1、 1 Section D I. Material analysis 本节课是第六单元话题一的最后一个课时，主要活动是 Grammar, Functions 和 2。通过看图填空、书信回复、小组调查等活动引导学生总结 there be 句型及方位介词（短语） ，同时复习用 how many 和 how much 对可数名词的数和不可数名词的量进行提问。在本课中，还将引导学生总结表示建议、命令和请求的祈使句型。本课为本话题的复习课，包括与本话题有关的词汇、语法、语用功能句型等内容，教师引导学生复习时应增强趣味性，注意相关知识的综合理解和运用，而不仅仅是知识点的机械重复与操练。 II. Teachi
2、ng aims 1.Knowledge aims 引导学生总结 there be 句型及方位介词（短语） ，同时复习用 how many 和 how much 对可数名词的数和不可数名词的量进行提问； 引导学生复习“谈论方位、建议、请求、命令、房间布局、家庭摆设以及其他房间设施”等交际功能意义的表达，进行笔头操练并加以总结。 2.Skill aims 能识别出不同的语调，如陈述句和疑问句等； 能听懂谈论房间、室内摆设的表达，并做出恰当回应； 能对房间、室内摆设进行简单的交流； 能在口头表达中做到发音清晰，语音语调准确； 能在教师的指导下进行简单的角色表演； 能清楚地表达自己的看法和评价； 能在
3、图画的帮助下进行语言活动； 能理解并执行简单的书面指令； 能准确写出黑体单词和词组； 能根据范文写出介绍自己房间的小短文。 3.Emotional aims 能在学习的同时，热爱自己的生活环境； 能认真、规范书写单词； 能够听取、接受他人的建议； 2 能够与同伴积极合作，参与课堂活动，大胆实践。 III. The key points and difficult points 1.在 Sections A-C 已学的基础上，能自行总结 there be 句型及方位介词（短语） ，同时复习用 how many 和 how much 对可数名词的数和不可数名词的量进行提问； 2.能结合话题，运用“
4、谈论方位、建议、请求、命令、房间、布局以及其他房间设施”等交际功能意义的表达，进行笔头操练并加以总结。 IV. Learning strategies 1.能与他人合作，共同完成学习任务； 2.能逐步养成预习和复习的好习惯； 3.能够在英语学习中积极思考； 4.能够运用图片、关键词、实物等完成课堂活动。 V. Teaching aids 录音机、教学挂图、闪卡和黑板 VI. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (5 minutes) 1. The
5、whole class work. 2. Individual work and the whole class work. 3. Group work. 1. Focus their attention on the teacher. 2. Watch the flash of “family”. Know the meaning of a familyfather and mother I love you! Learn to love your family, love your father and mother. 3. Do duty report. Take a picture o
6、f your home. Then show it to your partner. Try to describe it to your partner, using the expressions and phrases in Section C. 1.Get students ready for learning. 2. Help the students learn to love their families and arouse their interests. 3. Help the students to revise the words and expressions by
7、themselves. 3 Write a passage to describe it. e.g. This is my home. There is an apple tree in the center of the yard. On the left of the yard, there is a bathroom. On the right of the yard, there is a kitchen and a dining room. . Presentation (10 minutes) 1. Individual work and pair work. 2.Group wo
8、rk. 1. Read through Sections A-C. Fill in the blanks in “Grammar” and “Functions” individually. Then check the answers with your partner. 2. Sit in groups. (1)Look and say First, look at the pictures shown by the teacher and try to say the prepositions as quickly as you can, in, on, behind, under, n
9、ear, next to, in front of, in the front of, in the center of, on the left/right of, at the back of. The group which can say the most words correctly will be the winner in this group competition. (2) Listen and put Then, listen to the teachers 1. Help the students revise the words, phrases and functi
10、ons in this topic. 2. Help the students revise the prepositions in group competition. 4 description and try to put the objects in the correct position. The group which can put the most objects in correct positions will be the winner in this group competition. T: There is a clock on the desk.(The stu
11、dent puts the clock on the desk.) T: There is a clock in the desk.(The student puts the clock in the desk.) T: There is a clock under the desk.(The student puts the clock under the desk.) . Consolidation (10 minutes) Group work. Sit in groups. Make up a new conversation to talk about your classroom,
12、 using the “Grammar”, “Prepositions” and “Functions” in this topic. 1.Make the students revise the “Grammar”, “Prepositions” and “Functions” in oral work. Practice (10 minutes) 1. Individual work and pair work. 1. Do Task 1. Look at the pictures and fill in the blanks with in, on, under, behind or i
13、n front of individually. Then check the answers with your partner. The whole class check the answers together. Then practice the 1. Check the answers. 5 2. Individual work. conversations in Task 1 in pairs. Some pairs act out the conversations to the whole class. 2. Do Task 2. Read the letter from y
14、our pen pal and try to answer the following questions: (1)What is there in front of the house? (2)What colors are the flowers? (3)Where are the tall trees? (4)How many rooms are there in the house? Then reply to the letter by yourself, introducing your own home. 2. Make the students learn to read an
15、d write a letter. Check the answers. Production (10 minutes) Individual work and group work. Sit in groups. Survey your group members about the things in their rooms and complete the table in Project. You can use, “Whats in your room?/ Where is/are.?” 1. Help the students to use what they have learn
16、ed in this topic. 6 Then report the result of the survey to the class: In Kangkangs room, there is/are. But in Michaels room, there is/are. 2.Assign the homework: Review the words and expressions in this topic. Complete the Exercise Book; Go on writing the passage to report your survey result; Previ
17、ew Topic 2, Section A. Teaching reflection： 在本课中，学生结合看图填空、小组竞赛、书信回复、小组调查等活动，复习和巩固了there be 句型及方位介词（短语） ，同时复习用 how many 和 how much 对可数名词的数和不可数名词的量进行提问。在本课的探究活动中，教师除了引导学生做小组调查之外，还可以渗透一些跨文化意识的教育，比如关于 house, flat, home, family 的含义，拓宽学生的知识面，增强他们对外国文化的了解。 VII. Blackboard design Topic 1 There is a study ne
18、xt to my bedroom. Section D 1.In front of the house there is a beautiful garden. 2.There are many flowers in it. 3.Is there a computer in your study? Yes, there is. /No, there isnt. 4.Whats on the desk? 5.How many model planes are there? 6.How much water is there? 7.Dont put it/them there. 7 8.Put it/them away, please. 9.You must look after your things. in, on, behind, under, near, next to, in front of, in the front of, in the center of, on the left/right of, at the back of