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Unit 3　My School
课　题 What is your school like 课时 第一课时Section A (1a-2f)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇: hall,building,across,field,gym,office,large,special,smart,whiteboard important,notice,locker,drawer,corner 2.学习并掌握下列短语: dining hall,in front of,across from,sports field,put up,at the back of 3.掌握以下句型: Where’s the... It’s behind/next to/in front of/between...and/across from...There is.../Is there... 4.使学生学会介绍自己学校的建筑物位置, 培养学生熟悉自己周围的校园环境的能力。
教学重点 使学生学会用There be句型和方位介词介绍自己学校的建筑物位置。培养学生熟悉自己周围的校园环境的能力。
教学难点 1.How to help students introduce their school. 2.The use of the sentence structure “There be”.
课前预习 Preview the new words(扫清障碍: 根据音标读出1a-2d的单词) Preview There be structure and prepositions of position
教学方法 采用Practicing, Listening for specific information和Role-playing的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and work on 1a 1.利用插图或实物卡片让学生找出在预备篇中所学的单词, 然后教师引导学习方位介词介绍自己学校的建筑物位置。 2.教师提出问题“Where is the dining hall ”引导学生找到dining hall 的位置并作出回答,教师继续追问“Where is the...”直到学生找出图片中所有建筑物的位置。 1.找出在预备篇中所学的单词, 学习使用方位介词介绍自己学校的建筑物位置。 2.学生根据教师提出的问题使用1a方框给出的方位介词和介词短语来介绍学校中建筑物的位置。 利用学生感兴趣的图片和实物卡, 复习学过的描述学校中不同地点的词汇, 为学会介绍自己学校的建筑物位置作铺垫。
Step 2 Listening (1b,1c) 1.播放1b部分的录音让学生听, 引导学生通过听对话熟悉“classroom, behind, across from, between...and...”, 完成1b, 1c部分的教学任务。 2.引导学生再次认真听对话, 并模仿对话。 3.总结方位介词(短语)“ behind,across from, between...and...”的用法 1.通过听对话熟悉“classroom, office, behind, across from, between...and...”, 完成1b, 1c部分的任务。 2.听并模仿对话。 3.探究方位介词(短语)“across from, between...and...”的用法。 通过听力练习,培养听、说能力,并在语境中呈现和导入目标语言。
Step 3 Work in pairs (1d) 1.First let students read the conversations above in 1b.Then ask them to make similar conversations. 2.Let students summarize the use of the prepositions of position “behind,across from, between...and...” 1.Students first read the conversations in pairs,then make similar conversations. 2.Students summarize the use of the prepositions of position “behind,across from,between...and...” 通过两人小组对话, 让学生从听对话到模仿对话, 在询问或回答学校中不同地点的位置的学习活动中,实践运用所学语言知识。
续表
教学环节 教师活动 学生活动 备课札记
Step 4 Pronunciation 1.Let students listen and repeat the words in the chart. 2.Let students listen and repeat.Notice the stressed syllables. 3.The teacher leads students to sum up which letters or letter groups can make the sounds of/ // // / /u /. 1.Listen and repeat the words in the chart. 2.Listen and repeat.Notice the stressed syllables. 通过听音模仿练习感知语音和单词拼写之间的联系以及单词重音变化。
Step 5 Listening (2a) 1.Let students look at the sentences in 2a first. 2.Play the tape of 2a. 3.Check the answers of 2a. 1.Students look at sentences in 2a first before listening to the tape. 2.Listen and complete the sentences in 2a. 通过听力练习, 体会在语境中如何询问位置。
Step 6 Practice (2b,2c,2d) 1.Let students finish the exercises in 2b and 2c. 2.Check the answers. 3.Listen again and let students role-play a conversation in pairs:“—Where’s the teacher’s desk —It’s in front of...” Students do the exercises in 2b and 2c and role-play similar conversations in pairs. 通过利用2a提供的信息进行口语角色扮演活动, 在交流信息的过程中,学会如何询问或回答不同地点的位置。
Step 7 Consolidation 教师设置巩固检测练习 Ⅰ.根据句意及首字母或汉语提示完成单词 1.Where is your English teacher’s o__________ 2.Now there are lots of s__________ whiteboards in our school. 3.May 3rd is a s__________ day for me because it’s my birthday. 4.I want a __________(大号的)bowl of rice. 5.These words are very __________(重要的)for you to learn English. 答案:1.office　2.smart　3.special　4.large 5.important Ⅱ.用所给词的适当形式填空 1.The teachers’ __________(build) is in front of the dining hall. 2.The sports field is __________(cross) from the science building. 3.Sam __________(put) his clothes up every day. 4.There are lots of __________(lock) in the supermarket. 5.Are there any important __________(notice) in the teaching building today 答案:1.building　2.across　3.puts　4.lockers 5.notices 独立完成检测练习,进行自我评价。 通过检测练习,学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
教学环节 教师活动 学生活动 备课札记
Step 8 Summarize 1.Guide the students to summarize how to use the sentence structure “There be...” 2.Guide the students to summarize the use of prepositions of position. 1.Summarize how to use the sentence structure “There be...” 2.Summarize the use of prepositions of position. 培养学生自主探究、归纳总结能力。
Step 9 Homework 1.Recite new words and phrases. 2.Make some conversations with “Where’s... /Is there...”. 3.Preview the new words and expressions in Grammar Focus.
