Our Local Area Topic 1
Is there a clock on your desk? Section A
Section A needs 1~2 periods. Section A 需用1~2课时。
The main activities are 1a, 2a and 3. 本课重点活动是1a，2a和3。
Ⅰ. Aims and demands目标要求
1. (1)Learn the words of rooms in homes: bedroom, kitchen, dining room, living room, bathroom
(2)Learn other new words and phrases: garden, second, floor, upstairs, come in, house, grandfather, door 2. (1)Learn some prepositions of position: in, on, next to, in front of, behind (2)Learn the structure of“There be”. Oh, there are so many books on the shelves. Is there a computer in your study?
Yes, there is. Are there any books in the study?
Yes, there are. Ⅱ. Teaching aids 教具
Ⅲ. Five-finger Teaching Plan 五指教学方案
(方案一) (老师在黑板上画一幅简笔画，让学生看图回答问题。) T: Boys and girls. What’s Nancy doing? Ss: She is reading. T: Where is she reading now, do you know? Ss: In the study. T: Yes. She is reading in the study. (We usually read in the study.教师边说边在黑板的左上方并排写出“read, in the study”，教师继续问学生Then do you want to know where I sleep/cook/eat/watch TV…?引导学生向教师发问。) S1: Where do you sleep?
T: I sleep in the bedroom. …
(依次引导出in the kitchen…，并分别板书在read, in the study的下面。) (板书) read in the study sleep in the bedroom cook in the kitchen eat in the dining room bath
in the bathroom watch TV in the living room (方案二) (叫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
Example: T: What’s he/she doing? S2: He/She is watching TV. T: And he/she is watching TV in the living room. T: Then what’s he/she doing? S3: He/She is studying. T: You are right. T: Where’s he/she studying? S4: He/She is studying in the study. T: Good. …
1. (呈现1a挂图。指着图上的卧室发问并指导学生回答。) 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: In the picture there is a study on the second floor. And there are two bedrooms on the second floor. (板书新句型, 并进行适当的讲解。) —Where is your study? —It’s on the second floor, next to my bedroom. —In the picture, there is a study on the second floor. And there are two bedrooms on the second floor. (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.
(板书) garden, upstairs, come in 2. (课前设置好听力任务, 并板书。) (1) Where are the bedrooms? (2) Where’s the study? (3) Are there many books on the shelves? T: Now, let’s listen to 1a and find out the answers to these questions. Are you ready? Ss: Yes. T: OK. Let’s begin. (播放1a的录音。) 3. (核对答案, 板书关键词。) T: Who can answer the first question? S1: They’re on the second floor. T: Well done! What about the second question? S2: It’s next to the bedroom. T: Good! Thank you. The last question? S3: Yes, there are. T: Good job. (板书) study—second floor—next to—bedroom—books—shelves Step 3
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 are Jane. Listen to the tape and make a dialog with Maria. 4. (让学生看黑板上的关键词, 请几对学生上台表演, 然后完成1b。) T: Now, boys and girls, please look at the key words and act out the dialog. G1: …
T: Wonderful! Any other groups? G2: …
(对学生表演进行点评。) 5. (检查并核对答案。)
1. (1)(让学生认真听2a的录音并独立完成2a, 学习关于房间的名词。) T: Now listen to 2a and match them by yourselves. (播放录音。) (2)(呈现2a挂图, 让学生拿着教师已准备好的关于房间的单词卡片，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 right places and say a sentence. Example: There is a study on the second floor. There are two bedrooms on the second floor. The garden is in front of the house. …
(3)(核对答案。) T: Now, let’s check the answers. Listen to me carefully and correct them. Rooms on the first floor: C D E G (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。让学生准备几分钟, 然后找一些小组表演对话。) T: Now, let’s look at the picture in 2a, and 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? G: 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。) T: Make conversations with your partner, now. S2: …
(板书并领读如下生词。) grandfather, door, behind (让学生根据对话和3中的短语连句。) T: Please make sentences according to the words and phrases in the boxes in 3. Example: Father is cleaning the car in front of the house.
1. (呈现给学生一张表格, 介绍自己的教室。) There is There are a teacher students a clock books a blackboard desks …
T: Introduce our classroom according to the form, and then report to the class. Example: (陈述形式。) There is a teacher in our classroom. There are some students in our classroom. (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及物品名称。) T: Draw a picture of your own house, and mark the names of rooms and home items. (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。) T: Make a report to introduce your favorite room and what is in it. Example: My favorite room is my study. It’s behind the garden. I can do my homework there. There’s a computer in it. There’s also a TV in it. I often watch TV in my study…
(3)(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, What’s in that room? Ss: There is a bed, a light …
T: Where is the desk? Ss: It’s near the window. T: Very good. Let’s begin. …
(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
The child is playing with a ball. 这个孩子正在玩球。
They are playing basketball on the playground. 他们正在操场上打篮球。
Section B needs 1~2 periods.
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)Learn the names of home items: lamp, clock, table, key, window (2)Learn other new words and phrases: talk about, near, under, put away, thing, dad, model, river 2. Go on learning the structure of“There be” and the prepositions of position. What’s on your desk?
There is a lamp, a computer, some books and so on. How much water is there?
Only a little. How many boats are there on the river?
There are two. 3. Learn to look after one’s own things. Put it away, please. You must look after your things. Ⅱ. Teaching aids 教具
Ⅲ. Five-finger Teaching Plan 五指教学方案
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，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: Now, let’s look at the picture. What can you see in it? S1: I can see a sofa.
T: Oh, I see. It’s near the desk. S2: I can see a family photo. T: Can you see a clock on the wall? It’s near the photo. …
T: What’s on the desk? Ss: There is a lamp, a computer, some books and so on. T: We can also say, “There are some books, a lamp, a computer and so on.” Is there a clock on
Ss: No, there isn’t.
(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. (2) Is there a clock on it? Yes, there is. / No, there isn’t. (3) It’s near the desk. Explain the phrase: talk about. Step 2
1. (让学生听1a的录音, 回答下面的问题。) T: Listen to 1a and answer the questions. (板书) (1) Where’s the sofa? (2) What’s on the desk? (3) Where is the clock? (核对答案。) 2. (让学生再听1a，注意语音和语调。)
T: Please listen to the tape and pay attention to the pronunciation and intonation. 3. (让学生根据语音和语调分角色朗读1a。) T: Please work in pairs, and read the dialog in roles. Step 3
1. (让学生合上书本, 看1a的挂图, 描述Jane的书房, 巩固There be句型。) T: Please close your books and look at the picture in 1a. Then describe Jane’s study. OK? 2. (根据1a, 两人一组谈论自己的书房/卧室……, 并完成1b。让学生理解under。) T: Now, I’ll give you some minutes to talk about your study/bedroom … Then act out your
dialogs in pairs. Example: S1: What’s in your study? S2: There is/are …
S1: Is there a/an …? S2: Yes, there is./No, there isn’t. 3. (让学生根据1a所学，试着用几句话来描述一下自己的书房、卧室……)
T: According to la, try to use some sentences to describe your study, bedroom …
通过练习, 完成2, 3, 4。
1. (1)(让学生看2的图, 听录音, 完成2。让学生掌握生词table, key, put away, dad和thing。) 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 are, keys”. S2: “behind, There’s, away”. T:
That’s right. (3)学习下列句子。(理解即可) a. I think they’re Judy’s. b. Don’t put them there. Put them away, please. c. You must look after your things. 2. (可以用课前准备好的实物, 让学生用There be句型回答。) (方案一) (教师从书包中取出香蕉藏在身后，导出新句型。) T: Are there any bananas in my bag? Ss: No, there aren’t. They are behind you. T: How many bananas are there? Ss: There are two. T: Well done! (出示一个装有很少水的瓶子，导出新句型。) T: Now, please look at my hand. What’s in it? Ss: There is a bottle in it. T: Is there any water in the bottle? Ss: Yes, there is. T: How much water is there? Ss: Only a little. (板书) How many+可数名词复数形式+are there …? There are…
How much+不可数名词+is there …? There is…
(方案二) (教师出示三个香蕉。) T: Now, please look here. What’s in my hand? Ss: There are three bananas. (将香蕉装入书包中。) ①T: Are there any bananas in my bag? Ss: Yes, there are. T: How many bananas are there?(在句子下面画线，以示注意。) Ss: There are three. T: Well done, boys and girls!
(再用oranges, books等可数名词进行pair work或chain drills。操练后，让学生归纳
How many+可数名词的复数形式+are there…? ) ②(教师边说Oh, we’ve talked so long. I think you must want to drink a little water.边把一个装有一点水的杯子，递给一个学生，示意他/她作答。) T: Is there any water in your cup? S: Yes, there is. T: How much water is there?(句子下面画线。) S: Only a little. T: Excellent.(身体语言，竖起大拇指。) (再用milk, tea等不可数名词进行pair work或chain drills。操练后，让学生归纳
How much+不可数名词+is there…? ) (板书形式) ①中的对话
there …? ②中的对话
there …? 3. (让学生看3的图片, 完成3。让学生掌握生词window和model。) T: Let’s go to 3. There are eight pictures in it. First, read the dialogs below Picture 1 and 2 by yourselves for one minute. (一分钟以后) T: Now, let’s look at Picture 1 and 2. Make new dialogs according to Picture 1 and 2. (两分钟以后, 挑选两组表演。) T:
I’ll choose two pairs to act them out. G1: A: What’s near the window? B: There is a guitar near it. G2: A: Are there any books on the shelf? B: Yes, there are. (让学生模仿3、4, 完成对话。) T: Read the dialogs below Picture 3 and 4, and make similar dialogs. G3: A: What’s in the tree? B: There’re some birds in it. A: How many birds are there?
B: There are three. G4: A: Is there any milk in the glass? B: Yes, there is. A: How much milk is there? B: Only a little. 4. (看4的图片, 两人一组编对话。让学生掌握生词river。) T: Please look at the picture in 4, then work in pairs and make new dialogs like this: Dialog 1: S3: What’s in the picture? S4: There are some dogs in it. Dialog 2: S5: Are there any monkeys in the tree? S6: Yes, there are. S5: How many monkeys are there? S6: There are three. (要求学生用同样的方法编对话, 完成4。) T: Pay attention to the differences between in the river/tree and on the river/tree.
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: …
(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 of my study. A clock is next to it. There is a desk and a chair in the study. What’s on the desk? There are some books and a computer. There’s a football under the chair. Behind the desk, there’s a cat. Do you like the study? (活动结束后, 由学生们选出最佳搭档, 教师给予鼓励和表扬。) (方案二: 两人一组活动, 其中一名学生用文字描述某一房间, 另外一名学生画图。
最后, 把图展示出来, 由学生们选出最佳搭档, 教师给予鼓励表扬。) 3. (家庭作业。) (让学生根据4中的图片写一篇小短文。不少于60字。) T: Write a short passage according to the picture in 4. (at least 60 words) Section C
Section C needs 1 period.
The main activities are 1a and 2. 本课重点活动是1a和2。
I . Aims and demands目标要求
1. Learn some new words and phrases: in the center of, yard, beautiful, flower, large, left, people, mirror, drawer, chair, keyboard 2. Go on learning the prepositions of position and the structure of “There be”. (1)Talk about positions. Our bathroom is on the right of the yard. Where are the shoes?
They’re under the bed. Where is the computer?
It’s on the desk. (2)Talk about existence. There is a small garden in the center of the yard. There are many beautiful flowers in the garden. But there aren’t any trees. At the back of the yard, there is a nice house.
Near the house, there is an apple tree. On the left of the yard, there is a kitchen and a dining room. Are there many beautiful flowers in the garden? Ⅱ. Teaching aids 教具
Ⅲ. Five-finger Teaching Plan 五指教学方案
复习(时间:5分钟) 复习There be句型, 引出1a。
1. (检查并点评上节课布置的家庭作业。) 2. (将全班分成4组，利用1a的图片，组与组之间进行问答比赛。) (竞赛规则：将全班分成4组，每组在回答问题后, 提出一个新问题，让另外一组的学生回答，每个问题不能重复。第一个问题由教师问第一组回答。) T: What’s in the picture? G1: There’s a nice house. Where’s the garden? G2: It’s in front of the house. Is there a big tree? G3: Yes, there is. Where is it? G4: It’s near the house. …
(总结比赛结果，进行鼓励表扬。) (教师引导学生看图，利用已学知识引出1a的新词汇。) T: You’re great! Now let’s talk about the picture together. Look! There is a nice house, a garden, a tree, a car and two small houses in the yard. The garden is in the center of the yard. Can you see many beautiful flowers? Where are they? Ss: Yes. In the garden. T: Can you find the kitchen, S1? S1: Yes. It’s beside the house. T: You’re right. We can also say, “It’s on the left of the yard”. Then who can tell where the bathroom is? S2: I can. It’s on the right of the yard. T: Is the bathroom small or large, boys and girls? Ss: It’s small. (板书) Yard, in the center of, beautiful, flower, left, large (让学生们朗读，必要时教师给以帮助。) T: Now please read aloud the new words on the blackboard. Step 2
1. (呈现听力任务，听1a的录音并判断所给句子的正误。) T: Listen to 1a carefully and mark True (T) or False (F). (
) (1) The house is in the center of the yard. (
) (2) There are some trees in the garden. (
) (3) There is a large living room in the house. (
) (4) Their bathroom is on the left of the yard. (
) (5) There are some birds singing in the tree. (再放一遍录音，一边听，一边核对答案；并且注意语音和语调。)
2. (让学生朗读1a, 并依次画出介绍院中建筑物位置的关键词, 然后核对。) T: Read 1a, and then underline the key words that introduce the positions of the buildings in the yard. Then check the answers. T: Can we share your answers, S3? S3: Certainly …
T: Good! …
(然后核对。) T: The answers are: center, back, left, right. Step 3
1. (让学生仔细阅读1a, 完成1b, 然后教师核对答案。要求学生掌握生词people。) T: Now, please read 1a carefully. Finish 1b, and then I will check the answers. 2. (把全班分成四组, 让学生把1a中的关键词、句找出来列于纸上。从每组选出一名成员按照要点复述短文。) T: The class will be divided into four groups. List some key words and sentences on your paper, and retell the passage according to the key words. I’ll choose one student in each group to retell it.
This is my home. There is a small garden in the center of the yard. And in the garden, there are many beautiful flowers…
练习方位介词, 完成2, 3。
1. (教师把已准备好的图片贴在黑板上, 如：树、椅子……, 找学生在图片上画出其他的东西并运用已学过的方位介词和There be句型造句。)
There is a red car in front of the classroom. 2. (出示图片或用简笔画教学新单词drawer, chair, keyboard, pencil-box, mirror，并对介词in, on, under, behind, in front of进行操练。) (出示有抽屉、椅子、键盘、铅笔盒和镜子的简笔画。)
T: Look at the picture/the stick figure and learn the new word “drawer”.
(在简笔画中添上一支笔, 操练介词in和under。) Example: T: What’s in the drawer? Ss: There is a pen in it. T: What’re under the drawer? Ss: There are some pens under it. (用同样的方法, 完成其他介词操练。)
(板书) drawer, chair, keyboard, pencil-box, mirror 3. (让学生独立完成2, 教师核对答案。) T: Finish 2 by yourselves, and then we will check the answers together. (核对完答案后, 让学生两人一组练习对话。) T: OK. Practice the dialogs in pairs. After a while, I’ll ask three pairs to read the dialogs. 4. (1)(两人一组找出3中两幅图片的不同之处，共同制作一份不同之处的清单。) T: Work in pairs to find out the differences between the two pictures in 3. And then make a list of differences.
(2)(让学生两人一组根据3中的A、B图片分角色编对话，并根据对话内容和图片完成填空。) T: Now, work in pairs and make new dialogs according to Picture A and B in 3. And fill in the blanks. Example: S1: What color is the bag in Picture A? S2: It’s green. S1: What about the bag in Picture B? S2: It’s yellow. What’s on the desk in Picture A? S1: There is a computer and a keyboard. S2: What’s on the desk in Picture B? S1: There are some pencils, some books and a lamp. S2: Are there any shelves in Picture A? S1: Yes, there are. What’s on the shelves ? S2: There are some books and a model plane. (核对答案。) Step 5
综合探究活动(时间:10分钟) 通过活动, 培养学生创新能力。
1. (结对活动。让其中一名学生向另一名学生描述他/她的卧室/书房/客厅……里的物体, 要求另外一名学生把房间里的这些物体放在合适的地方, 使得房间更加大方、漂亮, 并用图描绘出来，最后两人一起用文字表达出来。看哪组设计的卧室/书房/客厅……最佳, 给予鼓励。) Example: S1: There is a desk, a chair, a bookcase, a computer, a soccer, a TV, a lamp, a kite, a guitar, a vase, a map of China, a family photo, a clock, some flowers, some pictures and some books in the study. S2: OK. I can draw them well. …
2. (家庭作业。) (给学生两张卧室的挂图。要求学生写一篇关于两个卧室不同之处的短文。)
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
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 needs 1 period.
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Aims and demands目标要求
1. Learn the vowels: //,
//, //, // 2. (1)Review the prepositions of position. (2)Review the structure of“There be” . 3. Review home items. Ⅱ. Teaching aids 教具
Ⅲ. Five-finger Teaching Plan 五指教学方案
1. (方案一：听写单词。把本话题单词按词性归类，然后进行听写活动，旨在加强学生对单词的记忆和运用，为本话题的写作练习奠定基础。) ①(名词和名词短语)：floor, bedroom, kitchen, garden, bathroom, grandfather, house, door, lamp, clock, table, key, thing, dad, window, model, river, center, yard, flower, people, mirror, drawer, chair, keyboard, pencil-box, living room, dining room ②(介词和介词短语)：behind, near, under, next to, in front of, in the center of, on the left, at the back of ③(数词、副词、形容词)：second, upstairs, away, beautiful, large, left ④(动词短语)：come in, talk about, put away (方案二：单词竞赛。把本单元单词和词组按功能分类，制成单词卡片。教师给出中文意思，学生说英文。要求每名学生必答两个单词，一词一分。然后进行全班抢答。) T: Now, let’s have a word competition. I’ll give you Chinese meaning. Please say them in English. Each word you’ll get one point. Are you ready? OK! Go! …
T: Well done! This time let’s have a quick answer. If you know, you can stand up and answer quickly. Yeah, begin! (必答单词如下：second, floor, bedroom, upstairs, kitchen, garden, grandfather, front, house, behind, door, near, lamp, clock, under, table, key, away, thing, dad, window, model, river, center, yard, beautiful, flower, large, left, bathroom, people, drawer, chair, keyboard.) (抢答词组如下：next to, come in, dining room, living room, in front of, talk about, put away, in the center of, on the left, at the back of.) (通过对单词和词组的必答和抢答, 进一步巩固本单元的词汇, 培养竞争意识, 调动学习积极性。)
1. (呈现含//发音的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。)
T: How do you read this word? (呈现bird单词卡片。) Ss: Bird. T: What about this one? (呈现girl单词卡片。) Ss: Girl.
(板书girl, bird, shirt并画线“ir”，帮助学生找规律。) girl
2. (用同样的步骤教学//, //, //。) Step 3
1. (让学生听1的录音并大声跟读。) T: Listen to the tape and then read after it.
(再听1的录音, 让学生每听完三个单词后, 快速说出它们的汉语意思。) T: Listen to the tape again, and say the Chinese meaning quickly after every three words. 2. (让学生归纳含//, //, //, //读音的单词。) T: Let’s sum up the words that have the pronunciations: //, //, //, //. For example: // first thirty thirteen …
// know boat coat …
// right night light …
// horse short sport …
练习(时间:17分钟) 通过练习完成2, 4a和4b。
1. (1)(让学生根据所听到的2的录音, 完成2。) T: Listen to 2 and draw a picture according to what you will hear. (让学生可以先写下关键词, 录音停止后再画。) (2)(核对完答案, 选出最佳图画, 张贴在教室里。接着要求学生看图写出刚才听到的句子, 以巩固所学介词及There be句型。) T: Please write the sentences that you heard just now according to the picture. 2. (1)(让学生自主归纳整理本话题重点，以加深印象，巩固记忆。四人一组，进行自主学习，每名学生负责归纳整理一个Section的重点句型与词组。最后，四名学生将总结的结果汇总到一起，向全班学生汇报，与全班同学共享Topic 1的重点句型与词组，并与课本4a和4b对照。) (2)(告诉学生合上书完成下列题目，目的在于巩固加强本单元重点4a和4b。然后核对答案。) T: Please close your books, and finish the questions below. A：用适当的介词、介词短语或副词填空。
①There is a computer
her study. ②—Where is your study? —It’s
the second floor,
my bedroom. ③—Are there any shoes
the bed? —Yes, there are. ④—What’s
—There’s a car. ⑤There is a small garden
the yard. ⑥You must look
your things and put them
. 参考答案：①in ②on, next to/near ③under ④in front of/behind ⑤in, of ⑥after, away B：根据括号内的要求完成句子。
①There is a computer in picture B.(变成否定句) ②There are three bedrooms, a large living room on the second floor.(变成一般疑问句) ③Are there any boats on the river?(做出肯定回答/否定回答) ④There are three model planes on the desk.(对画线处提问) ⑤There is only a little water in the bottle.(同④) 参考答案：
①There isn’t a computer in picture B. ②Are there three bedrooms, a large living room on the second floor? ③Yes, there are. / No, there aren’t. ④How many model planes are there on the desk? ⑤How much water is there in the bottle? Step 5
1. (结对活动。把一张图案鲜明的图片给S1, 但不让S1看到图中内容。S1把图面向其他学生, S1问问题, 其他学生回答。S1根据其他学生的描述在黑板上画出一幅图。最后让学生们给S1打分。此活动能够活跃课堂气氛, 激发学生学习兴趣。) Example: S1: What can you see in the picture? S2: There is a horse in the picture. S1: What else? S3: There is a man on the horse. S1: Is the horse running or walking? 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。接着选一个同学, 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 about the things in your classmates’ rooms. Name …
Thing and position …
T: Report to your group, using the sentences like this: There is…
It’s on/in/behind/in front of…
They’re on/in/behind/in front of…
(2)T: Then draw a room. The student who draws the things in the best place is the winner. 3. (家庭作业。)
T: Write a letter to your friend. Describe rooms in your house, and the things around them. Finish 3. (at least 70 words)
I’m very glad to get a letter from you. From your letter, I know your home is beautiful. I want to tell you something about my home, too.
My house is very big. There are two bedrooms and a small study. There is a computer in my study. I love playing games and studying on the computer. Next to the computer, there is a shelf. On the shelf, there are some books.
There are many trees around my house. In front of my house, there is a beautiful garden. There are many beautiful flowers in it.
I like my home very much. Yours, Li Hua