【重建课】张慧琳淮滨县谷堆二中

《Unit 6 Our local area Topic 1 Section A》

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, first, floor, upstairs, come in, house, beautiful,

2. (1)Learn some prepositions of position:

in, on, next to, 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

录音机/挂图/单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1  Review 第一步  复习(时间:5分钟)

复习现在进行时和一般现在时，引出1a中的新词汇。 

(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)

(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)

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.

…

Step 2  Presentation 第二步  呈现(时间:7分钟)

呈现1a。

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。)

(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: …

  (板书)

2. (课前设置好听力任务, 并板书。)

T: Now, let’s listen to 1a and find out the answers to these questions. Are you ready?

Ss: Yes.

T: OK. Let’s begin.

(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)

Step 3  Consolidation 第三步  巩固(时间:8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 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。)

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, 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: …

S₃: …

(板书并领读如下生词。)

(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.

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。)

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.

…

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。