七下 unit 6 topic 1教学案例设计

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Unit 6 Our Local Area
Topic 1 Is there a sofa in your study
Section A
Section A needs 1~2 periods. Section A 需用1~2课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands目标要求
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, come in, garden, grandfather, in front of , house, behind, door
2. (1)Learn some prepositions of positions.
in, on, next to, in front of, behind
(2)Master how to use the structure of“There be”.
Oh, there are so many 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.
3. Review the present continuous tense.
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)
复习现在进行时, 呈现1a。
(方案一:搜集资料。老师让学生拿出已搜集好的房间图片, 并标出房间的英文名, 在课上展示。让学生试着读出图片下面的单词, 教师点评。)
T: Boys and girls, take out your collected pictures and label them in English.
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: S3, Which room do you sleep in
S3: 卧室。
T: Yes. In the bedroom.
(板书)
study bedroom
(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 客厅；起居室 dining room 餐厅kitchen 厨房 garden 花园 study 书房
Example:
T: What’s he/she doing
S4: He/She is watching TV.
T: And he/she is watching TV in the living room.
T: Then what’s he/she doing
S5: He/She is studying.
T: You are right.
T: Where’s he/she
S6: He/She is in the study.
T: Good.
…
(呈现1a挂图。)
2. (指着1a的图上的卧室问, 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: 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 floorIs there a computer in your study There are so many books on the shelf.Is there… Yes, there is. / No, there isn’t.
3. (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.
(让学生之间进行对话。)
S1 : …
S2: …
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (课前设置好听力任务, 并板书。)
(1) Where’s the bedroom (2) Where’s the study (3) Are there many books on the shelf
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。)
2. (核对答案, 板书关键词。)
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.
bedroom—second—floor—study—next to—books—shelf
Step 3 Consolidation 第三步 巩固(时间:5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 were Jane. Listen to the tape and make a dialog with Maria.
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! Any other groups
G2: …
(对学生表演进行点评。)
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, 主要让学生了解关于房间的名词。)
T: OK! Now listen to 2a and do it by yourselves. Do you understand
Ss: Yes.
(2)(呈现2a挂图, 让学生拿着教师已准备好的地点名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 blackboard and say a sentence.
Example:
There is a study on the second floor.
…
(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. (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, 然后找一些小组表演对话。)
T: Now let’s look at the picture in 2a, 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
G1: We can.
(表演对话。)
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。)
S2: …
S3: …
(让学生根据对话和3中的短语连句。)
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 a teacher a clock a blackboard …
There are students books desks …
T: Introduce our classroom according to the form, then report to the class.
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. (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名称。)
T: Draw a picture of your own house.
(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。)
Example:
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…
(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, where is the desk
Ss: It’s near the window.
T: What’s in that room
Ss: There is a bed, a light …
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：
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)Master the names of home items:
lamp, clock, table, key, window
(2)Learn other new words and phrases:
talk about, put away, thing, dad, model, under, river
2. Go on learning how to use the structure of“There be” and the prepositions of positions.
—What’s on your desk
—There is a lamp, a computer, some books and so on.
—How many boats are there on the river
—There are two.
3. Talk about 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)
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。此活动的目的是复习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, 可采用小组竞赛, 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: What can you see in the picture
S1: I can see a sofa.
S2: I can see a family photo and a clock.
…
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.(台灯)(2) Is there a clock on it (钟)Yes, there is./No, there isn’t.
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
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, some books and so on.
T: Good! Next, where is the clock
S3: …
2. (让学生分角色朗读1a。)
T: Please work in pairs, and read the dialog.
Step 3 Consolidation 第三步 巩固(时间:5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, 用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。)
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.
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。)
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’re, keys”.
S2: “behind, There’s”.
T: That’s right.
2. (可以用课前准备好的实物, 让学生用There be句型回答。)
(出示橘子。)
T: Now, please look at my hand. What’s in it
S3: 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 my bag
Ss: No, there aren’t. They are behind you.
T: How many bananas are there
Ss: There are two.
