Our Local Area Topic 1
Is there a clock on your desk? Section A
Section A needs 1~2 periods. Section A 需用1~2課時。
The main activities are 1a, 2a and 3. 本課重點活動是1a，2a和3。
Ⅰ. Aims and demands目標要求
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
Ⅲ. Five-finger Teaching Plan 五指教學方案
(方案一) (老師在黑板上畫一幅簡筆畫，讓學生看圖回答問題。) 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.教師邊說邊在黑板的左上方并排寫出“read, in the study”，教師繼續問學生Then do you want to know where I sleep/cook/eat/watch TV…?引導學生向教師發問。) S1: Where do you sleep?
T: I sleep in the bedroom. …
(依次引導出in the kitchen…，并分別板書在read, in the study的下面。) (板書) 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) (叫幾名學生表演在不同地點的動作, 如學習、睡覺、洗澡、用餐、煮飯、看電視等, 讓其他學生逐一猜這些動作和地點。此活動復習Unit 5的現在進行時, 同時呈現出表示房間的名詞。) (板書) living room
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. …
1. (呈現1a掛圖。指著圖上的臥室發問并指導學生回答。) T: What do you do in the bedroom? Ss: We sleep in it. (指著掛圖上的書房繼續做問答練習。) 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. (板書新句型, 并進行適當的講解。) —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. (讓學生根據1a的圖練習There be…句型的疑問句形式。)
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.
(板書) garden, upstairs, come in 2. (課前設置好聽力任務, 并板書。) (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的錄音。) 3. (核對答案, 板書關鍵詞。) 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. (板書) study—second floor—next to—bedroom—books—shelves Step 3
1. (再放1a的錄音, 讓學生跟讀, 并用鉛筆標出重讀與語調。) T: Now, please follow the tape and mark the stress and intonation with your pencil. 2. (讓學生擦去所標記號, 先自讀, 然后跟讀, 核對語音語調。) T: Erase the marks and read 1a by yourselves. Then check your pronunciation and intonation according to the tape. 3.
(人機對話。) T: Now, listen to me carefully. Suppose you are Jane. Listen to the tape and make a dialog with Maria. 4. (讓學生看黑板上的關鍵詞, 請幾對學生上臺表演, 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: …
(對學生表演進行點評。) 5. (檢查并核對答案。)
1. (1)(讓學生認真聽2a的錄音并獨立完成2a, 學習關于房間的名詞。) T: Now listen to 2a and match them by yourselves. (播放錄音。) (2)(呈現2a掛圖, 讓學生拿著教師已準備好的關于房間的單詞卡片，根據錄音內容到黑板前粘貼, 并用一句話說出它的位置。) 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)(核對答案。) 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. (讓學生看2a的圖, 與搭檔對話完成2b。讓學生準備幾分鐘, 然后找一些小組表演對話。) T: Now, let’s look at the picture in 2a, and then finish 2b according to the example with your partner. (幾分鐘后, 讓學生表演。) T: Which group can act your dialog out? G: We can.
(表演對話。) T: Great! Any more? …
3. (教師與一名學生先做示范, 再讓其他學生仿照示范完成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. (讓學生跟搭檔討論, 完成對話。) T: Make conversations with your partner, now. S2: …
(板書并領讀如下生詞。) grandfather, door, behind (讓學生根據對話和3中的短語連句。) 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.
1. (呈現給學生一張表格, 介紹自己的教室。) 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: (陳述形式。) There is a teacher in our classroom. There are some students in our classroom. (問答形式。) 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)(讓學生自己畫一張自己家的圖片, 并用英文標出所畫房間及物品名稱。) T: Draw a picture of your own house, and mark the names of rooms and home items. (2)(運用演講形式, 讓學生介紹自己最喜歡的房間及房間里都有什么。) 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)(讓學生四人一組做一個關于“What’s your favorite room?”的調查報告, 然后全班分組調查, 最后隨機抽學生向大家匯報。) Example: ××’s favorite room is his/her study. He/She can study in his/her study…
(4)(找找看。) (出示一張房間的圖片, 讓學生找物品的位置, 引出“What’s in that room?”為下一課作鋪墊。) 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. …
(讓學生畫一幅自己理想中的房子，并用英語進行簡單的描述。不少于6個句子。) T: Draw a picture of your ideal house. Then write a short passage about it. (At least six sentences.) Ⅳ.疑點探究
The child is playing with a ball. 這個孩子正在玩球。
They are playing basketball on the playground. 他們正在操場上打籃球。
Section B needs 1~2 periods.
