新版人教版七年級(jí)英語(yǔ)上冊(cè)第三單元教案

新版人教版七年級(jí)英語(yǔ)上冊(cè)第三單元教案Unit3MySchooleq\o(\s\up7(),\s\do5(單元教材分析))eq\o(\s\up7(),\s\do5(UnitThemeAnalysis（單元主題分析）))Theunitthemebelongstothecategoryof“manandsociety”，involving“theenvironmentofschool，thenormalactivities，andthefacilitiesoftheschool”．Thisthemebelongstothe“socialservicesandinterpersonalcommunication”themegroup.eq\o(\s\up7(),\s\do5(UnitContentAnalysis（單元內(nèi)容分析）))Thecorelanguageofthisunitmainlyrevolvesaroundthearrangementofplaces，descriptionoflocationsusingtherebestructureandprepositionsofposition，introducingandtalkingaboutyourschool，describingtheplacesyoulike，etc.Twotypesofdiscourseinvolvedifferentdiscourseknowledge：Theyareaboutpositionsoffacilitiesoftheschool，aclassroominChina，aclassroomintheUKandplacesinPeter'snewschool.eq\o(\s\up7(),\s\do5(OverallUnitObjectives（單元總體目標(biāo)）))1．Flexiblyusethetargetlanguagetoaskandanswerquestionsaboutthelocations，activities，andotherinformation，createadialoguewithquestionandanswermethodstodiscusstheplacesandlocations，andcompleteotheractivitiestotalkabouttheschool，describetheplaceswelikeandexplainwhy.Enhancestudents'environmentalprotectionawarenessandlovefortheschool.2．Understandthesemanticfunctionsofandanswerstospecialinterrogativesentencescontainingwhere，whatandhowandthegeneralquestionswiththerebestructure，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthelocations.Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandanswers.Completeabriefreportontheintroductionofthelocationsandpresentittothewholeclass.eq\o(\s\up7(),\s\do5(UnitKeyPointsandDifficulties（單元重難點(diǎn)一覽）))KeyPoints1.Masterthepronunciation(/??/，/?/，/u?/，/?/)oflettersandlettercombinations.2．Understandquestionsandanswersusingspecialinterrogativesentencescontainingwhere，whatandthegeneralquestionswiththerebestructure；3．Tellthedifferencesbetweenprepositionsofposition；KeyDifficulties1.Beabletoquicklyandaccuratelyobtaininformationduringlisteningandspeakingactivities；2．Tellthedifferencesbetweenprepositionsofposition；3．Accuratelyusespecialinterrogativesentencestoaskquestions，andbeabletodescribethelocationsofdifferentthingsandplaces.eq\o(\s\up7(),\s\do5(單元學(xué)情分析和教學(xué)建議))eq\o(\s\up7(),\s\do5(單元課時(shí)分配))第一課時(shí)SectionA1a—2：1lesson第二課時(shí)SectionA2a—2f：1lesson第三課時(shí)SectionAGrammarFocus3a—3d：1lesson第四課時(shí)SectionB1a—1d：1lesson第五課時(shí)SectionB2a—Project：1lesson第一課時(shí)SectionA1a—2eq\o(\s\up7(),\s\do5(TeachingContent（教學(xué)內(nèi)容）))Thelearningofthislessonisofgreatsignificanceandpurposeforstudents.Themainpurposeofstudyingitistoguidestudentstothinkaboutthethingsaroundthemandputtheminorderbydiscussinghowtomakefulluseofprepositionsofposition.Studentscanbetterunderstandandabsorblanguageknowledgebyobservingthescenesandlocationsinthepictures.Thislessonprovidesstudentswithplentyofopportunitiesfororalcommunicationthroughseveraldialogues.Studentscanimprovetheiroralexpressionandlisteningcomprehensionskillsbyimitatingandperformingdialogueswiththeirpartners.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標(biāo)）))◆LanguageProficiency(語(yǔ)言能力)1．Beabletocorrectlyrecognizeandpronouncevowelphonemes(/??/，/?/，/u?/，/?/)，andcorrectlypronouncecommonvocabularycontainingthevowelphonemesabove.2．