1、 1 1 Section C I. Material analysis 本课是话题一的第三课时。本课的主要活动是 1a 和 2。通过图文并茂的方式介绍“My Home” ， 进一步扩大学生的词汇、 学习方位介词短语并复习巩固 there be 句型； 还将学习用 how many 和 how much 对物质（名词）的数和量进行提问。此外，语音板块根据音标拼写相应的单词，复习字母组合的发音规律，培养学生单词的拼读和拼写能力。本课涉及到谈论学生的家的房间结构布置，因此教师应积极创设真实的情景，让学生在情景中反复操练已学到的关于方位和家的结构、摆设的相关词汇。 II. Teaching aims
2、1.Knowledge aims 能根据已学语音、音标及发音规则，正确朗读、拼写和运用下列词汇和短语： center, in the center of, yard, flower, house, large, left, model, only 能够在小组合作活动中，根据音标拼写出相应的单词，培养单词的拼读和拼写能力； 能够正确使用 there be 句型、特殊疑问句、一般疑问句及其肯定和否定回答以及表示方位关系的介词短语，如： near, next to, in the center of, at the back of, on the left of 能够就“物品摆设、存在”等交际功能进
3、行交流与对话操练，正确运用 how many 和 how much 对可数和不可数名词进行提问，如： （1）Is there any water in the bottle? Yes, there is. （2）How much water is there? Only a little. （3）How many model planes are there? There are three. . 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； 2 2 能在口头表达中做到发音清晰，语音语调
4、准确； 能在图画的帮助下进行阅读，并按要求进行语言活动； 能正确拼读单词，注意单词重音； 能准确写出黑体单词和词组； 能根据范文写出介绍自己家的小短文。 3.Emotional aims 能在学习的同时，热爱自己的生活环境； 能认真、规范地书写单词； 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.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以及表示方位关系的短语谈论房间分布、物品摆设和方位； 2.能正确使用 how many 和 how much 对可数名
5、词的数和不可数名词的量进行提问。 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.能够运用图片、关键词和实物等进行读前预测。 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 whole class work. 2. Group work. 1. Focus their att
6、ention on the teacher. 2.Do duty report. Discuss with your group members about what your ideal study or bedroom is like. Then draw them on the paper. Show your 1.Get students ready for learning. 2. Help the students revise the words in Section B and “there be” structure. 3 3 3. Pair work. pictures t
7、o 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 because we like playing the guitar. There is a football under the table. We often play football after class. . 3. Answer the teachers
8、 questions, using “there be” structure. e.g. T: What are there in the classroom. S1: There are some desks and chairs in the classroom. T: What are there on your desk? S2:There are some books on my desk. . Then guess what is in the teachers bag, using “there be” structure. The student who can answer
9、correctly can get the object. 3. Use the objects near the students to help them revise “there be” structure. Presentation (10 minutes) 1. The whole class work. 1.Look at the picture. Learn some new words, yard, house, flower, large, in the center of, left. T: This is a yard. There is a house in the
10、yard. Its a large house. There are some rooms in the house. And 1. Present some new words with the help of the picture in 1a. 4 4 2. The whole class work and individual work. 3. Individual work, pair work and the whole class work. there are some beautiful flowers in the center of the yard. . 2. Do 1
11、a. Look at the picture in 1a. Answer the questions in 1a. Predict the reading material in 1a. (1) How many rooms are there in the picture? S: . (2)Do you like the home in the picture? Why? S: Yes, because it is. /No, because. . 3.Read the questions in 1b. Then read 1a and try to answer the answers i
12、n 1b individually. After that, check the answers with your partner. The whole class check the answer together. 2. Make the students predict before reading by looking at the picture and answering the questions. 3. Check the answers. Consolidation (10 minutes) Individual work and pair work. Do 1c. Rea
13、d 1a again and underline the phrases, such as in the center of, at the back of, on the left. Look at the picture in 1a. Try to retell “My Home” with the help of the key words individually. Then retell it to your partner. You can help each other while retelling. Key words: Make the students learn to
14、organize the passage with the help of the key words. To be a good listener while the students are retelling. 5 5 (1) in the center of, beautiful flowers, trees (2) at the back of, 3 bedrooms, large living room, a study, computer, an apple tree, birds (3) on the left of, kitchen, dining room, bathroo
15、m, a red car (4)now, help, clean, mother, cook, love . Practice (10 minutes) 1. The whole class work and pair work. 1.Do 2. Look at the pictures in 2. Answer the teachers questions to know the differences between how many and how much. T: What can you see in Picture 1? Ss:Model planes, a desk. T:How
16、 many model planes can you see? Ss: Three. T: What can you see in Picture 2? Ss: A bottle of water. T:How much water can you see? S: Only a little. . Read the conversations in Picture 1 and Picture 2. Then ask and answer questions about the other two pictures in pairs. After that, some pairs act out
17、 the conversations. 1. Make the students practice expressions about how many and how much. 6 6 2. Individual work and pair work. 3.Individual work, pair work and the whole class work. 4.The whole class work and individual work. . 2. Do 3a. Read and write the words individually. Pay attention to the
18、stress in each pair. Then listen and check the answers with your partner. 3. Do 3b. Look at the pictures in 3b. Try to predict the sentences in 3b. Then listen to the tape and complete the sentences individually. Check the answers with your partner. Then the whole class check the answers together. A
19、fter that, read the sentences in 3b together. Pay attention to the sentence rhythm. 4. The whole class read the teachers poem together. Then some students read the poem individually. Pay attention to the sentence rhythm. I like my kite. It is flying in the blue sky. I am dreaming of the wings. It is
20、 telling me that one day, I can fly in the blue sky. . 2. Make the students consolidate the sounds in Section A. Make them learn to write and spell the words with the help of the syllabus. 3.Play the tape recorder and check the answers. 4.To be a good listener. 7 7 Production (10 minutes) Pair work
21、and individual work. Draw a picture of your home. Then show it to your partner. Try to describe it to your partner, using the expressions and phrases in this section. 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, ther
22、e is a bathroom. On the right of the yard, there is a kitchen and a dining room. . 1. Make the students use the expressions about “there be” structure and the new phrases in oral and written work after learning. 2. Assign the homework: Review the words and phrases in this section; Go on writing your
23、 home. Then report it to the class next day; Preview Section D. Teaching reflection： 本节课是一堂阅读课，我们摒弃了以往静悄悄的学生个人阅读，设计了读前读题看图猜测、读中两两问答、读后结合关键词进行复述等活动，让阅读活动立体、生动起来，同时还将阅读和口语、词汇等结合起来对学生进行综合的能力训练。对于个别学困生，由于其词汇积累不够，知识结构不够全面，因此教师可降低难度，让他们在简单的任务中体会成功的喜悦。 VII. Blackboard design 8 8 Topic 1 There is a study next to my bedroom. Section C 1. What is in the center of the yard? center in the center of 2. Whats at the back of the yard? yard flower 3. Whats on the left of the yard? house large 4.How many model planes are there? left model There are three. only 5.How much water is there? Only a little.
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