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Unit6 Topic1 SectionD 参考教案I. Material analysis本节课是第六单元话题一的最后一个课时，主要活动是 Grammar, Functions 和 2。通过看图填空、书信回答、小组调查等活动引导学生总结 there be 句型 及方位介词（短语），同时温习用 how many 和 how much 对可数名词的数和不可 数名词的量进行提问。在本课中，还将引导学生总结表示建议、命令和请求的祈 使句型。本课为本话题的温习课，包括与本话题有关的辞汇、语法、语用功能句 型等内容，教师引导学生温习时应增强趣味性，注意相关知识的综合理解和运用， 而不仅仅是知识点的机械重复与操练。II. Teaching aimsaims引导学生总结 there be 句型及方位介词（短语），同时温习用 how many 和 how much 对可数名词的数和不可数名词的量进行提问；引导学生温习“谈论方位、建议、请求、命令、房间布局、家庭摆设和其他 房间设施”等交际功能意义的表达，进行笔头操练并加以总结。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，并做出适当回应；能对房间、室内摆设进行简单的交流；能在口头表达中做到发音清楚，语音语调准确；能在教师的指导下进行简单的角色演出；能清楚地表达自己的观点和评价；能在图画的帮忙下进行语言活动；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；能按照范文写出介绍自己房间的小短文。aims能在学习的同时，酷爱自己的生活环境；能认真、规范书写单词；能够听取、同意他人的建议；能够与同伴踊跃合作，参与课堂活动，斗胆实践。III. The key points and difficult points1.在 Sections AC 已学的基础上，能自行总结 there be 句型及方位介词（短 语），同时温习用 how many 和 how much 对可数名词的数和不可数名词的量进行 提问；2.能结合话题，运用“谈论方位、建议、请求、命令、房间、布局和其他房 间设施”等交际功能意义的表达，进行笔头操练并加以总结。IV. Learning strategies1.能与他人合作，一路完成学习任务；2.能慢慢养成预习和温习的好适应；3.能够在英语学习中踊跃试探；4.能够运用图片、关键词、实物等完成课堂活动。V. Teaching aids录音机、教学挂图、多媒体和黑板VI. Teaching proceduresStep InteractionpatternStudent activity Teacher activityIntroduction 1. The whole(5 minutes) class work.2. Individual1. Focus theirattention on theteacher.students readyfor learning.2. Help thework and thewhole classwork.2. Watch the flash of students learn to “family”. Know the love their meaning of a family families andfather and mother Ilove you! Learn tolove your family, loveyour father andarouse theirinterests.3. Group work.mother.3. Do duty report.Take a picture of your 3. Help the home. Then show it to students to revise your partner. Try to the words anddescribe it to yourpartner, using theexpressions andphrases in Section C.Write a passage todescribe it.This is my home. There is an apple tree in the center of the yard. On the left of the yard, there is a bathroom. On the right of the yard, there is akitchen and a diningroom.expressions bythemselves.Presentation 1. Individual (10 minutes) work and pair1. Read through 1. Help the Sections AC. Fill in students revisework.the blanks in“Grammar” and“Functions”individually. Thencheck the answers withthe words, phrasesand functions inthis topic.work.your partner.2. Sit in groups.(1)Look and sayFirst, look at the2. Help thestudents revisethe prepositionspictures shown by the in group teacher and try to say competition. the propositions asquickly as you can,in, on, behind,under,near, next to, infront of, in the frontof, in the center of,on the left/right of,at the back of. Thegroup which can saythe most wordscorrectly will be thewinner in this groupcompetition.(2) Listen and putThen, listen to theteachersdescription and try toput the objects in thecorrect position. Thegroup which can putthe most objects incorrect positionswill be the winner inConsolidation 1. Group work.(10 minutes)this groupcompetition.T: There is a clock onthe desk.(The studentputs the clock on thedesk.)T: There is a clock inthe desk.(The studentputs the clock in thedesk.)T: There is a clockunder the desk.(Thestudentputs the clockunder the desk.).1. Sit in groups. Make the studentsup a new conversation revise theto talk about your “Grammar”, classroom, using the “Prepositions” “Grammar”, and “Functions” “Prepositions” and in oral work. “Functions” in thistopic.Practice(10 minutes)1. Individualwork and pairwork.1. Do Task 1. Look at 1. Check the the pictures and fill answers. in the blanks with in,on, under, behind orin front ofindividually. Then2. Individualwork.check the answers withyour partner. Thewhole class check theanswers together.Then practice theconversations in Task1 in pairs. Some pairsact out theconversations to thewhole class.2. Do Task 2. Read 2. Make thethe letter from your students learn to pen pal and try to read and write a answer the following letter. Check the questions: answers.(1)What is there infront of the house?(2)Whatcolors are theflowers?(3)Where are the talltrees?(4)How many rooms arethere in the house?Then reply to theletter by yourself,introducing your ownhome.Production1. Individual 1. Sit in groups. 1. Help the(10 minutes)work and group Survey your groupstudents to usework.members about the what they have things in their rooms learned in this and complete the table topic.in Project. You canuse, “Whats in yourroom?/ Whereis/are.?”the homework:Review the wordsThen report the result and expressions in of the survey to the this topic. class: Complete the In Kangkangs room, Exercise Book; there is/are.But in Go on writing theMichaels room,there is/are.passage to reportyour surveyresult;Preview Topic 2,Section A.Teaching reflection：在本课中，学生结合看图填空、小组竞赛、书信回复、小组调查等活动，复习 和巩固了 there be 句型及方位介词（短语），同时复习用 how many 和 how much 对可数名词的数和不可数名词的量进行提问。在本课的探究活动中，教师除了引导 学生做小组调查之外，还可以渗透一些跨文化意识的教育，比如关于 house, flat, home, family 的含义，拓宽学生的知识面，增强他们对外国文化的了解。VII. Blackboard designTopic 1 There is a study next to my bedroom.Section Dfront of the house there is a beautiful garden.are many flowers in it.3.Is there a computer in your study?Yes, there is. /No, there isnt.s on the desk?many model planes are there?much water is there?t put it/them there.it/them away, please.must look after your things.in, on, behind, under, near, next to, in front of, in the front of, in the center of, on the left/right of, at the back of
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