资源简介

第一课时　Section A(1a～1d)&Pronunciation
1．Talk about the positions of the places in the school.
2．Talk about the pronunciation of the letter and letter combinations for the monophthong phonetic symbols/??/，/?/，/u?/，/?/.
Language AbilitiesGrasp the following important points as well as be able to read and write correctly.Key words and phrases：in front of，behind，next to，between，across from，library，computer building，gym，art building，classroom building，dining hall，school hall，student centre，sports field，science building，teachers' building，music hallKey sentences：①—Where's the dining hall？—It's in front of the art building.②—Is there a(n)…in this school？—Yes，there is./No，there isn't.③—Where's…？　—It's…
Learning Abilities●Learn to grasp key words，phrases，and sentences to talk about the positions of the places in the school.●Learn to describe the position，orientation relationship and the spatial layout of the school accurately in English.●Improve the spatial cognitive ability：Enhance the cognitive and understanding ability of learning to remember the position information of different places in the school in order to talk about it better.
Thinking Qualities●Be able to construct a spatial model of the school in the mind and clearly present the relative positions of various places.●Be able to analyze and summarize the positional relationship among different places.
Cultural Awareness●Understand the cultural factors contained in the school planning，such as the functional zoning.●Recognize the connection among the position arrangement of different places, the school culture and educational concept.
重点：
1．Students are able to master relevant vocabulary and expressions about positions and places in the school：in front of，behind，next to，between，across from，library，computer building，gym，art building，classroom building，dining hall，school hall，student centre，sports field，science building，teachers' building，music hall.
2．Students are able to accurately describe the positions of various places in the school using proper sentence structures：①—Where's…？—It's…②—Is there a(n)…in this school？—Yes，there is./No，there isn't.
难点：
1．Students are able to clearly understand and distinguish different positional relationships and accurately use the corresponding expressions.
2．Students are able to organize their language and express positions in a vivid and detailed way.
3．Students are able to overcome difficulties in expressing complex positional concepts.
Step 1　Lead in
Show pictures of different places in the school and introduce the places to students.
T：Look at the photos.This is our school.This is our classroom.What place is it
Ss：It's our classroom building.
T：What place is it
Ss：…
(The teacher writes the new words on the blackboard：library，computer building，gym，art building，classroom building，dining hall，school hall，student centre，sports field，science building，teachers' building，music hall)
Work on 1a
1．Ask students to look at the pictures and ask them the positions of the places.
T：Here is a map of our school.The library is next to the computer building.Where's the dining hall
Ss：It's…
(The teacher shows the prepositions of places on the blackboard：in front of，behind，next to，between…and…，across from)
2．Ask students to work in pairs and introduce the positions of the places in 1a using the prepositions and sentence patterns in the box.
3．Ask students to share their conversations and the teacher helps to correct their pronunciation if necessary.
【设计意图】通过照片介绍的方式导入新课，同时引入生词，能激发学生的学习兴趣。
Step 2　Listening & Speaking(1b～1d)
Work on 1b
1．Ask students to look at the places in 1a and number the places in the order they hear them.
2．Ask students to share the answers and the teacher helps to correct if necessary.
Work on 1c
1．Ask students to listen again and complete the sentences.
2．Ask students to share the answers and the teacher helps to correct their pronunciation if necessary.
Work on 1d
1．Ask students to read the listening scripts and make a summary about asking for the positions.
T：When we want to know the position of a place，we can use the sentence patterns：—Where is…？　—It's…　We can also ask like this：—Is there a(n)…in this school？　—Yes，there is./No，there isn't.
(The teacher show key sentence patterns on the blackboard.)
2．Show a map of our school and ask students to work in pairs and make a conversation with their own words to introduce the places in their school.
T：It's your time to introduce our school.Make a conversation in pairs.You can ask and answer questions with the sentence patterns on the blackboard.
3．Choose three or four pairs of students to share their conversations.
【设计意图】通过pair work的形式，学生能够对目标句型进行充分练习。
Step 3　Pronunciation & Speaking(1～2)
Show students the monophthong phonetic symbols/??/，/?/，/u?/，/?/.
(The teacher shows how to pronounce the four phonetic symbols one by one.)
T：Look at this.What is this
Ss：It's /??/.
…
Work on 1
Ask students to listen to the recording and repeat after the recording.
Work on 2
1．Ask students to listen to the recording and mark the stressed syllables.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
3．Ask students to repeat after the recording.
【设计意图】通过跟读音标及对应单词，学生能有效地练习发音和目标句型。
Step 4　Summary
1．Ask students to do exercise about what they have learned today.
2．Ask students to make a summary about what they have learned today.
【设计意图】通过练习和总结，学生能明确本节课的重点句型。
Step 5　Homework
1．Ask students to introduce the places in the school to their deskmates.
2．Do the exercises in students' workbooks.
Unit 3　My School第一课时　Section A(1a～1d)&PronunciationKey points：library，computer building，gym，art building，classroom building，dining hall，school hall，student centre，sports field，science building，teachers' building，music hall，in front of，behind，next to，between…and…，across fromSentence patterns：—Where is…？　—It's…—Is there a(n)…in this school？　—Yes，there is./No，there isn't.

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