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Unit 3 My School
Period 2 Section A （Pronunciation-2e）
一、教材分析
What: 本课时语音练习及一篇对话篇章。语音部分任务1主要介绍了/ :/，/ /，/u:/和/ /，及元音字母及字母组合的发这些音的规则，任务2主要介绍了三音节单词的重读音节。对话篇章主要是Peter和妈妈介绍自己的新教室的情况，涉及对于教师描述的核心语言和句型。
Why: 通过本课时的学习让学生介绍自己的新教室，并通过父母和孩子对于教室的讨论，增强父母对孩子的理解，也提升孩子对与父母的信任。在对话的最后通过对于lockers的问答介绍中西方教室差异。
How: 通过Peter和妈妈之间的问答复习句型“—What’s...like？—It’s...”；通过向妈妈介绍自己的教室设施复习句型There’s...并引入special, smart whiteboard, another, put up, important notices等重点单词同时复习了相关的方位介词；通过妈妈询问Peter引入”there be句型”的一般疑问句；通过Peter对于自己物品的摆放位置引入有关中西方教室文化的差异。
二、教学内容
1. 发/ :/，/ /，/u:/和/ /音的字母及字母组合；三音节单词的重读音节。
2. 本单元的重点单词及句型
3. 阅读技巧和能力。
三、教学目标
1. 掌握以下重点单词及短语：
large, special, smart, whiteboard, put up, important, notice, locker, drawer, at the back(of), corner
2. 掌握下列句型：
—What’s your new classroom like？—It’s...
—Where do you sit？—I sit...
—What’s special in your classroom？—There’s...
—Are there... in your classroom？—Yes, there are/No, there aren’t.
3. 能根据对话信息提取有关物品位置的信息。
4.能够通过对话感受父母对孩子的关心，并了解中国教室的典型元素，并理解中西方文化的不同，正确的认识中西方之间的文化差异。
四、教学重难点
重点：能够识别教室各种物品的名称并能介绍物品的位置。
难点：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。
五、教学准备
图片，音乐，多媒体等。
六、教学过程
Step 1 Greeting and lead-in
T: Good morning, class. How are you, today？
Ss: Fine, thanks. And you？
T: I’m fine too. Today, we’ll learn phonetic symbols that can help us pronounce.
...
Step 2 Pronunciation
1. Work on 1
（1）Listen and conclude.
Play the pronunciation of the following words: sport；short；fork，and let students repeat.
T: What pronunciation does these words have in common？
Ss: They all have / :/.
T: Great. They all have / :/. Now, look at these words, do you know which words can pronounce / :/.
Ss: or.
T: Listen again and feel the feature of / :/
Conclude the other three phonemes’ pronunciation in the same way.
（2）Explain the key methods of pronouncing these phonemes.
（3）Practice
Show the pictures of or/o/oo/u/ and let students say out their pronunciation quickly. Teacher can divide students into two groups and the faster group won the game.
（4）Listen and repeat
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.
【设计意图】通过学生跟读并归纳总结，提升学生的参与感,同时铜鼓绕口令的练习，巩固学生的发音。
2. Work on 2
（1）Listen to the sentences and repeat them.
（2）Let students claps their hands when they read the stressed syllables.
Step 3 Listening（2a）
1. Predicting.
Ask students look at the picture in 2a and answer the following questions.
（1）What can you see in the picture？
（2）Where is the teacher’s desk？
（3）Is it a classroom in China？Why？
2. Look through the conversation quickly. And guess the probable contents in the blanks.
3. Listen to the conversation and fill in the blanks.
4. Check the answers: in front of; in the middle of; next to; at the back of
【设计意图】通过看图片并回答问题，复习有关有关教室的单词，同时提高学生的听前预测能力，进一步提升学生的听力技巧。
Step 4 Reading
1. Work on 2b.
Let students read the conversation and grab the key information and match the questions with the answers.
Check the answers: 1. C 2.D 3. A 4. B
2. Work on 2c
Let students read the conversation again and finish 2c.
Check the answers: T; F; T; F
【设计意图】学生通过通过完成阅读任务锻炼对于文章细节信息的抓取能力，提升阅读技巧。
Step 5 Role-play
1. Students read after the conversation and pay more attention to key sentences.
2. Role-play the conversation in pair.
3. Choose some students show in class and choose the best pairs according to their pronunciation, tone and fluency.
Step 6 Speaking
1. Work on 2e
Let students look at their own classroom and find the differences between their classroom and Peter’s. Finish the chart.
（Teachers can write more words about classroom on the blackboard.）
2. Work on 2f
Let students work in pairs and discuss the differences with “there be structure” and choose students show in class.
3. Find difference game.
The teacher shows several pairs of similar picture about classroom and let students find the differences as quickly as possible and express the differences with “there be structure”.
【设计意图】通过口语练习，进一步巩固学生=对there be句型的掌握，同时通过学习练习增加学生的学习兴趣。
Step 7 Homework
Write a short article introduce Peter’s school.
七、板书设计
Section A （Pronunciation-2e）—What’s your new classroom like？—It’s...—Where do you sit？—I sit...—What’s special in your classroom？—There’s...—Are there... in your classroom？—Yes, there are/No, there aren’t.
八、教学反思

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