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 第一步 复习(时间:5分钟)
复习现在进行时和一般现在时，引出1a中的新词汇。
(方案一)
(老师在黑板上画一幅简笔画，让学生看图回答问题。) 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?，并分别板书在read, in the study的下面。) (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)
(叫几名学生表演在不同地点的动作, 如学习、睡觉、洗澡、用餐、煮饭、看电视等, 让其他学生逐一猜这些动作和地点。此活动复习Unit 5的现在进行时, 同时呈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 呈现(时间:7分钟) 呈现1a。
1. (呈现1a挂图。指着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.
(指着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, 并进行适当的讲解。) —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. (让学生根据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.
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(让学生之间进行对话。) S1: ? S2: ? (板书)
garden, upstairs, come in
2. (课前设置好听力任务, 并板书。) (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. (播放1a的录音。)
3. (核对答案, 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 第三步 巩固(时间:8分钟) 巩固1a, 完成1b。
1. (再放1a的录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Now, please follow the tape and mark the stress and intonation with your pencil. 2. (让学生擦去所标记号, 先自读, 然后跟读, 核对语音语调。)
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. (让学生看黑板上的关键词, 请几对学生上台表演, 然后完成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。) 5. (检查并核对答案。)
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, 学习关于房间的名词。) T: Now listen to 2a and match them by yourselves. (播放录音。)
(2)(呈现2a挂图, 让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, 并用一句话说出它的位置。) 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)(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 G (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。让学生准备几分钟, 然后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. (几分钟后, 让学生表演。)
T: Which group can act your dialog out? G: We can. (表演对话。)
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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。)
T: Make conversations with your partner, now. S2: ? S3: ?
(板书并领读如下生词。)
grandfather, door, behind
(让学生根据对话和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 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。
1. (呈现给学生一张表格, 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: (陈述形式。)
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)(让学生自己画一张自己家的图片, 并用英文标出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)(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。) 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)(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, 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。)
(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：
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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。 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)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 第一步 复习(时间:6分钟) 复习There be句型, 导入1a。
1. (在黑板上呈现一张漂亮的两层楼挂图, 有书房、卧室、厨房、餐厅、客厅、卫生间、花园，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: 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.
(让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 呈现(时间:6分钟) 呈现1a。
1. (让学生听1a的录音, 回答下面的问题。) T: Listen to 1a and answer the questions. (板书)
(1) Where’s the sofa?
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(2) What’s on the desk?
(3) Where is the clock? (核对答案。)
2. (让学生再听1a，注意语音和语调。)
T: Please listen to the tape and pay attention to the pronunciation and intonation. 3. (让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 第三步 巩固(时间:8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, 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, 两人一组谈论自己的书房/卧室??, 并完成1b。让学生理解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. (让学生根据1a所学，试着用几句话来描述一下自己的书房、卧室??) T: According to la, try to use some sentences to describe your study, bedroom ? 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。让学生掌握生词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, 核对答案。)
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。(理解即可) 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, 让学生用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!
(出示一个装有很少水的瓶子，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+可数名词复数形式+are there ?? There are?
How much+不可数名词+is there ?? There is? (方案二)
(教师出示三个香蕉。)
T: Now, please look here. What’s in my hand? Ss: There are three bananas. (将香蕉装入书包中。)
①T: Are there any bananas in my bag? Ss: Yes, there are.
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