仁爱版七年级英语下册unit6教学设计

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Unit 6

教学目标

类别

语音

内 容

/ｈ/ /ｒ/ /ｗ/ /ｊ/ /Ｉ/ /☺/ /ｅＩ/ /ｕ/ /ｕ/ // // /ａ/ //

bedroom, second，floor，kitchen，living room，bathroom，garden, cousin，grandamother, grandfather, in front of，behind，door, plant，flower, use

beside，lamp，mirror，clock，wall，table, key，put away，everywhere，window，chopstick，plate, coin， bank, under，CD，model, rabbit, grass

beautiful，large，drawer，fork，magazine，chair，purple，keyboard，crayon

river

countryside，common，month, at noon，furniture，quiet，single，someone, should

neighbor, street，post office, museum，station，mail，service，center，fan，hear，line，check, right now

a lot of，area ,close to，far，stop，knock at/on, loud，really，at the end of

move，city，cost，yard，enjoy, light

词

汇

university，bridge，hotel, middle，public，theater，south，along，turn，at the

third street，left，across，information，copy room, video

until，miss，kilometer，change，danger，ticket，speed

thousands of，hurt，die，accident，safe，rule，before，cross，when,clear，blind，last, everybody，careful，side, country, mean

dining room, bath

piggy bank, walkman

garage，wardrobe，bookcase，curtain

apartment，townhouse, farmhouse, suburb，rent，per

parking lot, clothing store, community，matter

beautifully,quiety

noisy，lawn

Peking University, Tsinghua University, Ren’ai Education Institute，nearby，straight，ahead

crosswalk

obey，bench，sidewalk，footbridge，underpass

课次

1A

1B

1C

1D

2A

2B

2C

2D

3A

3B

3C

1A

1B

1C

2A

2B

2C

2D

3A

3B

3C

理

解

掌

握

要求

语

言

知

识

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语

法

1there be 句型

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There is a small garden in front of my house.

There is a lamp， a mirror， a computer and some books on it.

There are so many nice books on the shelf.

? Yes， there is. /No， there isn’t.

Are ? Yes， there are./No， there aren’t.

?

2Wh- question Wh- 问题

What’s on the table? There are some keys on it.

Where’s the living room? It’s on the first floor.

3表示方位的介词或副词

on，in，at，behind，under，in front of，near，across, from，next to，near

1. 谈论某处有某物

Is there a sofa in your study? Yes， there is./No， there isn’t.

Are there any books on the desk? Yes， there are./No， there aren’t.

What’s beside the window? There’s a guitar beside it.

How many pairs are there? There are four pairs.

2. 借东西

Can ?

Sure. Here you are.

3. Let’s 的用法

功能Let’s go and have a look.

和话4. 询问出了什么事

题 What’s the matter?

The kitchen fan doesn’t work./There is something wrong with my kitchen fan.

5. 问路

Excuse me. How can I get to Peking University?

Excuse me. Could you tell me the way to Dinghao Building?

Excuse me. Which is the way to Haidian Theater?

Excuse me. Where is Beitai Road?

Go along Suzhou Street and turn right at the third street.

Go straight ahead and you will see Peking University on your left.

Change to the No.108 bus at Anzhen Bridge.

Topic 1

Section A

The main activities are 1a and 2a.本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands教学目标

1. Learn the rooms in homes：

bedroom， kitchen，dining room, living room, bathroom

2. (1)Learn the prepositions：

in， on， next to， in front of， behind

(2)Learn how to use the sentences of “there be”：

Is there a computer in your study?

Yes， there is.

Are there any bedrooms on the first floor?

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No， there aren’t.

There are so many nice books on the shelf.

Ⅱ. Teaching aids教具

录音机／挂图

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习（时间：10分钟）

1.（板书向学生呈现1a挂图。）

T: I like the nice house.

Do you have a nice house?

S1：Yes， I do.

S2：No， I don’t.

...

T： Where do you study?

Ss：I study in the study.

studyv. 学习

（板书。向学生解释 ）

n. 书房

2.（叫几个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，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。）

Example：

T: What’s he／she doing?

S1: He／She is watching TV.

...

Sn: He／She is studying.

T: You are right.

T: Where’s he／she?

S: He／She is in the study.

T: Good.

（教学生读并学习，这是本课新句型。）

There’s a study in the house.

（学生指着另一个正在表演动作的同学，叫其他同学猜。）

Example：

T: What’s he／she doing?

S1: He／She is cooking.

S2: He／She is reading.

...

Sn: He／She is sleeping.

T: Good. Where’s he／she?

Sn: He／She is in the bedroom.

（板书划线部分、英汉对照。）

（教学生读并学习，这是本课新句型。）

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There are so many nice books on the shelf.

（板书，操练上面的句型，引导学生做chain work，连锁操练，要求学生进行快速的、

连珠炮似的问答操练。教师要求一个问，其他同学答，依次顺下去。）

T: Where are the bedrooms?

S：They’re on the second floor.

（板书划线部分，英汉对照。）

（教师指着图上的卧室问，指导学生答。）

T：What do you do in the bedroom?

S：We sleep in it.

（教师指着图上的书房。）

T：Where’s the study?

S：It’s next to the bedroom.

（过渡到下一步。）

Step 2 Presentation 第二步 呈现（时间：5分钟）

（设置并板书听力任务，让学生带着任务听录音。）

Where’s the bedroom?

Where’s the study?

Can Michael borrow Harry Potter?

（先让学生给出答案，教师最后订正。）

bedroom—second floor—study—next to—books—shelf

（将关键词写在黑板上，呈现出1a，同时讲解1a的重要知识点，为下一步学生不看课本

自由表演打下基础。）

Step 3 Consolidation 第三步 巩固（时间：5分钟）

1.（老师放录音1a，示范学生跟读，用铅笔标重读与语调。）

T： Follow the tape and draw “up and down” with your pencil like this.

2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）

T: Rub them clean and now read and check your pronunciation sentence by sentence.

Go!

3.（人机对话，即学生与录音机对话。）

T: You are Jane. Listen to Micheal and make a dialog with him.

或You are Michael. Listen to Jane and make a dialog with her.

4.（看第二步呈现在黑板上的关键词：学生两人一组表演1a，不看书，只看黑板上关键词

对话。）

T: Work in pairs. Close your book， look at the blackboard and act the dialog out.

Step 4 Practice 第四步 练习（时间：15分钟）

1.（1）（让学生查课后词汇表，自学单词：dining room， living room， bathroom， garden）

T: Now you can look up the new words by yourselves.

（2）（让学生完成2a，主要是为了让学生练习表示地点的名词，加深印象。）

T: Listen to the tape and match.

2.（让学生看1a的图，填空完成2b。）

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T: Look at the picture above and fill in the blanks.

T: Stop! Let’s check the answers to 2b.

（答案如下：）

Where’s， Is there， Yes，there is. Are there， No，there aren’t.

3.（让学生讨论，表演对话。）

T: Discuss with your partner and use the phrases in the boxes to make your own conversations.

Example：

A: Where’s your father?

B: He is in the study.

A: What’s he doing?

B: He’s reading books.

Step 5 Project 第五步 综合探究活动（时间：10分钟）

1.（呈现给学生一张表格介绍自己的教室，让学生填空。）

There is

There are

a teacher

students

a clock

books

a blackboard

desks

...

...

T: Fill in the blanks， then report to the class.

Example：

（用陈述形式。）

There is a teacher in our classroom.

There are some students in our classroom.

There isn’t

There aren’

（或问答形式。）

A: Is there a teacher in our classroom?

B: Yes， there is.

A: Are there any students in our classroom?

B: Yes， there are.

A: Is there ?

B: No， there isn’t.

...

2.（让学生完成4。）

（1）（让学生画一张自己家的图片。）

T: Draw a picture of your own house.

（2）Tell your partner about your favorite room.

Example：

（用陈述形式。）

My favorite room is my study. 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.

（或用问答形式。）

Which is your favorite room?

What’s in the room?

What do you and your family use that room for?

Is there a garden in front of the house?

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...

（3）（让学生四人一组做一个调查报告What’s your favorite room?然后全班集体调查，最

后随机抽学生向大家汇报。）

Example：

In our class， twenty students like the study very much，...

3. Homework：

Draw a picture of your ideal house.

Then write it down.（不少于6个句子。）

Section B

The main activities are 1a1a和3。

Ⅰ. Teaching aims and demands教学目标

1. Learn the names of home items：

lamp， mirror， clock，table, key， chopstick， plate,coin

2. Learn other words:

everywhere, beside, under;wall, window, bank, CD, model, rabbit, grass, put away

3. Learn how to use the sentence of "there be":

What's on the desk?

There is a lamp， a mirror， a computer and some books on it.

How many pairs are there?

There are four pairs.

4. Talk about the position and existence:

Is there a sofa in your study?

