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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. Teaching 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, 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 isn’t. （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；
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能正确朗读对话，注意语音语调和单词重音；
能理解并执行简单的书面指令； 能准确写出黑体单词和词组。 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、闪卡和黑板 VI. Teaching procedures
Step Interaction pattern Introduction (5 minutes) 1. The whole class 1. Focus their attention on 1.Get students ready work. 2. Individual work. the teacher. for learning. 2. Help the Student activity Teacher activity 2. Do duty report. Some students revise the students show pictures of words in Section your homes and talk about A and “there be” the rooms in them. e.g. structure. This is my home. There is a study on the second floor. The bedrooms are
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next to the study. There is a bathroom, a living room and a dinning room on the first floor. ... 3.The whole class 3. Look at the classroom 3. Use the objects work. Presentation (10 minutes) 1. The class work. and try to describe the near the students objects in the classroom, to help them revise using “there be” structure. “there be” structure. e.g. There is a clock on the wall of the classroom. There is a teacher’s desk in the front of the classroom. ... whole 1. The whole class answer 1.Present new the teacher’s questions patterns with the and learn “there be” help of the objects structure. T: What’s on the desk? (Show one book.) Ss: There is a book on it. in the classroom. T: Now, what is on the desk? (Show two books.) Ss: There are two books. ... new 2.The whole class 2. Look at the flashcards. 2. Present work and pair Learn some new words, words with the
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work. 3. Group work. clock, chair, lamp, near, help under, behind. of the and flashcards Then match the words context. with the pictures in pairs. T: What’s this? Ss: Clock! There is a clock near the window. T:And what’s this? Ss:Chair! There is a ball under the chair. T:The third one, what’s this? Ss:Lamp! There is a lamp behind the computer. ... the 3. Look at the objects in 3. Make the classroom. First, try to students go on ask and answer questions learning “there be” about the objects, using structure. “there be” structure. After that, try to answer the teacher’s questions about the objects in the classroom as quickly as you can. The group that can answer the most questions correctly
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