7B&Unit2&Grammar说课稿
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7B&Unit2&Grammar说课稿
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7B&Unit2&Grammar说课稿
文章来源莲山课 件 w w w.5y K J.Co m 7B Unit2 Grammar的一、教材分析：１、教材的地位及作用：&&&& 牛津初中英语7B第四单元Grammar，本单元围绕做一般过去时开展多种教学活动。本节课是本单元的重点，主要了解一般过去时的构成和用法。通过对一般过去时的构成和用法的学习，进一步加深对一般过去时的这一时态的理解和运用。同时通过这一时态在陈述句与疑问句中的操练，进一步正确使用一般过去时谈论过去事件的能力。２、教学目标：（知识目标、能力目标）&&&& 知识目标：&&&& (１)了解一般过去时的构成和用法&&&& (２)根据情境正确使用一般过去时谈论过去的事件。&&&& 能力目标：提高正确使用一般过去时谈论过去事件的能力及知识自学的综合能力。&&&& 确立教学目标的依据：&&&& 根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。&&&& ３、重点与难点：&&&& 重点：了解一般过去时的构成和用法。&&&& 难点：根据情境正确使用一般过去时谈论过去的事件。&&&& 确立重点与难点的依据：根据教学大纲的要求，及本课在教材中所处的地位和作用。二、教材处理：&&&& 根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造自主学习的氛围，对动词过去式的变化规律自己予以归纳，再由老师予以总结。同时激发学生学习兴趣，使学生在始终处于竞赛活动中，掌握知识。最后通过做练习对学生所学知识点进行训练，从而达到巩固知识的目的。三、教学方法：&&&& 通过五步教学法，精讲巧练，由浅入深，由易到难，先自学后指导，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。四、教学手段：&&&& 主要自学，指导，竞赛等方式进行教学教学，贯穿整个教学过程。增加了自主性和趣味性，加大了课堂密度，提高了教学效果。五、教学程序：１、导入&&&& 1). 为培养学生日常运用语言的能力，邀请同学上台介绍自己的值日报告，谈谈自己的everyday life, 如get up at six，play games after school 等等。在学生介绍的同时，老师则根据其描述，画出相应的时间轴及出示有关的教学挂图。Time&&&& at six&&& at six forty&& at seven thirty&& at noon&&&& after class&&&& after supperActivities get up&& go to school&& have classes&& have lunch&& play games&& do homework&&&&& 2).认真听完同学的值日报告后，提出与报告相关的问题。如:What day is it today?进而引出：What day was it yesterday? What was the date yesterday?3).板书以下内容&Today is ______________________________.Yesterday was ____________________________.&&&&& 4).由此引出一般过去时的概念，以及be动词的变化形式。is 变was.２、设疑并解答&&&&& 1).针对同学值日报告中谈及的情况，要求大家用yesterday代替every day，谈一谈同学昨天的事。根据同学们刚刚接触一般过去时的基本情况，大多数同学不会解决此类问题。&&&&& 2).把书翻到66页，自主学习规则动词过去时的构成规律，让基础较好的同学先予以归纳，不足部分则由老师予以补充。最后总结出动词过去式记忆口诀。&&&&& ①直接, 即通常直接在动词后加ed②双写, 即元音+辅音结尾的重读音节的动词，双写辅音加ed③去e, 即以字母e结尾的动词去e后加ed④变i, 即以辅音+y结尾的动词,y改i后加ed３、看一看，赛一赛&&&&& 按要求写出规则动词的过去式。①为增加趣味性，可按小组进行竞赛，每组派一代表上场参赛，并有两次机会求助同组同学。②全班竞赛。出20道题，每题5分，全班同学参与，评出优胜者，予以掌声鼓励。③在此基础上，高质量地完成66页A1部分的练习。４、想一想，练一练在学生体验到成功的前提下，鼓励他们再接再厉，学习不规则动词的用法，可相互探讨，寻找自己的记忆诀窍，既要死记硬背，又要灵活运用。如归纳原形与过去式不变的几个动词，cost,&& put等等。1). 小组进行竞赛，每组派一代表上场参赛，并有两次机会求助同组同学。2). 全班竞赛。出20道题，每题5分，全班同学参与，评出优胜者，予以掌声鼓励。3). 在此基础上，高质量地完成67页A2部分的练习。５、呈现1）.呈现学生dairy report 中everyday life 的时间轴及相应的教学挂图，在学生掌握动词过去时的基础上，要求同学用过去时改写。2).提出问题：Did he get up at six yesterday?&& 引导学生回答：Yes, he did./No, he didn’t./He didn’t get up at six. 3).让学生观察在添加助动词之后疑问句结构中谓语动词所产生的变化，完成A3的练习。4).让学生看everyday life 的时间轴及相应的教学挂图，两人一组练习一般过去时得意文具和否定句的回答形式。６、家庭作业&&&& 完成伴你学英语38页上的一二两大题。文章来源莲山课 件 w w w.5y K J.Co m
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仁爱版英语七年级下册教案
仁爱版英语七年级(下)教案Unit 5一 、 【教学目标】 （一）语言知识 语音 /ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/ 词汇 掌握 wake，early, first，day, term，must,still,by，on foot,the same to,usually,always，Ms.,boat，ship，sea， train，by plane/air/airplane, etc. 理解 Subway Worm reporter，Net Bar,roller skating Measure dining hall，dormitory bookstore，etc. （二）语法 1.一般现在时（Simple present） 2.频度副词（Adverbs of frequency）never， seldom， sometimes， often， usually， always， once， twice 3.现在进行时（Present continuous） I’m looking for a book. Are you doing your homework?Yes， I am./No， I?m not. Is he/she...?Yes， he/she is./No， he/she isn’t. What are you doing now?I’m playing computer games. What is he/she doing?He/She is... 4.谈论交通方式（Talking about means of transport） How do you usually go to school? I usually go to school by bike. （三）功能用语与话题 1.采访（Interviews）Our guest today is Michael from Class 2， Grade 1. 2.谈论日常生活（Talking about routines） 3.学校建筑（School buildings）swimming pool， playground， library， dormitory， lab， canteen， gym 4.谈论兴趣喜好 （Talking about interests， likes and dislikes） I like the swimming pool best. Why do you like English? Because it’s interesting and easy. 5.借物（Borrowing things）How long can I keep it? Two weeks. 6.新闻（News） 、海报（Poster）Attention， please! Here is the news. 7.谈论学校活动、科目和时间表（Talking about school activities， subjects and timetable） 8.谈论学校生活（Talking about school life） （四）能力培养 【听】 能听懂谈论校园生活中比较熟悉的话题，识别主题，获取主要信息。 【说 】 1?能根据提示词说出意思连贯的校园生活的句子。 2?能用简单对话描述校园生活。 3?能根据图片或借助他人帮助描述自己或他人的校园生活。 4?能与他人合作进行角色扮演，表现校园生活。 【读】 1?能理解简单的书面表达。 2?能准确地朗读课文。 3 能读懂表现校园生活方面的文章，包括校园新闻、海报、遗失声明、失物招领等。 写 能写出表现校园生活方面的简单句子。能写出简单的校园新闻、海报、遗失声明、失物招领等。 情感态度 培养学生积极向上的情感、活泼开朗的个性、浓厚的学习兴趣和大胆实践的精神，提高学习效率， 培养学生热爱学校生活，乐于学校生活的意识。 学习策略 积极探索适合自己的英语学习方法，利用现实生活中的学习资源，培养任务型学习方法与技巧。 二、 【教材分析】 本单元的交际用语主要是围绕学生的学校生活展开的，谈论学生的上学方式、作息时间、课程安排、业余生 活等内容，这些内容为学生所熟悉，便于展开讨论。 本单元的语法内容主要是学习一般现在时、现在进行时以及表示频度的副词。1 / 102Topic 1 Section A【教学目标】 ： 1.谈论交通工具及如何上学。 2.学习句型：How do you usually come to school? I usually come to school by subway. 【重点】1a 和 3a。 【难点】谈论交通工具及如何上学。 【教具】 录音机 【课时建议】 ：1～2 【教学过程】 ： 第一步：复习 1.教学生如何在开学的第一天相互问候。 T: Good morning， class! S: Good morning， Miss.../Mr... T: Nice to see you again! S: Nice to see you， too. 学习问候语： T: Happy New Year! S: The same to you. 然后老师说：Boys and girls.Today is the first day of our new term. 解释 today， new term。 老师说：I often come to school by bus. My son often takes the subway to school. What about you? 学习词组 by bus， take the subway。 Notes: subway（AmE）=underground（BrE） 2. 听录音 3a，回答问题： （1）How does Kangkang usually come to school? （2）How does Sally always come to school? 两人一组作对话，然后请 3～4 对同学到前面表演对话。 （对参加表演的同学给予鼓励。 ）完成 3b。 第二步：呈现 1.老师向一些同学依次展示并学习词组：wake up， get up， go to school， by bike 等，然后做动作练习。要一 名同学在前作动作，其余同学猜测词组。 2.听录音 1，回答问题： What’s the time? / Is it time to get up? Who wakes Kangkang up? 完成 1。 3.利用图画，完成 2。 4.听录音 4，完成 4。 第三步：巩固 1.放录音 1 和 3a，学生跟读。 2.学生两人一组表演 1 和 3a。 第四步：练习 1.分组活动，谈论自己早晨的活动情况。 2.双人活动，分别用不同的交通工具图片进行问答： A:How do you usually come to school? B:I usually come to school... 例如：on foot， by bike， by bus， by car， by train， by subway， by boat/ship， by plane/air,完成 4。 3.让学生做一个调查报告，调查全班同学DHow do you usually go to school?‖按人数从多到少列成表格，向大家汇 报：In our class， fifteen students go to school by bike...完成 5。 第五步：综合探究活动 1.学生以表格的形式展示自己的家人通常所采用的交通方式。2 / 1022.请同学据自己所了解的情况，介绍其它中学生早晨的活动情况，如: DIn our class， some students usually wake up at 6∶30. They get up at 6∶35...‖Section B【教学目标】 ： 1.复习 Section A。 2.学习频度副词。 【重点】1，2 和 3a 【难点】 ：频度副词 【教具】 录音机 【课时建议】 ：1 【教学过程】 ： 第一步：复习 1.复习 Section A 4，进行 a chain work 活动，按照自己的想法回答问题：How do you usually come to school?尽可 能不重复前面同学的答语。 2.两人一组，使用自己准备的图片，谈论其他人的上学情况。 3.老师手指图画（一人正在骑自行车） 。 This is me. I usually ride a bike to school. 教学 ride a bike。 介绍 go home by subway,walk to the park， go to the zoo by bus 等等。 让同学挑选自己喜欢的方式。手拿图画谈论自己。例如： I want to go to school by bus. 4.双人活动，两同学各指一幅 3a 图画相互介绍： This is.... He/She usually walks to school. 完成 3a。 5.双人活动，看 3a 图进行问答：完成 3b。 A: How does Li Xiang usually go to school? B: He usually rides a bike to school. 第二步：呈现 1.老师教学频度副词：never， seldom， sometimes， often， usually， always。 2.学生根据自己的实际情况描述自己的日常生活。例如： I never come to school late. Sometimes I walk to school. 3.听录音 1，回答问题：What time does Michael get up on weekdays? How does Kangkang usually go to school? 让学生猜DThe early bird catches the worm.‖的汉语意思。 第三步：巩固 1.听录音 1 和 3a，学生跟读。 2.学生两人一组表演 1。 第四步：练习 1.双人活动，分别用不同的交通工具图片进行问答。 2.双人活动，两种乘坐交通工具的不同表达方式。 3.练习频度副词。让学生之间互相询问： Do you often watch TV in the evening? No， I don’. I sometimes watch TV.Sometimes I read books. 4.双人活动，完成 4。 第五步：综合探究活动 1.学生们根据自己所了解的情况，介绍其它同学如何去上学。 2.学生们以表格的形式做一个调查报告（请仿照 Section B 4）,然后写一篇小短文，如： Li Ming is my good friend. He sometimes watches TV in the evening. He never walks to school. He always takes the subway... 3.课堂活动: Let’s chant.3 / 102Section C 【教学目标】 ： 1.谈论学校生活。2.继续学习频度副词。3.校园采访。 【重点】: 1a,2 和 3 【难点】 ：频度副词 【教具】 录音机 【课时建议】 ：1 【教学过程】 ： 第一步：复习 1.复习 Section B 1，2 和 3a。 2.双人活动作采访，谈论学校生活： How do you usually go to school?/ What time do you usually get to school? / Where do you have lunch? / Do you have a short break after lunch?/ What do you usually do after school? 完成 1b。 第二步：呈现 1.使用图片或动作教学生词：guest，life,almost，bicycle，break, finish，spare，basketball，football，read,story， clean，dance，piano，library,once，twice，week,listen，music,write，roller skating,supermarket。 2.双人活动，使用图片或动作练习以上生词。 3.一人到前面做动作，其余同学猜词。 4.听录音 1a，回答问题： How do the American students usually get to school? / Where do they have lunch? / Do they have a short break after lunch? / What do they do in their spare time? 第三步：巩固 1.听录音 1a，学生跟读。 2.学生两人一组表演 1a。 3.对比中国学生和美国学生学校生活。 Chinese students American students 第四步：练习 1.假设你是一个采访者，在你和你的同学之间做一个采访，完成 1c。 2.使用图片进行对话。例如： A： Do you often read books in the library? B: Yes， I do./No， I don’t. A: How often do you go to the library? B: Once a week. 3.利用 2 的图片和 3 的短语进行问答。 第五步：综合探究活动 1.分组活动。学生们进行调查学校生活及学习情况，然后请 1~2 位同学向全班作汇报。 2.使用频度副词介绍自己的日常生活 My day。 （不少于 5 个句子）4 / 102Section D 教学目标： 1.音标/ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/ 2.谈论日常活动。 3.复习一般现在时。4.复习频度副词。 重点: 1， 2 和 5 难点：一般现在时，频度副词。 教具 录音机 课时建议：1 教学过程： 第一步：复习 1.复习并学习新单词:measure， pleasure， volleyball 和 while。 2.根据图画猜测单词，看谁读得快而准。 3.听录音 1，然后再跟读，学会音标/ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/ 第二步：呈现 1.请学生两人一组依次谈论他们的日常活动。 A: How do you usually go to school? B: I usually walk to school. A: What do you do in your spare time? B: I often play basketball. 2.表演 Section C 1a 这个采访活动。一个表演 interviewer，一个表演 Michael, 看哪组同学表演最好。 3.谈论自己的日常活动。如： I usually get up at 6∶30. / I have breakfast with my parents at 7∶30. I never come to school late. / Sometimes I walk to school. 第三步：巩固 1.听录音 1 然后再跟读，学会音标/ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/ 2.阅读 2 并且回答下列问题。 How does Jane go to school? / What time do classes begin in the afternoon? 第四步：练习 1.填写第 8 页的表格，两人一组讨论，据课文内容彼此检查答案。 2.谈论你好朋友的日常活动。 3.听录音 3 填空。 4.知识点总结：4a 和 4b。 第五步：综合探究活动 完成 5。5 / 102Topic 2 Section A 教学目标：1.谈论学校建筑。2.谈论兴趣喜好。3.学习现在进行时。 重点: 1，2a and 3 难点：现在进行时与一般现在时的区别 教具 录音机 课时建议：1～2 教学过程： 第一步：复习 1.师生问答，复习第一个话题中的重点句子。 T: How do you usually go to school？ S: I usually go to school on foot. T: How does your father often go to work? S: He often goes to work by car. T: How often do you go to the library? S: Three times a week. 2.找几个同学在班上作关于自己爸爸或妈妈一天情况的报道。 第二步：呈现 1.把 1 的图画展示给大家， 学习表示学校建筑的名词:library， playground， lab， computer room， canteen， gym， classroom building， swimming pool， dormitory... 2.请 A 同学到前面去跳舞，在这个同学跳舞的同时，老师问： What is she doing?（帮助学生回答）She is dancing. （然后再问）Is she dancing?（帮助学生回答）Yes， she is. Is she singing? No，she isn’t. 3.请三名同学轻轻地唱 The More We Get Together。 （老师边问边回答）What are they doing? They are singing. Are they singing? Yes， they are. Are they dancing? No， they aren’t. 4.听 2a 回答问题。 Which place does Kangkang like best? / What is he doing? Which place does Wang Wei like best? / What is he doing？ 第三步：巩固 1.听 1，把图画与单词搭配起来。 2.再次播放 2a，根据课文内容完成 2b。 第四步：练习 1.两人一组读 2a，一个是 Jane，另一位是 Michael。 2.参看 3 里的图画回答下列问题，然后听录音核对答案。 What is Jane doing? / What is Michael doing? 3.听 3，两个一组问和答。 4.看 4 的图画，两人一组问和答。以图画①为例。 A: Where is she? B: She is in the gym. A: Is she in the computer room? B: No， she isn’t. A: What is she doing? B: She is dancing. 第五步：综合探究活动 用现在进行时描述在操场上有许多人正在进行各种活动的场景。例如：6 / 102On the playground， Mr. Li and Mr. Wang are playing table tennis now. Liu Jun and his good friends are playing basketball. Look there! Some girls are playing the guitar... Section B 教学目标:1.复习校园建筑。2.复习现在进行时。3.学习如何表达在图书馆借书，借用物品。 重点: 1a,2 和 3a 难点：现在进行时与一般现在时的区别 教具 录音机 课时建议：1 教学过程： 第一步：复习 1.展示一些图片来复习学校建筑。如： T: What’s this？ S: It’s a dining hall. T: Can you spell it? S: Yes. d-i-n-i-n-g，h-a-l-l，dining hall. 以同样的方式复习其它词，如：library， playground， lab... 2.请一位同学到前面做动作，另外两位同学猜测他／她在做什么，然后问答。 A: Is he singing? B: No， he isn’t. A: What’s he doing? B: He’s reading. 第二步：呈现 1.利用图片或动作学习新词：shelf， keep， return， borrow， newspaper， purse, etc. 2.请同学们用刚才所学的单词造句。 3.双人活动练习 1b，同学之间使用不同的物品进行对话练习： A: Excuse me，can/may I borrow your...? B: Sure/Of course. Here you are. 4.听录音 1b，回答问题： What book does Kangkang want to borrow? / How long can Kangkang keep it? 完成 1b。 5.听录音 2，学习以下句子： Maria is looking for her purse， but she can’t find it. Anything else? Thank you all the same. 第三步：巩固 1.放录音 1a,1b 和 2，学生跟读。 2.两人一组表演 1a,1b 和 2。 第四步：练习 独立学习，阅读 3a，回答问题： What’s the lost thing? / What’s the found thing? 第五步：综合活动探究 1.小组活动，介绍如何向别人借用物品或如何在图书馆借书。 2.假设一个同学是图书馆管理员，另一位同学来借书，根据 1a 开展对话。 3.小组活动，假设有同学丢失或拾到一块手表，请写一份遗失声明或失物招领。7 / 102Section C 教学目标： 1.复习表示建筑的名词。2.学习并制作海报。 本课重点: 1a 和 2a 难点：现在进行时与一般现在时的区别 教具 录音机 课时建议：1 教学过程： 第一步：复习 1.教师使用带有学校建筑的图片来复习单词:library， playground， canteen... 如： T: What’s this? S: It’s a library. T: Where is our classroom? 教师帮助学生回答：It’s next to the teachers’ office. T: Where are the library and canteen? （教师帮助学生回答）They are near our classroom. T: Where is the computer room? 教师帮助学生回答：It’s upstairs next to the lab. 教师把新词 next to， near， upstairs 写在黑板上，教学新词。 2.独立学习，完成 1a。 第二步：呈现 1.使用图片来教学生生词：news， stamp， hall， collection... 2.双人活动，使用图片来练习以上所学生词。 3.听录音 2a，回答问题： When does the match begin? / When does the movie Gone with the Wind begin? / When does the movie The Sound of Music begin? / Where can we watch the movies? 对电影 Gone with the Wind 和 The Sound of Music 稍作解释。完成 2a 和 2b。 第三步：巩固 1.放录音 2a，学生跟读。 2.请一个同学上前表演 2a。 第四步：练习 1.画一幅理想中的校园简图，完成 1b。 2.双人活动，向对方介绍该校情况，完成 1c。 3.独立学习，阅读 2a，完成 3。 第五步：综合探究活动 1.写一篇小短文：My Ideal School。 2.小组活动。假设星期五晚上学校要在礼堂举行一个音乐晚会，请制作一个海报。8 / 102Section D 教学目标： 1.学习掌握音标/ｔｓ/ /ｄｚ/ /ｔｒ/ /ｄｒ/。2.复习现在进行时。 3.复习表示学校建筑的名词。 本课重点: 1，3a 和 5 难点：现在进行时与一般现在时的区别 教具 录音机 课时建议：1 教学过程： 第一步：复习 1.在班上向同学展示你的海报和声明。 2.听录音 1，学习音标/ｔｓ/ /ｄｚ/ /ｔｒ/ /ｄｒ/，并跟录音大声朗读。 3.写出下列动词的现在分词形式。 （同学们互相检查答案，写对一个得一面小红旗，全对得十面小红旗。 ） （1）play（2）watch（3）draw（4）sit（5）put（6）run（7）shop（8）come（9）see（10）take 第二步：呈现 1.请两名同学表演游泳的动作，在他们表演时问大家：What are they doing? 学生会回答：They are swimming. 再 问：Where are they swimming? 学生会回答：They’re swimming in the swimming pool. 2.听录音 2，把人物与活动及地点搭配起来完成 2。 3.老师说 I have three pictures of Wen Wei。现在看第一幅图画并回答问题: （1）Where is Wen Wei in Picture 1? （2）What is Wen Wei doing? 其余两幅照片，同学之间进行问和答。 第三步：巩固 1.读 3a，根据 3a，完成 3b，核对答案。 A: Where is Wen Wei in Picture 1? B: He is in the gym. A: What is he doing? B: He is taking exercise. A: Where is Wen Wei in Picture 2? B: He is in a swimming pool. A: What is he doing? B: He is swimming. A: Where is he in Picture 3? B: He is on the Great Wall. A: What is he doing? B: He is talking to a Japanese. 第四步：练习 1.把全班同学分成四个组，每个组选一个同学到黑板前，老师给出五分钟时间，让他们用现在进行时写句子， 看谁写得既对又多。其它同学在练习本上写。如： I’m playing the piano. / Are you listening to the music? / We aren’t watching TV. / Kangkang is riding a bike. 2.学生自学 Grammar focus 和 Useful expressions，老师检查效果。 第五步：综合探究活动 1. 完成 5。 2.画四个你正在做某一动作的图片，用现在进行时描述。9 / 102Unit5 Topic 3 My school life is very interesting. Section ASection A needs 1~2 periods. Section A 需用 2 课时。 The main activities are 1a and 2a. Ⅰ. Aims and demands 1. (1)Learn days of the week: Wednesday, Monday, Tuesday, Thursday, Friday (2)Learn subjects: physics, geography, P. E. , art, math, science, history, biology, politics (3)Learn other new words and phrases: today, meeting, outdoor activity, lesson, learn 2. Learn Wh-questions. What day is it today? What time does the class begin? 3. Talk about subjects and timetables. They are having a history class. What time is it over? At a quarter to eleven. How many lessons does he have every weekday? What lessons does he have on Wednesdays? How often does he do outdoor activities? Ⅱ. Important and difficult points:(重难点) What day is it today? It’s Wednesday/Monday/Tuesday/Thursday/Friday How many lessons does he have every weekday? What lessons does he have on Wednesdays? How often does he do outdoor activities? Ⅲ.Teaching aids 教具 录音机/图片/小黑板/单词卡片 IV.教学方案 Step 1 Review 第一步 复习(时间:5 分钟) 通过复习, 导入 1a。 1. (师生共同说唱, 复习现在进行时。) T: Let’s chantDWhat are you doing?‖ What are you doing now? I’m singing now. What are you doing now? I’m dancing now. What are you doing now? I’m walking now. What are you doing now? I’m playing now. (一边唱, 一边做动作, 全班学生跟着唱, 一起做动作, 活跃课堂气氛, 激发学生学习兴趣。) 2. (通过师生问答, 导入 1a。) T: What are you doing now? Ss: We are singing a chant. T: What are we doing now? We can say, DWe are having a class now.‖ What class are we having?10 / 102Ss: We are having an English class.(老师帮助学生回答。) T: Do we have an English class every day? Ss: Yes, we do. 3. (呈现表示星期和学科的单词，并让学生学习它们。) (板书) It is Monday. physics Tuesday. geography Wednesday. P. E. Thursday. art Friday. math history biology politics science Step 2 Presentation 第二步 呈现(时间:15 分钟) 呈现 1a。 1. (老师拿出表示星期和学科的单词卡片，进行问答练习) T: What day is it today? (举着星期二的卡片。) Ss: It’s Tuesday. T: Do you have a P. E. class on Tuesday? Ss: No, we don’t. … T: What time does the class begin? Ss: At eight o’clock. T: What time is it over? Ss: At a quarter to nine. (让学生两人一组利用板书和画线句型编对话。) T: Work in pairs and make a dialog. Example: S1: What day is it today? S2: It’s Tuesday. S1: Do you have an English class on Tuesday? S2: … 2. (让学生听 1a 的录音并回答黑板上的问题。) T: Listen to 1a carefully and find out the answers to these questions. (板书) (1) What day is it today? (2) What time does the class begin? (3) What time is it over? (播放录音。) 3. (核对答案。) T: OK. Are you ready? Ss: Yes. T: Let’s check the answers. The first question, who can answer it? S3: It is Wednesday. T: Yeah, very good. The second one? S4: At ten o’clock. T: Good job. What about the third one?11 / 102S5: At a quarter to eleven. Step 3 Consolidation 第三步 巩固(时间:5 分钟) 巩固 1a, 完成 1b。 1. (让学生听 1a，跟读，并标出语音和语调。) T: Listen to 1a, follow it and mark the pronunciation and intonation. 2. (朗读 1a，并核对语音和语调。) T: Read 1a loudly and check the pronunciation and intonation. 3. (让学生背诵 1a) 新 课 标 第 一 网 T: Now, please recite 1a. Are you ready? Ss: Yes. 4. (让学生看图片和所给信息, 完成 1b。) T: Look at the pictures and information in 1b, and practice the dialog with your partner. Example: S1: What day is it today? S2: It’s … S? 1: What class are they having? S2: They’re … S1: What time does the class begin? S2: At … S1: What time does the class finish? S?2: At … Step 4 Practice 第四步 练习(时间:10 分钟) 复习有关科目和星期的单词，练习现在进行时态，完成 2a 和 3。 1. (老师把 2a 中的课程表贴在黑板上。) T: What’s this? Do you know? Ss: 课程表。 T: You’re clever. It’s a timetable. Do you know how to read the timetable? Ss: Yes. T: OK. Read this timetable carefully, and then answer the questions in 2a. Begin! (板书并教生词。) timetable class meeting outdoor activity lesson 2. (核对答案, 并对有困难的学生给予指导。) T: OK. Are you ready now? Ss: Yes. T: Good! Who wants to share the answers with us? The first question? S3: He has six lessons every day. T: Well done. The second one? S4: He has five English lessons every week. T: Right. The third one? S5: … … T: Any questions? S6: … … 3. (取出小黑板, 呈现科目表格, 练习询问科目以及上、下课时间的句型。) Subject Time (begin―finish) Day12 / 102English 7:50―8:35 every day Math 8:45―9:30 every day Geography 9:50―10:35 Monday History 10:45―11:30 Tuesday Biology 14:00―14:45 Wednesday Art 14:55―15:40 Thursday P. E. 15:50―16:35 Friday T: Look at the blackboard, and answer my questions. Do you have a math class every day? Ss: Yes, we do. T: What time does the class begin? Ss: At… T: What time does the class finish? Ss: At… (方案一:给学生两分钟时间练习对话。一名学生问, 一名学生答, 然后交换角色。) T: Now, I’ll give you two minutes to practice the dialog. One asks, the other answers, and then change the roles. (方案二:给学生 3 分钟分组活动练习对话, 并进行表演, 评出优秀小组。) T: Now, I’ll give you three minutes to practice and act out the dialog. (找学生表演他们的对话。) T: Are you ready? Ss: Yes. T: Who wants to act out your dialog? G1: We want. S1: What’s your favorite subject? S2: My favorite subject is art. S1: Do you have an art class every day? S2: No, we don’t. S1: What day do you have an art class? S2: On Thursday. S1: … … T: That’s great. Next group? G2: … … 4. (猜一猜。使用动作或单词卡片让学生复习有关科目和星期的单词。完成 3。) (1)T: Now, look at me and guess what class I am having. (做出唱歌跳舞的动作。) Ss: You are having a music class. T: What day do you have a music class? Ss: On Wednesday. (让一名学生做动作, 另外两名学生一问一答。) Example: S3: (做画画动作。) S4: What class is he having? S5: He is having an art class. … (板书) learn (2)(练习现在进行时。) w ww.xk b1.c om13 / 102T: Now, make similar conversations with the phrases in the box of 3 with your partner. Example: S1: They are speaking English in the class. What class are they having? S2: They are having an English class. Step 5 Project 第五步 综合探究活动(时间:10 分钟) 通过调查, 探究学生对科目的喜好。 1. (让学生做一个调查, 采访班上的学生, 了解他们一周中每一天喜欢上的科目及原因。) T: Please interview your classmates and learn about their favorite subjects and reasons. Time Favorite subject Like/Dislike Reason Day 8:00―9:00 art like very much like drawing pictures Monday Tuesday Wednesday Thursday Friday 2. (让学生完成调查表格后, 把调查结果汇报给全班学生。) T: You can report it to the class like this: On Monday, my favorite subject is art. It begins at eight and finishes at nine. I like it very much. Because I like drawing pictures … 3. (家庭作业。) (让学生用英语设计一个自己的课程表。完成 2b。) Ⅳ.疑点探究 1. Sunday 意为D星期日，星期天‖。在英国它被看做是一周的最后一天，在美国则被看做是一周的第一天。 2. class 指整个课堂, 包括老师讲授和学生听讲, 比如英语课，美术课等。 lesson 是课文本身, 范围非常小, 比如：Lesson One 第一课14 / 102Section B Section B needs 1 period. Section B 需用 1 课时。 The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ. Aims and demands 目标要求 1. (1)Learn some adjectives: easy, interesting, difficult, boring (2)Learn other new words: which, subject, best, story 2. Go on learning Wh-questions. What do you think of it? Sometimes it’s difficult and boring. Why do you like it? Because it’s easy and interesting. 3. Talk about interests, likes and dislikes. You must like English very much. I don’t like it very much. Which subject do you like best? I like history best. Important and difficult points:(重难点) What do you think of it? Sometimes it’s difficult and boring. Ⅱ. Teaching aids 教具 录音机/小黑板/单词卡片/图片 Ⅲ.教学方案 Step 1 Review 第一步 复习(时间:7 分钟) 复习科目,导入 2。 1. (让值日生汇报当天要学的科目, 复习上节课内容。) Example: It’s Friday today. We have Chinese, English, geography and art in the morning. And in the afternoon we have P. E. and math. 2. (师生互动, 复习上节课内容。) T: What day is it today? Ss: It is… T: What class are we having? Ss: We’re having an English class. (提问全班男生。) T: What time does the class begin? Boys: At… (提问全班女生。) T: What time is it over? Girls: At… 3. (检查家庭作业。让学生拿出自己制作的英语课程表, 五人一组讨论下列问题, 复习有 关科目和星期的特殊疑问句。) T: OK. Very good! Now, take out your timetable, look at it, and ask and answer questions on the small blackboard in groups. (取出一个小黑板, 呈现以下问题。) (1)How many lessons do you have every week? (2)How many English/Chinese…lessons do you have every week? (3)What time is the English class over?15 / 102(4)What is your favorite subject? (5)How often do you do outdoor activities? (请一组学生就方框中的问题到讲台上进行链式问答, 第一名学生问, 第二名学生答, 第二名学生接着问, 第三 名学生答，以此类推。) 4. (1)(老师拿出语文、数学、英语等不同学科的几本书向学生发问, 并帮助学生回答。) (出示 easy, interesting, difficult 和 boring 的单词卡片。) T: Do you like English? S1? : Yes, I do. T: Why? S1: Because it’s easy and interesting.(老师帮助回答。) T: Do you like math, S2? S2: No, I don’t. T: Why? S2: Because it’s difficult and boring.(老师帮助回答。) T: Which subject do you like best, S3? S3: I like music best.(老师帮助回答。) T: Why do you like it? S3: Because it’s easy and interesting. T: What do you think of it, S4? . S4: … (板书) easy, interesting, difficult, boring, which, subject, best (2)(领读并教学单词。) Step 2 Presentation 第二步 呈现(时间:10 分钟) 呈现 2。 1. (把 2 中的图片挂在黑板上，让学生根据 2 的例子，与同伴组织对话。) T: Now, boys and girls, look at the pictures on the blackboard. According to the pictures and the example in 2, make conversations with your partners. Example: S1: Which subject do you like best? S2: I like history best. S1: Why do you like it? S2: Because it’s easy and interesting. What do you think of it? S1: I think it’s too difficult. Step 3 Consolidation 第三步 巩固(时间:10 分钟) 巩固 2, 完成 4。 1. (让学生表演自己组织的对话。) T: Now, please act your conversations out. Who can? G1: We can. … 2. (小组活动, 进行 4。) (1)(让学生进行调查, 并填写表格, 完成 4。) T: Your pair works wonderfully. Now let’s do group work. Make a survey about the subjects in your group and fill o ut the table in 4. You can ask your classmates like this: S3: Hi! ××. What’s your favorite subject?/Which subject do you like best? S4: Music. I think it’s interesting. S3: Do you like art? S4: No, I don’t.16 / 102S3: Why don’t you like art? S4: Because I think it’s boring. … (教师在学生练习的过程中, 巡视全班。当学生有困难时, 给予指导和帮助。) (2)(让学生汇报结果, 教师给予点评。) T: OK. Stop here! Who wants to share your results with us? G2: We want. ×× likes music best, because it’s interesting. … T: OK. Good job, G2. Anyone else? Step 4 Practice 第四步 练习(时间:10 分钟) 呈现 1a，完成 1b 和 3。 1. (呈现 1a, 设置并板书听力任务, 让学生带着任务听录音。) T: Let’s learn 1a. This is a dialog between Maria and Zhou Yan. Now, listen to the tape carefully and mark the following sentences True (T) or False (F). (板书) (1)Maria is listening to music. (2)Maria thinks English is easy and interesting. (3)Zhou Yan doesn’t like history. She likes English. (4)Zhou Yan thinks history is boring. (5)Zhou Yan has two history lessons every week. 2. (教师核对答案。) T: OK. Stop here! Are you ready? Ss: Yes. T: Good. Look at the first sentence. Is it true or false? S1: It’s false. Maria is reading a book. T: Great. The second one? S2: It’s true. T: … … 3. (重听 1a，设置听力任务，听录音回答问题。) T: Now, listen to 1a again and answer the following questions. (板书) (1) What does Zhou Yan think of English? (2) Does Zhou Yan like history? T: OK. Who wants to answer the first question? S3: I can … 4. (再放 1a 的录音，让学生跟读，并模仿语音和语调。) T: Listen to 1a again and follow it, and pay attention to your pronunciation and intonation. 5. (让学生完成 1b。然后与同伴练习 1a 并表演。) T: Please finish 1b. Then I’ll give you several minutes to read 1a, and then I’ll ask some of you to act it out. Understand? Ss: Yes. T: OK. Let’s begin. 6. (核对答案，然后让学生表演。) T: Which group wants to be the first? G1: … T: Very good. But you should speak slowly. Next group? G2: …17 / 1027. (让学生听 3 的录音并填空。) T: Next step, we’ll have a listening practice. Listen to the tape carefully, and then fill in the blanks in 3. OK, let’s begin. (播放录音。) 8. (核对答案。) 9. (再放一遍录音，并让学生跟读。) T: Once again, follow the tape sentence by sentence. (板书) story Step 5 Project 第五步 综合探究活动(时间:8 分钟) 通过活动, 培养学生实际运用英语的能力。 1. (让学生写一封信给他/她的笔友, 介绍自己在学校喜欢的科目、学习情况及原因。信里要涉及以下问题: ) (出示小黑板。) (1)How many lessons do you have every day/week? (2)What is your favorite subject? Why? (3)Who is your favorite teacher? Why? (4)What do you think of your school? What about your school life? 2. (家庭作业。) (1)(让学生课后查阅资料, 了解中美学校在学科设置和作息时间上的不同以及学校生活的不同。) (2)(让学生预习 Section C。)18 / 102Section CSection C needs 1 period. Section C 需用 1 课时。 The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ.Aims and demands 目标要求 1. Learn some new words and phrases: friendly, other, news, attention, between, stamp, world, Saturday, from…to…, night, place, program 2. (1)Review subjects and school activities. I study English, politics, art, history, geography, biology and some other subjects. After school, I often play basketball with my classmates. It’s my favorite outdoor activity. (2)Learn how to write news and posters. Important and difficult points:(重难点) Talk about ideal school life and learn how to write news and posters. Ⅱ. Teaching aids 教具. 录音机/白纸卡片 Ⅲ. Teaching Plan 教学方案 Step 1 Review 第一步 复习(时间:7 分钟) 通过小组活动复习旧知识，引入 1a，完成 4。 1. (师生共同跟录音学 4，完成 4。) T: Let’s listen to 4 and chant together. 2. (两人小组活动进行对话，复习 Section A and Section B) T: Work in pairs, and make conversations with your partners. Example: T: What day is it today? S1: … T: What lessons do we have today? S1: We have … T: Which subject do you like best?/What’s your favorite subject? S1: I like…best./My favorite subject is… T: Why? S1: Because … What do you think of it? T: I think it’s … 3. (提出关于学校生活的问题, 为学习 1a 做准备。) T: What subjects do you learn in the school? What activities do you have at school? Do you love your school life? Is it interesting? S2: … S3: … T: Good! Your school life is very interesting. Now let’s look at Hu Bin’s school life. Step 2 Presentation 第二步 呈现(时间:5 分钟) 呈现 1a。 1. (1)(让学生快速读 1a, 完成 1a 后面的判断正误题。) T: Now, read 1a quickly, and then mark True (T) or False (F). (2)(板书问题。) (1) What time do classes begin? (2) What does Hu Bin think of math? (3) After school, what does he do?19 / 102(4) Does he like his school life a lot? (让学生听 1a 的录音并回答问题。) T: Now, listen to 1a and answer these questions on the blackboard. (学生回答问题, 教师核对答案。) 2. (1)(呈现生词) (板书) friendly other news attention between stamp collection world Saturday from…to… night place program (2)(领读单词，为下一步学习课文做准备) T: Read after me. 3. (教师在学生完成 1a 时, 板书关键词, 或者课前把关键词写在黑板上。) friendly, interesting, classes begin, study, favorite, also, difficult and boring, after school, play basketball, in the swimming pool, draw pictures, school library Step 3 Consolidation 第三步 巩固(时间:10 分钟) 巩固 1a，完成 1b。 1. (让学生参看黑板上关键词复述 1a。) 2. (让学生以小组为单位讨论并设计自己理想的学校生活，可参考黑板上关键词。) T: Work in groups. Talk about your ideal school life. You can use the key words on the blackboard. 3. (让学生独自完成 1b。教师核对答案。) T: Fill in the blanks in 1b according to 1a by yourselves. And I will check the answers a few minutes later. Step 4 Practice 第四步 练习(时间:10 分钟) 练习活动 2，完成 3。 1. (让学生读 2 中的消息和海报，回答问题，核对答案，进一步了解 Hu Bin 的学校生活。) (1)T: We have learnt about Hu Bin’s school life. Next, please read the news and posters about Hu Bin’s interesting school life. Then answer the following questions. (板书) (1)When does the soccer game begin? (2)Where can we see the stamps of the world? (3)What movies can we watch? T: Now, let’s check the answers. Who wants to answer the first question? S4: I want … … (2)(让学生再读 2 中的消息和海报，然后完成下面的空格。) T: Read the news and posters again, and then fill in the blanks. (板书) News Poster Place: Time: Program: a soccer game between Class 1 and Class 2 Place: Day: Every Saturday Time: 9:00 a.m.-5:00 p.m. Program: 2. (让学生写一封信给笔友 Hu Bin，向笔友介绍自己的学校生活。完成 3。) T: Now please write a letter to Hu Bin to tell him about your school life. Step 5 Project 第五步 综合探究活动(时间:13 分钟) 通过活动, 增强学生实际运用能力, 激发学生学习兴趣。 1. (假设一种情境：星期六晚上学校要在礼堂举行一个歌舞晚会，请学生们一起制作一个海报。)20 / 1022. (玩一个单词游戏, 复习巩固单词、词组。) (1)(事先准备足量的、统一的卡片, 供活动中的D输家‖和D赢家‖转移财产时使用。) (2)(选一名学生, 给他/她五张卡片, 自己也拿五张。然后告诉他/她要说出所给词的反义词。) T: Now, let’s play this game. Example: T: Interesting. What’s the opposite? (反义词是什么？) S1: Boring. (教师从自己手中拿出一张卡片递给该学生, 表明自己输掉一张。) T: Easy. What’s the opposite? S1: Difficult. T: … (尽量说一些较容易的词, 以便把手中的卡片都输给对方。 期间最好赢一两次。 然后对那名学生说:DI have no cards now. You can play with others.‖) (3)(活动说明：先发给每名学生五张卡片，然后宣布两人一组自愿组合。①就同义词、反义词相互提问；②用这 个单元的词、词组中英文互相提问；③句子英汉互译, 每次胜者向对方索取一张卡片。五张卡片都输掉者退出 活动, 胜者继续寻找活动伙伴。) (4)(统计学生拥有卡片的数量, 看看谁的卡片最多, 教师及全班同学掌声鼓励。) 3. (家庭作业。) (1)(让学生将这个单元的单词归类, 以备下节课单词竞赛。) (①星期一到星期日；②学习科目；③本话题的形容词；④本话题的名词；⑤本话题的动词。) (2)(布置一分钟对话, 让同桌两名学生编对话, 使用本单元 Section D, 3a, 3b 中的主要句型, 以备下节课竞赛。)21 / 102Section DSection D needs 1 period. Section D 需用 1 课时。 The main activities are 1, 2 and 4. 本课重点活动是 1，2 和 4。 Ⅰ. Aims and demands 目标要求 1. Learn the vowels: 2. Learn new words: February, newspaper, hard, wish 3. Pay attention to the differences between the present continuous tense and the present simple tense. 4. Sum up the useful expressions in this topic. 5. Learn how to write a letter. Important and difficult points:(重难点) Pay attention to the differences between the present continuous tense and the present simple tense. Learn how to write a letter. Ⅱ. Teaching aids 教具 录音机/音标卡片/单词卡片/图片 Ⅲ. Teaching Plan 教学方案 Step 1 Review 第一步 复习(时间:3 分钟) 复习单词。 (单词竞赛。) Example: (小组抢答题, 在限定的时间内看看哪一组说出的单词多, 每个单词一分。如果其中哪一组说不完整, 其他组可 以补充, 并给予加分。教师对优胜组予以适当奖励。) T: The days of week. Ready? Go! G1: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. G2: … G3: … … T: Great! I’ll give each group seven scores. Subjects. Go! G1: English, Chinese, math, politics, history, geography, music, P. E. , science … G2: … G3: … … T: Excellent, all of you are very good! The adjectives of this topic. G1: Easy, difficult, interesting, boring, funny, useful, hard … G2: … G3: … … T: List the verbs and nouns of Topic 3, please. … Step 2 Presentation 第二步 呈现(时间:10 分钟) 呈现 1，完成 2。 1. (呈现音标卡片，让学生熟悉这些发音，为下面的操练做准备。) T: Boys and girls, please look at this card. Can you read this word?(举起Dclean‖的单词卡片。) Ss: Clean. T: What about this one?(举起Dtea‖的单词卡片。)22 / 102Ss: Tea. … (用同样的方法呈现音标运用头脑风暴法要求学生尽可能多地说出发这个音的单词，再进行归纳。) (板书) clean eat leaf][i:] bread head pleasure tree green feet[i:] ear near hear teacher worker computer monkey money honey[i] 2. (放 1 的录音，并让学生跟读。) T: OK, please open your books on page 23. Let’s listen to the tape and follow it. (播放录音。) 3. (教师手拿一份校报，呈现 2。) T: What’s this? Do you know? Ss: … T: Newspaper, school newspaper.(教师帮助学生回答。) (学生跟着说) Ss: Newspaper, school newspaper. T: Now, let’s learn about Li Mei’s school newspaper. 4. (呈现生词并板书。) (板书) February 二月，newspaper 报纸，hard 努力的，wish 愿望 5. (熟读单词。) 6. (让学生读信并学习下列词组。) T: Now read this letter and learn the following phrases: ①School Times(校园时报) ②Science Today(今日科学) ③learn…from…(从……中学习……) ④thank sb. for sth./doing sth.(因某事/做某事而感谢某人。) 7. (听 2 的录音，完成 2 的问题。) T: Listen to the tape and answer the questions in 2. (核对答案。) 8. (集体朗读。) T: Read the letter together. Step 3 Consolidation 第三步 巩固(时间:12 分钟) 巩固 2，完成 3a，3b。 1. (讲解英文书信的格式，英文信封的写法。) T: Let’s learn how to write a letter and how to write an envelope in English. (详见课文后注释。) 2. (让学生朗读 3a，3b，体会一般现在时和现在进行时的差异, 参照本话题所学的句型准备 2 分钟的对话。) T: Now, boys and girls, make a dialog with your partner. Example: T: Hello, how are you? S1: Fine, thank you. T: What day is it today? S1: It is Thursday. T: What class are we having? S1: We are having an English class. T: What time does the class begin? S1: At eight o’clock.23 / 102T: Which subject do you like best?/What’s your favorite subject? Why? S1: I like English best./My favorite subject is English. Because it’s easy and interesting. T: How many English lessons do you have every week? S1: Five. T: How do you usually come to school? S1: I usually come to school by bike. T: Do you have school newspaper? S1: Yes, I do. T: How do you like your school newspaper? S1: It’s interesting. I like it very much. It is my favorite. I can learn a lot from it. T: Thank you for answering my questions. S1: You’re welcome. Step 4 Practice 第四步 练习(时间:10 分钟) 练习现在进行时和一般现在时, 完成 4。 1. (挂两张图在黑板上。让学生看图回答问题。) T: Look at the pictures carefully. Then answer the questions. (板书问题。) (1)What does Maria think of her school life? (2)What is she doing at 20:00 in Picture 2? (3)What does she usually do at 21:30 in Picture 3? (4)What is she doing in Picture 4? 2. (通过回答问题, 让学生复习一般现在时和现在进行时, 教师比较并归纳两者间的区别。) 3. (让学生看 4 中的图片, 用下面的问题进行问答, 巩固这两种时态。) (1)What does Kangkang usually do…? (2)What is he doing…? 4. (完成 4。) T: Complete the passage according to the pictures. Step 5 Project 第五步 综合探究活动(时间:10 分钟) 通过活动，培养学生综合运用能力，激发学生运用英语的兴趣，鼓励学生大胆创新。 1. (让学生设计一份校报。) (1)(让全班学生分组讨论准备 3 分钟，以组为单位设计一份校报。) (2)(校报内容各组可根据实际情况，自己发挥。) (3)(检查，并把设计好的校报张贴在教室学习园地里，以此鼓励学生大胆创新的精神。) 2. (家庭作业。) (让学生和搭档谈论自己的一天, 使用现在进行时和一般现在时。) Ⅳ.疑点探究 dinner 与 supper: dinner 意为D（中午或晚上吃的）正餐，主餐‖。supper 意为D（通常指在家吃的）晚餐，晚饭‖。从意义上就可以 看出 dinner 可以在中午吃，也可以在晚上吃，通常比较正式，比较丰盛。supper 则较简单。在英式英语中 supper 也可以表示D夜宵‖。24 / 102Unit 6 Our Local Area Topic 1 Is there a sofa in your study? Section ASection A needs 1~2 periods. Section A 需用 1~2 课时。 The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Aims and demands 目标要求 1. (1)Learn the words of rooms in homes: bedroom, kitchen, dining room, living room (2)Learn other new words and phrases: second, floor, upstairs, come in, garden, grandfather, in front of , house, behind, door 2. (1)Learn some prepositions of positions. in, on, next to, in front of, behind (2)Master how to use the structure ofDThere be‖. Oh, there are so many books on the shelf. ―Is there a study on the first floor? ―No, there isn’t. ―Are there any books in the study? ―Yes, there are. 3. Review the present continuous tense. Important and difficult points:(重难点) Learn some prepositions of positions.in, on, next to, in front of, behind Master how to use the structure ofDThere be‖. Ⅱ. Teaching aids 教具 录音机/挂图 Ⅲ. Teaching Plan 教学方案 Step 1 Review 第一步 复习(时间:10 分钟) 复习现在进行时, 呈现 1a。 (方案一:搜集资料。老师让学生拿出已搜集好的房间图片, 并标出房间的英文名, 在课上展示。让学生试着读出 图片下面的单词, 教师点评。) T: Boys and girls, take out your collected pictures and label them in English. 1. (呈现 1a 挂图, 引入新单词。) T: I like the nice house. Do you have a nice house? S1: Yes, I do. S2: No, I don’t. … T: Do you have your own study? (向学生解释 study v.学习; n.书房。) Ss: Yes, I do. / No, I don’t. T: What can we do in the study? Ss: We can read books in the study. T: S3, Which room do you sleep in? S3: 卧室。 T: Yes. In the bedroom. (板书) study bedroom (方案二:叫几名学生表演在不同地点的动作, 如学习、睡觉、洗澡、用餐、煮饭、看电视等, 让其他学生逐一猜25 / 102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。) (板书) living room 客厅；起居室 dining room 餐厅 kitchen 厨房 garden 花园 study 书房 Example: T: What’s he/she doing? S4: He/She is watching TV. T: And he/she is watching TV in the living room. T: Then what’s he/she doing? S5: He/She is studying. T: You are right. T: Where’s he/she? S6: He/She is in the study. T: Good. … (呈现 1a 挂图。) 2. (指着 1a 的图上的卧室问, 指导学生回答。) T: What do you do in the bedroom? Ss: We sleep in it. (指着挂图上的书房继续做问答练习。) T: Where’s the study? Ss: It’s next to the bedroom. T: So there is a study on the second floor. And there are two bedrooms on the second floor. (板书短语和新句型, 并进行适当的讲解。) on the second floor Is there a computer in your study? There are so many books on the shelf. Is there…? Yes, there is. / No, there isn’t. 3. (让学生根据 1a 的图练习 There be…句型的疑问句形式。) T: Is there a living room on the first floor? Ss: Yes, there is. T: Are there two bedrooms on the first floor? Ss: No, there aren’t. (让学生之间进行对话。) S1?: … S2: … Step 2 Presentation 第二步 呈现(时间:5 分钟) 呈现 1a。 1. (课前设置好听力任务, 并板书。) (1) Where’s the bedroom? (2) Where’s the study? (3) Are there many books on the shelf? T: Now, let’s listen to 1a and find out the answers to these questions. Are you ready? Ss: Yes. T: OK. Let’s begin. (播放 1a 的录音。) 2. (核对答案, 板书关键词。) T: Who can answer the first question?26 / 102S1: It’s on the second floor. T: Well done! What about the second question? S2: It’s next to the bedroom. T: Good! Thank you. The last question? S3: Yes, there are. T: Good job. bedroom―second―floor―study―next to―books―shelf Step 3 Consolidation 第三步 巩固(时间:5 分钟) 巩固 1a, 完成 1b。 1. (再放 1a 的录音, 让学生跟读, 并用铅笔标出重读与语调。) T: Now, please follow the tape and mark the stress and intonation with your pencil. 2. (让学生擦去所标记号, 先自读, 然后跟读, 核对语音语调。) T: Erase the marks and read 1a by yourselves, then check your pronunciation and intonation according to the tape. 3. (人机对话。) T: Now, listen to me carefully. Suppose you were Jane. Listen to the tape and make a dialog with Maria. 4. (让学生看黑板上的关键词, 学生两人一组上台表演, 完成 1b。) T: Now, boys and girls, please look at the key words and act out the dialog. G1: … T: Wonderful! Any other groups? G2: … (对学生表演进行点评。) Step 4 Practice 第四步 练习(时间:15 分钟) 练习 2a, 完成 2b。 1. (1)(让学生认真听 2a 的录音并独立完成 2a, 主要让学生了解关于房间的名词。) T: OK! Now listen to 2a and do it by yourselves. Do you understand? Ss: Yes. (2)(呈现 2a 挂图, 让学生拿着教师已准备好的地点名词卡片根据录音内容到黑板前粘贴, 并用一句话说出它的位置。) T: Boys and girls, put up the cards of places on the blackboard and say a sentence. Example: There is a study on the second floor. … (3)(核对答案。) T: Now, let’s check the answers. Listen to me carefully and correct them. Rooms on the first floor: C, D, E. (from left to right) Rooms on the second floor: A, A, B. (from left to right) In front of the house: F. 2. (让学生看 2a 的图, 与搭档对话完成 2b。给学生几分钟准备, 然后找一些小组表演对话。) T: Now let’s look at the picture in 2a, then finish 2b according to the example with your partner. (几分钟后, 让学生表演。) T: Which group can act your dialog out? G1: We can. (表演对话。) T: Great! Any more? … 3. (教师与一名学生先做示范, 再让其他学生仿照示范完成 3。) T: Please be quiet! Listen to us carefully. Example:27 / 102T: Where’s your father? S1: He is in front of the house. T: What’s he doing? S1: He’s cleaning the car. (让学生跟搭档讨论, 完成对话。) S2: … S3: … (让学生根据对话和 3 中的短语连句。) Example: Father is cleaning the car in front of the house. Step 5 Project 第五步 综合探究活动(时间:10 分钟) 通过活动, 增强学生的综合运用能力。 1. (呈现给学生一张表格, 介绍自己的教室。) There is a teacher a clock a blackboard … There are students books desks … T: Introduce our classroom according to the form, then report to the class. Example: (陈述形式。) There is a teacher in our classroom. There are some students in our classroom. There isn’t a cat… There aren’t any… (或问答形式。) S1: Is there a teacher in our classroom? S2: Yes, there is. S1: Are there any students in our classroom? S2: Yes, there are. S1: Is there a cat…? S2: No, there isn’t. … 2. (完成 4。) (1)(让学生自己画一张自己家的图片, 并用英文标出所画房间名称。) T: Draw a picture of your own house. (2)(运用演讲形式, 让学生介绍自己最喜欢的房间及房间里都有什么。) Example: 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… (3)(让学生四人一组做一个关于DWhat’s your favorite room?‖的调查报告, 然后全班分组调查, 最后随机抽学生向 大家汇报。) Example: ××’s favorite room is his/her study. He/She can study in his/her study… (4)(找找看。) (出示一张房间的图片, 让学生找物品的位置, 引出DWhat’s in that room?‖为下一课作铺垫。) T: Boys and girls, where is the desk? Ss: It’s near the window. T: What’s in that room? Ss: There is a bed, a light … T: Very good. Let’s begin.28 / 102… 3. (家庭作业。) (让学生画一幅自己理想中的房子。并用英语进行简单的描述。不少于 6 个句子。) T: Draw a picture of your ideal house. Then write a short passage about it. (At least six sentences.) Ⅳ.疑点探究 play with 意为D玩耍；游戏；玩乐‖，多指儿童的活动。如： The child is playing with a ball. 这个孩子正在玩球。 play 意为D打、玩、踢‖等意思时常指正式的球类运动和演奏活动。如： They are playing basketball on the playground. 他们正在操场上打篮球。29 / 102Section BSection B needs 1~2 periods. Section B 需用 1~2 课时。 The main activities are 1a and 3. 本课重点活动是 1a 和 3。 Ⅰ. Aims and demands 目标要求 1. (1)Master the names of home items: lamp, clock, table, key, window (2)Learn other new words and phrases: talk about, put away, thing, dad, model, under, river 2. Go on learning how to use the structure ofDThere be‖ and the prepositions of positions. ―What’s on your desk? ―There is a lamp, a computer, some books and so on. ―How many boats are there on the river? ―There are two. 3. Talk about positions and existence. ―Is there a sofa in your study? ―Yes, there is. It’s near my desk. Important and difficult points:(重难点) Go on learning how to use the structure ofDThere be‖ and the prepositions of positions. Ⅱ. Teaching aids 教具 录音机/挂图/实物 Ⅲ. Teaching Plan 教学方案 Step 1 Review 第一步 复习(时间:10 分钟) 复习 There be 句型, 导入 1a。 1. (在黑板上呈现一张漂亮的两层楼挂图, 有书房、卧室、厨房、餐厅、客厅、卫生间、花园。此活动的目的是 复习 There be 句型。) (把图拿走, 要求学生凭着记忆, 描述这张图, 采用竞赛的形式, 可采用小组竞赛, 也可以个人为单位竞赛, 教师 给予奖励, 激发学生的学习热情。) (竞赛规则如下:参赛者只能在规定的两分钟内描述这张图, 说对一句, 得一分, 谁得的分最多, 谁就获胜。) T: Look at the picture for one minute. Then I’ll take it away. You need to say as many sentences as possible about it in two minutes. Example: There’s a study on the second floor. There’s a garden in front of the house. 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 句型, 并引入新单词和新句型。) T: What can you see in the picture? S1: I can see a sofa. S2: I can see a family photo and a clock. … T: What’s on the desk? Ss: There is a lamp, a computer, some books and so on. T: We can also say, DThere are some books, a lamp, a computer and so on. Is there a clock on it?‖ Ss: No, there isn’t.30 / 102(让学生通过观察去发现规律。) (板书) (1) What’s on your desk? There is a lamp, a computer, some books and so on. (台灯) (2) Is there a clock on it? (钟) Yes, there is./No, there isn’t. Step 2 Presentation 第二步 呈现(时间:5 分钟) 呈现 1a。 1. (让学生听 1a 的录音, 回答教师的问题。) T: Listen to 1a and answer the questions. (听完后, 教师问, 学生回答。) T: Now, please answer my questions. Where’s the sofa? S1: It’s near Jane’s desk. T: Next, what’s on the desk? S2: There is a lamp, a computer, some books and so on. T: Good! Next, where is the clock? S3: … 2. (让学生分角色朗读 1a。) T: Please work in pairs, and read the dialog. Step 3 Consolidation 第三步 巩固(时间:5 分钟) 巩固 1a, 完成 1b。 1. (让学生合上书本, 看 1a 的挂图, 描述 Jane 的书房, 用 There be 句型。) T: Please close your books and look at the picture in 1a, then describe Jane’s study. OK? 2. (根据 1a, 两人一组谈论自己的书房/卧室……, 并完成 1b。) T: Now, I’ll give you some minutes to talk about your study/bedroom … Then act out your dialogs in pairs. Example: S1: What’s in your study? S2: There is/are … S1: Is there a/an …? S2: Yes, there is./No, there isn’t. Step 4 Practice 第四步 练习(时间:15 分钟) 通过练习, 完成 2, 3, 4。 1. (1)(让学生看 2 的图, 听录音, 完成 2。) T: Look at the pictures in 2, and listen to the tape and finish 2. (2)(听完录音, 核对答案。) T: Who can tell us your answers? S1: Don, There’re, keys‖. S2: Dbehind, There’s‖. T: That’s right. 2. (可以用课前准备好的实物, 让学生用 There be 句型回答。) (出示橘子。) T: Now, please look at my hand. What’s in it? S3: There is an orange in it. (从书包中取出香蕉藏在身后。导出新句型。) (板书)31 / 102How many+可数名词复数形式+are there+…? There be… T: Are there any bananas in my bag? Ss: No, there aren’t. They are behind you. T: How many bananas are there? Ss: There are two. T: Well done! 3. (让学生看 3 的图片, 完成 3。) T: Let’s go to 3. There are eight pictures in it. First, read Picture 1 and 2 by yourselves for 1 minute. (一分钟以后) T: Now, let’s look at Picture 3 and 4. Make new dialogs according to Picture 1 and 2. (两分钟以后, 挑选两组表演。) T: I’ll choose two pairs to act them out. G1: What’s near the window? There is a guitar near it. G2: Is there any milk in the glass? Yes, there is. (让学生看图 5、6, 完成对话 7、8。) T: Read the dialogs below Picture 5 and 6 and make similar dialogs with Picture 7 and 8. G3: What’s in the tree? There’re some birds in it. How many birds are there? There are three. G4: … 4. (看 4 的图片, 两人一组编对话。) T: Please look at the picture in 4, then work in pairs and make new dialogs like this: Dialog 1: S4: What’s in the picture? S5: There are some dogs in it. Dialog 2: S6: Are there any monkeys in the tree? S7: Yes, there are. S8: How many monkeys are there? S? 9: There are three. (要求学生用同样的方法编对话, 完成 4。) Step 5 Project 第五步 综合探究活动(时间:10 分钟) 通过活动培养学生实际操作能力。 1. (找找看。课前把一些实物, 如铅笔、尺子、书包、小刀等放在教室的不同位置, 让学生找到物品并说明某地 有什么。) Example: S1: Where is the pencil-box? S2: It’s on the desk. S1: What’s under the desk? S2: There is a pencil, a ruler, a knife and two pens. S1: … S2: … (在开展以上对话活动时, 要求学生特别注意 in, on, next to, in front of, behind 等介词的使用, 重点练习 What’s on/in/next to…？There is/are…) 2. (方案一: 让学生两人一组用图文形式介绍自己家里某一房间物品的摆放。其中一名学生画图, 另一名学生配32 / 102文字说明, 并站在讲台前向学生们描述。) Example: My 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? (活动结束后, 由学生们选出最佳搭档, 教师给予鼓励表扬。) (方案二: 两人一组活动, 其中一名学生用文字描述某一房间, 另外一名学生画图。 最后, 把图展示出来, 由学 生们选出最佳搭档, 教师给予鼓励表扬。) 3. (家庭作业。) (让学生根据 4 中的图片写一篇小短文。不少于 60 字。)Section CSection C needs 1 period. Section C 需用 1 课时。 The main activities are 1a and 2. 本课重点活动是 1a 和 2。 I . Aims and demands 目标要求 1. Learn some new words: beautiful, flower, large, bathroom, drawer, chair, keyboard 2. Go on learning the prepositions of positions and the structure of DThere be‖. (1)Talk about positions. ―Where is the lamp? ―It’s on the desk. ―Where are my shoes? ―They’re under the bed. (2)Talk about existence. 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. Are there many beautiful flowers in the garden? Is there a kitchen on the first floor? Important and difficult points:(重难点) 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. Are there many beautiful flowers in the garden? Is there a kitchen on the first floor? Ⅱ. Teaching aids 教具 录音机/挂图/图片/简笔画 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10 分钟) 复习 There be 句型, 引出 1a。 (接龙游戏。将全班分成几组, 利用 1a 的图片, 组与组之间进行问答比赛。) (竞赛规则:1.组与组之间的竞赛; 2.开始第一个问题由教师来问; 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; 4.每个问题不能重复。) T: What’s in the picture? G1: There’s a nice house. Where’s the garden? G2: It’s in front of the house. What’s in the garden? G3: There are many beautiful flowers in it. Is there a big tree? G4: Yes, there is. Where is it?33 / 102G5: It’s behind the house. … (假设是第 2 组获胜。进行下一轮比赛。) T: It’s great! Stop! Group 2 is the winner. Now, please go on with next round. What’s on the first floor in the house? G1: There is a big living room. Is there a dining room next to it? G2: Yes, there is. What’s in the dining room? G3: There is a table and some chairs in it. Can you find out the bathroom? G4: Yes, I can. Where is it? … (总结学生比赛结果, 进行鼓励表扬。) T: How wonderful! You are the best! (用两个学过的句型来呈现 1a 中的新单词。板书。) The flowers in the garden are beautiful. 花 漂亮 John is having a bath in the bathroom. 浴室 Step 2 Presentation 第二步 呈现(时间:5 分钟) 呈现 1a。 1. (设置听力任务, 听 1a 的录音并回答问题。) T: Listen to 1a carefully and answer my questions. Questions: (1)What’s in front of the house? (2)Are there any trees in the garden? (3)Is there a study on the first floor? (核对答案。) T: Are you ready? Ss: Yes. T: Who can answer my first question? S1: There is a small garden in front of the house. T: Well done! The second question? S2: … … 2. (让学生快速朗读 1a, 并完成正误判断题, 然后核对答案并改正。) T: Read 1a quickly, and then finish the true or false questions, then check the answers and correct them. T: Finish? Ss: Yes. T: Who can answer the first question? S3: DT‖. T: Oh, it is wrong. S4: DF‖. There aren’t any trees in it. T: Wonderful! Next? S5: … (用同样的方法完成剩下的问题。) Step 3 Consolidation 第三步 巩固(时间:5 分钟) 巩固 1a, 完成 1b。 1. (让学生阅读 1a, 完成 1b, 然后教师核对答案。) T: Now, please read 1a. Finish 1b, then I will check the answers.34 / 1022. (把全班分成四组, 让学生把 1a 中的关键词、句找出来列于纸上, 并画出一幅简笔画。选出每组一名成员按照 要点和简笔画复述短文。) T: The class will be divided into four groups. List some key words and sentences on your paper, and draw a stick figure on it. Retell the passage according to the key words and the picture. I’ll choose one of you in each group to retell it. Example: This is my home. There are seven rooms in my home. On the first floor, there is a living room, a bathroom … Step 4 Practice 第四步 练习(时间:15 分钟) 练习方位介词, 完成 2, 3。 1. (老师把已准备好的图片贴在黑板上, 如：树、椅子……, 找学生在图片上画出其他的东西并运用已学过的方 位介词和 There be 句型造句。) Example: There is a red car in front of the classroom. 2. (出示图片或用简笔画教学新单词 drawer, chair, keyboard, 并对介词 in, on, under, behind, in front of 进行操练。 ) (出示有抽屉、椅子和键盘的简笔画。) T: Look at the stick figure and learn the new word Ddrawer‖. Ss: Drawer. (跟读) (在简笔画中添上一支笔, 操练介词 in 和 under。) Example: T: What’s in the drawer? Ss: There is a pen in it. T: What’re under the drawer? Ss: There are some pens under it. (用同样的方法, 完成介词操练。) 3. (让学生独立完成 2, 教师核对答案。) T: Finish 2 by yourselves, then check the answers together. (核对完答案后, 让学生两人一组练习对话。) T: OK. Practice the dialogs in pairs. After a while, I’ll ask three groups to read the dialogs. 4. (让学生两人一组根据 3 的 A、B 图片分角色编对话，并根据对话内容和图片填空。) T: Now, work in pairs and make new dialogs according to Picture A and B in 3. Example: S1: What color is the bag in Picture A? S2: It’s green. S1: What about the bag in Picture B? S2: It’s yellow. What’s on the desk in Picture A? S1: There is a computer and a keyboard. S2: What’s on the desk in Picture B? S1: There are some pencils, some books and a lamp. S2: Is there a shelf in Picture A? S1: Yes, there is. What’s on the shelf? S2: There are some books and a model plane. (核对答案。) Step 5 Project 第五步 综合探究活动(时间:10 分钟) 通过活动, 培养学生创新能力。 1. (双人活动, 让其中一名学生向另一名学生描述他/她的卧室/书房/客厅……里的物体, 要求另外一名学生把房 间里的这些物体放在合适的地方, 使得房间更加大方、漂亮, 并用图描绘出来，最后两人一起用文字表达出来。 看哪组设计的卧室/书房/客厅……最佳, 给予鼓励。) Example:35 / 102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 and some books in the study. S2: OK. I can draw them well. … 2. (家庭作业。) (1)(给学生两张卧室的挂图。要求学生写一篇关于两个卧室不同之处的短文。) (2)(让学生预习 Section D。) Ⅳ.疑点探究 英语中的介词运用很灵活, 它往往根据具体的位置选用对应的介词, 而不是根据汉语直译去选择。 如: on/in the wall There is a window in the wall. 墙上有一扇窗户。 There is a picture on the wall. 墙上有一幅画。36 / 102Section D Section D needs 1 period. Section D 需用 1 课时。 The main activities are 1 and 5. 本课重点活动是 1 和 5。 Ⅰ. Aims and demands 目标要求 1. Learn the vowels: 2. (1)Review the prepositions of positions. in, on, behind, under, near, next to, in front of (2)Review the structure ofDThere be‖ . There is a small garden in front of my house. There isn’t a computer in Picture B. There are two bedrooms and a small study. There aren’t any trees in it. ―Is there a computer in your study? ―Yes, there is. / No, there isn’ t. ―Are there any shoes under the bed? ―Yes, there are. / No, there aren’t. ―What’s on the desk? ―There are some model planes on it. ―How many pairs are there? ―There are two pairs. 3. Review home items. Important and difficult points:(重难点) There is a small garden in front of my house. There isn’t a computer in Picture B. There are two bedrooms and a small study. There aren’t any trees in it. ―Is there a computer in your study? ―Yes, there is. / No, there isn’ t. Ⅱ. Teaching aids 教具 录音机/图片/音标卡片 Ⅲ. Teaching Plan 教学方案 Step 1 Review 第一步 复习(时间:10 分钟) 复习单词, 导入 1。 1. (单词竞赛。 把本单元单词按功能归类, 制成单词卡片, 要求每名学生必答两个单词, 教师给出中文意思, 学生 说英文。一词一分。然后进行全班抢答。) T: Now, let’s have a word competition. I’ll give you Chinese meanings. Please say them in English. Each word you’ll get one point. Are you ready? OK! Go! … T: Well done! This time let’s have a quick answer. If you know, you can stand up and answer quickly. Yeah, begin! (必答单词如下: bedroom, kitchen, bathroom, study, garden, flower, lamp, clock, key, CD, chair, keyboard, behind, under, second, floor, wall, model, beautiful, large, drawer) (抢答词组如下: dining room, living room, in front of, put away, look after) (通过对单词和词组的必答和抢答, 进一步巩固本单元的词汇, 培养竞争意识, 调动学习积极性。) 2. (1)(呈现含发音的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。) T: What’s this? Ss: It’s bird.37 / 102T: What’s that? Ss: It’s girl. (板书 girl, bird 并画线Dir‖,要求学生找规律。) girl bird Step 2 Presentation 第二步 呈现(时间:3 分钟) 呈现 1。 (让学生听 1 的录音并跟读。) T: Listen to the tape and then read after it. Step 3 Consolidation 第三步 巩固(时间:5 分钟) 巩固 1。 1. (再听 1 的录音, 让学生每听完三个单词后, 快速说出它们的汉语意思。) T: Listen to 1 again and say their Chinese meanings quickly. 2. T: Let’s sum up the words that have the pronunciations Step 4 Practice 第四步 练习(时间:15 分钟) 通过练习完成 2, 3a, 3b 和 4。 1. (1)(让学生根据所听到 2 的录音, 完成 2。) T: Listen to 2 and draw a picture according to what you will hear. (让学生可以先写下关键词, 录音停止后再画。) (2)(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. (告诉学生 3a 和 3b 是本单元重点, 翻开书齐读。) T: Please open your books! Read 3a and 3b together. 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. Use the prepositions that we have learnt and the structure of DThere be‖. Step 5 Project 第五步 综合探究活动(时间:12 分钟) 通过