新版人教版七年級英語上冊第三單元教案

新版人教版七年級英語上冊第三單元教案Unit3MySchooleq\o(\s\up7(),\s\do5(單元教材分析))eq\o(\s\up7(),\s\do5(UnitThemeAnalysis（單元主題分析）))Theunitthemebelongstothecategoryof“manandsociety”，involving“theenvironmentofschool，thenormalactivities，andthefacilitiesoftheschool”．Thisthemebelongstothe“socialservicesandinterpersonalcommunication”themegroup.eq\o(\s\up7(),\s\do5(UnitContentAnalysis（單元內(nèi)容分析）))Thecorelanguageofthisunitmainlyrevolvesaroundthearrangementofplaces，descriptionoflocationsusingtherebestructureandprepositionsofposition，introducingandtalkingaboutyourschool，describingtheplacesyoulike，etc.Twotypesofdiscourseinvolvedifferentdiscourseknowledge：Theyareaboutpositionsoffacilitiesoftheschool，aclassroominChina，aclassroomintheUKandplacesinPeter'snewschool.eq\o(\s\up7(),\s\do5(OverallUnitObjectives（單元總體目標）))1．Flexiblyusethetargetlanguagetoaskandanswerquestionsaboutthelocations，activities，andotherinformation，createadialoguewithquestionandanswermethodstodiscusstheplacesandlocations，andcompleteotheractivitiestotalkabouttheschool，describetheplaceswelikeandexplainwhy.Enhancestudents'environmentalprotectionawarenessandlovefortheschool.2．Understandthesemanticfunctionsofandanswerstospecialinterrogativesentencescontainingwhere，whatandhowandthegeneralquestionswiththerebestructure，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthelocations.Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandanswers.Completeabriefreportontheintroductionofthelocationsandpresentittothewholeclass.eq\o(\s\up7(),\s\do5(UnitKeyPointsandDifficulties（單元重難點一覽）))KeyPoints1.Masterthepronunciation(/??/，/?/，/u?/，/?/)oflettersandlettercombinations.2．Understandquestionsandanswersusingspecialinterrogativesentencescontainingwhere，whatandthegeneralquestionswiththerebestructure；3．Tellthedifferencesbetweenprepositionsofposition；KeyDifficulties1.Beabletoquicklyandaccuratelyobtaininformationduringlisteningandspeakingactivities；2．Tellthedifferencesbetweenprepositionsofposition；3．Accuratelyusespecialinterrogativesentencestoaskquestions，andbeabletodescribethelocationsofdifferentthingsandplaces.eq\o(\s\up7(),\s\do5(單元學情分析和教學建議))eq\o(\s\up7(),\s\do5(單元課時分配))第一課時SectionA1a—2：1lesson第二課時SectionA2a—2f：1lesson第三課時SectionAGrammarFocus3a—3d：1lesson第四課時SectionB1a—1d：1lesson第五課時SectionB2a—Project：1lesson第一課時SectionA1a—2eq\o(\s\up7(),\s\do5(TeachingContent（教學內(nèi)容）))Thelearningofthislessonisofgreatsignificanceandpurposeforstudents.Themainpurposeofstudyingitistoguidestudentstothinkaboutthethingsaroundthemandputtheminorderbydiscussinghowtomakefulluseofprepositionsofposition.Studentscanbetterunderstandandabsorblanguageknowledgebyobservingthescenesandlocationsinthepictures.Thislessonprovidesstudentswithplentyofopportunitiesfororalcommunicationthroughseveraldialogues.Studentscanimprovetheiroralexpressionandlisteningcomprehensionskillsbyimitatingandperformingdialogueswiththeirpartners.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學目標）))◆LanguageProficiency(語言能力)1．Beabletocorrectlyrecognizeandpronouncevowelphonemes(/??/，/?/，/u?/，/?/)，andcorrectlypronouncecommonvocabularycontainingthevowelphonemesabove.2．Identifyandcorrectlypronouncethestressedsyllablesofthewords.3．Understandthesemanticfunctionsofandanswerstospecialinterrogativesentencescontainingwhere，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthelocations.◆CulturalAwareness(文化意識)1．