【文章內(nèi)容簡(jiǎn)介】 Is there a library? Yes, there is. What?s in your school? Is there an art room? No, there isn?t. 1. Copybook P4 2. Workbook P4 3. Review what we learned today Unit 1 My school out, around, shout, playground go out run around in the playground Pupils feel hard to pronounce the word round and shout for they have never learned these words. So more practise is needed. Saying the rhyme with clapping hands for several times make pupils feel more interesting. 第 5 課時(shí) Unit 1 My school 教 學(xué) 目 標(biāo) Get Ss to be more familiar with the words and the sentence patterns “There be” “ Is there a/an …” “Yes, there is/No, … ” Words and sentence patterns Is there a/an … Yes, ../No,.. Words and sentence patterns Is there a/an … Yes, ../No,.. Word cards, pictures and taperecorder Ⅰ . Free talk What?s in your room? Is there a big TV? Is there a puter? Is there a fan? Yes, there is. /No, there isn?t. Ⅱ . Revision 1. Review the word classroom, library, hall, music room, art room, playground… 2. Choose some students to spell the words, and choose some able students, make sentences with these words. Ⅲ . Presentation ( F. Look and do. ) 1. Tell the pupils to work in pairs. One should be Student A and the other one Student B. ask all the pupils who are student A to put up their hands. Repeat with the pupils who are Student B. 2. Read the instructions on the page with the pupil. Ask them to turn to pages 60 and 61. point out the different plans Students A and B should look at. Explain that the places on the plans are the same, but the objects are in different places. 3. Tell the pupils to put ticks in the correct places in the grid on page 60 or page 61. 4. Demonstrate one conversation by having one student A ask, . Is there a fan? Get Student B to answer No, there isn’t. Then have Student A ask Is there a TV? Get Student B to answer Yes, there is. It’s in the classroom. Show the pupils that Student A should tick the box across from classroom and under the TV in the grid. IV. Tell them to take turns to ask and answer questions and to put ticks in their grid according to their partner?s answers. V. Summary 1. Workbook P5 2. Review what we learned today Unit 1 My school Is there a fan? No, there isn’t. Is there a TV? Yes, there is. It’s in the classroom. 第 6 課時(shí) Unit 1 My school 教 學(xué) 目 標(biāo) Consolidate all the new words and sentence patterns of Unit 1 Part G: Sing the songs The words and sentence patterns in unit1 Sentence patterns in unit1 Word cards, picture cards, taperecorder, projector I. Free talk What?s the weather like today? Is there a puter in the classroom? Are there any fans in the classroom? How many fans in the classroom? Ⅱ . Revision 1. Review the new words art room, library, hall, music room, playground, classroom, puter room, music room, around, shout 2. Review sentence patterns. This is my school. There?s an art room. There?s a library. Wele to my school! Is there a library? Yes, there is./ No, there isn?t. Ⅲ . Sing and play 1. Play the Pupil?s Book Cassette for the pupils to listen to the song. 2. Play the cassette again and tell the pupils to tick the correct pictures for the rooms in the first two verses of the song. 3. Play the cassette again and encourage the pupils to join in with the words. Then point to one of the rooms shown at the bottom of the page and ask the pupils to sing the next three verses substituting the name of the room I point to. Ⅳ . Workbook. (P5) 1. Ask the pupils to read the speech bubbles in the pictures on the left. 2. Then match them to the pictures on the right by writing the correct letter in the circle. Ⅴ . Summary 1. Read partA and partB together. 2. Sing the songs again. the words and Part A,B,C,D,E,F. Unit 2 Unit 1 My school There is an art room In my school, In my school, There’s an art room in … My school’s cool. 第 1 課時(shí) Unit 2 At school (Ⅰ ) New words: study, paint, line up, dining hall, eat, drink… Sentence patterns: Let?s … New words: study, paint, line up, dining hall, drink … Sentence patterns: Let?s … Word cards, picture, taperecorder Ⅰ . Free talk What can you do? Can you run? Can you jump? Can you dance? Ⅱ . Presentation 1. Revise with the pupils the verbs they learned in Pupil?s Book Unit 3 (run, dance, jump, sing, read, write). Do actions for run, dance, jump, sing, read and write and have the pupils repeat the words after you. Then encourage the pupils to do the actions with you by saying, for example, Let’s run. 2. Teach the new words with actions to demonstrate their meanings. For example, open more than one book, and make notes for study, draw a paintbrush and pretend to paint, get a few pupils to line up, mime eat and drink and gently throw a ball to a pupil, saying Let’s play. 3. Drill the new words by saying a word and getting the pupils to do the appropriate action or by doing an action and getting the pupils to say Let’s … 4. Show Transparency and play the tape. Ask the pupils to repeat the words in the speech bubbles after the beeps. Do the same with the vocabulary items. Ⅲ . Practice 1. Show Transparency. Point to the children on the page who are painting. Say Let’s paint. Get the pupils to do the action and join in with them. Let’s line up. 2. Point to the other words. Ask the pupils to repeat them after you and to do the action you have taught them. 3. Ask the pupils to work in groups of four. Give a word cue like study. Nominate one pupil in the group to make a sentence with Let?s … and to invite Ss to do the action with him or her. 3. Co