新版人教版七年级英语上册第三单元教案

新版人教版七年级英语上册第三单元教案Unit3MySchooleq\o(\s\up7(),\s\do5(单元教材分析))eq\o(\s\up7(),\s\do5(UnitThemeAnalysis（单元主题分析）))Theunitthemebelongstothecategoryof“manandsociety”，involving“theenvironmentofschool，thenormalactivities，andthefacilitiesoftheschool”．Thisthemebelongstothe“socialservicesandinterpersonalcommunication”themegroup.eq\o(\s\up7(),\s\do5(UnitContentAnalysis（单元内容分析）))Thecorelanguageofthisunitmainlyrevolvesaroundthearrangementofplaces，descriptionoflocationsusingtherebestructureandprepositionsofposition，introducingandtalkingaboutyourschool，describingtheplacesyoulike，etc.Twotypesofdiscourseinvolvedifferentdiscourseknowledge：Theyareaboutpositionsoffacilitiesoftheschool，aclassroominChina，aclassroomintheUKandplacesinPeter'snewschool.eq\o(\s\up7(),\s\do5(OverallUnitObjectives（单元总体目标）))1．Flexiblyusethetargetlanguagetoaskandanswerquestionsaboutthelocations，activities，andotherinformation，createadialoguewithquestionandanswermethodstodiscusstheplacesandlocations，andcompleteotheractivitiestotalkabouttheschool，describetheplaceswelikeandexplainwhy.Enhancestudents'environmentalprotectionawarenessandlovefortheschool.2．Understandthesemanticfunctionsofandanswerstospecialinterrogativesentencescontainingwhere，whatandhowandthegeneralquestionswiththerebestructure，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthelocations.Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandanswers.Completeabriefreportontheintroductionofthelocationsandpresentittothewholeclass.eq\o(\s\up7(),\s\do5(UnitKeyPointsandDifficulties（单元重难点一览）))KeyPoints1.Masterthepronunciation(/ɔː/，/ɒ/，/uː/，/ʊ/)oflettersandlettercombinations.2．Understandquestionsandanswersusingspecialinterrogativesentencescontainingwhere，whatandthegeneralquestionswiththerebestructure；3．Tellthedifferencesbetweenprepositionsofposition；KeyDifficulties1.Beabletoquicklyandaccuratelyobtaininformationduringlisteningandspeakingactivities；2．Tellthedifferencesbetweenprepositionsofposition；3．Accuratelyusespecialinterrogativesentencestoaskquestions，andbeabletodescribethelocationsofdifferentthingsandplaces.eq\o(\s\up7(),\s\do5(单元学情分析和教学建议))eq\o(\s\up7(),\s\do5(单元课时分配))第一课时SectionA1a—2：1lesson第二课时SectionA2a—2f：1lesson第三课时SectionAGrammarFocus3a—3d：1lesson第四课时SectionB1a—1d：1lesson第五课时SectionB2a—Project：1lesson第一课时SectionA1a—2eq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))Thelearningofthislessonisofgreatsignificanceandpurposeforstudents.Themainpurposeofstudyingitistoguidestudentstothinkaboutthethingsaroundthemandputtheminorderbydiscussinghowtomakefulluseofprepositionsofposition.Studentscanbetterunderstandandabsorblanguageknowledgebyobservingthescenesandlocationsinthepictures.Thislessonprovidesstudentswithplentyofopportunitiesfororalcommunicationthroughseveraldialogues.Studentscanimprovetheiroralexpressionandlisteningcomprehensionskillsbyimitatingandperformingdialogueswiththeirpartners.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Beabletocorrectlyrecognizeandpronouncevowelphonemes(/ɔː/，/ɒ/，/uː/，/ʊ/)，andcorrectlypronouncecommonvocabularycontainingthevowelphonemesabove.2．Identifyandcorrectlypronouncethestressedsyllablesofthewords.3．Understandthesemanticfunctionsofandanswerstospecialinterrogativesentencescontainingwhere，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthelocations.◆CulturalAwareness(文化意识)1．Beabletohelpeachotheringroupactivitiesandlistentoothers'sharing.2．Realizetheschooldifferencesindifferentcountries.◆ThinkingQuality(思维品质)1．Flexiblyusethetargetlanguagetoaskandanswerquestionsaboutschoolthingsanddailyactivities.2．