修订版PEP 五（上）Unit 5 There is a big bed A

卢彩娟

教学过程

Step 1.Warm-up

游戏：I spy

T:I spy there is a red pencil-case in the classroom.（教师一边说一边指出某个同学的红色笔袋。）

设计意图：热身游戏有效地调动学生英语学习的积极性，同时通过“There be”句型在游戏中的复习与巩固降低了新知的难度。

Step 2.Lead-in （A Let’s try）

活动：猜一猜

图1

T:Are they computers?

S1:No.One is computer,the other is TV.

T: Because there is a mouse/remote near the computer/TV.

T:Think and put.I like to put the computer in the bedroom.I like to put the TV in the living room.How about you?

S1:I like to put the computer in the study.I like to put the TV in the bedroom.

T:Listen carefully.Which is in the bedroom?

Ss:The computer is in the bedroom.

设计意图：运用Let’s try中的图片（见图1），结合本课的重点句型“There are...”叙述观点：There are two computers.学生听了之后，马上会否决这一说法，然后讨论：What are they?并学习课外词汇mouse，remote，再表达深一层次观点：I like to put the computer in the study,put the TV in the living room.学生根据生活经验会有各自的表达。最后，带着问题“What’s in Zhang Peng’s bedroom?A computer or a TV?”倾听Let’s try的内容。

Step3.Presentation（A Let’s talk）

活动：读图预测

1.Look atthis picture.Whose bedroom is it?

图2

2.What do you see?

3.You spy what you want.（你所见是内心想要的。）

S1：There is a computer in the bedroom.

T:I think you want to play the computer,yes?

S2:There is a water bottle in the bedroom.

T:I know you want to drink some water.

活动：听“取”信息

1.播放教学录音，学生听完录音后回答下面问题：

（1）Is Zhang Peng’s room nice?

（2）Is the bed big or small?

（3）Where is the computer?

（4）More information.

Answer:

（1）Yes,it is.

（2）It’s big.

（3）It’s on the desk.

（4）ZhangPengloveshis bedroom./Zhang Peng likes to play the computer games./Zhang Peng likes his bed.

设计意图：教师在听文本内容之前先指导学生观察插图（见图2），利用插图提供的线索，引导学生结合自身知识和生活经验对Let’s talk文本内容进行预测，从而培养学生的观察力和想象力。在读图预测之后，给予充足的听录音的次数，每一次的全文倾听只需带着一个中心问题，由易到难，促使学生对预测内容进行判断与辨析，降低了听力难度，促使学生有针对性地获取更多的信息。

Step 4.Drill

活动：模仿朗读

1.Listen and repeat,try to imitate.

2.Read the text together.（再次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。）

3.Read in roles.

4.Practice in pairs.（学生分配角色，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。）

Step 5.Production

活动：新图接续

1.Look at the picture.Is it a bedroom?Why?

2.Talk about“My living room”with your friend.

Teachermakesa model first.

T:Wow,Sofia,your living room is really nice.

S:Yes.I like my living room.

T:There is a nice and big sofa.(并做出想坐下去的动作)。

S:Yes,sit down please.

T:There is a clean water bottle.Can I have some water?

S:Here you are.

...

3.Feedback.

S2：Linda,your living room is really nice.

S1:Thanks.

S2:Thereis abig nice sofa.

S1:Yes,I like itvery much.

S2:Well,can I sit on it?

S1:Sure.

S2:There is a big bike,too.

S1:Yes.This is my father’s bike.

S2:Can you ride the bike?

S1:No,I can’t.

S2:No problem.I can help you.

图3

设计意图：听说课的输出环节，教师引导学生观察课堂作业本中的一幅图（见图3），运用Let’s talk文本的模式来进行语言输出。当然，教师与学生的示范练习是非常重要的。扮演参观者的学生“指向”的物品不同，语言输出就呈现多样性，因而能有更多的精彩生成。

Step 6.Homework

1.Read the text fluently.

2.Introduce your bedroom to your friends in English.

Step 7.Blackboard design

Unit 5 There is a big bed

A.Let’s try A.Let’s talk

Your room is really nice.

There is a big bed.