Identifyandcorrectlypronouncethestressedsyllablesofthewords.3．Understandthesemanticfunctionsofandanswerstospecialinterrogativesentencescontainingwhere，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthelocations.◆CulturalAwareness(文化意識(shí))1．Beabletohelpeachotheringroupactivitiesandlistentoothers'sharing.2．Realizetheschooldifferencesindifferentcountries.◆ThinkingQuality(思維品質(zhì))1．Flexiblyusethetargetlanguagetoaskandanswerquestionsaboutschoolthingsanddailyactivities.2．Provideexamplestoillustratetheimportanceoflearningtokeeptheschoolandclassroomcleanandrecognizethevalueandsignificanceofefficientlocationmanagement.3．Cultivatestudents'thinkingandinnovationabilitiesthroughactivities.◆LearningCapability(學(xué)習(xí)能力)Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandtheiranswers.Completeabriefreportonthelocationsofthingsintheclassroomorplacesintheschool，andpresentittotheclass.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學(xué)重難點(diǎn)及突破）))◆TeachingFocus(教學(xué)重點(diǎn))1．Flexiblyusethetargetlanguagetoinquireandansweraboutthelocationsofthingsintheclassroomandplacesintheschool，createadialogue，anddiscussthelocationsandpreferences.2．Provideexamplestoillustratetheimportanceoflearningtointroduceandtalkaboutthelocationsofthingsintheclassroomandplacesintheschoolandrecognizingthevalueandsignificanceofkeepingtheenvironmentclean.◆TeachingDifficulties(教學(xué)難點(diǎn))1．Listenandaccuratelyconfirmthestressoftheword.2．Tellthedifferencesbetweenprepositionsofposition.◆TeachingBreakthroughs(教學(xué)突破)Theteacherneedstocreatecertainsituationsandguidestudentstotellandintegrateinformation.Withtheteacher'shelp，studentscansortoutandsumuptheusageoftherebestructure，establishtheconsciousnessofsubject-verbagreement.Theycanalsointroducetheirownschool.What'smore，theconsciousnessoflovingschoolcanbepromoted.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學(xué)過(guò)程）))Activity1Warmingupandrevision(感知與注意)T：First，let'slookatthetitleandthepicture.Canyoupredictwhattheunitisabout？Yes，wearegoingtolearnsomethingaboutourschool.Lookatthepictureandsharethreequestions：Whatisthisplaceinthepicture?Whatarethestudentsdoingonthesportsfield?Whatdoyouliketodoatschool?設(shè)計(jì)意圖：學(xué)生通過(guò)觀察圖片，可以直觀地了解本節(jié)課的主要內(nèi)容是學(xué)習(xí)關(guān)于學(xué)校的知識(shí)。通過(guò)回答三個(gè)問(wèn)題，可以激活學(xué)生關(guān)于學(xué)校的已知內(nèi)容，活躍思維，為后續(xù)學(xué)習(xí)奠定基礎(chǔ)。Activity2Presentation(獲取與梳理)Workon1aT：WearegoingtolearnSectionA．Sowhatisyourschoollike？Aretherelotsofstudentsandteachersinit？Arethereanylibrariesorlabs？Wherearethey？Youcanshareyourschoolintheseways.Let'slookatthepicture.Hereare11differentplaces.Whatarethey？Pleasespeakthemout.設(shè)計(jì)意圖：在老師的指導(dǎo)下，學(xué)生可以介紹學(xué)校，說(shuō)出不同的場(chǎng)所及其位置，通過(guò)這種方式運(yùn)用目標(biāo)語(yǔ)言。Activity3Listening(獲取與梳理)Workon1b—1cBeforelistening，letstudentslookatthepictureandpredictwhatthelisteningisabout.Andthenletthemknowwhattheywilllisten(threeplaces：studentcentre，aclassroom，MsGao'soffice).Theywillpaymoreattentiontothethreeplacesandwanttoknowtheirlocationswhilelistening.Playtherecordingandaskstudentstolistentotheconversationsandnumberthethreeplacesin1bintheordertheyhearthem(1—3).Listenforthefirsttimetonumbertheplaces.Thencheckthem.Atthesametime，letthestudentsguesswheretheyareaccordingtothepictureandtherecording.Listenforthesecondtimetocompletethetasksin1c.Gettoknowthedifferencesamong“infrontof，behind，nextto，betweenandacrossfrom”．Letthestudentstelltheconclusionsandencouragethemtospeakout.Listenforthethirdtimetochecktheanswers.設(shè)計(jì)意圖：循序漸進(jìn)地運(yùn)用聽(tīng)力策略培養(yǎng)學(xué)生的聽(tīng)力能力。幫助學(xué)生理解對(duì)話的整體內(nèi)容，培養(yǎng)學(xué)生準(zhǔn)確獲取、組織和記錄關(guān)鍵信息的能力。同時(shí)，讓學(xué)生學(xué)會(huì)觀察分析并得出結(jié)論。Activity4Role-play(內(nèi)化與運(yùn)用)Workon1dStudentscanusethetargetlanguageandpeersrole-playwithclassmatesinfrontoftheclassbasedonthelisteningmaterials.Theycanengageingrouppairingactivitieswithinthegroup，andthenshareanddemonstrateinfrontoftheclass.Practicetheconversationswithyourpartner.Thenmakeyourownconversations.Thesesentencepatternsmayhelpyou：Isthere…inthisschool？Yes，thereis.Whereisit？It's…設(shè)計(jì)意圖：創(chuàng)設(shè)具體語(yǔ)境，并幫助學(xué)生逐漸將所學(xué)語(yǔ)言內(nèi)化。Activity5Pronunciation(概括與整合)Workon1T：We'regoingtolearnaboutvowelsounds.Let'slistenandrepeat.Pleasepayattentiontothevowelsounds.Thenaskstudentssomequestions：Whatisthepronunciationof/??/，/?/，/u?/and/?/?Whatisthepronunciationoflettercombinationsof“or”and“oo”？T：Pleasewritethesoundsofthelettersinyournotebook.Noticethelettercombinations.Thenthinkofotherlettercombinationshavingthesamepronunciation.Workon2Listenandrepeat.Noticethestressedsyllables.Trytopronouncethesewordsandnoticethestress.Thenthinkofotherwordslikethem.(Theteacheraddsmore，andthenasksstudentstopracticemore.)設(shè)計(jì)意圖：通過(guò)幫助學(xué)生學(xué)習(xí)和掌握語(yǔ)音，利用語(yǔ)音幫助學(xué)生準(zhǔn)確地拼讀和背誦單詞，為學(xué)生自主學(xué)習(xí)奠定基礎(chǔ)。本部分重點(diǎn)研究元音發(fā)音，為后續(xù)的學(xué)習(xí)活動(dòng)打下基礎(chǔ)。Activity6Homework(反饋與強(qiáng)化)ListencarefullyandreadthePronunciation1and2fluently.Searchformoreinformationabouthowtoaskandanswerquestionsaboutschoolthings.eq\o(\s\up7(),\s\do5(BlackboardDesign（板書(shū)設(shè)計(jì)）))SectionA1a—Pronunciation—What'syourschoollike?—It'slarge.—Whereisthedininghall?—It'sin_front_oftheartbuilding.behindnexttoacrossfrombetween—Isthere…inyourschool?—Yes，thereis./—No，thereisn't./??/sportshortfork/?/foxshotclock/u?/foodschoolrule/?/lookgoodfulleq\o(\s\up7(),\s\do5(TeachingReflection（教學(xué)反思）))Seventhgradestudentshavegoodmemoriesandimitationabilities，buttheyneedmoreencouragementandguidancetomaintaintheirinterestinlearningEnglish.Inordertoattractstudents'participationandpromotetheacquisitionoflanguageknowledge，theteacheralsoneedstodesignpracticalactivitiesandtransferactivitiesbasedontexts.第二課時(shí)SectionA2a—2feq\o(\s\up7(),\s\do5(TeachingContent（教學(xué)內(nèi)容）))Thediscourseofthislessonisapresentationoflistening，speakingmaterials.ThisconversationmainlyrevolvesaroundthelocationsofthingsinPeter'sclassroom，aimingtohelpstudentsunderstandtheimportanceofplacearrangementandpromotestudents'lovefortheirclassroom.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標(biāo)）))◆LanguageProficiency(語(yǔ)言能力)1．Beabletoorganizeandsummarizeexpressionsrelatedtothelocations，andmastertheusageofspecialquestionswithwhereandhow.2．Usethesimplepresenttensetoaskandansweraboutthelocations，andusethetargetsentencestructuretoinquireaboutthelocationsoftheschoolthings.