Unit 6
教学目标
语言
知
识 / 类别 / 内 容 / 课次 / 要求
语音 / /ｈ/ /ｒ/ /ｗ/ /ｊ/ /Ｉ/ // /ｅＩ/ /ｕ/ /ｕ/ // // /ａ/ //
词
汇 / bedroom, second，floor，kitchen，living room，bathroom，garden, cousin，grandamother, grandfather, in front of，behind，door, plant，flower, use / 1A / 掌
握
beside，lamp，mirror，clock，wall，table, key，put away，everywhere，window，chopstick，plate, coin， bank, under，CD，model, rabbit, grass / 1B
beautiful，large，drawer，fork，magazine，chair，purple，keyboard，crayon / 1C
river / 1D
countryside，common，month, at noon，furniture，quiet，single，someone, should / 2A
neighbor, street，post office, museum，station，mail，service，center，fan，hear，line，check, right now / 2B
a lot of，area ,close to，far，stop，knock at/on, loud，really，at the end of / 2C
move，city，cost，yard，enjoy, light / 2D
university，bridge，hotel, middle，public，theater，south，along，turn，at the third street，left，across，information，copy room, video / 3A
until，miss，kilometer，change，danger，ticket，speed / 3B
thousands of，hurt，die，accident，safe，rule，before，cross，when,clear，blind，last, everybody，careful，side, country, mean / 3C
dining room, bath / 1A / 理
解
piggy bank, walkman / 1B
garage，wardrobe，bookcase，curtain / 1C
apartment，townhouse, farmhouse, suburb，rent，per / 2A
parking lot, clothing store, community，matter / 2B
beautifully,quiety / 2C
noisy，lawn / 2D
Peking University, Tsinghua University, Ren’ai Education Institute，nearby，straight，ahead / 3A
crosswalk / 3B
obey，bench，sidewalk，footbridge，underpass / 3C
语
法 / 1there be 句型
There is a small garden in front of my house.
There is a lamp， a mirror， a computer and some books on it.
There are so many nice books on the shelf.
Is there...? Yes， there is. /No， there isn’t.
Are there any...? Yes， there are./No， there aren’t.
How many...? There are...
2Wh- question Wh- 问题
What’s on the table? There are some keys on it.
Where’s the living room? It’s on the first floor.
3表示方位的介词或副词
on，in，at，behind，under，in front of，near，across, from，next to，near
功能和话题 / 1. 谈论某处有某物
Is there a sofa in your study? Yes， there is./No， there isn’t.
Are there any books on the desk? Yes， there are./No， there aren’t.
What’s beside the window? There’s a guitar beside it.
How many pairs are there? There are four pairs.
2. 借东西
Can I borrow...?
Sure. Here you are.
3. Let’s 的用法
Let’s go and have a look.
4. 询问出了什么事
What’s the matter?
The kitchen fan doesn’t work./There is something wrong with my kitchen fan.
5. 问路
Excuse me. How can I get to PekingUniversity?
Excuse me. Could you tell me the way to DinghaoBuilding?
Excuse me. Which is the way to Haidian Theater?
Excuse me. Where is Beitai Road?
Go along Suzhou Street and turn right at the third street.
Go straight ahead and you will see PekingUniversity on your left.
Change to the No.108 bus at AnzhenBridge.
Topic 1
Section A
The main activities are 1a and 2a.本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands教学目标
1. Learn the rooms in homes：
bedroom， kitchen，dining room, living room, bathroom
2. (1)Learn the prepositions：
in， on， next to， in front of， behind
(2)Learn how to use the sentences of “there be”：
Is there a computer in your study?
Yes， there is.
Are there any bedrooms on the first floor?
No， there aren’t.
There are so many nice books on the shelf.
Ⅱ. Teaching aids教具
录音机／挂图
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
1.（板书向学生呈现1a挂图。）
T: I like the nice house.
Do you have a nice house?
S1：Yes， I do.
S2：No， I don’t.
...
T： Where do you study?
Ss：I study in the study.
（板书。向学生解释 ）
2.（叫几个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，让
其他学生逐一猜这些动作和地点。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。）
Example：
T: What’s he／she doing?
S1: He／She is watching TV.
...
Sn: He／She is studying.
T: You are right.
T: Where’s he／she?
S: He／She is in the study.
T: Good.
（教学生读并学习，这是本课新句型。）
There’s a study in the house.
