资源简介

Unit 3　My School
第四课时　Section B 1a—1d
The discourse of the lesson is an email which is Peter's reply to Flora's.It tells Peter's new school.The article uses some sentence patterns such as there be structure and prepositions of position to enable students to intuitively understand the scenes and emotions described by the writer.
In terms of chapter structure，the email adopts a combination of images and text，presenting Peter's new school，allowing students to understand the locations of some school facilities in his new school.Firstly，thank Flora for her email，and then introduce his new school，including some school facilities such as a sports field and a classroom building.We can find the school in order and tidy.The article uses the simple present tense throughout，especially there be structure，with the first person.In terms of writing techniques and discourse structure，the article adopts direct description，making the content clear and logical.
◆ Language Proficiency(语言能力)
1．Students can master some common vocabulary and grammar knowledge，such as the prepositions of position，place description，their preference，etc.
2．During the reading process，students can try to compare their own school with Peter's to exercise and improve their oral expression ability.
◆ Cultural Awareness(文化意识)
1．Understand the locations of school facilities in different countries and learning styles of students from different cultural backgrounds，broadening their horizons and cognition.
2．Enhance students' cross cultural communication skills and broaden their international perspective.
◆ Thinking Quality(思维品质)
1．Students can learn excellent qualities such as diligence，self discipline，and keeping the environment clean and tidy，which are of great significance for their growth and development.
2．Guide students to establish correct values and outlook on society，and cultivate a positive attitude towards society.
◆ Learning Capability(学习能力)
1．Try to organize and summarize the locations of school things，schedule activities，and other content in the article.
2．Based on students' actual situation，express their school arrangement.
◆ Teaching Focus(教学重点)
1．Quickly and accurately obtain basic information about Peter's school in the short article，and further master there be structure and prepositions of position.
2．Use the target language to completely and accurately tell what your school is like.
◆ Teaching Difficulties(教学难点)
1．Based on one's actual situation，explain the locations of school things.
2．Present comprehensive and appropriate expressions in class.
◆ Teaching Breakthroughs(教学突破)
1．Encourage students to speak more and express themselves in English according to their actual situation.
2．Make students have clear goals and apply the sentence patterns learned in this lesson to oral communication to enhance their pragmatic abilities.
Activity 1 Warming up and revision(感知与注意)
Work on 1a
T：Good morning，everyone.Since you have studied in our school for weeks，you must be quite familiar with our school.So what are your favourite places in our school？Please list them and share with your deskmate.Here is an example.
A：What's your favourite place in our school
B：My favourite place is…
A：Why do you like it best
B：Because…
设计意图：通过真实情境的创设，帮助学生回顾校园场所的描述，为后续的阅读学习作铺垫，同时又激发了学生的学习热情，为接下来的学习活动做好准备。
Activity 2 Skim reading：Prediction(感知与注意)
Work on 1b
T：Work in groups and look at the photos below.Guess which country Peter is from.What do you want to know about his school
T：Look at the passage.What kind of passage is it？What can you see in the picture
(Under the guidance of the teacher，students answer the genre and theme of the article to predict its content and understand that it is a practical writing about Peter's school.)
T：Skim Peter's reply to Flora's email.Then read the three questions in 1b and choose the question Flora probably asked in her last email.
Ask some students to explain the reasons and then check the answers under the guidance of the teacher.
设计意图：通过预测任务激发学生的学习兴趣，有利于学生发散思维，培养学生运用语境线索进行推理和预测的能力。
Activity 3 Careful reading(获取与梳理)
Work on 1c & 1d
Ask students to read again and complete 1c.After students finish the task，the teacher checks the answers with students together.
Let students read again and discuss the questions in 1d in groups.
Let students speak out their own ideas about the questions in groups，and then let them discuss.They can correct their own answers with the help of teammates.It can also make their mind clear and wise.
设计意图：帮助学生掌握语篇的主旨大意，有逻辑地组织文章中的信息，理解语言、文化和思维之间的关系。引导学生在阅读文章时组织、学习和内化关键句型和关键语言，为进一步在现实生活中应用所学知识奠定基础。
Activity 4 Comparison & show(内化与运用)
Work on 1d
According to the discussion，let students work in groups to try to compare their school with Peter's school and choose some students to speak out their opinions.
设计意图：通过学生的实践活动，将两个学校进行比较，能创设情境运用语言，有利于将所学语言内化。同时，在比较和表达的过程中，学生能够了解写作技巧和语言结构。
Activity 5 Summary(总结与反思)
Let students go over what they did and learned.
At the same time，ask students：Are you pleased with yourself，your partner and teammates
设计意图：引导学生参与超越话语范畴的活动，让学生自己总结他们所学和所做的，进一步巩固目标语言，提升语言运用能力，培养良好学习习惯。
Activity 6 Homework(反馈与强化)
Retell the passage and practise with your partner.
Write a passage about your school.
Observe whether students can use accurate language to introduce places in their school，whether they have cross cultural communication and exchange awareness.Observe whether students can create a harmony environment.

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