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1、Teaching Aims and Demands:1.Language knowledge:Key vocabulary: dining, hall, gym, science, lab, in front of, next, behind, any, one, buildingKey structure: there be2. Reading skill:(1). Get information about the library in reading.(2). Improve the students reading ability.Teaching Aids: Multi-Media
2、(or Tape recorder, OHP)Teaching Procedures:Step 1 Warming-up教师事先藏好自己的几样东西，上课时假装找不到（注意这时教师要使用丰富的体态语言和脸部表情，让学生感觉到这是真实的），这样就自然地呈现了新的句型：Where is.? Its on / on / in / in front of / behind / next toWhere are ? Theyre on / in / in front of / behind / next to设计意图：通过设置让学生帮老师找东西这样一个真实的场景来导入新课，能够立刻调动起学生的参与性，启动
3、学习的发生。1. Show the students a picture of a room with a few things in it, and have them guess the places of the others. (Activity 1)呈现几张图，如classroom, science lab, dining hall, gym等，让学生小组竞赛猜测物品的名称及位置(同时把新单词science lab, dining hall, gym通过图片过掉) T: This is a picture of a dining hall. S1: Are there any dis
4、hes in it? T: Yes, there are. Where are they? S2: I think theyre on the table.2. Pair work. Work in pairs and finish the exercise in Activity 3.设计意图：学生非常喜欢情景猜测这种游戏。这可以调动他们各方面的情绪，激活他们已有的知识水平。Step 2Who is who?1.Read about Picture A in Activity 2.2.Answer the questions according to Picture B.3.Have 4 s
5、tudents stand in front of the class, and get them to talk about their places one by one.4.Game: Describe one of the students in the class, have the others guess who it is.设计意图：在使用好课程的核心资源教材的同时，充分挖掘学生自身的资源，使课堂教学充满活力。Step 3 Memory ChallengeWatch the video. The students watch a clip of the video about
6、the classroom for a few minutes. Have a competition. Have the students make and answer questions each other. 让学生看一段录像，如房间或教室，记住物品及位置。学生小组展开问答竞赛。无论问者还是答者只要正确都能得分。设计意图：通过观看录像来调动他们视觉、听觉和记忆力来参与语言活动。同时，小组之间的竞赛体现了协作和团队精神。Step 4 Make a survey1.Finish the form by the students themselves. My primary schoolTh
7、ingsNumbersPlaces2.Interview one of your classmates and fill in the form.Is there a/ an in your primary school?Are there any in your primary school?Where is / are? My classmate _s primary schoolThingsNumbersPlaces设计意图：从谈论现在的学校到谈论他们过去的学校, 始终围绕目标语开展活动，既“巩固新知”，又体现了“关注学生过去，现在与未来的生活”的语言活动的设计原则。Step 5Homework1.Writing: Write a report for the survey.2.Wb. Ex 13.设计意图：以Step 4中完成的采访为基础，在同学与自己的小学的对比中，对本单元物品、数词、方位词的运用进行巩固
初中英语教学设计 (2)
