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Unit 5 Visit my school集体备课教案The first periodStep1 ReviewAsk and answerThere is a Chinese book on your desk , right ?……Step 2 Talk about the picture介绍图片，出现生词：A: What is this ? B: It’s ……A school a swimming pool a football field how many deskStep 3 Presentation边说边呈现图片1. Is this your school, Peter? Yes , it is.2. Is there a swimming pool in your school? No, there isn’t.3. Is there a football field? Yes. Look, this is the football field.4. Is this your classroom? Yes, it is.How many classrooms are there in your school? There are twenty.Step 4 Practice (Books open)Work in pairsSep 5 ActStep pare1. Is this a book? Yes, it is./ No, it isn’t.2. Is there a book on the desk? Yes, there is. /No , there isn’t.3. Are they your books? Yes, they are./ No, they aren’t.4. Are there four books on the desk? Yes, there are./ No, there aren’t.5. What’s on the desk? There is a book./ There are four books.6. How many books are there on the desk?There is only one./ There are four books.操练并总结归纳there be 结构的一般疑问句形式以及5,6两句的用法区别.Step 7 Listen to the tape, then read after it.Step 8 Exercises in class.Step 9 HomeworkMake sentences with ‘Is there…..’ ‘Are there…….’The second periodStep 1 Check the students’ homeworkStep 2 Ask and answer1. Is there a book on your desk?How many books are there on your desk?2. Are there two rulers in your pencil box?Step 3 Presentation介绍图片，出现生词A building / two buildings a toilet/three toilets a library/four libraries a boy/five boysPlayground There is only one playground in our school.Step 4 IntroductionThere is a building /an office / ……in the picture.操练: Is there a/an …..? Yes, there is./ No, there isn’t.There are some buildings in the picture.(some 只用于肯定句中)Are there any……? Yes, there are some./ No, there aren’t any.(any用于否定句和疑问句) Step 5 Listen to the tapeFinish listeningStep 6 Exercises in classDo Workbook. Finish “listening”Step 7 HomeworkMake sentences withThere is a /an………Th ere are some……Is there a/an……….Are there any……..The third periodStep 1 Check the students’ homeworkStep 2 Ask and answer1. Is there a blackboard on the wall?2. There are some books on your desk , right?3. Are there any bags in your desks?Step 3 Presentation出现书上的图片，教生词Step 4 Practice orallyT asks and Ss answer1.How many classrooms are there in your school?2.How many halls are there in your school?3.Is there an art room/a reading room/a garden in your school?4.Are there five hundred students in your school/(hundred 不加s)Step 5 Presentation出现图This is a building. It has two floors. There is a library on the ground floor.There is an art room on the first floor.Ask :.Are there many classrooms on the ground floor/on the first floor in your school? Step 6.快速阅读课文，并回答5个问题Step 7 Listen to the tape and then read after it.Step 8 Exercises in class.Do workbook Part 1( reading)Step 9 Homework1.Workbook Part 2 (reading)2.