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能够就“存在、建议”等交际功能的基本法进行交流与对话操练，如：
(1) There is a study next to my bedroom.
(2) There is a sofa, a desk, some books and so on.
(3) There is/are … on the first/second floor.
(4) —Why not go upstairs and have a look?
—Let’s go.
...
2.Skill aims
能听懂谈论房间、室内摆设的表达，并做出恰当回应；
能就房间、室内摆设进行简单的交流；
能正确朗读对话，注意语音语调和单词重音；
能准确写出黑体单词和词组。
3.Emotional aims
能在学习的同时，热爱自己的家；
能够与同伴积极合作，参与课堂活动，大胆实践。
= 3 ﹨* ROMAN ﹨* MERGEFORMAT III . The key points and difficult points
1.在小组合作活动中，能找出新短语：and so on, go upstairs,新句型:why not…..? , there be ；
2.能够在情景对话中，学会用there be句型描述各个房间及屋内基本摆设。
= 4 ﹨* ROMAN ﹨* MERGEFORMAT IV . Learning strategies
1.能够运用图片、关键词等进行听前预测；
2.能在学习过程中养成预习和复习的学习习惯。
= 5 ﹨* ROMAN ﹨* MERGEFORMAT V . Teaching procedures
StepInteraction patternStudent activityTeacher activityLeading in
The whole class work.
The whole class work
3.Individual work.
Focus their attention on the teacher.
Listen to a song and think what the song is about.
The teacher asks what the song is about, and the students put up their hands to answer the question.
T:What’s the song about?