Beabletohelpeachotheringroupactivitiesandlistentoothers'sharing.2．Realizetheschooldifferencesindifferentcountries.◆ThinkingQuality(思維品質)1．Flexiblyusethetargetlanguagetoaskandanswerquestionsaboutschoolthingsanddailyactivities.2．Provideexamplestoillustratetheimportanceoflearningtokeeptheschoolandclassroomcleanandrecognizethevalueandsignificanceofefficientlocationmanagement.3．Cultivatestudents'thinkingandinnovationabilitiesthroughactivities.◆LearningCapability(學習能力)Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandtheiranswers.Completeabriefreportonthelocationsofthingsintheclassroomorplacesintheschool，andpresentittotheclass.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學重難點及突破）))◆TeachingFocus(教學重點)1．Flexiblyusethetargetlanguagetoinquireandansweraboutthelocationsofthingsintheclassroomandplacesintheschool，createadialogue，anddiscussthelocationsandpreferences.2．Provideexamplestoillustratetheimportanceoflearningtointroduceandtalkaboutthelocationsofthingsintheclassroomandplacesintheschoolandrecognizingthevalueandsignificanceofkeepingtheenvironmentclean.◆TeachingDifficulties(教學難點)1．Listenandaccuratelyconfirmthestressoftheword.2．Tellthedifferencesbetweenprepositionsofposition.◆TeachingBreakthroughs(教學突破)Theteacherneedstocreatecertainsituationsandguidestudentstotellandintegrateinformation.Withtheteacher'shelp，studentscansortoutandsumuptheusageoftherebestructure，establishtheconsciousnessofsubject-verbagreement.Theycanalsointroducetheirownschool.What'smore，theconsciousnessoflovingschoolcanbepromoted.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學過程）))Activity1Warmingupandrevision(感知與注意)T：First，let'slookatthetitleandthepicture.Canyoupredictwhattheunitisabout？Yes，wearegoingtolearnsomethingaboutourschool.Lookatthepictureandsharethreequestions：Whatisthisplaceinthepicture?Whatarethestudentsdoingonthesportsfield?Whatdoyouliketodoatschool?設計意圖：學生通過觀察圖片，可以直觀地了解本節(jié)課的主要內(nèi)容是學習關于學校的知識。通過回答三個問題，可以激活學生關于學校的已知內(nèi)容，活躍思維，為后續(xù)學習奠定基礎。Activity2Presentation(獲取與梳理)Workon1aT：WearegoingtolearnSectionA．Sowhatisyourschoollike？Aretherelotsofstudentsandteachersinit？Arethereanylibrariesorlabs？Wherearethey？Youcanshareyourschoolintheseways.Let'slookatthepicture.Hereare11differentplaces.Whatarethey？Pleasespeakthemout.設計意圖：在老師的指導下，學生可以介紹學校，說出不同的場所及其位置，通過這種方式運用目標語言。Activity3Listening(獲取與梳理)Workon1b—1cBeforelistening，letstudentslookatthepictureandpredictwhatthelisteningisabout.Andthenletthemknowwhattheywilllisten(threeplaces：studentcentre，aclassroom，MsGao'soffice).Theywillpaymoreattentiontothethreeplacesandwanttoknowtheirlocationswhilelistening.Playtherecordingandaskstudentstolistentotheconversationsandnumberthethreeplacesin1bintheordertheyhearthem(1—3).Listenforthefirsttimetonumbertheplaces.Thencheckthem.Atthesametime，letthestudentsguesswheretheyareaccordingtothepictureandtherecording.Listenforthesecondtimetocompletethetasksin1c.Gettoknowthedifferencesamong“infrontof，behind，nextto，betweenandacrossfrom”．Letthestudentstelltheconclusionsandencouragethemtospeakout.Listenforthethirdtimetochecktheanswers.設計意圖：循序漸進地運用聽力策略培養(yǎng)學生的聽力能力。幫助學生理解對話的整體內(nèi)容，培養(yǎng)學生準確獲取、組織和記錄關鍵信息的能力。同時，讓學生學會觀察分析并得出結論。Activity4Role-play(內(nèi)化與運用)Workon1dStudentscanusethetargetlanguageandpeersrole-playwithclassmatesinfrontoftheclassbasedonthelisteningmaterials.Theycanengageingrouppairingactivitieswithinthegroup，andthenshareanddemonstrateinfrontoftheclass.Practicetheconversationswithyourpartner.Thenmakeyourownconversations.Thesesentencepatternsmayhelpyou：Isthere…inthisschool？