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Unit 3 My School单元教学设计
一、单元概览与目标设计
单元内容概述
本单元围绕“学校”这一主题展开，该主题与课标要求的“人与自我”主题范畴中的子话题“多 彩、安全、有意义的学校生活”密切相关。通过前两个单元的学习，学生结识了新同学，并逐渐熟悉 彼此的家庭情况。初中的新生活不仅包括人际交往方面，还包括日常的校园生活。因此，本单元主 要帮助学生认识和熟悉新校园，让学生通过观察和描述学校，引导他们爱校爱班，努力营造良好的 学习氛围。本单元的大问题 “What do you like about your school ” 启发学生思考自己与学校的联系， 以及学校对自己人生成长的意义。Section A和Section B分别以“What is your school like ”和“What fun things do you do at school ” 两个引导性问题架构板块内容，并层层深入，指向单元大问题的回 答 。Section A首先呈现了中学校园里的常见建筑与设施，让学生通过听说活动学会围绕校园里“有什 么”和“在哪里”展开讨论，聚焦描述“某处有某物”的there be句型和方位介词两项核心目标语言。 Section B的阅读语篇是Peter给朋友Flora写的一封电子邮件，其中Peter描述了自己的新学校，包括他 最喜欢的场所及原因。写作环节要求学生给一位外国朋友写邮件，描述自己的新学校。本部分侧重谈 论校园内不同场所代表性的活动以及特殊之处，激发学生对新学校的了解与热爱。
本单元的语音部分聚焦四个后元音的学习，以及多音节词的重音。本单元的项目活动是为新校园 画平面图，并模拟带领来访学生参观校园的场景对话。拓展阅读部分介绍了孟加拉国的“水上漂浮学 校”,用以开阔学生的视野，引导他们珍惜自己的学习环境。本单元末尾的价值引领句为“学校是梦想 启航的地方”,启发学生思考学校的重要意义，积极投入学校的学习，进而更加珍惜学校和学校生活。
通过本单元的学习，学生能够：
二 、单元内容分析与教学建议
Opening Page What do you like about your school
内容分析
本单元开篇页呈现了一幅我国中学校园的场景图。教学楼前五星红旗高高飘扬，国旗不仅彰显 了国家对教育、对下一代的关怀，寄托着青少年要为祖国的建设而努力奋斗的殷切期望，也表达了学 生对祖国的热爱、尊重和感激之情，同时增强学生的集体认同感和荣誉感。教学楼前是宽敞漂亮的操 场，包括田径跑道、足球场等不同区域，有几组学生在上体育课，几位老师在集中示范，跑道上还有 一些学生在跑步。这幅图不仅展现了一个生动的学校场景，而且能让人进一步联想，学习不仅仅是坐 在教室里学习科学文化知识，强身健体也是学习的重要内容，学校是培养学生德智体美劳全面发展的 家园。这一熟悉的校园生活场景容易唤起学生的共鸣，由此引发学生思考本单元的大问题 “What do you like aboutyour school ”,启发他们发现学校的可爱之处，热爱自己的学校。
能够识别单元主题图中学校内场所的名称，谈论图中人物的活动。 能够明确单元主题学习目标，描述乐于在学校从事的活动。
教学建议
1.明确单元主题。学生浏览单元标题My School,教师引导学生预测在本单元将学习哪些内容， 鼓励学生用英语说出有关学校的建筑和相关位置，激活学生已有知识和经验，为单元学习作准备。
2.观察并讨论主题图。学生仔细观察主题图，教师以问题引导学生描述主题图，组织学生讨论 Look and share部分的问题。视学生水平，教师还可以补充以下问题：
●What can you see in the picture
●Is there a national flag in the playground
● Do you like this school Why
● What is this building used for
● Can you find something special in the playground What is it
● What's the difference between this school and your school
3.了解单元主要学习内容。教师引导学生阅读、理解本单元学习内容导引，并思考单元大问题 “What do you like about your school ”,引导学生关注本单元所蕴含的主题意义、所涉及的语言功能和 语法项目，为单元学习作准备。
Section A What is your school like
内容分析
文本分析：该部分的听力文本包括三段对话，主要展现了几位主线人物(Ella 、Peter 、Emma) 由 于还不太熟悉新校园的布局和环境，询问他人找目的地的情境。对话中出现了classroom(building)
sports field 、teachers'building 、school hall 、student centre 、science building等学校场所，同时呈现了 询问方位、描述位置的句式，其中 “Where's... ”“Is there .. ” 以及方位介词behind 、across from、 between都是木单元的目标语言。对话休现了真实的交际特征，不仅呈现了提供帮助、寻求帮助、表 达感谢等常用交际用语，如“Can I help you ”“Excuse me.”“Thank you!”和“Thanks!”还提供了回 应的表达用语，如 “Behind the sports field.Oh,I see.”“Great.”“Oh,good.”“Ah,yes.I can see it.”。 这些真实、自然、丰富的表达方式有助于学生学习模仿，并灵活运用到日常交际中。
活动设计：活动1a提供了一个完整的学校平面图，展示了一个设施完善、环境优美的中学校园， 其中包括各种常见的学校场所。1a还呈现了本单元重点学习的五个方位介词，以及使用方位介词谈论 不同场所的方位的对话示范。该步骤是听前语言准备环节。1b和 1c的听力理解活动采用了自上而下 (top-down) 的设计，关注焦点从整体到细节，先让学生通过听了解说话人的目的以及询问内容，再 借助学校平面图确认对话中谈论的不同场所的方位。1c为听后模仿输出活动，主要让学生练习和巩固 对话中询问场所及位置的目标句式。
能够识别和正确使用校园内不同场所的英文名称。
能够理解常见方位介词的含义，并使用这些介词描述不同场所的位置关系。
能够理解听力对话“新生寻找学校内不同场所”的场景，通过听关键词识别听力对 话中的不同场所和位置，并理解寻求和提供帮助、表达感谢等的交际用语。
能够使用“Where is..”和“Is/Are there.. ”句式询问学校不同场所的位置并作答。
教学建议
1. 听前准备
(1)观察图片，说出学校各个场所的名称。教师呈现本校校园平面图，提出Section A的引导性 问题 “What is your school like ”,让学生从自己熟悉的环境人手，说出各个场所的名称，教师将英文 名称写在黑板上，如school gate、library、playground、dining hall、dormitory、stadium、school hall、 sports field、student centre、pond、fountain等。教师可以继续追问，启发学生用英语表达自己对新校 园环境场所的认识。例如：
● What else can you see in the picture ●How do you say it in English
教学提示：学生熟悉自己学校各个场所的中文名称，但不一定知道英文。教师要引导学生关注身 边各类事物的英文表达，将英语学习融入日常生活，让学生体会语言学习的最终目标是学会运用 语言。
(2)完成活动1a。教师展示1a 的图片，引导学生阅读活动1a 的指示语，并观察图中建筑的位置， 明确活动要求。教师将目标句型写在黑板上：
A:Where is ...
