shoes

the bed? —Yes, there are. ④—What’s

the house?

—There’s a car. ⑤There is a small garden

the center

the yard. ⑥You must look

your things and put them

. 参考答案:①in ②on, next to/near ③under ④in front of/behind ⑤in, of ⑥after, away B:根据括号内的要求就句子。

①There is a computer in picture B.(成为否定句) ②There are three bedrooms, a large living room on the second floor.(成为一般疑问句) ③Are there any boats on the river?(做出肯定回答/否定回答) ④There are three model planes on the desk.(针对画线处提问) ⑤There is only a little water in the bottle.(和④) 参考答案:

①There isn’t a computer in picture B. ②Are there three bedrooms, a large living room on the second floor? ③Yes, there are. / No, there aren’t. ④How many model planes are there on the desk? ⑤How much water is there in the bottle? Step 5

Project 先后五步

归纳探究活动(时间:12分钟)

通过活动, 培养学生实际应用能力。

1. (结对活动。把一张图案鲜明的图给S1, 但是不被S1看图中情。S1把图面向其他学生, S1问题, 其他学生回答。S1根据其他学生的叙说在黑板上画起同样幅图。末了被学生们被S1打分。这个活动能够活跃课堂气氛, 振奋学生学习兴趣。) Example: S1: What can you see in the picture? S2: There is a horse in the picture. S1: What else? S3: There is a man on the horse. S1: Is the horse running or walking? S4: The horse is running. S1: What else can you see? S5: The sky is blue and there are many trees in the picture. …

(增加教学弹性, 可以换图多开一两次。) 2. (完成5。被学生四人口同组, 举行调查, 在押同伴的房间里有送彩金白菜网什么东西, 先作报告。随即选一个同学, 连把那房间里的东西放在合适的地方, 所以图体现出。在押谁设计的效用最好, 张贴在教室里, 给予表彰。) (1)T: Work in groups of four. Make a survey about the things in your classmates’ rooms. Name …

Thing and position …

T: Report to your group, using the sentences like this: There is…

There isn’t…

There are…

There aren’t…

It’s on/in/behind/in front of…

They’re on/in/behind/in front of…

(2)T: Then draw a room. The student who draws the things in the best place is the winner. 3. (家庭作业。)

(被学生给他/它的对象写一封信。介绍一下温馨家的房间分类及房子周围的环境。多被70字。完成3。)

T: Write a letter to your friend. Describe rooms in your house, and the things around them. Finish 3. (at least 70 words)

参考范文:

Dear Mary,

I’m very glad to get a letter from you. From your letter, I know your home is beautiful. I want to tell you something about my home, too.

My house is very big. There are two bedrooms and a small study. There is a computer in my study. I love playing games and studying on the computer. Next to the computer, there is a shelf. On the shelf, there are some books.

There are many trees around my house. In front of my house, there is a beautiful garden. There are many beautiful flowers in it.

I like my home very much. Yours, Li Hua

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