（学生指着另一个正在表演动作的同学，叫其他同学猜。）
Example：
T: What’s he／she doing?
S1: He／She is cooking.
S2: He／She is reading.
...
Sn: He／She is sleeping.
T: Good. Where’s he／she?
Sn: He／She is in the bedroom.
（板书划线部分、英汉对照。）
（教学生读并学习，这是本课新句型。）
There are so many nice books on the shelf.
（板书，操练上面的句型，引导学生做chain work，连锁操练，要求学生进行快速的、
连珠炮似的问答操练。教师要求一个问，其他同学答，依次顺下去。）
T: Where are the bedrooms?
S：They’re on the second floor.
（板书划线部分，英汉对照。）
（教师指着图上的卧室问，指导学生答。）
T：What do you do in the bedroom?
S：We sleep in it.
（教师指着图上的书房。）
T：Where’s the study?
S：It’s next to thebedroom.
（过渡到下一步。）
Step 2 Presentation 第二步 呈现（时间：5分钟）
（设置并板书听力任务，让学生带着任务听录音。）
Where’s the bedroom?
Where’s the study?
Can Michael borrow Harry Potter?
（先让学生给出答案，教师最后订正。）
bedroom—second floor—study—next to—books—shelf
（将关键词写在黑板上，呈现出1a，同时讲解1a的重要知识点，为下一步学生不看课本
自由表演打下基础。）
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（老师放录音1a，示范学生跟读，用铅笔标重读与语调。）
T： Follow the tape and draw “up and down”with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）
T: Rub them clean and now read and check your pronunciation sentence by sentence.
Go!
3.（人机对话，即学生与录音机对话。）
T: You are Jane. Listen to Micheal and make a dialog with him.
或You are Michael. Listen to Jane and make a dialog with her.
4.（看第二步呈现在黑板上的关键词：学生两人一组表演1a，不看书，只看黑板上关键词
对话。）
T: Work in pairs. Close your book，look at the blackboard and act the dialog out.
Step 4 Practice 第四步 练习（时间：15分钟）
1.（1）（让学生查课后词汇表，自学单词：dining room， living room， bathroom， garden）
T: Now you can look up the new words by yourselves.
（2）（让学生完成2a，主要是为了让学生练习表示地点的名词，加深印象。）
T: Listen to the tape and match.
2.（让学生看1a的图，填空完成2b。）
T: Look at the picture above and fill in the blanks.
T: Stop! Let’s check the answers to 2b.
（答案如下：）
Where’s， Is there， Yes，there is. Are there， No，there aren’t.
3.（让学生讨论，表演对话。）
T: Discuss with your partner and use the phrases in the boxes to make your own conversations.
Example：
A: Where’s your father?
B: He is in the study.
A: What’s he doing?
B: He’s reading books.
Step 5 Project 第五步 综合探究活动（时间：10分钟）
1.（呈现给学生一张表格介绍自己的教室，让学生填空。）
There is / a teacher / a clock / a blackboard / ...There are / students / books / desks / ...
T: Fill in the blanks， then report to the class.
Example：
（用陈述形式。）
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。）
A: Is there a teacher in our classroom?
B: Yes， there is.
A: Are there any students in our classroom?
B: Yes， there are.
A: Is there a cat...?
B: No， there isn’t.
...
2.（让学生完成4。）
（1）（让学生画一张自己家的图片。）
T: Draw a picture of your own house.
（2）Tell your partner about your favorite room.
Example：
（用陈述形式。）
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.
（或用问答形式。）
Which is your favorite room?
What’s in the room?
What do you and your family use that room for?
Is there a garden in front of the house?
...
（3）（让学生四人一组做一个调查报告What’s your favorite room?然后全班集体调查，最
后随机抽学生向大家汇报。）
Example：
In our class， twenty students like the study very much，...
3. Homework：
Draw a picture of your ideal house.
Then write it down.（不少于6个句子。）
Section B
The main activities are 1a and 3.本课重点活动是1a和3。
Ⅰ. Teaching aims and demands教学目标
1. Learn the names of home items：
lamp， mirror， clock，table, key， chopstick， plate,coin
2.Learn other words:
everywhere, beside, under;wall, window, bank, CD, model, rabbit, grass, put away
3.Learn how to use the sentence of "there be":
What's on the desk?
There is a lamp， a mirror， a computer and some books on it.
How many pairs are there?
There are four pairs.