板书设计 Section A (1a-2f) 1.New words:hall,building,across,field,gym,office,large,special,smart,whiteboard important,notice,locker,drawer,corner 2.Phrases: dining hall,in front of,across from,sports field,put up,at the back of 3.Structures:Where’s the... It’s behind/next to/in front of/between...and/across from.../—Is there... —Yes,there is./No,there isn’t.
教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。

课　题 What is your school like 课时 第二课时Section A (Grammar Focus-3d)
课型 New
教学目标 通过本课时学习,学生能够: 1.熟练使用方位介词介绍自己学校的建筑物位置。 2.熟练使用There be结构。 3.使学生能够运用所学介词或介词短语,介绍自己学校的建筑物位置, 培养学生熟悉自己周围的校园环境的能力。
教学重点 方位介词和There be结构。
教学难点 1.熟练使用方位介词介绍自己学校的建筑物位置。 2.熟练使用There be结构。
课前预习 1.预习3a—3d, 完成3b练习。2.Grammar Focus翻译并背诵。
教学方法 采用Group work和Role-playing的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and work on Grammar Focus 1.预习效果检查。 2.引导学生看图片, 利用句型“①—Where is/are... —It’s behind/They are next to/...②—Is/Are there... —Yes, there is/are./No, there isn’t/aren’t.”询问位置关系。 3.引导学生背诵Grammar Focus的句型并观察探究语法要点。 1.根据预习内容完成老师设置的任务。 2.看图片,利用句型“①—Where is/are... —It’s behind/They are next to/...②—Is/Are there... —Yes, there is/are./No, there isn’t/aren’t.”询问位置关系。 3.小组合作,探究语法要点,归纳句型结构。 利用学生感兴趣的图片, 进行复习或检查, 为下面内容的进展作铺垫;并通过图片激发学生的学习兴趣。
Step 2 Group work(3b) 1.预习情况检查。 2.核对3b答案;让学生们进行小组讨论,弄清楚正确答案。 1.核对3b答案; 2.小组讨论,把预习的过程中做错的题目纠正。 通过小组合作学习的方式来掌握新知识。
Step 3 Practice (3c) 1.First let students circle the correct prepositions to complete the description of the classroom. 2.Let students read the whole passage loudly. 1.Students circle the correct prepositions to complete the description of the classroom. 2.Students read the whole passage loudly. 通过语境再次熟悉方位介词的使用, 加深对方位介词的理解、巩固、运用。
Step 4 Role-Play (3d) 1.Let students watch their classroom. 2.Let students practice in pairs to introduce how their classroom is different from the classroom in 3c. 3.Let six pairs of students role-play the conversation in front of the class. 1.Students watch their classroom. 2.Students practice in pairs to introduce how their classroom is different from the classroom in 3c. 3.Role-play it. 在小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。
Step 5 Summarize Guide the students to summarize how to introduce the locations of their school buildings. Summarize how to introduce the locations of their school building. 培养学生探究、归纳总结能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 6 Consolidation 教师设置巩固检测练习 Ⅰ.用所给词的适当形式填空 1.There __________(be) 50 students in our class. 2.There __________(be) a little milk in the bottle. 3.There __________(be) an eraser and three pens in my pencil case. 4.__________(be) there any important notices today 5.There __________(be) some water on the floor. 6.There__________(be) some desks and a computer in the classroom. 7.__________(be)there a smart whiteboard in your classroom 8.There __________(be) not any bread on the table. 9.There __________(be) some tall buildings in that school. 10.__________(be)there an orange and three pears in the locker 答案:1.are　2.is　3.is　4.Are　5.is　6.are　7.Is　8.is　9.are　10.Is Ⅱ.选词填空 behind, in, across, between,to 1.There is a big tree __________front of our music room. 2.The sports field is next __________the library. 3.The dining hall is __________the science building. 4.The bookcase is __________the chair and the desk. 5.The park is __________from the post office. 答案:1.in　2.to　3.behind　4.between　5.across 独立完成检测练习,进行自我评价。 通过检测练习,学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7 Homework 1.Finish the exercises about this period. 2.Preview the new words and expressions in Section B (1a-1d).
