资源简介

Unit 3 My School
Section A (1a-1d)
I. Teaching Aims
1. Students can understand and use the prepositions of place to talk about the positions of the places in the school, such as in front of, behind, next to, in the middle of, between and across from.
2. Students can listen for the key information to number the places in the right order (1b) and complete the sentences about the positions of the places (1c).
3. Students can use the structures "Is there ... in this school Yes, there is. Where is it It's ..." to talk about the places in the picture in 1a.
II. Key and Difficult Points
1. Key points: the prepositions of place (in front of, behind, next to, in the middle of, between, across from) and the key structures "Where's ... It's ..." and "Is there ... Yes, there is."
2. Difficult points: using the prepositions correctly to describe the positions of the places, and using "there is" and the location language to talk about their own school in a real situation.
III. Teaching Tools
The textbook, the blackboard and some coloured chalk, a recorder or a computer for the audio, the school picture in 1a, printed worksheets for 1b and 1c, a dictionary, and a PPT (optional).
IV. Teaching Procedures
Step 1: Warm-up and Lead-in (5 mins)
1. The teacher shows the big picture of a school on the PPT and asks, "What is your school like " to lead in the topic of this class.
2. The teacher asks students to name the places they can see in the picture, such as library, gym, dining hall, sports field, science building and music hall, and writes these words on the blackboard.
3. The teacher tells students that today they will visit a new school and learn to talk about where the places are.
[Purpose] This part is to activate the topic words about school places and the background knowledge. By looking at the picture, students guess and share what places a school usually has, which prepares them for the listening.
Step 2: Pre-listening (1a)
1. The teacher asks, "Where's the dining hall " and answers "It's in front of the art building," to show how to talk about positions.
2. The teacher writes the words in the box on the blackboard: in front of, behind, next to, in the middle of, between, across from, and explains each one with the picture.
3. Students work in pairs and talk about the positions of more places in the picture, for example, "Where's the library It's next to the student centre."
[Purpose] This part is to help students understand the prepositions of place and get ready for the listening. Talking about the picture first lowers the difficulty and builds their confidence.
Step 3: While-listening for the order (1b)
1. The teacher asks students to look at the three places: student centre, a classroom and Ms Gao's office, and tells them to listen for the order they hear.
2. Students listen to the three conversations for the first time and number the places in the order they hear them.
3. The teacher checks the answers and plays the recording again if necessary.
[Purpose] This part trains students to listen for the main information and the order of the places. The first listening only asks for the order, so students will not feel it is too hard.
Step 4: While-listening for the details (1c)
1. The teacher asks students to read the three sentences in 1c first and guess what kind of place can go in each blank.
2. Students listen again and complete the sentences: "____ is behind the sports field." "____ is across from the school hall." "____ is between the library and the gym."
3. Students check their answers with a partner, and then the teacher plays the recording once more to check the answers together.
[Purpose] This part trains students to listen for the details about the positions of the places. By reading the sentences first, students know what to listen for and can catch the key information more easily.
Step 5: Post-listening Speaking (1d)
1. The teacher shows the example dialogue in 1d on the PPT: "Is there ... in this school Yes, there is. Where is it It's ..." and reads it with the class.
2. Students work in pairs and talk about the places in the picture in 1a using these sentences, for example, "Is there a gym in this school Yes, there is. Where is it It's in the middle of the school."
3. Some pairs are invited to show their dialogue in front of the class, and the teacher gives them some comments.
[Purpose] This part gives students a chance to use the new words and structures to express themselves. Pair work lets every student speak, and showing in class helps them build confidence.
Step 6: Summary and Homework (3 mins)
1. The teacher and the students go over the prepositions of place and the key structures on the blackboard together.
2. Homework: write three to four sentences about the positions of the places in your own school, using the words and structures we have learnt today.
[Purpose] This part helps students review what they have learned in class. Writing about their own school moves the language from practice to real use and consolidates the key points.
V. Blackboard Design
Unit 3 My School (Section A 1a-1d) — What is your school like
Prepositions of place: in front of behind next to in the middle of between across from
Key sentences: Where's the dining hall It's in front of the art building.
Is there a gym in this school Yes, there is. Where is it It's in the middle of the school.
Places: library / gym / dining hall / sports field / school hall / science building / music hall
六、教学反思
本课以"参观新学校"为线索，借助学校图片开展听说活动，学生对方位介词的整体感知较好，1b、1c 完成度较高。但仍有两点值得改进：一是 in front of 与 across from、next to 与 between 容易混淆，部分学生描述位置时会用错；二是个别后进生开口说英语时习惯夹用中文。
改进措施：课堂上应借助板书画一张简单的"方位平面图"，边指边带读六个方位词，帮助学生建立空间对应；在 1c、1d 环节提供句型支架（Where's ... It's ... / Is there ... Yes, there is.），先同桌互说再全班展示，降低开口难度；对后进生提出"每人至少说一句完整英文"的最低要求，并及时给予肯定。

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