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 were Jane. Listen to the tape and make a dialog with Maria. 4. (让学生看黑板上的关键词, 学生两人一组上台表演, 完成1b。) T: Now, boys and girls, please look at the key words and act out the dialog. G1: …
T: Wonderful! Any other groups? G2: …
(对学生表演进行点评。)
Step 4 Practice 第四步 练习(时间:15分钟) 练习2a, 完成2b。
1. (1)(让学生认真听2a的录音并独立完成2a, 主要让学生了解关于房间的名词。) T: OK! Now listen to 2a and do it by yourselves. Do you understand? Ss: Yes.
(2)(呈现2a挂图, 让学生拿着教师已准备好的地点名词卡片根据录音内容到黑板前粘贴, 并用一句话说出它的位置。)
T: Boys and girls, put up the cards of places on the blackboard and say a sentence. Example:
There is a study on the second floor. …
(3)(核对答案。)
T: Now, let’s check the answers. Listen to me carefully and correct them. Rooms on the first floor: C, D, E. (from left to right) Rooms on the second floor: A, A, B. (from left to right) In front of the house: F.
2. (让学生看2a的图, 与搭档对话完成2b。给学生几分钟准备, 然后找一些小组表演对话。) T: Now let’s look at the picture in 2a, then finish 2b according to the example with your partner. (几分钟后, 让学生表演。)
T: Which group can act your dialog out? G1: We can. (表演对话。)
T: Great! Any more? …
3. (教师与一名学生先做示范, 再让其他学生仿照示范完成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.
(让学生跟搭档讨论, 完成对话。) S2: … S3: …
(让学生根据对话和3中的短语连句。) Example:
Father is cleaning the car in front of the house.
Step 5 Project 第五步 综合探究活动(时间:10分钟) 通过活动, 增强学生的综合运用能力。
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1. (呈现给学生一张表格, 介绍自己的教室。) There is a teacher a clock a blackboard … There are students books desks …
T: Introduce our classroom according to the form, then report to the class. Example: (陈述形式。)
There is a teacher in our classroom.
There are some students in our classroom. There isn’t a cat… There aren’t any… (或问答形式。)
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)(让学生自己画一张自己家的图片, 并用英文标出所画房间名称。) T: Draw a picture of your own house.
(2)(运用演讲形式, 让学生介绍自己最喜欢的房间及房间里都有什么。) Example:
My favorite room is my study. 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)(让学生四人一组做一个关于―What’s your favorite room?‖的调查报告, 然后全班分组调查, 最后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)(找找看。)
(出示一张房间的图片, 让学生找物品的位置, 引出―What’s in that room?‖为下一课作铺垫。) T: Boys and girls, where is the desk? Ss: It’s near the window. T: What’s in that room? Ss: There is a bed, a light … T: Very good. Let’s begin. …
3. (家庭作业。)
(让学生画一幅自己理想中的房子。并用英语进行简单的描述。不少于6个句子。)
T: Draw a picture of your ideal house. Then write a short passage about it. (At least six sentences.) Ⅳ.疑点探究
play with意为―玩耍；游戏；玩乐‖，多指儿童的活动。如： The child is playing with a ball. 这个孩子正在玩球。
play意为―打、玩、踢‖等意思时常指正式的球类运动和演奏活动。如： They are playing basketball on the playground. 他们正在操场上打篮球。
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Section B
Section B needs 1~2 periods. Section B需用1~2课时。 The main activities are 1a and 3. 本课重点活动是1a和3。 Ⅰ. Aims and demands目标要求 1. (1)Master the names of home items: lamp, clock, table, key, window
(2)Learn other new words and phrases:
talk about, put away, thing, dad, model, under, river
2. Go on learning how to use the structure of―There be‖ and the prepositions of positions. —What’s on your desk?
—There is a lamp, a computer, some books and so on. —How many boats are there on the river? —There are two.
3. Talk about positions and existence. —Is there a sofa in your study? —Yes, there is. It’s near my desk.
Important and difficult points:(重难点)
Go on learning how to use the structure of―There be‖ and the prepositions of positions. Ⅱ. Teaching aids 教具 录音机/挂图/实物
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:10分钟) 复习There be句型, 导入1a。
1. (在黑板上呈现一张漂亮的两层楼挂图, 有书房、卧室、厨房、餐厅、客厅、卫生间、花园。此活动的目的是复习There be句型。)
(把图拿走, 要求学生凭着记忆, 描述这张图, 采用竞赛的形式, 可采用小组竞赛, 也可以个人为单位竞赛, 教师给予奖励, 激发学生的学习热情。)
(竞赛规则如下:参赛者只能在规定的两分钟内描述这张图, 说对一句, 得一分, 谁得的分最多, 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. (利用1a的挂图, 引导学生复习There be句型, 并引入新单词和新句型。) T: What can you see in the picture? S1: I can see a sofa.
S2: I can see a family photo and a clock. …
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.
(让学生通过观察去发现规律。) (板书)
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(1) What’s on your desk?
There is a lamp, a computer, some books and so on. (台灯)
(2) Is there a clock on it? (钟)
Yes, there is./No, there isn’t.
Step 2 Presentation 第二步 呈现(时间:5分钟) 呈现1a。
1. (让学生听1a的录音, 回答教师的问题。) T: Listen to 1a and answer the questions. (听完后, 教师问, 学生回答。)
T: Now, please answer my questions. Where’s the sofa? S1: It’s near Jane’s desk. T: Next, what’s on the desk?
S2: There is a lamp, a computer, some books and so on. T: Good! Next, where is the clock? S3: …
2. (让学生分角色朗读1a。)
T: Please work in pairs, and read the dialog.
Step 3 Consolidation 第三步 巩固(时间:5分钟) 巩固1a, 完成1b。
1. (让学生合上书本, 看1a的挂图, 描述Jane的书房, 用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, 两人一组谈论自己的书房/卧室……, 并完成1b。)
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.
Step 4 Practice 第四步 练习(时间:15分钟) 通过练习, 完成2, 3, 4。
1. (1)(让学生看2的图, 听录音, 完成2。)
T: Look at the pictures in 2, and listen to the tape and finish 2. (2)(听完录音, 核对答案。) T: Who can tell us your answers? S1: ―on, There’re, keys‖. S2: ―behind, There’s‖. T: That’s right.
2. (可以用课前准备好的实物, 让学生用There be句型回答。) (出示橘子。)
T: Now, please look at my hand. What’s in it? S3: There is an orange in it.
(从书包中取出香蕉藏在身后。导出新句型。) (板书)
How many+可数名词复数形式+are there+…? There be…
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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!
3. (让学生看3的图片, 完成3。)
T: Let’s go to 3. There are eight pictures in it. First, read Picture 1 and 2 by yourselves for 1 minute.
(一分钟以后)
T: Now, let’s look at Picture 3 and 4. Make new dialogs according to Picture 1 and 2. (两分钟以后, 挑选两组表演。)
T: I’ll choose two pairs to act them out. G1: What’s near the window? There is a guitar near it.
G2: Is there any milk in the glass? Yes, there is.
(让学生看图5、6, 完成对话7、8。)
T: Read the dialogs below Picture 5 and 6 and make similar dialogs with Picture 7 and 8. G3: What’s in the tree? There’re some birds in it. How many birds are there? There are three. G4: …
4. (看4的图片, 两人一组编对话。)
T: Please look at the picture in 4, then work in pairs and make new dialogs like this: Dialog 1: S4: What’s in the picture? S5: There are some dogs in it.
Dialog 2: S6: Are there any monkeys in the tree? S7: Yes, there are.
S8: How many monkeys are there? S?9: There are three.
(要求学生用同样的方法编对话, 完成4。)
Step 5 Project 第五步 综合探究活动(时间:10分钟) 通过活动培养学生实际操作能力。
1. (找找看。课前把一些实物, 如铅笔、尺子、书包、小刀等放在教室的不同位置, 让学生找到物品并说明某地有什么。) 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: …
(在开展以上对话活动时, 要求学生特别注意in, on, next to, in front of, behind等介词的使用, 重点练习What’s on/in/next to…？There is/are…)
2. (方案一: 让学生两人一组用图文形式介绍自己家里某一房间物品的摆放。其中一名学生画图, 另一名学生配文字说明, 并站在讲台前向学生们描述。) Example:
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