Yes，thereis.Whereisit？It's…設計意圖：創(chuàng)設具體語境，并幫助學生逐漸將所學語言內(nèi)化。Activity5Pronunciation(概括與整合)Workon1T：We'regoingtolearnaboutvowelsounds.Let'slistenandrepeat.Pleasepayattentiontothevowelsounds.Thenaskstudentssomequestions：Whatisthepronunciationof/??/，/?/，/u?/and/?/?Whatisthepronunciationoflettercombinationsof“or”and“oo”？T：Pleasewritethesoundsofthelettersinyournotebook.Noticethelettercombinations.Thenthinkofotherlettercombinationshavingthesamepronunciation.Workon2Listenandrepeat.Noticethestressedsyllables.Trytopronouncethesewordsandnoticethestress.Thenthinkofotherwordslikethem.(Theteacheraddsmore，andthenasksstudentstopracticemore.)設計意圖：通過幫助學生學習和掌握語音，利用語音幫助學生準確地拼讀和背誦單詞，為學生自主學習奠定基礎。本部分重點研究元音發(fā)音，為后續(xù)的學習活動打下基礎。Activity6Homework(反饋與強化)ListencarefullyandreadthePronunciation1and2fluently.Searchformoreinformationabouthowtoaskandanswerquestionsaboutschoolthings.eq\o(\s\up7(),\s\do5(BlackboardDesign（板書設計）))SectionA1a—Pronunciation—What'syourschoollike?—It'slarge.—Whereisthedininghall?—It'sin_front_oftheartbuilding.behindnexttoacrossfrombetween—Isthere…inyourschool?—Yes，thereis./—No，thereisn't./??/sportshortfork/?/foxshotclock/u?/foodschoolrule/?/lookgoodfulleq\o(\s\up7(),\s\do5(TeachingReflection（教學反思）))Seventhgradestudentshavegoodmemoriesandimitationabilities，buttheyneedmoreencouragementandguidancetomaintaintheirinterestinlearningEnglish.Inordertoattractstudents'participationandpromotetheacquisitionoflanguageknowledge，theteacheralsoneedstodesignpracticalactivitiesandtransferactivitiesbasedontexts.第二課時SectionA2a—2feq\o(\s\up7(),\s\do5(TeachingContent（教學內(nèi)容）))Thediscourseofthislessonisapresentationoflistening，speakingmaterials.ThisconversationmainlyrevolvesaroundthelocationsofthingsinPeter'sclassroom，aimingtohelpstudentsunderstandtheimportanceofplacearrangementandpromotestudents'lovefortheirclassroom.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學目標）))◆LanguageProficiency(語言能力)1．Beabletoorganizeandsummarizeexpressionsrelatedtothelocations，andmastertheusageofspecialquestionswithwhereandhow.2．Usethesimplepresenttensetoaskandansweraboutthelocations，andusethetargetsentencestructuretoinquireaboutthelocationsoftheschoolthings.◆CulturalAwareness(文化意識)Byunderstandingthelocationsofthingsintheclassroom，studentscancomparetheirclassroomwithPeter'sanddiscoversimilaritiesanddifferencesbetweenthem.Thiscomparisonhelpstostimulatestudents'interestinEnglishspeakingculturesandimprovetheircross-culturalcommunicationskills.◆ThinkingQuality(思維品質)1．Learntoapplygrammarknowledgeincontexttoaccuratelyunderstandandexpressthelocationsappropriately.2．Studentscanbetterarrangetheirthings，cultivategoodlivinghabits，anddevelopasolidfoundationfortheirfutureEnglishlearning.◆LearningCapability(學習能力)1．Learntocommunicatewiththeirclassmateswiththetargetlanguages.2．Applywhatislearned，cultivatestudents'abilitytouselanguageandculturalknowledgetosolvepracticalproblemsinrealsituations，andpromotetransferandinnovation.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學重難點及突破）))◆TeachingFocus(教學重點)1．Beabletousethetargetlanguagetoinquireaboutthelocationsofschoolthings.2．Completerole-playintheclasstounderstandtheimportanceoflocationarrangement，lifestylehabits，andstudyhabits.3．Learntotalkaboutthemainfacilitiesoftheschoolandtheirlocationswiththerebesentencepatternsandprepositionsofposition.◆TeachingDifficulties(教學難點)1．Beabletoquicklyandaccuratelyobtaininformationsuchasprepositionsofpositionthroughlisteningandreadingconversations.2．Illustratethefunctionsofdifferentfacilitiesbyusingtargetlanguageandenhancetheawarenessoflovingthecampus.◆TeachingBreakthroughs(教學突破)1．TeachersencouragestudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheirrealsituation.2．Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學過程）))Activity1Prediction(感知與注意)T：First，let'slookatthepictureandthenanswerthreequestions：Whatisthepictureabout?Whatcanyouseeinthepicture?Aretheycleanortidy?設計意圖：通過引入主題，創(chuàng)設情境，激發(fā)學生的參與興趣，學會運用所學詞匯描述教室物品的位置；通過預測性任務激發(fā)學生的思維，培養(yǎng)他們運用情景線索進行推理和預測的能力。Activity2Listening(感知與注意)Workon2a—2dListentotheconversationandfillintheblanksin2a.Readtheconversationandmatchthequestionswiththeanswersin2b.Readagainandtrytocompletethetaskin2c，andthenchecktheanswersinpairs.Listentotheconversationagainandrepeatafterit.Payattentiontothestressedwords.Trytorole-playtheconversationandshowyourselvesinfrontoftheclass.設計意圖：幫助學生理解對話的整體內(nèi)容，培養(yǎng)學生準確獲取、組織和記錄關鍵信息的能力。引導學生進行角色扮演式的聽力對話，組織、學習和內(nèi)化關鍵句型和關鍵語言，為進一步將所學知識應用到實際生活中奠定基礎。Activity3Afterlistening(獲取與梳理)Workon2eLetstudentsimaginethingsintheirclassroomandcomparewithPeter's.Thencompletethetasksin2eindividually.Next，letthemchecktheiranswerswiththeirpartnersusingtherebestructure.Theteachermovesaroundtomakesurestudentsgettherightanswers.Choose2studentstospeakouttheanswers.設計意圖：通過觀察和記錄，每個學生都可以深入挖掘自己的角色，促進語言內(nèi)化，從學習理解過渡到實際應用，培養(yǎng)運用語言和文化知識解決實際問題的能力。Activity4Sharing(概括與整合)Workon2fLetstudentsworkinpairs，andaskthemtocomparePeter'sclassroomwiththeirs.Givethemseveralminutestoprepareitusingtherebestructure.Thenletthemshareitinclass.Whilesharing，theotherstrytoevaluatewhoseisthebestandexplainthereasons.設計意圖：通過分享自己的匯報材料，幫助學生在實際情境中運用目標語言，提高語言能力，同時利用評價來激發(fā)學生的學習興趣，發(fā)展思維。Activity5Homework(反饋與強化)Readthepassagefluentlyandreciteit.WriteashortpassagetocompareyourclassroomwithPeter's.eq\o(\s\up7(),\s\do5(TeachingReflection（教學反思）))DuringthisperiodofEnglishlearning，studentscanmastertheusageoftherebestructure.AccordingtotheEnglishlearningtasks，studentswillpracticethestructureandtheprepositionsofpositionmoretogetfamiliarwiththem.Atthesametime，itcanhelptocultivatestudents'logicalthinkingandlanguageproficiency.第三課時SectionAGrammarFocus3a—3deq\o(\s\up7(),\s\do5(TeachingObjectives（教學目標）))◆LanguageProficiency(語言能力)1．Masterandproficientlyusetherebestructuretodescribelocationsandexistingobjects.Accuratelyuseprepositionalphrasesintherebestructuretodescribepositions.◆CulturalAwareness(文化意識)Bydiscussingschoolfacilities，studentswillenhancetheirunderstandingandidentificationwiththeschool'sculturalenvironment.◆ThinkingQuality(思維品質)Cultivatestudents'abilitiesindetailedobservation，comparison，andinduction.Throughcontrastingtherebestructureindifferentcontexts，students'logicalthinkingskillswillbeimproved.◆LearningCapability(學習能力)Developstudents'autonomouslearningabilitiesandcultivatestudents'logicalthinkingbycomparing.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學重難點及突破）))◆TeachingFocus(教學重點)Understandandmastertherebestructureanditsusage.◆TeachingDifficulties(教學難點)Accuratelyuseprepositionalphrasestodescribelocationsandhavetheabilitytoflexiblyapplytheminpracticalconversations.