◆CulturalAwareness(文化意識(shí))Byunderstandingthelocationsofthingsintheclassroom，studentscancomparetheirclassroomwithPeter'sanddiscoversimilaritiesanddifferencesbetweenthem.Thiscomparisonhelpstostimulatestudents'interestinEnglishspeakingculturesandimprovetheircross-culturalcommunicationskills.◆ThinkingQuality(思維品質(zhì))1．Learntoapplygrammarknowledgeincontexttoaccuratelyunderstandandexpressthelocationsappropriately.2．Studentscanbetterarrangetheirthings，cultivategoodlivinghabits，anddevelopasolidfoundationfortheirfutureEnglishlearning.◆LearningCapability(學(xué)習(xí)能力)1．Learntocommunicatewiththeirclassmateswiththetargetlanguages.2．Applywhatislearned，cultivatestudents'abilitytouselanguageandculturalknowledgetosolvepracticalproblemsinrealsituations，andpromotetransferandinnovation.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學(xué)重難點(diǎn)及突破）))◆TeachingFocus(教學(xué)重點(diǎn))1．Beabletousethetargetlanguagetoinquireaboutthelocationsofschoolthings.2．Completerole-playintheclasstounderstandtheimportanceoflocationarrangement，lifestylehabits，andstudyhabits.3．Learntotalkaboutthemainfacilitiesoftheschoolandtheirlocationswiththerebesentencepatternsandprepositionsofposition.◆TeachingDifficulties(教學(xué)難點(diǎn))1．Beabletoquicklyandaccuratelyobtaininformationsuchasprepositionsofpositionthroughlisteningandreadingconversations.2．Illustratethefunctionsofdifferentfacilitiesbyusingtargetlanguageandenhancetheawarenessoflovingthecampus.◆TeachingBreakthroughs(教學(xué)突破)1．TeachersencouragestudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheirrealsituation.2．Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學(xué)過(guò)程）))Activity1Prediction(感知與注意)T：First，let'slookatthepictureandthenanswerthreequestions：Whatisthepictureabout?Whatcanyouseeinthepicture?Aretheycleanortidy?設(shè)計(jì)意圖：通過(guò)引入主題，創(chuàng)設(shè)情境，激發(fā)學(xué)生的參與興趣，學(xué)會(huì)運(yùn)用所學(xué)詞匯描述教室物品的位置；通過(guò)預(yù)測(cè)性任務(wù)激發(fā)學(xué)生的思維，培養(yǎng)他們運(yùn)用情景線索進(jìn)行推理和預(yù)測(cè)的能力。Activity2Listening(感知與注意)Workon2a—2dListentotheconversationandfillintheblanksin2a.Readtheconversationandmatchthequestionswiththeanswersin2b.Readagainandtrytocompletethetaskin2c，andthenchecktheanswersinpairs.Listentotheconversationagainandrepeatafterit.Payattentiontothestressedwords.Trytorole-playtheconversationandshowyourselvesinfrontoftheclass.設(shè)計(jì)意圖：幫助學(xué)生理解對(duì)話的整體內(nèi)容，培養(yǎng)學(xué)生準(zhǔn)確獲取、組織和記錄關(guān)鍵信息的能力。引導(dǎo)學(xué)生進(jìn)行角色扮演式的聽(tīng)力對(duì)話，組織、學(xué)習(xí)和內(nèi)化關(guān)鍵句型和關(guān)鍵語(yǔ)言，為進(jìn)一步將所學(xué)知識(shí)應(yīng)用到實(shí)際生活中奠定基礎(chǔ)。Activity3Afterlistening(獲取與梳理)Workon2eLetstudentsimaginethingsintheirclassroomandcomparewithPeter's.Thencompletethetasksin2eindividually.Next，letthemchecktheiranswerswiththeirpartnersusingtherebestructure.Theteachermovesaroundtomakesurestudentsgettherightanswers.Choose2studentstospeakouttheanswers.設(shè)計(jì)意圖：通過(guò)觀察和記錄，每個(gè)學(xué)生都可以深入挖掘自己的角色，促進(jìn)語(yǔ)言內(nèi)化，從學(xué)習(xí)理解過(guò)渡到實(shí)際應(yīng)用，培養(yǎng)運(yùn)用語(yǔ)言和文化知識(shí)解決實(shí)際問(wèn)題的能力。Activity4Sharing(概括與整合)Workon2fLetstudentsworkinpairs，andaskthemtocomparePeter'sclassroomwiththeirs.Givethemseveralminutestoprepareitusingtherebestructure.Thenletthemshareitinclass.Whilesharing，theotherstrytoevaluatewhoseisthebestandexplainthereasons.設(shè)計(jì)意圖：通過(guò)分享自己的匯報(bào)材料，幫助學(xué)生在實(shí)際情境中運(yùn)用目標(biāo)語(yǔ)言，提高語(yǔ)言能力，同時(shí)利用評(píng)價(jià)來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣，發(fā)展思維。Activity5Homework(反饋與強(qiáng)化)Readthepassagefluentlyandreciteit.WriteashortpassagetocompareyourclassroomwithPeter's.eq\o(\s\up7(),\s\do5(TeachingReflection（教學(xué)反思）))DuringthisperiodofEnglishlearning，studentscanmastertheusageoftherebestructure.AccordingtotheEnglishlearningtasks，studentswillpracticethestructureandtheprepositionsofpositionmoretogetfamiliarwiththem.Atthesametime，itcanhelptocultivatestudents'logicalthinkingandlanguageproficiency.第三課時(shí)SectionAGrammarFocus3a—3deq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標(biāo)）))◆LanguageProficiency(語(yǔ)言能力)1．Masterandproficientlyusetherebestructuretodescribelocationsandexistingobjects.Accuratelyuseprepositionalphrasesintherebestructuretodescribepositions.◆CulturalAwareness(文化意識(shí))Bydiscussingschoolfacilities，studentswillenhancetheirunderstandingandidentificationwiththeschool'sculturalenvironment.◆ThinkingQuality(思維品質(zhì))Cultivatestudents'abilitiesindetailedobservation，comparison，andinduction.Throughcontrastingtherebestructureindifferentcontexts，students'logicalthinkingskillswillbeimproved.◆LearningCapability(學(xué)習(xí)能力)Developstudents'autonomouslearningabilitiesandcultivatestudents'logicalthinkingbycomparing.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學(xué)重難點(diǎn)及突破）))◆TeachingFocus(教學(xué)重點(diǎn))Understandandmastertherebestructureanditsusage.◆TeachingDifficulties(教學(xué)難點(diǎn))Accuratelyuseprepositionalphrasestodescribelocationsandhavetheabilitytoflexiblyapplytheminpracticalconversations.◆TeachingBreakthroughs(教學(xué)突破)Employdiversifiedteachingmethodssuchasexamplesentenceanalysis，groupdiscussions，andsituationalsimulationstohelpstudentsgraduallygraspandproficientlyusethegrammaticalpoints.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學(xué)過(guò)程）))Activity1Warmingupandrevision(感知與注意)T：Goodmorning，everyone！TodaywearegoingtolearnthegrammarfocuspartofUnit3，whichfocusesontherebestructureandprepositionsofposition.T：Let'sstartwithsomewarm-upquestions.What'syourfavouriteplaceinourschool？Why?(Studentssharetheiranswers，andtheteacherlistensandnods，encouragingthemtouseprepositionstodescribelocations.)設(shè)計(jì)意圖：通過(guò)提問(wèn)學(xué)生最喜歡的學(xué)校地點(diǎn)及原因，引導(dǎo)學(xué)生使用介詞短語(yǔ)描述位置，為接下來(lái)的therebe結(jié)構(gòu)的學(xué)習(xí)做好鋪墊。Activity2Presentation(獲取與梳理)Workon3aT：Now，pleasereadthesentencesin3acarefully.Yourtaskistoworkingroupsandunderlinetheverbsintherebestructureandcircletheprepositionsofposition.(Studentsreadthesentencesandworkingroupstocompletethetask.)設(shè)計(jì)意圖：通過(guò)小組活動(dòng)，讓學(xué)生在具體的語(yǔ)境中感知并識(shí)別therebe結(jié)構(gòu)和介詞短語(yǔ)，加深對(duì)語(yǔ)法點(diǎn)的理解。Activity3Completethesentences(概括與整合)Workon3bT：Nowreadthesentencesin3bandtrytocompletetheminyourgroups.(Studentsreadandworkingroups.)T：Okay，let'sgothroughthefirstonetogether.A：Wherearethelockers？B：Theyarenexttothereadingcorner.Cananyonetellmewhatverbformisusedhere?S：It'sare，thepluralformofbe.T：That'sright！Now，let'sseeifyoucanfindtheruleforverbformsinthesesentences.Discussinyourgroupsandshareyouranswers.(Studentsdiscussandsharetheiranswers.)T：Verygood！Theruleisthatwhenwe'retalkingaboutsomethingthatisplural，weusethereare.Andforsingularoruncountablenouns，weusethereis.Isthatclear?Ss：Yes!(Thenaskstudentstochecktheanswersinpairs.)設(shè)計(jì)意圖：通過(guò)練習(xí)3b的句子，加深學(xué)生對(duì)“therebe”結(jié)構(gòu)的理解和運(yùn)用，特別是動(dòng)詞的正確形式。通過(guò)小組討論，引導(dǎo)學(xué)生自主發(fā)現(xiàn)“therebe”結(jié)構(gòu)中動(dòng)詞形式的使用規(guī)則，增強(qiáng)學(xué)生的學(xué)習(xí)主動(dòng)性和參與度。Activity4Describetheclassroom(內(nèi)化與運(yùn)用)Workon3cT：Pleaselookatthepictureanddescribeitusingprepositionsofpositionfreely.(Theteachershowsthepictureof3conthescreen.)T：Readthepassagein3candcirclethecorrectprepositionstocompletethedescription.Remember，thechoiceofprepositionsisveryimportanttodescribetheexactlocationofthings.(Studentsreadandcircleprepositions.)T：Okay，let'sshareouranswers.Whocantelluswherethescreenisinthepicture?S1：Thescreenisonthewall.T：Excellent！Andwhereistheteacher'sdesk?S2：Theteacher'sdeskisinthecorner，infrontofawindow.…設(shè)計(jì)意圖：通過(guò)描述圖片中的教室，訓(xùn)練學(xué)生使用正確的介詞來(lái)描述物體的位置，提升學(xué)生的語(yǔ)言運(yùn)用能力。通過(guò)分享答案，增強(qiáng)課堂互動(dòng)，幫助學(xué)生鞏固和記憶介詞的使用。Activity5Pairwork(概括與整合)Workon3dT：You'regoingtoworkinpairsandcompareyourclassroomwiththeclassroomin3c.UsethestructureInourclassroom，thereare/is…totalkaboutthedifferences.(Studentspairupandstartdiscussing.)T：I'llgiveyouafewminutestodiscussandthenwe'llsharesomeofyourobservations.(Studentsdiscussandsharetheirobservations.)T：Veryinterestingcomparisons！It'sgreattoseehowdifferentclassroomscanbe，buttheyallhavetheiruniquefeatures.設(shè)計(jì)意圖：通過(guò)把自己的教室和圖片中的教室作對(duì)比，幫助學(xué)生整合所學(xué)知識(shí)，提升綜合運(yùn)用能力。通過(guò)小組討論和分享，培養(yǎng)學(xué)生的溝通能力和合作意識(shí)，同時(shí)加深對(duì)學(xué)校環(huán)境的認(rèn)識(shí)。Activity6Homework(反饋與強(qiáng)化)Writeashortessayusingtherebestructuretodescribeyourbedroom，includingtheitemsinitandtheirlocations.DrawafloorplanofyourbedroomandlabeltheitemsandtheirlocationsinEnglishonthemap.eq\o(\s\up7(),\s\do5(BlackboardDesign（板書(shū)設(shè)計(jì)）))SectionAGrammarFocus3a—3dThereisanicelibrarybehindtheclassroombuilding.Thereis…Therearesometreesinfrontofthesportsfield.Thereare…—Arethereanylockersintheclassroom?—Yes，thereare.—No，therearen't.eq\o(\s\up7(),\s\do5(TeachingReflection（教學(xué)反思）))Duringtheteachingprocess，itisimportanttoguidestudentstounderstandandmastertheusageoftherebestructureanddirectionalprepositionsthroughobservationandhands-onpractice.Variousteachingmethodsandactivities，suchasgroupdiscussionsandrole-play，canbeusedtostimulatestudents'interestandenthusiasmforlearning.Timelyfeedbackandguidanceshouldbeprovidedtohelpstudentsovercomedifficultiesduringthelearningprocess.Intermsofhomeworkassignments，emphasisshouldbeplacedondiversityandpracticality，allowingstudentstoapplytheknowledgetheyhavelearnedinreal-lifesituations，therebyenhancingtheirlanguageapplicationskillsandoverallcompetence.第四課時(shí)SectionB1a—1deq\o(\s\up7(),\s\do5(TeachingContent（教學(xué)內(nèi)容）))ThediscourseofthelessonisanemailwhichisPeter'sreplytoFlora's.IttellsPeter'snewschool.Thearticleusessomesentencepatternssuchastherebestructureandprepositionsofpositiontoenablestudentstointuitivelyunderstandthescenesandemotionsdescribedbythewriter.Intermsofchapterstructure，theemailadoptsacombinationofimagesandtext，presentingPeter'snewschool，allowingstudentstounderstandthelocationsofsomeschoolfacilitiesinhisnewschool.Firstly，thankFloraforheremail，andthenintroducehisnewschool，includingsomeschoolfacilitiessuchasasportsfieldandaclassroombuilding.Wecanfindtheschoolinorderandtidy.Thearticleusesthesimplepresenttensethroughout，especiallytherebestructure，withthefirstperson.Intermsofwritingtechniquesanddiscoursestructure，thearticleadoptsdirectdescription，makingthecontentclearandlogical.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標(biāo)）))◆LanguageProficiency(語(yǔ)言能力)1．Studentscanmastersomecommonvocabularyandgrammarknowledge，suchastheprepositionsofposition，placedescription，theirpreference，etc.2．Duringthereadingprocess，studentscantrytocomparetheirownschoolwithPeter'stoexerciseandimprovetheiroralexpressionability.◆CulturalAwareness(文化意識(shí))1．Understandthelocationsofschoolfacilitiesindifferentcountriesandlearningstylesofstudentsfromdifferentculturalbackgrounds，broadeningtheirhorizonsandcognition.2．Enhancestudents'cross-culturalcommunicationskillsandbroadentheirinternationalperspective.◆ThinkingQuality(思維品質(zhì))1．Studentscanlearnexcellentqualitiessuchasdiligence，self-discipline，andkeepingtheenvironmentcleanandtidy，whichareofgreatsignificancefortheirgrowthanddevelopment.2．Guidestudentstoestablishcorrectvaluesandoutlookonsociety，andcultivateapositiveattitudetowardssociety.◆LearningCapability(學(xué)習(xí)能力)1．Trytoorganizeandsummarizethelocationsofschoolthings，scheduleactivities，andothercontentinthearticle.2．Basedonstudents'actualsituation，expresstheirschoolarrangement.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學(xué)重難點(diǎn)及突破）))◆TeachingFocus(教學(xué)重點(diǎn))1．QuicklyandaccuratelyobtainbasicinformationaboutPeter'sschoolintheshortarticle，andfurthermastertherebestructureandprepositionsofposition.2．Usethetargetlanguagetocompletelyandaccuratelytellwhatyourschoolislike.◆TeachingDifficulties(教學(xué)難點(diǎn))1．Basedonone'sactualsituation，explainthelocationsofschoolthings.2．Presentcomprehensiveandappropriateexpressionsinclass.◆TeachingBreakthroughs(教學(xué)突破)1．EncouragestudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheiractualsituation.2．Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學(xué)過(guò)程）))Activity1Warmingupandrevision(感知與注意)Workon1aT：Goodmorning，everyone.Sinceyouhavestudiedinourschoolforweeks，youmustbequitefamiliarwithourschool.Sowhatareyourfavouriteplacesinourschool？Pleaselistthemandsharewithyourdeskmate.Hereisanexample.A：What'syourfavouriteplaceinourschool?B：Myfavouriteplaceis…A：Whydoyoulikeitbest?B：Because…設(shè)計(jì)意圖：通過(guò)真實(shí)情境的創(chuàng)設(shè)，幫助學(xué)生回顧校園場(chǎng)所的描述，為后續(xù)的閱讀學(xué)習(xí)作鋪墊，同時(shí)又激發(fā)了學(xué)生的學(xué)習(xí)熱情，為接下來(lái)的學(xué)習(xí)活動(dòng)做好準(zhǔn)備。Activity2Skimreading：Prediction(感知與注意)Workon1bT：Workingroupsandlookatthephotosbelow.GuesswhichcountryPeterisfrom.Whatdoyouwanttoknowabouthisschool?T：Lookatthepassage.Whatkindofpassageisit？Whatcanyouseeinthepicture?(Undertheguidanceoftheteacher，studentsanswerthegenreandthemeofthearticletopredictitscontentandunderstandthatitisapracticalwritingaboutPeter'sschool.)T：SkimPeter'sreplytoFlora'semail.Thenreadthethreequestionsin1bandchoosethequestionFloraprobablyaskedinherlastemail.Asksomestudentstoexplainthereasonsandthenchecktheanswersundertheguidanceoftheteacher.