B:It's in front of/behind /next to...
教师可利用图片描述各类建筑物的位置，引导学生理解地点介词的意思。例如：
A:Where is the sports field
B:It's next to the teachers'building.
It's between the classroom building and the science building. It's in front of the classroom building.
2. 听力理解
(1)学生阅读活动1b和1c的指示语，明确听力任务：一是通过听了解三段对话所谈论的场所并 进行排序，二是通过听获取各个场所的具体位置，包括听取主语关键词。
(2)听前，教师可让学生从图中找到1b 所列的三处场所，教师可提问题 “Where is the student centre/the classroom/Ms Gao's office ”,启发学生讨论。
(3)教师播放第一遍录音，学生完成活动1b。学生两人一组讨论答案，再全班核对答案。对于基 础比较好的学生，可以让他们听时做笔记，记下有关地点和方位的关键词，如classroom、behind、Ms Gao's office 、across from 、garden、belween等。
(4)教师播放第二遍录音，学生独立完成活动1c。学生两人一组讨论答案，再全班核对答案。对 于能力强的学生，教师可以引导他们不看课本图片，边听边简要画出所听内容的方位图。
3. 听后活动
(1)听录音跟读对话。教师用课件呈现听力文本，并播放第三遍录音，学生跟读并模仿对话的语 音、语调和节奏等。
(2)关注目标句型。教师引导学生关注听力对话中询问方位的目标句式，并写在黑板上。如： A:Is there...at the school B:Yes,there is.
A:Where is it B:It's ...
接着，教师可以针对听力内容与学生进行问答，让学生巩固复习所学的目标句型以及话题词汇。 例如：
T:Where is Ms Gao's office
S1:It's across from the school hall.
T:Is there a garden behind the student centre S2:No,there isn't.There's ...
(3)关注交际用语。教师引导学生从三段对话中找出有关提供帮助、寻求帮助、表达感谢的常用 交际用语以及其他常见表达，教师将这些句子写在黑板上，并根据学生情况适当补充。例如：
Offering help:Can I help you /What canI do for you /Do you need any help
Asking for help:Excuse me,could youplease tell me the way to.. /How can I get to... Expressing thanks:Thank you!/Thanks!
教师还可以让学生关注对话中的一些词或短句子；如 “Oh,yes.”“OK.”“Oh ..”“Oh,I see!” “Great.”“Oh,good.”“Ah,yes.I can see it.”,引导学生思考这些语句的功能或作用是什么,如果删去 这些表达，对话会有仆么变化。教师可以稍作总结：这些表达能及时反馈说话者的情感，可以让说话 者听起来更委婉或更有礼貌，同时也让对话听起来更自然、流畅。
(4)学生仿照活动1d中的示范演练对话，两人一组谈论1a图片中各个场所的方位，也可以谈论自 己真实校园中各个场所的方位。教师可提醒学生注意使用让对话更自然流畅的交际用语。学生演练完 毕，教师请部分小组展示对话。教师可让学生课后总结已学过的表示方位的所有介词和短语。
内容分析
本单元的音素学习内容是两组后元音/o:1、/p/和/u:/、10/。这四个音都是圆唇音，应发音饱满。这 两对音除了发音的音长有别，其发音部位和方式也不一样。
活动1提供的表格包含这两组音素及其典型例词，通过观察例词可以发现这些音素对应的常见字 母或字母组合。需要说明的是，在美式英语中，/p/一般发成不圆唇且舌位靠前的/a:/, 例 如 ，hot 听上 去和heart差不多，clock 听上去和Clark差不多，如果不注意heart和Clark中的卷舌音，就容易发生混 淆。本单元活动2聚焦多音节单词的重音，此处列出的都是三音节词。三音节词常见的重音形式有三 种，分别是：第一个音节重读，第二、三个音节轻读，如该活动中的第一行例词；第二个音节重读， 第一和第三个音节轻读，如该活动中的第二行例词；最后一个音节重读，第一个音节是次重读音节， 第二个音节弱读，如afternoon /,a:fto'nu:n/。由于前两种重读形式更常见，所以教材列举了符合这两种 情况的多音节词。
语音知识
学生在上一个单元已经学习了双音节词的重音，并学习了重音标注符号。对于音节，教师需要重 点了解三方面的内容：(1)音节对于单词学习非常重要。发错单词的重音可能会导致理解困难甚至是 理解错误。另外，音节也是学生读单词、记忆单词的重要工具。(2)重读音节有其发音特点。与弱读 音节相比，重读音节读的音要高些，发音也要长些，发音更有力些。(3)英语双音节词和多音节词的 重读音节分布具有共性特征。一般来说，双音节词或多音节词的重读在第一个音节；绝大多数前缀和 后缀在词中是非重读的，如un'happy、dis 'like、'careful、'illness等。
能够听辨并准确认读两组元音音素/ :/和/p/ 、/u:/ 和/o/, 掌握它们的发音异同，以 及这些音素发音所对应的常见元音字母或字母组合。
能够识别并准确朗读多音节单词的重音，提高对英语多音节单词重读音节的关注 意识。
教学建议
活动1-----------
1.听音跟读，模仿发音。教师播放活动1的录音，学生边听边跟读，感受两组元音音素的发音 特点。
2.讲解发音要领，示范发音动作。教师一边讲解这两对元音的发音要领，一边示范、分解发音动 作。学生观察教师的口型，模仿跟读，感知发音器官的变化。下面是这两对后元音的发音要领说明。
音素 发音要领
/o:/ 是长音。发/ :/时，舌后部向软腭抬起，舌头肌肉紧张。双唇较/p/更圆更小，向前 突出。
/p/ 是短音。发//时，舌后部向软腭微微抬起，舌头肌肉没有发/ :/那么紧张。双唇稍收 圆，口张大。
/u:/ 是长音。发/u:/时，舌面后部拾起靠近最高点，舌位是后元音中最高的，舌头肌肉紧 张。双唇收得很圆，比/0/更圆更小，向前突出。
/o/ 是短音。发/ /时，舌后部向软腭抬起，口腔肌肉放松。双唇收拢成圆形，但只是很松 的圆形。
这两对长短音不仅有音长的区别，发音时它们的发音部位和发音方法也有区别，如口腔肌肉松紧 程度不同、圆唇程度不同、口的开合大小不同等。教师也可以利用专业的语音教学视频资源向学生展 示这四个音素的发音要领。
3.寻找更多例词，巩固音素发音。教师让学生在本单元或已经学习过的单元找更多包含这四个后 元音的单词，并关注单词中元音对应的字母或字母组合。如：
● / :/:short sport author autumn four warm small talk
● /p/:fox box want wash
● /u:/:food room shoe do blue rule
● /o/:put full look good should could
4.练耳游戏。教师可组织学生开展练耳游戏，设计成对单词，训练学生听辨易混淆的单元音。 例如：
●Which sound do you hcar,/ :/or /p/ (sport,spot;shot,short;cost,caused;pot,port;lot,lord)
● Which sound do you hear,/u:/or /os/ (Luke,look;pool,pull;fool,full;suit,soot;stewed,stood) 教师也可以提供一些绕口令让学生练习。如：
● I saw a saw saw a saw.
