1、 1 Section B I. Material analysis 本课是第六单元话题一的第二课时。 本课的主要活动是 1a 和 2。 通过创设 Maria 参观 Jane的书房的情景呈现出书房主要摆设的词汇和有关方位的表达，同时结合听力训练、两两对话、看图说话等活动进一步学习 there be 句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答。 还将通过熟悉例句后根据内容和示例编写对话的方式进一步练习和巩固表示方位关系的重要词汇。本课涉及到谈论学生家的房间布置，因此教师应积极创设真实的情景，让学生在实际情景中反复操练 Section A 中已学到的关于方位和房间摆设的词汇。 II. Te
2、aching aims 1.Knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇和短语并在实际的对话操练中加以应用： lamp, clock, near, under, chair, behind, front, in front of, guitar, window, table, key, put, away, put away, door, look after, thing 能够正确使用 there be 句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答； 能正确使用方位介词或介词短语，如：on, in, in front of, behind, near
3、, under 等； 能够就“存在、请求、命令”等交际功能的基本法进行交流和对话操练，如： （1）Is there a student in front of the classroom? No, there isnt. （2）Put it/them away, please. （3）You must look after your things. 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； 能就房间、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； 能正确朗读对话，注意语音语调和单词重音； 能理解并
4、执行简单的书面指令； 能准确写出黑体单词和词组。 2 3.Emotional aims 能在学习的同时，热爱自己的生活环境； 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 能够在情景对话中，熟练运用 there be 句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答来谈论房间的物品摆设和方位。 IV. Learning strategies 1.能与他人合作，共同完成学习任务； 2.能够在英语学习中积极思考； 3.能够运用图片、关键词、实物等进行听前预测。 V. Teaching aids 录音机、教学挂图、
5、闪卡和黑板 VI. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (5 minutes) 1. The whole class work. 2. Individual work. 1. Focus their attention on the teacher. 2. Do duty report. Some students show pictures of your homes and talk about the rooms in them. e.g.
6、This is my home. There is a study on the second floor. The bedrooms are next to the study. There is a bathroom, a living room and a dinning room on the first floor. . 3. Look at the classroom and try to describe the objects in the classroom, using “there be” structure. e.g. 1.Get students ready for
7、learning. 2. Help the students revise the words in Section A and “there be” structure. 3 3.The whole class work. There is a clock on the wall of the classroom. There is a teachers desk in the front of the classroom. . 3. Use the objects near the students to help them revise “there be” structure. Pre
8、sentation (10 minutes) 1. The whole class work. 2.The whole class work and pair work. 1. The whole class answer the teachers questions and learn “there be” structure. T: Whats on the desk? (Show one book.) Ss: There is a book on it. T: Now, what is on the desk? (Show two books.) Ss: There are two bo
9、oks. . 2. Look at the flashcards. Learn some new words, clock, chair, lamp, near, under, behind. Then match the words with the pictures in pairs. T: Whats this? Ss: Clock! There is a clock near the window. T:And whats this? Ss:Chair! There is a ball under the chair. T:The third one, whats this? Ss:L
10、amp! There is a lamp behind the computer. . 1.Present new patterns with the help of the objects in the classroom. 2. Present new words with the help of the flashcards and context. 4 3. Group work. 3. Look at the objects in the classroom. First, try to ask and answer questions about the objects, usin
11、g “there be” structure. After that, try to answer the teachers questions about the objects in the classroom as quickly as you can. The group that can answer the most questions correctly will be the winner. T: Is there a clock near the window? S: Yes, there is. T: Are there any books under Li Meis ch
12、air? S: No, there arent. . 4. Do 1a. Look at the picture in 1a. Answer the question, “What are there in the study?” Predict the conversation in 1a. 5. Do 1a & 1b. Read the statements in 1b. Then listen to 1a and mark True or False individually. After that, check the answers with your partner. Finall
13、y, choose the best answers by listening to the tape the second time. (1) Where is the sofa? _ A. Near the desk B. Behind the desk C. Near the bed (2) What is on Janes desk? _ 3. Make the students go on learning “there be” structure. 4. Make the students learn to predict before listening by looking a
14、t the picture. 5. Play the tape 5 4. Individual work. 5.Individual work and pair work. A. A football B. Pens C. A computer (3) What is under the chair? _ A. A clock B. A football C. A lamp recorder. Check the answers. Consolidation (10 minutes) The whole class work and pair work. Read 1a after the t
15、ape. Then practice the conversation in 1a in pairs. Some pairs read out the conversation to the whole class. To be a good listener. Practice (10 minutes) 1. Pair work. 1. After practicing the conversation in 1a, make up a new conversation about the study, bedroom, living room or other rooms in your
16、home in pairs. Then practice your new conversation with your partner. After that, some pairs act out your conversation to the whole class. e.g. A: Where is your study? B: It is on the second floor of my home. A: Is there a computer in your study? B: Yes, there is. It is on the desk. A:Are there any
17、flowers in your study? 1. Make the students practice expressions about positions and existence, rooms in homes, furniture and home items. 6 2. The whole class work and pair work. B:Yes, there are. I like flowers. A: Whats under the desk? B: There is a football. . 2.Do 2. Look at the pictures in 2. A
18、nswer the teachers questions to learn some new words and phrase, in front of, guitar, window. T: What can you see in Picture 1? Ss: Tree and classroom. T: Yes. We can say, there is a tree in front of the classroom. What can you see in Picture 2? Ss:Two students and classroom. T:Yes. There are two st
19、udents in the front of the classroom. What can you see in Picture 3? . Then ask and answer questions about the other pictures in 2 in pairs. After that, some pairs act out the conversations. e.g. A:Whats near the window? B: There is a guitar near the window. A: Is there a clock near the guitar? B: N
20、o, there isnt. . 3.Do 3. Look at the pictures in 3. Learn the words and phrases table, key, put away, 2. Create situations to present the new words and phrases. Make the students practice the “there be” structure orally. 7 3. Individual work and pair work. door, look after, thing. Fill in the blanks
21、 to complete the conversations individually. Then listen and check the answers. Practice the conversations in pairs. After that, some pairs act out your conversations to the whole class. 3.Make the students practice the expressions in this section. Production (10 minutes) Group work. Work in groups.
22、 Discuss with your group members about what your ideal study or bedroom is like. Then draw them on the paper. Show your pictures to the whole class and try to introduce them to other students. e.g. This is our ideal study. There is a computer on the desk, of course. There is a guitar on the wall bec
23、ause we like playing the guitar. There is a football under the table. We often play football after class. . 1. Make the students use the expressions about “there be” structure in oral work and written work after learning. 2. Assign the homework: Review the words and practice the conversations in 1a
24、with your partner; Go on writing your ideal room. Then report it to the class next day; Preview Section C. Teaching reflection： 在本课中，学生通过听力训练、师生问答、小组合作等活动，结合教学闪卡等教具，学习并反复操练了关于 there be 的表达法及其提问： “Whats .?”。在这节课中，明显发现学生对于 in front of 和 in the front of 容易混淆,导致错误使用。因此,教师应多创设真实的情景,比如运用图片,或者结合身边真实的语言环境，
25、引导学生直观地感受这两个词组的区别， 避免混淆。 VII. Blackboard design 8 Topic 1 There is a study next to my bedroom. Section B 1.Are there any English books in your study? lamp clock 2.Is there a computer in your study? near under 3.Whats on your desk? chair behind 4.Theres a tree in front of the classroom. front in front of 5.There are two students in the front of the classroom. guitar window 6.Put them away, please. table key 7.You must look after your things. put away put away door look after thing