◆TeachingBreakthroughs(教學突破)Employdiversifiedteachingmethodssuchasexamplesentenceanalysis，groupdiscussions，andsituationalsimulationstohelpstudentsgraduallygraspandproficientlyusethegrammaticalpoints.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學過程）))Activity1Warmingupandrevision(感知與注意)T：Goodmorning，everyone！TodaywearegoingtolearnthegrammarfocuspartofUnit3，whichfocusesontherebestructureandprepositionsofposition.T：Let'sstartwithsomewarm-upquestions.What'syourfavouriteplaceinourschool？Why?(Studentssharetheiranswers，andtheteacherlistensandnods，encouragingthemtouseprepositionstodescribelocations.)設計意圖：通過提問學生最喜歡的學校地點及原因，引導學生使用介詞短語描述位置，為接下來的therebe結構的學習做好鋪墊。Activity2Presentation(獲取與梳理)Workon3aT：Now，pleasereadthesentencesin3acarefully.Yourtaskistoworkingroupsandunderlinetheverbsintherebestructureandcircletheprepositionsofposition.(Studentsreadthesentencesandworkingroupstocompletethetask.)設計意圖：通過小組活動，讓學生在具體的語境中感知并識別therebe結構和介詞短語，加深對語法點的理解。Activity3Completethesentences(概括與整合)Workon3bT：Nowreadthesentencesin3bandtrytocompletetheminyourgroups.(Studentsreadandworkingroups.)T：Okay，let'sgothroughthefirstonetogether.A：Wherearethelockers？B：Theyarenexttothereadingcorner.Cananyonetellmewhatverbformisusedhere?S：It'sare，thepluralformofbe.T：That'sright！Now，let'sseeifyoucanfindtheruleforverbformsinthesesentences.Discussinyourgroupsandshareyouranswers.(Studentsdiscussandsharetheiranswers.)T：Verygood！Theruleisthatwhenwe'retalkingaboutsomethingthatisplural，weusethereare.Andforsingularoruncountablenouns，weusethereis.Isthatclear?Ss：Yes!(Thenaskstudentstochecktheanswersinpairs.)設計意圖：通過練習3b的句子，加深學生對“therebe”結構的理解和運用，特別是動詞的正確形式。通過小組討論，引導學生自主發(fā)現(xiàn)“therebe”結構中動詞形式的使用規(guī)則，增強學生的學習主動性和參與度。Activity4Describetheclassroom(內(nèi)化與運用)Workon3cT：Pleaselookatthepictureanddescribeitusingprepositionsofpositionfreely.(Theteachershowsthepictureof3conthescreen.)T：Readthepassagein3candcirclethecorrectprepositionstocompletethedescription.Remember，thechoiceofprepositionsisveryimportanttodescribetheexactlocationofthings.(Studentsreadandcircleprepositions.)T：Okay，let'sshareouranswers.Whocantelluswherethescreenisinthepicture?S1：Thescreenisonthewall.T：Excellent！Andwhereistheteacher'sdesk?S2：Theteacher'sdeskisinthecorner，infrontofawindow.…設計意圖：通過描述圖片中的教室，訓練學生使用正確的介詞來描述物體的位置，提升學生的語言運用能力。通過分享答案，增強課堂互動，幫助學生鞏固和記憶介詞的使用。Activity5Pairwork(概括與整合)Workon3dT：You'regoingtoworkinpairsandcompareyourclassroomwiththeclassroomin3c.UsethestructureInourclassroom，thereare/is…totalkaboutthedifferences.(Studentspairupandstartdiscussing.)T：I'llgiveyouafewminutestodiscussandthenwe'llsharesomeofyourobservations.(Studentsdiscussandsharetheirobservations.)T：Veryinterestingcomparisons！It'sgreattoseehowdifferentclassroomscanbe，buttheyallhavetheiruniquefeatures.設計意圖：通過把自己的教室和圖片中的教室作對比，幫助學生整合所學知識，提升綜合運用能力。通過小組討論和分享，培養(yǎng)學生的溝通能力和合作意識，同時加深對學校環(huán)境的認識。Activity6Homework(反饋與強化)Writeashortessayusingtherebestructuretodescribeyourbedroom，includingtheitemsinitandtheirlocations.DrawafloorplanofyourbedroomandlabeltheitemsandtheirlocationsinEnglishonthemap.eq\o(\s\up7(),\s\do5(BlackboardDesign（板書設計）))SectionAGrammarFocus3a—3dThereisanicelibrarybehindtheclassroombuilding.Thereis…Therearesometreesinfrontofthesportsfield.Thereare…—Arethereanylockersintheclassroom?—Yes，thereare.—No，therearen't.eq\o(\s\up7(),\s\do5(TeachingReflection（教學反思）))Duringtheteachingprocess，itisimportanttoguidestudentstounderstandandmastertheusageoftherebestructureanddirectionalprepositionsthroughobservationandhands-onpractice.Variousteachingmethodsandactivities，suchasgroupdiscussionsandrole-play，canbeusedtostimulatestudents'interestandenthusiasmforlearning.Timelyfeedbackandguidanceshouldbeprovidedtohelpstudentsovercomedifficultiesduringthelearningprocess.Intermsofhomeworkassignments，emphasisshouldbeplacedondiversityandpracticality，allowingstudentstoapplytheknowledgetheyhavelearnedinreal-lifesituations，therebyenhancingtheirlanguageapplicationskillsandoverallcompetence.第四課時SectionB1a—1deq\o(\s\up7(),\s\do5(TeachingContent（教學內(nèi)容）))ThediscourseofthelessonisanemailwhichisPeter'sreplytoFlora's.IttellsPeter'snewschool.Thearticleusessomesentencepatternssuchastherebestructureandprepositionsofpositiontoenablestudentstointuitivelyunderstandthescenesandemotionsdescribedbythewriter.Intermsofchapterstructure，theemailadoptsacombinationofimagesandtext，presentingPeter'snewschool，allowingstudentstounderstandthelocationsofsomeschoolfacilitiesinhisnewschool.Firstly，thankFloraforheremail，andthenintroducehisnewschool，includingsomeschoolfacilitiessuchasasportsfieldandaclassroombuilding.Wecanfindtheschoolinorderandtidy.Thearticleusesthesimplepresenttensethroughout，especiallytherebestructure，withthefirstperson.Intermsofwritingtechniquesanddiscoursestructure，thearticleadoptsdirectdescription，makingthecontentclearandlogical.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學目標）))◆LanguageProficiency(語言能力)1．Studentscanmastersomecommonvocabularyandgrammarknowledge，suchastheprepositionsofposition，placedescription，theirpreference，etc.2．Duringthereadingprocess，studentscantrytocomparetheirownschoolwithPeter'stoexerciseandimprovetheiroralexpressionability.◆CulturalAwareness(文化意識)1．Understandthelocationsofschoolfacilitiesindifferentcountriesandlearningstylesofstudentsfromdifferentculturalbackgrounds，broadeningtheirhorizonsandcognition.2．Enhancestudents'cross-culturalcommunicationskillsandbroadentheirinternationalperspective.◆ThinkingQuality(思維品質)1．Studentscanlearnexcellentqualitiessuchasdiligence，self-discipline，andkeepingtheenvironmentcleanandtidy，whichareofgreatsignificancefortheirgrowthanddevelopment.2．Guidestudentstoestablishcorrectvaluesandoutlookonsociety，andcultivateapositiveattitudetowardssociety.◆LearningCapability(學習能力)1．Trytoorganizeandsummarizethelocationsofschoolthings，scheduleactivities，andothercontentinthearticle.2．Basedonstudents'actualsituation，expresstheirschoolarrangement.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學重難點及突破）))◆TeachingFocus(教學重點)1．QuicklyandaccuratelyobtainbasicinformationaboutPeter'sschoolintheshortarticle，andfurthermastertherebestructureandprepositionsofposition.2．Usethetargetlanguagetocompletelyandaccuratelytellwhatyourschoolislike.◆TeachingDifficulties(教學難點)1．Basedonone'sactualsituation，explainthelocationsofschoolthings.2．Presentcomprehensiveandappropriateexpressionsinclass.◆TeachingBreakthroughs(教學突破)1．EncouragestudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheiractualsituation.2．Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學過程）))Activity1Warmingupandrevision(感知與注意)Workon1aT：Goodmorning，everyone.Sinceyouhavestudiedinourschoolforweeks，youmustbequitefamiliarwithourschool.Sowhatareyourfavouriteplacesinourschool？Pleaselistthemandsharewithyourdeskmate.Hereisanexample.A：What'syourfavouriteplaceinourschool?B：Myfavouriteplaceis…A：Whydoyoulikeitbest?B：Because…設計意圖：通過真實情境的創(chuàng)設，幫助學生回顧校園場所的描述，為后續(xù)的閱讀學習作鋪墊，同時又激發(fā)了學生的學習熱情，為接下來的學習活動做好準備。Activity2Skimreading：Prediction(感知與注意)Workon1bT：Workingroupsandlookatthephotosbelow.GuesswhichcountryPeterisfrom.Whatdoyouwanttoknowabouthisschool?T：Lookatthepassage.Whatkindofpassageisit？Whatcanyouseeinthepicture?(Undertheguidanceoftheteacher，studentsanswerthegenreandthemeofthearticletopredictitscontentandunderstandthatitisapracticalwritingaboutPeter'sschool.)T：SkimPeter'sreplytoFlora'semail.Thenreadthethreequestionsin1bandchoosethequestionFloraprobablyaskedinherlastemail.Asksomestudentstoexplainthereasonsandthenchecktheanswersundertheguidanceoftheteacher.設計意圖：通過預測任務激發(fā)學生的學習興趣，有利于學生發(fā)散思維，培養(yǎng)學生運用語境線索進行推理和預測的能力。Activity3Carefulreading(獲取與梳理)Workon1c&1dAskstudentstoreadagainandcomplete1c.Afterstudentsfinishthetask，theteachercheckstheanswerswithstudentstogether.Letstudentsreadagainanddiscussthequestionsin1dingroups.Letstudentsspeakouttheirownideasaboutthequestionsingroups，andthenletthemdiscuss.Theycancorrecttheirownanswerswiththehelpofteammates.Itcanalsomaketheirmindclearandwise.設計意圖：幫助學生掌握語篇的主旨大意，有邏輯地組織文章中的信息，理解語言、文化和思維之間的關系。引導學生在閱讀文章時組織、學習和內(nèi)化關鍵句型和關鍵語言，為進一步在現(xiàn)實生活中應用所學知識奠定基礎。Activity4Comparison&show(內(nèi)化與運用)Workon1dAccordingtothediscussion，letstudentsworkingroupstotrytocomparetheirschoolwithPeter'sschoolandchoosesomestudentstospeakouttheiropinions.設計意圖：通過學生的實踐活動，將兩個學校進行比較，能創(chuàng)設情境運用語言，有利于將所學語言內(nèi)化。同時，在比較和表達的過程中，學生能夠了解寫作技巧和語言結構。Activity5Summary(總結與反思)Letstudentsgooverwhattheydidandlearned.Atthesametime，askstudents：Areyoupleasedwithyourself，yourpartnerandteammates?設計意圖：引導學生參與超越話語范疇的活動，讓學生自己總結他們所學和所做的，進一步鞏固目標語言，提升語言運用能力，培養(yǎng)良好學習習慣。Activity6Homework(反饋與強化)Retellthepassageandpractisewithyourpartner.Writeapassageaboutyourschool.eq\o(\s\up7(),\s\do5(TeachingReflection（教學反思）))Observewhetherstudentscanuseaccuratelanguagetointroduceplacesintheirschool，whethertheyhavecross-culturalcommunicationandexchangeawareness.Observewhetherstudentscancreateaharmonyenvironment.第五課時SectionB2a—Projecteq\o(\s\up7(),\s\do5(TeachingContent（教學內(nèi)容）))Inordertobetterunderstandtheschoolsaroundtheworld，weconductthewritingpracticewiththeaimofinvestigatingandanalyzingthelocationsofplacesintheschool，thestudents'preferenceandthereason.Thispracticalactivityisdesignedandimplementedaround“thelocationsofplacesinyourschool”．Theactivityrequiresstudentstowritethelocationsofplacesintheirschool，inquireabouttheirdailyactivitiesandcompleteanemail.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學目標）))◆LanguageProficiency(語言能力)1．Integrateinformationabouttheschoolandwriteanemailintroducingtheschoolanddailyactivities.2．Transferandapplylearnedvocabulary，targetstructures，sentencepatterns，andvariousfunctionalexpressionstoone'sownwriting.◆CulturalAwareness(文化意識)1．Enhancecross-culturalcommunicationconsciousness.2．Expandhorizonsandenhanceunderstandingofvariousschoolsindifferentcountries.◆ThinkingQuality(思維品質)1．Throughproject-basedlearning，improvestudents'cooperationabilityandteamspirit.2．Beabletoactivelyparticipateinprojectactivitiesorganizedbytheteacher，keepthinkingwhensharingandcommunicating，andenjoythejoyofit.◆LearningCapability(學習能力)1．Continuouslyimprovestudents'writinglevelthroughself-evaluationandpeerevaluation.2．Realizethatkeepingthingscleanandtidycaneffectivelyimprovelearningefficiency.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties