My Study
There’s a family photo on the wall. 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?
(活动结束后, 由学生们选出最佳搭档, 教师给予鼓励表扬。)
(方案二: 两人一组活动, 其中一名学生用文字描述某一房间, 另外一名学生画图。 最后, 把图展示出来, 由学生们选出最佳搭档, 教师给予鼓励表扬。) 3. (家庭作业。)
(让学生根据4中的图片写一篇小短文。不少于60字。) Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。 I . Aims and demands目标要求 1. Learn some new words:
beautiful, flower, large, bathroom, drawer, chair, keyboard
2. Go on learning the prepositions of positions and the structure of ―There be‖. (1)Talk about positions. —Where is the lamp? —It’s on the desk.
—Where are my shoes? —They’re under the bed. (2)Talk about existence.
There is a small garden in front of my house.
There are many beautiful flowers in the garden, but there aren’t any trees in it. Are there many beautiful flowers in the garden? Is there a kitchen on the first floor?
Important and difficult points:(重难点) There is a small garden in front of my house.
There are many beautiful flowers in the garden, but there aren’t any trees in it. Are there many beautiful flowers in the garden? Is there a kitchen on the first floor? Ⅱ. Teaching aids 教具 录音机/挂图/图片/简笔画
Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 复习There be 句型, 引出1a。
(接龙游戏。将全班分成几组, 利用1a的图片, 组与组之间进行问答比赛。)
(竞赛规则:1.组与组之间的竞赛; 2.开始第一个问题由教师来问; 3.每组在回答问题后, 提出一个新问题, 让另外一组的学生回答; 4.每个问题不能重复。) T: What’s in the picture?
G1: There’s a nice house. Where’s the garden? G2: It’s in front of the house. What’s in the garden?
G3: There are many beautiful flowers in it. Is there a big tree? G4: Yes, there is. Where is it? G5: It’s behind the house. …
(假设是第2组获胜。进行下一轮比赛。)
T: It’s great! Stop! Group 2 is the winner. Now, please go on with next round. What’s on the first floor in the house?
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G1: There is a big living room. Is there a dining room next to it? G2: Yes, there is. What’s in the dining room?
G3: There is a table and some chairs in it. Can you find out the bathroom? G4: Yes, I can. Where is it? …
(总结学生比赛结果, 进行鼓励表扬。) T: How wonderful! You are the best!
(用两个学过的句型来呈现1a中的新单词。板书。)
The flowers in the garden are beautiful. 花 漂亮
John is having a bath in the bathroom. 浴室
Step 2 Presentation 第二步 呈现(时间:5分钟) 呈现1a。
1. (设置听力任务, 听1a的录音并回答问题。) T: Listen to 1a carefully and answer my questions. Questions:
(1)What’s in front of the house? (2)Are there any trees in the garden? (3)Is there a study on the first floor? (核对答案。) T: Are you ready? Ss: Yes.
T: Who can answer my first question?
S1: There is a small garden in front of the house. T: Well done! The second question? S2: … …
2. (让学生快速朗读1a, 并完成正误判断题, 然后核对答案并改正。)
T: Read 1a quickly, and then finish the true or false questions, then check the answers and correct them. T: Finish? Ss: Yes.
T: Who can answer the first question? S3: ―T‖.
T: Oh, it is wrong.
S4: ―F‖. There aren’t any trees in it. T: Wonderful! Next? S5: …
(用同样的方法完成剩下的问题。)
Step 3 Consolidation 第三步 巩固(时间:5分钟) 巩固1a, 完成1b。
1. (让学生阅读1a, 完成1b, 然后教师核对答案。)
T: Now, please read 1a. Finish 1b, then I will check the answers.
2. (把全班分成四组, 让学生把1a中的关键词、句找出来列于纸上, 并画出一幅简笔画。选出每组一名成员按照要点和简笔画复述短文。)
T: The class will be divided into four groups. List some key words and sentences on your paper, and draw a stick figure on it. Retell the passage according to the key words and the picture. I’ll choose one of you in each group to retell it.
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Example:
This is my home. There are seven rooms in my home. On the first floor, there is a living room, a bathroom … Step 4 Practice 第四步 练习(时间:15分钟) 练习方位介词, 完成2, 3。
1. (老师把已准备好的图片贴在黑板上, 如：树、椅子……, 找学生在图片上画出其他的东西并运用已学过的方位介词和There be句型造句。) Example:
There is a red car in front of the classroom.
2. (出示图片或用简笔画教学新单词drawer, chair, keyboard, 并对介词in, on, under, behind, in front of进行操练。) (出示有抽屉、椅子和键盘的简笔画。)
T: Look at the stick figure and learn the new word ―drawer‖. Ss: Drawer. (跟读)
(在简笔画中添上一支笔, 操练介词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. (用同样的方法, 完成介词操练。)
3. (让学生独立完成2, 教师核对答案。)
T: Finish 2 by yourselves, then check the answers together. (核对完答案后, 让学生两人一组练习对话。)
T: OK. Practice the dialogs in pairs. After a while, I’ll ask three groups to read the dialogs.
4. (让学生两人一组根据3的A、B图片分角色编对话，并根据对话内容和图片填空。) T: Now, work in pairs and make new dialogs according to Picture A and B in 3. 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: Is there a shelf in Picture A?
S1: Yes, there is. What’s on the shelf?
S2: There are some books and a model plane. (核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟) 通过活动, 培养学生创新能力。
1. (双人活动, 让其中一名学生向另一名学生描述他/她的卧室/书房/客厅……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、漂亮, 并用图描绘出来，最后两人一起用文字表达出来。看哪组设计的卧室/书房/客厅……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. …
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2. (家庭作业。)
(1)(给学生两张卧室的挂图。要求学生写一篇关于两个卧室不同之处的短文。) (2)(让学生预习Section D。) Ⅳ.疑点探究
英语中的介词运用很灵活, 它往往根据具体的位置选用对应的介词, 而不是根据汉语直译去选择。 如: on/in the wall
There is a window in the wall. 墙上有一扇窗户。 There is a picture on the wall. 墙上有一幅画。
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1 and 5. 本课重点活动是1和5。 Ⅰ. Aims and demands目标要求 1. Learn the vowels:
2. (1)Review the prepositions of positions. in, on, behind, under, near, next to, in front of (2)Review the structure of―There be‖ .
There is a small garden in front of my house. There isn’t a computer in Picture B.
There are two bedrooms and a small study. There aren’t any trees in it.
—Is there a computer in your study? —Yes, there is. / No, there isn’ t. —Are there any shoes under the bed? —Yes, there are. / No, there aren’t. —What’s on the desk?
—There are some model planes on it. —How many pairs are there? —There are two pairs. 3. Review home items.
Important and difficult points:(重难点)
There is a small garden in front of my house. There isn’t a computer in Picture B.
There are two bedrooms and a small study. There aren’t any trees in it.
—Is there a computer in your study? —Yes, there is. / No, there isn’ t. Ⅱ. Teaching aids 教具 录音机/图片/音标卡片
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:10分钟) 复习单词, 导入1。 1. (单词竞赛。把本单元单词按功能归类, 制成单词卡片, 要求每名学生必答两个单词, 教师给出中文意思, 学生说英文。一词一分。然后进行全班抢答。)
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T: Now, let’s have a word competition. I’ll give you Chinese meanings. 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!
(必答单词如下: bedroom, kitchen, bathroom, study, garden, flower, lamp, clock, key, CD, chair, keyboard, behind, under, second, floor, wall, model, beautiful, large, drawer)
(抢答词组如下: dining room, living room, in front of, put away, look after)
(通过对单词和词组的必答和抢答, 进一步巩固本单元的词汇, 培养竞争意识, 调动学习积极性。) 2. (1)(呈现含发音的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。) T: What’s this? Ss: It’s bird. T: What’s that? Ss: It’s girl.
(板书girl, bird并画线―ir‖,要求学生找规律。) girl bird
Step 2 Presentation 第二步 呈现(时间:3分钟) 呈现1。
(让学生听1的录音并跟读。)
T: Listen to the tape and then read after it.
Step 3 Consolidation 第三步 巩固(时间:5分钟) 巩固1。
1. (再听1的录音, 让学生每听完三个单词后, 快速说出它们的汉语意思。) T: Listen to 1 again and say their Chinese meanings quickly. 2. T: Let’s sum up the words that have the pronunciations Step 4 Practice 第四步 练习(时间:15分钟) 通过练习完成2, 3a, 3b和4。
1. (1)(让学生根据所听到2的录音, 完成2。)
T: Listen to 2 and draw a picture according to what you will hear. (让学生可以先写下关键词, 录音停止后再画。)
(2)(核对完答案, 选出最佳图画, 张贴在教室里。接着要求学生看图写出刚才听到的句子, 以巩固所学介词及There be句型。)
T: Please write the sentences that you heard just now. 2. (告诉学生3a和3b是本单元重点, 翻开书齐读。) T: Please open your books! Read 3a and 3b together. 3. (用所学的介词及There be句型, 让学生完成4。)
T: Write a letter to your friend about your house. Use the prepositions that we have learnt and the structure of ―There be‖.
Step 5 Project 第五步 综合探究活动(时间:12分钟) 通过活动, 培养学生实际运用能力。
1. (双人活动, 把一张图案鲜明的图片给S1, 但不让S1看到图中内容。S1把图面向其他学生, 让其他学生来描绘这张图, S1根据学生们的描述在黑板上画出一幅图。S1可以问问题, 其他学生回答。最后让学生们给S1打分。此活动能够活跃课堂气氛, 激发学生兴趣。) 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?
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