T: Well done!
3. (让学生看3的图片, 完成3。)
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 any milk in the glass
Yes, there is.
(让学生看图5、6, 完成对话7、8。)
T: Read the dialogs below Picture 5 and 6 and make similar dialogs with Picture 7 and 8.
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, 两人一组编对话。)
T: Please look at the picture in 4, then work in pairs and make new dialogs like this:
Dialog 1: S4: What’s in the picture
S5: There are some dogs in it.
Dialog 2: S6: Are there any monkeys in the tree
S7: Yes, there are.
S8: How many monkeys are there
S 9: 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)
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
There’s a family photo on the wall. A clock is next to it. There is a desk and a chair in the study. What’s on the desk There are some books and a computer. There’s a football under the chair. Behind the desk, there’s a cat. Do you like the study
(活动结束后, 由学生们选出最佳搭档, 教师给予鼓励表扬。)
(方案二: 两人一组活动, 其中一名学生用文字描述某一房间, 另外一名学生画图。 最后, 把图展示出来, 由学生们选出最佳搭档, 教师给予鼓励表扬。)
3. (家庭作业。)
(让学生根据4中的图片写一篇小短文。不少于60字。)
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
I . Aims and demands目标要求
1. Learn some new words:
beautiful, flower, large, bathroom, drawer, chair, keyboard
2. Go on learning the prepositions of positions and the structure of “There be”.
(1)Talk about positions.
—Where is the lamp
—It’s on the desk.
—Where are my shoes
—They’re under the bed.
(2)Talk about existence.
There is a small garden in front of my house.
There are many beautiful flowers in the garden, but there aren’t any trees in it.
Are there many beautiful flowers in the garden
Is there a kitchen on the first floor
Ⅱ. Teaching aids 教具
录音机/挂图/图片/简笔画
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
复习There be 句型, 引出1a。
(方案一: 接龙游戏。将全班分成几组, 利用1a的图片, 组与组之间进行问答比赛。)
(竞赛规则:1.组与组之间的竞赛; 2.开始第一个问题由教师来问; 3.每组在回答问题后, 提出一个新问题, 让另外一组的学生回答; 4.每个问题不能重复。)
T: What’s in the picture
G1: There’s a nice house. Where’s the garden
G2: It’s in front of the house. What’s in the garden
G3: There are many beautiful flowers in it. Is there a big tree
G4: Yes, there is. Where is it
G5: It’s behind the house.
…
(假设是第2组获胜。进行下一轮比赛。)
T: It’s great! Stop! Group 2 is the winner. Now, please go on with next round. What’s on the first floor in the house
G1: There is a big living room. Is there a dining room next to it
G2: Yes, there is. What’s in the dining room
G3: There is a table and some chairs in it. Can you find out the bathroom
G4: Yes, I can. Where is it
…
(总结学生比赛结果, 进行鼓励表扬。)
T: How wonderful! You are the best!
(用两个学过的句型来呈现1a中的新单词。板书。)
The flowers in the garden are beautiful.花 漂亮John is having a bath in the bathroom.浴室
(方案二: 双簧。两人一组活动, 其中一名学生用There be句型描述, 另外一名学生根据描述画图, 让其他学生核对图画上画的物品与描述的内容是否相符。)
Example:
S1: There is a bed, a clock, a desk and so on in the bedroom.
S2: (在黑板上画。)
S1: There are many apples on the tree.
S2: …
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (设置听力任务, 听1a的录音并回答问题。)
T: Listen to 1a carefully and answer my questions.
Questions: (1)What’s in front of the house (2)Are there any trees in the garden (3)Is there a study on the first floor
(核对答案。)
T: Are you ready
Ss: Yes.
T: Who can answer my first question
S1: There is a small garden in front of the house.
T: Well done! The second question
S2: …
…
2. (让学生快速朗读1a, 并完成正误判断题, 然后核对答案并改正。)
T: Read 1a quickly, and then finish the true or false questions, then check the answers and correct them.