板书设计 Section A (Grammar Focus-3d) ①—Where is/are... —It’s behind/They are next to/... ②—Is/Are there... —Yes, there is/are./No, there isn’t/aren’t.
教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。
课　题 What fun things do you do at school 课时 第三课时Section B (1a-1d)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇:modern,amazing,raise,flag,most,change,seat,delicious,yours,similar 2.学习并掌握下列短语:at school,do exercises,How about,similar to 3.掌握以下句型:There are many modern buildings.Every Monday we raise our flag there.It’s a special way to start the week. 4.通过Email的文章学习应用文的阅读技巧。
教学重点 通过Email的文章学习应用文的阅读技巧。
教学难点 通过Email的文章学习应用文的阅读技巧。
课前预习 引导学生提前预习课文并且自主完成1c和1d的练习题。
教学方法 采用Pre-reading, While-reading 和Post-reading 的学习策略,引导学生归纳总结Email的阅读方法。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Pre-reading and work on 1a 1.Let students list their favourite places in their school. 2.Ask the students to share with their partners. 1.First list your favourite places in your school. 2.Then try to share it with your partners. 通过列举校园中他们最喜爱的地点导入新课的学习,利用学生熟悉的环境引发对新课的兴趣。
Step 2 While- reading (1b) 1.Let students skim the email and choose the question Flora probably asked in her last email. 2.Ask the students to share with their partners. 1.To skim the email and choose the question Flora probably asked in her last email. 2.To share with their partners. 培养学生快速浏览文章的阅读技巧。
Step 3 Check the preview (1c) 1.Let students answer the questions in 1c. 2.Then show the correct answers. 3.Let the students read the email again loudly. 1.Answer the questions in 1c. 2.Then check the correct answers. 3.Read the email again. 通过检查预习情况合理地调控课堂教学,可以做到有的放矢。同时通过检查预习情况培养学生自主阅读能力。
Step 4 Post- reading 1.Lead the students to work in groups to discuss the questions in 1d. 2.Let the students show their answers to the class. 1.Work in groups to discuss the questions in 1d. 2.Show answers to the class. 通过小组合作学习加深对课文的理解,培养对文本的深入思考能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 5 Summarize Lead students to sum up what kind of passage it is.And pay attention to the form of the passage. Sum up what kind of passage it is.And pay attention to the form of the passage. 通过引导学生总结文体特点和文章的格式来为下一步的写作教学做好铺垫。
Step 6 Consolidation 教师设置巩固检测练习 Ⅰ.根据首字母填空 1.There are many m__________ buildings in my hometown now. 2.The food is so d__________ that I eat it up quickly. 3.Our national f__________ is red and yellow. 4.I spent m__________ of the time in the countryside when I was a child. 5.Who is your f__________ teacher 答案:1.modern　2.delicious　3.flag　4.most 5.favourite Ⅱ.用所给单词的适当形式填空 1.Students do __________ (exercise) every day. 2.It’s __________(amaze) to receive such a big present. 3.This book is mine and that book is __________(your). 4.There are lots of great __________(change) in China now. 5.If you know the answer to the question, you can __________(raise) your hands. 答案:1.exercises　2.amazing　3.yours 4.changes　5.raise 独立完成检测练习,进行自我评价。 通过检测练习,学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7 Homework 1.Finish the exercises in this period. 2.Preview the new words and expressions in Section B (2a-Reflecting).
板书设计 Section B (1a-1d) 1.modern,amazing,raise,flag,most,change,seat,delicious,yours,similar 2.at school,do exercises,How about,similar to 3.There are many modern buildings.Every Monday we raise our flag there.It’s a special way to start the week.
教学反思 新课标对于学生的阅读能力有了更高的要求,应用文的阅读是教学中的重点。教师应充分做好课前准备, 熟悉应用文阅读教学的流程;充分估计学生在听的过程中可能遇到的障碍, 并考虑以何种方式解决;充分考虑评价方式, 并做好评价记录(教师评价、学生自评)。
课　题 What fun things do you do at school 课时 第四课时Section B (2a-Reflecting)
课型 New
教学目标 通过本课时学习,学生能够: 1.熟练使用There be句型介绍自己的校园。 2.熟练使用方位介词介绍不同地点的位置。 3.写出介绍自己校园环境的文章。
教学重点 1.熟练使用There be句型介绍自己的校园。 2.熟练使用方位介词介绍不同地点的位置。
教学难点 写出介绍自己校园环境的文章。
课前预习 提前预习并完成教材2a,2b的练习。
教学方法 采用Practicing和Group work的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and work on 2a. 1.Let the students talk about the places in your school. 2.Ask some students to show their performance. 1.Talk about the places in your school. 2.Show your performance. 通过2a的练习检查学生的课前预习情况,导入新课。
Step 2 Reading and work on 2b. 1.引导学生核对2b答案。 2.引导学生大声朗读2b的电子邮件。 3.引导学生总结电子邮件的写作格式。 1.核对2b答案。 2.大声朗读2b的电子邮件。 3.总结电子邮件的写作格式。 通过语境阅读为下一步的写作做好铺垫。
Step 3 Pre-writing Let the students draw a map of their school and plan a tour. Draw a map of your school and plan a tour. 锻炼学生的实际运用能力。通过画地图的方式来激发学生的学习兴趣。为下一步的写作做好铺垫。
Step 4 While- writing 1.Let the students write a tour guide according to the map they draw. 2.Let the students exchange their writing and correct the mistakes. 1.Write a tour guide according to the map you draw. 2.Exchange your writing and correct the mistakes. 通过写作锻炼学生的书面语言运用能力。写作前教师可以先做一下指导。 通过互评可以培养学生合作、思考、判断的能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 5 Post- writing 引导学生根据所写的介绍学校的文章分小组活动,每人当一次导游介绍自己的学校,此处可分为A、B两层,A层同学看地图脱稿介绍,B层同学可以看着稿子介绍。 根据所写的介绍学校的文章分小组活动,每人当一次导游介绍自己的学校,此处可分为A、B两层,A层同学脱稿介绍,B层同学可以看着稿子介绍。 通过书面写作练习和口头练习提高学生学以致用的能力。 让学生轮流当导游充分发挥语境教学的特点,学用结合,避免了孤立枯燥的学习。
Step 6 Consolidation 教师设置巩固检测练习 Ⅰ.用所给单词的适当形式填空 1.This story __________ (sound) interesting. 2.There are many fun __________(place)to visit in this city. 3.Let’s __________(go) shopping next weekend. 4.Can you __________(tell)me your name 5.This book is __________(real) boring. 答案:1.sounds　2.places　3.go　4.tell 5.really Ⅱ.用方框中所给单词的正确形式填空 welcome, sound, thank, tell,interesting 1.__________ for your gift. 2.Your idea __________good. 3.__________ to my school. 4.There are many __________places in the city. 5.Can you __________me something about your parents 答案:1.Thanks　2.sounds　3.Welcome 4.interesting　5.tell 独立完成检测练习,进行自我评价。 通过检测练习,学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7 Homework 1.Copy the tour guide you wrote in class carefully on your writing notebooks. 2.Draw a mind-map to sum up the words, phrases and sentence structures in this unit.
板书设计 Section B (2a-Reflecting) Hello and welcome to our school.My name is...Let’s... There is/are... Look,it’s really...
教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。

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