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Unit 3 My School
第一課時 Section A(1a—1d)
教學目標
1.重點單詞:hall,dining,building,across,centre,gym,field,office
2.重點短語:in front of,across from,sports field
3.重點句型:
(1)—Where’s the dining hall
—It’s in front of the art building.
(2)—Is there ... in this school
—Yes,there is.
(3)—Where is it
—It’s ...
重點：能夠理解對話中的不同場所和位置關系，并理解尋求和提供幫助、表達感謝等的交際用語。
難點：能夠使用“Where is... ”和“Is / Are there ... ”句式詢問學校不同場所的位置并作答。
教學過程
Step 1 Lead-in
Ask the students to look at the photo of a school. Show them photos of some places in school. Then ask them some questions: What is this place in this photo What are the people doing
Step 2 Work on 1a
1a Look at the picture. Talk about the positions of the places with the words in the box.
(1)Ask the Ss to look at the words in the box and translate them into Chinese.And then summarize the prepositions of position.
(2)Ask the Ss to look at the picture.Then talk about the positions of the places with the words in the box.
(3)Show them a sample.
(4)Ask them to work in groups and talk about the places.
(5)Choose a group to make a short conversation.
Step 3 Listening
1b Listen to the conversations. Number the places in the order you hear them.
(1)Let students look at the names of the place in 1b and make sure they know the meanings.
(2)Play the tape and ask students to number the places in the order they hear them.
(3)Ask students to discuss their answers in groups and then check the answers in class.
Answers:3;1;2
1c Listen again and complete the sentences.
Play the tape again and let the students listen carefully. Then ask them to complete the sentences according to the tape. Teacher checks the answers with students.
Answers:1.The classroom building 2.The teachers’ building 3.A Student Centre
Step 4 Group work
1d Talk about the places in the picture in 1a.
(1)Show a sample conversation with the picture in 1a. Let students talk about the places and then ask students to make their own conversations.
For example:
—Is there a computer building in this school
—Yes,there is.
—Where is it
—It’s next to the library.
...
(2)Let some groups act out their conversations in front of the class.
Step 5 Homework
(1)Review the words and sentences in this lesson.
(2)Read and role-play the conversations in 1b.
(3)Introduce your school to your patents.
教學反思
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第二課時 Section A(Pronunciation 1—2f)
教學目標
1.重點單詞:large,special,smart,important, notice, locker, corner
2.重點短語:put up,at the back (of)
3.重點句型:
(1)—What’s your new classroom like, Peter
—It’s large.
(2)—Are there any lockers in the classroom
—No,there aren’t.
(3)—Is there a smart whiteboard in the classroom
—Yes, there is.
(4)Peter sits at the back of the classroom.
重點：(1)能夠聽辯并準確認讀元音/ :/、/ /、/u:/、/ /，及這些音素發音所對應的常見元音字母或字母組合。
(2)能夠通過聽對話獲取教室內各種物品的名稱及位置信息。
難點：能夠正確使用there be結構和方位介詞描述教室內物品的位置關系，并簡要介紹班級教室布置。
教學過程
Step 1 Pronunciation
1 Listen and repeat.
(1)Play the recording,and then ask the Ss to repeat it.
(2)Explain the key points of pronunciation about / :/,/ /,/u:/ and / /,show the pronunciation of them to the Ss, and then ask them to repeat again.
(3)Let the Ss read the words together.
2 Listen and repeat. Notice the stressed syllables.
1.Ask the Ss to read the words in Pronunciation 2 freely.
2.Play the recording,and then ask the Ss to notice the stressed syllables.
3.Ask the Ss to repeat them.
4.Then ask them to tell the difference of the words in stressed syllables in two groups.
5.Ask the Ss to read the words again.
Step 2 Listening
2a Listen to the conversation and fill in the blanks.
1.Let the Ss listen to the conversation and fill in the blanks.
2.Ask some students to share their answers,and then show the right answers to them.
3.Translate the right answers into Chinese to the Ss.
Answers:in front of; in the middle of; next to; at the back of
Step 3 Work on 2b—2c
2b Read the conversation. Match the questions with the answers.
(1)Ask students to look through the questions and think about them. Then read the conversation in 2a again to find out the answers.
(2)Let them match the questions with the answers. Then check the answers together.
Answers:1.C 2.D 3.A 4.B
2c Read again. Circle T for true or F for false.
(1)Let the Ss look through the sentences in 2c and read them.Then let them circle T for true or F for false.
(2)Ask the Ss to share the answers,and explain the reason why it is true or false.
Answers:1.T 2.F 3.T 4.F
Step 4 Group work 1
2d Listen to the conversation again. Then role-play it.
(1)Let students listen to the conversation again.
(2)Read the conversation and then make students role-play the conversation in groups.
(3)Choose several groups to act the conversation in front of the class.
Step 5 Finish 2e
2e List the things in Peter’s classroom and your classroom.
(1)Show the words in the box to the Ss,and ask them whether the things are in their classroom.
(2)Let the Ss list the things in Peter’s classroom and the students’ classroom.
Step 6 Group work 2
2f Work in pare Peter’s classroom with yours.
(1)Ask the Ss to work in pairs to compare Peter's classroom with theirs.
(2)Show a sample to the Ss.Then ask them to talk about their classroom as the sample.
Step 7 Homework
1. Review the pronunciation of vowels.
2. Read the new words and phrases and notice the stressed syllables.
3. Practise the conversation in 2a with your friend.
教學反思
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第三課時 Section A(Grammar Focus 3a—3d)
教學目標
1.重點單詞:screen
2.重點句型:
(1)—Where is the library
—It is behind the classroom building.
(2)—Where are the bookcases
—They are next to the window.
(3)—Is there a whiteboard in your classroom
—Yes,there is./No, there isn’t.
(4)—Are there any lockers
—Yes, there are./No, there aren’t.
(5)There is a teacher’s building across from the school hall.
重點：能夠理解there be結構的構成特點，以及there be結構在不同語境中所表達的意義，包含其肯定式、否定式，以及疑問式及其答語。
難點：能夠運用there be結構和表示方位的介詞描述某場所內的物品位置。
教學過程
Step 1 Lead-in
Play a spy game with students. Show them a picture on the screen. Ask them to look at the picture for 20 seconds. Then answer the questions.
Step 2 Work on 3a—3c
3a Read the sentences. Underline the verbs in there be structure and circle the prepositions of position.
1.Show the sentences in 3a on Page 39 to the Ss.Then ask them to read the sentences and underline the verbs in there be structure.
2.Ask the Ss to circle the prepositions of position in the sentences.
3.Tell the usage of the verbs in there be structure.
4.Summarize the prepositions of position in our daily life.
3b Complete the sentences below.
(1)Let students read the sentences and complete them using there be structure or the prepositions of position learned this part.
(2)Then check the answers with students.
Answers:1.are; They’re 2.is 3.Is; is; It’s 4.Are; aren’t; are 5.is; It’s 6.are
3c Circle the correct prepositions to complete the description of the classroom in the photo.
(1)Show the picture on Page 39 to the Ss,and ask them to answer the following questions:What is this Is it the same as yours
(2)Let the Ss circle the correct prepositions to complete the description of the classroom in the photo.
(3)Ask some students to share their answers,and show the right answers to them.
Answers:on; next to; under; behind; on
Step 3 Group work
3d Talk about how your classroom is different from the classroom in 3c.
(1)Ask the Ss to talk about how their classroom is different from the classroom in 3c.
(2)Show some samples to the Ss.Then let them talk about the differences between their classroom and the classroom in 3c.
語法拓展
一、There be句型
1.含義：
There be ...句型表示的是“某處/某時有(存在)某人或某物”。
2.用法：
(1)There be結構中的be動詞要和其后的名詞在數上保持一致。如果be動詞后的主語為可數名詞單數或不可數名詞，be動詞用is；如果be動詞后的主語為可數名詞復數，be動詞用are。
(2)如果be動詞后面的主語為兩個或兩個以上的名詞，be動詞要和離它最近的那個名詞在數上保持一致，即遵循“就近原則”。
3.基本句型：
句式 結構 示例
肯定句 There is/are+某物/某人+地點狀語. There is a cat on the table.
否定句 There isn’t/aren’t+某物/某人+地點狀語. There aren’t any basketballs in this classroom.
一般 疑問句 Is/Are there+某物/某人+地點狀語 肯定回答：Yes, there is/are. 否定回答：No, there isn’t/aren’t. —Is there a restaurant near here —Yes, there is./No, there isn’t.
二、方位介詞
1.on表示“在某物之上”的意思，它通常表示一個物體在另一個物體之表面上面。兩者之間有接觸。如：
There is a ball on the floor. 地板上有個球。
2.in表示“在某物的里面”，它通常表示一個物體在另外一個物體的內部、中間或者在某個范圍之內。如：
Your pen is in the pencil case. 你的鋼筆在鉛筆盒里面。
3.behind表示“在某物的后面”，它通常表示一個物體在另外一個物體的后面。如：
Your brother is behind the tree. 你的弟弟在樹的后面。
4.next to是由形容詞next和介詞to構成的介詞短語表示“緊挨著、在某物的旁邊”的意思。例如：
The table is next to the wall. 桌子緊挨著墻。
5.between表示某個物體、某人位于兩者之間，通常表示一個人、物處于另外兩個人、物之間。如：
Your desk is between the door and the window.你的課桌位于門和窗戶之間。
6.in front of在……前面，指里面。如：
A river flows in front of the house.房子前有一條河。
Step 4 Homework
1.Recite Grammar Focus.
2.Talk about your classroom with There be structure and some common prepositions of position.
教學反思
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第四課時 Section B(1a—2b)
教學目標
1.重點單詞:modern,amazing,raise,flag,most,change, seat,delicious,yours,send,similar, sound
2.重點短語:at school,different from,do exercises, similar to,bye for now
3.重點句型:
(1)To answer your question, my new school is great!
(2)There are many modern buildings.
(3)It’s my favourite place because there are many kinds of food.
(4)How about your school
重點：能夠通過快速閱讀了解電子郵件的大意，根據語篇中的形容詞推斷作者的情感態度，并能夠用這些形容詞描述自已的學校。
難點：能夠模仿課文的結構和語言給朋友寫一封電子郵件，介紹自己的校園。
教學過程
Step 1 Lead-in
Show students a video about school. Learn some places in school.
Step 2 Group work 1
1a List your favourite places in your school. Then share with a partner.
(1)Ask the Ss to list their favourite places in their school and explain the reason.
(2)Choose some students to share their answers with the class.
Step 3 Reading
1b Skim Peter’s reply to Flora’s email. Choose the question Flora probably asked in her last email.
(1)Ask the Ss to look at the photos on Page 40,and then let them predict:What’s the main idea of the email
(2)Let the Ss skim Peter’s reply to Flora’s email first,and then choose the question Flora probably asked in her last email.
(3)Check the answers with the class.
Step 4 Work on 1c
1c Read again. What do these words describe
1.Ask the Ss to look through the adjectives in 1c on Page 41 first,and then let them read again and underline the adjectives in the email.
2.Let the Ss answer the question：What do these words describe
Answers:1.new school 2.buildings 3.sports field 4.classroom building 5.jiaozi
Step 5 Group work 2
1d Discuss the questions.
Ask the Ss to discuss the questions.
1.What do students in Peter’s school do on the sports field
2.Where does Peter sit this week
3.Why is the dining hall Peter’s favourite place at school
4.How is Peter’s school similar to yours
Answers:1.All the students go there and do exercises together in the morning.
2.This week he sits next to his best friend, Han Lin.
3.Because there are many kinds of food.
4....
Step 6 Work on 2a
2a Think about places in your plete the notes.
(1)Tell students to look at the information in the box below.
(2)Have students think about the places in their school.Then complete the notes.
Step 7 Writing
2b Imagine a friend from another country has sent you an email about his or her school. Write a reply about your school.
1.Ask the Ss to write a reply about their school.
2.Show the email on Page 41 to the Ss,and then ask them to fill in the blanks.
3.Choose some students to share their emails.
Step 8 Homework
1. Review the new words and phrases.
2. If you are Flora, write a reply about your school.
教學反思
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第五課時 Section B(Project 3a—3c)
教學目標
重點句型:
(1)This is an interesting place because ...
(2)We spend most of our time here.
重點：能夠小組合作完成校園平面圖的繪制，并合理規劃參觀路線。
難點：能夠根據校園平面圖，運用本單元所學語言以模擬導覽的方式介紹自已的學校。
教學過程
Step 1 Lead-in
(1)Today we will have a online tour to Tsinghua University. Let’s watch the video!
(2)Show a map of Tsinghua University and ask students:What buildings can you see on the map
Step 2 Project—Let me show you around!
3a Imagine that a group of students are coming to visit your school. Draw a map of your school and plan a tour for them.
(1)Before completing the task, ask students a question about it: Imagine that a group of students are coming to visit your school. How will you introduce your school
(2)Let students draw a map and plan a tour for the coming group of students.
3b Work in groups and practise giving the tour. Take turns to introduce each place.
Make students work in groups and practise giving the tour with the information in the boxes in 3b. Choose several students to take turns to introduce each place of the school.
3c Give the tour to your class using your map. Vote for the best tour guide.
Let students introduce their own tours to the class using their maps. And vote for the best tour guide in class.
Step 5 Reflecting
How well can you do these things
1.I can name the things in my classroom.
2.I can name the places in my school.
3.I can tell the locations of things in my classroom and places in my school.
4.I can introduce my school and describe the places I like.
You can judge the above things with “Very well” “OK” or “Needs work”.
Step 6 Homework
1. Review the new words and phrases.
2. Introduce your school and describe the places you like.
教學反思
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