仁爱英语七年级下unit 6 教案[下学期]

Unit 6
语 言 知 识 类别 内 容 课次 要求
语音 / / / / / / / / / / / / / / / / / / / / / / / /
词汇 bedroom, second, floor, upstairs, kitchen, dining room, living room, garden, cousin, front, in front of, behind 1A 掌握
lamp, clock, wall, table, key, put, away, put away, door, window, model, under, river 1B
beautiful, flower, quite, bathroom, drawer, chair, keyboard 1C
town house, countryside, month, noon, at noon, furniture, quiet, single 2A
neighbor, bank, street, post office, museum, parking lot, supermarket, station, mail, restaurant, clothing store, hear, piano, loud, really, end, at the end of ..., road 2B
child, a lot of, close, close to, far, service, area, stop, fan, line, bad, someone, check, right now 2C
move, city, traffic, cost, yard, town 2D
along, turn, across, bridge, meter 3A
until, miss, kilometer, should, change, public, light, danger 3B
hurt, die, accident, rule, before, cross, ticket, speed, fast, when, careful, late 3C
apartment, farmhouse, suburb, rent, per 2A 理解
bookstore, matter 2B
community 2C
noisy 2D
Peking University, Ren’ai Education Institute, Haidian Theater 3A
cleaner, sidewalk, crosswalk, straight, U-turn 3B
obey 3C
语言知识 类别 内 容
语法 1.“There be ...” 句型 There is a small garden in front of my house. There are so many nice books on the shelf. There is a lamp, a computer and some books on it. Is there ... Yes, there is. / No, there isn’t. Are there any ... Yes, there are. / No, there aren’t. How many ... There are .... 2.Wh疑问句(Wh-questions) Where is the living room It’s on the first floor. What’s on the desk There are some model planes on it.3.表示方位的介词或副词(Preposition or adverb of position) on, in, at, behind, under, in front of, near, across, from, next to4.祈使句(Imperatives) Be careful！ Don’t play on the street.
功能用语与话题 1.谈论某处有某物(Talking about positions and existence) Is there a computer in your study Yes, there is. / No, there isn’t. 2.谈论房间、家具和生活用品(Talking about rooms in homes, furniture and home items) There are two bedrooms and a small study. 3.谈论居住环境和邻里关系(Talking about environments and relationships between neighbors) What’s your home like It’s an apartment building. 4.抱怨(Complaining) I’m afraid it’s too loud. 5.求助和帮忙(Asking for and offering help) Can I help you 6.打电话(Making telephone calls) Hello, this is Linda speaking. 7.问路及指路(Asking the way and giving directions) Could you tell me the way to ... Go along this road until you get to ... 8.谈论交通标志、规则和警告(Talking about traffic signs, rules and warnings) Don’t drive too fast.
语言技能 听 1.能听懂对位置和存在的介绍。 2.能听懂相关的交通规则。
说 1.谈论自己家的房屋和室内摆设。 2.能问路指路。 3.能表达抱怨和致歉。 4.能打电话求助。
读 1.能读懂介绍房屋、屋内设施、方位和社区环境的短文。 2.能看懂简单的英文地图。
写 1.能写短文介绍自己的家庭以及周围环境。 2.能写短文介绍如何去某地。
情感态度 本单元从学生的日常生活出发，让学生学会介绍自己的居家布置及周围的居住环境。涉及到邻里之间的关系和社区的服务状况。让学生学会和他人和谐共处，共创美好的生活氛围。指路、问路部分的设置使学生在掌握英语的同时也渗透了乐于助人、帮助别人也快乐自己的德育思想。
学习策略 本单元每个话题都是先以对话或短文的形式来给出语言信息，然后是简单的巩固练习，最后再以各种活动形式来给出所学习到的语言知识。其目的是培养学生的交际能力，即要求学生可以用简单的英语针对特定的话题进行交流和对话。因此在授课过程中，一定要从学生的生活出发，创设恰当的语言环境，让学生多练习、多实践，从而达到将所学到的知识运用到生活中的目的。
Topic 1
Section A
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn the words of rooms in homes:
bedroom, kitchen, dining room, living room
(2)Learn other new words and phrases:
second, floor, upstairs, garden, cousin, front, behind, in front of
2. (1)Learn the prepositions of position:
in, on, next to, in front of, behind
(2)Master how to use the structure of“there be”:
Oh, there are so many nice books on the shelf.
—Is there a study on the first floor
—No, there isn’t.
—Are there any books in the study
—Yes, there are.
Ⅱ. Teaching aids 教具
录音机/挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (呈现1a挂图，引入新单词。)
T: I like the nice house. Do you have a nice house
S1: Yes, I do.
S2: No, I don’t.
…
T: Do you have your own study
(向学生解释study v.学习; n.书房。)
Ss: Yes, I do. / No, I don’t.
T: What can we do in the study
Ss: We can read books in the study.
T: S1, Which room do you sleep in
S1: 卧室。
T: Yes. In the bedroom.
(板书)
study bedroom
2. (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, 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 客厅；起居室 dining room 餐厅 kitchen 厨房 garden 花园
For example:
T: What’s he/she doing
S1: He/She is watching TV.
T: And she is watching TV in the living room.
…
Sn: He/She is studying.
T: You are right.
T: Where’s he/she
Sn: He/She is in the study.
T: Good.
3. (指着1a的图上的卧室问, 指导学生答。)
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: So there is a study on the second floor. And there are two bedrooms on the second floor.
(板书短语和新句型，并进行适当的讲解。)
on the second floorThere is a study on the second floor.There are two bedrooms on the second floor.Is there … Yes, there is. / No, there isn’t.
4. (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.
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (课前设置好听力任务, 并板书。)
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.
Where’s the bedroom Where’s the study Are there many nice books on the shelf
(播放1a的录音。)
T: Who can answer the first question
S1: It’s 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.
2. (核对答案, 板书关键词。)
bedroom—second—floor—study—next to—books—shelf
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (再放1a的录音, 让学生跟读, 用铅笔标出重读与语调。)
T: Now, please follow the tape and draw “up or down” with your pencil.
Ss: Yes, I see.
2. (让学生擦去所标记号, 先自读然后逐句核对语音语调。)
T: Rub them clean and read by yourselves, then check your pronunciation sentence by
sentence.
Ss: (自读)…
3. (人机对话。)
T: Now, listen to me carefully. Suppose you were Jane. Listen to Maria and make a dialog with her.
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! Anyone else
G2: …
(对学生表演进行点评。)
Step 4 Practice 第四步 练习(时间:15分钟)
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地点的名词。)
T: OK! Now listen to 2a and do it by yourselves. Do you understand
Ss: Yes.
(2)(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, 找一些小组表演对话。)
T: Now let’s look at the picture in 2a, 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. (找一名学生做示范, 并让其他学生仿照示范完成3。)
T: Please be quiet! Listen to us carefully.
For example:
T: Where’s your father
S1: He is in the study.
T: What’s he doing
S1: He’s reading books.
(让学生跟搭档讨论, 完成对话。)
S1: …
S2: …
Step 5 Project 第五步 综合探究活动(时间:10分钟)
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.
For 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. (让学生完成4。)
(1)(让学生自己画一张自己家的图片。)
T: Draw a picture of your own house.
(2)(让学生向他们的搭档介绍自己最喜欢的房间及房间里都有什么。)
For example:
(陈述形式。)
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.
(或问答形式。)
Which is your favorite room
What’s in the room
What do you and your family use that room for
Is there a garden in front of the house
…
(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。)
For example:
××’s favorite room is his/her study. He/She can study in his/her study …
3. Homework:
(让学生画一幅自己理想中的房子。并把它写下来。不少于6个句子。)
Draw a picture of your ideal house. Then write it down. (At least six sentences.)
Section B
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Master the names of home items:
lamp, clock, wall, table, key, door, window
(2)Learn other new words and phrases:
put, away, model, under, river, put away
2. Go on learning how to use the structure of“there be” :
—What’s on your desk
—There is a lamp, a computer and some books on it.
—How many boats are there on the river
—There are two.
3. Talk about the positions and existence:
—Is there a sofa in your study
—Yes, there is. It’s near my desk.
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:10分钟)
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。)
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.
(把图拿走, 要求学生凭着记忆, 描述这张图, 采用竞赛的形式, 可以分组竞赛, 也可以以个人为单位竞赛, 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。)
For 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的图, 引导学生复习“there be”句型, 并引入新单词和新句型。)
(板书)
What’s on the desk There is a lamp, a computer and some books on it.台灯What’s on the wall 墙There’s a clock and a photo on the wall.
T: What can you see in the picture
S1: I can see a sofa.
S2: I can see a family photo and a clock.
S3: I can see a lamp, a computer and some books.
S4: I can see a desk and a chair.
…
T: What’s on the wall
Ss: There’s a clock and a family photo. (指导学生回答。)
T: What’s on the desk
Ss: There is a lamp, a computer and some books on it.
T: We can also say “There are some books, a lamp and a computer on it.” (让学生通过观察去发现规律。)
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
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 and some books on it.
T: Good! Next, where is the clock
S3: It’s next to Jane’s family photo.
T: Oh, well done! Next, what’s the pet dog doing
S4: It is playing with Jane’s computer.
T: Right! Thank you.
2. (让学生分角色朗读1a。)
T: Please work in pairs, read the dialog.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (给学生几分钟准备, 两人一组表演1a。并完成1b。)
T: Now, I’ll give you some minutes to prepare 1a. Then act the dialog out in pairs.
S1: …
S2: …
2. (让学生以教室内的物品为实例，操练重点句型。)
(板书)
What’s behind the door What’s in front of the blackboard …
Step 4 Practice 第四步 练习(时间:15分钟)
1. (1)(让学生看图, 听2的录音, 完成2。)
T: Look at the picture in 2, listen to the tape and finish 2.
(2)(听完录音, 核对答案。)
T: Who can tell us the right answer
S1: “on, There’re, keys”.
S2: “behind, There’s”.
T: That’s right.
2. (可以用课前准备的实物, 让学生用“there be”句型回答。)
(出示桔子。)
T: Now, please look at my hand. What’s in it
S1: 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 …
T: Are there any bananas in the teacher’s bag
S2: No, there aren’t. They are behind you.
T: How many bananas are there
S3: There are two.
T: Well done!
3. (让学生看3的图片, 完成对话。完成3。)
(板书)
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 a clock next to the photo
Yes, there is one next to it.
(让学生看图5、6, 完成对话7、8。)
T: Please look at Picture 5 and 6, make up dialogs with Picture 7 and 8 according to 5 and 6.
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, 两人一组对话。)
T: Please look at the picture in 4, work in pairs and make up new dialogs like this.
For example:
Dialog1: A: What’s in the picture
B1: There are some dogs in it.
B2: There are some birds in it.
Dialog 2: A: Are there any monkeys in the tree
B: Yes, there are.
A: How many monkeys are there
B: 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)
1. (让学生用已学过的单词如book, pen, pencil, pencil-box, schoolbag, color pencil, ruler, knife等词, 两人一组表演对话。)
For example:
S1: Where is the pencil-box
S2: It’s on the desk.
S1: What’s in the pencil-box
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的某一房间物品的摆放。其中一名学生画图, 一名学生配文字说明, 并站在讲台前向学生们描述。)
For example:
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. Homework:
(让学生用“There be”句型造句, 不少于三句。)
Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
I . Teaching aims and demands 教学目标
1. Learn some new words:
beautiful, flower, quite, bathroom, drawer, chair, keyboard
2. Review the structure of“there be”.
3. (1)Talk about the position:
—Where is the lamp
—It’s on the desk.
—Where are my shoes
—They’re under the bed.
(2)Talk about the 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
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)
(接龙游戏。将全班分成几组，利用1a的图片, 组与组之间进行提问比赛。)
(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.
…
T: It’s great! Stop! Group 2 is the winner.
(假设是第2组获胜。进行下一轮比赛。)
T: Now, please go on with next round.
T: What’s on the first floor in the house
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。)
The flowers in the garden are quite beautiful.花 相当 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)
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: What’s in front of your house Are there any trees in the garden How do you like your home
(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 it.
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: Do you finish
Ss: Yes, we do.
T: Who can answer the first question
S1: “T”.
T: Oh, it is wrong.
S2: “F”. “There are many trees in the garden.” should be “There are many beautiful flowers in the garden.”
T: Wonderful! The next
S2: …
(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)
1. (再听1a的录音, 让学生独立完成1b, 然后教师核对答案。)
T: Now, please listen to 1a again. Finish 1b alone, then check the answers.
2. (把全班分成四组, 让学生把关键词、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: There are four groups in our class. List some key words and sentences on your paper, and draw a sketch 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.
Step 4 Practice 第四步 练习(时间:15分钟)
1. (出示图片或用简笔画教学生新单词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 sketch 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。)
For example:
What’s in the drawer
There is a pen in it.
What are under the drawer
There are some pens under it.
(同上, 完成介词操练。)
2. (让学生独立完成2, 教师核对答案。)
T: Do 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: Now, I’ll ask three groups to read the dialogs 1, 2 and 3.
3. (两人一组找出3中两幅图片的不同之处, 然后让学生以小组为单位来完成它。)
T: Work in pairs to find the differences between the two pictures in 3. Make a list of differences and then fill in the blanks in pairs.
(核对答案。)
4. (方案一)
(让学生两人一组根据3的A、B图片分角色编对话。)
T: Now, work in pairs and make new dialogs according to Pictures A and B in 3.
For 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.
(方案二)
(双人活动, 让其中一名学生用重点词、句复述课文, 另一名学生画图。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。)
T: Now work in pairs. One Student retells the passage, the other draws two rooms. Let’s see which group is the best
Step 5 Project 第五步 综合探究活动(时间:10分钟)
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……里拥有的物体, 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, 看谁设计的卧室/书房/客厅……最佳, 给予鼓励。)
For 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. Homework:
(1)(让学生预习Section D第一部分。)
(2)(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。)
Section D
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the phonetics:
/h/, /r/, /w/, /j/
2. (1)Review the prepositions:
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.
Ⅱ. Teaching aids 教具
录音机/图片/音标卡片/彩色粉笔
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (单词竞赛。把本单元单词按功能归类, 制成单词卡片, 安排每名学生两个单词进行必答, 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。)
T: Now, let’s have words 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. Who knows, 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, cousin, plant, 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. (小组抢答。)
(出示四个音标的卡片:/h/, /r/, /w/, /j/。每组只有一次机会, 不仅要读出音标, 还要说出发这个音的单词。一词一分。)
For example:
G1: /w/, where, what, which, work, worker, watch, woman, women …
T: Good! Eight scores.
G2: /h/, hi, his, he, her, here, have, has, home, house, head, hand …
T: Very good! Eleven scores.
G3: /j/, yes, year, yellow, young, you, your, yours, yourself …
T: Eight points, good!
G4: /r/, rice, red, right, ruler, round, room, river …
T: Good! I give you seven points.
Step 2 Presentation 第二步 呈现(时间:3分钟)
(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)
1. (再听1的录音，让学生每听完三个单词后, 快速说出他们的汉语意思。)
T: Listen to 1 again and say their Chinese meanings quickly.
2. (让学生归纳含/h/, /r/, /w/, /j/的单词。)
T: Let’s sum up the words that have the pronunciations /h/, /r/, /w/, /j/.
Step 4 Practice 第四步 练习(时间:15分钟)
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. Using the prepositions that you learnt and the structure of “there be”.
Step 5 Project 第五步 综合探究活动(时间:12分钟)
1. (双人活动, 把一张图案鲜明的图片给A, 但不让A看到图中内容。A把图的正面面向B，接着A把图面向其他学生, 让其他学生来描绘这张图，A根据学生们的描述在黑板上画出一幅图。A可以问问题，其他学生回答。最后让学生们给A打分。此活动能够活跃课堂气氛, 激发学生兴趣。)
For example:
A: What can you see in my picture
B: There is a horse in the picture.
A: What else
B: There is a man on the horse.
A: Is the horse running or walking
B: The horse is running.
A: What else can you see
B: The sky is blue and there are many trees in the picture.
(以下是其他学生看到图后描述的情况。)
Ss: The sky is blue. There are many green trees in the picture. There is a horse in the picture. And there is a man on the horse. The horse is running.
(增加教学弹性, 可以换图多做一、二次。)
2. (完成5。让学生四人一组, 做调查, 房间里有什么东西, 先做个汇报。接着把房间里的东西放在合适的地方, 用图体现出来。看谁设计的效果最好, 张贴在教室里, 给予表扬。)
(1)T: Work in a groups of four. Make a survey.
Name Things in the room
… …
… …
T: Report to the classmates, using the sentences like this:
There is …
There isn’t …
There are …
There aren’t …
It’s on/in/behind/in front of …
They’re on/in/behind/in front of …
(2)T: Then draw a room. Who draws the things in the best place is the winner.
3. (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合并到一起, 向全班学生汇报, 与全班共享话题1的重点句型与词组, 并与课本3a和3b对照。)
4. Homework:
(让学生给他/她的教师写一封描述自己的书房的信。)
Topic 2
Section A
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
countryside, month, noon, furniture, quiet, single, town house, at noon
2. Talk about the ads of renting:
(1) Small apartment for students￥850 a month.
(2) House with three bedrooms. Call Mr. Tong at noon.
(3) House with furniture for a family of three.
(4) Looking for a quiet single room under￥300 per month.
Ⅱ. Teaching aids 教具
录音机/房屋图片(town house, farmhouse, apartment building …)/实物
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (就教室里的情况复习“there be”句型。)
T: Boys and girls, please make sentences with“there be”.
(拿一支笔放在讲台上。)
S1: There is a pen on the teacher’s desk.
(出示几把尺子, 放在手上。)
S2: There are many rulers in your hand.
S3: …
T: Good! You are great.
2. (呈现给学生准备好的楼中单元房图。)
(首先, 拿出第一幅公寓楼的图，呈现给学生。)
T: Now, let’s look at the picture. What’s this Who knows This is a kind of house. There are many rooms in it ...
S1: 公寓。
T: Yeah, it’s an apartment building.
(呈现城市住宅图。)
T: Guess again. This is a beautiful house.
There are some cars, trees near it. It’s a town house. Town house refers to houses in the town. Do you live in a town house, S2
S2: Yes, I do.
(呈现一幅农舍图。)
T: In our countryside, there are some houses. Do you know who lives in such houses
Ss: Farmers.
T: Yes, The houses farmers live in is farmhouses. They live in a big farmhouse.
(板书, 英汉对照。)
apartment building 楼中单元房town house 城市住宅farmhouse 农舍
3. (以对话形式练习, 表示各种房子类型。)
T: Which house do you like best
S1: I like a town house best.
S2: I like an apartment building best.
S3: I like a farmhouse best.
T: Good job! I know some of you like town houses, some of you like farmhouses, but Kangkang likes an apartment building best. Do you know what kind of house Wang Wei likes
(通过问题的形式, 自然过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置并板书听力任务, 让学生带着任务听录音。)
Do you know what kind of house Wang Wei lives in Where do Kangkang’s grandparents live
2. (让学生听1a的录音, 回答问题。)
3. (将关键词写在黑板上, 呈现1a, 为下一步学生不看书自由对话打下基础。)
home like——an apartment building——live in a town house——a big farmhouse——in the countryside——grandparents——in the suburbs——looking for——near——let’s help
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (放1a的录音, 让学生听, 注意语音语调, 完成1b。)
T: Now, let’s listen to the tape again. Pay attention to the pronunciation and intonation. Finish 1b.
2. (让学生两人一组表演1a, 不能看书, 只看黑板上关键词对话。)
T: Work in pairs. Close your books, look at the key words on the blackboard and act out the dialog.
Step 4 Practice 第四步 练习(时间:15分钟)
1. (把全班分成四组做调查, 三分钟后请几名学生向全班汇报。完成1c。)
T: Now, let’s make a survey. What kind of house do you live in
Ss: I live in …
For example:
Home Number Home Number
Apartment Town house
Farmhouse Dormitory
(三分钟后, 叫几名学生汇报。)
T: Stop. I’ll ask one of you in each group to tell us the result. You may do it like this:
G1: In our group, three students live in an apartment and two students live in ...
T: Well done! My uncle lives in a farmhouse. Now he wants to live in an apartment building. Let’s help him write an ad.
(呈现出一则求租广告。)
T: Here’s an ad.
WANTEDHouse with furniture for a family of three. Please call Mr. Li at 8838-4558.
T: If Mr. Brown has a house for a family of three, what phone number can he call
Ss: He can call Mr. Li at 8838-4558.
T: Yes. Mr. Brown has a house for rent. And he can also write an ad. Let us help him.
FOR RENTHouse with furniture for a family of three.Please call Mr. Brown at 8636-4328.
2. (呈现2a, 让学生听录音, 填表格。)
(在黑板上画出表格。)
T: Listen to the tape and fill out the form.
Name What kind of house Tel
FOR RENT Ms. Zhang 6264-2404
Mr. Tong 6628-5669
WANTED Mr. Li 8838-4558
Bob 139-7382-4946
(板书)
month, noon, furniture, quiet, single
(让学生再听2a的录音, 完成2b, 教师核对答案。)
T: Now, listen to the tape again, finish 2b and then check the answers.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生完成2c。假设康康家有房子要出租, 玛丽亚家要租一间带有三个卧室的房子, 请学生帮助他们设计两则广告。把全班学生分成两组, 一组写出租广告, 另一组写求租广告, 看谁完成得又快又好。)
T: Suppose Kangkang wanted to rent a house to others, Maria wanted a house with three bedrooms. Please help them write two ads. Divide into two groups, one group writes the ad for being wanted, another group writes the ad for rent.
Then let’s see who is the best
2. (假设张先生一家三口从外地来北京做生意, 想求租有家具的房子, 请学生们替他写则广告, 张先生电话号码是8839-2357。)
T: Help Mr. Zhang write an ad to rent a house with furniture for a family of three, please. And
his telephone number is 8839-2357.
3. Homework:
(让学生写一则租房广告或求租广告。)
Write an ad for rent or write an ad for being wanted.
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn the names of public facilities:
bank, street, museum, supermarket, station, restaurant, road, bookstore, post office,
parking lot, clothing store
(2)Learn other new words and phrases:
neighbor, mail, hear, piano, loud, really, end, at the end of…
2. (1)Go on learning the structure of“there be”:
There is one in front of our building.
There are no houses on the right.
(2)Review the prepositions of position:
There is one on the street corner.
Mr. Smart lives at the end of Elm Road.
Mr. Jackson lives between Mr. Smart and Mr. Lee.
3. Talk about the relationships between neighbors and complaining.
Ⅱ. Teaching aids 教具
录音机/一张小区示意图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (教学生唱下面的歌, 活跃气氛, 复习“there be”句型, 自然导入本课。)
T: Let’s chant.
There are books on the tables.
There are children on the chairs.
There are pencils in our hands.
And there’s a teacher over there.
There are words on the blackboard.
There are pictures on the walls.
But the cute animal in my pocket is the best thing of all.
2. (向学生展示一张生活小区周边示意图, 用1b中的英文解释介绍小区附近设施名称。)
T: Loot at the map. Here is a bank. We can keep money in the bank. Can you guess the
meaning of the word “bank”
Ss: 银行。
T: Yes, you’re right. Where can we park our cars Of course, we can park our cars in the
parking lot. So what’s the meaning of “parking lot”
Ss: 停车场。
…
(板书)
bank, museum, bookstore, parking lot
(根据示意图向学生提问，复习“there be”句型和物体位置表达法。)
T: Look at the simple map, is there a bank in the area
Ss: Yes, there is.
T: Is there a zoo
Ss: No, there isn’t.
T: Where is the museum
Ss: It’s next to the bookstore.
…
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (告诉学生迈克尔新搬进一个小区, 不知道小区里商店和银行在哪里。让学生听1a的录音, 找出他的邻居玛丽是怎样告诉他的。)
T: Michael is new in this area. He doesn’t know where the store and bank are. Now let’s listen to 1a, and find out his neighbor, Mary’s answer.
(播放1a的录音, 然后核对答案。)
T: Is there a store around here
Ss: Yes, there is one in front of their building.
T: Is there a bank
Ss: Yes. There is one on the street corner.
2. (让学生再听1a录音, 找出关键词。)
T: Please listen to the tape again, and circle the key words.
new neighbor——look for——store——in front of——bank——corner
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (让学生跟录音机朗读, 注意语音语调。)
T: Please read after the tape, pay attention to the pronunciation and intonation.
2. (人机对话。)
T: Suppose you were Mary, listen to Michael and make a dialog with him.
3. (让学生看黑板上的关键词, 两人一组表演对话。)
T: Look at the key words on the blackboard and act out the dialog.
Step 4 Practice 第四步 练习(时间:15分钟)
1. (1)(让学生完成1b, 把小区设施名称与其功能配对。)
T: We know there are many facilities in one area, we can do different things in different places. Now look at the pictures in 1b, match the pictures with the things we can do.
(2)(核对答案。)
T: What can we do in a post office
S1: Mail letters.
T: Where can we keep money
S2: Bank.
...
(3)(依照1b, 拓展其他小区设施及其功能。)
restaurant eat meals
hotel sleep
hairdresser’s get a haircut
shoe shop buy shoes
clothing store buy clothes
2. (1)(让学生完成1c。)
T: Suppose you were in an area. Let’s listen to the tape and check the places in your area.
(核对答案。)
T: What’s in your area
Ss: Bookstore, parking lot, bank, restaurant, supermarket, post office.
(2)(要求学生复述自己生活小区中设施的情况。)
T: Please retell the facilities in your area with“there be”.
3. (1)(呈现2a的图, 利用图通过师生互动导出hear ...doing。)
T: Look at the picture. Who is that girl
Ss: She is Mary.
T: What is she doing
Ss: She is playing the piano.
T: Right. She is playing the piano when Michael knocks at the door.
Do you know why he comes to knock at Mary’s door
Ss: He thinks it’s too loud.
T: What did Mary answer
Ss: I’m really sorry about that.
(2)(让学生听2a的录音, 跟读对话。)
T: Please listen to the tape and repeat.
(3)(谈论对话内容。)
T: What does Michael hear
S1: He hears Mary playing the piano.
T: What does he think of it
S2: He thinks the music is very beautiful, but it’s too loud.
T: Is it right to make too much noise
S3: No, it isn’t.
T: Yes, it is not right to trouble others. We must think of others anytime and anywhere.
4. (让学生两人一组表演对话。)
T: Now let’s choose some pairs to act out the dialog.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生讨论在对话中的情景里他们会怎么做, 编出自己的对话。)
T: You did a good job. We all know it’s not right to trouble others. What will you do if you were in such a situation Please discuss in groups and make up your own dialogs.
(选几组学生表演他们编出的对话。)
T: Let’s share your dialogs. Which pair wants to act out your dialog
S1: Our group.
T: OK, very good. You can begin.
S1: Come in, please. What’s the matter
S2: I hear you playing the piano.
S1: Yes.
S2: The music is very beautiful, but I’m afraid it’s too loud.
S1: Oh, sorry. I’m really sorry. I won’t do it again. Do you like playing the piano
S2: Yes.
S1: Would you like ...
2. (完成3。带领学生看课文, 快速找出答案, 鼓励学生又快又准地完成习题。)
T: In our area, there are five neighbors. But we don’t know who lives on the right, who lives on the left. Now read the passage and write the names of the five neighbors.
3. (让学生做一个调查。调查他们喜欢自己的邻居吗？他们是怎样的？完成调查表。)
T: Do you have neighbors Do you like your neighbors What do you think of your neighbors Please make a survey and fill out the form.
neighbors quiet noisy polite Friendly ...
A
B
(让学生根据调查表, 介绍一下自己的邻居, 并讨论他们是否是一个好邻居？)
T: Please tell us something about your neighbors.
S1: I have two neighbors. One is a teacher, the other is a driver. The teacher is very helpful, and he often helps me with my lessons. He works very hard, and he gets up very early and comes home very late. But he never makes too much noise.
...
4. Homework:
(让学生画一张自己居住的小区图, 介绍有哪些设施。)
Section C
The main activities are 1 and 3a. 本课重点活动是1和3a。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some new words and phrases:
child, close, far, service, area, stop, fan, line, bad, someone, check, a lot of, close
to, right now
2.Go on learning the structure of“there be”:
Many old people and families with young children live here.
Are there many people living near your home
Is there a community service center in your area
3. (1)Ask for and offer help:
There is something wrong with my kitchen fan.
I’ll get someone to check it right now.
(2)Make telephone calls:
Hello, this is Linda speaking.
Sorry, I can’t hear you. The line is bad.
Ⅱ. Teaching aids 教具
录音机/单词卡片/挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:12分钟)
1. (放4的录音, 让全班学生齐唱, 活跃课堂气氛。)
T: Please sing the song Home on the Range after the tape together.
2. (1)(单词竞赛。以必答和抢答形式呈现, 必答是两排学生, 每名学生两个单词, 单词是
Section A、B的黑体部分；抢答的单词是本课出现的单词或词组, 谁知道谁就站起来, 教师用单词卡片呈现汉语, 学生说英语。1个单词1分, 最后把学生不知道的单词全班跟读，最后将所有单词、词组板书。通过竞赛, 使学生积极参与, 主动学习, 气氛融洽。)
T: Now let’s have words competition. First required answers. Each student two words. I’ll give you Chinese meanings. You say them in English. Do you understand Row 3, you please!
(板书)
station, restaurant, mail, supermarket, museum, street, bank, neighbor, countryside, month, noon, furniture, quiet, single, road, hear, piano, end, really, loud
(2)(呈现抢答的单词或词组, 要求学生抢答。)
T: Good. Go on with our quick responses. Who knows You can stand up quickly and answer. Are you ready Go!
(板书)
right now, someone, check, area, close, child, far, service, stop, fan, line, bad
(3)(把学生答错的单词集中起来, 让全班齐读。)
T: Well done! Let’s read together.
3. (安排几名学生站在教室的最后一排, 教师利用这种情景, 把1部分中的关键词和句型呈现出来, 为学生们学习1扫清部分障碍。)
T: Oh, look! There are a lot of students standing there. Where are they They are close to the back door. They are at the end of the classroom. They are far from here.
(板书划线部分,英汉对照, 齐读, 让学生们熟悉。)
There are a lot of students standing there. Where are they 那有很多学生站在那里。他们在哪？close to靠近 far from远离……community 社区 service center服务中心area 地区、范围、面积
T: S1, is your home close to school or far from school
S1: My home is far from school.
T: Who lives in a community
S2: I live in a community.
T: Is there a service center in your area
S2: Yes, there is.
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置并板书听力任务, 呈现图片, 让学生带着任务听1的录音。)
T: Linda lives in Yushancun. What’s Yushancun like Let’s listen to the tape, and find out the answers to the questions in 1.
What’s Yushancun like
2. (核对答案。)
T: Let’s check the answers. What’s Linda’s community like
S1: It’s quiet.
T: Are there any gardens in her area
S2: Yes, there are.
T: What’s her home like
S3: It’s an apartment building.
T: Is the train station far from her home
S4: No, it isn’t.
3. (找关键词, 并呈现在黑板上, 为下一步做准备。)
apartment, a lot of, close to, many, quiet, near, far from, center
Step 3 Consolidation 第三步 巩固(时间:6分钟)
1. (要求学生看黑板上的关键词听1的录音, 加深印象。)
T: Listen to the tape again. Don’t look at your book, but you can look at the key words on the blackboard.
2. (要求学生利用课文1的图片、问题或关键词来复述短文。)
T: OK, who can retell the text You can look at the picture, questions and the key words.
Step 4 Practice 第四步 练习(时间:12分钟)
1. (完成2。让学生小组讨论2中的问题。)
T: What’s your home like Please discuss the questions in 2 with your group members.
(检查讨论结果。)
T: Who wants to tell us something about your area
S1: I live in Baibuting Garden. My home is in an apartment building. There are a lot of tall buildings and small gardens in our community. There are many people living in our community. The bus stop is near my home. The shops are also close to my house. Oh, there is a community service center in my area.
...
2. (1)(让学生听3a的录音, 完成3a。)
T: Yes, in many areas, there is a community service center. If we have problems, we can call it for help. Now Linda calls the community service center. Let’s listen to the tape, and find out what’s the matter with her.
(让学生听完录音后, 回答问题。)
T: OK, stop here. What’s the matter with Linda
Ss: There is something wrong with her kitchen fan. It doesn’t work.
(2)(设置情景让学生应用新的语言知识。)
T: Who has model cars or planes
S1: I have.
T: Does it work well
S1: No, it doesn’t.
T: You should get someone to check it.
S1: OK.
T: Now. Work in pairs to make similar dialogs.
(3)(提供关键词, 让学生两人一组表演对话。)
(板书)
live——matter——fan——can’t hear——wrong——check——right now
T: Please practice the conversation according to the key words with your partner.
3. (完成3b, 让学生两人一组编对话。)
T: So we know if we have problems, we can do as Linda, calling the community service center. Now suppose there were something wrong with your fridge, and you wanted to get help from a community service center. Please make a dialog about it with your partner according to 3a.
(请几组学生表演或朗读他们所编对话。)
T: Who wants to act out or read your dialog
S1: Our group.
T: OK, very good. You can begin.
S1: Hello, The First City Community Service Center. What can I do for you
S2: Hello, this is Sally speaking. I live in ...
...
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生对全班学生做调查, 如果家里的生活用品坏了, 怎么解决, 然后汇报。)
T: Of course, when we have problems, we can call the community service center. Also there are many ways to solve the problems.
For example:
The old bike doesn’t work and it’s not worth mending, so we can buy a new one. Now make a sunvey about the ways you can use when something is broken. Fill out the form, then report to the class.
Name Things are wrong Ways
get help from the community service center
do it by oneself
throw away
ask one’s uncle/aunt...for help
...
(选择几名学生汇报调查到的方法。)
T: Who wants to tell us the result of your survey
S1: I want.
T: OK, very good. You can begin.
S1: Linda’s kitchen fan doesn’t work, so she gets help from the community service center. Sally’s bike doesn’t work, and she repairs it by herself ...
...
2. Homework:
(让学生调查自己所在小区的社区服务中心能够提供哪些帮助以及怎样去获得帮助等。)
T: Please make a survey about your community service center: What can they do for you How
do you get help from them
Section D
The main activities are 1, 2a and 5. 本课重点活动是1, 2a和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the vowels:
//, //, //, //
2. Learn some new words:
move, city, traffic, cost, yard, town
3. (1) Review the structure of“There be”.
(2) Review how to talk about the position.
4. Review how to talk about environments and relationships between neighbors.
Ⅱ. Teaching aids 教具
录音机/单词卡片/小黑板/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (单词竞赛。)
(1) (必答题。)
T: Boys and girls. Let’s have words competition as usual. First required answers. Each student gets two words. I’ll give you Chinese meanings. You say them in English. Are you ready
Row 1, please.
(2) (抢答题。)
T: Good! Let’s go on with our quick responses. If you know the word, stand up quickly and answer. OK. Begin!
(3)(齐读单词。)
T: Great! You are clever. Now let’s read them together.
(通过对单词的必答, 抢答和齐读的过程, 让学生融入竞赛活动, 调动积极性, 活跃课堂气氛。)
2. (先复习求租, 出租广告, 让每组的1名成员上来汇报他们的广告, 并根据他们的广告各提一个问题, 让学生们抢答。)
(板书划线部分。)
like living, enjoy living, moving
T: Yeah, you know I have a small house in town. But I don’t like living there. Also I can say I don’t enjoy living there. I’m moving from the town to the city. So I want to rent the house to others. Now let’s review how to write an ad.
S1: …
T: Great! Next I’ll ask four students to report their ads. And ask each student one question
about their ads.
If you get the answer, then answer it quickly.
3. (要求学生们把上节课的作业:Community Service Center展示出来, 推选出本组最好的作品, 4位学生进行比赛, 让其他学生打分, 给他们更多的空间培养思维能力。)
T: There are some nice pictures on the blackboard. I enjoy them very much. Thank you! Now I know what kind of house you live in, but I want to know your community service center. Our community service center are very good. What about your community service center Let’s go on with our next step—Free Talk. The topic is “Our community service center”. Can you try
Step 2 Presentation 第二步 呈现(时间:10分钟)
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: What’s this
Ss: It’s“cook”.
T: What’s that
Ss: It’s“book”.
(板书cook, book并划线“oo”, 要求学生找规律。)
cook book
T: Look at the two words. What can you find out
Ss: “oo” pronounce //
T: Good. Read after me!
(2)(用同样的步骤教// // /e/)
2. (1)(设置听力任务, 呈现2a的图片及题目, 让学生带着任务听录音。)
T: Look at these two pictures. What can you see in the picture
Ss: ...
T: Good. Look at questions and pictures, listen to the tape and mark T for true or F for false after listening.
(2)(核对答案。)
T: Now, who can give me the answers
(3)(找关键词, 并呈现在黑板上, 为下一步巩固环节做准备。)
moving, suburbs, noisy, heavy, high, like living
Step 3 Consolidation 第三步 巩固(时间:9分钟)
1. (让学生听1的录音, 然后跟读。)
T: Listen to 1 and read after it.
2. (1)(让学生听2a的录音, 不看课文, 只看黑板上的关键词和图片, 加深印象。)
T: Listen to 2a again. Don’t look at your book, but you can look at the key words and pictures on the blackboard.
(2)(让学生利用关键词造句, 每句两分。)
T: OK, please make up sentences by the key words or phrases on the blackboard. You will get two points for each sentence. Row 5. Begin!
(3)(要求学生利用短文的图片、问题和关键词来复述短文, 自愿复述的, 加5分, 进一步活跃课堂气氛。)
T: Yeah. I think the most exciting time is coming. Who can have a try to retell the passage I can give you five more points. Any volunteers
Step 4 Practice 第四步 练习(时间:8分钟)
1. (1)(让学生听录音完成3, 然后教师核对答案并打分。)
T: Listen to the tape, and finish 3. Then check the answers.
(2)(让学生再听一遍, 谁能复述加5分。)
T: Listen to 3 again. Who can retell the passage You’ll get 5 more points if you have a try. Come on! Boys and girls!
2. (在小黑板上呈现有关“there be”句型的练习, 要求学生完成, 然后归纳总结“there be”句型的用法, 并根据实际打分。)
T: Now please look at the small blackboard. Let’s do some exercises about“there be”. And then sum up the usage.
For example:
There (be) a computer in my study.There (be) a lamp, a mirror, a recorder and some books on the desk.There (be) a guitar beside it.There (be) some books on the bookcase.There (be) a lot of tall buildings.There (be) many shops, a hospital and a school close to the buildings.There (be) no houses on the right.There (be) something wrong with my kitchen fan.There (be) some bread on the plate.There (be) many old people and many families with young children living there.
3. (完成4a, 4b的内容, 总结归纳本话题的语法和有用的短语。)
T: Look at 4a, 4b, please. They are very important to you. You should read them carefully and try to remember them. Undertand
(学生阅读, 教师巡视, 给予必要的帮助。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (假设某名学生的电视机有问题, 求助于社区服务中心, 让学生编一个对话, 每组两名学生上台表演, 根据实际打分。)
T: Suppose there were something wrong with your TV set. You wanted to get help from the community service center, please make up a dialog about it with your partner. Are you ready Begin!
2. (让学生分组讨论, 得出结论, 再向全班汇报, 最后展示作品, 以组为单位进行竞赛, 题目是: Would you like to live in cities or in the suburbs Why 完成2b和5。)
T: Then I’ll divide the whole class into four groups. You can discuss together and write a passage about the topic. Then report it to the class. At last show the passage on the blackboard. Are you clear Begin!
3. (让学生齐唱 “My House”, 把课堂气氛推向高潮。完成6。)
T: OK. Today you did a good job! Let’s relax together and chant—My House.
4. Homework:
(让学生复习第二话题。)
Topic 3
Section A
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
along, turn, across, bridge, meter
2. Learn the prepositional phrases and the imperative sentences:
on the corner of, across from, between ...and ...
Go along Xinhua Street and turn left at the first street.
3. (1)Learn how to ask the way:
Excuse me, is there a bank near here
Excuse me, how can I get to the bookstore
Excuse me, which is the way to the post office
(2)Learn how to give directions:
Go up this street to the end, and you’ll find it on your left.
Go along Xinhua Street and turn left at the first street.
Go across the bridge.
It’s about one hundred meters along on the right.
Ⅱ. Teaching aids 教具
录音机/挂图/球/简单地图/本校平面图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
1. (拿着一个球, 把它放在不同位置上, 通过师生互动, 复习学过的介词短语。)
T: What’s this
Ss: It’s a ball.
T: Where is the ball
Ss: It’s on the table.
T: Where is the ball
Ss: It’s in the box.
T: Where is the ball
Ss: It’s under the book.
T: Where is the ball
Ss: It’s behind the door.
(给予肯定和表扬, 同时变化位置关系, 导出新的介词短语。)
(板书)
between…and… on the corner of across from on the right/left
T: Is the desk between S1 and S2
Ss: Yes, it is.
T: Is the teachers’ office on the corner of the Central Road
Ss: Yes, it is.
T: Is it across from that English book
Ss: Yes, it is.
T: Is it next to the box
Ss: Yes, it is.
T: Is it on your right
Ss: No, it isn’t.
T: Is it on your left
Ss: Yes, it is.
(让学生两人一组练习和巩固介词短语, 一名学生把东西放在不同位置, 另一名学生猜, 然后交换角色。)
2. (1)(给每组学生一分钟时间, 复习已学过的地点名词。)
(2)(指着3的地图, 呈现新的地点名词及问路的应答方式。)
(板书)
Peking University, Ren’ai Education Institute, Haidian Theater
T: Where is Ren’ai Education Institute
Ss: It’s next to Bayi School.
…
3.(呈现多幅简单的地图, 让学生们掌握以下几个短语。)
For example:
(通过对短语的熟悉和操练初步了解祈使句, 为下一步听力扫清了障碍, 为学生更好掌握1a做了铺垫。)
(板书)
go along turn righton the right/left at the third street
T: Excuse me, how can I get to the bookstore
Ss: Go along Xinhua Street and turn left at the first street.
T: Excuse me. Which is the way to the post office
Ss: Sorry, I don’t know. I’m new here.
T: Thank you all the same!
(利用以上地图和几种问路的方式进行操练, 自然过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (设置并板书听力任务, 让学生带着任务听录音。)
Is there a bank near here How can I get to the bookstore Which is the way to the post office
2. (让学生听1a的录音, 回答问题。)
3. (和学生一起总结问路的方式。)
4. (将关键词写在黑板上, 呈现1a, 为下一步学生不看课本自由对话打下基础。)
go along—turn left—at the first street—go across—one hundred—on the right—new—all the same
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (放1a的录音, 让学生跟读, 用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟着录音一起读。)
T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!
3. (人机对话。)
T: Suppose you were A/B. Listen to the tape and make a dialog with B/A.
4. (让学生合上书，根据黑板上1a的关键词，两人一组表演1a。)
T: Work in pairs. Close your books. Look at the key words on the blackboard and act out the dialog.
Step 4 Practice 第四步 练习(时间:7分钟)
1. (让学生完成1b。)
T: If you are standing at A. How do you get to the park Please describe and draw your route.
Ss: ...
2. (让学生看图, 快速说出介词短语, 完成2a。)
T: Look at the maps, and tell me the prepositions as quickly as you can.
3. (让学生看黑板上的地点、介词短语, 加深印象, 完成2b。)
(填空, 并与搭档核对答案。)
T: Fill in the blanks according to the map, then check the answers with your partner.
4. (呈现3的地图, 根据地图, 布置教室, 把学生分成4组, 选定一名组长, 组长担任警察, 其余的学生扮成夏令营成员, 向警察询问去超市怎么走, 警察指路, 根据表演情况, 当场打分, 获胜者给予奖励。)
For example:
A: Excuse me, which is the way to the supermarket
B: Go along the street, and turn right at the second street. You can see ...
(通过这次竞赛, 既能让学生掌握问路和指路的基本句型, 加强语言实践, 又能激发学生学习英语的兴趣, 提高英语的交际能力, 培养帮助他人的意识。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (呈现本校的平面图, 要求学生利用学过的介词短语和问路的句型, 来熟悉校园环境,
热爱自己的校园。)
For example:
(1)A: Where is ...
B: It’s ...
(2)A: Excuse me. Is there a ...
B: Yes, there is ...
A: How can I get to ...
B: Go along ...
(3)A: Excuse me, which is the way to ...
B: Sorry, I don’t know.
A: Thank you all the same.
2. (设计一道听力题, 让学生画出它的平面图, 谁能在最短的时间里画出准确的路线图, 给
予奖励。)
For example:
I know you are arriving next Sunday. Let me tell you the way to my house. Take a taxi from the airport. You pass a bank on your right and then go down Long Street. You go through Six Avenue and Seven Avenue. When you see a big supermarket, turn left. Then go down Bridge Street and turn left at New Park. Go down Center Street and my house is on your right.
T: Listen and draw the route as quickly as you can.
(提高听力能力和动手实践能力, 培养竞争意识。)
3. Homework:
(1)(让学生练习Section A, 3。根据地图编对话。)
(2)(预习Section B。)
Section B
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1.(1)Learn the words and expressions about the signs of transportation and transport facilities:
sidewalk, crosswalk, U-turn, public phone, traffic lights, Turn left, No right turn, No left turn, Turn right, Go straight, No parking, No U-turn, Parking, Danger
(2)Learn other new words:
until, miss, kilometer, should, change
2.(1)Go on learning how to ask the way:
Excuse me, could you tell me the way to Dinghao Building
Excuse me, where is Beitai Road
(2)Learn how to give directions:
Go along this road until you get to Beisihuan Road.
Turn left and walk on.
It’s about 15 kilometers away from here.
First, you need to take bus No. 718, then you should change to the No. 108 bus at
Anzhen Bridge.
Ⅱ. Teaching aids 教具
录音机/挂图/自画地图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (师生一起唱歌, 激发学生学习兴趣, 活跃课堂气氛。完成4。)
T: Let’s chant 4 together.
Stop, look, and listen,
Before you cross the street.
Use your eyes, use your ears,
Before you use your feet.
2. (让学生以小组竞赛形式来复习已学过的句型, 呈现Section A, 3的地图。)
T: Look at the map. You are standing at Train Station, please tell me how to get to the Tsinghua University. Each group asks and answers. Let’s go.
(以竞赛活动激励学生, 体验合作学习。)
T: OK. Stop. Who knows other patterns about directions
(自然导出新的问路句型。)
(板书)
Excuse me. Could you tell me the way to ... Excuse me. Where is ...
3. (1)(假设师生在校园里遇见, S1问教师图书馆在哪儿, 教师给予回答, 导出新的指引方向
的句型。)
S1: I’m looking for our library. Where is it
T: Go along this road and turn left. You will not miss it.
(2)(假设在校园的另一角, S2问教师宿舍在哪儿, 教师给予回答, 导出新的指引方向句型。)
S2: Could you tell me the way to the dormitory
T: Go along this road and you’ll see it on your right. It’s about 500 meters away from here.
(让学生们熟悉新的句型及回答形式, 为第二步的听力及操练打下基础。)
(板书划线部分。)
You will not miss it.away from
4. (呈现本地的方位图, 教师可根据实际发挥。)
For example:
T: You are standing at Fuzhou Train Station now. If you want to go to Qingkou, you can say:
It’s about 30 kilometers away from here. You need to take bus No. 51, then change to the No. 30 at Taijiang. It will take you there.
5. (呈现交通标志图, 让学生们初步认识这些标志, 为下一步做铺垫。)
T: Look at the pictures. What do they mean
(导出: Turn left, Go straight, Turn right)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置听力任务, 让学生带着任务听录音, 可以降低难度。)
T: Could you tell me the way to Dinghao Building Where is Beitai Road
2. (让学生听1a的录音, 根据关键词, 回答问题。)
(板书)
go along, until, turn left, miss, kilometers, need to, take, change to
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (再放1a的录音, 让学生跟读, 用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音语调, 这
样可以使学生集中注意力, 效率更高。)
T: Rub them clean and now read and check your pronunciation and intonation sentence by sentence. Go!
3. (人机对话。)
T: Suppose you were A/B. Listen to the tape and make a dialog with B/A.
4. (让学生两人一问一答, 只看黑板上关键词对话。)
T: Work in pairs. Close your books, look at the key words on the blackboard and act out the
dialog.
Step 4 Practice 第四步 练习(时间:10分钟)
1. (1)(呈现1b的图, 让学生完成1b。)
T: Listen, read and complete 1b. Do it by yourselves. And then we will check the answers together.
(2)(要求学生表演1b。)
T: Let’s act it out together. Who wants to try
(3)(要求学生同桌合作完成1c。)
T: Ask the way and give directions to familiar places with your partner.
2. (呈现2的图片, 引出交通设施的名称, 让学生拓展其他设施的名称, 增大词汇量。完成
2。)
T: Look at the pictures. What do they mean
(导出: sidewalk, public phone, traffic lights, crosswalk)
T: Anything else
Ss: Bus station...
3. (1)(呈现3的交通标志图, 让学生了解其中含义。完成3。)
T: Read these signs and match them with their meanings.
(2)(要求学生讨论。)
T: When you meet these signs, what will you do
For example:
When we meet“Parking”, we will park the cars here.
Step 5 Project 第五步 综合探究活动(时间:15分钟)
1. (小组活动。将全班分成四组。小组每名学生一张白纸, 教师提供一段指引路线的文字。小组一名学生读文字, 其他学生画路线图。小组成员之间交换路线图, 推选出最标准的一幅图。教师搜集各组图画, 总结情况, 对最好组以掌声鼓励。)
(材料)
(1) Find Wang Xue’s house. Go along Buxing Street and take the second turning on the right. It’s on the left, opposite to the museum.
(2) Find Wei Ming’s house. Go along Lanhou Street to the traffic lights and turn right. Go along the road and take the second turning on the left. Wei Ming’s house is on the left, next to the post office.
(3) Find Chen Hui’s house. Go along Chang’an Street and take the first turning on the right,
and go a bit further. Then take the first turning on the left. Chen Hui’s house is next to the supermarket.
(4) Find Ke Lin’s house. Go down Chang’an Street to the end. Turn left. When you see the bank, turn left again. It’s the house behind the bank.
A. Wang Xue’s house B. Wei Ming’s house
C. Chen Hui’s house D. Ke Lin’s house
T: Boys and girls. Here are four passages. They tell us the ways to some different houses. I’ll give each group one passage and a piece of paper. One of the group members reads the passage, the others try to draw the map.
2. (1)(呈现3的交通标志图, 让学生进一步认识这些标志图。)
For example:
No right turn
No left turn
No U-turn
Crosswalk
Parking
Danger
(2)(补充课外的交通标志图, 可以让学生先个别呈现, 然后再归纳。)
For example:
Road up, detour 前面施工, 车辆绕行
Keep away 请勿靠近
Keep right 请靠右行
No honking 禁止鸣号
One-way traffic 单行道
Danger ahead 前面危险
Drive slowly 车辆慢行
Slow down, look around and cross 一慢二看三通过
(3)(要求学生按照教师的指令弄清楚各种交通标志的意思。)
T: Please tell me their meanings. OK Quickly!
3. Homework:
(让学生看图示, 假如现在一名学生在博物馆与银行之间, 想去剧院, 该怎么走 请编一段对话。)
T: Suppose you were standing between the museum and bank. If you want to go to the theater, how can you get there Make up a dialog.
Section C
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
hurt, die, accident, rule, before, cross, ticket, speed, fast, when, careful, late
2. Learn the imperative sentences:
Turn right.
Be careful!
Don’t be late for school.
3. Learn safety rules and warnings of traffic:
Before we cross the road, we must stop and look both ways.
Wait for your turn when the lights are red.
Don’t play on the street.
Ⅱ. Teaching aids 教具
录音机/自制卡片/图片
Ⅲ. Five-finger Teaching Plan 五指教学法
Step 1 Review 第一步 复习(时间:15分钟)
1. (小组活动。将全班分成几组，每组派一名学生到讲台上来, 给两分钟时间, 要求写出学过的问路句型, 选出获胜者。)
T: I’ll ask one member of each group to write down the sentence patterns about asking the way. Who writes more sentences in two minutes will be the winner! Are you ready Go!
For example:
Excuse me, where is ...
Excuse me, which is the way to ...
Excuse me, how can I get to ...
Excuse me, could you tell me the way to ...
2. (以教室为地图, 横排为Street 1, Street 2, Street 3……竖排为Road 1, Road 2, Road 3……给出具体路线说明, 要求每组的一名成员根据指令完成任务。)
T: Now, suppose our classroom was a map. Rows were streets, lines were roads. Row 1 was Street 1, Line 1 was Road 1. I’ll give you some examples, please finish the task.
For example:
G1: Go along Road 1 until you get to Street 2, turn left and walk on. It’s on your right.
G2: First, turn right and go to Road 3. Then walk on and turn left. Go down until you come to Street 2. It’s on your left.
…
3. (呈现自制卡片, 复习交通标志图, 导出新的目标语言。)
(板书划线部分。)
get a ticket for parking in the wrong place, obey the traffic rules
T: What’s this
Ss: It’s a traffic sign.
T: What does it mean
Ss: It means that we can’t park here.
T: If we do that, what will we get
We’ll get a ticket for parking in the wrong place.
So we must obey the traffic rules.
(通过教师的引导, 让学生熟悉新的语言目标, 为下一步操练做准备, 可以再举例巩固。)
4. T: OK! Boys and girls, you did very well! But please be quiet! Be quiet! Don’t talk! Listen to me carefully!
(呈现Be quiet! Don’t talk! 板书, 引出祈使句, 让学生每人说一句祈使句。)
Be quiet! Don’t talk!
For example:
Look at the blackboard, please.
Don’t eat in the classroom.
Open the door.
(让学生接触到祈使句的表达方式, 为下个环节做铺垫。)
5. (呈现自制的七幅图片, 利用图片, 通过师生互动, 导出每幅图的新的目标语言。 以下是图片的内容展示。)
(图一: ) (图二: )
(图三: ) (图四: )
(图五: ) (图六: ) (图七: )
(拿着图一, 引导学生学习新的目标语言。)
For example:
T: What’s this
Ss: It’s a car.
T: What’s that
Ss: It’s a street light.
T: What happened in this picture
Ss: A car hit a street light.
T: We know it’s a traffic accident. The man in the car got hurt.
(呈现图二, 图三。)
T: What happened in Picture 2 and 3
Ss: A car hit a man.
T: Yes. And the man died in the accident. I think every year many people get hurt or die in accidents. But how can we make the roads safe
(让学生发挥想象, 自由讨论, 然后逐一呈现图四, 图五, 图六, 图七, 引出新的目标语言。)
T: OK. Look at the pictures together. What should we do to make the roads safe
(教师根据学生的中英文描述进行总结，并板书。)
Traffic keeps on the right of the road.We must stop and look both ways before we cross the road. We must never play on the street.It’s good to help children and old people to cross the road.We must obey the traffic rules.
(通过以上七幅图的呈现及在每幅图下给出的关键词或词组, 让学生更直观, 更形象地理解情景并掌握目标语言, 为下一步的课文阅读埋下伏笔。板书以上句型的划线部分。)
a traffic accident get hurtdie keep on the right of stop look beforehelp to cross the roadnever playwe must obey the traffic rules
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置阅读任务, 让学生带着任务阅读。完成1a与1b。)
T: Read the passage in 1a and then mark True (T) or False (F) for these statements in 1b. And then check the answers together.
2. (答案核对结束后, 要求学生找出对这段文章的不理解之处。)
T: Well done! Boys and girls. Do you have any questions If you have, please tell me. Let’s solve them together.
3. (学生在阅读后找出其中还未解决的难点后, 教师把这些难点、重点呈现在黑板上, 为进行下一个环节做准备。)
(板书)
must, obey the traffic rules, both ways, It’s good to do
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (让学生再次阅读1a的文章, 注意黑板上呈现的关键词。)
T: Read the text again and pay attention to the key words.
2. (让学生两人一组利用关键词设置一个小对话