归纳名词复数的几种形式The fourth periodStep 1 Check the students’ homeworkStep 2 Grammar1.让学生总结归纳名词复数的规律，然后由教师总结2.总结读音规则，并让学生正确读出书上的单词Step 3 Learn the new words出示图What’s this? It’s a football field/ a swimming pool.Is this a swimming pool? No, it’s a tennis court.Is this a tennis court too? No, it’s a basketball court.Step 4 Show a picture of our school hereWe study in our school. There are …….. in our school.Step 5 PracticeLet the students talk about the picture(准备3分钟)Step 6 ActStep 7 Exercises in class.1.Finish the blanks(P27)2.Do workbook ‘Grammar’Step8 HomeworkExercise:一、翻译短语：24%在游泳池里多少一个办公室一些图书馆在Tom的学校里二百个学生一个美丽的花园A大楼在一楼上一些阅览室篮球场当然二、将下列句子改为一般疑问句，并作肯定或否定回答：18%1. There is a picture on the wall.2. There are some halls in that building.3. There are many girls in the classroom.三、用“am are is”填空：16%1. There teacher’s desk and many chairs in the classroom.2. What Tom and Nick?3. How your aunt?4. I in class5.5. She and I classmates.6. How old your sister?7. There 2 alls and a dog behind the door.8. What your brother’s friends?四、句型转换：18%1. There is only one girl behind the door.[提问]2 There are some pictures on the wall.[提问]3. Are there any English books on the desks? [改为单句]4. A girl is in class8. [同意句]5. Are there any libraries in your school? [改为肯定陈述句]6. Are they American boys? Yes, they are . [改为单句]7. There are some boxes on the teac her’s desk. [改为否定陈述句]8.There aren’t 2 art rooms on the floor. [改为单数]五、写出名词的复数10%boy ; library ; garden ;class ; office ;box ; building ; floor ; ruler ; family .六、根据句意填上适当的词：14%1. art rooms are there in your school? There is one.2. in the classroom?a teacher’s desk and many small desks.3. any libraries in Lily’s school? Yes, there are .4. Are your classmates tall and strong? Yes, .5.A: are you in?B: I’m in . and Lily?A: she’s in the Class Two too.。
牛津小学英语第五单元教案——教学设计精要教学设计精要引言随着全球化的发展，英语成为了一门日益重要的语言。
在中国，英语教育已经成为了基础教育的重要组成部分。
近年来，教育改革的力度越来越大，英语教育也不例外。
不同的教育机构有着不同的课程，而九年义务教育也增加了对英语的学习，使其逐步成为了基本能力之一。
因此，教育教学需要重视英语教育，而对于英语教学，需要注意到教学设计的重要性。
正文牛津小学英语第五单元教案是针对小学生的英语教学设计。
下面我们就从课程目标、教学重点和教学内容等方面来分析牛津小学英语第五单元教案的教学设计。
一. 课程目标对于课程目标的设计，要实现教学过程的有效性，从而更好的实现学习效果。
针对牛津小学英语第五单元教案，其主要目标有：1.能听、说、认读单词和句型；2.能灵活运用所学词汇及简单句型进行交流；3.能懂得礼貌用语及基本的学习技巧；4.能激发学生的英语兴趣和信心，为下一步的学习打下基础。
二. 教学重点教学重点是教师在教学过程中需要注重的内容。
针对牛津小学英语第五单元教案，其主要重点有以下几点：1.让学生掌握本单元所学词汇及句型，培养学生语感；2.善于引导学生运用所学语言进行交流；3.注重学生的英语发音训练、听力训练；4.发扬学生的合作精神，激发其积极性。
三. 教学内容教学内容是教师在教学过程中需要传授给学生的知识点。
针对牛津小学英语第五单元教案，其主要内容包括以下几个方面：1.语音：单词的发音；2.词汇：词汇记忆；3.句式：简单句和特殊疑问句；4.听力：听取与所学内容相关的录音；5.口语：用所学语言进行简单的口头交流。
四. 教学方法教学方法是指教师在教学过程中采用的各种方式和方法。
针对牛津小学英语第五单元教案，其主要采用以下几种教学方法：1.合作学习法：老师利用小组学习的方式，引导学生互相间学习、互相间交流，达到更好的学习效果。
2.游戏式学习法：老师利用各种教学游戏提高学习趣味性，让学生对学习内容更加感兴趣。
牛津译林版七年级上册Starter Unit 5《Visit my school》教学设计（3）一. 教材分析本课是牛津译林版七年级上册Starter Unit 5《Visit my school》的一部分，主要介绍了学校的一些场所和设施。
通过本课的学习，学生能够掌握有关学校场所和设施的词汇，如library, classroom, laboratory, playground等，并能够运用所学知识进行简单的交流。
二. 学情分析七年级的学生已经具备了一定的英语基础，对于图片和简单的情景交际有一定的接受能力。
但部分学生可能对一些专业词汇如laboratory等较为陌生，需要通过图片和情景来进行理解和掌握。
三. 教学目标1.知识目标：学生能够掌握有关学校场所和设施的词汇，如library,classroom, laboratory, playground等。
2.能力目标：学生能够运用所学知识进行简单的交流，如询问和描述学校的场所和设施。
3.情感目标：培养学生对学校的热爱和自豪感。
四. 教学重难点1.重点：掌握有关学校场所和设施的词汇。
2.难点：能够运用所学知识进行简单的交流。
五. 教学方法1.情境教学法：通过展示图片和创设情景，让学生在实际情境中学习和掌握词汇。
2.交际法：通过小组讨论和角色扮演，培养学生运用英语进行交流的能力。
3.任务型教学法：通过完成任务，让学生在实际操作中运用所学知识。
六. 教学准备1.图片：准备学校场所和设施的图片，如library, classroom, laboratory,playground等。
2.课件：制作课件，包括单词卡片、情景交际等。
3.学案：准备学习任务单，包括单词默写、填空练习等。
七. 教学过程1.导入（5分钟）利用图片展示学校的场所和设施，引导学生进行观察和思考，激发学生的学习兴趣。
2.呈现（10分钟）展示单词卡片，引导学生朗读并记忆单词。
同时，通过创设情景，让学生在实际情境中理解和掌握单词。
牛津小学英语第五单元教案——全方位教学解决方案In recent years, English has become one of the most important subjects in primary education in China. As the most widely used language in the world, English is essential for children to learn in order to expand their opportunities inthe future. Oxford Primary English, a highly regarded English curriculum in China, provides teachers with innovative and interactive teaching materials that can instill a strong foundation in young learners. In this article, we will introduce the comprehensive teaching solution for Unit 5 of Oxford Primary English.Unit 5 is designed for Grade 3 students, covering the topics of "My School Life" and "At the Park". Through the use of engaging multimedia content such as videos, songs, and games, children can learn new vocabulary, sentence structures, and communication skills. In addition, the curriculum encourages teachers to incorporate real-life situations and activities into their lessons to create a more authentic learning environment.The following is a comprehensive teaching solution forUnit 5 of Oxford Primary English:1.Pre-Learning ActivitiesBefore starting any lesson, it is important to prepare students for what they will be learning. As a teacher, you can engage students with pre-learning activities such as:-Introduce the topic: Begin by introducing the topic of the lesson. For Unit 5, you can introduce the topics of "My School Life" and "At the Park" by using pictures, real-life objects, or videos to help students gain a deeperunderstanding.-Brainstorm: Ask students to brainstorm key vocabulary and sentence structures related to the topic.Encourage them to work in pairs or small groups to promote collaboration and peer learning.-Icebreaker activity: Use icebreaker activities to warm up the students and create a comfortable learningenvironment. For Unit 5, you could do a "Find Someone Who"game to help students get to know each other and create a sense of community in the classroom.2. Vocabulary and Sentence StructuresIn each lesson, teachers can help students learn new vocabulary and sentence structures through:-Multimedia content: Use videos, songs, and games to introduce new vocabulary and sentence structures in a fun and engaging way.-Language practice: Provide language practice activities such as role-playing, pair work, and group work to help students use the new vocabulary and sentencestructures in context.-Flashcards: Use flashcards to help students memorize new vocabulary and sentence structures. You can also include pictures or gestures to help students remember the meaning of the words.3. Communication SkillsTo help students develop their communication skills, teachers can use:-Role-playing: Use role-playing activities to help students practice using language in real-life situations.For Unit 5, you could have students take on the roles of "teacher" and "student" to practice giving and receiving commands in the classroom.-Pair work: Encourage students to work in pairs to practice speaking and listening skills. You could give thema topic related to the lesson and have them discuss ittogether.-Group work: Encourage students to work in small groups to practice collaboration and communication skills.For Unit 5, you could have students work in groups tocreate a poster about their favorite park.4. Real-Life Situations and ActivitiesTo create a more authentic learning environment, teachers can incorporate real-life situations and activities intotheir lessons.-Field trips: Take students on field trips to places related to the lesson topics. For Unit 5, you could take students on a trip to a local park to observe and describe the environment and activities.-Hands-on activities: Engage students in hands-on activities such as making crafts related to the lessontopic. For Unit 5, you could have students make their own park maps or DIY binoculars to use on their next park visit.-Authentic materials: Use authentic materials such as signs, menus, and brochures to help students practice reading and speaking skills in real-life situations.Overall, the comprehensive teaching solution for Unit 5 of Oxford Primary English provides teachers with a well-rounded approach to teaching young learners. By incorporating pre-learning activities, multimedia content, communication skills, and real-life situations and activities, teachers can create a more engaging and authentic learning environment. As a result, students can acquire new vocabulary, sentence structures, and communication skills more effectively and enjoyably.。
牛津译林版七年级上册Starter Unit 5《Visit my school》教学设计（1）一. 教材分析本课是牛津译林版七年级上册Starter Unit 5《Visit my school》的教学设计。
本课主要介绍学校的基本设施和课程，通过参观学校，让学生掌握相关词汇和句型，并能够用英语进行简单介绍。
教材包括图片、词汇、句型和对话，内容贴近学生生活，易于激发学生兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的英语听说能力。
但部分学生对英语学习仍存在恐惧心理，缺乏自信。
因此，在教学过程中，教师需要关注学生的情感态度，鼓励他们积极参与课堂活动，提高他们的自信心。
三. 教学目标1.知识目标：学生能够掌握学校设施和课程的相关词汇，如classroom,library, laboratory等；能够运用句型介绍自己的学校。
2.能力目标：学生能够用英语进行简单的交流，提高听说能力。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的兴趣和自信心。
四. 教学重难点1.重点：学校设施和课程的词汇，如classroom, library, laboratory等；句型How many classrooms does your school have?2.难点：正确运用句型介绍自己的学校，并在实际情景中进行交流。
五. 教学方法1.任务型教学法：通过完成任务，让学生在实际情景中运用所学知识。
2.情境教学法：创设真实的情境，让学生在交流中学习英语。
3.情感教学法：关注学生的情感态度，鼓励他们积极参与课堂活动。
六. 教学准备1.教学课件：制作课件，包括图片、词汇、句型和对话。
2.教学道具：准备与学校设施相关的实物或图片。
3.教学资源：收集有关学校的视频或音频资料。
七. 教学过程1.导入（5分钟）利用图片或实物展示学校设施，引导学生谈论学校。
如：“Do you like your school? Why?”2.呈现（10分钟）展示教材图片，引导学生说出学校设施的名称，如classroom, library, laboratory等。
牛津少儿英语Starter教案一、教学目标：帮助学员掌握牛津少儿英语Starter阶段的基础词汇和句型，包括问候、介绍、颜色、数字等主题。
提高学员的英语听说能力，培养学员的口语表达兴趣，建立自信心。
通过各种课堂活动，培养学员的团队合作精神和创造力。
二、教学内容及方法：问候与自我介绍：通过模仿和角色扮演，让学员掌握基本的问候语和自我介绍句型。
颜色词汇学习：通过图片、实物和游戏，帮助学员掌握常见颜色的英语表达。
数字词汇学习：通过歌曲、游戏和互动，让学员掌握1-10的数字词汇。
课堂活动：通过小组讨论、角色扮演和手工制作等活动，培养学员的口语表达能力和团队合作精神。
三、教学步骤：热身活动：通过歌曲和游戏，激发学员的学习兴趣，让他们进入英语学习的状态。
新课导入：通过展示图片、实物和模型等教具，引导学员进入本节课的主题。
知识讲解：通过示范、讲解和互动，帮助学员掌握本节课的词汇和句型。
课堂活动：通过小组讨论、角色扮演和手工制作等活动，让学员巩固所学知识，培养口语表达能力和团队合作精神。
课堂评估：通过观察学员的参与度、表现和作业，了解学员的学习情况，及时调整教学策略。
四、教学难点及解决方法：学员发音不准确：通过模仿和重复练习，帮助学员纠正发音问题。
学员参与度不高：通过设置有趣的课堂活动和奖励机制，激发学员的学习兴趣和参与度。
学员记不住单词：通过图片、实物和联想等方法，帮助学员记忆单词。
同时，鼓励学员多复习巩固。
学员不敢开口说英语：通过鼓励、支持和角色扮演等方式，帮助学员建立自信心，鼓励他们大胆开口说英语。
五、教具准备及使用方法：图片卡：用于展示各种物品的图片，帮助学员记忆单词。
使用方法：教师出示图片卡，让学员用英文说出图片的名称。
实物模型：用于展示各种物品的实物模型，帮助学员记忆单词。
使用方法：教师出示实物模型，让学员用英文说出模型的名称。
歌曲磁带/CD：用于教授英文歌曲，提高学员的听说能力。
使用方法：教师播放歌曲磁带/CD，让学员听歌曲并跟唱。
牛津小学英语第五单元教案——教师必备指南教师必备指南在小学英语教学中，教师必备指南是非常重要的，它不仅能有效引导教师教授学生语言知识，还能帮助教师更好地规划教案和教学活动，提高教学质量。
本文将为大家介绍牛津小学英语第五单元教案——教师必备指南。
第一部分：教学目标1.教学内容本单元的教学内容主要包括以下三个方面：人物描写、家庭关系以及日常生活中的礼貌用语。
2.教学目标（1）语言技能目标：学生将学习如何表达他人的外貌特征和性格特点，掌握描述人物的基本句型，并能够正确使用一些形容词。
（2）知识目标：学生将过学习本单元的内容，对家庭关系和日常生活习惯作出更多的理解。
此外，他们将学习如何用简短的语句向别人表达他们的想法和感受，并且学会一些日常用语，如道谢和道别等等。
（3）情感目标：教师将在课堂上强调礼貌和尊重他人的重要性，并且帮助学生形成良好的家庭意识和合作意识，促进同学之间的友谊。
第二部分：重难点1.教学重点：（1）能够用形容词描述人物的外貌特征和性格特点。
（2）学会一些日常用语，如道谢和道别等等。
（3）教师将在教学中强调礼貌和尊重他人的重要性。
2.教学难点：（1）教师将需要帮助学生学习到如何用简短的语句向别人表达他们的想法和感受。
（2）教师将需要在教学中体现出家庭关系和日常生活习惯之间的紧密联系。
第三部分：教学准备1.教学材料：（1）PPT课件（2）学生教材和练习册（3）语音、视频录音和其他多媒体设备2.教学环境：合适的教室环境和配套设备，以及适应教学的娱乐氛围和氛围激励。
3.教学准备：根据此教案的需求，认真备课教案，并动手准备授课需要的各种教学准备工作。
第四部分：教学过程1.导入环节在学生入门课程讲解中，加入学生的体验回忆，用配合设计体验题型，引导学生回忆之前课堂所学的相关内容，建立与新内容的联接。
2.正式教学环节（1）教师将根据不同的学习目标和教学内容，设计和教授不同的教学活动和练习。
（2）教师将根据学生的实际情况和需要，调整和修改各种教学材料，以更好地满足学生的学习需要。
牛津译林版七上Starter Lesson 5 Wonderful things 教学设计一. 教材分析《牛津译林版七上Starter Lesson 5 Wonderful things》是一篇介绍博物馆藏品的文章，主要通过描述各种文物和艺术品来提高学生的英语阅读理解能力。
本文题材新颖，插图丰富，能激发学生的学习兴趣。
文章难度适中，语言简洁明了，便于学生理解和掌握。
本课主要让学生学会通过阅读获取信息，提高他们的阅读技能。
二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的阅读理解能力。
但他们在阅读过程中还存在着词汇量不足、阅读技巧欠佳等问题。
因此，在教学过程中，教师需要关注学生的个体差异，有针对性地进行教学。
三. 教学目标1.知识目标：–学生能掌握文章中的关键词汇和短语。
–学生能理解文章的主旨大意，掌握文章的基本结构。
2.能力目标：–学生能运用所学词汇和短语进行简单交流。
–学生能通过阅读获取信息，提高阅读理解能力。
3.情感目标：–学生能培养对英语学习的兴趣，激发对博物馆和艺术品的热爱。
四. 教学重难点•学生能掌握文章中的关键词汇和短语。
•学生能理解文章的主旨大意，掌握文章的基本结构。
•学生能运用所学词汇和短语进行复杂句子结构的表达。
•学生能通过阅读获取信息，提高阅读理解能力。
五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学习和运用英语。