Provideexamplestoillustratetheimportanceoflearningtokeeptheschoolandclassroomcleanandrecognizethevalueandsignificanceofefficientlocationmanagement.3．Cultivatestudents'thinkingandinnovationabilitiesthroughactivities.◆LearningCapability(学习能力)Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandtheiranswers.Completeabriefreportonthelocationsofthingsintheclassroomorplacesintheschool，andpresentittotheclass.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)1．Flexiblyusethetargetlanguagetoinquireandansweraboutthelocationsofthingsintheclassroomandplacesintheschool，createadialogue，anddiscussthelocationsandpreferences.2．Provideexamplestoillustratetheimportanceoflearningtointroduceandtalkaboutthelocationsofthingsintheclassroomandplacesintheschoolandrecognizingthevalueandsignificanceofkeepingtheenvironmentclean.◆TeachingDifficulties(教学难点)1．Listenandaccuratelyconfirmthestressoftheword.2．Tellthedifferencesbetweenprepositionsofposition.◆TeachingBreakthroughs(教学突破)Theteacherneedstocreatecertainsituationsandguidestudentstotellandintegrateinformation.Withtheteacher'shelp，studentscansortoutandsumuptheusageoftherebestructure，establishtheconsciousnessofsubject­verbagreement.Theycanalsointroducetheirownschool.What'smore，theconsciousnessoflovingschoolcanbepromoted.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)T：First，let'slookatthetitleandthepicture.Canyoupredictwhattheunitisabout？Yes，wearegoingtolearnsomethingaboutourschool.Lookatthepictureandsharethreequestions：Whatisthisplaceinthepicture?Whatarethestudentsdoingonthesportsfield?Whatdoyouliketodoatschool?设计意图：学生通过观察图片，可以直观地了解本节课的主要内容是学习关于学校的知识。通过回答三个问题，可以激活学生关于学校的已知内容，活跃思维，为后续学习奠定基础。Activity2Presentation(获取与梳理)Workon1aT：WearegoingtolearnSectionA．Sowhatisyourschoollike？Aretherelotsofstudentsandteachersinit？Arethereanylibrariesorlabs？Wherearethey？Youcanshareyourschoolintheseways.Let'slookatthepicture.Hereare11differentplaces.Whatarethey？Pleasespeakthemout.设计意图：在老师的指导下，学生可以介绍学校，说出不同的场所及其位置，通过这种方式运用目标语言。Activity3Listening(获取与梳理)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.设计意图：循序渐进地运用听力策略培养学生的听力能力。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。同时，让学生学会观察分析并得出结论。Activity4Role­play(内化与运用)Workon1dStudentscanusethetargetlanguageandpeersrole­playwithclassmatesinfrontoftheclassbasedonthelisteningmaterials.Theycanengageingrouppairingactivitieswithinthegroup，andthenshareanddemonstrateinfrontoftheclass.Practicetheconversationswithyourpartner.Thenmakeyourownconversations.Thesesentencepatternsmayhelpyou：Isthere…inthisschool？Yes，thereis.Whereisit？It's…设计意图：创设具体语境，并帮助学生逐渐将所学语言内化。Activity5Pronunciation(概括与整合)Workon1T：We'regoingtolearnaboutvowelsounds.Let'slistenandrepeat.Pleasepayattentiontothevowelsounds.Thenaskstudentssomequestions：Whatisthepronunciationof/ɔː/，/ɒ/，/uː/and/ʊ/?Whatisthepronunciationoflettercombinationsof“or”and“oo”？T：Pleasewritethesoundsofthelettersinyournotebook.Noticethelettercombinations.Thenthinkofotherlettercombinationshavingthesamepronunciation.Workon2Listenandrepeat.Noticethestressedsyllables.Trytopronouncethesewordsandnoticethestress.Thenthinkofotherwordslikethem.(Theteacheraddsmore，andthenasksstudentstopracticemore.)设计意图：通过帮助学生学习和掌握语音，利用语音帮助学生准确地拼读和背诵单词，为学生自主学习奠定基础。本部分重点研究元音发音，为后续的学习活动打下基础。Activity6Homework(反馈与强化)ListencarefullyandreadthePronunciation1and2fluently.Searchformoreinformationabouthowtoaskandanswerquestionsaboutschoolthings.eq\o(\s\up7(),\s\do5(BlackboardDesign（板书设计）))SectionA1a—Pronunciation—What'syourschoollike?—It'slarge.