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Unit3 My school Section A （1a-1d)
教学设计
本课时语篇属于“人与社会”范畴中的“社会服务与人际沟通”这一主题群，涉及子主题“校园环境与设施”。
一、语篇研读
What语篇主要内容
本课时内容涉及到一张校园平面图及三段对话。在校园平面图中，呈现了学校一些场所的英文表达;对话依据平面图展开，三名外国学生分别想要找到教室、高老师的办公室以及学生中心的位置，在校园中运用There be和 Where's the ...句型来寻求其他同学的帮助。同时，对话中还提到一些校园场所的名称以及用于地点描述的方位介词。
Why语篇意图
本单元的大问题为“关于你的学校，你喜欢什么 ”，本课时语篇帮助学生了解学校场所的英文名称，以及能够对场所的地理位置进行描述。学生与学校有着紧密的联系，学生也应该学会怎样介绍自己的学校；同时，询问地点是日常交际中的常见话题，也是我们生活中的重要技能之一。在掌握学校场所的英文表达以及怎样去询问地点、描述位置后，学生也能够更好地去回答本单元的大问题。
How语篇结构和语言特点
本课时的语篇属于听力语篇中的日常对话，在语篇中出现了There be 和 Where's the ...句型来询问校园场所，回答用到in front of, across from, next to等方位介词；语篇中还包括一些问路时的交际用语，比如:Excuse me. ..../ Thank you.等帮助学习者更加礼貌地与他人进行交际。通过听前活动以及听力任务，加深学生对于学校场所的英文表达、询问场所的基本句型以及常用的方位介词的理解运用，帮助学生能够就这一话题流畅地表达自己的想法和观点。
二、教学目标
通过本单元的学习，学生能够：
1.让学生通过图文结合获取信息，掌握有关学校建筑、位置的词汇和常见的方位介词的用法。（学习理解）
2.引导学生通过获取的新知在听力对话中帮三个外国学生Peter, Ella and Emma找到方位。（实践应用）
3.通过小组合作，学生能够独立使用There be句型和Where is it 句型以及方位介词介绍和讨论学校。（迁移创新）
重难点
1.让学生通过图文结合获取信息，掌握有关学校建筑、位置的词汇和常见的方位介词的用法。
2.引导学生通过获取的新知在听力对话中帮三个外国学生Peter, Ella and Emma找到方位。三、教学过程
教学目标 学习活动 效果评价
让学生通过图文结合获取信息，掌握有关学校建筑、位置的词汇和常见的方位介词的用法。（学习理解） Teaching procedure： Checklist: after class, students need to complete the checklist. Leading in: Guessing game（draw a school） give more information(Teacher provides some hints: A place where we can do sports. /A place where we can read books. /A place where we can study./A place where you can make friends.)→Students make a guess according to the hints. (教师板书school) Pre-listening: Teacher plays a video about school T: What can you see in this video Student: Classroom building, teachers building.. Teacher: Do you want to know more about my school Let's come to the buildings one by one.(present some words about buildings（教授校园场所生词） Memorize challenge: T: I will show some buildings one by one, I need you to read it as fast as you can.（Teacher checks whether students can pronounce words clearly and correctly.） Q：How about your school T: Is there a ... in your school (If the answer is yes, we can say yes, there is....if the answer is no you can say no there isn't) Ss: Yes, there is. 观察学生回答，判断其是否理解教师所给的提示并推测出本节课主题。 根据学生的信息反馈，观察学生对于目标词汇的发音掌握程度以及是否能够正确运用 there be 句型。
设计意图:Lead to the topic, present some words about school places and use There be structure to identify the existence.
Present picture1a T: What’s this picture Ss: It is a map about school T: When do we need this kind of map Introduce our old friend Fu Xing, she is a new student, and she can't find the position of the places, so she needs this kind of map. let's help she find the places according to the school map.（过渡语） Present school map T: If we want to ask about the position of the place we can say Where is the place and the answer is It's...（板书 Where is the.. It is.....） Where's the dining hall It's in front of the art building.（板书in front of） Where's the teachers' building It's across from the school hall. (板书across from) 在新情景的创设中以看地图和师生对话的方式，检测学生对于方位介词的感知与理解是否到位，以及能否将其运用在句子表达中
设计意图：Present where is the ... structure help students describe locations with prepositions of positions.
引导学生通过获取的新知在听力对话中帮三个外国学生Peter, Ella and Emma找到方位。（实践应用） While-listening: Besides Fu Xing, there are 3 foreign students who can't find the positions of the places. Who is he/she looking for. Let's take a listening.（过渡语） First listening:complete 1b(tip:don't listen to it word by word, get the main idea) Second listening:fill in the blanks (tip:pay more attention to some key words like: preposition of the places) Last listening:Imitate the intonation (tip: focus on rising tone, falling tone and liaison) 根据学生回答情况，检测学生是否有准确获取、梳理和记录关键信息的能力。
设计意图:To check whether students internalize words about school places, there be ... and where 's the ... structure and prepositions of positions.
Post-listening:(play a music) Work in pairs to talk about places in the picture 1a by using these two sentence patterns. 观察小组活动，看学生能否根据指示完成任务，必要时给予指导。
设计意图: To relate the textbook to the real life and put the language into practical use.
Summary:Who would like to be a little teacher to summarize what we have learned today. 德育：School give us a better chance to enrich our knowledge and broaden our horizons, so we should study hard and love our school.
设计意图: Guide students to love school
Homework: 3 different levels of work for students, choose one of them（1 2 3 star） Task 1: go over the words about school places and listening scripts Task 2: use the mobile phone to make a vlog about school and introduce it Task 3: you may draw a map of your school and describe the position about it by using knowledge that we have learned today. 在任务结束后，根据评价标准进行自评、他评和师评。
设计意图: Guide students to choose one of them according to their ability to consolidate what they've learned today.
案例评析
在本节听说课的教学设计中，教师基于全面、深入的语篇研读，设计了体现主题意义探究、逻辑连贯、可操作、可检测的教学目标，围绕教学目标，教师通过引导学生通过一系列紧密关联的听说教学活动。并通过小组活动尝试转述获取的信息，为学生在真实情境中使用新知奠定了基础;教师引导学生跟读，感知和模仿语音语调、节奏，体会其表意功能等，内化所学语言，充分体现了对学生语用意识和语用能力的培养。本课的输出任务是学生运用方位介词以及重要句型，得体、有效地使用语言。活动设计贴近现实生活情境，有利于调动学生积极参与，切实提高用英语做事情的能力，从输入到输出水到渠成。教学中，教师关注对学生听说技能与策略的指导和训练，如利用所给情境线索进行推断预测，抓住关键词获取信息，快速记录信息、整合信息并进行转述等。学生既学会了语言，也发展了能力;既学会了做事，也学会了与人相处和创造性地解决实际生活中的问题。体现了英语课程的育人价值，凸显了以学生为主体的教学理念。
案例语篇
Conversation1:
Boy 1: Can I help you
Ella: Oh, yes, I'm looking for my classroom.
Boy 1: OK, What class are you in
Ella: I'm in Class 2, Grade 7.
Boy 1: Oh, it's in that building, behind the sports field.
Ella: Oh, I see! Thanks!
Conversation2:
Peter: Excuse me. Where's Ms Gao's office
Woman: Her office is in the teachers' building.
Peter: And where's that
Woman: The teachers’ building is across from the school hall.
Peter: Great. Thank you.
Conversation3:
Emma: Excuse me. ls there a student centre in this school
Boy 2: Yes, there is.
Emma: Oh, good. Where is it
Boy 2: It's between the library and the gym.
Emma: Ah, yes. I can see it, Thank you!

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