七年級英語預(yù)備課程教案.doc

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_Lesson 1 Nice to meet you!教學(xué)目標(biāo)i掌握問候、介紹和告別的英語表達(dá)方式。2學(xué)會運(yùn)用人稱代詞提問和回答。3學(xué)會用適當(dāng)?shù)男稳菰~描述他人。4學(xué)會寫簡單描述同學(xué)的小短文。教學(xué)內(nèi)容詞匯：classmate schoolnewfriendcousinphotoshortthintallstrongclassbigsmallcleverkind詞組：a nice schoolhave some photoshave a lookshort and thintall and strongin our classLilys dog 句型:Hi/Hello, Fm Millie.Good morning./Good afternoon.Goodbye./Bye.This is my classmate Jill./This is my cousin Andy.Nice to meet you (too).Are you Lily? Yes, I am./No, Im not.How are you (today)? Im fine, thank you.Whats your name? Im Millie.教學(xué)準(zhǔn)備i相關(guān)圖片。 2學(xué)生的照片。3配套磁帶或光盤。教學(xué)步驟A Meeting new friendsStep I導(dǎo)入1 教師先打招呼并自我介紹：Hi, boys and girls, rm your new English teacher. Nice to meet you.詢問學(xué)生該怎樣回答，并把Nice to meet you.和Nice to meet you too.這兩句寫在黑板上。2告訴學(xué)生以后見到你可以用“Hi, Miss/Mr 來跟你打招呼。教師說：From now on, you can greet me with Hi, Miss/Mr .”并把該句寫在黑板上。Step II呈現(xiàn)教師說：Now youre in this new school. What do you think of it?鼓勵學(xué)生回答： Its a nice school.教師說：This is a new class. Can you tell me your names?教師揮手跟任意一位學(xué)生 打招呼并自我介紹：Hi, Im Miss/Mr.鼓勵學(xué)生用“Hi, Im”回應(yīng)。3安排同桌的學(xué)生用“Hi, 互相介紹。教師說：Now introduce yourself to your partner, please. Dont forget to use Hi”.4 告訴學(xué)生：Today were going to meet four new friends. Listen to the tape.教師播 放錄音，聽完后問學(xué)生：Can you tell me their names?讓學(xué)生集體回答。5讓學(xué)生看A1部分的圖片，然后提問：Picture 1: Who are they? (They are Millie and Jill.)Picture 2: What are they talking about? (They are talking about their school). Picture 3: Who is introducing Jill? (Millie is introducing Jill.)Picture 4: Who is Andy? (He is Millies cousin.)6播放錄音，要求學(xué)生集體跟讀對話，教師說：Now read the conversation after the tape.播放錄音時可一句一停，以便學(xué)生跟讀。 7請學(xué)生看圖復(fù)述對話內(nèi)容。8把學(xué)生分成三人一組進(jìn)行分角色朗讀，并給學(xué)生幾分鐘時間準(zhǔn)備，之后請兩到三 個小組上臺表演。讓他們用自己的真實姓名表演，達(dá)到活學(xué)活用的效果：Would you please come to the front and act out the conversation for us? You may use your own names to greet each other.Step III 練習(xí)1把學(xué)生分成三人一組，一人介紹另外兩人彼此認(rèn)識。Sample conversationSI: This is my new friend .S2: Hi, . Nice to meet you.S3: Hi, . Nice to meet you too.2全班同學(xué)互相認(rèn)識后，以小組為單位從前到后依次快速打招呼。使用句型“Hi, ”和“Are you?”并用yes/no回答。Step IV呈現(xiàn)1呈現(xiàn)A1部分的學(xué)生圖片，教師問：Whos the girl/boy?鼓勵學(xué)生用人稱代詞he、 she、they回答問題。2完成A2部分的練習(xí)。3教師介紹人稱代詞以及be動詞的完整和縮寫形式，向?qū)W生解釋：Im = I am、 Youre = You are等，前者是后者的縮寫形式。要求每位學(xué)生用I、you、we、he、she、they、it來介紹同學(xué)和教室里的物品， 內(nèi)容不重復(fù)。Step V鞏固1背誦對話。 2完成書后配套練習(xí)的相關(guān)部分。B Photos of friendsStep I導(dǎo)入1教師在黑板上畫一只鐘，顯示上午的某一個時間，問學(xué)生此時應(yīng)該怎樣用中文 跟教師或同學(xué)打招呼：At this time of the day, how do you greet your teachers or classmates in Chinese?當(dāng)學(xué)生回答“早上好”時，教師說出“Good morning!” 并把該句寫在黑板上。2假設(shè)當(dāng)時是上午九點，讓學(xué)生用“Good morning!”與同桌互致問候：Its nine oclock in the morning now. How do you greet your partner?Step II呈現(xiàn)1教師和一位學(xué)生進(jìn)行示范問候：Good morning!告訴學(xué)生可簡略回答：Morning!2 告訴學(xué)生如何問候認(rèn)識的人：Now I know you all and you all know me. How do we greet each other when we meet again? I would say How are you?然后要求學(xué) 生跟讀：Now repeat it after me: How are you?重復(fù)多次，確保每位學(xué)生都能正確模仿。3當(dāng)學(xué)生最后一次跟讀“How are you?”時，教師回答：Im fine, thank you.并在 黑板上畫一張笑臉。教師再將“Im fine, thank you.”重復(fù)多遍讓學(xué)生跟讀，并 把“How are you?”和“Im fine, thank you.”都寫在黑板上。然后問能力較弱 的學(xué)生：How are you?啟發(fā)他們回答：Im fine, thank you.還可啟發(fā)能力較強(qiáng)的 學(xué)生進(jìn)一步詢問“And you?”教師回答：Im fine too.4同一列學(xué)生前后依次問答，練習(xí)這段對話。呈現(xiàn)B1部分的學(xué)生圖片，問：Who are they?討論每張圖片中的學(xué)生：Who is he/she? Is she short? Is he strong?讓學(xué)生用yes/no回答。6學(xué)生分角色朗讀對話。 7鼓勵學(xué)生指著課本上的圖片表演對話。 8展示幾張班上學(xué)生的照片，要求學(xué)生模仿B1部分用真實信息改編對話。Step III 練習(xí)1完成B2部分的表格。 2完成表格填寫后，教師每說一個人稱代詞，學(xué)生齊聲說出相應(yīng)的be動詞形式。教 師也可依次請一位學(xué)生來回答，最后幫助學(xué)生總結(jié)規(guī)律。Step IV呈現(xiàn)教師說：Now I want to know if I can remember all your names.走到學(xué)生面前問： Are you right?引導(dǎo)學(xué)生回答：Yes, I am./No, Im not.也可問學(xué)生同學(xué)的姓 名：Is he/she right?引導(dǎo)學(xué)生回答：Yes, he/she is./No, he/she isnt.2讓學(xué)生兩人一組用這種一般疑問句進(jìn)行對話。3引導(dǎo)學(xué)生操練B3部分的對話，用一般疑問句向?qū)W生提問：Are you .? Is she tall? Are they classmates?讓學(xué)生用yes/no回答，并在其后用肯定或否定形式完整 表述。4提醒學(xué)生注意否定的縮寫形式。5教師播放B3部分的錄音，要求學(xué)生集體跟讀對話。教師說：Now read the conversations after the tape.播放錄音時可一句一停，以便學(xué)生跟讀。6學(xué)生兩人一組用同學(xué)的真實身份模仿B3部分的句型進(jìn)行對話。Sample conversationSI: Is she thin?S2: No, she isnt. She isnt thin.SI: Is she .?S2: Yes, she is. Shes .Step V鞏固1背誦對話。2完成書后配套練習(xí)的相關(guān)部分。C Greeting each otherStep I導(dǎo)入1教師在黑板上畫一只鐘，鐘面顯示兩點整。教師說：Its two oclock in the afternoon. Can I say “Good morning to you?啟發(fā)他們回答：No.進(jìn)一步引入 “Good afternoon!”并將該句寫在黑板上。2教師假裝要離開，邊走向門口邊對學(xué)生揮手說“Goodbye!”，鼓勵學(xué)生用 “Goodbye!” 回應(yīng)：Im leaving. I say goodbye to you. What do you say to me?鼓勵 學(xué)生說出“Goodbye!”然后把“Goodbye!”寫在黑板上。告訴學(xué)生，在和熟悉的 人告別時還可以簡單地說“Bye”或“Bye-bye”。教師說：You can say Bye! or Bye-bye, for short.Step II呈現(xiàn)1走到一個學(xué)生面前說：Hello! Whats your name?啟發(fā)學(xué)生回答：Hello! Im .告訴學(xué)生，跟 “Hello” 相比，“Hi” 更口語化:Hi is more informal than Hello. We usually greet our friends with Hi”.3與多位學(xué)生練習(xí)這個對話，直到被提問的學(xué)生都能正確回答為止。4組織學(xué)生開展活動，讓他們用“Whats your name?”這一問句去主動認(rèn)識那 些還不熟悉的同學(xué)：Please go to those classmates that you dont know and ask them their names.5 告訴學(xué)生Millie正在跟別人打招呼：Millie is greeting other people. Now lets say who they are. When do they meet? What does Mrs Li say to Millie?6讓學(xué)生看Tip部分，并解釋Mr、Mrs、Miss、Ms加姓氏的用法：課前準(zhǔn)備一些不同年齡和性別的人的圖片。向?qū)W生展示三張圖片，分別是某 中國男子、某老年中國女子和某年輕中國女子。分別在三張圖片下用拼音 寫出他們的姓名，如：Li Ming, Wang Mei, Chen Yi。請幾位學(xué)生試著跟 這幾個人打招呼，從而引出Mr、Mrs和Miss: Please greet these people in the pictures. You can say Hello, Mr Li, Mrs Wang or Miss Chen”.再給學(xué)生一些不同國籍的人物的圖片和他們的全名，如：TomGreen、Lily Brown、Chen Yi,讓學(xué)生用Mr、Mrs和Miss稱呼他們:This mans name is Tom Green. You can greet him by saying “Hello, Mr Green.介紹Ms的用法：Wealso use “Ms before a family name. It can be used when you dont want to state whether shes married or not.教師也可以用中文補(bǔ)充 說明。7讓學(xué)生朗讀對話，并讓他們看圖復(fù)述對話內(nèi)容。8學(xué)生兩人一組分角色準(zhǔn)備表演，鼓勵學(xué)生用真實姓名改編對話。邀請幾組學(xué)生上 臺表演。Step III 練習(xí)依次讓學(xué)生回應(yīng)你的問候或道別，如：Hi、Good morning、Goodbye。只給每個 學(xué)生幾秒鐘的時間考慮，如果學(xué)生在幾秒鐘內(nèi)無法正確應(yīng)答，立即跳過該學(xué)生，要 求下一個學(xué)生回答。對回答得又快又準(zhǔn)、發(fā)音正確的學(xué)生應(yīng)表示贊揚(yáng)：Good./Well done.Step IV鞏固i背誦對話。2用所學(xué)句型和同學(xué)問候及告別。3完成書后配套練習(xí)的相關(guān)部分。D My classmates Step I復(fù)習(xí)1讓學(xué)生用學(xué)過的各種句型互致問候：Hi./Good morning./Goodbye./How are you?/ Im fine, thank you. And you?/rm fine too.等。2請幾對學(xué)生上臺表演有關(guān)問候的小對話?？蓡l(fā)學(xué)生添加內(nèi)容，多運(yùn)用本課所學(xué) 的詞匯、詞組和句型：Id like to invite some pairs to the front. Each pair will act out a short conversation. Remember to use all you have learnt from this lesson.Step II呈現(xiàn)1讓學(xué)生對照表格內(nèi)容口頭描述Lucy、Sally、Alan和Carl。教師可以用一般疑問句 適當(dāng)引導(dǎo)：Is Lucy clever? Are they kind?2完成表格下方的短文填空。3要求學(xué)生三人一組模仿短文描述自己的同學(xué)。教師在教室內(nèi)巡視，幫助指出有代 表性的錯誤。Step III 鞏固1寫一篇描述同學(xué)的小短文。2完成書后配套練習(xí)的相關(guān)部分。Answer keyAA22 classmates 3 cousin 4 friendsBB2IyouhesheitweyoutheyamareisisisareareareDthin; short; small; strong; short; clever; kind教學(xué)反思：_Lesson 2 A happy family教學(xué)目標(biāo)i能夠就家庭成員的職業(yè)和年齡進(jìn)行熟練問答。 2掌握100以內(nèi)基數(shù)詞的表示方法。3學(xué)會寫簡單描述家庭成員的小短文。教學(xué)內(nèi)容familydoctorwomanlonghairteacherfathermothergrandfathergrandmotherstudenthospitalspeakbrothersisterparentauntlookunclehappyworkercookfarmernursedriverman詞組：a photo of my family the woman with long hair 句型：Whos the man/the woman with long hair?He/She is my father/mother/aunt/uncle/Mr Li.How old are your grandparents?My grandpa is seventy and my grandma is sixty-five.My name is Bob. I am twelve years old.I have no brothers or sisters, but I have cousins.We are a happy family.Whats he/she?He/She is a doctor/nurse/teacher/worker/cook/farmer/driver.教學(xué)準(zhǔn)備i讓學(xué)生將自己與家人的合影帶到課堂上來。2相關(guān)圖片。3配套磁帶或光盤。教學(xué)步驟A A family photo Step I復(fù)習(xí)與學(xué)生用學(xué)過的問候語打招呼，如：Hi、_ Good morning、Good afternoon。根據(jù) 學(xué)生的回答情況，教師予以表揚(yáng)或糾正。Step II導(dǎo)入i請兩位學(xué)生站起來，教師指著一人問另一人：Is this？學(xué)生回答.：Yes./No. This 2由這位回答的學(xué)生再指定一個人，讓其問同桌或后座的學(xué)生：Is this.?按照座 位順序依次練習(xí)。3留最后回答的兩位學(xué)生，教師指著他/她們說:This isand this is .然后問全班： Are they brothers/sisters?學(xué)生回答：No. Theyre classmates.接著問：Are they in the same family?學(xué)生回答：No. They dont have the same parents/mother and father.4 在黑板上寫出father、mother、brother、sister,繼續(xù)問：Whos your fathers/ mothers father/mother?寫下grandfather和grandmother。最后在單詞間添加線 條，完成一個簡單的family tree。Step III 呈現(xiàn)1教師借用一位學(xué)生的照片說：Look, this is a family photo.隨后拿著照片走到另 一個學(xué)生面前問：Is this a photo of your family?學(xué)生回答：No, it isnt.利用學(xué)生 帶來的照片多做幾個示范。2讓學(xué)生拿出自己的照片互相問答，提醒學(xué)生使用“Is this?”和“Yes./No.” 的句型，并用grandfather、grandmother、father、mother、brother、sister、 uncle、aunt和cousin等詞來介紹自己的家庭成員。指導(dǎo)學(xué)生帶著問題聽錄音：Now lets listen to a conversation about a family photo. How many people are they talking about? Who are they? Does the boys mother have short hair or long hair?讓學(xué)生閱讀對話并回答問題：Whats the boys mother/father? How old is his grandma/grandpa? 5向?qū)W生解釋father、mother、grandfather、grandmother的口語化表達(dá)分別為 dad、mum、grandpa、grandma。6教師再次播放錄音，要求學(xué)生集體跟讀對話，注意模仿語音語調(diào)：Please repeat the conversation after the tape and pay attention to your pronunciation and intonation.7要求學(xué)生看圖復(fù)述對話內(nèi)容。 8兩人一組，給學(xué)生幾分鐘時間根據(jù)自己的照片改編對話內(nèi)容，然后請兩到三個小 組上臺表演。Step IV練習(xí)1完成A2部分的練習(xí)。2選幾個學(xué)生輪流上講臺，接受下面學(xué)生對其照片的提問并做出回答，問題包含：Is this your ? Whos he/she? How old is he/she? Whats he/she? Is he/she tall?3請能力較強(qiáng)的學(xué)生上來轉(zhuǎn)述臺上其他同學(xué)的照片：This is a photo of Li Huas family. This is his father. Hes a/an . Hes . years old.Step V鞏固i背誦對話。2完成書后配套練習(xí)的相關(guān)部分。B My family members Step I復(fù)習(xí)讓學(xué)生就各自帶來的照片，用所學(xué)句型輪流問答：This is a photo of my family. Whos he/she? Hes/Shes .或Is this your ？ Yes/No, hes/shes my .Step II呈現(xiàn)1展示B1部分的人物圖片。逐張討論：Whats he? Whats she? How old is he/she?2 告訴學(xué)生：Theyre a family. Whose family members are they? Please read the short article.3根據(jù)文章繼續(xù)討論圖片：Whos the man/woman/boy？讓學(xué)生完成Bobs family tree。4讓學(xué)生仔細(xì)閱讀文章判斷對錯。對了就大聲說“True!”，錯了就大聲說“False!”。1 Bob is thirteen years old. (False!)2 Bobs mother is a teacher. (True!)3 Bob has a brother. (False!)4 Bobs aunt is his fathers sister. (True!)5 Bobs mother has no brothers. (False!)6 Bobs uncle has a baby boy. (True!)5學(xué)生大聲朗讀文章。Step III 練習(xí)1用課文填空的形式檢查學(xué)生對文章的理解和記憶。My name is Bob. Itwelve years old. I am aMy father is ain a big hospital. He is My mother is a She canspeak. She is thirty-eight.I have noor sisters, but I have cousins. My father has a sister. She isMary. She is thirty-seven. She looks young. My mother has a brother. He isJoe. He is. He has a baby boy.I love them and they love me too. We are a happy.(am; student; doctor; forty-two; teacher; English; brothers; Aunt; Uncle; twenty-nine; family)2給三分鐘左右準(zhǔn)備時間，要求能力較弱的學(xué)生按單張圖片描述個人情況，能力較 強(qiáng)的學(xué)生復(fù)述整篇文章。 3兩人一組模仿這篇文章互相用自己的照片簡單介紹家庭成員的情況。Step IV呈現(xiàn)1 問學(xué)生：When you began to go to school, how old were you? When you finished primary school, how old were you? When you leave college and go to work, howold are you?教師把答案分三行寫在黑板上：six、twelve、twenty-two,每一行 分別代表1-10、11-20、21-30的基數(shù)詞，然后讓幾位學(xué)生在黑板上寫出每一行 的乘1J余數(shù)字。Now would you please help me write down the other numbers on the blackboard?教師在一旁引導(dǎo)學(xué)生寫出正確的基數(shù)詞。 2教師帶讀基數(shù)詞1-30，幫助學(xué)生總結(jié)它們的規(guī)律。3 帶領(lǐng)學(xué)生依次拼讀基數(shù)詞：Now lets spell out the numbers. One, o-n-e, one; two, t-w-o, two .4小組競賽，15個學(xué)生為一組，進(jìn)行數(shù)字接龍，從1開始數(shù)到15，正確率髙的小組獲勝。 5完成B2部分?jǐn)?shù)字表格的填寫，小組之間互相檢查答案。 6指導(dǎo)學(xué)生朗讀B3部分的數(shù)字，提醒學(xué)生基數(shù)詞可以用來表達(dá)電話號碼、時刻、 價格、年份等，注意其讀法的不同。數(shù)字0在電話號碼中一般讀“oh”（/ou/)。 7多給學(xué)生一些數(shù)字的例子，指導(dǎo)他們按照不同用法正確朗讀。Step V鞏固1背誦課文。2完成書后配套練習(xí)的相關(guān)部分。C People and jobsStep I復(fù)習(xí)請幾位學(xué)生上臺向全班同學(xué)介紹自己的家庭：Would you please come to the front,show us your family photo and introduce your family members?Step II導(dǎo)入7 教1j帀說：Do you remember Bobs father? Whats his father? (A doctor.) Whats his mother? (A teacher.)8 出示醫(yī)生和護(hù)士的圖片：Where does a doctor work? (In a hospital.) Who else works there? (Nurse.)Step III 呈現(xiàn)1出示一些其他職業(yè)的人的圖片，如：廚師（cook)、司機(jī)（driver)和工人(worker)。問 學(xué)生：Whats he/she?接著問學(xué)生：Is your mother/father a doctor/teacher/worker/ cook/farmer/nurse/driver?確保每位學(xué)生都能掌握這些職業(yè)名稱的讀音和含義。2 引導(dǎo)學(xué)生討論若干職業(yè)：What can a cook do? A cook can make delicious food.3自由討論。問任意一名學(xué)生:Whats your father/mother?幫助學(xué)生用英語回答自己 父親或母親的職業(yè)。對能力較強(qiáng)的學(xué)生可適當(dāng)補(bǔ)充新單詞：policeman (男警察）、 policewoman (女警察）、engineer (工程師）、manager (經(jīng)理）。Step IV練習(xí)1 讓學(xué)生根據(jù)圖片互相問答：Please ask your partner about his or her family members in the family photo. You can use Whos he/she?, “Whats this man/ woman? and “Hes/Shes a/an ”2 將學(xué)生分成若干四人小組，用各自的照片進(jìn)一步討論家庭成員的職業(yè)。Step V鞏固1背誦對話。2完成書后配套練習(xí)的相關(guān)部分。D My friends family Step I復(fù)習(xí)1 讓學(xué)生猜測職業(yè)名稱：Who drives a bus? (Driver.) Who works in a restaurant? (Cook.) What are you? (Student.) Who teaches you? (Teacher.) Who works in a hospital? (Doctor and nurse.) Who works on a farm? (Farmer.)2讓同桌之間根據(jù)自己家庭的照片和family tree互相問答：Whos he/she? Whats your father/mother? Is he/she a driver/.? How old is he/she?Step II呈現(xiàn)1呈現(xiàn)D部分的表格，要求學(xué)生兩人一組問答：Whafs Lilys father? How old is he? Whats Lilys mother? How old is she? Whats Lilys uncle? How old is he? Whats Lilys aunt? How old is she?2要求學(xué)生根據(jù)表格口頭描述每個人的年齡和職業(yè)，如：Lilys father is forty-one years old. Hes a driver.3讓學(xué)生根據(jù)表格完成小短文。 4兩人一組互相檢查答案。 5教師讓幾個小組展示文章，糾正不足之處。6把學(xué)生分成四人一組，讓他們互相詢問家庭成員的信息，完成自己的調(diào)查表： Now please ask your group members questions and complete your questionnaire.鼓勵小組之間交流調(diào)查結(jié)果。Sample writingLily is my friend. She is twelve years old.Lily has a happy family. Her father is a driver. He is forty-one years old. Her mother is a cook. She is thirty-six. Her uncle is a worker. He is thirty-eight. Her aunt is a nurse. She is twenty-nine.Step III 鞏固i寫一篇描述同學(xué)家人的小短文。 2完成書后配套練習(xí)的相關(guān)部分。Answer keyAA21 doctor 2 teacher 3 seventy 4 sixty-fiveBB2onetwothreefourfivesixseveneightnineteneleventwelvethirteenfourteenfifteensixteenseventeeneighteennineteentwentythirtyfortyfiftysixtyseventyeightyninety教學(xué)反思：_Lesson 3 A nice school教學(xué)標(biāo) i學(xué)習(xí)一些課堂指示用語。 2熟練掌握there be句型。 3能夠運(yùn)用基數(shù)詞描述學(xué)校。 4學(xué)會寫簡單介紹學(xué)校的小短文。 教學(xué)內(nèi)容openturnpagepicturecloseblackboardreadwordexercise bookclassroomwindowdeskchairmapChinacomputerartmusictoiletplaygroundlibrarystudystand upsit downlook at the blackboardwrite downa map of Chinacomputer roomreading roomart roommusic room句型：Its time for class.Open your books and turn to page 16.Close your books and look at the blackboard.Read (the new words) after me.Listen to the tape again.Write down your answers in your exercise books.There are sixteen boys and fourteen girls in my class.Is there a computer room/library in your school?How many music rooms are there in your school?教學(xué)準(zhǔn)備1相關(guān)圖片。2白紙和彩筆若干。 3配套磁帶或光盤。教學(xué)步驟 A In the classStep I導(dǎo)入1教師走進(jìn)教室，不要關(guān)門，指著門問一位學(xué)生：Whats this?幫助學(xué)生回答 Its a door.然后走到另一位學(xué)生面前，邊做手勢邊說：Close the door, please.讓學(xué)生理解并執(zhí)行教師的指令。再對另一位學(xué)生說：Open the door, please.用手勢幫助 學(xué)生理解并執(zhí)行教師的指令。2教師指著一扇開著的窗戶對學(xué)生說：Whats that?學(xué)生回答：Its a window.隨后 對一位學(xué)生說：Close the window, please.讓學(xué)生按指令關(guān)窗。3教師拿起課本說：Look, this is a book.然后對學(xué)生說：Open the book, please.讓 學(xué)生按指令打開課本。要求學(xué)生翻到指定的頁碼：Turn to page .讓學(xué)生把翻 到的頁碼給教師看。4教師讓學(xué)生合上課本：Close the book.然后教師指著黑板對學(xué)生說：Look at the blackboard. Clean the blackboard, please.邊說邊檫黑板，讓學(xué)生理解含義。然后 指著一張較臟的課桌對一位學(xué)生說：Look at the desk. Clean the desk, please.讓 學(xué)生按指令檫課桌。Step II呈現(xiàn)1教師在黑板上畫一只鐘，鐘面顯示八點整。教師說：Its eight oclock now. Whats the time for? (Its time for class.) What does the monitor usually say at this time? (Stand up.) What do I say? (Good morning, class.) (Sit down, please.)把上課 的問候語再重新演練幾次。2教師把鐘面上的時間改成十二點整。教師說：Its 12 oclock now. Whafs the time for? (Its time for lunch.)教師再把鐘面上的時間改成十點整。教師說：It、 ten p.m. now. Whats the time for? (Its time for bed.)3 教師讓學(xué)生閱讀A1 部分：Now its time for Al. Please look at the pictures in A1 and answer the following questions.Picture 1: Whats the time for? (Its time for class.) Whos the teacher? (Miss Li.) Picture 2: Which page does the teacher ask the students to turn to? (Page 16.)Whats in Picture 1? (Theres a light.)Picture 3: What does the teacher ask them to do? (She asks them to close their books, look at the blackboard and read the new words after her.)Picture 4: What do the students do? (They listen to the tape again and write down their answers in their exercise books.)Step III 練習(xí)1教師播放錄音，要求學(xué)生集體跟讀對話：Now read the conversation after the tape.播放錄音時可一句一停，以便學(xué)生跟讀。 2把學(xué)生分成兩人一組進(jìn)行分角色朗讀。 3讓學(xué)生合上課本，復(fù)述對話內(nèi)容。 4給學(xué)生幾分鐘時間準(zhǔn)備，然后請五到六個學(xué)生分別上臺表演教師的角色，其他學(xué) 生配合表演。鼓勵學(xué)生對對話進(jìn)行改編和擴(kuò)充，以達(dá)到活學(xué)活用的效果：Who would like to come to the front and play the role of the teacher?Step IV活動1呈現(xiàn)A2中不同動作的圖片，請學(xué)生口頭回答所缺內(nèi)容并填寫完整。 2用本課所學(xué)的指令來做游戲，看誰的反應(yīng)快。教師說出不同的指令，全班學(xué)生用 正確的動作回應(yīng)。 3邀請一位學(xué)生在講臺上背對黑板，教師在黑板上寫上不同指令，讓其他學(xué)生（或 指定學(xué)生）一起做正確的動作，講臺上的學(xué)生根據(jù)動作猜測相應(yīng)的指令，并口頭 表述出來。Step V鞏固1背誦對話。 2完成書后配套練習(xí)的相關(guān)部分。B My classroom Step I復(fù)習(xí)用學(xué)過的動詞和名詞組成各種指令，讓學(xué)生完成。Clean the blackboard, please.Clean the window, please.Open/Close your pencil case, please.Open/Close the window, please.Open/Close your schoolbag, please.Open/Close your book, please.Open/Close the door, please.Step II呈現(xiàn)1 教師問：Whats on the wall? Theres a blackboard on the wall. Theres a map of China on the wall too.把這兩句回答寫在黑板上，提醒學(xué)生Theres = There is。2教師指著一臺電風(fēng)扇對學(xué)生說：This is a fan.再指著另一臺電風(fēng)扇說：Thats a fan too. We have two fans. So, there are two fans in our classroom.把最后一句話寫在黑板上。3讓學(xué)生觀察教室，用“There is和“There are ”句型描述自己的教室， 教師說：Now look around our classroom and talk about the things you can find in our classroom用手勢啟發(fā)學(xué)生多討論些物品，如：door、window、book、 pencil、pen、pencil case、desk、bag、boy、girl、teacher。4讓學(xué)生閱讀B1部分，根據(jù)短文內(nèi)容判斷下列句子的正誤。在基礎(chǔ)較好的班級， 教師可以讓學(xué)生聽該部分的錄音，然后判斷正誤。9 Only the floor is clean. (F)10 There are thirty students in Sallys class. (T)11 There are fifteen chairs and thirty desks in Sallys classroom. (F)12 The big desk is for their teachers. (T)5讓學(xué)生合上課本，復(fù)述課文。教師在學(xué)生復(fù)述完成后進(jìn)行點評，重點關(guān)注there be句型。Step III 練習(xí)1讓學(xué)生根據(jù)B1部分的內(nèi)容完成B2部分的練習(xí)。 2全班集體核對B2部分的答案，并讓學(xué)生集體大聲朗讀句子。 3把學(xué)生分成四人一組，將白紙和彩筆分發(fā)給學(xué)生，讓他們在紙上畫出自己理想中 的教室。 4教師選擇幾組學(xué)生對他們畫的理想中的教室進(jìn)行討論和描述，引導(dǎo)學(xué)生正確使用 there be句型。5 完成 “Work out the rule!”。Step IV呈現(xiàn)1 詢問學(xué)生：Is there a computer in our classroom?學(xué)生回答：Yes, there is.教師把 句子寫在黑板上。繼續(xù)討論其他的內(nèi)容：Are there any sofas in our classroom?學(xué) 生回答：No, there arent.類似的問題多問一些，幫助學(xué)生準(zhǔn)確回答there be句型構(gòu)成的一般疑問句。 2讓學(xué)生以接龍的方式練習(xí)問答，不限制所問人或物的范圍。要求學(xué)生能夠正確問 答，反應(yīng)要快。Sample conversationSI: Is there a pencil case on your desk?S2: Yes, there is. Are there any books in your schoolbag?S3: Yes, there are. Is there a TV in our classroom?S4: No, there isnt. Are there any maps in your bedroom?S5: No, there arent. Is there ?13 問學(xué)生：How many classrooms are there in our school?學(xué)生回答：There are .繼續(xù)問 Is there any other kind of room in our school?學(xué)生回答：Yes.繼續(xù) 問：What are they?展示學(xué)校的圖片，引出computer room、reading room、art room、music room014 繼續(xù)問學(xué)生：Is there an art room in our school? What can we do there? How many art rooms are there in our school?用類似的問題充分討論學(xué)校里其他一些 專用教室。5播放B3部分的錄音，提問：(1) Is there a computer room in Sallys school? (Yes, there is.)(2) Is there an art room in Sallys school? (No, there isnt.)(3) How many music rooms are there