T: Finish
Ss: Yes.
T: Who can answer the first question
S3: “T”.
T: Oh, it is wrong.
S4: “F”. There aren’t any trees in it.
T: Wonderful! Next
S5: …
(用同样的方法完成剩下的问题。)
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a, 完成1b。
1. (让学生阅读1a, 完成1b, 然后教师核对答案。)
T: Now, please read 1a. Finish 1b, then I will check the answers.
2. (把全班分成四组, 让学生把1a中的关键词、句找出来列于纸上, 并画出一幅简笔画。选出每组一名成员按照要点和简笔画复述短文。)
T: The class will be divided into four groups. List some key words and sentences on your paper, and draw a stick figure on it. Retell the passage according to the key words and the picture. I’ll choose one of you in each group to retell it.
Example:
This is my home. There are seven rooms in my home. On the first floor, there is a living room, a bathroom …
Step 4 Practice 第四步 练习(时间:15分钟)
练习方位介词, 完成2, 3。
1. (老师把已准备好的图片贴在黑板上, 如：树、椅子……, 找学生在图片上画出其他的东西并运用已学过的方位介词和There be句型造句。)
Example:
There is a red car in front of the classroom.
2. (出示图片或用简笔画教学新单词drawer, chair, keyboard, 并对介词in, on, under, behind, in front of进行操练。)
(出示有抽屉、椅子和键盘的简笔画。)
T: Look at the stick figure and learn the new word “drawer”.
Ss: Drawer. (跟读)
(在简笔画中添上一支笔, 操练介词in和under。)
Example:
T: What’s in the drawer
Ss: There is a pen in it.
T: What’re under the drawer
Ss: There are some pens under it.
(用同样的方法, 完成介词操练。)
3. (让学生独立完成2, 教师核对答案。)
T: Finish 2 by yourselves, then check the answers together.
(核对完答案后, 让学生两人一组练习对话。)
T: OK. Practice the dialogs in pairs. After a while, I’ll ask three groups to read the dialogs.
4. (方案一：两人一组找出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 out 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。)
(方案二: 让学生两人一组根据3的A、B图片分角色编对话，并根据对话内容和图片填空。)
T: Now, work in pairs and make new dialogs according to Picture A and B in 3.
Example:
S1: What color is the bag in Picture A
S2: It’s green.
S1: What about the bag in Picture B
S2: It’s yellow. What’s on the desk in Picture A
S1: There is a computer and a keyboard.
S2: What’s on the desk in Picture B
S1: There are some pencils, some books and a lamp.
S2: Is there a shelf in Picture A
S1: Yes, there is. What’s on the shelf
S2: There are some books and a model plane.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 培养学生创新能力。
1. (双人活动, 让其中一名学生向另一名学生描述他/她的卧室/书房/客厅……里的物体, 要求另外一名学生把房间里的这些物体放在合适的地方, 使得房间更加大方、漂亮, 并用图描绘出来，最后两人一起用文字表达出来。看哪组设计的卧室/书房/客厅……最佳, 给予鼓励。)
Example:
S1: There is a desk, a chair, a bookcase, a computer, a soccer, a TV, a lamp, a kite, a guitar, a vase, a map of China, a family photo, a clock, some flowers, some pictures and some books in the study.
S2: OK. I can draw them well.
…
2. (家庭作业。)
(1)(给学生两张卧室的挂图。要求学生写一篇关于两个卧室不同之处的短文。)
(2)(让学生预习Section D。)
Ⅳ.疑点探究
英语中的介词运用很灵活, 它往往根据具体的位置选用对应的介词, 而不是根据汉语直译去选择。
如: on/in the wall
There is a window in the wall. 墙上有一扇窗户。
There is a picture on the wall. 墙上有一幅画。
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Aims and demands目标要求
1. Learn the vowels:
//, //, //, //
2. (1)Review the prepositions of positions.
in, on, behind, under, near, next to, in front of
(2)Review the structure of“There be” .
There is a small garden in front of my house.
There isn’t a computer in Picture B.
There are two bedrooms and a small study.
There aren’t any trees in it.
—Is there a computer in your study
—Yes, there is. / No, there isn’ t.
—Are there any shoes under the bed
—Yes, there are. / No, there aren’t.
—What’s on the desk
—There are some model planes on it.
—How many pairs are there
—There are two pairs.
3. Review home items.
Ⅱ. Teaching aids 教具
录音机/图片/音标卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
复习单词, 导入1。
1. (单词竞赛。把本单元单词按功能归类, 制成单词卡片, 要求每名学生必答两个单词, 教师给出中文意思, 学生说英文。一词一分。然后进行全班抢答。)
T: Now, let’s have a word competition. I’ll give you Chinese meanings. Please say them in English. Each word you’ll get one point. Are you ready OK! Go!
…
T: Well done! This time let’s have a quick answer. If you know, you can stand up and answer quickly. Yeah, begin!
(必答单词如下: bedroom, kitchen, bathroom, study, garden, flower, lamp, clock, key, CD, chair, keyboard, behind, under, second, floor, wall, model, beautiful, large, drawer)
(抢答词组如下: dining room, living room, in front of, put away, look after)
(通过对单词和词组的必答和抢答, 进一步巩固本单元的词汇, 培养竞争意识, 调动学习积极性。)
2. (1)(呈现含//发音的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。)
T: What’s this Ss: It’s bird.
T: What’s that Ss: It’s girl.
(板书girl, bird并画线“ir”,要求学生找规律。)
girl bird
(2)(用同样的步骤教学//, //, //。)
Step 2 Presentation 第二步 呈现(时间:3分钟)
呈现1。
(让学生听1的录音并跟读。)
T: Listen to the tape and then read after it.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1。
1. (再听1的录音, 让学生每听完三个单词后, 快速说出它们的汉语意思。)
T: Listen to 1 again and say their Chinese meanings quickly.
2. (让学生归纳含//, //, //, //的单词。)
T: Let’s sum up the words that have the pronunciations //, //, //, //.
Step 4 Practice 第四步 练习(时间:15分钟)
通过练习完成2, 3a, 3b和4。
1. (1)(让学生根据所听到2的录音, 完成2。)
T: Listen to 2 and draw a picture according to what you will hear.
(让学生可以先写下关键词, 录音停止后再画。)
(2)(核对完答案, 选出最佳图画, 张贴在教室里。接着要求学生看图写出刚才听到的句子, 以巩固所学介词及There be句型。)
T: Please write the sentences that you heard just now.
2. (告诉学生3a和3b是本单元重点, 翻开书齐读。)
T: Please open your books! Read 3a and 3b together.
3. (用所学的介词及There be句型, 让学生完成4。)
T: Write a letter to your friend about your house. Use the prepositions that we have learnt and the structure of “There be”.
Step 5 Project 第五步 综合探究活动(时间:12分钟)
通过活动, 培养学生实际运用能力。
1. (双人活动, 把一张图案鲜明的图片给S1, 但不让S1看到图中内容。S1把图面向其他学生, 让其他学生来描绘这张图, S1根据学生们的描述在黑板上画出一幅图。S1可以问问题, 其他学生回答。最后让学生们给S1打分。此活动能够活跃课堂气氛, 激发学生兴趣。)
Example:
S1: What can you see in the picture
S2: There is a horse in the picture.
S1: What else
S3: There is a man on the horse.
S1: Is the horse running or walking
S4: The horse is running.
S1: What else can you see
S5: The sky is blue and there are many trees in the picture.
…
(增加教学弹性, 可以换图多做一、两次。)
2. (完成5。让学生四人一组, 做调查, 看同伴的房间里有什么东西, 先作汇报。接着选一个同伴并把其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 groups of four. Make a survey.
Name Things in the room
… …
… …
T: Report to your group, 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. The student 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. (家庭作业。)
(让学生给他/她的朋友写一封信。介绍一下房间分类及房子周围的环境。不少于70字。)
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