修訂版PEP 五（上）Unit 5 There is a big bed A

盧彩娟

教學過程

Step 1.Warm-up

游戲：I spy

T:I spy there is a red pencil-case in the classroom.（教師一邊說一邊指出某個同學的紅色筆袋。）

設計意圖：熱身游戲有效地調動學生英語學習的積極性，同時通過“There be”句型在游戲中的復習與鞏固降低了新知的難度。

Step 2.Lead-in （A Let’s try）

活動：猜一猜

圖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.

設計意圖：運用Let’s try中的圖片（見圖1），結合本課的重點句型“There are...”敘述觀點：There are two computers.學生聽了之后，馬上會否決這一說法，然后討論：What are they?并學習課外詞匯mouse，remote，再表達深一層次觀點：I like to put the computer in the study,put the TV in the living room.學生根據生活經驗會有各自的表達。最后，帶著問題“What’s in Zhang Peng’s bedroom?A computer or a TV?”傾聽Let’s try的內容。

Step3.Presentation（A Let’s talk）

活動：讀圖預測

1.Look atthis picture.Whose bedroom is it?

圖2

2.What do you see?

3.You spy what you want.（你所見是內心想要的。）

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.

活動：聽“取”信息

1.播放教學錄音，學生聽完錄音后回答下面問題：

（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.

設計意圖：教師在聽文本內容之前先指導學生觀察插圖（見圖2），利用插圖提供的線索，引導學生結合自身知識和生活經驗對Let’s talk文本內容進行預測，從而培養學生的觀察力和想象力。在讀圖預測之后，給予充足的聽錄音的次數，每一次的全文傾聽只需帶著一個中心問題，由易到難，促使學生對預測內容進行判斷與辨析，降低了聽力難度，促使學生有針對性地獲取更多的信息。

Step 4.Drill

活動：模仿朗讀

1.Listen and repeat,try to imitate.

2.Read the text together.（再次播放教學錄音，全班學生跟著錄音讀，提醒學生在跟讀的過程中注意模仿錄音中的語音、語調。）

3.Read in roles.

4.Practice in pairs.（學生分配角色，同桌合作練習表演對話，然后教師請幾對學生上講臺表演，評選出“最佳表演者”，并給予小禮物作為獎勵。）

Step 5.Production

活動：新圖接續

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.(并做出想坐下去的動作)。

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.

圖3

設計意圖：聽說課的輸出環節，教師引導學生觀察課堂作業本中的一幅圖（見圖3），運用Let’s talk文本的模式來進行語言輸出。當然，教師與學生的示范練習是非常重要的。扮演參觀者的學生“指向”的物品不同，語言輸出就呈現多樣性，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.