—Whereisthedininghall?—It'sin_front_oftheartbuilding.behindnexttoacrossfrombetween—Isthere…inyourschool?—Yes，thereis./—No，thereisn't./ɔː/sportshortfork/ɒ/foxshotclock/uː/foodschoolrule/ʊ/lookgoodfulleq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Seventhgradestudentshavegoodmemoriesandimitationabilities，buttheyneedmoreencouragementandguidancetomaintaintheirinterestinlearningEnglish.Inordertoattractstudents'participationandpromotetheacquisitionoflanguageknowledge，theteacheralsoneedstodesignpracticalactivitiesandtransferactivitiesbasedontexts.第二课时SectionA2a—2feq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))Thediscourseofthislessonisapresentationoflistening，speakingmaterials.ThisconversationmainlyrevolvesaroundthelocationsofthingsinPeter'sclassroom，aimingtohelpstudentsunderstandtheimportanceofplacearrangementandpromotestudents'lovefortheirclassroom.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Beabletoorganizeandsummarizeexpressionsrelatedtothelocations，andmastertheusageofspecialquestionswithwhereandhow.2．Usethesimplepresenttensetoaskandansweraboutthelocations，andusethetargetsentencestructuretoinquireaboutthelocationsoftheschoolthings.◆CulturalAwareness(文化意识)Byunderstandingthelocationsofthingsintheclassroom，studentscancomparetheirclassroomwithPeter'sanddiscoversimilaritiesanddifferencesbetweenthem.Thiscomparisonhelpstostimulatestudents'interestinEnglishspeakingculturesandimprovetheircross­culturalcommunicationskills.◆ThinkingQuality(思维品质)1．Learntoapplygrammarknowledgeincontexttoaccuratelyunderstandandexpressthelocationsappropriately.2．Studentscanbetterarrangetheirthings，cultivategoodlivinghabits，anddevelopasolidfoundationfortheirfutureEnglishlearning.◆LearningCapability(学习能力)1．Learntocommunicatewiththeirclassmateswiththetargetlanguages.2．Applywhatislearned，cultivatestudents'abilitytouselanguageandculturalknowledgetosolvepracticalproblemsinrealsituations，andpromotetransferandinnovation.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)1．Beabletousethetargetlanguagetoinquireaboutthelocationsofschoolthings.2．Completerole­playintheclasstounderstandtheimportanceoflocationarrangement，lifestylehabits，andstudyhabits.3．Learntotalkaboutthemainfacilitiesoftheschoolandtheirlocationswiththerebesentencepatternsandprepositionsofposition.◆TeachingDifficulties(教学难点)1．Beabletoquicklyandaccuratelyobtaininformationsuchasprepositionsofpositionthroughlisteningandreadingconversations.2．Illustratethefunctionsofdifferentfacilitiesbyusingtargetlanguageandenhancetheawarenessoflovingthecampus.◆TeachingBreakthroughs(教学突破)1．TeachersencouragestudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheirrealsituation.2．Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Prediction(感知与注意)T：First，let'slookatthepictureandthenanswerthreequestions：Whatisthepictureabout?Whatcanyouseeinthepicture?Aretheycleanortidy?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。Activity2Listening(感知与注意)Workon2a—2dListentotheconversationandfillintheblanksin2a.Readtheconversationandmatchthequestionswiththeanswersin2b.Readagainandtrytocompletethetaskin2c，andthenchecktheanswersinpairs.Listentotheconversationagainandrepeatafterit.Payattentiontothestressedwords.Trytorole­playtheconversationandshowyourselvesinfrontoftheclass.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。Activity3Afterlistening(获取与梳理)Workon2eLetstudentsimaginethingsintheirclassroomandcomparewithPeter's.Thencompletethetasksin2eindividually.Next，letthemchecktheiranswerswiththeirpartnersusingtherebestructure.Theteachermovesaroundtomakesurestudentsgettherightanswers.Choose2studentstospeakouttheanswers.