4.Talk about the position and existence:
Is there a sofa in your study?
Yes， there is. It's beside my desk.
Ⅱ. Teaching aids教具
录音机／挂图
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
1.（此活动的目的是复习"there be"。在黑板上呈现一张漂亮的图，图的内容是一栋两层的
楼，有书房、卧室、厨房、餐厅、客厅、卫生间、花园。）
T: Look at the picture for one minute.
Then I'll take it away.
You'll say as many sentences as possible about it in two mintues.
The winner has the most sentences.
（然后把图拿走，要求学生凭着记忆，描述这张图，可以采用竞赛的形式，可以分组
竞赛，也可以面对全班以个人为单位竞赛激发学生的学习热情。）
竞赛规则如下：
（参赛人只能在规定的两分钟内描述这张图，说对一句，得一分，谁说对的句子多，
谁就获胜。）
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，并引出there be的复杂形式。）
T: What can you see in the picture?
S1: I can see a sofa.
S2: I can see a family photo and a clock.
S3: I can see a lamp， a computer and some books.
S4: I can see a desk and a chair.
T: What's on the wall?
Ss: There's a clock and a family photo.（指导学生回答。）
（板书划线部分，每词英汉对照。）
（让学生同桌对话，互相问答。）
T: Stop! Let's listen and answer the questions.
（过渡到下一步。）
Step 2 Presentation 第二步 呈现（时间：5分钟）
（设置并板书听力任务，让学生带着任务听录音。）
Where's the sofa?
What's on the desk?
Where's the clock?
What's the pet dog doing?
（听录音，回答问题。英汉对照，板书呈现beside。）
Answers: It's beside Jane's desk.
There's a lamp， a mirror， a computer and some books on it.
It's on the wall next to Jane's family photo.
It is playing with Jane's computer.
（将关键词写在黑板上，呈现出1a。）
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（老师放录音1a，示范学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw "up or down" with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）
T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!
3.（人机对话，即学生和录音机对话。）
T: You are Jane. Listen to Michael and make a dialog with him.
或You are Michael. Listen to Jane and make a dialog with her.
4.（看第二步黑板上呈现的关键词：学生两人一组表演1a，不能看书。）
T: Work in pairs. Close your book，look at the picture and act the dialog out.
Step 4 Practice 第四步 练习（时间：15分钟）
1.（看图听录音，完成2。）
T: Look，listen and complete.
（学生听完录音，核对答案。）
Answers: on， There're， keys， behind， There's.
2.（让学生问与答，完成3。）
（1）T: Look at Picture 1 and Picture 2.
Ask and answer， please.
（学生操练完后，把关键词写在黑板上。）
beside—guitar
plate—chopstick—pairs
（让学生看黑板上的关键词，不看书，学生两人一组表演。）
T: Now work in pairs. Close your books，look at the blackboard. and act them out.
（2）（让学生看第三、四幅图，和课文上提供的关键词，学生两人一组表演。）
T: Look at Picture 3 and the words.
Now work in pairs.
Example:
What's in the tree?
There is a bird in it.
T: Look at Picture 4 and the words.
Now work in pairs.
Example：
What's near the piggy bank?
There are some coins.
How many coins are there?
There are three.
（3）（Picture 5 and Picture 6的步骤与前面的（1）一样，学生两人一组表演。）
（4）（Picture 7 and Picture 8的步骤与前面的（2）一样，学生两人一组表演。）
3.（让学生看4图，就图上内容两人一组表演。）
T: Look at the picture then ask and answer.
Example：
A: How many monkeys are there in the tree?
B: There are three.
或A: Are there any monkeys in the tree?
B: Yes， there are.
A: How many kites are there in the picture?
B: There is only one.
或A: Is there a kite in the picture?
B: Yes， there is.
或A: Are there any kites in the picture?
B: No， there aren't.
A: What's in the picture?
B: There's a kite，a boy and a girl...in it.
或B: There're three monkeys, six birds...in it.
（还可以用同样的方法，就bird， dog， girl， rabbit， tree进行ask and answer。）
Step 5 Project 第五步 综合探究活动（时间：10分钟）
1.（用已学过的单词如：book， pen， pencil， pencilbox， schoolbag， color pencil，
ruler， knife等词，学生A提问题，B给建议，动手将它们安放于书桌的适当位置，两
人一组表演对话。）
A: Where is the pencil—box?
B: It's on the desk.
A: What's in the pencil—box?
B: There is a pencil， a ruler， a knife and two pens.
A: ...
B: ...
（同学间开展以上对话活动时，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a）
两人一组用图文形式介绍你家里的某一房间物品的摆放。其中一个画图，一人配文字说明，并站在讲台前向同学们描述。）
Example：
The 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?
（活动后，由同学们选出最佳搭档，教师给予鼓励表扬。）
（方案b）
两人一组活动，其中一个用文字描述某一房间，另外一个同学画图，最后，把图展示出来，由同学们选出最佳搭档，教师给予鼓励表扬。）
3. Homework：
（1）Preview Section C（预习）
Circle the key words in Section C 1a.
（2）Write a passage（写一篇文章，描述一个地方，比如书房、花园等。尽可能多地用上新学知识。）
I have a nice study／garden／bedroom...
SectionC
The main activities are 1a， 2 and 3.本课重点活动是1a， 2和3。
Ⅰ. Teaching aims and demands教学目标
1. Learn the names of home items：
wardrobe,drawer， fork， magazine， chair，bookcase, curtain, keyboard， crayon
2.Review the sentences of "there be".
3.（1）Talk about the position：
Where is my T-shirt?
It's in the wardrobe.
Where are the knife and fork?
They're on the plate.
（2）Talk about the 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.
Is there a kitchen on the first floor?
Are there many beautiful flowers in the garden?
Ⅱ. Teaching aids教具
录音机／挂图
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
（作Chain work练习，利用课文中1a的那张图，组与组之间进行提问对抗赛。）
T: What's in the picture?
S1: There's a nice house. Where's the garden?
S2: It's in front of the house. What's in the garden?
S3:There are many beautiful flowers in it.
Is there a big tree?
S4: Yes， there is. Where is it?
S5: It's behind the house. Can you see a garage?
S6: Yes，...
（竞赛规则：
1.这是组与组之间的竞赛。
2.开始的第一个问题由老师来问。
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，回答对得1分，提出正
确的问题，也得1分。说错不得分，其他同学纠正对，也是得1分。谁得分高谁获胜。
4.每个问题不能重复。每组循环数次。）
T: Stop! Group 3 has the most scores.
Group 3 is the winner.（假设是3组分最高。）
（遇到新单词beautiful， garage， large，教师板书新单词，英汉对照。）
beautiful;garage;large
（过渡到下一步。）
Step 2 Presentation 第二步 呈现（时间：5分钟）
（设置并板书听力任务，让学生带着任务听录音。）
Questions：
1.What's in front of your house?
2.Are there any trees in the garden?
3.What's behind your house?
4.What's near the tree?
5.What's in the garage?
6.What's on the first floor?
7.What do you like doing in the living room?
8.What's on the second floor?
9.What do you love doing in your study?
10.How do you like your home?
T: Listen to the tape. Ask the questions.
garden—tree—garage—first—second—very much
（将关键词写在黑板上，呈现出1a。为下一步学生不看课文表演打下基础。）
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（老师放录音1a，示范学生跟读，注意重读与语调。）
T: Follow the tape.
2.（学生自读，然后跟录音一起读。）
T: Read the passage.
3.（看第二步黑板上呈现的关键词，要求学生复述这篇文章。）
T: Please retell the passage.
Step 4 Practice 第四步 练习（时间：15分钟）
1.（快速阅读文章，做正、误判断题。）
T: Read the passage quickly. Mark True（T） or False（F）.
Answers：
F F T T T
2.（完成1b的问题。）
T: Answer the questions.
Answers：
1.Yes， there are.
2.It's near the tree.
3.Yes， there is.
4.There are three rooms on the second floor.
3.（学生独立完成2 Work alone。）
（新单词：wardrobe， drawer， magazine可以采用教学卡片呈现给学生，或用简笔画
呈现给学生，并写在黑板上。）
T: Fill in the blanks with in， on， under， behind or in front of.
Answers：
（1）in， under（2）in， on（3）on， in， in， in front of， behind
4.（1）（让学生查课后词汇表独立做3，自学单词curtain，keyboard， crayon， bookcase，
vase。）
T: Now work alone， do 3 by yourself. You can look up the new words.
（2）（完成填空后，核对答案。）
T: Now check the answers.
Answers：
blue， lamp， books， kite， photo， TV
（3）（方案a）
（让学生两人一组分角色对话，看关键词，不能看书。）
curtain—desk—bookcase—wall
T: Now work in pairs with your partner.（适当帮助学生。）
Example：
A: What color are the curtains in Picture A?
B: They are purple.
A: What about the curtains in Picture B?
B: They are blue.What's on the desk in Picture A?
A: There is a computer and a keyboard.
B: What's on the desk in Picture B?
A: There are some crayons， some books and a lamp.
B: Is there a bookcase in Picture A?
A: Yes，there is. What's in the bookcase?
B: There are some books and a vase.
A: What's on the wall in Picture A?
B: There is a guitar and a kite.
What about Picture B?
A: There is a photo on the wall in Picture B.
（方案b）
（两人一组活动，其中一个同学看关键词，复述课文，另一个同学画图。最后，把图
展示出来，由同学们选出最佳搭档，教师给予鼓励表扬。）
T: Now work in pairs. One student retells the passage， the other draws two rooms.
Step 5 Project 第五步 综合探究活动（时间：10分钟）
1.（两人一组活动，其中一个同学用文字说明向另一个同学描述他／她的卧室／书房／客
厅……里拥有的物体，要求另外一个同学把房间里的这些物体放在合适的地方，使得这
房间更加大方、漂亮，用图描绘出来。最后两人一起用文字表达出来，看谁设计的卧室
／书房／客厅……最佳，给予鼓励。）
T: Now work in pairs.
Example：
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， some books in the study.
S2: OK， I can draw them well.
2. Homework：
（1）Preview Section D 1.
（2）（给学生两张卧室的图。）
Write a passage about the differences between the two living rooms.
SectionD
The main activities are 1， 4 and 5.本课重点活动是1， 4和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the phonetics：
/h/，/r/，/w/，/j/
2.（1）Review the prepositions：
in， on， beside， behind， under， near， next to， in front of
（2）Review the sentences of "there be"：
There is a small garden in front of my house.
There is a lamp， a mirror and some books on it.
Is there a computer in your study?
Yes， there is.／No， there isn't.
Are there any books about Harry Potter?
Yes， there are.／No， there aren't.
What's on the plate?
There are some chopsticks on it.
There aren't any trees in it.
How many pairs are there?
Ⅱ. Teaching aids教具
录音机／挂图
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
1.Words competition.
（把本单元单词按功能归类，制成单词卡片，安排每人两个单词进行必答；接着呈现难
的，进行全班抢答。）
T: Now let's have words competition. Each student has two words. I'll give you Chinese meaning. Please say them in English. Each word you'll get one point.
Are you ready? Go!
...
T: Well done! This time let's have a quick answer.
Who knows， you can stand up and answer quickly.
Yeah， begin!
（必答单词如下：）
bedroom， kitchen， bathroom， study， garden， flower， lamp， mirror， clock， key， chopsticks， coin， CD， fork， chair， keyboard， crayon， behind， beside， under， second， floor， cousin， plant， wall， everywhere， model， beautiful， large， drawer， magazine， purple.
抢答词、词组如下：
local， area， dining room， living room， in front of， bath， put away， look after， walkman， garage， bookcase， curtain， vase
（通过单词的必答和抢答，进一步巩固本单元的词汇，融入竞争意识，激励政策，调动学习气氛。）
2. Quick answers （小组抢答题。）
（出示四个音标的卡片：｜h｜，｜r｜，｜w｜，｜j｜，每组只有一次机会，不仅要读出音标，还要说出发这个音标的单词。一词一分。）
Example：
Group 1: ｜w｜， where， what， which， work， worker， watch， woman， women.
T: Good， 8 scores.
Group 2: ｜h｜， hi， his， he， her， here， have， has， home， house， head，
hand.
T: Very good， 11 scores.
Group 3: ｜j｜， yes， year， yellow， young， you， your， yours， yourself.
T: 8 points， good!
Group 4: ｜r｜， rice， red， right， ruler， round， room， river.
T: Good， I give you seven points.
Step 2 Presentation 第二步 呈现（时间：3分钟）
1.（让学生听1部分的录音并跟读。）
T: Listen to the tape.
2.T: Listen and read after the tape.
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（让学生每听完三个单词后，快速说出他们的汉语。）
T: Listen to the tape and say their Chinese meanings quickly.
2.（让学生归纳含/h/,/r/,/w/ ,/j/的单词。）
T: Let's sum up the words that have the sound/h/,/r/,/w/ ,/j/.
