资源简介

Unit 3　My School
第一课时　Section A 1a—2
　　The learning of this lesson is of great significance and purpose for students.The main purpose of studying it is to guide students to think about the things around them and put them in order by discussing how to make full use of prepositions of position.Students can better understand and absorb language knowledge by observing the scenes and locations in the pictures.This lesson provides students with plenty of opportunities for oral communication through several dialogues.Students can improve their oral expression and listening comprehension skills by imitating and performing dialogues with their partners.
◆ Language Proficiency(语言能力)
1．Be able to correctly recognize and pronounce vowel phonemes(/ /，/ /，/u /，/ /)，and correctly pronounce common vocabulary containing the vowel phonemes above.
2．Identify and correctly pronounce the stressed syllables of the words.
3．Understand the semantic functions of and answers to special interrogative sentences containing where，and be able to correctly use this structure to inquire and answer about the locations.
◆ Cultural Awareness(文化意识)
1．Be able to help each other in group activities and listen to others' sharing.
2．Realize the school differences in different countries.
◆ Thinking Quality(思维品质)
1．Flexibly use the target language to ask and answer questions about school things and daily activities.
2．Provide examples to illustrate the importance of learning to keep the school and classroom clean and recognize the value and significance of efficient location management.
3．Cultivate students' thinking and innovation abilities through activities.
◆ Learning Capability(学习能力)
Be able to organize and summarize the usage of special interrogative sentences and their plete a brief report on the locations of things in the classroom or places in the school，and present it to the class.
◆ Teaching Focus(教学重点)
1．Flexibly use the target language to inquire and answer about the locations of things in the classroom and places in the school，create a dialogue，and discuss the locations and preferences.
2．Provide examples to illustrate the importance of learning to introduce and talk about the locations of things in the classroom and places in the school and recognizing the value and significance of keeping the environment clean.
◆ Teaching Difficulties(教学难点)
1．Listen and accurately confirm the stress of the word.
2．Tell the differences between prepositions of position.
◆ Teaching Breakthroughs(教学突破)
The teacher needs to create certain situations and guide students to tell and integrate information.With the teacher's help，students can sort out and sum up the usage of there be structure，establish the consciousness of subject verb agreement.They can also introduce their own school.What's more，the consciousness of loving school can be promoted.
Activity 1 Warming up and revision(感知与注意)
T：First，let's look at the title and the picture.Can you predict what the unit is about？Yes，we are going to learn something about our school.Look at the picture and share three questions：
What is this place in the picture
What are the students doing on the sports field
What do you like to do at school
设计意图：学生通过观察图片，可以直观地了解本节课的主要内容是学习关于学校的知识。通过回答三个问题，可以激活学生关于学校的已知内容，活跃思维，为后续学习奠定基础。
Activity 2 Presentation(获取与梳理)
Work on 1a
T：We are going to learn Section A．So what is your school like？Are there lots of students and teachers in it？Are there any libraries or labs？Where are they？You can share your school in these ways.Let's look at the picture.Here are 11 different places.What are they？Please speak them out.
设计意图：在老师的指导下，学生可以介绍学校，说出不同的场所及其位置，通过这种方式运用目标语言。
Activity 3 Listening(获取与梳理)
Work on 1b—1c
Before listening，let students look at the picture and predict what the listening is about.And then let them know what they will listen(three places：student centre，a classroom，Ms Gao's office).They will pay more attention to the three places and want to know their locations while listening.
Play the recording and ask students to listen to the conversations and number the three places in 1b in the order they hear them(1—3).
Listen for the first time to number the places.Then check them.At the same time，let the students guess where they are according to the picture and the recording.
Listen for the second time to complete the tasks in 1c.Get to know the differences among “in front of，behind，next to，between and across from”．
Let the students tell the conclusions and encourage them to speak out.
Listen for the third time to check the answers.
设计意图：循序渐进地运用听力策略培养学生的听力能力。帮助学生理解对话的整体内容，培养学生准确获取、组织和记录关键信息的能力。同时，让学生学会观察分析并得出结论。
Activity 4 Role play(内化与运用)
Work on 1d
Students can use the target language and peers role play with classmates in front of the class based on the listening materials.They can engage in group pairing activities within the group，and then share and demonstrate in front of the class.
Practice the conversations with your partner.Then make your own conversations.These sentence patterns may help you：
Is there…in this school？Yes，there is.
Where is it？It's…
设计意图：创设具体语境，并帮助学生逐渐将所学语言内化。
Activity 5 Pronunciation(概括与整合)
Work on 1
T：We're going to learn about vowel sounds.Let's listen and repeat.Please pay attention to the vowel sounds.
Then ask students some questions：
What is the pronunciation of / /，/ /，/u / and / /
What is the pronunciation of letter combinations of “or” and “oo”？
T：Please write the sounds of the letters in your notebook.Notice the letter combinations.Then think of other letter combinations having the same pronunciation.
Work on 2
Listen and repeat.Notice the stressed syllables.Try to pronounce these words and notice the stress.Then think of other words like them.
(The teacher adds more，and then asks students to practice more.)
设计意图：通过帮助学生学习和掌握语音，利用语音帮助学生准确地拼读和背诵单词，为学生自主学习奠定基础。本部分重点研究元音发音，为后续的学习活动打下基础。
Activity 6 Homework(反馈与强化)
Listen carefully and read the Pronunciation 1 and 2 fluently.
Search for more information about how to ask and answer questions about school things.
Section A 1a—Pronunciation —What's your school like —It's large. —Where is the dining hall —It's in_front_of the art building. behind　next to　across from　between —Is there…in your school —Yes，there is./—No，there isn't.
/ / sport　short　fork / / fox　shot　clock /u / food　school　rule / / look　good　full
Seventh grade students have good memories and imitation abilities，but they need more encouragement and guidance to maintain their interest in learning English.In order to attract students' participation and promote the acquisition of language knowledge，the teacher also needs to design practical activities and transfer activities based on texts.

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