● Sam's shop stocks short spotted socks.
● I will choose two blue boots to take to school.
●Captain Cook said to a cook:“Look at this cookbook.It's very good.”
活动2 ---
1.听录音跟读，识别多音节词重音。教师播放活动2的录音，学生跟读模仿，感受多音节单词的 重读音节和弱读音节的发音特点。
2.补充单词重音游戏。教师可以把一些含有不同音节数量的单词写在黑板上，例如only、 another、interesting等，并通过拍手强度大小让学生感受单词的重音。例如，教师拍两下手，第一下 重，第二下轻，让学生说出教师拍手表达的是哪个单词。(答案：only)
内容分析
文本分析：本部分呈现了主线人物Peter和他的妈妈之间的一段对话，对话主要围绕学生最熟悉 的场所——教室展开。从前面的校园布局的描述过渡到具体场所的描述，都是为了响应Section A的引 导性问题 “What is your school like ”。在该对话中，妈妈出于关心想了解Peter的新教室是什么样子， Peter向妈妈描述了教室里面的物品及其位置。Peter 刚来到中国的一所新学校上学，妈妈关心儿子在 不同文化背景下的学校情况和生活情况是十分自然的，这种语境设置也符合生活逻辑。插图呈现了我 国中学教室的典型面貌，室内有学生的课桌椅、教师的讲台、并排安装的电子白板和黑板，以及教室 后面张贴着各种海报的黑板等。其中，白板和黑板上面的国旗，国旗两侧的标语“好好学习、天天向 上”,以及讲台上的绿植等，这些都是我国学校教室里面的典型元素。
对话中Peter 妈妈所提的问题包括Peter对新教室的印象是什么,Peter 坐在哪里，新教室有哪些特 殊之处，新教室里有没有储物柜等，这些问题从整体到细节，逻辑紧密、层层递进。对话中涉及教室 里一些典型物品，包括student desk 、teacher's desk 、smart whiteboard 、blackboard 、lockers等，并自然 复现了询问位置的句式“Where... ”“Are there .. ”以及 there be结构的陈述句。此外，对话中还呈现 了一些方位介词，如in front of、in the middle of、next to 、at the back of等。
活动设计：活动2a让学生听录音并用介词补全对话。活动2b和2c 分别通过问答匹配和判断正误 的形式检测学生对对话内容的理解，并紧扣there be结构和方位介词的使用进行设计。活动2d是对话 的跟读模仿阶段。活动2e和 2f是学生语言输出阶段，2d提供了教室里常见物品的名称，要求学生利
用表格整理信息，2e提供了含有目标句型的对话示范，让学生比较自己的教室与Peter 的教室，引导 学生模仿输出。
能够通过听对话获取并记录有关物品位置的信息。
能够识别并列出教室内各种物品的名称。
能够正确使用there be结构和方位介词描述教室内物品的位置关系，并简要介绍班 级教室布置。
教学建议
1. 听前准备
(1)观察2a图片，复习相关词汇和表达。教师引导学生观察2a中的图片，让他们尝试说出图 片中教室里的各种物品，教师可将相关单词写在黑板上，如desk 、chair 、blackboard 、whiteboard、 curtain、national fag、notice board等。同时，教师可以通过以下问题启发学生进一步观察和思考：
What can you see in the picture
● Where is the teacher's desk
●Do you think it's a classroom in China Why
(2)谈论图片中的教室。学生两人一组结合2a图片和上一步骤提出的问题练习回答。如： S1:What can you see in the picture
S2:I can see a teacher's desk.
S1:Where is the teacher's desk S2:It's in front of the classroom.
2. 听力理解
学生阅读活动2a的指示语，明确填空任务。教师播放第一遍录音，学生独立完成填空练习。听后 学生两人一组讨论答案，再全班核对答案。
3. 阅读理解
(1)教师引导学生阅读活动2b和2c的指示语，明确信息匹配和判断正误的任务。活动2b中的问 句与答句均为本单元目标语言，教师要引导学生关注。学生阅读对话，独立完成活动2b。核对答案 时，可以让学生两人一组进行问答，这样可以帮助学生巩固目标语言的表达。如：
S1:Is there a smart whiteboard in the classroom S2:Yes,there is
S1:Are there any lockers in the classroom S2:No,there aren't.
活动2c是判断正误活动，需要关注文本细节。教师引导学生从文本中找到相关证据，并画出对应 句子，养成良好的做题习惯。同时学生需要修改表达有误的句子，改为正确信息的句子。
(2)阅读对话，教师可以引导学生关注如何询问他人看法的表达，即“What's ...like ”,它相当 于“How is/are.. ”,回答可以是表述看法的形容词或其他表达。
4. 角色扮演
(1)听录音跟读。教师播放第二遍录音，让学生跟读文本，注意模仿语音语调，完成活动2d。教 师可以把对话中的 there be 结构句子写在黑板上，再把there be的音标写在黑板上，并提醒学生：在 there be结构中，there 是一个引导词，没有明确的实际意义，因而一般会弱读，there 弱读成/8a/,there is会连读成/δariz/, 缩略的there's 读成/ z/,there are会连读成/δ r /。
(2)分角色朗读。教师播放第三遍录音，学生跟读模仿，再次体会对话中母亲和儿子这两个 不同角色说话时的语气。然后，教师可将全班学生随机分成两组，一组扮演Peter,另一组扮演Mrs Brown, 两组分角色朗读。教师也可以让学生两人一组分角色朗读。为增加趣味性，角色朗读的形式 可以多样化，两人、多人、男女均可随机组合。
5.口语表达
(1)找异同。学生阅读活动2e的指示语，明确任务，然后进行小组讨论，列出Peter和自己的教 室内的物品。除了2e提供的表格，教师可鼓励各小组自行设计可直观呈现相同和差异点的图表，如 下图：
Peter's classroom classroom
blackhoard,
desks,chairs, computer, …
教师也可以呈现两幅体现中外不同文化特色的典型教室图，给学生更多的词汇支持，让学生看图 找不同。
(2)小组对话。学生两人一组，根据活动2e讨论的表格，参考活动2f的语言支架，与同伴共同 讨论自己和Peter的教室的异同，同时尽可能多运用本单元目标词汇和句式。学生讨论完毕，教师请 部分小组在班上展示对话，并适当给予评价。
Grammar Focus
内容分析
本单元重点学习表达“某处有某物”的there be结构句式，以及描述位置关系的方位介词。活动 3a以表格的形式呈现了目标结构的典型例句，包含 there be结构的一般疑问句、陈述句，以及where引 导的询问方位的特殊疑问句等。3a活动引导学生关注例句中的there be结构中的be动词的单复数和方 位介词，即behind 、next to 、across from 、between和in front of等。
活动3b 、3c 、3d分别以控制性对话、语篇、半开放性对话的形式练习和巩固以上目标语言。其中 3b关注目标结构中be动词的单复数形式，除了让学生填出is或are,有些句子还需要学生根据语境判 断主语人称代词需用单数还是复数，即it或they。活动3c提供了一篇小短文，描述的是图中的英国教 室，学生需选择正确的介词完成短文。文中多处提供了两个介词选项，旨在降低活动的难度。短文内 容能开阔学生的文化视野，为文化对比积累素材。活动3d让学生比较自己的教室和3c中的教室，将 there be句型和方位介词迁移运用到新的情境，学以致用。
能够理解并正确运用问询方位的问句“Where is/are... ” 及其答语。
能够理解there be结构的构成特点，以及 there be结构在不同语境中所表达的意义， 包含其肯定式、否定式，以及疑问式及其答语。
能够运用there be结构和表示方位的介词描述某场所内的物品位置。
教学建议
1. 语法探究
学生观察并讨论活动3a中的句子，标记出there be句型中的动词，圈出表示方位的介词。教师可 以提供以下问题供学生思考：
● 问询地点的特殊疑问句要用到哪个疑问词 回答此类问句的关键词是什么
● 问询地点的疑问句如何体现主谓一致
● there be结构表达什么意义
● 如何构成there be的否定句和疑问句
● there be结构中的be的单复数如何确定
教师可以和学生一起总结本单元的语法重点：
(1)询问地点的特殊疑问句要用疑问词where,回答此类问句的关键词是表示地点的方位介词短 语，如本单元介绍的behind the classroombuilding 、next to the window等。询问地点的疑问句中be 动词 的单复数由主语决定，如果主语是单数，be 动词用is,如“Where is the library ”;如果主语是复数，
be动词则用are,如“Where are the bookcases ”。
(2)there be结构表示“某地存在某物或某人”的意义。该结构的否定句和疑问句不用借助助动 词，否定句中在be动词后加not, 疑问句中把be动词放在句首。there be结构中be动词的单复数由be 动词后的主语决定。例如：当主语是单数a whiteboard或a teachers'building,用的是is;当主语是复数 any lockers或some trees,用的是are。
(3)关于some 和any在there be结构中的用法，教师可以提供一些例句，引导学生找出这两个修 饰词的用法规律。如：
● There are some pictures on the wall.
●There aren't any pictures on the wall in my room. ●Are there any pictures on the wall in your room
从这些例句可以看出，some 一般用于肯定句中，any一般用于否定句或疑问句中。
2. 语法练习
(1)学生独立完成活动3b的填空练习，然后两人一组讨论所填内容。师生核对答案。核对答案 时，教师应要求学生读出完整的句子。教师提醒学生关注句子中谓语动词的单复数问题和主谓一致问 题。教师还可以借助翻译这一形式，让学生体会中英文表达“某处有某物”语序上的差异。如：
There is a nice library behind the classroom building.(地点状语在后) 在教学楼后面有一个漂亮的图书馆。(地点状语在前)
(2)学生观察3c的插图并阅读短文，根据图片提示圈出短文中的正确介词，完成活动3c。在学生 完成短文填空后，教师可以设计几个问题让学生回答，帮助学生更好地理解短文内容。如：
●What's the text about
●What's in the classroom
How do the students sit in the classroom
3. 语法运用
教师组织学生两人一组，根据活动3c的内容和活动3d的关键句型，讨论中英教室的不同。为了 让活动更真实，教师可以创设语境：你向一名来自英国的交换生介绍你的教室，并谈论中英教室的不 同。两人一组分角色，谈论各自教室的特点。学生在这种模拟真实的交流中运用there be结构和方位 介词，达成目标语法形式、意义和运用的统一。学生讨论完成后，教师邀请部分学生在班级里表演对 话，师生及时给予评价。
拓展活动：开火车游戏
教师组织学生用there be结构和方位介词造句，每人必须用到there be结构的陈述句、特殊疑问句 和一般疑问句中的任意两种。首先，教师随机指定两位学生对话，然后再由第二位学生随机选第三位 学生并与之对话。照此类推，尽量让更多学生有机会参加这个游戏活动。如：
S1:Excuse me,is there a library at the school S2:Yes,there is.
S1:Oh,good.Where is the library
S2:It's behind the classroom building.Excuse me,where is the teacher's desk S3:...
What fun things do
do at school
内容分析
文本分析：Section B的引导性问题是 “What fun things do you do at school ”,此部分从学习描述 学校内场所和教室物品的位置过渡到聚焦不同场所的常见活动，通过谈论不同场所中有意思的活动， 培养学生对新学校的热爱。阅读文本是Peter写给朋友Flora的回复邮件，Peter在邮件中介绍了自己的 新学校，还谈论了自己最喜欢的几个校内场所，并说明了原因，这呼应了该板块的引导性问题“What fun things do youu do at school ”。该邮件的排版方式体现了较为真实的邮件特点，其中包括收件人地 址 (To) 、 发件人地址(From) 、 邮件发送按钮(Send), 以及其他常见邮件图标。邮件文本包括称 呼语(Hi Flora)、导语(Thanks for your email .)、正文、结束语(How about your school )、结尾敬 语 (Yours) 、署名 (Peter) 等。在正文部分，Peter首先对自己的新学校用了三个词作了总体评价，即 great、beautiful、modern,接下来Peter重点介绍了三个场所：操场、教室、食堂，包括每个场所的位 置、典型的学生活动，以及他最喜欢的场所及原因。由于Peter是外国学生，他对我国学校独特的活 动比较感兴趣，如学生在操场上做早操、每周一升旗、教室里每周学生换座位，以及食堂里的中餐 等，这些都是围绕新学校提供的细节信息，使文章的内容更丰富、更有层次。对于以上方面，Peter也 给出了积极肯定的评价，用了一些带有积极意义的词，如amazing 、special 、love 、delicious等。
活动设计：本部分的1a—1d是完整的阅读任务链，1a活动让学生在读前讨论自己最喜欢的校园活 动场所，导入Section B部分的核心话题，关联阅读内容。1b活动让学生快速阅读全文并推测Flora在 上一封邮件问了Peter什么问题，此活动融入略读策略，要求学生在理解文章主旨的基础上概括关键 问题。活动1c 关注邮件中形容词的运用，让学生找出形容词描述的对象。活动1d的前三个问题进
步挖掘文中细节信息，最后一个问题是基于语篇的拓展，让学生关联自己的学校，描述与Peter的学 校的相似之处。
本单元的写作任务依旧采用以读促写的仿写形式。阅读部分的电子邮件为学生提供了写作范文。 写作环节分两个步骤：活动2a让学生列出写作要点，记录相关信息，作信息和语言上的准备。活动 2b呈现了邮件的基本结构，学生只需将2a中列出的要点内容填入邮件中。这样设计降低了学生的写 作难度。
能够观察、识别电子邮件的形态特征，了解邮件的内容结构和基本格式。
能够通过快速阅读了解电子邮件的内容大意，推断作者写回信的主要目的。
能够根据语篇中的各类形容词推断作者的情感态度，并能够用这些形容词描述自己 的学校。
能够反思自己在校园里喜欢做的事情，增强对自己校园的了解和喜爱。 能够模仿课文的结构和语言给朋友写一封电子邮件，介绍自己的校园。
教学建议
1. 读前准备
(1)教师播放学校宣传片，引导学生讨论最喜欢的学校场所，并简单陈述理由，完成活动1a。教 师可以提出以下问题，还可以提供语篇中的语言支架帮助学生讨论。如：
●What's your favourite place at school And why (My favourite place is..because.….)
● What fun things do you usually do at school (do morning exercises together,raise the flag,change seats every Monday,etc.)
(2)读前预测。教师让学生观察活动1b中的三幅图片以及Section B的关键问题 “What fun things do you do at school ”,鼓励学生根据图片和关键问题预测文章可能涵盖的内容。如：
● What canyou see in the three pictures
● What do you usually do at these places
● What do you think the main idea is
2. 阅读理解
(1)学生快速阅读全文，了解文章体裁和大致内容，并回答以下问题：
● What kind of text is it How do you know
● Who is writing to whom
● What is the text about
● What question does Peter answer /What question did Flora ask How do you know
从1b指示语可以看出，这封邮件是一封回信。教师引导学生关注邮件组成部分，包括收件人、发 件人、主题、称呼语、导语、正文、结束语、结尾敬语、签名等。接下来，教师引导学生思考邮件 的核心内容之一，即Flora问了什么问题。从邮件的这句话 “To answeryour question,my new school is great!” 可以推测出，Flora在她给Peter的邮件中问了 “What's your new school like ”这个问题。
(2)学习快速阅读技巧。教师需要指导学生如何进行快速阅读，提醒学生注意以下技巧：
●默读，心里也不要出声。
●以意群为单位读，不要逐字读。
●限定时间。根据文本长度和学生情况而定，让学生在规定时间内完成阅读。
(3)仔细阅读，关注文本结构和细节信息。教师引导学生关注正文部分的结构，即先总体评价新 学校( . ,my new school is great!It's very beautiful.There are many modern buildings.),再重点介绍了三 个场所：操场、教室和食堂。接着，教师引导学生完成以下表格，梳理文本主要信息。
My new school is great!It's very beautiful
Place Location Activity Comment
Sports field next to the school hall do exercises,raise the flag amazing,a special way
classroom building behind the sports field spend most of the time change seats every week big and clean,next to my best friend
dining hall across from the sports field eat many kinds of food my favourite place,delicious jiaozi
(4)仔细阅读，关注局部细节。教师引导学生阅读活动1d指示语和四个问题，并要求学生用完整
的句子回答前三个问题，在文中找到答案的出处，做好标记，养成阅读时回归文本的好习惯。教师给 学生充足的时间讨论第四个问题。教师还可以启发学生思考更多深层次问题。如：
●Why does Peter think raising theflag is a special way to start the week
●What does Peter think of changing seats every week How about you What do you think ofPctcr's school
(5)再次阅读，关注语言知识。学生阅读活动1c指示语，明确任务，然后在文本中圈出相应形容 词。教师可让学生找出文本中所有的形容词，然后以表格的形式将形容词和其修饰的名词写在黑板上。
Adjective Noun
great,beautiful new school
modern buildings
large sports field
amazing activities on the sports field
special way to start the week
big and clean classroom
best friend
favourite dininghall
delicious jiaozi
教师引导学生观察这些形容词，并提问让学生思考，如 “Looking at all these adjectives,what does Peter feel about his new school ”。教师可以让学生用这些形容词造句，造句时既可以用邮件中的句子， 也可以造新句子。如：
Peter's new school is beautiful./It's a beautiful school.
教师可以先让学生思考形容词的用法特点，然后总结：形容词是用来描述名词特点的词，可放在 系动词后用作表语，也可放在名词前用作定语。教师应鼓励学生在平常关注、积累这类词汇，丰富自 己的语言表达。
3.读后活动
(1)听录音，关注语流中的朗读技巧。教师播放录音，让学生边听边关注哪些词重读，哪些词弱 读，哪里出现意群停顿，哪里有连读。
(2)教师再次播放录音，学生跟读，体会语流中的朗读技巧，并关注如何朗读表达强烈情感的形 容词。
(3)学生大声朗读，体会英语重读和弱读交错时的节奏感和文本表达的情感。
4.写前准备
(1)总结邮件写作框架。教师引导学生复习阅读活动1b的邮件主体部分，让学生借助思维导图再 次梳理邮件的写作框架。如下图所示：
教师启发学生思考 “How can you introduce your school ”,学生可以采用Peter的做法，即用总一 分结构，先整体评价学校，再分别介绍每个场所，包括场所位置、典型学生活动、最喜欢的场所及原 因等。学生也可以采用其他符合逻辑的文本结构模式。
(2)列出写作要点。学生两人一组讨论活动2a列出的写作要点，完成语块和句型的积累。学生讨 论完毕后，教师可以请几位学生分享自己列出的关键词句，并将它们列在黑板上。如：
Places in my school library,classroom building,teachers'building,dining hall..
My favourite places sports field,music hall,science building,art building ...
Where it is It's across from/in the middle of/in front of/behind ...
Why I like it Because it is beautiful/amazing/fantastic /big and clean ...
What I like to do there I like to do exercises/read books/make friends/enjoy all kinds of food ...there.
5.写作训练
(1)补全信息，写出初稿。学生根据活动2b提供的半控制性写作模板，独立补全邮件信息，完成 写作初稿。在起始年级，教师应注重培养学生的基本写作习惯，半控制性写作有助于学生养成良好的 写作习惯。对于学习能力较强的学生，教师可以不提供模板，让学生自由写作。学生完成初稿后，教 师可让学生观察自己习作，思考邮件正文段落的组织结构和句子之间的逻辑关系。
(2)同伴互评。学生两人一组交换初稿，教师提供评价量表，学生根据评价量表进行互评，并提 出修改意见。学生再根据同伴的反馈进一步修改作文。评价量表参考如下：
Checklist
Assessment Total score Your score
Content (complete) ★★★★★
Language (correct and concise) ★★★★★
Structure (coherent) ★★★★★
Handwriting (clean and clear) ★★★★★
Punctuation(correct) ★★★★★
(3)作文分享。学生完成文章修改后，小组讨论选出优秀作文，并通过投影展示或朗读分享。教 师对学生的作文给予评价，指出优点并提出修改意见。课后，教师可将优秀作文张贴在教室后面黑板 区域，供大家欣赏与学习。
*Project
内容分析
本单元项目活动设计了比较真实的情景模拟——带领来访学生参观自己的校园，要求学生综合运 用本单元所学语言完成任务。项目活动分三步进行：首先，活动3a 要求学生画一张学校的平面图，并 计划参观的路线；活动3b呈现了介绍校园的各种句式，还给出了示范介绍的语言支架，并先让学生在 小组内练习以学生导游的身份介绍校园；活动3c让学生在班级展示带领来访者参观的情景，全班投票 选出最佳导游。三个步骤相互支撑，层层铺垫，最终达成模拟真实场景的语言运用目标。
教学建议 1.项目准备
(1)明确项目活动任务。教师引导学生阅读项目活动标题和3a指示语，明确项目活动主题和任务。
(2)项目分工。教师可安排五至六名学生为一个小组，根据学生的优势进行分工合作。如：擅长 画画的同学负责绘制校园平面图，擅长书写的同学负责在平面图上标注场所，擅长设计的同学负责规 划游览最佳路线，擅长口语表达的同学负责担任导游，擅长资料收集与整理的同学负责编制文案。
(3)策划方案。教师可让学生进行小组讨论，确定小组组长，进行统筹安排。
2.项目实施
(1)搜索和整理信息。学生通过网络搜索与学校相关的图片，从建筑物特色、位置和游览路线图 几个方面选择要展示的内容，还可增加学校相关地标建筑和历史文化背景知识。
(2)制作校园平面图。学生小组讨论确定校园平面图的风格、建筑物位置、配色和路线选择等， 小组成员开始绘制，电子和手绘均可，确保校园平面图美观、简洁大方。
(3)语言操练。学生根据活动3b给的提示语，在小组内进行模拟演练。导游进行介绍时，要多与 游客进行互动。如：
Guide: Hello,and welcome to our school!My name is ...and I'm your school guide today.Let's
begin the tour.This is our classroom building.
Visitor 1:Wow,it's really big and clean!I like it very much. Guide: Yes.Look,the big building behind it is our library. Visitor 2:Amazing!It looks so beautiful.
Guide: Yes,the library is my favourite place.I enjoy all kinds of books there.Let's move on.The
next place on our tour is ..
3. 项目展示
教师请不同小组向全班展示导览参观过程，各小组全部成员上台进行展示，一人为导游，其他学 生为游客。导游与游客要根据本组平面图的风格进行恰当的互动。若课堂时间有限，教师可以让学生 课后完成项目准备和实施阶段的活动，课堂时间留给小组上台展示，给每个学生展示自己的机会。
4.项目评价
各小组展示完成后，教师要引导学生及时给予评价和反馈。待所有小组展示完成后，教师引导学 生投票，选出最佳导游、最美导览图和最优合作小组等，并颁发奖状，以此鼓励学生。
内容分析
本单元的反思性评价表主要从词汇、语法、语言功能和产出任务几个方面引导学生回顾自己的学 习过程和收获。前两句要求学生回顾本单元所学的教室里物品的名称，以及校园内不同场所的名称。 第三句检查学生对单元语言学习目标与语言功能项目掌握情况，即运用there be结构和方位介词谈论 物品和场所的位置。最后一句概括了本单元聚焦的语言表现任务，即运用所学语言介绍自己的学校、 描述学校里自己喜欢的地方。
价值引领句 “A school is a placc to start our drcams.” 揭示了学校的作用和意义。学校是人生旅程 中的重要阶段，是一个人成长、学习、发展的重要场所。在这里，学生不仅获得了知识和技能，更重 要的是发展独立思考、解决问题、创新和合作能力，健全品格。在这里，学生可以接触到各种各样的
人和思想，拓宽自己的视野和思路，遇到好老师，结交好朋友。总之，学校是梦想启航的地方。本单 元引导学生珍惜学校、爱护学校，鼓励他们为自己的梦想而努力奋斗。
教学建议
1.在单元学习结束之际，教师引导学生回顾总结本单元学了哪些与校园相关的词汇，可以让学生 先说出来，然后再写下来。如：
Here are some things in my classroom: Hereare some places at my school:
2.教师让学生回顾本单元学习的语法结构，思考这个语法结构表达的功能和意义，再让学生独立 完成下面的填空练习。
I can use prepositions“in front of,behind,next to,between,across from”to describe places at my school.For example,
To describe the existence,presence,or location of something,we use the structure .I can use the structure to describe the locations of school building.For example,
3.教师让学生写出介绍学校场所的小段落，并介绍自己最喜欢的地方。
4.教师引导学生反思并说出在这个单元学习过程中的最大收获，除了上述语言和功能方面，谈一 谈对于学校的理解是否更加深刻。
三、课文注释
1.What's your new classroom like,Peter 你的新教室是什么样子的，彼得
“What's..like ” 通常用来询问对人、事、物的意见和看法，意思是“……是什么样子 ”,相当 于“How is/are ... ”。例如：
What's your new friend like /How is your new friend 你的新朋友是个什么样的人 What's the weather like /How is the weather 今天天气怎么样啊
2.Oh,and there's another blackboard at the back of the classroom.哦，教室后面还有一块黑板。
(1)another指同类人或事物中的“另一个；又一个；再一个”。例如：
We can't go there today.Let's go another day.我们今天去不了了，改天再去吧。 Wouldyou like another piece of cake 你想再吃一块蛋糕吗
(2)at the back(of..)表示“在……的后面”。例如：
I saw some keys at the back of the desk drawers.我在书桌抽屉后面发现几把钥匙。 There are some trees at the back of the house.房子后面有一些树。
3.Thanks for your email.谢谢你的邮件。
“Thanks for...” 和 “Thank you for ..” 都是表达感谢的方式，for 后面接名词或动词-ing形式，表 示感谢的原因。还可以用 “Manythanks for .” 表达感谢。例如：
Thanks for your question.谢谢你的提问。
Thank you very much for your call.非常感谢你打电话来。
4.All the students go there and do exercises together in the morning.全体学生早晨去那里一起做早操。
此句中do exercises意为“做操”,exercise 指“一套动作或训练活动”。exercise 作名词时还可表示 “活动；锻炼；运动”。例如：
Running is good exercise.跑步是有益的运动。
exercise也可用作动词，表示“运动；锻炼；训练”。例如： I exercise four or five times a week.我每周锻炼四到五次。
Unit 3 My School
The theme of this unit is school.Students will learn about places in a school,how to describe them and their locations using prepositions and the “there is /are”structure.They will learn how to introduce and talk about their school as well as learning about how schools differ around the world with some interesting examples.This will lead them to creating a map of their school and providing a tour for visitors.The ultimate aim of the unit is to help students think about,discuss,and be able to answer the question of the unit:What do you like about your school
Opening Page
Suggested Answers (Look and share) 1.The photos shows a view of a middle school in China. 2.The people on the sports field are doing various activities.Some are running on the track.Others are doing group exercises 3.I like to do morning exercises on our sports field.It's a great way to be with my classmates at the beginning of the day.
Section A
Language Tip “Sports Field”vs“Playground” A“sports field”is a large area with specific parts for different sports.They are often marked out with white lines,flags,or posts.A common layout is a central pitch for football or another ball game,and a running track around the outside of the pitch,as in the photo on the opening page of the unit. A“playground”is an outdoor area where children can play,usually in a school or in public parks.Playgrounds often have things for children to play and climb on,such as swings and slides.They are more likely to be seen in a kindergarten or primary schools than in middle and high schools. “Campus”is more common in the US but is used in the UK at universities and colleges of further education to refer to all the buildings and land that make up the institution.What would be called a“playground”in the UK would be called the “schoolyard”in the US,
Sample Conversation A:Where's the art building B:It's in front of the gym./It's behind the dining hall. A:Where's the student centre B:It's between the library and the gym A:Where's the music hall B:It's across from the science building
Language Tip Asking for Help It is important to be polite when asking strangers for help.In English it sounds impolite to just say:“Where's the library ”Here are some useful expressions to ask politely for directions Excuse me.How do Iget to the library Sorry to bother you.Can you tell me how to get to the library Please could you help me I'm looking for the library. Could you please tellme the way to the library It is also polite to express thanks when someone helps you: Thank you./Thanks./Thanks very much for your help)
Teaching Tip Listen for Context Clues Have students listen to the conversations.Ask them about what they hear:What are the characters talking about Where are they,at school or outside it Then ask them which places in the characters are looking for before completing the activity
Answers 3 student centre 1 a classroom 2 Ms Gao's office
Suggested Answers 1.The classroom building is behind the sports field. 2.The teachers'building is across from the school hall. 3.The student centre is between the library and the gym.
1d
Teaching Tip Map Directions Have students work in pairs to ask and give directions using the maps they drew rather than referring to their textbooks.Encourage them to use their own words but also include the expressions above to ask politely for help.
Teaching Tip Odd One Out With books closcd,read the following word groups slowly and ask students to listen for the word with the different vowel sound ●sport,spot,short ● law,lord,lot ● foor,four,fox war,watch,want Repeat the Odd One Out activity with the sounds /u:/and /o/. ● book,boot,blue ● cool,cook,clue ●loop,louse,look ● soon,stood,school
Teaching Tip Identify Syllables Words contain one or more syllables.A syllable is a single unbroken vowel sound within a spoken word,with or without surrounding consonants.Help students identify how many syllables a word has by hearing the“space'”between the syllables. 1.With books closed,write the word “family”/'fem li/on the board,and say it with students.Repeat a few times and slow down each time to make the space between syllables clearer,e.g.“fam-i-ly”.Elicit from students how many syllables the word has (three)and put dots for each syllable above each part of the word.Ask students which syllable they think is stressed,i.e.which syllable is said slightly stronger than the other syllables.The first syllable is stressed in“family”.Draw a larger dot above the first part of the word 2.Read another word from Activity 2 and write it on the board.Ask students to brainstorm ways to mark the stressed/unstressed syllables. (e.g.dots,lines,colours.) 3.Let students listen to the audio without looking at the book.Then ask students how many syllables the words have. (They all have three syllables.) 4.Write the first word on the board“library”and play the audio and ask students which syllable is stressed.They can take turns to come and mark the stress as they choose.Repeat for all words. 5.Open books and listen again with students repeating all words out loud, Syllable Search Ask students to look through the vocabulary list at the back of their book and see how many three-syllable words with the first/second syllable stressed they can find. Students can practise saying the words and write sentences using them to read to the class.Words from vocabulary list:different,delicious,similar,exciting,remember, everyone,excellent,instrument,scientist,musical,exactly,reporter,restaurant, celebrate,example
Answers in front of,in the middle of,next to,at theback of
2b
Answers 1.C 2.D 3.A 4.B
Answers 1.T 2.F 3.T 4.F
Teaching Tip Fun with Conversations It is fun to say things in different ways—fast,slow,loud,and soft.First,have students read the turns in the conversation very slowly with the correct pronunciation emphasizing the sounds and stretching the words.Then,have students read the same turns as quickly and clearly as they can.Finally,have students read at normal speed Disappearing Conversation A more challenging alternative to 1d involves helping students memorize and role play a longer conversation. ● First,write a longer conversation on the board ● Then,assign roles and have students practise the conversation ● Next,erase one or two words from each line of the conversation and have students practise the conversation again ● As students continue to practise,gradually erase more and more of the conversation ● Finally,erase the entire conversation,as students continue to practise
Optional Approach What Begins with the Letter ... Listing words that begin with the same letter can help students learn and become more confident with vocabulary. 1.Ask students to look at the picture (on page 37)and see if they can find things that begin with the letters:“b”(board)or“d”(desk) 2.Then ask students to look around their own classroom and add to the lists(e.g book,bag). 3.Encourage students to think ofdifferent things(e.g.blue pen) 4.Have students share their ideas with the class using“There is /are ...”for their things,e.g.“There are many bags in our classroom. ” 5.Extend the activity by having students write a list for each letter of the alphabel A-Z and see if they can find things in the classroom or around their school for eachletter.
2f
Teaching Tip Useful Structures ● The whiteboard in his classroom is in the same place in my classroom ● There are exactly the same number of desks in both classrooms. ● There is asmart board in their classroom,but there isn't onc in mine ● His classroom is (very)similar to mine ●His classroom is (very)different from mine
Teaching Tip Sentence Competition Before activity 3a,have students work in small groups to make as many sentences with “there be”as possible.Give teams five minutes and then elicit sentences and write on the board.Award one point for each sentence.Only give points for grammatically accurate questions.The group with the most points is the winner.
Answers
Where is the library Where are the bookcases It is behind the classroom building. They are next to the window.
Is there a whiteboard in your classroom Are there any lockers Yes,there is./No,there isn't. Yes,there are./No,there aren't.
There is a teachers'building across from the school hall There is a student centre (between the library and the gym. There are some trees Gn front of the sports field.
36
Answers 1.are,They are 4.Are,aren't,are 2.is /'s 5.is/'s,It is/It's 3.Is,is,It is/It's 6.are
Teaching Tip Describe Things in a Picture Before doing the activity,have students describe the things in the picture.Then write the descriptions on the board.Ask questions to elicit more things.For example: Is there a ... ● Are there any ... ● Where is the ...
Answers on,next to,behind,in front of,on
0
Suggested Answers Answers will vary
Optional Activity:Is There a Post Office near Here
Purpose To help students use the target language correctly.
Materials Required Pencils or pens,paper
Procedure
1.Draw a mapon the board:
1. West Street 2. East Street HOSPITAL
NorthStreet
3. PARK 4.
South Street
2.Have students copy the map on their paper.Ask them to add four places to the map.Tell them not to
show their maps to classmates.
3.Have students work in pairs.One student asks questions and tries to establish what places are at
numbers 1-4 on their parlner's map.For example: A:Is there a bookstore near here
B:No,there isn't.
A:Is there a library near here
B:Yes.It's on West Street,next to the park. A:Is number 3 a library
B:Yes!
4.When the student has guessed the correct places and locations for 1-4 they should look at their partner's map to check,and then change roles.
Section B
Language Tip Email Etiquette Emails are a very common way of communicating in the modern world.They can be used for formal or informal communications,although informal communication is done more today with messaging.They are similar to letters in structure,but being digital are more flexible ● Emails usually have a“Subject”line at the top of the message which gives the subject of the email (i.e.what it is about)and appears when all the emails are listed together in the“Inbox”lo make it easier to identify them. ●Emails begin with a greeting linc,such as an informal“Hi ..”(or similar)or more formal“Dear... ” ●The first paragraph oftcn rcfers to a previous email or communication and can also contain other greeting questions,such as asking how somebody is.
续表
LanguageTip ● The following paragraphs contain the main message.Paragraphs are used to organize the text;each paragraph is made up of several sentences about a single subject.A new paragraph marks a change in subject. ● The last part of the email is usually a formal /informal farewell,or“sign off” followed by the sender's name.For example Formal:(Yours)Sincerely,(Best/Kind)Regards,Respectfully (Yours) Informal:Best,Have a great day,Take care,Talk soon,Catch you later Often an email signature will also contain a person's information,such as their phone number,job title,etc.
Teaching Tip Skimming “Skimming”is reading a text quickly to understand the general ideas and meaning It is not necessary to read every word when skimming.For example,with an article looking at any pictures,reading the headline or title and subheadings,and the first sentence of each paragraph will give a good idea of what the article is about Skimming works best with non-fiction texts,such as emails and articles. Read Silently and Read Aloud Most often the teacher has students read aloud in class.When reading aloud,students can be asked to read individually,in pairs,in small groups or with the whole class Reading aloud can be beneficial as the teacher can check if all students are following the text and all students are pronouncing the words properly.However,not all students read at the same speed or with the same accuracy and fluency.Teachers must be aware that some students will suffer from performance anxiety when reading aloud. Giving students a short time to read a passage silently before they read aloud will help ease some of that anxiety.When students read silently,they can read at their own pace.Asking students to close their books after completion of a silent reading task helps the teacher see who is taking a little longer and may need more support or help.Asking students to track the text with their fingers as they read silently can help the teacher see which words or phrases in the text students pause or struggle most with.
Answer A.What's your new school like
Teaching Tip Scanning (for Detail/Specific Information) Have students scan the email to complete the activity.Remind students that they should not read everything.They must look for just the information that will help complete the activity.Remind students that when scanning they should look for key words.In this case the key words will be adjectives that describeplaces and things in the school.They can highlight the adjectives first.When they find a key target word, they should read the full sentence (and possibly the sentences before and after)to see ifit contains the information they need.
续表
Answers 1.beautiful:the school 2.modern:the buildings 3.large:the sports field 4.big and clean:the classroom 5.delicious:jiaozi
Teaching Tip Quiz Time Ask students to think of five more questions about Peter's email in an even numbcr of small groups.Encourage students to look at all aspects of the email and think of as many different types of question as they can.For example: ● About locations at the school(e.g.Where is the sports field ) ● The times things are done(e.g.How often do they change seats ) ● Spellings of key words(e.g.How do you spell delicious ) ● Other details(e.g.Who is Peter writing the email to ) With books closed,have two groups quiz each other.The group with the most correct answers wins.
Suggested Answers 1.Students in Peter's school do morning exercises on the sports field 2.He sits next to his best friend Han Lin this week. 3.The dining hall is his favourite place because there are many kinds of food. 4.Peter's school is similar to ours because the dining hall is across from the sports field.We also do morning exercises on the sports field.
Suggested Answers Answers will vary.
Sample Writing Dear John, Thank you for your email.Your school sounds fun!I'd like to tell you about my school. There are many interesting places here.They're the library,sports field,science building, and garden.My favourite place is the library.It's behind the classroom building.I love it because it's quiet and full of interesting books.I like to sit and read there. Bye for now, Linlin
Teaching Tip Design a Map Have students sketch a rough map first to help them work out where everything is and how to space it well on the page.Then they can draw a better one.The map doesn't have to be as detailed as the map on page 36,but it should be clearly labelled.The map can be a more aerial view,looking directly down onto the school, as this is easier to draw.
Teaching Tip Useful Expressions to Introduce the School: Here we have .. This is wherewe.. Let me show you .. Let's look at.. Over here/There is/We have ... Questions Visitors Might Ask: Where is ... Where doyou (do something) What's that building/place Visitors are also likely to ask questions about things that are different from those in their country.Although buildings and classrooms may be quite similar,they may be curious about other details that differ.For example: How many students are there in the school/each class When does school start/finish What time does school start and finish/is lunch How long are your lessons/is your break time Do you have all your classes in one classroom Where do you put yourbags What sports do you do and how often/many times a week
3c
Teaching Tip Best Tour Guide After completing 3b,have students use their maps to give tours of the school.Have each student act as the tour guide using their own map.As students are all at the same school and will all be presenting from similar maps,encourage them to change their tour from previous students to avoid repetition.Use the examples above. Encourage students to speak as fuently and naturally as possible.Afterwards have students vote for the best tour guide and give reasons for their choice,for example, she was the best tour guide because she was friendly and answered all the questions well.
续表
Teaching Tip For those students who are listening,ask some questions about what they have just heard to ensure they are paying attention.The teacher must give each student who presents a passage one thing to work on.This should be one aspect of their presentation that can be improved (e.g.pronunciation of a certain sound,volume speed,emotion,or common grammatical errors).Focusing on only one error at a time will not make students feel like they have done badly and yet it will give them one thing to really work on improving.
Value Statement:A school is a place to start our dreams.
Teaching Tip Ask students what they think the statement means and how they think it is true. Then ask students to write their own sentences beginning with“A school is a place ...
For example: ● A school is a place to learn about the world. ●A school is a place to prepare for our lives ahead. ● A school is a place to make friends for life. ● A school is a place to find out what we are good at. ● A school is a place to discover our true potential.
*Reading Plus
Culture Note About Bangladesh ●Bangladesh is a country in South Asia that borders India and Myanmar.It has a population of over 170 million people and is very densely populated. ● The rainy season or the“monsoon”season in Bangladesh lasts from June to October.Natural disasters such as floods happen frequently in Bangladesh,and it is considered a country severely threatened by climate change. ● When there are issues with fooding and the damage it can cause to infrastructure, using solar power is an effective way ofgenerating power locally without having to rely on larger power networks.
Answers The“floating school”is open in the rainy season. Thc boat picks students up in the morning.
Suggested Answers 1.The floating school is important to students in Bangladesh because it means they can get an education even when the climate and weather make it impossible for them to move about. 2.The floating school might face difficulties from the water and changes in thc weather.It probably also needs to be looked afler and flixed regularly to make sure it isstill safe for usc as a school.

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