Section A
Main activities:1a, 2b and 3
Teaching priods:1~2
Teaching aims and demands:
1. Master the structure of “there be” and some prepositions.
2. Get to know different rooms in houses.
3. Review the present continuous tense.
Teaching procedure:
Step1 Review
1. Perform some actions to review the present continuous tense.
2. Show the picture of 1a to the students, asking the following questions:
Who is the boy?
Who is the girl?
What are they doing?
Step2 Presentation
1. Draw a two-story house with several empty rooms on the blackboard, then show a picture of “study” to the students and teach them to say the new word “study”. Stick the picture into one of the rooms on the second floor, and teach the students to say the sentence “There is a study on the second floor.”
2. Teach the names of other rooms to the students, using the same method above. Practice them in “there be” structure.
3. Play the tape of 1a for the students, and ask them to answer the following question after listening.
“Is there a computer in Jane’s study?”
4. Go through the dialog with the students together, and deal with some language points.
Write them down on the blackboard.
Is there…
Are there…
Next to…
Why not…
Can I borrow…
Step3 Consolidation
1. Play the tape again and ask the students to follow it sentence by sentence, paying attention to the pronunciation and intonation.
2. Get the students to practice and act out the dialog. Choose several pairs to act out in the front of the class.
Step4 Practice
1. Finish 2a and 2b in class.
2. Review the present continuous tense.
3. Practice 3.
4. Choose several pairs to act out their dialog 3.
Step5 Project
1. Finish 4.
2. Suppose a classmate or a friend is visiting your home. Make a dialog with your partner, using “there be” structure and the present continuous tense. List the following suggestion on the blackboard.
There is…
Is there…? Yes, there is./No, there isn’t.
There are…
Are there …? Yes, there are./No, there aren’t.
What’s on the first /second floor?
What’s your mother/father …doing in the garden?
He/she is V-ing…
3. Choose several pairs to act out their dialog.
Section B
Main activities:1a and 3
Teaching priods:1~2
Teaching aims and demands:
1. Learn more preposition of position in “there be” structure.
2. Learn wh-question.
3. Learn some home items.
Teaching procedure:
Step1 Review
1. Review the main contents of Section A by brainstorming.
For example:
Does Jane have a nice house?
Is there a garden beside he house?
Where is the bedroom?
2. Game
Divide the class into two groups, and ask each group to speak out different rooms and prepositions they have learned one by one without long pause and repetition.
Step2 Presentation
1. Present the new words, using pictures or real objects.
For example:
Take out a mirror to teach the new word “mirror”, and put the mirror on the desk to teach the sentence “There is a mirror on the desk.”
2. Teach the other home items and preposition, using the same method above.
3. Give the question: Who is playing with the computer? And then play the tape. Ask the students to answer the question after listening.
4. Go through the dialog of 1a with the students, and list some key points on the blackboard and give necessary explanation, such as lamp, mirror and clock.
Step3 Consolidation
1. Play the tape of 1a again, and ask the students to follow it sentence by sentence, paying attention to the pronunciation and intonation.
2. Get the students to practice the dialog in pairs, and then choose several pairs to act it out in class.
3. Finish 2 in groups and check the answer together with the students. Give explanation if necessary.
Step4 Practice
1. Finish the rest part of 3 according to the example shown. Choose several pairs to act out their dialog.
2. Look at the picture and finish 4.
Step5 Project
1. Suppose you’ve just moved into a new flat and need to buy many home items. Make a shopping list and then make up a short dialog about shopping. Act out your dialog with your partner in class.
2. Classify the home items you have bought to see which items should be put into which room. List the items on the blackboard. Report your answer to the class.
Section C
Main activities:1a and 2
Teaching priods:1
Teaching aims and demands:
1. Go on learning “there be” structure.
2. Go on learning preposition of position.
Teaching procedure:
Step1 Review
Guess a riddle
The teacher writes the first letter of a word on the blackboard, and gets the students to guess. Practice the first one whose guess is correct. If nobody can get he answer, the teacher can give some necessary English explanation.
Step2 Presentation
1. Ask the students to read 1a quickly and then finish the true or false questions.
2. Do intensive reading again and ask the students to finish 1b alone. Check the answers in class and give necessary explanation.
3. List some key words and sentences on the blackboard, and draw a stick figure on the blackboard. Retell the passage according to the key words and picture to show a model. Get the students to practice in pairs or groups.
Step3 Consolidation
1. Ask the students to finish 2 with the prepositions “in, on, under, behind, in front of” alone. Then check the answers in class and give necessary explanation.
2. Ask the students to work in pairs to find the differences between the two pictures in 3. Make a list of differences and then finish the blanks in pairs.
Step4 Practice
1. Find out the key words and sentences with the students. And then list them on the blackboard. The teacher gives a model to retell the passage according to the key points, and then ask the students to retell the passage.
For example:
The curtain in Picture A, In Picture B, There is, In Picture, There is a bookcase, In the bookcase
2. Sentence making game.
List the following words on the blackboard.
Step5 Project
Chain story.
Make out a story in class. Everybody should try to make the story interesting and vivid.
The teacher can begin the story like this:
There is a beautiful girl in front of a big garden.
Section D
Main activities:1,4 and 5
Teaching priods:1
Teaching aims and demands:
1. Review the main contents of Topic 1.
2. Learn consonants.
Teaching procedure:
Step1 Review
1. Use 3a and 3b as a clue to review the main contents of this topic.
2. Share the story the students made during the last period.
Step2 Presentation
1. Put the words in 1 on the blackboard at random, ask the students to classify them according to the pronunciation, and ask them to read after the tape for several times.
2. touching game-Hungry Shark
1) Stick the following pictures at the bottom of the blackboard, and draw a picture like this:
2) Divide the students into two groups and number each student in wither group so that there are two students who have the same number.
3) Make enough room for running. The teacher speaks out a word first and then calls a number to see which student can touch the picture faster and correctly.
4) The loser must come down one step from the stair.
5) Call out different numbers and words faster and faster. The game is over when one group falls down into the mouth of the hungry shark.
Step3 Consolidation
1. Ask the students to finish the letter in 4 within a limited period, and ask one or two volunteers to read the letter in the front of the class.
2. The rest of the class can ask questions according to the content of the letter.
Step4 Practice
1. Ask the students to draw a picture including the following words:
a house, trees, a river, a yard, a boat, birds, a girl, a bridge, a dog, a lake
2. Ask the students to describe their pictures orally, choose one or two volunteers to share their picture and passages with the class.
Step5 Project
Finish drawing the picture according to the cassette of 2.