設(shè)計(jì)意圖：通過(guò)預(yù)測(cè)任務(wù)激發(fā)學(xué)生的學(xué)習(xí)興趣，有利于學(xué)生發(fā)散思維，培養(yǎng)學(xué)生運(yùn)用語(yǔ)境線索進(jìn)行推理和預(yù)測(cè)的能力。Activity3Carefulreading(獲取與梳理)Workon1c&1dAskstudentstoreadagainandcomplete1c.Afterstudentsfinishthetask，theteachercheckstheanswerswithstudentstogether.Letstudentsreadagainanddiscussthequestionsin1dingroups.Letstudentsspeakouttheirownideasaboutthequestionsingroups，andthenletthemdiscuss.Theycancorrecttheirownanswerswiththehelpofteammates.Itcanalsomaketheirmindclearandwise.設(shè)計(jì)意圖：幫助學(xué)生掌握語(yǔ)篇的主旨大意，有邏輯地組織文章中的信息，理解語(yǔ)言、文化和思維之間的關(guān)系。引導(dǎo)學(xué)生在閱讀文章時(shí)組織、學(xué)習(xí)和內(nèi)化關(guān)鍵句型和關(guān)鍵語(yǔ)言，為進(jìn)一步在現(xiàn)實(shí)生活中應(yīng)用所學(xué)知識(shí)奠定基礎(chǔ)。Activity4Comparison&show(內(nèi)化與運(yùn)用)Workon1dAccordingtothediscussion，letstudentsworkingroupstotrytocomparetheirschoolwithPeter'sschoolandchoosesomestudentstospeakouttheiropinions.設(shè)計(jì)意圖：通過(guò)學(xué)生的實(shí)踐活動(dòng)，將兩個(gè)學(xué)校進(jìn)行比較，能創(chuàng)設(shè)情境運(yùn)用語(yǔ)言，有利于將所學(xué)語(yǔ)言內(nèi)化。同時(shí)，在比較和表達(dá)的過(guò)程中，學(xué)生能夠了解寫(xiě)作技巧和語(yǔ)言結(jié)構(gòu)。Activity5Summary(總結(jié)與反思)Letstudentsgooverwhattheydidandlearned.Atthesametime，askstudents：Areyoupleasedwithyourself，yourpartnerandteammates?設(shè)計(jì)意圖：引導(dǎo)學(xué)生參與超越話語(yǔ)范疇的活動(dòng)，讓學(xué)生自己總結(jié)他們所學(xué)和所做的，進(jìn)一步鞏固目標(biāo)語(yǔ)言，提升語(yǔ)言運(yùn)用能力，培養(yǎng)良好學(xué)習(xí)習(xí)慣。Activity6Homework(反饋與強(qiáng)化)Retellthepassageandpractisewithyourpartner.Writeapassageaboutyourschool.eq\o(\s\up7(),\s\do5(TeachingReflection（教學(xué)反思）))Observewhetherstudentscanuseaccuratelanguagetointroduceplacesintheirschool，whethertheyhavecross-culturalcommunicationandexchangeawareness.Observewhetherstudentscancreateaharmonyenvironment.第五課時(shí)SectionB2a—Projecteq\o(\s\up7(),\s\do5(TeachingContent（教學(xué)內(nèi)容）))Inordertobetterunderstandtheschoolsaroundtheworld，weconductthewritingpracticewiththeaimofinvestigatingandanalyzingthelocationsofplacesintheschool，thestudents'preferenceandthereason.Thispracticalactivityisdesignedandimplementedaround“thelocationsofplacesinyourschool”．Theactivityrequiresstudentstowritethelocationsofplacesintheirschool，inquireabouttheirdailyactivitiesandcompleteanemail.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標(biāo)）))◆LanguageProficiency(語(yǔ)言能力)1．Integrateinformationabouttheschoolandwriteanemailintroducingtheschoolanddailyactivities.2．Transferandapplylearnedvocabulary，targetstructures，sentencepatterns，andvariousfunctionalexpressionstoone'sownwriting.◆CulturalAwareness(文化意識(shí))1．Enhancecross-culturalcommunicationconsciousness.2．Expandhorizonsandenhanceunderstandingofvariousschoolsindifferentcountries.◆ThinkingQuality(思維品質(zhì))1．Throughproject-basedlearning，improvestudents'cooperationabilityandteamspirit.2．Beabletoactivelyparticipateinprojectactivitiesorganizedbytheteacher，keepthinkingwhensharingandcommunicating，andenjoythejoyofit.◆LearningCapability(學(xué)習(xí)能力)1．Continuouslyimprovestudents'writinglevelthroughself-evaluationandpeerevaluation.2．Realizethatkeepingthingscleanandtidycaneffectivelyimprovelearningefficiency.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties