仁爱湘教版英语七年级（下）全册教案

仁爱版英语七年级(下)教案
Unit 5
一 、【教学目标】
（一）语言知识
语音 /ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/
词汇 掌握wake，early, first，day, term，must,still,by，on foot,the same to,usually,always，Ms.,boat，ship，sea，train，by plane/air/airplane, etc.
理解 Subway Worm reporter，Net Bar,roller skating Measure dining hall，dormitory bookstore，etc.
（二）语法
1.一般现在时（Simple present）
2.频度副词（Adverbs of frequency）never， seldom， sometimes， often， usually， always， once， twice
3.现在进行时（Present continuous）
I’m looking for a book.
Are you doing your homework Yes， I am./No， I?m not.
Is he/she... Yes， he/she is./No， he/she isn’t.
What are you doing now I’m playing computer games.
What is he/she doing He/She is...
4.谈论交通方式（Talking about means of transport）
How do you usually go to school I usually go to school by bike.
（三）功能用语与话题
1.采访（Interviews）Our guest today is Michael from Class 2， Grade 1.
2.谈论日常生活（Talking about routines）
3.学校建筑（School buildings）swimming pool， playground， library， dormitory， lab， canteen， gym
4.谈论兴趣喜好（Talking about interests， likes and dislikes）I like the swimming pool best. Why do you like English Because it’s interesting and easy.
5.借物（Borrowing things）How long can I keep it Two weeks.
6.新闻（News）、海报（Poster）Attention， please! Here is the news.
7.谈论学校活动、科目和时间表（Talking about school activities， subjects and timetable）
8.谈论学校生活（Talking about school life）
（四）能力培养
【听】 能听懂谈论校园生活中比较熟悉的话题，识别主题，获取主要信息。
【说 】 1?能根据提示词说出意思连贯的校园生活的句子。
2?能用简单对话描述校园生活。
3?能根据图片或借助他人帮助描述自己或他人的校园生活。
4?能与他人合作进行角色扮演，表现校园生活。
【读】 1?能理解简单的书面表达。
2?能准确地朗读课文。
3 能读懂表现校园生活方面的文章，包括校园新闻、海报、遗失声明、失物招领等。
写 能写出表现校园生活方面的简单句子。能写出简单的校园新闻、海报、遗失声明、失物招领等。
情感态度 培养学生积极向上的情感、活泼开朗的个性、浓厚的学习兴趣和大胆实践的精神，提高学习效率，培养学生热爱学校生活，乐于学校生活的意识。
学习策略 积极探索适合自己的英语学习方法，利用现实生活中的学习资源，培养任务型学习方法与技巧。
二、【教材分析】
本单元的交际用语主要是围绕学生的学校生活展开的，谈论学生的上学方式、作息时间、课程安排、业余生活等内容，这些内容为学生所熟悉，便于展开讨论。
本单元的语法内容主要是学习一般现在时、现在进行时以及表示频度的副词。
Topic 1
Section A
【教学目标】：
1.谈论交通工具及如何上学。
2.学习句型：How do you usually come to school
I usually come to school by subway.
【重点】1a和3a。 【难点】谈论交通工具及如何上学。
【教具】 录音机
【课时建议】：1～2
【教学过程】：
第一步：复习
1.教学生如何在开学的第一天相互问候。
T: Good morning， class! S: Good morning， Miss.../Mr...
T: Nice to see you again! S: Nice to see you， too.
学习问候语：
T: Happy New Year! S: The same to you.
然后老师说：Boys and girls.Today is the first day of our new term.
解释today， new term。
老师说：I often come to school by bus. My son often takes the subway to school. What about you
学习词组by bus， take the subway。
Notes: subway（AmE）=underground（BrE）
2. 听录音3a，回答问题：
（1）How does Kangkang usually come to school
（2）How does Sally always come to school
两人一组作对话，然后请3～4对同学到前面表演对话。（对参加表演的同学给予鼓励。）完成3b。
第二步：呈现
1.老师向一些同学依次展示并学习词组：wake up， get up， go to school， by bike等，然后做动作练习。要一名同学在前作动作，其余同学猜测词组。
2.听录音1，回答问题：
What’s the time / Is it time to get up
Who wakes Kangkang up 完成1。
3.利用图画，完成2。
4.听录音4，完成4。
第三步：巩固
1.放录音1和3a，学生跟读。
2.学生两人一组表演1和3a。
第四步：练习
1.分组活动，谈论自己早晨的活动情况。
2.双人活动，分别用不同的交通工具图片进行问答：
A:How do you usually come to school
B:I usually come to school...
例如：on foot， by bike， by bus， by car， by train， by subway， by boat/ship， by plane/air,完成4。
3.让学生做一个调查报告，调查全班同学“How do you usually go to school ”按人数从多到少列成表格，向大家汇报：In our class， fifteen students go to school by bike...完成5。
第五步：综合探究活动
1.学生以表格的形式展示自己的家人通常所采用的交通方式。
2.请同学据自己所了解的情况，介绍其它中学生早晨的活动情况，如:
“In our class， some students usually wake up at 6∶30. They get up at 6∶35...”
Section B
【教学目标】：
1.复习Section A。 2.学习频度副词。
【重点】1，2和3a 【难点】：频度副词
【教具】 录音机
【课时建议】：1
【教学过程】：
第一步：复习
1.复习Section A 4，进行a chain work 活动，按照自己的想法回答问题：How do you usually come to school 尽可能不重复前面同学的答语。
2.两人一组，使用自己准备的图片，谈论其他人的上学情况。
3.老师手指图画（一人正在骑自行车）。
This is me. I usually ride a bike to school. 教学ride a bike。
介绍go home by subway,walk to the park， go to the zoo by bus 等等。
让同学挑选自己喜欢的方式。手拿图画谈论自己。例如：
I want to go to school by bus.
4.双人活动，两同学各指一幅3a图画相互介绍：
This is.... He/She usually walks to school. 完成3a。
5.双人活动，看3a图进行问答：完成3b。
A: How does Li Xiang usually go to school
B: He usually rides a bike to school.
第二步：呈现
1.老师教学频度副词：never， seldom， sometimes， often， usually， always。
2.学生根据自己的实际情况描述自己的日常生活。例如：
I never come to school late. Sometimes I walk to school.
3.听录音1，回答问题：What time does Michael get up on weekdays
How does Kangkang usually go to school
让学生猜“The early bird catches the worm.”的汉语意思。
第三步：巩固
1.听录音1和3a，学生跟读。
2.学生两人一组表演1。
第四步：练习
1.双人活动，分别用不同的交通工具图片进行问答。
2.双人活动，两种乘坐交通工具的不同表达方式。
3.练习频度副词。让学生之间互相询问：
Do you often watch TV in the evening
No， I don’. I sometimes watch TV.Sometimes I read books.
4.双人活动，完成4。
第五步：综合探究活动
1.学生们根据自己所了解的情况，介绍其它同学如何去上学。
2.学生们以表格的形式做一个调查报告（请仿照Section B 4）,然后写一篇小短文，如：
Li Ming is my good friend. He sometimes watches TV in the evening. He never walks to school. He always takes the subway...
3.课堂活动: Let’s chant.
Section C
【教学目标】：
1.谈论学校生活。2.继续学习频度副词。3.校园采访。
【重点】: 1a,2和3
【难点】：频度副词
【教具】 录音机
【课时建议】：1
【教学过程】：
第一步：复习
1.复习Section B 1，2和3a。
2.双人活动作采访，谈论学校生活：
How do you usually go to school / What time do you usually get to school / Where do you have lunch / Do you have a short break after lunch / What do you usually do after school 完成1b。
第二步：呈现
1.使用图片或动作教学生词：guest，life,almost，bicycle，break, finish，spare，basketball，football，read,story，clean，dance，piano，library,once，twice，week,listen，music,write，roller skating,supermarket。
2.双人活动，使用图片或动作练习以上生词。
3.一人到前面做动作，其余同学猜词。
4.听录音1a，回答问题：
How do the American students usually get to school / Where do they have lunch / Do they have a short break after lunch / What do they do in their spare time
第三步：巩固
1.听录音1a，学生跟读。
2.学生两人一组表演1a。
3.对比中国学生和美国学生学校生活。
Chinese students American students
第四步：练习
1.假设你是一个采访者，在你和你的同学之间做一个采访，完成1c。
2.使用图片进行对话。例如：
A： Do you often read books in the library
B: Yes， I do./No， I don’t.
A: How often do you go to the library
B: Once a week.
3.利用2的图片和3的短语进行问答。
第五步：综合探究活动
1.分组活动。学生们进行调查学校生活及学习情况，然后请1~2位同学向全班作汇报。
2.使用频度副词介绍自己的日常生活My day。（不少于5个句子）
Section D
教学目标：
1.音标/ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/ 2.谈论日常活动。
3.复习一般现在时。4.复习频度副词。
重点: 1， 2和5
难点：一般现在时，频度副词。
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.复习并学习新单词:measure， pleasure， volleyball和while。
2.根据图画猜测单词，看谁读得快而准。
3.听录音1，然后再跟读，学会音标/ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/
第二步：呈现
1.请学生两人一组依次谈论他们的日常活动。
A: How do you usually go to school
B: I usually walk to school.
A: What do you do in your spare time
B: I often play basketball.
2.表演Section C 1a这个采访活动。一个表演interviewer，一个表演Michael, 看哪组同学表演最好。
3.谈论自己的日常活动。如：
I usually get up at 6∶30. / I have breakfast with my parents at 7∶30.
I never come to school late. / Sometimes I walk to school.
第三步：巩固
1.听录音1然后再跟读，学会音标/ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/
2.阅读2并且回答下列问题。
How does Jane go to school / What time do classes begin in the afternoon
第四步：练习
1.填写第8页的表格，两人一组讨论，据课文内容彼此检查答案。
2.谈论你好朋友的日常活动。
3.听录音3填空。
4.知识点总结：4a和4b。
第五步：综合探究活动 完成5。
Topic 2
Section A
教学目标：1.谈论学校建筑。2.谈论兴趣喜好。3.学习现在进行时。
重点: 1，2a and 3 难点：现在进行时与一般现在时的区别
教具 录音机
课时建议：1～2
教学过程：
第一步：复习
1.师生问答，复习第一个话题中的重点句子。
T: How do you usually go to school？
S: I usually go to school on foot.
T: How does your father often go to work
S: He often goes to work by car.
T: How often do you go to the library
S: Three times a week.
2.找几个同学在班上作关于自己爸爸或妈妈一天情况的报道。
第二步：呈现
1.把1的图画展示给大家，学习表示学校建筑的名词:library， playground， lab， computer room， canteen， gym， classroom building， swimming pool， dormitory...
2.请A同学到前面去跳舞，在这个同学跳舞的同时，老师问：
What is she doing （帮助学生回答）She is dancing.
（然后再问）Is she dancing （帮助学生回答）Yes， she is.
Is she singing No，she isn’t.
3.请三名同学轻轻地唱The More We Get Together。
（老师边问边回答）What are they doing
They are singing.
Are they singing Yes， they are.
Are they dancing No， they aren’t.
4.听2a回答问题。
Which place does Kangkang like best / What is he doing
Which place does Wang Wei like best / What is he doing？
第三步：巩固
1.听1，把图画与单词搭配起来。
2.再次播放2a，根据课文内容完成2b。
第四步：练习
1.两人一组读2a，一个是Jane，另一位是Michael。
2.参看3里的图画回答下列问题，然后听录音核对答案。
What is Jane doing / What is Michael doing
3.听3，两个一组问和答。
4.看4的图画，两人一组问和答。以图画①为例。
A: Where is she B: She is in the gym.
A: Is she in the computer room B: No， she isn’t.
A: What is she doing B: She is dancing.
第五步：综合探究活动
用现在进行时描述在操场上有许多人正在进行各种活动的场景。例如：
On the playground， Mr. Li and Mr. Wang are playing table tennis now. Liu Jun and his good friends are playing basketball. Look there! Some girls are playing the guitar...
Section B
教学目标:1.复习校园建筑。2.复习现在进行时。3.学习如何表达在图书馆借书，借用物品。
重点: 1a,2和3a
难点：现在进行时与一般现在时的区别
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.展示一些图片来复习学校建筑。如：
T: What’s this？ S: It’s a dining hall.
T: Can you spell it S: Yes. d-i-n-i-n-g，h-a-l-l，dining hall.
以同样的方式复习其它词，如：library， playground， lab...
2.请一位同学到前面做动作，另外两位同学猜测他／她在做什么，然后问答。
A: Is he singing B: No， he isn’t.
A: What’s he doing B: He’s reading.
第二步：呈现
1.利用图片或动作学习新词：shelf， keep， return， borrow， newspaper， purse, etc.
2.请同学们用刚才所学的单词造句。
3.双人活动练习1b，同学之间使用不同的物品进行对话练习：
A: Excuse me，can/may I borrow your...
B: Sure/Of course. Here you are.
4.听录音1b，回答问题：
What book does Kangkang want to borrow / How long can Kangkang keep it 完成1b。
5.听录音2，学习以下句子：
Maria is looking for her purse， but she can’t find it.
Anything else
Thank you all the same.
第三步：巩固
1.放录音1a,1b和2，学生跟读。
2.两人一组表演1a,1b和2。
第四步：练习
独立学习，阅读3a，回答问题：
What’s the lost thing / What’s the found thing
第五步：综合活动探究
1.小组活动，介绍如何向别人借用物品或如何在图书馆借书。
2.假设一个同学是图书馆管理员，另一位同学来借书，根据1a开展对话。
3.小组活动，假设有同学丢失或拾到一块手表，请写一份遗失声明或失物招领。
Section C
教学目标：
1.复习表示建筑的名词。2.学习并制作海报。
本课重点: 1a和2a
难点：现在进行时与一般现在时的区别
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.教师使用带有学校建筑的图片来复习单词:library， playground， canteen...
如： T: What’s this S: It’s a library.
T: Where is our classroom
教师帮助学生回答：It’s next to the teachers’ office.
T: Where are the library and canteen
（教师帮助学生回答）They are near our classroom.
T: Where is the computer room
教师帮助学生回答：It’s upstairs next to the lab.
教师把新词next to， near， upstairs写在黑板上，教学新词。
2.独立学习，完成1a。
第二步：呈现
1.使用图片来教学生生词：news， stamp， hall， collection...
2.双人活动，使用图片来练习以上所学生词。
3.听录音2a，回答问题：
When does the match begin / When does the movie Gone with the Wind begin / When does the movie The Sound of Music begin / Where can we watch the movies
对电影Gone with the Wind和The Sound of Music稍作解释。完成2a和2b。
第三步：巩固
1.放录音2a，学生跟读。
2.请一个同学上前表演2a。
第四步：练习
1.画一幅理想中的校园简图，完成1b。
2.双人活动，向对方介绍该校情况，完成1c。
3.独立学习，阅读2a，完成3。
第五步：综合探究活动
1.写一篇小短文：My Ideal School。
2.小组活动。假设星期五晚上学校要在礼堂举行一个音乐晚会，请制作一个海报。
Section D
教学目标：
1.学习掌握音标/ｔｓ/ /ｄｚ/ /ｔｒ/ /ｄｒ/。2.复习现在进行时。
3.复习表示学校建筑的名词。
本课重点: 1，3a和5
难点：现在进行时与一般现在时的区别
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.在班上向同学展示你的海报和声明。
2.听录音1，学习音标/ｔｓ/ /ｄｚ/ /ｔｒ/ /ｄｒ/，并跟录音大声朗读。
3.写出下列动词的现在分词形式。（同学们互相检查答案，写对一个得一面小红旗，全对得十面小红旗。）
（1）play（2）watch（3）draw（4）sit（5）put（6）run（7）shop（8）come（9）see（10）take
第二步：呈现
1.请两名同学表演游泳的动作，在他们表演时问大家：What are they doing 学生会回答：They are swimming. 再问：Where are they swimming 学生会回答：They’re swimming in the swimming pool.
2.听录音2，把人物与活动及地点搭配起来完成2。
3.老师说I have three pictures of Wen Wei。现在看第一幅图画并回答问题:
（1）Where is Wen Wei in Picture 1
（2）What is Wen Wei doing
其余两幅照片，同学之间进行问和答。
第三步：巩固
1.读3a，根据3a，完成3b，核对答案。
A: Where is Wen Wei in Picture 1 B: He is in the gym.
A: What is he doing B: He is taking exercise.
A: Where is Wen Wei in Picture 2 B: He is in a swimming pool.
A: What is he doing B: He is swimming.
A: Where is he in Picture 3 B: He is on the Great Wall.
A: What is he doing B: He is talking to a Japanese.
第四步：练习
1.把全班同学分成四个组，每个组选一个同学到黑板前，老师给出五分钟时间，让他们用现在进行时写句子，看谁写得既对又多。其它同学在练习本上写。如：
I’m playing the piano. / Are you listening to the music / We aren’t watching TV. / Kangkang is riding a bike.
2.学生自学Grammar focus和Useful expressions，老师检查效果。
第五步：综合探究活动
1. 完成 5。
2.画四个你正在做某一动作的图片，用现在进行时描述。
Unit5 Topic 3 My school life is very interesting.
Section A
Section A needs 1~2 periods. Section A需用2课时。
The main activities are 1a and 2a.
Ⅰ. Aims and demands
1. (1)Learn days of the week:
Wednesday, Monday, Tuesday, Thursday, Friday
(2)Learn subjects:
physics, geography, P. E. , art, math, science, history, biology, politics
(3)Learn other new words and phrases:
today, meeting, outdoor activity, lesson, learn
2. Learn Wh-questions.
What day is it today
What time does the class begin
3. Talk about subjects and timetables.
They are having a history class.
What time is it over At a quarter to eleven.
How many lessons does he have every weekday
What lessons does he have on Wednesdays
How often does he do outdoor activities
Ⅱ. Important and difficult points:(重难点)
What day is it today It’s Wednesday/Monday/Tuesday/Thursday/Friday
How many lessons does he have every weekday
What lessons does he have on Wednesdays
How often does he do outdoor activities
Ⅲ.Teaching aids 教具
录音机/图片/小黑板/单词卡片
IV.教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过复习, 导入1a。
1. (师生共同说唱, 复习现在进行时。)
T: Let’s chant“What are you doing ”
What are you doing now
I’m singing now.
What are you doing now
I’m dancing now.
What are you doing now
I’m walking now.
What are you doing now
I’m playing now.
(一边唱, 一边做动作, 全班学生跟着唱, 一起做动作, 活跃课堂气氛, 激发学生学习兴趣。)
2. (通过师生问答, 导入1a。)
T: What are you doing now
Ss: We are singing a chant.
T: What are we doing now We can say, “We are having a class now.” What class are we having
Ss: We are having an English class.(老师帮助学生回答。)
T: Do we have an English class every day
Ss: Yes, we do.
3. (呈现表示星期和学科的单词，并让学生学习它们。)
(板书)
It is Monday. physics
Tuesday. geography
Wednesday. P. E.
Thursday. art
Friday. math
history
biology
politics
science
Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现1a。
1. (老师拿出表示星期和学科的单词卡片，进行问答练习)
T: What day is it today (举着星期二的卡片。)
Ss: It’s Tuesday.
T: Do you have a P. E. class on Tuesday
Ss: No, we don’t.
…
T: What time does the class begin
Ss: At eight o’clock.
T: What time is it over
Ss: At a quarter to nine.
(让学生两人一组利用板书和画线句型编对话。)
T: Work in pairs and make a dialog.
Example:
S1: What day is it today
S2: It’s Tuesday.
S1: Do you have an English class on Tuesday
S2: …
2. (让学生听1a的录音并回答黑板上的问题。)
T: Listen to 1a carefully and find out the answers to these questions.
(板书)
(1) What day is it today
(2) What time does the class begin
(3) What time is it over
(播放录音。)
3. (核对答案。)
T: OK. Are you ready
Ss: Yes.
T: Let’s check the answers. The first question, who can answer it
S3: It is Wednesday.
T: Yeah, very good. The second one
S4: At ten o’clock.
T: Good job. What about the third one
S5: At a quarter to eleven.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a, 完成1b。
1. (让学生听1a，跟读，并标出语音和语调。)
T: Listen to 1a, follow it and mark the pronunciation and intonation.
2. (朗读1a，并核对语音和语调。)
T: Read 1a loudly and check the pronunciation and intonation.
3. (让学生背诵1a) 新 课 标 第 一 网
T: Now, please recite 1a. Are you ready
Ss: Yes.
4. (让学生看图片和所给信息, 完成1b。)
T: Look at the pictures and information in 1b, and practice the dialog with your partner.
Example:
S1: What day is it today
S2: It’s …
S 1: What class are they having
S2: They’re …
S1: What time does the class begin
S2: At …
S1: What time does the class finish
S 2: At …
Step 4 Practice 第四步 练习(时间:10分钟)
复习有关科目和星期的单词，练习现在进行时态，完成2a和3。
1. (老师把2a中的课程表贴在黑板上。)
T: What’s this Do you know
Ss: 课程表。
T: You’re clever. It’s a timetable. Do you know how to read the timetable
Ss: Yes.
T: OK. Read this timetable carefully, and then answer the questions in 2a. Begin!
(板书并教生词。)
timetable class meeting
outdoor activity lesson
2. (核对答案, 并对有困难的学生给予指导。)
T: OK. Are you ready now
Ss: Yes.
T: Good! Who wants to share the answers with us The first question
S3: He has six lessons every day.
T: Well done. The second one
S4: He has five English lessons every week.
T: Right. The third one
S5: …
…
T: Any questions
S6: …
…
3. (取出小黑板, 呈现科目表格, 练习询问科目以及上、下课时间的句型。)
Subject Time
(begin—finish) Day
English 7:50—8:35 every day
Math 8:45—9:30 every day
Geography 9:50—10:35 Monday
History 10:45—11:30 Tuesday
Biology 14:00—14:45 Wednesday
Art 14:55—15:40 Thursday
P. E. 15:50—16:35 Friday
T: Look at the blackboard, and answer my questions. Do you have a math class every day
Ss: Yes, we do.
T: What time does the class begin
Ss: At…
T: What time does the class finish
Ss: At…
(方案一:给学生两分钟时间练习对话。一名学生问, 一名学生答, 然后交换角色。)
T: Now, I’ll give you two minutes to practice the dialog. One asks, the other answers, and then change the roles.
(方案二:给学生3分钟分组活动练习对话, 并进行表演, 评出优秀小组。)
T: Now, I’ll give you three minutes to practice and act out the dialog.
(找学生表演他们的对话。)
T: Are you ready
Ss: Yes.
T: Who wants to act out your dialog
G1: We want.
S1: What’s your favorite subject
S2: My favorite subject is art.
S1: Do you have an art class every day
S2: No, we don’t.
S1: What day do you have an art class
S2: On Thursday.
S1: …
…
T: That’s great. Next group
G2: …
…
4. (猜一猜。使用动作或单词卡片让学生复习有关科目和星期的单词。完成3。)
(1)T: Now, look at me and guess what class I am having.
(做出唱歌跳舞的动作。)
Ss: You are having a music class.
T: What day do you have a music class
Ss: On Wednesday.
(让一名学生做动作, 另外两名学生一问一答。)
Example:
S3: (做画画动作。)
S4: What class is he having
S5: He is having an art class.
…
(板书)
learn
(2)(练习现在进行时。) w ww.xk b1.c om
T: Now, make similar conversations with the phrases in the box of 3 with your partner.
Example:
S1: They are speaking English in the class. What class are they having
S2: They are having an English class.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过调查, 探究学生对科目的喜好。
1. (让学生做一个调查, 采访班上的学生, 了解他们一周中每一天喜欢上的科目及原因。)
T: Please interview your classmates and learn about their favorite subjects and reasons.
Time Favorite subject Like/Dislike Reason Day
8:00—9:00 art like very much like drawing pictures Monday
Tuesday
Wednesday
Thursday
Friday
2. (让学生完成调查表格后, 把调查结果汇报给全班学生。)
T: You can report it to the class like this:
On Monday, my favorite subject is art. It begins at eight and finishes at nine. I like it very much. Because I like drawing pictures …
3. (家庭作业。)
(让学生用英语设计一个自己的课程表。完成2b。)
Ⅳ.疑点探究
1. Sunday意为“星期日，星期天”。在英国它被看做是一周的最后一天，在美国则被看做是一周的第一天。
2. class指整个课堂, 包括老师讲授和学生听讲, 比如英语课，美术课等。
lesson是课文本身, 范围非常小, 比如：Lesson One第一课
Section B
Section B needs 1 period. Section B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. (1)Learn some adjectives:
easy, interesting, difficult, boring
(2)Learn other new words:
which, subject, best, story
2. Go on learning Wh-questions.
What do you think of it Sometimes it’s difficult and boring.
Why do you like it Because it’s easy and interesting.
3. Talk about interests, likes and dislikes.
You must like English very much.
I don’t like it very much.
Which subject do you like best I like history best.
Important and difficult points:(重难点)
What do you think of it Sometimes it’s difficult and boring.
Ⅱ. Teaching aids 教具
录音机/小黑板/单词卡片/图片
Ⅲ.教学方案
Step 1 Review 第一步 复习(时间:7分钟)
复习科目,导入2。
1. (让值日生汇报当天要学的科目, 复习上节课内容。)
Example:
It’s Friday today. We have Chinese, English, geography and art in the morning. And in the afternoon we have P. E. and math.
2. (师生互动, 复习上节课内容。)
T: What day is it today
Ss: It is…
T: What class are we having
Ss: We’re having an English class.
(提问全班男生。)
T: What time does the class begin
Boys: At…
(提问全班女生。)
T: What time is it over
Girls: At…
3. (检查家庭作业。让学生拿出自己制作的英语课程表, 五人一组讨论下列问题, 复习有
关科目和星期的特殊疑问句。)
T: OK. Very good! Now, take out your timetable, look at it, and ask and answer questions on the small blackboard in groups.
(取出一个小黑板, 呈现以下问题。)
(1)How many lessons do you have every week
(2)How many English/Chinese…lessons do you have every week
(3)What time is the English class over
(4)What is your favorite subject
(5)How often do you do outdoor activities
(请一组学生就方框中的问题到讲台上进行链式问答, 第一名学生问, 第二名学生答, 第二名学生接着问, 第三名学生答，以此类推。)
4. (1)(老师拿出语文、数学、英语等不同学科的几本书向学生发问, 并帮助学生回答。)
(出示easy, interesting, difficult和boring的单词卡片。)
T: Do you like English
S1 : Yes, I do.
T: Why
S1: Because it’s easy and interesting.(老师帮助回答。)
T: Do you like math, S2
S2: No, I don’t.
T: Why
S2: Because it’s difficult and boring.(老师帮助回答。)
T: Which subject do you like best, S3
S3: I like music best.(老师帮助回答。)
T: Why do you like it
S3: Because it’s easy and interesting.
T: What do you think of it, S4 .
S4: …
(板书)
easy, interesting, difficult, boring, which, subject, best
(2)(领读并教学单词。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现2。
1. (把2中的图片挂在黑板上，让学生根据2的例子，与同伴组织对话。)
T: Now, boys and girls, look at the pictures on the blackboard. According to the pictures and the example in 2, make conversations with your partners.
Example:
S1: Which subject do you like best
S2: I like history best.
S1: Why do you like it
S2: Because it’s easy and interesting. What do you think of it
S1: I think it’s too difficult.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固2, 完成4。
1. (让学生表演自己组织的对话。)
T: Now, please act your conversations out. Who can
G1: We can.
…
2. (小组活动, 进行4。)
(1)(让学生进行调查, 并填写表格, 完成4。)
T: Your pair works wonderfully. Now let’s do group work. Make a survey about the subjects in your group and fill out the table in 4. You can ask your classmates like this:
S3: Hi! ××. What’s your favorite subject /Which subject do you like best
S4: Music. I think it’s interesting.
S3: Do you like art
S4: No, I don’t.
S3: Why don’t you like art
S4: Because I think it’s boring.
…
(教师在学生练习的过程中, 巡视全班。当学生有困难时, 给予指导和帮助。)
(2)(让学生汇报结果, 教师给予点评。)
T: OK. Stop here! Who wants to share your results with us
G2: We want. ×× likes music best, because it’s interesting.
…
T: OK. Good job, G2. Anyone else
Step 4 Practice 第四步 练习(时间:10分钟)
呈现1a，完成1b和3。
1. (呈现1a, 设置并板书听力任务, 让学生带着任务听录音。)
T: Let’s learn 1a. This is a dialog between Maria and Zhou Yan. Now, listen to the tape
carefully and mark the following sentences True (T) or False (F).
(板书)
(1)Maria is listening to music.
(2)Maria thinks English is easy and interesting.
(3)Zhou Yan doesn’t like history. She likes English.
(4)Zhou Yan thinks history is boring.
(5)Zhou Yan has two history lessons every week.
2. (教师核对答案。)
T: OK. Stop here! Are you ready
Ss: Yes.
T: Good. Look at the first sentence. Is it true or false
S1: It’s false. Maria is reading a book.
T: Great. The second one
S2: It’s true.
T: …
…
3. (重听1a，设置听力任务，听录音回答问题。)
T: Now, listen to 1a again and answer the following questions.
(板书)
(1) What does Zhou Yan think of English
(2) Does Zhou Yan like history
T: OK. Who wants to answer the first question
S3: I can …
4. (再放1a的录音，让学生跟读，并模仿语音和语调。)
T: Listen to 1a again and follow it, and pay attention to your pronunciation and intonation.
5. (让学生完成1b。然后与同伴练习1a并表演。)
T: Please finish 1b. Then I’ll give you several minutes to read 1a, and then I’ll ask some of you to act it out. Understand
Ss: Yes.
T: OK. Let’s begin.
6. (核对答案，然后让学生表演。)
T: Which group wants to be the first
G1: …
T: Very good. But you should speak slowly. Next group
G2: …
7. (让学生听3的录音并填空。)
T: Next step, we’ll have a listening practice. Listen to the tape carefully, and then fill in the blanks in 3. OK, let’s begin.
(播放录音。)
8. (核对答案。)
9. (再放一遍录音，并让学生跟读。)
T: Once again, follow the tape sentence by sentence.
(板书)
story
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过活动, 培养学生实际运用英语的能力。
1. (让学生写一封信给他/她的笔友, 介绍自己在学校喜欢的科目、学习情况及原因。信里要涉及以下问题: )
(出示小黑板。)
(1)How many lessons do you have every day/week
(2)What is your favorite subject Why
(3)Who is your favorite teacher Why
(4)What do you think of your school What about your school life
2. (家庭作业。)
(1)(让学生课后查阅资料, 了解中美学校在学科设置和作息时间上的不同以及学校生活的不同。)
(2)(让学生预习Section C。)
Section C
Section C needs 1 period. Section C 需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ.Aims and demands目标要求
1. Learn some new words and phrases:
friendly, other, news, attention, between, stamp, world, Saturday, from…to…, night, place, program
2. (1)Review subjects and school activities.
I study English, politics, art, history, geography, biology and some other subjects.
After school, I often play basketball with my classmates. It’s my favorite outdoor activity.
(2)Learn how to write news and posters.
Important and difficult points:(重难点)
Talk about ideal school life and learn how to write news and posters.
Ⅱ. Teaching aids 教具.
录音机/白纸卡片
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过小组活动复习旧知识，引入1a，完成4。
1. (师生共同跟录音学4，完成4。)
T: Let’s listen to 4 and chant together.
2. (两人小组活动进行对话，复习Section A and Section B)
T: Work in pairs, and make conversations with your partners.
Example:
T: What day is it today
S1: …
T: What lessons do we have today
S1: We have …
T: Which subject do you like best /What’s your favorite subject
S1: I like…best./My favorite subject is…
T: Why
S1: Because … What do you think of it
T: I think it’s …
3. (提出关于学校生活的问题, 为学习1a做准备。)
T: What subjects do you learn in the school What activities do you have at school Do you
love your school life Is it interesting
S2: …
S3: …
T: Good! Your school life is very interesting. Now let’s look at Hu Bin’s school life.
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (1)(让学生快速读1a, 完成1a后面的判断正误题。)
T: Now, read 1a quickly, and then mark True (T) or False (F).
(2)(板书问题。)
(1) What time do classes begin
(2) What does Hu Bin think of math
(3) After school, what does he do
(4) Does he like his school life a lot
(让学生听1a的录音并回答问题。)
T: Now, listen to 1a and answer these questions on the blackboard.
(学生回答问题, 教师核对答案。)
2. (1)(呈现生词)
(板书)
friendly other news attention between stamp collection
world Saturday from…to… night place program
(2)(领读单词，为下一步学习课文做准备)
T: Read after me.
3. (教师在学生完成1a时, 板书关键词, 或者课前把关键词写在黑板上。)
friendly, interesting, classes begin, study, favorite, also, difficult and boring, after school,
play basketball, in the swimming pool, draw pictures, school library
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a，完成1b。
1. (让学生参看黑板上关键词复述1a。)
2. (让学生以小组为单位讨论并设计自己理想的学校生活，可参考黑板上关键词。)
T: Work in groups. Talk about your ideal school life. You can use the key words on the blackboard.
3. (让学生独自完成1b。教师核对答案。)
T: Fill in the blanks in 1b according to 1a by yourselves. And I will check the answers a few minutes later.
Step 4 Practice 第四步 练习(时间:10分钟)
练习活动2，完成3。
1. (让学生读2中的消息和海报，回答问题，核对答案，进一步了解Hu Bin的学校生活。)
(1)T: We have learnt about Hu Bin’s school life. Next, please read the news and posters about Hu Bin’s interesting school life. Then answer the following questions.
(板书)
(1)When does the soccer game begin
(2)Where can we see the stamps of the world
(3)What movies can we watch
T: Now, let’s check the answers. Who wants to answer the first question
S4: I want …
…
(2)(让学生再读2中的消息和海报，然后完成下面的空格。)
T: Read the news and posters again, and then fill in the blanks.
(板书)
News Poster
Place:
Time:
Program: a soccer game between
Class 1 and Class 2 Place:
Day: Every Saturday
Time: 9:00 a.m.-5:00 p.m.
Program:
2. (让学生写一封信给笔友Hu Bin，向笔友介绍自己的学校生活。完成3。)
T: Now please write a letter to Hu Bin to tell him about your school life.
Step 5 Project 第五步 综合探究活动(时间:13分钟)
通过活动, 增强学生实际运用能力, 激发学生学习兴趣。
1. (假设一种情境：星期六晚上学校要在礼堂举行一个歌舞晚会，请学生们一起制作一个海报。)
2. (玩一个单词游戏, 复习巩固单词、词组。)
(1)(事先准备足量的、统一的卡片, 供活动中的“输家”和“赢家”转移财产时使用。)
(2)(选一名学生, 给他/她五张卡片, 自己也拿五张。然后告诉他/她要说出所给词的反义词。)
T: Now, let’s play this game.
Example:
T: Interesting. What’s the opposite (反义词是什么？)
S1: Boring.
(教师从自己手中拿出一张卡片递给该学生, 表明自己输掉一张。)
T: Easy. What’s the opposite
S1: Difficult.
T: …
(尽量说一些较容易的词, 以便把手中的卡片都输给对方。期间最好赢一两次。然后对那名学生说:“I have no cards now. You can play with others.”)
(3)(活动说明：先发给每名学生五张卡片，然后宣布两人一组自愿组合。①就同义词、反义词相互提问；②用这个单元的词、词组中英文互相提问；③句子英汉互译, 每次胜者向对方索取一张卡片。五张卡片都输掉者退出活动, 胜者继续寻找活动伙伴。)
(4)(统计学生拥有卡片的数量, 看看谁的卡片最多, 教师及全班同学掌声鼓励。)
3. (家庭作业。)
(1)(让学生将这个单元的单词归类, 以备下节课单词竞赛。)
(①星期一到星期日；②学习科目；③本话题的形容词；④本话题的名词；⑤本话题的动词。)
(2)(布置一分钟对话, 让同桌两名学生编对话, 使用本单元Section D, 3a, 3b中的主要句型, 以备下节课竞赛。)
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1, 2 and 4. 本课重点活动是1，2和4。
Ⅰ. Aims and demands目标要求
1. Learn the vowels:
2. Learn new words:
February, newspaper, hard, wish
3. Pay attention to the differences between the present continuous tense and the present simple tense.
4. Sum up the useful expressions in this topic.
5. Learn how to write a letter.
Important and difficult points:(重难点)
Pay attention to the differences between the present continuous tense and the present simple tense.
Learn how to write a letter.
Ⅱ. Teaching aids 教具
录音机/音标卡片/单词卡片/图片
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:3分钟)
复习单词。
(单词竞赛。)
Example:
(小组抢答题, 在限定的时间内看看哪一组说出的单词多, 每个单词一分。如果其中哪一组说不完整, 其他组可以补充, 并给予加分。教师对优胜组予以适当奖励。)
T: The days of week. Ready Go!
G1: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
G2: …
G3: …
…
T: Great! I’ll give each group seven scores. Subjects. Go!
G1: English, Chinese, math, politics, history, geography, music, P. E. , science …
G2: …
G3: …
…
T: Excellent, all of you are very good! The adjectives of this topic.
G1: Easy, difficult, interesting, boring, funny, useful, hard …
G2: …
G3: …
…
T: List the verbs and nouns of Topic 3, please.
…
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1，完成2。
1. (呈现音标卡片，让学生熟悉这些发音，为下面的操练做准备。)
T: Boys and girls, please look at this card. Can you read this word (举起“clean”的单词卡片。)
Ss: Clean.
T: What about this one (举起“tea”的单词卡片。)
Ss: Tea.
…
(用同样的方法呈现音标运用头脑风暴法要求学生尽可能多地说出发这个音的单词，再进行归纳。)
(板书)
clean eat leaf][i:] bread head pleasure
tree green feet[i:] ear near hear
teacher worker computer monkey money honey[i]
2. (放1的录音，并让学生跟读。)
T: OK, please open your books on page 23. Let’s listen to the tape and follow it.
(播放录音。)
3. (教师手拿一份校报，呈现2。)
T: What’s this Do you know
Ss: …
T: Newspaper, school newspaper.(教师帮助学生回答。)
(学生跟着说)
Ss: Newspaper, school newspaper.
T: Now, let’s learn about Li Mei’s school newspaper.
4. (呈现生词并板书。)
(板书)
February二月，newspaper报纸，hard努力的，wish愿望
5. (熟读单词。)
6. (让学生读信并学习下列词组。)
T: Now read this letter and learn the following phrases:
①School Times(校园时报)
②Science Today(今日科学)
③learn…from…(从……中学习……)
④thank sb. for sth./doing sth.(因某事/做某事而感谢某人。)
7. (听2的录音，完成2的问题。)
T: Listen to the tape and answer the questions in 2.
(核对答案。)
8. (集体朗读。)
T: Read the letter together.
Step 3 Consolidation 第三步 巩固(时间:12分钟)
巩固2，完成3a，3b。
1. (讲解英文书信的格式，英文信封的写法。)
T: Let’s learn how to write a letter and how to write an envelope in English.
(详见课文后注释。)
2. (让学生朗读3a，3b，体会一般现在时和现在进行时的差异, 参照本话题所学的句型准备2分钟的对话。)
T: Now, boys and girls, make a dialog with your partner.
Example:
T: Hello, how are you
S1: Fine, thank you.
T: What day is it today
S1: It is Thursday.
T: What class are we having
S1: We are having an English class.
T: What time does the class begin
S1: At eight o’clock.
T: Which subject do you like best /What’s your favorite subject Why
S1: I like English best./My favorite subject is English. Because it’s easy and interesting.
T: How many English lessons do you have every week
S1: Five.
T: How do you usually come to school
S1: I usually come to school by bike.
T: Do you have school newspaper
S1: Yes, I do.
T: How do you like your school newspaper
S1: It’s interesting. I like it very much. It is my favorite. I can learn a lot from it.
T: Thank you for answering my questions.
S1: You’re welcome.
Step 4 Practice 第四步 练习(时间:10分钟)
练习现在进行时和一般现在时, 完成4。
1. (挂两张图在黑板上。让学生看图回答问题。)
T: Look at the pictures carefully. Then answer the questions.
(板书问题。)
(1)What does Maria think of her school life
(2)What is she doing at 20:00 in Picture 2
(3)What does she usually do at 21:30 in Picture 3
(4)What is she doing in Picture 4
2. (通过回答问题, 让学生复习一般现在时和现在进行时, 教师比较并归纳两者间的区别。)
3. (让学生看4中的图片, 用下面的问题进行问答, 巩固这两种时态。)
(1)What does Kangkang usually do…
(2)What is he doing…
4. (完成4。)
T: Complete the passage according to the pictures.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动，培养学生综合运用能力，激发学生运用英语的兴趣，鼓励学生大胆创新。
1. (让学生设计一份校报。)
(1)(让全班学生分组讨论准备3分钟，以组为单位设计一份校报。)
(2)(校报内容各组可根据实际情况，自己发挥。)
(3)(检查，并把设计好的校报张贴在教室学习园地里，以此鼓励学生大胆创新的精神。)
2. (家庭作业。)
(让学生和搭档谈论自己的一天, 使用现在进行时和一般现在时。)
Ⅳ.疑点探究
dinner与supper:
dinner意为“（中午或晚上吃的）正餐，主餐”。supper意为“（通常指在家吃的）晚餐，晚饭”。从意义上就可以看出dinner可以在中午吃，也可以在晚上吃，通常比较正式，比较丰盛。supper则较简单。在英式英语中supper也可以表示“夜宵”。
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.
Important and difficult points:(重难点)
Learn some prepositions of positions.in, on, next to, in front of, behind
Master how to use the structure of“There be”.
Ⅱ. Teaching aids 教具
录音机/挂图
Ⅲ. Teaching Plan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 floor
Is 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.
Important and difficult points:(重难点)
Go on learning how to use the structure of“There be” and the prepositions of positions.
Ⅱ. Teaching aids 教具
录音机/挂图/实物
Ⅲ. Teaching Plan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
Important and difficult points:(重难点)
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。
(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
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. (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.
Important and difficult points:(重难点)
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.
Ⅱ. Teaching aids 教具
录音机/图片/音标卡片
Ⅲ. Teaching Plan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
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. 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。介绍一下自己家的房间分类及房子周围的环境。不少于70字。)
Unit6 Topic 2
Section A
教学目标：1.学习谈论居民建筑名称和居家方位。2.能看懂并会写租赁房屋广告。3.继续学习“there be”结构。
本课重点: 1a，2a和2b
难点：方位介词的用法
教具 录音机
课时建议：1～2
教学过程：
第一步：复习
1.教师出示图片，以“My house”或“My apartment building”为题，介绍自己的居住环境和室内布置等。
2.学生出示自己的居家图片或“理想家园”图片，向其它同学介绍其周围环境和室内布置，每张图片5～8句话。
3.边画图边问学生喜欢住在哪里。apartment building， townhouse还是farmhouse。
第二步：呈现
1.教师介绍对话的大致内容：
Wang Wei and Kangkang are talking about their houses and their grandparents’ houses. Listen carefully and try to find out where they and their grandpenrents are living now， in an apartment house， in a townhouse or in a farmhouse.
2.布置听力任务，听录音。
Where are Wang Wei’s grandparents living / Where are Kangkang’s grandparents living / Could Wang Wei go to play soccer with Kangkang
3.完成1b。
4.师生共同完成1c，通过下列问题进行回答：
Who lives in apartment buildings / Who lives in townhouses / Who lives in farmhouses / Who lives in dormitories
第三步：巩固
1.读2a中的广告，弄清哪些是租房广告，哪些是赁房广告。
2.读广告，找出生词。rent， furniture，quiet，single，per
3.根据广告内容，完成2b。
第四步：练习
学生活动：谈论怎样写租赁房广告。广告内容包括：对所租房的要求，对所赁房的简单描述和联系方式等。
第五步：综合探究活动
1.教师展示。教师本人先说出想租房的条件，看学生中谁家的房子更合适，然后写成广告的形式。
2.学生活动。学生说出并写出租赁房屋的广告。贴在墙上（租房南墙，赁房北墙），学生分别找出自己的理想之家。
Section B
教学目标：1.学习小区设施名称。2.描述自己的居住环境。3.学习用打电话寻求帮助。
本课重点: 1a 和2a
难点：方位介词的用法/打电话寻求帮助
教具 录音机
课时建议： 2
教学过程：
第一步：复习
1.出示一张小区生活示意图（教学挂图），介绍小区内的公共设施和功能。
2.学生谈一谈自己所住的小区有哪些设施。
There is a small garden in front of my house.
There are a lot of tall buildings in our area.
第二步：呈现
1.出示教学挂图，图片讲解1a。教师介绍图片内容，使听力容易一些。如：
Mike is Mary’s new neighbor. He is looking for a store. There is a store in front of their building. Also there is a bank on the street corner.
2.听录音，模仿语音语调。
3.读对话，做结对练习。
4.完成1b，1c。
5.游戏时空：以小组为单位，要求一个学生用英语描述所看到的图片，另一个学生说出那个词。如：
学生A：We can park our cars there. 学生B：Parking lot.
学生A：We can eat meals there. 学生B：Restaurant.
先小组比赛，然后小组的获胜者在黑板前进行比赛。
第三步：巩固
1.图片描述：Linda正在给“绿色社区服务中心”打电话。一个男人正在接电话，讨论修理厨房排气扇的问题。
2.听录音，两人一组练习，完成2a。
3.两人一组的长时间的对话练习。
第四步：练习
1.完成2b，学生通过听、说、读，然后进行链状对话检查，训练学生的流利程度。
2.学生从机械练习过渡到有意义的练习，可以进行人称、地点和物品的替换。如对下列词的替换：man，Linda，Green Community Service Centre，Apartment 606，Building A，kitchen fan等。
第五步：综合探究活动
做调查：调查你的社区有哪些公共设施，这些公共设施给你的生活带来了什么方便和实惠。你认为还需要增加哪些设施，使你的生活更美好。如：
In my area， life is easy. If you want to eat out， you can go to a restaurant. A man from Hunan runs it. The dishes there are c