一、教学重点
词汇：busy，many
句型：There’s a computer room.
There are many computers.
二、教学栏目
Listen and say, Do a survey, Ask and answer
三、教学目标
1．学生在正确认读单词的根底上，通过阅读Listen and say的语段，了解如何用核心句型There is/are …介绍学校不同的设施。
2．通过Ask and answer问答练习，帮助学生操练There is/are …句型。
3，通过Do a survey调查活动，运用核心句型There is/are …来介绍学校的设施及其数量。
四、教学步骤
Pre-task preparations
1．播放一首有关学校的儿歌或歌曲，如Our school will shine today，让学生跟着录音学唱。 2．出示六张学校设施的图片，并给图片编号，要求学生两人一组，进行快速问答活动。 S1: What is No. 3? S2: It’s a library.
S1: What can you do in the library? S2: I can read books in the library.
While-task procedures
1．出示学校的图片，用新句型There is/are …介绍学校的设施，并板书新句型，让学生跟读。 T: Look, children. This is our school. It is very nice. There’s a library in our school. We can read
books in the library. There are many classrooms in our school too. We have lessons here … (write the example sentences on the blackboard)
There is a library in our school. There are many classrooms in our school.
2．播放Listen and say的录音，让学生跟着录音朗读；然后根据图片和录音提问，学生回 答。
1) What place is this? (It’s Alice’s school.)
2) What’s in her school? (There’s a playground, a computer room, many classrooms and a library in it.)
3) What can the students do in the library? (They can read books in the library.)
3．将学生分成四人一组，教师在黑板上出示学校各种设施的图片，要求学生先在小组内用There is/are …等句型介绍，随后邀请局部小组成员上来与全班交流。 S1: Look, this is a school. There is a big playground. S2: There is a computer room. S1: There is a library in the school. S2: There are ten classrooms in the school.
4．出示Look and learn的图片，用本单元所学There is/are …等句型进行介绍，并顺势提问：What’s in our school? 让学生试着答复。然后要求学生两人一组结对，根据Ask and answer的范例进行问答练习。 S1: What’s in our school?
S2: There is a library in our school. There are … classrooms. S1: What’s in our classroom?
S2: There are many desks and chairs in our classroom. There is a blackboard.
Post-task activities
1．让学生课前调查学校的设施情况，填写Do a survey的表格。在课堂上先让个别学生根据Alice的表格作介绍，然后运用已学句型There is/are … 介绍自己的学校。
S1: There are … classrooms in my school. There is a library … We can read in it. There are … 2．出示学校的图片，让学生介绍学校或其中一个设施，学生可以先在小组内交流，然后再 进行全班交流。
S1: Look! This is our school. It’s nice. There’s a playground in our school. It’s very big. We can
play football in it. We can play basketball there too.
S2: This is our school. It’s very big. There are 21 classrooms in our school. There’s a library too. S3: This is our classroom. There’s a blackboard in the classroom. Teachers can write and draw on it. There are four windows in the classroom. They’re clean.
第二课时
一、教学重点
词汇：grandparents，grandfather，grandmother，parent，uncle，aunt，cousin
二、教学栏目
Look and learn, Culture corner
三、教学目标
1. 帮助学生学习Look and learn中表示家庭成员的生词。
2. 通过Culture corner，帮助学生意识到英语国家对亲属的称谓特点。
3. 通过家谱的制作和介绍，帮助学生稳固词汇学习，结合句型I have ... This is my ...介绍家庭成员。
四、教学步骤
Pre-task preparations
1．利用多媒体播放一首有关家庭成员的儿歌，请学生欣赏。播放儿歌的同时，出示单词卡片aunt，uncle和cousin。
2．出示Look and learn中Jill的家谱，指着图片中的Jill的父母提问，帮助学生复习学过的 表示家庭成员的单词。
T: (point to Jill’s father in the picture) Who is he? Ss: He is Jill’s father.
While-task procedures
1．出示Look and learn中Jill的家谱，指着图片中的其他家庭成员逐一介绍或自问自答，引
出生词grandfather，grandmother等。然后出示单词卡片，让学生跟读和拼读。
T: (point to Jill’s grandfather) Who is he? He’s Jill’s father’s father. He’ s Jill’ s grandfather (show the flashcard for grandfather) Grandfather. G-R-A-N-D-F-A-T-H-E-R, grandfather. Ss: Grandfather. G-R-A-N-D-F-A-T-H-E-R, grandfather. 然后，指着家谱图中的人物图片说单词，让学生快速反响。 T: (point to Jill’s aunt) Uncle? Ss: No. Aunt. A-U-N-T, aunt.
2．在黑板上画出Jill的家谱图，请学生上来把单词卡片贴在适当的位置上，贴完之后让全班一起拼读单词。接着教师介绍Jill的家庭成员。
T: (point to the family tree) Jill has one uncle. His name’s John. He’ s Jill’s mother’s brother ... 然后要求学生扮演Jill，并用学过的句型I have ... His/Her name’s ...介绍Jill的家庭成员，帮助学生理解家庭成员之间的关系。
S1: I’m Jill. I have one cousin. His name’s Dan.最后，让学生看Culture corner，引导他们发 现中英文的区别：在英语中cousin既可以指“堂兄弟，表兄弟〞，也可以指“堂姐妹，表姐
妹〞，因此要注意根据实际情况选择代词he或she。让学生了解中外亲属称谓的差异：中国对亲属称谓划分较细，英语国家对亲属的称谓比拟笼统。
3．在黑板上画出你的家谱，边画边向学生介绍你的家庭成员，告诉学生你有几个叔叔、阿 姨、侄子、外甥等。
T: Look! I have three cousins．They are Jerry, Mark and Susan. I have two uncles. Who are they? Ss: They’re ... and ...
接着请个别学生借助照片介绍自己的家庭成员。
S1: I’m ... This is my family. I have ... His/Her name’s ... He’s/She’s ...
4．出示一个大家庭的家谱，并给家谱中每位成员写上姓名，要求学生在小组内仿照之前学 的儿歌用chant形式做问答练习。
S1: Who is that? Who is that? Is he your uncle? Yes or no? S2: (act as one family member) He’s Jack. He’s Jack. Yes, he is. He’s my uncle Jack.
Post-task activities
1．小组活动。将学生分为四人一组。要求学生在纸上画出各自的家谱。在小组内交流各自 的家谱图，并互相介绍家庭成员。
S1: This is my family tree. I have two uncles. They’re ...
2．学生记录同组某个同学的家庭成员(主要是uncle，aunt，cousin)信息，向其他学生介绍。 S2: (show S1’s family tree) Look, this is (S1’s name)’s family tree. He/She has uncle(s)/aunt(s)/cousin(s). His/Her name’s ...
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