Step 4 Practice 第四步 练习（时间：15分钟）
1.（1）（让学生做2。）
T: Listen and draw.
（可以先写下关键词，录音停再画。）
（2）（老师核对完答案，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.（用对话形式，练习3b中的Can I borrow...?）
提示词：lamp， mirror， clock， chopsticks， fork， chair...
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.
Step 5 Project 第五步 综合探究活动（时间：12分钟）
1.（这是两人一组活动，老师把一张图案鲜明的图片、悄悄地贴在A的背上，不让B看到，A问问题，，叫B猜。接着A把背朝向其他同学，让其他同学来描绘这张图。活动结束后，B可能会对刚才猜的答案感到惊讶。此活动能够活跃课堂气氛，激发学生兴趣。）
Example：
A: What can you see in my picture?
B: There is a horse in the picture.
A: What else?
B: There is a man on the horse.
A: Is the horse running or walking?
B: The horse is running.
A: What else can you see?
B: The sky is blue and there are many trees in the picture.
（以下是其他同学看到图后描述的情况。）
The sky is blue. There are many green trees in the picture. There is a horse in the picture， and there is a man on the horse. The horse is running.
（增加教学弹性，可以换图多做一、二次该活动。）
2.（四人一组，做项调查，房间里有什么东西，先做个汇报，接着把房间里的东西放在合适的地方，用图体现出来，看谁设计的效果最好，张贴在教室里，给予表扬。）
（1）T: Work in a group of four. Make a survey.
Name / Items… / …
… / …
T: Report to the classmates， use the sentences like this.
There is...
There isn't...
There are...
There aren't...
It's on／in／behind／in front of...
They're on／in／behind／in front of...
（2）Then draw sb.'s room.
Who draws the things in the best place is the winner.
3.（让学生自主归纳整理本topic重点，加深印象，巩固记忆。四人一组，进行自主学习，每人负责归纳整理一个section的重点句型与词组。最后四人将总结的结果合并到一起，向全班同学汇报，与全班共享Topic 1的重点句型与词组，并与课本3a和3b对照。）
4. Homework：
Write a letter to your teacher about your study.
Topic 2
SectionA
The main activities are 1a and 2a.本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands教学目标
1. Learn the kinds of homes：
apartment， townhouse， farmhouse， dormitory
2. Talk about the ads of renting：
（1）Small apartment for students ￥850 per month.
（2）3-bedroom house. Call Mr. Tong at noon.
（3）House with furniture for family of three.
（4）Looking for a quiet single room under ￥300 per month.
Ⅱ. Teaching aids教具
录音机／单词卡片／房屋图片（以便讲授房子类型。）
townhouse， farmhouse， apartment， dormitory
Ⅲ. Fivefinger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
1.（引入竞争机制，复习前面topic的单词、词组，采用单词竞赛，分为必答、抢答。）
T: Now Let's have words competition. Each student has two words. I'll give you Chinese meaning， please say them in English. One word you'll get one point.
Are you ready? Go!
...
T: Well done! This time let's have a quick answer. Who knows， you can stand up and answer quickly!
Begin!
2.（就自己教室里的情况，学生快速说，限定时间为1分钟，说多者为胜，此活动复习"there be"句型。）
T: Please say some sentences with "there be" in one minute.
S1：...
S2：...
T: Good! S1 is the winner.（假设S1获胜。）
T: Congratulations!
3.（呈现给学生准备好的居民房屋类型图。）
（首先，拿出第一幅图apartment building，然后呈现给学生，教授新词。）
T: What's this? Who knows? This is a kind of house. Look at it， there are some floors in it. Of course， there're many rooms in it.
...
S1：公寓、住宅楼……
T: It's an apartment building.
（帮助学生识记这个新词组，同时板书划线部分。）
（用类似的方法教授其他类型的房屋，分别为apartment, townhouse, farmhouse正面是房屋，背面是单词。）
4.（以对话形式，练习新词组，即表示各种房屋类型的词组。）
T: Which house do you like best?
S1: I like townhouse best.
S2: I like apartment building best.
...
（板书划线部分，英汉对照。）
（老师问S1。）
T：Do you have a townhouse?
S1：No， I don't.
T：Do you want to rent a townhouse?
S1：No， I don't. But my uncle wants...
T：Can you help him?
S1：Sorry， I can't.
（老师呈现出一则求租广告。）
T：Here's an ad.
WANTED