The main activities are 1a and 3. 本課重點活動是1a和3。
Ⅰ. Aims and demands目標要求
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
Ⅲ. Five-finger Teaching Plan 五指教學方案
復習There be句型, 導入1a。
1. (在黑板上呈現一張漂亮的兩層樓掛圖, 有書房、臥室、廚房、餐廳、客廳、衛生間、花園，復習There be句型。) (把圖拿走, 要求學生憑著記憶, 描述這張圖, 采用競賽的形式, 可小組競賽, 也可以個人為單位競賽, 教師給予獎勵, 激發學生的學習熱情。) (競賽規則如下:參賽者只能在規定的兩分鐘內描述這張圖, 說對一句, 得一分, 誰得的分最多, 誰就獲勝。) 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的掛圖, 引導學生復習There be句型, 并引入新單詞和新句型。) 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
Ss: No, there isn’t.
(讓學生通過觀察去發現規律。) (板書) (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
1. (讓學生聽1a的錄音, 回答下面的問題。) T: Listen to 1a and answer the questions. (板書) (1) Where’s the sofa? (2) What’s on the desk? (3) Where is the clock? (核對答案。) 2. (讓學生再聽1a，注意語音和語調。)
T: Please listen to the tape and pay attention to the pronunciation and intonation. 3. (讓學生根據語音和語調分角色朗讀1a。) T: Please work in pairs, and read the dialog in roles. Step 3
1. (讓學生合上書本, 看1a的掛圖, 描述Jane的書房, 鞏固There be句型。) T: Please close your books and look at the picture in 1a. Then describe Jane’s study. OK? 2. (根據1a, 兩人一組談論自己的書房/臥室……, 并完成1b。讓學生理解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. (讓學生根據1a所學，試著用幾句話來描述一下自己的書房、臥室……)
T: According to la, try to use some sentences to describe your study, bedroom …
通過練習, 完成2, 3, 4。
1. (1)(讓學生看2的圖, 聽錄音, 完成2。讓學生掌握生詞table, key, put away, dad和thing。) T: Look at the pictures in 2, and listen to the tape and finish 2. (2)(聽完錄音, 核對答案。) T: Who can tell us your answers? S1: “on, There are, keys”. S2: “behind, There’s, away”. T:
That’s right. (3)學習下列句子。(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. (可以用課前準備好的實物, 讓學生用There be句型回答。) (方案一) (教師從書包中取出香蕉藏在身后，導出新句型。) 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! (出示一個裝有很少水的瓶子，導出新句型。) 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. (板書) How many+可數名詞復數形式+are there …? There are…
How much+不可數名詞+is there …? There is…
(方案二) (教師出示三個香蕉。) T: Now, please look here. What’s in my hand? Ss: There are three bananas. (將香蕉裝入書包中。) ①T: Are there any bananas in my bag? Ss: Yes, there are. T: How many bananas are there?(在句子下面畫線，以示注意。) Ss: There are three. T: Well done, boys and girls!
(再用oranges, books等可數名詞進行pair work或chain drills。操練后，讓學生歸納
How many+可數名詞的復數形式+are there…? ) ②(教師邊說Oh, we’ve talked so long. I think you must want to drink a little water.邊把一個裝有一點水的杯子，遞給一個學生，示意他/她作答。) T: Is there any water in your cup? S: Yes, there is. T: How much water is there?(句子下面畫線。) S: Only a little. T: Excellent.(身體語言，豎起大拇指。) (再用milk, tea等不可數名詞進行pair work或chain drills。操練后，讓學生歸納
How much+不可數名詞+is there…? ) (板書形式) ①中的對話
there …? ②中的對話
there …? 3. (讓學生看3的圖片, 完成3。讓學生掌握生詞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. (一分鐘以后) T: Now, let’s look at Picture 1 and 2. Make new dialogs according to Picture 1 and 2. (兩分鐘以后, 挑選兩組表演。) 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. (讓學生模仿3、4, 完成對話。) 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的圖片, 兩人一組編對話。讓學生掌握生詞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. (要求學生用同樣的方法編對話, 完成4。) T: Pay attention to the differences between in the river/tree and on the river/tree.
1. (找找看。課前把一些實物, 如鉛筆、尺子、書包、小刀等放在教室的不同位置, 讓學生找到物品并說明某地有什么。) 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: …
(在開展以上對話活動時, 要求學生特別注意in, on, next to, in front of, behind等介詞的使用, 重點練習What’s on/in/next to…？There is/are…) 2. (方案一: 讓學生兩人一組用圖文形式介紹自己家里某一房間物品的擺放。其中一名學生畫圖, 另一名學生配文字說明, 并站在講臺前向學生們描述。) 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? (活動結束后, 由學生們選出最佳搭檔, 教師給予鼓勵和表揚。) (方案二: 兩人一組活動, 其中一名學生用文字描述某一房間, 另外一名學生畫圖。
最后, 把圖展示出來, 由學生們選出最佳搭檔, 教師給予鼓勵表揚。) 3. (家庭作業。) (讓學生根據4中的圖片寫一篇小短文。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.
The main activities are 1a and 2. 本課重點活動是1a和2。
I . Aims and demands目標要求
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
Ⅲ. Five-finger Teaching Plan 五指教學方案
復習(時間:5分鐘) 復習There be句型, 引出1a。
1. (檢查并點評上節課布置的家庭作業。) 2. (將全班分成4組，利用1a的圖片，組與組之間進行問答比賽。) (競賽規則：將全班分成4組，每組在回答問題后, 提出一個新問題，讓另外一組的學生回答，每個問題不能重復。第一個問題由教師問第一組回答。) 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. …
(總結比賽結果，進行鼓勵表揚。) (教師引導學生看圖，利用已學知識引出1a的新詞匯。) 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. (板書) Yard, in the center of, beautiful, flower, left, large (讓學生們朗讀，必要時教師給以幫助。) T: Now please read aloud the new words on the blackboard. Step 2
1. (呈現聽力任務，聽1a的錄音并判斷所給句子的正誤。) 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. (再放一遍錄音，一邊聽，一邊核對答案；并且注意語音和語調。)
2. (讓學生朗讀1a, 并依次畫出介紹院中建筑物位置的關鍵詞, 然后核對。) 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! …
(然后核對。) T: The answers are: center, back, left, right. Step 3
1. (讓學生仔細閱讀1a, 完成1b, 然后教師核對答案。要求學生掌握生詞people。) T: Now, please read 1a carefully. Finish 1b, and then I will check the answers. 2. (把全班分成四組, 讓學生把1a中的關鍵詞、句找出來列于紙上。從每組選出一名成員按照要點復述短文。) 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.
This is my home. There is a small garden in the center of the yard. And in the garden, there are many beautiful flowers…
練習方位介詞, 完成2, 3。
1. (教師把已準備好的圖片貼在黑板上, 如：樹、椅子……, 找學生在圖片上畫出其他的東西并運用已學過的方位介詞和There be句型造句。)
There is a red car in front of the classroom. 2. (出示圖片或用簡筆畫教學新單詞drawer, chair, keyboard, pencil-box, mirror，并對介詞in, on, under, behind, in front of進行操練。) (出示有抽屜、椅子、鍵盤、鉛筆盒和鏡子的簡筆畫。)
T: Look at the picture/the stick figure and learn the new word “drawer”.
(在簡筆畫中添上一支筆, 操練介詞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. (用同樣的方法, 完成其他介詞操練。)
(板書) drawer, chair, keyboard, pencil-box, mirror 3. (讓學生獨立完成2, 教師核對答案。) T: Finish 2 by yourselves, and then we will check the answers together. (核對完答案后, 讓學生兩人一組練習對話。) T: OK. Practice the dialogs in pairs. After a while, I’ll ask three pairs to read the dialogs. 4. (1)(兩人一組找出3中兩幅圖片的不同之處，共同制作一份不同之處的清單。) T: Work in pairs to find out the differences between the two pictures in 3. And then make a list of differences.
(2)(讓學生兩人一組根據3中的A、B圖片分角色編對話，并根據對話內容和圖片完成填空。) 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. (核對答案。) Step 5
綜合探究活動(時間:10分鐘) 通過活動, 培養學生創新能力。
1. (結對活動。讓其中一名學生向另一名學生描述他/她的臥室/書房/客廳……里的物體, 要求另外一名學生把房間里的這些物體放在合適的地方, 使得房間更加大方、漂亮, 并用圖描繪出來，最后兩人一起用文字表達出來。看哪組設計的臥室/書房/客廳……最佳, 給予鼓勵。) 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. (家庭作業。) (給學生兩張臥室的掛圖。要求學生寫一篇關于兩個臥室不同之處的短文。)
英語中的介詞運用很靈活, 它往往根據具體的位置選用對應的介詞, 而不是根據漢語直譯
如: on/in the wall There is a window in the wall. 墻上有一扇窗戶。
There is a picture on the wall. 墻上有一幅畫。
Section D needs 1 period.
The main activities are 1 and 5. 本課重點活動是1和5。
Ⅰ. Aims and demands目標要求
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
Ⅲ. Five-finger Teaching Plan 五指教學方案
1. (方案一：聽寫單詞。把本話題單詞按詞性歸類，然后進行聽寫活動，旨在加強學生對單詞的記憶和運用，為本話題的寫作練習奠定基礎。) ①(名詞和名詞短語)：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(介詞和介詞短語)：behind, near, under, next to, in front of, in the center of, on the left, at the back of ③(數詞、副詞、形容詞)：second, upstairs, away, beautiful, large, left ④(動詞短語)：come in, talk about, put away (方案二：單詞競賽。把本單元單詞和詞組按功能分類，制成單詞卡片。教師給出中文意思，學生說英文。要求每名學生必答兩個單詞，一詞一分。然后進行全班搶答。) 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! (必答單詞如下：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.) (搶答詞組如下：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.) (通過對單詞和詞組的必答和搶答, 進一步鞏固本單元的詞匯, 培養競爭意識, 調動學習積極性。)
1. (呈現含/??/發音的單詞卡片, 讓學生熟悉這些發音, 為下面的操練做準備。)
T: How do you read this word? (呈現bird單詞卡片。) Ss: Bird. T: What about this one? (呈現girl單詞卡片。) Ss: Girl.
(板書girl, bird, shirt并畫線“ir”，幫助學生找規律。) girl
2. (用同樣的步驟教學/??/, /??/, /??/。) Step 3
1. (讓學生聽1的錄音并大聲跟讀。) T: Listen to the tape and then read after it.
(再聽1的錄音, 讓學生每聽完三個單詞后, 快速說出它們的漢語意思。) T: Listen to the tape again, and say the Chinese meaning quickly after every three words. 2. (讓學生歸納含/??/, /??/, /??/, /??/讀音的單詞。) 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 …
練習(時間:17分鐘) 通過練習完成2, 4a和4b。
1. (1)(讓學生根據所聽到的2的錄音, 完成2。) T: Listen to 2 and draw a picture according to what you will hear. (讓學生可以先寫下關鍵詞, 錄音停止后再畫。) (2)(核對完答案, 選出最佳圖畫, 張貼在教室里。接著要求學生看圖寫出剛才聽到的句子, 以鞏固所學介詞及There be句型。) T: Please write the sentences that you heard just now according to the picture. 2. (1)(讓學生自主歸納整理本話題重點，以加深印象，鞏固記憶。四人一組，進行自主學習，每名學生負責歸納整理一個Section的重點句型與詞組。最后，四名學生將總結的結果匯總到一起，向全班學生匯報，與全班同學共享Topic 1的重點句型與詞組，并與課本4a和4b對照。) (2)(告訴學生合上書完成下列題目，目的在于鞏固加強本單元重點4a和4b。然后核對答案。) T: Please close your books, and finish the questions below. A：用適當的介詞、介詞短語或副詞填空。
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
—There’s a car. ⑤There is a small garden
the yard. ⑥You must look
your things and put them
. 參考答案：①in ②on, next to/near ③under ④in front of/behind ⑤in, of ⑥after, away B：根據括號內的要求完成句子。
①There is a computer in picture B.(變成否定句) ②There are three bedrooms, a large living room on the second floor.(變成一般疑問句) 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.(對畫線處提問) ⑤There is only a little water in the bottle.(同④) 參考答案：
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
1. (結對活動。把一張圖案鮮明的圖片給S1, 但不讓S1看到圖中內容。S1把圖面向其他學生, S1問問題, 其他學生回答。S1根據其他學生的描述在黑板上畫出一幅圖。最后讓學生們給S1打分。此活動能夠活躍課堂氣氛, 激發學生學習興趣。) 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. …
(增加教學彈性, 可以換圖多做一兩次。) 2. (完成5。讓學生四人一組, 做調查, 看同伴的房間里有什么東西, 先作匯報。接著選一個同學, 并把其房間里的東西放在合適的地方, 用圖體現出來。看誰設計的效果最好, 張貼在教室里, 給予表揚。) (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…
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. (家庭作業。)
T: Write a letter to your friend. Describe rooms in your house, and the things around them. Finish 3. (at least 70 words)
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