Yes， there is. It's beside my desk.

Ⅱ. Teaching aids教具

录音机／挂图

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习（时间：10分钟）

1.（此活动的目的是复习"there be"。在黑板上呈现一张漂亮的图，图的内容是一栋两层的

楼，有书房、卧室、厨房、餐厅、客厅、卫生间、花园。）

T: Look at the picture for one minute.

Then I'll take it away.

You'll say as many sentences as possible about it in two mintues.

The winner has the most sentences.

（然后把图拿走，要求学生凭着记忆，描述这张图，可以采用竞赛的形式，可以分组

竞赛，也可以面对全班以个人为单位竞赛激发学生的学习热情。）

竞赛规则如下：

（参赛人只能在规定的两分钟内描述这张图，说对一句，得一分，谁说对的句子多，

谁就获胜。）

Example：

There's a study on the second floor.

There's a garden in front of the house.

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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，并引出there be的复杂形式。）

T: What can you see in the picture?

S1: I can see a sofa.

S2: I can see a family photo and a clock.

S3: I can see a lamp， a computer and some books.

S4: I can see a desk and a chair.

T: What's on the wall?

Ss: There's a clock and a family photo.（指导学生回答。）

（板书划线部分，每词英汉对照。）

（让学生同桌对话，互相问答。）

T: Stop! Let's listen and answer the questions.

（过渡到下一步。）

Step 2 Presentation 第二步 呈现（时间：5分钟）

（设置并板书听力任务，让学生带着任务听录音。）

Where's the sofa?

What's on the desk?

T:

Where's the clock?

What's the pet dog doing?

（听录音，回答问题。英汉对照，板书呈现beside。）

Answers: It's beside Jane's desk.

There's a lamp， a mirror， a computer and some books on it.

It's on the wall next to Jane's family photo.

It is playing with Jane's computer.

sofa—desk—clock—dog

（将关键词写在黑板上，呈现出1a。）

Step 3 Consolidation 第三步 巩固（时间：5分钟）

1.（老师放录音1a，示范学生跟读，用铅笔标重读与语调。）

T: Follow the tape and draw "up or down" with your pencil like this.

2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）

T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!

3.（人机对话，即学生和录音机对话。）

T: You are Jane. Listen to Michael and make a dialog with him.

或You are Michael. Listen to Jane and make a dialog with her.

4.（看第二步黑板上呈现的关键词：学生两人一组表演1a，不能看书。）

T: Work in pairs. Close your book，look at the picture and act the dialog out.

Step 4 Practice 第四步 练习（时间：15分钟）

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1.（看图听录音，完成2。）

T: Look，listen and complete.

（学生听完录音，核对答案。）

Answers: on， There're， keys， behind， There's.

2.（让学生问与答，完成3。）

（1）T: Look at Picture 1 and Picture 2.

Ask and answer， please.

（学生操练完后，把关键词写在黑板上。）

beside—guitar

plate—chopstick—pairs

（让学生看黑板上的关键词，不看书，学生两人一组表演。）

T: Now work in pairs. Close your books，look at the blackboard. and act them out.

（2）（让学生看第三、四幅图，和课文上提供的关键词，学生两人一组表演。）

T: Look at Picture 3 and the words.

Now work in pairs.

Example:

What's in the tree?

There is a bird in it.

T: Look at Picture 4 and the words.

Now work in pairs.

Example：

What's near the piggy bank?

There are some coins.

How many coins are there?

There are three.

（3）（Picture 5 and Picture 6的步骤与前面的（1）一样，学生两人一组表演。）

（4）（Picture 7 and Picture 8的步骤与前面的（2）一样，学生两人一组表演。）

3.（让学生看4图，就图上内容两人一组表演。）

T: Look at the picture then ask and answer.

Example：

A: How many monkeys are there in the tree?

B: There are three.

或A: Are there any monkeys in the tree?

B: Yes， there are.

A: How many kites are there in the picture?

B: There is only one.

或A: Is there a kite in the picture?

B: Yes， there is.

或A: Are there any kites in the picture?

B: No， there aren't.

A: What's in the picture?

B: There's a kite，a boy and in it.

或B: There're three monkeys, in it.

（还可以用同样的方法，就bird， dog， girl， rabbit， tree进行ask and answer。）

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Step 5 Project 第五步 综合探究活动（时间：10分钟）

1.（用已学过的单词如：book， pen， pencil， pencilbox， schoolbag， color pencil，

ruler， knife等词，学生A提问题，B给建议，动手将它们安放于书桌的适当位置，两

人一组表演对话。）

A: Where is the pencil—box?

B: It's on the desk.

A: What's in the pencil—box?

B: There is a pencil， a ruler， a knife and two pens.

A: ...

B: ...

（同学间开展以上对话活动时，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／? There is／。）

2.（方案a）

两人一组用图文形式介绍你家里的某一房间物品的摆放。其中一个画图，一人配文字说明，并站在讲台前向同学们描述。）

Example：

The study

There's a family photo on the wall. 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?

（活动后，由同学们选出最佳搭档，教师给予鼓励表扬。）

（方案b）

两人一组活动，其中一个用文字描述某一房间，另外一个同学画图，最后，把图展示出来，由同学们选出最佳搭档，教师给予鼓励表扬。）

3. Homework：

（1）Preview Section C（预习）

Circle the key words in Section C 1a.

（2）Write a passage（写一篇文章，描述一个地方，比如书房、花园等。尽可能多地用上新学知识。）

I have a nice study／garden／

Section C

The main activities are 1a1a， 2和3。

Ⅰ. Teaching aims and demands教学目标

1. Learn the names of home items：

wardrobe,drawer， fork， magazine， chair，bookcase, curtain, keyboard， crayon

2. Review the sentences of "there be".

3.（1）Talk about the position：

Where is my T-shirt?

It's in the wardrobe.

Where are the knife and fork?

They're on the plate.

（2）Talk about the existence：

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There is a small garden in front of my house.

There are many beautiful flowers in the garden, but there aren't any trees in it.

Is there a kitchen on the first floor?

Are there many beautiful flowers in the garden?

Ⅱ. Teaching aids教具

录音机／挂图

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习（时间：10分钟）

（作Chain work练习，利用课文中1a的那张图，组与组之间进行提问对抗赛。）

T: What's in the picture?

S1: There's a nice house. Where's the garden?

S2: It's in front of the house. What's in the garden?

S3: There are many beautiful flowers in it.

Is there a big tree?

S4: Yes， there is. Where is it?

S5: It's behind the house. Can you see a garage?

S6: Yes， ...

（竞赛规则：

1.这是组与组之间的竞赛。

2.开始的第一个问题由老师来问。

3.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，回答对得1分，提出正

确的问题，也得1分。说错不得分，其他同学纠正对，也是得1分。谁得分高谁获胜。

4.每个问题不能重复。每组循环数次。）

T: Stop! Group 3 has the most scores.

Group 3 is the winner.（假设是3组分最高。）

（遇到新单词beautiful， garage， large，教师板书新单词，英汉对照。）

beautiful; garage; large

（过渡到下一步。）

Step 2 Presentation 第二步 呈现（时间：5分钟）

（设置并板书听力任务，让学生带着任务听录音。）

Questions：

1. What's in front of your house?

2. Are there any trees in the garden?

3. What's behind your house?

4. What's near the tree?

5. What's in the garage?

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6. What's on the first floor?

7. What do you like doing in the living room?

8. What's on the second floor?

9. What do you love doing in your study?

10. How do you like your home?

T: Listen to the tape. Ask the questions.

garden—tree—garage—first—second—very much

（将关键词写在黑板上，呈现出1a。为下一步学生不看课文表演打下基础。）

Step 3 Consolidation 第三步 巩固（时间：5分钟）

1.（老师放录音1a，示范学生跟读，注意重读与语调。）

T: Follow the tape.

2.（学生自读，然后跟录音一起读。）

T: Read the passage.

3.（看第二步黑板上呈现的关键词，要求学生复述这篇文章。）

T: Please retell the passage.

Step 4 Practice 第四步 练习（时间：15分钟）

1.（快速阅读文章，做正、误判断题。）

T: Read the passage quickly. Mark True（T） or False（F）.

Answers：

F F T T T

2.（完成1b的问题。）

T: Answer the questions.

Answers：

， there are.

's near the tree.

， there is.

are three rooms on the second floor.

3.（学生独立完成2 Work alone。）

（新单词：wardrobe， drawer， magazine可以采用教学卡片呈现给学生，或用简笔画

呈现给学生，并写在黑板上。）

T: Fill in the blanks with in， on， under， behind or in front of.

Answers：

（1）in， under（2）in， on（3）on， in， in， in front of， behind

4.（1）（让学生查课后词汇表独立做3，自学单词curtain，keyboard， crayon， bookcase，

vase。）

T: Now work alone， do 3 by yourself. You can look up the new words.

（2）（完成填空后，核对答案。）

T: Now check the answers.

Answers：

blue， lamp， books， kite， photo， TV

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（3）（方案a）

（让学生两人一组分角色对话，看关键词，不能看书。）

curtain—desk—bookcase—wall

T: Now work in pairs with your partner.（适当帮助学生。）

Example：

A: What color are the curtains in Picture A?

B: They are purple.

A: What about the curtains in Picture B?

B: They are blue. What's on the desk in Picture A?

A: There is a computer and a keyboard.

B: What's on the desk in Picture B?

A: There are some crayons， some books and a lamp.

B: Is there a bookcase in Picture A?

A: Yes，there is. What's in the bookcase?

B: There a re some books and a vase.

A: What's on the wall in Picture A?

B: There is a guitar and a kite.

What about Picture B?

A: There is a photo on the wall in Picture B.

（方案b）

（两人一组活动，其中一个同学看关键词，复述课文，另一个同学画图。最后，把图

展示出来，由同学们选出最佳搭档，教师给予鼓励表扬。）

T: Now work in pairs. One student retells the passage， the other draws two rooms.

Step 5 Project 第五步 综合探究活动（时间：10分钟）

1.（两人一组活动，其中一个同学用文字说明向另一个同学描述他／她的卧室／书房／客

厅……里拥有的物体，要求另外一个同学把房间里的这些物体放在合适的地方，使得这

房间更加大方、漂亮，用图描绘出来。最后两人一起用文字表达出来，看谁设计的卧室

／书房／客厅……最佳，给予鼓励。）

T: Now work in pairs.

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， some books in the study.

S2: OK， I can draw them well.

2. Homework：

（1）Preview Section D 1.

（2）（给学生两张卧室的图。）

Write a passage about the differences between the two living rooms.

Section D

The main activities are 1， 4 and 5.本课重点活动是1， 4和5。

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Ⅰ. Teaching aims and demands

教学目标

1. Learn the phonetics：

/h/，/r/，/w/，/j/

2.（1）Review the prepositions：

in， on， beside， behind， under， near， next to， in front of

（2）Review the sentences of "there be"：

There is a small garden in front of my house.

There is a lamp， a mirror and some books on it.

Is there a computer in your study?

Yes， there is.／No， there isn't.

Are there any books about Harry Potter?

Yes， there are.／No， there aren't.

What's on the plate?

There are some chopsticks on it.

There aren't any trees in it.

How many pairs are there?

Ⅱ. Teaching aids教具

录音机／挂图

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习（时间：10分钟）

1. Words competition.

（把本单元单词按功能归类，制成单词卡片，安排每人两个单词进行必答；接着呈现难

的，进行全班抢答。）

T: Now let's have words competition. Each student has two words. I'll give you Chinese meaning. Please say

them in English. Each word you'll get one point.

Are you ready? Go!

...

T: Well done! This time let's have a quick answer.

Who knows， you can stand up and answer quickly.

Yeah， begin!

（必答单词如下：）

bedroom， kitchen， bathroom， study， garden， flower， lamp， mirror， clock， key， chopsticks，

coin， CD， fork， chair， keyboard， crayon， behind， beside， under， second， floor， cousin，

plant， wall， everywhere， model， beautiful， large， drawer， magazine， purple.

抢答词、词组如下：

local， area， dining room， living room， in front of， bath， put away， look after， walkman， garage，

bookcase， curtain， vase

（通过单词的必答和抢答，进一步巩固本单元的词汇，融入竞争意识，激励政策，调动学习气氛。）

2. Quick answers （小组抢答题。）

（出示四个音标的卡片：｜h｜，｜r｜，｜w｜，｜j｜，每组只有一次机会，不仅要读出音标，还要说出发这个音标的单词。一词一分。）

Example：

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Group 1: ｜w｜， where， what， which， work， worker， watch， woman， women.

T: Good， 8 scores.

Group 2: ｜h｜， hi， his， he， her， here， have， has， home， house， head，

hand.

T: Very good， 11 scores.

Group 3: ｜j｜， yes， year， yellow， young， you， your， yours， yourself.

T: 8 points， good!

Group 4: ｜r｜， rice， red， right， ruler， round， room， river.

T: Good， I give you seven points.

Step 2 Presentation 第二步 呈现（时间：3分钟）

1.（让学生听1部分的录音并跟读。）

T: Listen to the tape.

2. T: Listen and read after the tape.

Step 3 Consolidation 第三步 巩固（时间：5分钟）

1.（让学生每听完三个单词后，快速说出他们的汉语。）

T: Listen to the tape and say their Chinese meanings quickly.

2.（让学生归纳含/h/,/r/,/w/ ,/j/的单词。）

T: Let's sum up the words that have the sound/h/,/r/,/w/ ,/j/.

Step 4 Practice 第四步 练习（时间：15分钟）

1.（1）（让学生做2。）

T: Listen and draw.

（可以先写下关键词，录音停再画。）

（2）（老师核对完答案，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.

2.（用对话形式，练习3b中的Can ?）

提示词：lamp， mirror， clock， chopsticks， fork，

3.（用所学的介词及"there be"句型，让学生完成4。）

T: Write a letter to your friend about your house.

Step 5 Project 第五步 综合探究活动（时间：12分钟）

1.（这是两人一组活动，老师把一张图案鲜明的图片、悄悄地贴在A的背上，不让B看到，A问问题，，叫B猜。接着A把背朝向其他同学，让其他同学来描绘这张图。活动结束后，B可能会对刚才猜的答案感到惊讶。此活动能够活跃课堂气氛，激发学生兴趣。）

Example：

A: What can you see in my picture?

B: There is a horse in the picture.

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A: What else?

B: There is a man on the horse.

A: Is the horse running or walking?

B: The horse is running.

A: What else can you see?

B: The sky is blue and there are many trees in the picture.

（以下是其他同学看到图后描述的情况。）

The sky is blue. There are many green trees in the picture. There is a horse in the picture， and there is a man

on the horse. The horse is running.

（增加教学弹性，可以换图多做一、二次该活动。）

2.（四人一组，做项调查，房间里有什么东西，先做个汇报，接着把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 a group of four. Make a survey.

Name

…

…

Items

…

…

T: Report to the classmates， use the sentences like this.

There

There

It's on／in／behind／in

They're on／in／behind／in

（2）Then draw sb.'s room.

Who draws the things in the best place is the winner.

3.（让学生自主归纳整理本topic重点，加深印象，巩固记忆。四人一组，进行自主学习，每人负责归纳整理一个section的重点句型与词组。最后四人将总结的结果合并到一起，向全班同学汇报，与全班共享Topic 1的重点句型与词组，并与课本3a和3b对照。）

4. Homework：

Write a letter to your teacher about your study.

Topic 2

SectionA

The main activities are 1a and 2a.本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands教学目标

1. Learn the kinds of homes：

apartment， townhouse， farmhouse， dormitory

2. Talk about the ads of renting：

（1）Small apartment for students ￥850 per month.

（2）3-bedroom house. Call Mr. Tong at noon.

（3）House with furniture for family of three.

（4）Looking for a quiet single room under ￥300 per month.

Ⅱ. Teaching aids教具

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录音机／单词卡片／房屋图片（以便讲授房子类型。）

townhouse， farmhouse， apartment， dormitory

Ⅲ. Five

1.（引入竞争机制，复习前面topic的单词、词组，采用单词竞赛，分为必答、抢答。）

T: Now Let's have words competition. Each student has two words. I'll give you Chinese meaning， please say

them in English. One word you'll get one point.

Are you ready? Go!

...

T: Well done! This time let's have a quick answer. Who knows， you can stand up and answer quickly!

Begin!

2.（就自己教室里的情况，学生快速说，限定时间为1分钟，说多者为胜，此活动复习"there be"句型。）

T: Please say some sentences with "there be" in one minute.

S1：...

S2：...

T: Good! S1 is the winner.（假设S1获胜。）

T: Congratulations!

3.（呈现给学生准备好的居民房屋类型图。）

（首先，拿出第一幅图apartment building，然后呈现给学生，教授新词。）

T: What's this? Who knows? This is a kind of house. Look at it， there are some floors in it. Of course，

there're many rooms in it.

...

S1：公寓、住宅楼……

T: It's an apartment building.

（帮助学生识记这个新词组，同时板书划线部分。）

（用类似的方法教授其他类型的房屋，分别为apartment, townhouse, farmhouse正面是房屋，背面是单词。）

4.（以对话形式，练习新词组，即表示各种房屋类型的词组。）

T: Which house do you like best?

S1: I like townhouse best.

S2: I like apartment building best.

...

（板书划线部分，英汉对照。）

（老师问S1。）

T：Do you have a townhouse?

S1：No， I don't.

T：Do you want to rent a townhouse?

S1：No， I don't. But my

T：Can you help him?