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。Activity4Sharing(概括与整合)Workon2fLetstudentsworkinpairs，andaskthemtocomparePeter'sclassroomwiththeirs.Givethemseveralminutestoprepareitusingtherebestructure.Thenletthemshareitinclass.Whilesharing，theotherstrytoevaluatewhoseisthebestandexplainthereasons.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。Activity5Homework(反馈与强化)Readthepassagefluentlyandreciteit.WriteashortpassagetocompareyourclassroomwithPeter's.eq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))DuringthisperiodofEnglishlearning，studentscanmastertheusageoftherebestructure.AccordingtotheEnglishlearningtasks，studentswillpracticethestructureandtheprepositionsofpositionmoretogetfamiliarwiththem.Atthesametime，itcanhelptocultivatestudents'logicalthinkingandlanguageproficiency.第三课时SectionAGrammarFocus3a—3deq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Masterandproficientlyusetherebestructuretodescribelocationsandexistingobjects.Accuratelyuseprepositionalphrasesintherebestructuretodescribepositions.◆CulturalAwareness(文化意识)Bydiscussingschoolfacilities，studentswillenhancetheirunderstandingandidentificationwiththeschool'sculturalenvironment.◆ThinkingQuality(思维品质)Cultivatestudents'abilitiesindetailedobservation，comparison，andinduction.Throughcontrastingtherebestructureindifferentcontexts，students'logicalthinkingskillswillbeimproved.◆LearningCapability(学习能力)Developstudents'autonomouslearningabilitiesandcultivatestudents'logicalthinkingbycomparing.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)Understandandmastertherebestructureanditsusage.◆TeachingDifficulties(教学难点)Accuratelyuseprepositionalphrasestodescribelocationsandhavetheabilitytoflexiblyapplytheminpracticalconversations.◆TeachingBreakthroughs(教学突破)Employdiversifiedteachingmethodssuchasexamplesentenceanalysis，groupdiscussions，andsituationalsimulationstohelpstudentsgraduallygraspandproficientlyusethegrammaticalpoints.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)T：Goodmorning，everyone！TodaywearegoingtolearnthegrammarfocuspartofUnit3，whichfocusesontherebestructureandprepositionsofposition.T：Let'sstartwithsomewarm­upquestions.What'syourfavouriteplaceinourschool？Why?(Studentssharetheiranswers，andtheteacherlistensandnods，encouragingthemtouseprepositionstodescribelocations.)设计意图：通过提问学生最喜欢的学校地点及原因，引导学生使用介词短语描述位置，为接下来的therebe结构的学习做好铺垫。Activity2Presentation(获取与梳理)Workon3aT：Now，pleasereadthesentencesin3acarefully.Yourtaskistoworkingroupsandunderlinetheverbsintherebestructureandcircletheprepositionsofposition.(Studentsreadthesentencesandworkingroupstocompletethetask.)设计意图：通过小组活动，让学生在具体的语境中感知并识别therebe结构和介词短语，加深对语法点的理解。Activity3Completethesentences(概括与整合)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.)设计意图：通过练习3b的句子，加深学生对“therebe”结构的理解和运用，特别是动词的正确形式。通过小组讨论，引导学生自主发现“therebe”结构中动词形式的使用规则，增强学生的学习主动性和参与度。Activity4Describetheclassroom(内化与运用)Workon3cT：Pleaselookatthepictureanddescribeitusingprepositionsofpositionfreely.(Theteachershowsthepictureof3conthescreen.)T：Readthepassagein3candcirclethecorrectprepositionstocompletethedescription.Remember，thechoiceofprepositionsisveryimportanttodescribetheexactlocationofthings.(Studentsreadandcircleprepositions.)T：Okay，let'sshareouranswers.Whocantelluswherethescreenisinthepicture?S1：Thescreenisonthewall.T：Excellent！Andwhereistheteacher'sdesk?S2：Theteacher'sdeskisinthecorner，infrontofawindow.…设计意图：通过描述图片中的教室，训练学生使用正确的介词来描述物体的位置，提升学生的语言运用能力。通过分享答案，增强课堂互动，帮助学生巩固和记忆介词的使用。Activity5Pairwork(概括与整合)Workon3dT：You'regoingtoworkinpairsandcompareyourclassroomwiththeclassroomin3c.UsethestructureInourclassroom，thereare/is…totalkaboutthedifferences.(Studentspairupandstartdiscussing.)T：I'llgiveyouafewminutestodiscussandthenwe'llsharesomeofyourobservations.(Studentsdiscussandsharetheirobservations.)T：Veryinterestingcomparisons！It'sgreattoseehowdifferentclassroomscanbe，buttheyallhavetheiruniquefeatures.设计意图：通过把自己的教室和图片中的教室作对比，帮助学生整合所学知识，提升综合运用能力。通过小组讨论和分享，培养学生的沟通能力和合作意识，同时加深对学校环境的认识。Activity6Homework(反馈与强化)Writeashortessayusingtherebestructuretodescribeyourbedroom，includingtheitemsinitandtheirlocations.DrawafloorplanofyourbedroomandlabeltheitemsandtheirlocationsinEnglishonthemap.eq\o(\s\up7(),\s\do5(BlackboardDesign（板书设计）))SectionAGrammarFocus3a—3dThereisanicelibrarybehindtheclassroombuilding.Thereis…Therearesometreesinfrontofthesportsfield.Thereare…—Arethereanylockersintheclassroom?—Yes，thereare.—No，therearen't.eq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Duringtheteachingprocess，itisimportanttoguidestudentstounderstandandmastertheusageoftherebestructureanddirectionalprepositionsthroughobservationandhands­onpractice.Variousteachingmethodsandactivities，suchasgroupdiscussionsandrole­play，canbeusedtostimulatestudents'interestandenthusiasmforlearning.Timelyfeedbackandguidanceshouldbeprovidedtohelpstudentsovercomedifficultiesduringthelearningprocess.Intermsofhomeworkassignments，emphasisshouldbeplacedondiversityandpracticality，allowingstudentstoapplytheknowledgetheyhavelearnedinreal­lifesituations，therebyenhancingtheirlanguageapplicationskillsandoverallcompetence.第四课时SectionB1a—1deq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))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（教学目标）))◆LanguageProficiency(语言能力)1．Studentscanmastersomecommonvocabularyandgrammarknowledge，suchastheprepositionsofposition，placedescription，theirpreference，etc.2．Duringthereadingprocess，studentscantrytocomparetheirownschoolwithPeter'stoexerciseandimprovetheiroralexpressionability.◆CulturalAwareness(文化意识)1．Understandthelocationsofschoolfacilitiesindifferentcountriesandlearningstylesofstudentsfromdifferentculturalbackgrounds，broadeningtheirhorizonsandcognition.2．Enhancestudents'cross­culturalcommunicationskillsandbroadentheirinternationalperspective.◆ThinkingQuality(思维品质)1．Studentscanlearnexcellentqualitiessuchasdiligence，self­discipline，andkeepingtheenvironmentcleanandtidy，whichareofgreatsignificancefortheirgrowthanddevelopment.2．Guidestudentstoestablishcorrectvaluesandoutlookonsociety，andcultivateapositiveattitudetowardssociety.◆LearningCapability(学习能力)1．Trytoorganizeandsummarizethelocationsofschoolthings，scheduleactivities，andothercontentinthearticle.2．Basedonstudents'actualsituation，expresstheirschoolarrangement.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)1．QuicklyandaccuratelyobtainbasicinformationaboutPeter'sschoolintheshortarticle，andfurthermastertherebestructureandprepositionsofposition.2．Usethetargetlanguagetocompletelyandaccuratelytellwhatyourschoolislike.◆TeachingDifficulties(教学难点)1．Basedonone'sactualsituation，explainthelocationsofschoolthings.2．Presentcomprehensiveandappropriateexpressionsinclass.◆TeachingBreakthroughs(教学突破)1．EncouragestudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheiractualsituation.2．Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)Workon1aT：Goodmorning，everyone.Sinceyouhavestudiedinourschoolforweeks，youmustbequitefamiliarwithourschool.Sowhatareyourfavouriteplacesinourschool？Pleaselistthemandsharewithyourdeskmate.Hereisanexample.A：What'syourfavouriteplaceinourschool?B：Myfavouriteplaceis…A：Whydoyoulikeitbest?B：Because…设计意图：通过真实情境的创设，帮助学生回顾校园场所的描述，为后续的阅读学习作铺垫，同时又激发了学生的学习热情，为接下来的学习活动做好准备。Activity2Skimreading：Prediction(感知与注意)Workon1bT：Workingroupsandlookatthephotosbelow.GuesswhichcountryPeterisfrom.Whatdoyouwanttoknowabouthisschool?T：Lookatthepassage.Whatkindofpassageisit？Whatcanyouseeinthepicture?(Undertheguidanceoftheteacher，studentsanswerthegenreandthemeofthearticletopredictitscontentandunderstandthatitisapracticalwritingaboutPeter'sschool.)T：SkimPeter'sreplytoFlora'semail.Thenreadthethreequestionsin1bandchoosethequestionFloraprobablyaskedinherlastemail.Asksomestudentstoexplainthereasonsandthenchecktheanswersundertheguidanceoftheteacher.设计意图：通过预测任务激发学生的学习兴趣，有利于学生发散思维，培养学生运用语境线索进行推理和预测的能力。Activity3Carefulreading(获取与梳理)Workon1c&1dAskstudentstoreadagainandcomplete1c.Afterstudentsfinishthetask，theteachercheckstheanswerswithstudentstogether.Letstudentsreadagainanddiscussthequestionsin1dingroups.Letstudentsspeakouttheirownideasaboutthequestionsingroups，andthenletthemdiscuss.Theycancorrecttheirownanswerswiththehelpofteammates.Itcanalsomaketheirmindclearandwise.设计意图：帮助学生掌握语篇的主旨大意，有逻辑地组织文章中的信息，理解语言、文化和思维之间的关系。引导学生在阅读文章时组织、学习和内化关键句型和关键语言，为进一步在现实生活中应用所学知识奠定基础。Activity4Comparison&show(内化与运用)Workon1dAccordingtothediscussion，letstudentsworkingroupstotrytocomparetheirschoolwithPeter'sschoolandchoosesomestudentstospeakouttheiropinions.设计意图：通过学生的实践活动，将两个学校进行比较，能创设情境运用语言，有利于将所学语言内化。同时，在比较和表达的过程中，学生能够了解写作技巧和语言结构。Activity5Summary(总结与反思)Letstudentsgooverwhattheydidandlearned.Atthesametime，askstudents：Areyoupleasedwithyourself，yourpartnerandteammates?设计意图：引导学生参与超越话语范畴的活动，让学生自己总结他们所学和所做的，进一步巩固目标语言，提升语言运用能力，培养良好学习习惯。Activity6Homework(反馈与强化)Retellthepassageandpractisewithyourpartner.Writeapassageaboutyourschool.eq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Observewhetherstudentscanuseaccuratelanguagetointroduceplacesintheirschool，whethertheyhavecross­culturalcommunicationandexchangeawareness.Observewhetherstudentscancreateaharmonyenvironment.第五课时SectionB2a—Projecteq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))Inordertobetterunderstandtheschoolsaroundtheworld，weconductthewritingpracticewiththeaimofinvestigatingandanalyzingthelocationsofplacesintheschool，thestudents'preferenceandthereason.Thispracticalactivityisdesignedandimplementedaround“thelocationsofplacesinyourschool”．Theactivityrequiresstudentstowritethelocationsofplacesintheirschool，inquireabouttheirdailyactivitiesandcompleteanemail.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Integrateinformationabouttheschoolandwriteanemailintroducingtheschoolanddailyactivities.2．Transferandapplylearnedvocabulary，targetstructures，sentencepatterns，andvariousfunctionalexpressionstoone'sownwriting.◆CulturalAwareness(文化意识)1．Enhancecross­culturalcommunicationconsciousness.2．Expandhorizonsandenhanceunderstandingofvariousschoolsindifferentcountries.◆ThinkingQuality(思维品质)1．Throughproject­basedlearning，improvestudents'cooperationabilityandteamspirit.2．Beabletoactivelyparticipateinprojectactivitiesorganizedbytheteacher，keepthinkingwhensharingandcommunicating，andenjoythejoyofit.◆LearningCapability(学习能力)1．Continuouslyimprovestudents'writinglevelthroughself­evaluationandpeerevaluation.2．Realizethatkeepingthingscleanandtidycaneffectivelyimprovelearningefficiency.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties