资源简介

Unit 3　My School
第二课时　Section A 2a—2f
The discourse of this lesson is a presentation of listening，speaking materials.This conversation mainly revolves around the locations of things in Peter's classroom，aiming to help students understand the importance of place arrangement and promote students' love for their classroom.
◆ Language Proficiency(语言能力)
1．Be able to organize and summarize expressions related to the locations，and master the usage of special questions with where and how.
2．Use the simple present tense to ask and answer about the locations，and use the target sentence structure to inquire about the locations of the school things.
◆ Cultural Awareness(文化意识)
By understanding the locations of things in the classroom，students can compare their classroom with Peter's and discover similarities and differences between them.This comparison helps to stimulate students' interest in English speaking cultures and improve their cross cultural communication skills.
◆ Thinking Quality(思维品质)
1．Learn to apply grammar knowledge in context to accurately understand and express the locations appropriately.
2．Students can better arrange their things，cultivate good living habits，and develop a solid foundation for their future English learning.
◆ Learning Capability(学习能力)
1．Learn to communicate with their classmates with the target languages.
2．Apply what is learned，cultivate students' ability to use language and cultural knowledge to solve practical problems in real situations，and promote transfer and innovation.
◆ Teaching Focus(教学重点)
1．Be able to use the target language to inquire about the locations of school things.
2．Complete role play in the class to understand the importance of location arrangement，lifestyle habits，and study habits.
3．Learn to talk about the main facilities of the school and their locations with there be sentence patterns and prepositions of position.
◆ Teaching Difficulties(教学难点)
1．Be able to quickly and accurately obtain information such as prepositions of position through listening and reading conversations.
2．Illustrate the functions of different facilities by using target language and enhance the awareness of loving the campus.
◆ Teaching Breakthroughs(教学突破)
1．Teachers encourage students to speak more and express themselves in English according to their real 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 Prediction(感知与注意)
T：First，let's look at the picture and then answer three questions：
What is the picture about
What can you see in the picture
Are they clean or tidy
设计意图：通过引入主题，创设情境，激发学生的参与兴趣，学会运用所学词汇描述教室物品的位置；通过预测性任务激发学生的思维，培养他们运用情景线索进行推理和预测的能力。
Activity 2 Listening(感知与注意)
Work on 2a—2d
Listen to the conversation and fill in the blanks in 2a.
Read the conversation and match the questions with the answers in 2b.
Read again and try to complete the task in 2c，and then check the answers in pairs.
Listen to the conversation again and repeat after it.Pay attention to the stressed words.Try to role play the conversation and show yourselves in front of the class.
设计意图：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。引导学生进行角色扮演式的听力对话，组织、学习和内化关键句型和关键语言，为进一步将所学知识应用到实际生活中奠定基础。
Activity 3 After listening(获取与梳理)
Work on 2e
Let students imagine things in their classroom and compare with Peter's.Then complete the tasks in 2e individually.Next，let them check their answers with their partners using there be structure.The teacher moves around to make sure students get the right answers.
Choose 2 students to speak out the answers.
设计意图：通过观察和记录，每个学生都可以深入挖掘自己的角色，促进语言内化，从学习理解过渡到实际应用，培养运用语言和文化知识解决实际问题的能力。
Activity 4 Sharing(概括与整合)
Work on 2f
Let students work in pairs，and ask them to compare Peter's classroom with theirs.Give them several minutes to prepare it using there be structure.Then let them share it in class.While sharing，the others try to evaluate whose is the best and explain the reasons.
设计意图：通过分享自己的汇报材料，帮助学生在实际情境中运用目标语言，提高语言能力，同时利用评价来激发学生的学习兴趣，发展思维。
Activity 5 Homework(反馈与强化)
Read the passage fluently and recite it.
Write a short passage to compare your classroom with Peter's.
During this period of English learning，students can master the usage of there be structure.According to the English learning tasks，students will practice the structure and the prepositions of position more to get familiar with them.At the same time，it can help to cultivate students' logical thinking and language proficiency.

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