S1：Sorry， I can't.

（老师呈现出一则求租广告。）

T：Here's an ad.

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finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习（时间：10分钟）

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WANTED

Townhouse with furniture for family of three.

88384558

（过渡到第二步。）

Step 2 Presentation 第二步 呈现（时间：5分钟）

（设置听力任务，让学生带着任务听录音。）

What's Kangkang's home like?

What's Wang Wei's home like?

Where do Kangkang's grandparents live?

Where does Wang Wei want to go back?

T: Listen to the tape， answer the questions.

（板书新单词：countryside， suburb）

be like-live-grandparent-soccer-sleeping

（将关键词写在黑板上，呈现1a。）

Step 3 Consolidation 第三步 巩固（时间：5分钟）

1.（老师放录音1a，学生听，注意语音语调。）

T: Listen to the tape. Pay attention to the stress and intonation.

2.（老师放录音1a，学生跟读。）

T: Read after the tape.

3.（人机对话，即学生和录音机对话。）

T: You are Kangkang， listen to Wang Wei and make a dialog with him.

4.（看第二步呈现在黑板上的关键词，学生两人一组表演1a，不能看书，只看关键词。）

T: Work in pairs. Close your book and look at the blackboard and act the dialog out.

Step 4 Practice 第四步 练 习（时间：15分钟）

1.（让学生听录音，完成1b。）

T: Listen to the tape again. Match the pictures with the words.

2.（快速向全班同学做个调查。）

T: Who lives in an apartment? Hands up!

...

T: Fill in the chart.

Example：

Home

Apartment

Dormitory

Number

2

10

Home

Townhouse

Farmhouse

Number

30

8

3.（调查结果，叫几对学生汇报。）

A: What's your home like?

B:

A: How many students live in an apartment building？

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B: Only two.

...

A: Which kind of home is the most common?

B: I think the townhouse is the most common.

4.（让学生做2a，完成2b和2c。）

（1）Look at the ads in 2a and learn the new words.

（2）Read the ads， make sure which ones are wanted or which ones are rent.

（3）According to the ads， finish 2b.

（4）Discuss with your classmates， talk about how to write the ads of renting.

Notes：

apartment for students: an apartment with small rooms for students to live in.

2.3-bedroom house: a house with three bedrooms.

of three: a family with three people.

: only one.

￥300 per month: under 300 yuan per month（under=not more than， less than）

Step 5 Project 第五步 综合探究活动（时间：10分钟）

1.（把教室假设成房产交易所，学生分成两部分，一部分写房屋出租广告，剩下的写房屋求租广告，看谁能将生意做成。）

T: Regard the classroom as a real estate company. Some students write ads for being wanted， the others write

ads for rent.

Who has an ad. for rent the same as who has an ad. for wanted is the winner.

2.（张先生一家三口从外地来北京做生意，想求租有家具的房子，请同学们替他写则广告，张先生电话号码：88392357。）

T: Write an ad.， please.

3. Homework：

Write an ad. for rent.

Section B

The main activities are 1a and 2a.本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands教学目标

1. Learn the names of facilities in the local area：

museum， parking lot， station

2. Learn how to ask and offer help：

May I help you?

I'm looking for a store.

3. Learn how to make telephone calls：

This is Linda speaking.

Sorry， I can't hear you.

The line is bad.

Ⅱ. Teaching aids教具

录音机／图片

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Ⅲ. Five-finger Teaching Plan

五指教学方案

Step 1 Review 第一步 复习（时间：10分钟）

1.（教学生唱下面的"chant"，活跃气氛，复习"there be"句型，自然导入本课。）

T: Let's chant.

There are books on the tables.

There are children on the chairs.

There are pencils in our hands.

And there's a teacher over there.

There are words on the blackboard.

There are pictures on the walls.

But the cute animal in my pocket is the best thing of all.

2.（通过此活动，可以形象直观地学习新单词。在黑板上画一张生活小区示意图，介绍小区设施名称。）

T: Now look at the picture. Can you say it?

Example：

小区示意图

（学生两人一组进行对话。）

A: Is there a bank in the area?

B: Yes， there is.

A: Is there a zoo?

B: No， there isn't.

A: Where is the museum?

B: It's next to the bookstore.

...

（板书划线部分，英汉对照，并解释其功能。）

（过渡到下一步。）

Step 2 Presentation 第二步 呈现（时间：5分钟）

（设置并板书听力任务，让学生带着任务听录音。）

Who's Mike?

Is there a store around here?

Is there a bank here?

T: Listen to the tape， answer the questions.

new neighbor—look for—in front of—bank

（将关键词写在黑板上，呈现出1a。）

Step 3 Consolidation 第三步 巩固（时间：5分钟）

1.（老师放录音1a，学生听，注意语音语调。）

T: Listen to the tape， pay attention to the stress and intonation.

2.（学生跟录音机读。）

T: Read after the tape.

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3.（人机对话，即学生和录音机对话。）

T: You are Mary， listen to Mike and make a dialog with him.

4.（看第二步呈现在黑板上的关键词 ，学生两人一组表演对话，不能看书，只能看关键词。）

T: Work in pairs. Close your book， look at the blackboard and act the dialog out.

Step 4 Practice 第四步 练习（时间：15分钟）

1.（1）（让学生完成1b，看图，并把小区设施名称与其功能配对。）

T: Now look at the pictures. Match Column A with Column B.

（2）（在黑板上呈现第一步中未呈现的新单词、词组：park， mail， thing， show， bookstore， station，

post office， parking lot。）

（3）（仿照1b拓展其他小区设施及其功能。）

restaurant eat meals

hotel sleep

hairdresser's get a haircut

shoeshop buy shoes

clothing store buy clothes

2.（1）（让学生完成1c。）

T: Listen and check the places you have in your area.

（2）（听完录音后，要求学生用"there be"复述。）

T: Retell the listening text with "there be".

（3）（要求学生说出自己生活的小区的情况。）

T: Say the names of facilities in your area.

3.（让学生听、说，完成2a。）

（1）T：Mary is Mike's neighbor. She is helpful. How do you get on with your neighbor? Is there anything

wrong with your things?

OK! Listen to the tape. What's the matter with the man?

（学生听录音一遍，回答问题。）

S: There is something wrong with his kitchen fan.

It doesn't work.

（2）（老师讲解重点知识。）

① Hello， this is Linda speaking.

在英语中，打电话时说："我是……"应说"（speaking）."

② The kitchen fan doesn't work.

work是指机器等运转。

③ I'll get someone to check it right now.

get do让某人做某事。

right now=at once立刻，马上

（3）（老师提供关键词，学生两人一组表演对话。板书。）

live—matter—fan—check

T: Practice the conversation with your partner.

（4）T: Discuss with your classmates. If sth. is broken or doesn't work, who can help you?

Step 5 Project 第五步 综合探究活动（时间：10分钟）

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1.（老师要求学生把呈现在第一步中的生活小区示意图，在规定的一分钟时间内，快速用口头表达出来，谁说得多，并且准确，谁获胜，其他同学能指出错误，给予加分，一句一分。）

T: Look at the picture， describe it in one minute. Who has the most sentences is the winner.

...

T: Well done! ...is the winner.

2.（1）（向全班同学做项调查，家里的生活用品坏了，怎么解决，然后汇报。）

Name Things are wrong

Ways

get help from Community Service Center

do it by myself

throw away

ask uncle／for help

...

T: Make a survery. Then report to the class.

（2）（假如家里电冰箱坏了， 想向Community Service Center求得帮助， 两人一组表演对话，模仿2a。）

Section C

The main activities are 1 and 3a.本课重点活动是1和3a。

Ⅰ. Teaching aims and demands

教学目标

1. Learn some useful words and expressions：

a lot of, area,close to,far， stop, knock at/on, loud, really, at the end of

2.（1）Review the position and talk about the neighbors：

Many shops and restaurants are close to the buildings.

There is a supermarket near Xinhua Bookstore.

（2）Learn how to use adverbs properly：

I hear you playing the piano beautifully.

I'm really sorry.

I will try to play quietly.

Ⅱ. Teaching aids教具

单词卡片／录音机／地图

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习（时间：15分钟）

1.（播放5的录音，让全班同学齐唱，活跃课堂气氛。）

T: Please sing the song "Home on the Range" after the tape together.

2.（1）（单词竞赛，以必答和抢答形式呈现，必答是两排学生，每人两个单词，单词是Section A、B的黑体部分；抢答的单词是本课出现的单词或词组，谁知道谁先站起来，老师呈现的是汉语，学生说英语。1个单词1分，最后把学生不知道的单词全班跟读。通过竞赛，学生积极参与，主动学习，气氛融洽。）

T: Now， let's have words competition. First required answer. Each student two words. I'll give you

Chinese meaning. You say them in English. Are you clear? Row 3， you please!

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(板书。)

neighbor， countryside， common, month, furniture， quiet, single, someone, should, mail, service,

street， museum， station， center， fan，hear, line, check

（2）（呈现抢答的单词或词组，要求学生抢答。）

T: Good. Go on our quick response. Who knows? You can stand up quickly and answer. Are you ready? Go!

(板书。)

area, close, far，stop, loud， really， beautifully， quietly， noisy，a lot of， close to

at the end of， knock at

（3）（把学生错的单词集中起来，让全班齐读。）

T: Well done! Let's read together.

3.（1）（要求四组每组两个学生表演P36 2c的内容，让学生们打分。）

T: OK. Next four pairs make the dialog. The topic is: "There is something wrong with your fridge. You

want to get help from the Community Service Centre." You can give them points by yourselves.

（2）（让同学们对他们进行评价，老师可利用他们的结论，导出新的目标语言。）

T: I'm really sorry to hear that. Li Feng must be loud next time. But the beautiful girl， Wang Xue acted

the dialog beautifully and she spoke quietly.

（板书呈现新的目标语言，对下一步3a的对话做铺垫。）

4.（安排刚才表演的几个学生先别坐在位置上，先站在教室的最后排，老师利用这种情景，自然而然地把1部分中的close to， far from， a lot of， doing呈现出来，为学生们学习1扫清部分障碍。）

T: Oh， look! There are a lot of students standing there. Where are they? They are close to the black door. They

are at the end of the classroom. They are far from here.

（板书划线部分，每词英汉对照，齐读，让学生们熟悉。）

Step 2 Presentation 第二步 呈现（时间：5分钟）

1.（设置并板书听力任务，呈现地图，让学生带着任务听录音，可以降低难度。）

1. What's your home like?

2. Is your home close to the shops?

3. How many good restaurants are there in the area?

4. Are there any bus stops near your home?

T:

5. What are your neighbors like?

6. Are there many people living there?

7. Are there many families with young children living there?

8. Where is my home? It's （A、B、C）.

2.（核对答案，答对加1分。）

T: Let's check the answers. If you are right， I'll give you one point. Row 5. Begin!

3.（找关键词，并呈现在黑板上，为下一步巩固环节做准备，找1个加1分。）

T: Now，please find out the key words， phrases or sentences.

Step 3 Consolidation 第三步 巩固（时间：10分钟）

1.（再听一遍录音，不看课文，只看黑板上的关键词，加深印象。）

T: Listen to the tape again. Don't look at your text， but you can look at the key points on the blackboard.

2.（利用关键词造句，每句加两分。）

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T: OK. It's time to make sentences. The first one "a lot of". Row 2. Begin!

3.（要求学生利用地图，短文问题和关键词来复述短文，自愿复述的加5分，进一步活跃气氛。）

T: Yeah. I think the most exciting time is coming. Who can retell the text? I can give him／her five points.

?

Step 4 Practice 第四步 练习（时间：5分钟）

1.（呈现3a的图，利用图通过师生互动导出knock at， doing。）

Example：

T: Look at the picture. Who is that man?

S: He is Dave.

T: What is he doing?

S: He is playing the piano.

T: Right. He is playing the piano when someone knocks at the door.

Do you know why someone came to knock at Dave's door?

S: I think he is afraid it's too loud.

T: What did Dave answer?

S: I'm really sorry. I will try to play quietly.

2.（听录音，要求学生分角色表演，并给予加分。）

T: Listen to the tape. Read after it and then act it out.

3.（给出话题，要求学生讨论，根据情况打分。）

T: You did a good job. Next I'll give you a topic， please discuss and report. The topic is "If you are in such a

situation， what will you do?"

Step 5 Project 第五步 综合探究活动（时间：10分钟）

1. Finish 4.

（带领学生看课文，快速找出答案，鼓励学生又快又准地完成习题。）

2.（A:调查。

a.你喜欢你的邻居吗？他／她们是怎样的？

b.她／他喜欢她／他的邻居吗？）

Neighbors

A

B

Quiet

Loud

Noisy

Polite

...

（B：根据调查表，说说你想做个怎么样的邻居，和同桌讨论一下，你是她的好'邻居'吗？）

3. Add more. Then talk about the buildings around your house with your partner.

In my hometown， our life is easy. If you want to eat out,you can go to a restaurant. A man from Hunan

runs it. The dishes there are cheap and delicious. If you want to post a letter or send a package, you can go to

the post office. It is across from the restaurant. The service there

4. Homework：

（1）（画一张自己居住的小区图，并加以英文说明。）

（2）（写一段关于你的邻居的文字。）

Section D

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The main activities are 1， 4 and 5. 本课重点活动是1，4a和5。

Ⅰ. Teaching aims and demands

教学目标

1. Learn some useful words and expressions：

move， city， cost， yard, enjoy， light

2. Learn the phonetics:

／Ｉ／／☺／／eＩ／／u／／ｕ／

3.（1）Review ""

（2）Review how to talk about the position and neighbors

Ⅱ. Teaching aids

教具

单词卡片／音标卡片／录音机／小黑板

Ⅲ. Five-finger Teaching Plan

五指教学方案

Step 1 Review 第一步 复习（时间：10分钟）

1. Words competition.

（1）A required answer.

T：Boys and girls. Let's have words competition as usual. First required answer. Each student two words. I'll

give you Chinese meaning. You say them in English. Are you ready?

Row1, please.

（2）A quick response.

T：Good! Let's go on our quick response. You know， stand up quickly and answer.

OK. Begin!

（3）Read the words.

T: Great! You are clever. Now let's read them together.

（通过对单词的抢答，必答和齐读的过程，融入竞赛活动，调动积极性，烘托课堂气氛。）

2.（先复习求租，出租广告，让每组的1个成员上来汇报他／她的广告，并根据他们

的广告各提一个问题，让学生们抢答。）

T：Yeah， you know I have a small house in town. But I don't like living there. Also I can say I don't enjoy

living there. I'm moving from the town to the I want to rent the house to others.

Now let's review how to write an ad.

…

T：Great! Next I'll ask 4 students to report their ads. And ask one question about

their ads. Who knows? You can answer quickly.

3.（展示上节课的家庭作业：画一张自己居住的小区图，并加以英文说明，每组派1

个成员，带着作品，贴在黑板上，并说明。根据图形和解说词来打分。）

T：Well done! Now please take out your homework. One student in each group can

explain according to the picture. Who can have a try?

4.（要求学生们把上节课的第二个作业：My neighbors 展示出来，推选出本组最好的作

品，4位学生进行擂台赛，学生们自己打分，给他们更多的空间培养思维能力。）

T: There are some nice pictures on the blackboard. I enjoy them very much. Thank you! Now I know what kind

of house you live in， but I want to know your neighbors. My neighbors are very polite， quiet and kind.

What about your neighbors? Let's go on our next step—Free talk. The topic is: My neighbors. Can you try?

Step 2 Presentation 第二步 呈现（时间：10分钟）

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1.（1）（呈现含/u/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: What's this?

S: It's "(cook)".

T: What's that?

S: It's "(book)".

（板书cook， book并划线"oo"，要求学生找规律。）

cook book

T: Look at the two words. What can you find out?

Good. "oo" makes a /u/.

Read after me!

（2）用同样的步骤教/u：/ /Ｉ/ /u/.

2.（1）（设置听力任务，呈现2a图片及题目，让学生带着任务听录音，可以降低难度。）

T: Look at these two pictures. What can you see in the picture?

S：...

T: Good. Never mind. Look at questions and pictures， listen to the tape and finish them. OK?

（2）（核对答案，答对加分。）

T: Now choose the correct answers according to the passage. If you are right， I'll give you one point.

（3）（找关键词，并呈现在黑板上，为下一步巩固环节做准备，找1个加1分）

T：Now， please find out the key words or phrases or sentences.

Step 3 Consolidation 第三步 巩固（时间：10分钟）

1.（听录音1，然后跟读。）

T: Listen to the tape and read after it.

2.（1）（听录音2a，不看课文，只看黑板上的关键词和图片，加深印象。）

T: Listen again. Don't look at your text， but you can look at the key points and

pictures on the blackboard.

（2）（利用关键词造句，每句两分。）

T: OK， please make sentences by using the key words or phrases on the blackboard. The first one enjoys

doing. Row 5. Begin!

（3）（要求学生利用地图、短文问题和关键词来复述短文，自愿复述的，加5分，进一步活跃气氛。）

T：Yeah. I think the most exciting time is coming. Who can have a try to retell

the text? I can give him／her five points. ?

Step 4 Practice 第四步 练习（时间：5分钟）

1.（1）（听录音完成4，再核对答案并给予打分。）

T: Listen to the tape， and do 4. Then check the answers.

（2）（再听一遍，谁能复述加5分。）

T: Listen again. Who can retell the text? Please try. You'll get 5 points. Come on! Boys and girls!

2.（在小黑板上呈现有关there be句型的练习，要求学生完成，然后归纳总结there be句型的用法，并根据实际打分。）

T：Now please look at the small blackboard. Let's do some exercises about "the

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re be". And then sum up.

Example：

（1）There _______（be） a computer in my study.

（2）There _______（be） a lamp，a mirror，a recorder and some books on it.

（3）There _______（be） a guitar beside it.

（4）There _______（be） some books on the bookcase.

（5）There _______（be） a lot of tall buildings.

（6）There _______（be） many shops，a hospital and a school close to the buildings.

（7）There _______（be） no houses on the right.

（8）There _______（be） something wrong with my kitchen fan.

（9）There _______（be） some bread on the plate.

（10）There ___（be） many old people and many families with young children _____（live） there.

Step 5 Project 第五步 综合探究活动（时间：10分钟）

1.（假设电视机有问题，求助于社区服务中心，编一个对话，每组两人上台表演，

根据实际打分。）

T：Suppose there is something wrong with your TV set. You want to get help from the Community Service Center，

please make a dialog about it with your partner. Are you ready? Begin!

2.（分组讨论，得出结论，再向全班汇报，最后展示作品，以组为单位进行竞赛，

题目是：Do you like to live in the cities or in the suburbs? Why?）

T: Then I'll divide the whole class into four groups. You can discuss together

and write a passage about the topic. Then report it to the class. Last show the

passage on the blackboard. Are you clear? Begin!

3.（最后齐唱 My House，把课堂气氛推向高潮。）

T: OK. Today you did a good job! Let's relax together. Let's chant-My House.

4. Homework:

（1）Review Topic2.

（2）Preview Topic3 Section A.

Topic 3

Section A

The main activity is 1a. 本课重点活动是1a.

Ⅰ. Teaching aims and demands

教学目标

1. Learn some useful words and expressions：

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university，bridge，hotel, middle，public，theater, south, along, turn, third, at the third street, left, across,

information, copy room

2. Learn preposition:

across from， and,near

3.（1）Ask the way：

Excuse me. Is there a library nearby?

Excuse me. How can I get to Peking University?

Excuse me. Which is the way to Haidian Theater?

（2）Give directions：

Go along Suzhou Street and turn right at the third street.

Go straight ahead and you will see Peking University on your left.

The theatre is across from the hospital.

On the left is the First Reading Room.

Ⅱ. Teaching aids

教具

挂图／地图／球／录音机

Ⅲ. Five-finger Teaching Plan

五指教学方案

Step 1 Review 第一步 复习（时间：15分钟）

1.（老师拿着一个球，把它放在不同位置上，通过师生互动，复习学过的介词短语。）

（1）S1：Is it on the table?

T: No， it isn't.

S2：Is it in the box?

T：No, it isn't.

S3：Is it under the table?

T：No， it isn't.

S4：Is it behind the door?

T：Yes， it is.

（老师给予肯定和表扬，同时变化位置关系，导出新的介词短语。）

T：Is it between S1 and S2?

S：Yes，it is.

T：Is it on the corner of the classroom?

S：Yes, it is.

T：Is it across from that English book?

S：Yes， it is.

T：Is it next to the box?

S：Yes， it is.

T：Is it on your right?

S：No， it isn't.

T：Is it on your left?

S：Yes, it is.

across from and on the right／left

next to on the corner of

（呈现新的介词短语，为下一步交际提供词汇。）

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（下面两人一组练习和巩固介词短语，一人做把东西放在不同位置的动作，另一个人猜，然后交换角色。）

（2）①（给每组学生一分钟时间，一个接一个复习已学过的地点名词。）

②(对着1a的地图，呈现新的地点名词及问路的应答。板书。)

the train station

the theater

the public phones

Middle School

Peking University

South Street

Haidian Bridge

Ren'ai Education Institute

A: T: Where is Ren'ai Education Institintion?

S: It's next to Bayi Middle School.

B: 呈现多幅简单的地图，让学生们掌握以下几个短语。

a. Example: （图略）

（通过短语的熟悉和操练，克服下一步听力所造成的障碍，为学生更好掌握1a做了铺垫。）

b.(学生可以重复老师的指令更熟悉指明方向的句型。)

Example: You want to go to Peking University. You can say "go along Suzhou street

and turn right at the third street."

"Go straight ahead and you will see Peking University on your left."

C: T: Excuse me， which is the way to Haidian Theater?

S: Sorry， I don't know. I'm new here.

T: Thank you all the same!

（利用地图和A、B、C三种问路形式进行操练，自然地过渡到下一步。）

Step 2 Presentation 第二步 呈现（时间: 8分钟）

（设置并板书听力任务，让学生带着任务听录音。）

T: Is there a library nearby?

How can I get to Peking University?

Which is the way to Haidian Theater?

（听录音，回答问题。）

go along—turn right—at the third street—go straight

ahead will see—on the left—new—all the same

（将关键词写在黑板上，呈现1a，为下一步学生不看课本自由对话打下基础。）

Step 3 Consolidation 第三步 巩固（时间: 5分钟）

1.（老师放录音1a，让学生跟读，用铅笔标重读与语调。）

T: Follow the tape and draw "up or down" with your pencil like this.

2.（老师让学生擦去所标重读与语调，先自读，然后跟着录音一起读。）

T: Rub them clean and now read and check your pronunciation sentence by !

3.（人机对话，即学生和录音机对话。）

T: You are A/B. Listen to the tape and make a dialog with B/A.

4.（看第二步，呈现黑板上的关键词: 学生两人一组表演1a，不能看书读，只看黑板上关键词对话。）

T: Work in pairs. Close your book， look at the blackboard and act the dialog out.

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Step 4 Practice 第四步 练习（时间: 7分钟）

1.（呈现地图，利用地图回答问题。）

T: If you are standing at C. How do you get to Ren'ai Edueation Institution? Plea

se describe and draw your route.

S: ...

2.（让学生看黑板上的地点、介词短语，加深印象。）

T: Listen and fill in the blanks according to the map， then check with your partner.

（让学生听录音，填空，并与搭档核对答案。）

3.（让学生听，做2。）

T: Listen and check the buildings on his way to school.

4.（呈现P423的图。）

T: Read and fill in the blanks， and then listen and check answers.

Step 5 Project 第五步 综合探究活动（时间: 10分钟）

1.（呈现本校的平面图，要求学生利用学过的介词短语和问路的句型，来熟悉校园

环境，热爱自己的校园。）

Example:（1）A: ?

B:

（2）A: Excuse me. Is ?

B: Yes，

A: How can I ?

B:

（3）A: Excuse me， which is the ?

B: Sorry， I don't know.

A: Thank you all the same!

2.（给出一个固定地点，需要到另一个地点，要求学生利用学过的问路句型分组讨论，进行对话操练。）

（创设真实情景，把学过的知识在实践中运用。）

Example: （1）（假设你是在北京八一中学，想去北京大学。）

A: How can I get to Peking University?

B: Go along ahead and turn left at the first street.

Go straight on and you will see Peking University on your right.

（2）A: Excuse me. Which is the way to Peking University?

B: Go along Suzhou Street and you get to Yiheyuan Road， you will see

Peking University on your left.

3.（设计一道听力题，让学生画出它的平面图，谁能在最短的时间里画出准确的路线

图，给予奖励。）

（提高听力能力和动手实践能力培养竞争意识。）

Example:

I know you are arriving next Sunday. Let me tell you the way to my house. Take a taxi from the airport.

You pass a bank on your right and then go down Long Street. You go through Sixth Avenue， Seventh Avenue，

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and Eighth Avenue. When you see a big supermarket， turn left. Then go down Bridge Street and turn left at

New Park. Go down Center Street and my house is on your right.

4. Homework: （1）Do 1b of Section A.

（2）Preview the new words of Section B.

Section B

The main activities are 1a1a和2。

Ⅰ. Teaching aims and demands

教学目标

1. Learn the words and expressions about the signs of transportation:

Turn left， Turn right， Crosswalk， Parking， Danger， Go straight， No parking， No U-turn， No left

turn， No right turn

2. Learn other words:

until, miss, kilometer, change, danger, ticket, speed

3.（1）Learn how to ask the way:

Excuse me. Could you tell me the way to Dinghao Building?

Excuse me. Where is Beitai Road?

（2）Learn how to give directions:

Go along this road till you get to Beisihuan Road. Turn left and walk straight ahead.

It's about 15 kilometers away from here.

First， you need to take the NO.718 bus here， then you should change to the NO. 108

bus at Anzhen Bridge.

It will take you there.

You can't miss it.

Ⅱ. Teaching aids

教具

录音机／地图／挂图／自制卡片

Ⅲ. Five- finger Teaching Plan

五指教学方案

Step 1 Review 第一步 复习（时间: 10分钟）

1. Chant。

（师生共同chant，激发兴趣，活跃气氛。）

Stop， look， and listen，

Before you cross the street.

Use your eyes， use your ears，

Before you use your feet.

2. Competition。

（以小组竞赛形式来复习已学过的句型，呈现地图P411。）

T: Look at the map. You are standing at B, please tell me how to get to the subway station. Each group asks and

answers. Let's go.

（竞赛活动激励学生，体验合作学习。）

T: OK. Stop. Who knows other drills about directions?

（自然导出新的问路句型。）

（1）Excuse me. Could you tell me the ?

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（2）Excuse me. ?

3.（1）（师生在校园里碰见，学生问老师图书馆在哪儿，老师给予回答，导出新的指引方向句型。）

S1: I'm looking for our library. Where is it?

T: Go along this road and turn left. You can't miss it.

（2）（校园的另一角，学生二问老师宿舍在哪儿，给予回答，导出新的句型。）

S2: Could you tell me the way to the dormitory?

T: Go along this road and you'll see it on your right.

It's about 500 meters away from here. You can't miss it.

（让同学们熟悉新的句型及回答形式，并呈现在黑板上，为第二步的听力及操练打下基础。）

4.（呈现本地方位图，老师可根据实际发挥。）

Example: 福州火车站 51路 台江 30路 青口东南汽车城

30km

T: You are standing at Fuzhou Train station now. You want to go to Qinkou. You can say:

It's about 30 kilometers away from here.

You nead to .

You can change to the NO.30 bus at Taijiang.

That bus will take you there.

5.（呈现交通标志图，让同学们初次认识这些标志，为下一步做铺垫）

Step 2 Presentation 第二步 呈现（时间: 5分钟）

（设置听力任务，让学生带着任务听录音，可以降低难度。）

T: Could you tell me the way to Dinghao Building?

Where is Beitai Road?

（听录音，回答问题。根据板书上的关键词来复述听力内容。）

Step 3 Consolidation 第三步 巩固（时间: 5分钟）

1.（老师放录音1a，示范让学生跟读，用铅笔标重读与语调。）

T: Follow the tape and draw "up or down" with your pencil like this.

2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音

语调，这样做可以使学生集中注意力，效率更高。）

T: Rub them clean and now read and check your pronunciation sentence by !

3.（人机对话，即学生和录音机对话。这样能提高学生兴趣。）

4.（看第二步，呈现黑板上的关键词: 学生两人一问一答，只看黑板上关键词对话。）

T: Work in pairs. Close your book， look at the blackboard and act the dialog out.

5.（利用关键词进行造句。）

Example:

till， miss， take， change

take: The bus will take you there.

...

Step 4 Practice 第四步 练习（时间: 10分钟）

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1.（1）（呈现1b的图，完成1b。）

T: Listen， read and complete 1b. Do it by yourself.

And then check the answers together.

（2）（老师要求学生表演1b。）

T: Let's act it out ...

2.（1）（呈现2部分的交通标志图，了解其中的含义。）

T: Read these signs and match them with their meanings.

（2）（要求学生讨论。）

When you meet these signs， what will you do?

Example:

When we meet "Parking"， we will park the cars here.

3.（呈现3的图，学会各种驾驶罚单的意思。）

T: Look at the pictures. What ticket is in each picture?

S: A ticket for speeding， a ticket for drinking， a ticket for parking in the wrong

place and a ticket for making a wrong turn.（帮助学生回答。）

T: Now， please look， learn and match. Then let's check the answers.

Step 5 Project 第五步 综合探究活动（时间: 15分钟）

1.（活动名称: 画路线图。

活动形式: 小组活动→集体展示。

活动步骤:

（1）小组每人一张白纸，教师提供一段指引路线的文字。

（2）小组一人读文字，其他人画路线图。

（3）小组成员之间交换路线图，推选出最标准的一幅图。

（4）教师搜集各组图画，总结情况。）

(材料:) ①Find Wangxue's house. Go along Buxing Street and take the first street on the right. It's on the left，

opposite to the museum.

②Find Wei Ming's house. Go along Lanhou Street to the traffic lights and turn right. Go along the road and

take the second street on the left. Wei Ming's house is on the left， next to the church.

③Find Chen Hui's house. Go along Chang'an Street and take the first street on the right, and go a bit further.

Then take the first street on the left. Chen Hui's house is next to the library.

④Find Ke Lin's house. Go down Chang'an Street to the end. Turn left. When you see the hotel， turn left again.

It's the house behind the hotel.

（图略）

A. Wang Xue's house B. Wei Ming's house

C. Chen Hui's house D. Ke Lin's house

T: Now class. Here are four passages. They tell us the way to some diferent houses. I'll give each group one

passage， and a piece of paper. One of the group members reads the passage， the others try to draw the

map.

2.（1）（呈现2的交通标志图，让同学们继续学习课文2其它的标志图。）

Example:

No right turn

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No left turn

No U-turn

Crosswalk

Parking

Danger

（2）（补充课外的交通标志图，可以让学生们先个别呈现，然后再归纳。）

Example:

Road up， Detour 前面施工，车辆绕行

Keep away 请勿靠近

Keep right 请靠右行

No honking 禁止鸣号

One way traffic 单行道

Danger Ahead 前面危险

Drive slowly 车辆慢行

Slow down， look around and cross 一慢，二看，三通过

（3）（要求学生按照老师的指令完成各种交通标志的意思。）

T: Please tell me their meanings. OK? Quickly!

3.（制作班级或校园的罚单。）

Example:

a ticket for being late for class

a ticket for talking in class

a

（发散学生的思维，对3教材部分进行扩展和迁移，让学生们充分利用教材。）

Section C

The main activity is 1a.本课重点活动是1a。

Ⅰ. Teaching aims and demands

教学目标

1. Learn the words about transport facilities:

crosswalk， bench， sidewalk， footbridge， underpass

2. Learn other useful words:

thousand, hurt, die, accident, safe, rule, before, cross, when, clear, blind, last,everybody, careful, side, country,

mean

3. Learn about the imperative sentence:

Look left， look right and then look left again.

Don't park in the wrong place.

4. Learn safety rules and warnings of traffic:

Don't turn right.

Don't play in the street.

We must stop and look both ways before we cross the road.

When the traffic lights are red， you must stop.

Ⅱ. Teaching aids

教具

卡片／图片

Ⅲ. Five-finger Teaching Plan

五指教学法

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Step 1 Review 第一步 复习（时间: 15分钟）

1.（每组派一位学生到黑板上来，给定两分钟，要求写出学过的问路句型，选出获胜者。）

T: I'll ask one of each group to write down the sentence patterns about directions. Two minutes! Are you ready?

Go!

Example:

Excuse me. ?

Excuse me. Which is the ?

Excuse me. How can I ?

Excuse me. Could you tell me the ?

Excuse me. Which bus ?

2.（以教室为地图，横排为Street 1，Street 2，竖排为Road 1， Road 2， 给出具体路线说明，要求每组的1个成员根据指令完成任务。）

T: Now， suppose classroom is a map. Row is street， line is road. Row 1 is Street 1， Line 1 is Road 1. I'll

give you some examples， please finish the task.

Example:

Group 1: Go along Road 1 till you get to Street 2， turn left and walk straight ahead. It's on your right.

Group 2: First， turn right and go to Road 3. Then walk on and turn left. Go down till you come to Street 2. It's

on your left.

3.（老师拿着自制卡片，复习交通标志图，呈现自制卡片，导出新的目标语言。）

T: What's this?

S: It's traffic sign.

T: What does it mean?

S: It means that we can't park here.

T: If we do that， what will you get?

S: We will get a ticket for parking in the wrong place.

T: So we must obey the traffic rules.

（通过老师的引导，让学生熟悉新的语言目标，为下一步操练做准备，所以可以再举个例子巩固。）

4. T: OK!Boys and girls. You did well! But please be quiet!

Be quiet! Don't talk! Listen to me carefully!

（呈现Be quiet! Don't talk! 并板书，引出祈使句，让学生们每人说一句祈使句。）

Be quiet! Don't talk！

Example:

Don't look at the blackboard.

Don't eat that apple.

Run with me!

Open the door.

（让学生接触到祈使句的表达方式，为下个环节做铺垫。）

5.（呈现自制的七幅图片，利用图片，通过师生互动和配合，导出每幅图的新的目标语言。以下是图片的内容展示。）

图一: （略）； 图二: （略）； 图三: （略）； 图四: （略）； 图五: （略）；

图六: （略）； 图七: （略）。

（老师拿着图一，引导学生学习新的目标语言。）

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Example:

T: What's this?

S: It's a car.

T: What's that?

S: It's a street light.

T: What happened in this picture?

S: A car hit a street light.

T: We know it's a road accident. The man in the car get hurt.

（呈现图二，图三。）

T: What's wrong with that man in picture 2?

S: Die.

T: I think every year thousands of people get hurt or die in road accidents. But how can we make the roads

safe?

（让学生发挥想像，自由讨论，然后逐一呈现图四、图五、图六、图七，引出新的目标语言。）

T: OK. Look at the pictures together. What should we do to make the roads safe?

Example:

Traffic keeps on the right of the road.

We must stop and look both ways before we cross the road.

It's good to help children，old people or blind people to cross the road.

We must never play in the street.

（通过以上七幅图的呈现及在每幅图下给出关键词或词组，让学生更直观、更形象地理解情景并掌握且标语言，为下一步的课文阅读埋下伏笔。板书以上句型的划线部分。）

Step 2 Presentation 第二步 呈现（时间: 5分钟）

（设置阅读任务，让学生带着任务阅读。）

T: Mark True（T）or False（F）for these statements in 1b.

And then check the answers together.

（答案核对结束后，要求学生找出这段文章的不理解之处。）

T: Well done! Boys and girls. Do you have any questions?

If you have， please tell me. Let's solve them together.

Example:

be careful， on the right side of， mean

（学生在阅读后找出其中还未解决的难点后，教师把这些难点、重点呈现在黑板上，为进行下一个环节做准备。）

Step 3 Consolidation 第三步 巩固（时间: 10分钟）

1.（让学生再次阅读文章，注意黑板图片下呈现的关键词。）

T: Read the text again and pay attention to the key words.

2.（利用关键词各造一句。）

T: Good! You did a good job! Now please make sentences using the key words on the blackboard.

3.（根据黑板上的图片和关键词来复述课文。）

T: Now. I think you can retell the text using the pictures and key words on the

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blackboard. Is it right? OK. Who can have a try?

Step 4 Practice 第四步 练习（时间: 5分钟）

1.（呈现2的图片，引出交通设施的名称，让同学们继续拓展其他设施的名称，丰富

词汇量。）

T: Look at the pictures. What do they mean?

（导出）: street light， bench， sidewalk， footbridge， public phone， traffic lights，

underpass， crosswalk

T: Anything else?

S:

2.（呈现交通标志图，要求学生写出该图表示的交通规则。）

T: Whole class， please look at these traffic signs and then write down some traffic rules.

You can do it like this:

Don't park in the wrong place.

Are you clear? Let's begin!

Step 5 Project 第五步 综合探究活动（时间: 10分钟）

1.（做一份调查，全班分为四组，讨论如何减少交通事故。）

T: Now， please make a survey， divide the whole class into 4 groups. The topic is "How can we make the

roads safe?" Then fill in the blanks， last make a report

.Group 1

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

Group 2

Group 3

Group 4

2. Chant.

T: Sing this song "Traffic Lights" together.

"Stop"， says the red light. "Go"， says the green light.

"Wait"， says the yellow light winking in between.

3. Homework:

（1）（收集各种交通事故的统计数字，思考一个问题: 为什么会有这种现象?如何避免?）

（2）（画一张从自己家到学校的路线图，并附上文字说明。）

Section D

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The main activities are 1，2 and 5.本课重点活动是1， 2和5。

Ⅰ. Teaching aims and demands教学目标

1. Learn the phonetics:

// // /ａ/ //

2.（1）Review the preposition:

at， around，on, along, near， across， across from， and

（2）Review the imperative sentence:

Look left， look right and then look left again.

Don't play in the street.

3. Review how to ask the ways and give the directions:

Excuse me. How can I get to the supermarket?

Excuse me. Could you tell me the ?

Excuse me. ?

Excuse me. Which is the ?

Excuse me. Which bus ?

Go straight ahead and turn right at the second street.

Go along this

It's a bout 15 kilometres away from here. First you need

Ⅱ. Teaching aids教具

单词卡片／音标卡片／地图／录音机

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习（时间: 20分钟）

1. Words competition.

（把本单元单词按功能归类，制成单词卡片，按排每人两个单词进行必答；呈现16个单词如: university，

bridge， 然后呈现难的，进行全班抢答，呈现8个词组如: No parking， ）

T: Now， Let's have words competition. Each student has two words. I'll give you Chinese meaning， please

say them in English. one word you'll get one point. OK? Ready! Go!

...

T: Well done! This time let's have a quick answer. If you know， you can stand up and answer quickly. Yeah，

begin!

（通过单词的必答和抢答，进一步巩固本单元的词汇，融入竞争意识，激励政策，调动学习气氛。）

2.（要求每组一个成员到黑板前来，老师给出1分钟，让他们写出学过的介词或介词短语，老师讲评，1个单词加1分。）

T: Now. Let's go on another competition. I'll ask one student in each group to come here， write down the

words about preposition you have learnt. You each have only 1 minute. Are you ready? Go!

3.（要求每组1个成员到讲台上来，说出你是怎样到学校来的，一句两分，台下的同学能找出一句错句，并订正，给予两分奖励。）

T: Great! Just now you did a good job. Now four students will tell us how they come to our school， the others

find their mistakes and correct them. One sentence two points! OK. Be quiet! Who's the volunteer?

...

Step 2 Presentation 第二步 呈现（时间: 5分钟）

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1.（听2录音，填词，核对答案。）

T: Now listen to the tape and fill in the blanks. And then check the answers.

T: Have you finished? The first Group 1. The second Group 2.

（把答案分散到4组同学来回答，答对加分。）

2.（再听一遍，要求4个学生到黑板上来画地图，按等级加分。）

T: Listen again! This time I'll ask 4 students to draw the route. Who can have a try?

3.（针对黑板上的4幅图，要求自己组的成员上来复述课文内容。复述内容一句一分，给予评价。）

T: Good! You draw well. Who can describe it using this route? One sentence one point.

4. （1）（呈现 morning， horse， for， corner， 要求学生找规则，得出这里的or， 发／／音，然后让学生头脑风暴，说一个单词，加1分。）

T: Look at these words. What will you find out?... Right. or makes the sound ／／. What other words also

make ／／? One word one point. Begin!

（2）（先呈现／／的音，要求学生说出发／／的音的单词，然后找出哪些字母组合发／／。）

Example:

er—

／／

ir—

...

（3）（用同样方法复习及导出／ɑ／。）

arm

/ɑ/ yard

car

（4）（用同样的方法复习及导出/  /的音标。）

Example:

ar—dollar

／／ or—color

er—after

（5）（齐读黑板上呈现的音标和单词。）

Step 3 Consolidation 第三步 巩固（时间: 5分钟）

1.（听2录音，完成习题，然后要求每组中的2个学生表演，根据语音语调来加分。）

T: Boys and girls, listen to the tape again. Then I'll ask two students in each group to act it out.

2.（1）（听1录音，要求学生写单词，每人写三个单词。1个1分。）

T: Now Listen to the tape of 1. I'll ask one student in each gronp to write them down on the blackboard.

（2）（要求学生总结/  / /  / /ａ / /  /。）

T: Look at these words together. First read them together. Then find out their similarities.

Step 4 Practice 第四步 练习（时间: 10分钟）

1.（利用学过的介词或介词短语造句，每句1分。）

T: Now let's make sentences with the prepositions.

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Example:

across from

Across from the hospital is the hotel. Are you clear?

...

2.（每组在2分钟内说出学过的祈使句，一分2分。）

T: Next. I'll give you 2 minutes. In 2 minutes please say the imperative sentences as many as you can. One

sentence two points.

Step 5 Project 第五步 综合探究活动（时间: 10分钟）

1.（看地图，把以下的6个地方放在A、B、C、D、E、F的任何一个地方，然后按照要求给出走过的路线。）

T: Look at the map. Put the following six places on any point of A、B、C、D、E、F as you like.

（左图略）

post office supermarket

bookstore hospital

bank school

Ask the following ways:

A to D

B to E

C to F

... to ...

（每组给一个任务，要求他们讨论，再写下来，然后向全班汇报，最后展示他们的作品。按照他们的表现给分数: 10分、8分、5分、3分...。）

2.（要求4个学生画一张自己熟悉的地图，即从家到学校的路线图,然后在黑板上用英语描述出来自己的路线，全班集体订正，打分。）

T: Draw a small map about the route you know well. Then write a passage about how to get to your school

from your house on the blackboard. You can write like this:

This is my house. When I go to my school.

（整节课以竞赛形式贯穿全节课，每个环节紧紧相扣，内容由浅到深，层层递进。）

3.（弹性课堂: 给每组同学一张北京交通图，你现在是在海淀桥，如何到达长城？4人一组共同讨论，制订路线图，并附上说明然后选出代表在讲台上作报告。）

T: Suppose you are at Haidian Bridge now， you’ll go to the Great Wall. Here's a map of Beijing. Please

discuss in group of four, then write a passage， last report to the whole class.

rk:

（1）Do review of units 5 and 6.

（2）Preview the next unit.

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