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等可数名词进行pair work或chain drills。操练后，让学生归纳 How many+可数名词的复数形式+are there?? )
②(教师边说Oh, we’ve talked so long. I think you must want to drink a little water.边把一个装有一点水的杯子，递给一个学生，示意他/她作答。)
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，竖起大拇指。)
(再用milk, tea等不可数名词进行pair work或chain drills。操练后，让学生归纳 How much+不可数名词+is there?? ) (板书形式)
①中的对话 ②中的对话 How many+ + there ?? How much+ + there ?? 3. (让学生看3的图片, 完成3。让学生掌握生词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. (一分钟以后)
T: Now, let’s look at Picture 1 and 2. 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: 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.
(让学生模仿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. (看4的图片, 两人一组编对话。让学生掌握生词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.
(要求学生用同样的方法编对话, 完成4。)
T: Pay attention to the differences between in the river/tree and on the river/tree. Step 5 Project 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: My Study
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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? (活动结束后, 由学生们选出最佳搭档, 教师给予鼓励和表扬。)
(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。)
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 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:5分钟) 复习There be句型, 引出1a。
1. (检查并点评上节课布置的家庭作业。)
2. (将全班分成4组，利用1a的图片，组与组之间进行问答比赛。)
(竞赛规则：将全班分成4组，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，每个问题不能重复。第一个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，利用已学知识引出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 (让学生们朗读，必要时教师给以帮助。)
T: Now please read aloud the new words on the blackboard. Step 2 Presentation 第二步 呈现(时间:8分钟) 呈现1a。
1. (呈现听力任务，听1a的录音并判断所给句子的正误。) 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.
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( ) (4) Their bathroom is on the left of the yard. ( ) (5) There are some birds singing in the tree.
(再放一遍录音，一边听，一边核对答案；并且注意语音和语调。)
2. (让学生朗读1a, 并依次画出介绍院中建筑物位置的关键词, 然后核对。) 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! ?
(然后核对。)
T: The answers are: center, back, left, right.
Step 3 Consolidation 第三步 巩固(时间:7分钟) 巩固1a, 完成1b。
1. (让学生仔细阅读1a, 完成1b, 然后教师核对答案。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, 让学生把1a中的关键词、句找出来列于纸上。从每组选出一名成员按照要点复述短文。)
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 第四步 练习(时间:15分钟) 练习方位介词, 完成2, 3。
1. (教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, pencil-box, mirror，并对介词in, on, under, behind, in front of进行操练。)
(出示有抽屉、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, 完成其他介词操练。) (板书)
drawer, chair, keyboard, pencil-box, mirror 3. (让学生独立完成2, 教师核对答案。)
T: Finish 2 by yourselves, and then we will check the answers together. (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 pairs to read the dialogs. 4. (1)(两人一组找出3中两幅图片的不同之处，共同制作一份不同之处的清单。)
T: Work in pairs to find out the differences between the two pictures in 3. And then make a list of differences. (2)(让学生两人一组根据3中的A、B图片分角色编对话，并根据对话内容和图片完成填空。) 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.
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(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. (结对活动。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. ?
2. (家庭作业。)
(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。)
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 position. (2)Review the structure of“There be” . 3. Review home items. Ⅱ. Teaching aids 教具 录音机/图片/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: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，然后进行听写活动，旨在加强学生对单词的记忆和运用，为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功能分类，制成单词卡片。教师给出中文意思，学生说英文。要求每名学生必答两个单词，一词一分。然后进行全班抢答。) 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!
(必答单词如下：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。) Step 2 Presentation 第二步 呈现(时间:5分钟) 呈现1。
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: How do you read this word? (呈现bird单词卡片。) Ss: Bird.
T: What about this one? (呈现girl单词卡片。)
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Ss: Girl.
(板书girl, bird, shirt并画线“ir”，帮助学生找规律。)
girl bird shirt / / 2. (用同样的步骤教学/ /, / /, / /。) Step 3 Consolidation 第三步 巩固(时间:5分钟) 巩固1。
1. (让学生听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, 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 the tape again, and say the Chinese meaning quickly after every three words. 2. (让学生归纳含/ /, / /, / /, / /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 第四步 练习(时间:17分钟) 通过练习完成2, 4a和4b。
1. (1)(让学生根据所听到的2的录音, 完成2。)
T: Listen to 2 and draw a picture according to what you will hear. (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 according to the picture. 2. (1)(让学生自主归纳整理本话题重点，以加深印象，巩固记忆。四人一组，进行自主学习，每名学生负责归纳整理一个Section的重点句型与词组。最后，四名学生将总结的结果汇总到一起，向全班学生汇报，与全班同学共享Topic 1的重点句型与词组，并与课本4a和4b对照。)
(2)(告诉学生合上书完成下列题目，目的在于巩固加强本单元重点4a和4b。然后核对答案。) T: Please close your books, and finish the questions below. A：用适当的介词、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：根据括号内的要求完成句子。
①There is a computer in picture B.(变成否定句)
②There are three bedrooms, a large living room on the second floor.(变成一般疑问句) 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.(对画线处提问) ⑤There is only a little water in the bottle.(同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 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. (结对活动。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, S1问问题, 其他学生回答。S1根据其他学生的描述在黑板上画出一幅图。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?
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