2.情境教学法：创设真实情境，让学生在具体环境中学习和使用英语。
3.合作学习法：鼓励学生小组讨论，培养学生的团队协作能力。
六. 教学准备1.教师准备：–熟悉教材内容，明确教学目标。
–设计教学活动和任务。
2.学生准备：–预习课文，了解文章大意。
–准备笔记本，记录学习内容。
七. 教学过程1.导入（5分钟）–教师通过展示博物馆的图片，引导学生谈论他们对博物馆和艺术品的了解。
–教师提问：“你们知道哪些博物馆和藏品？”让学生自由发言。
2.呈现（10分钟）–教师通过课件展示文章标题和插图，引导学生预测文章内容。
牛津英语StarterU5全英文教案牛津英语七年级预备课程Unit5教案TheFirstLesson[Teachingcontent]Unit5welcomeandlistening[Teachingaimsanddemands]knowledgeaims:1.Learnthenewwords.2.Thestructureof“Therebe”,whentouse“is”,whentouse “are”.3.Therulethreeofpluralsofcountablenouns. Abilityaims:Thestudentscanusethestructureof“Therebe”freelyandcorrectly.[Teachingdifficultiesandimportance]Thetransformationofthestructureof“Therebe”,includingtheinterrogativeform,affirmati veandnegativereply,andthenegativeform.[Teachingtools]ProjectorandStudents’book，workbook[Teachingprocedure]Step1Pre-teaching1.Teachthenewwords Askthestudentstoreadoutthenewwordsbeforetaught.ones tudentreadsfivewords,sothattheteachercanfindoutandt hencorrecttheirmistakesinphonetics.2.Askallstudentstoreadallofthenewwordsinchorus,soth attheyarefamiliarwiththembeforecomingintothetext.3.Theteacherneedn’tleadthembyherself,becausestudentshavealreadylearne dthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.4.Asforthespellingofthenewwords,therearesomeinwhich studentsalwayshavedifficulty,suchas,blackboard,agai n,fifteen,thirteen,behind,numberandtwenty.Step2PresentationHaveacasualchatwithstudents,askingabouttheclassroom: whereareyoustudying?Isourschoolabigoneorasmallone? whatcanyouseeinourschool? whatelsecanyoufindinourschool?Sothattheteachercanleadtothesubjectofthisunit.Step2welcometotheunit1.Askthestudentstoreadthedialoguesofthispartfirst,a ndseeiftheycanreaditcorrectly.2.TeachSs“therebe,andtheinterrogativeform,affirmativeandneg ativereply,”bydoingthefollowingexercise:1).Isthisabook?yes,itis./No,itisn’t.2).Isthereabookonthedesk?yes,thereis./No,thereisn’t.3).Aretheyyourbooks?yes,theyare./No,theyaren’t.4).Aretherefourbooksonthedesk?yes,thereare./No,therearen’t.5).what’sonthedesk?Thereisabook./Therearefourbooks.6).Howmanybooksarethereonthedesk?Thereisonlyone./Therearefourbooks.Step3Listening1.Pre-listening. Teachtherulethreeofpluralsofcountablenouns:“以辅音字母加y结尾，去y变ies，如：library－libraries”.2.DotheexercisesofPartB.Step4Exercisesandsummary,doworkbook.Step5Homeworkmakesentenceswith‘Isthere…..’and‘Arethere…….’TheSecondLesson[Teachingcontent]Unit5speakingandreading[Teachingaimsanddemands]knowledgeaims:1.Learnthenewwords2.Thestructureof“Therebe”,whentouse“is”,whentouse “are”3.Thedifferencebetween“any”and“some”Abilityaims:Thestudentscanusethestructureof“Therebe”freelyandcorrectly.[Teachingdifficultiesandimportance]1.Thestructureof“Therebe”,includingtheinterrogativeform,affirmati veandnegativereply,andthenegativeform.2.Thedifferencebetween“any”and“some”[Teachingtools]ProjectorandStudents’book，workbook[Teachingprocedure]Step1.Speaking1.Eveniftherearealreadysomewordsinthepicture,askSst omarkasmanyEnglishnamesaspossibleonthebigpicture,us ingthosewordswhichtheyhavejustlearned,includingbask etballcourt,Pingpongtable,meetinghall,schoolgate,etc.2.Readthemodeldialoguetwice,andSsmaketheirowndialog uesaccordingtowhatisintheirownschool,imitatingthemo del.Step2Reading1.Askstudentstoreadthearticleinthispartbythemselves twice,andgetreadytoanswersomequestionsabouttheartic le.1.Howmanyclassroomsarethereinyourschool?2.Howmanyhallsarethereinyourschool?3.Isthereanartroom/areadingroom/agardeninyourschool?4.Aretherefivehundredstudentsinyourschool/2.Guidestudentstodotheexerciseunderthearticle.3.Directstudentstousetheirownname,andthesomeinforma tionofthemselvesandoftheirclasstoreplacethearticle, makinganewarticleoftheirown.4.Afterwards,teachstudentssomethingaboutthestructur eof“Therebe”,whentouse“is”,whentouse “are”,whichisaboutthegrammar “theagreementbetweenthesubjectandpredicateinpersonandnumber.”5.TeachSsthedifferencebetween“any”and “some”,forexample Therearesomebuildingsinthepicture.Arethereany……?yes,therearesome./No,therearen’tany.Step5Exercisesandsummary,doworkbook.Step6Homework1.makesentenceswiththefollowingstructures:Thereisa/an………Therearesome……Istherea/an……….Arethereany……..1.workbookPart22.Reviewthethreerulesofpluralsofcountablenouns.TheThirdLesson[Teachingcontent]Unit5grammarandtask[Teachingaimsanddemands]knowledgeaims:1.Learnthenewwords.2.Thestructureof“Therebe”,whentouse“is”,whentouse “are”.3.Therule4,5,and6ofpluralsofcountablenouns. Abilityaims:1.Thestudentscanusethestructureof“Therebe”freelyandcorrectly.2.Sscanmasterthesixrulesofpluralsofcountablenouns. [Teachingdifficultiesandimportance]1.Thestructureof“Therebe”,includingtheinterrogativeform,affirmati veandnegativereply,andthenegativeform.2.Therule4,5,and6ofpluralsofcountablenouns.[Teachingtools]ProjectorandStudents’book，workbook[Teachingprocedure]Step1Grammar1.Askstudentstoreadthephraseswhichinclude数词ofthispart,andguidethemrearrangethosephrasesintheor derofnumbers2.Doingtheexerciseandfillinginthethreeballoons,thet eacherteachesstudentstherule4,5,and6ofpluralsofcoun tablenouns—“Rule4:以f，fe结尾的词，去f或fe变成ives.Rule5:以o结尾的词，只有potato，tomato，mango等加es. Rule6:不规则的名词复数形式：man-men，woman-women，child-children，mouse-mice，sheep-sheep，fish-fish，people-people，有oo的词，变成ee，如：foot-feet，tooth-teeth，goose-geese”3.writesomewordsontheblackboardandasksomestudentsto dotherelativeexercise,inordertoseeiftheymastertheth reerules.4.DotheexerciseofPartB.Tellonlyalittleaboutthestruc tureof“TherebeAandB”,basedon“Therebe”structure.Step4Task Instructstudentstofinishwritingworkofthispart,anart icleof“myschool”,accordingtotheinformationoftheirownsch ool.Step5Exercisesandsummary,doworkbook.Step6Homeworkwriteanarticleof“myschool”tointroducetheirownschoolwithinformationofthemselve sandoftheirschool.。
