Book1 Module 3 My school
一、教学内容：Unit1 There are thirty students in my class.
二、课型：Listening and speaking
三、教学目标：
1、能正确运用本单元的词汇及短语：computer, furniture, map, picture, television, wall, thirty, forty,fifty, sixty, seventy, eighty, ninety, really, many, howmany, there, a lot of, any, world 。
2、能听懂介绍学校的简单对话。
3、能掌握“there be”句型的肯定、否定、一般疑问及特殊疑问句式和相应回答.并能运用此句型来介绍自己教室的样子。
4、能向同学们描述自己理想的教室的样子，如对自己理想教室的样子的设想等。
四、教学重难点：
掌握“there be”句型的肯定、否定、一般疑问及特殊疑问句式和相应回答.并能运用此句式来介绍自己教室的样子。
五、教学准备：
本课指导学生通过听力获取信息，培养学生听力技能。课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。培养学生的合作精神,发展其思维和想象等能力。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。
六、预习要求：
根据音标自学本课新单词；
七、 教学过程：
教学
| 步骤 | 教师活动 | 学生活动 | 设计意图 |
|
Step One Warming-up (3’)
| Lead in 1.Free talk: (1)Show some pictures and ask Ss like these: What’s in the picture? Is/Are there …? What’s in the classroom? There is/are … (2)Show more pictures and let Ss talk about them and learn some new words, try to use the sentences with “There is/are….” |
1. Answer the questions.
2. Talk with partners, learn some new words and try to use the sentences with “There is/are...” | 让学生在free talk的过程中感受新的语言项目，通过这个环节，既可以活跃课堂气氛，还调动了学生的学习兴趣。 |
|
Step Two Pre-task(5’)
| Task1: Check the new words. 1. Show some pictures and things to get the students to say out the new words.
2. Organize the students to read the new words together.
3.Ask the Ss to describe the pictures and try to use the words in the box.(Activity 1) | 1. Look at the pictures and things to say out the new words.
2. Read the new words together.
3. To describe the pictures and try to use the words in the box.(Activity 1) | 引导学生谈论实物及ppt上的图片,检查学生对词汇的掌握程度，训练学生的表达能力，通过图片、情景学单词，做到词不离句。Check完词汇后及时做Activity 1进行巩固。 |
| Step Three While-task (20’)
| Task2:listening (1).Ask the Ss to read the numbers in the box in Activity 2 and match the words with numbers in Activity 6. (1). Play the tape, ask the students to listen and choose the correct picture in Activity 1. (Activity 2) (2).Organize the students to check their answers.
(3).Guide the students to listen to the conversation and complete the table.(Activity 3). T: Here’s the dialogue about Linda’s and Daming’s classrooms. Let’s listen and complete the table
(4).Organize the students to check their answers.
Task 3:Reading (1) Organize the students to read the conversation with the video.
(2).Ask the Ss to work with their groups to read the conversation.
(3) Have a competition: Read the dialogue in groups and choose the best group.
Task 4: Solve the language points (1).Organize students to come to the blackboard and show out some difficult language points that they have found.
(2).Help the students to solve the difficult points.
| (1).Read the numbers aloud and match the words with the numbers in Activity 6. (1). Listen to the tape and choose the correct picture in Activity 1. (Activity 2)
(2). Check the answers.
(3). Listen to the conversation and complete the table.(Activity 3)
(4).Check the answers.
(1)Read the conversation with the video.
(2) Read the conversation in groups.
(3) Read the dialogue in groups and choose the best group.
(1). Students come to the blackboard to show out some language points, the other students listen to them carefully and make notes .
(2).Solve the difficult points with the teacher’s help. | 利用听读,练习的方式加强学生对课文的理解，培养学生细节听力的技巧,能够听取信息，训练和培养学生细节听力技巧。
通过看视频听读对话，帮助学生进一步理解课文内容。 小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并培养团结合作精神。 通过让学生上台展示他们所找的语言点，既培养了学生的胆量，又培养了他们自主学习的能力。 教师点拨、补充语言点，让学生进一步理解知识点。 |
|
Step Four Post-task (9’) | Task 6:Do some speaking (1) Get the Ss to talk about Linda’s and Daming’s class with the information in the table in Activity 3 in groups, then individual. （2）Ask students to talk about their ideal classroom. A: How many … are there in your classroom? B: There are… A: Is there a …? B: Yes, there is./No, there isn’t.
(3). Have the Ss act out their new dialogues. (4) Organize the Ss to talk about their ideal classroom.
(5). Ask students to do some exercises and then check.
| (1). Try to talk about Linda’s and Daming’s class with the information in the table in Activity 3 in groups, then individual. （2）Make dialogues in groups with the teacher’s help. And write down the information in the table in Activity 7.
(3). Act out the new dialogues. (4) Talk about their ideal classroom in groups, then individual. (5)Do the exercises, then check. | 培养学生的表达能力，并引导他们记住对话的主要内容。
通过做对话训练学生说的能力，能使学生加深对课文内容的理解，适量的口头练习，让学生巩固本课时的语言重点。
通过笔头练习，进一步巩固所学。 |
| Step Five Summary（2’）
| 1. Get the students to sum up the language points. T: What have we learned today? Ss:…
2. Let the students choose the best team in this lesson. | 1. Sum up the language points.
2. To choose the best team. | 引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。 简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。 |
| Step Six Home- work （1’） | Write a passage about their ideal classroom .
| Write a passage about their ideal classroom .
| 课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。 |
| 板书 设计 | Module 3 My school 小组评价 八、 Unit 1 There are thirty students in my class. What’s in your classroom? T1 T2 T3 There is /are ________. How many students are there in your class? There are sixty. | ||
达标训练题
一、单项选择
（ ）1. There _______ 21boys in our class.
A. am B. is C. are
（ ）2. There aren’t_______ computers on our desks.
A. some B. any C. much
（ ）3. Are there anybooks on your desk? _________.
A. Yes,there is. B. Yes, there are. C. Yes,they are.
（ ）4. There a pen and some rulers on the desk.
A. is B. are C. have
（ ）5.The teacher asksus to listen to him .
A. in the class B. in class C. atclass
二、根据汉语完成句子，每空一词。
1．在我班上有四十六个学生。
______ ______ 46 students _______ ______ ________.
2．在的桌子上有台电脑吗？
______ _______ a computer on ______ ________________ ?
3．你们班有多少名女生？
______ _______ _______ are there in ______________ ?
Book1 Module 3 My school
一、教学内容：Unit2 The library is on the left of the playground.
二、课型：Readingand writing
三、教学目标：
1、能够正确使用下列单词和词组：building, hall, gate, library, office,playground, science, lab, behind, in front of, between, middle, near, with,for, room
2、能通过描述判断出图中物体之间的位置关系。
3、能正确使用表示方位的介词来描述图中物体的位置关系。
4、能运用所学结构向他人介绍自己的学校 。
四、教学重难点：
1、能正确使用表示方位的介词来描述图中物体的位置关系。（重点）
2、能运用所学结构向他人介绍自己的学校。（难点）
五、预习要求：
根据音标自学本课新单词；
六、教学准备：
课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。
七、教学过程：
| 教师活动 | 学生活动 | 设计意图 | ||||
|
Step One Warming-up (5’)
| Lead in 1.Free talk: (1) Ask the Ss like these: What’s in the classroom? There is/are … Where is the…? (2)Show a picture of a school and ask the Ss like these: What’s in the picture？ Where is the library? (3)Help the Ss to answer “The library is on the left of the playground.”. Show more pictures of different positions. (4) Let the Ss read Betty’s words silently to find where the Ss are sitting. | 1、Answer the questions.
2. Read Betty’s words silently to find where the Ss are sitting and label the names.
| 先引导学生回顾上节课的内容，巩固”there be”结构的语句。通过这个环节，既可以活跃课堂气氛，.也能从说句子中考验学生对方位介词知识的掌握程度，为以下的阅读作准备。 | |||
|
Step Two Pre-reading(5’)
| Check the new words. 1. Show some pictures and things to get the students to say out the new words.
2. Organize the students to read the new words together.
3.Ask the Ss to label the pictures with the words and expressions from the box.(Activity 1) | 1. Look at the pictures and things to say out the new words.
2. Read the new words together.
3. To label the pictures with the words and expressions from the box.(Activity 1) | 引导学生谈论实物及ppt上的图片,检查学生对词汇的掌握程度，训练学生的表达能力，通过图片、情景学单词，做到词不离句。Check完词汇后及时做Activity 1进行巩固。为以下的阅读作好铺垫。 | |||
| Step Three While-reading (20’)
| 1.Reading (1). Scanning Ask the Ss to read the passage and label the map of the school, then check the answers.
(2). Skimming Ask students to read the passage again and check the true sentences.
(3). Careful reading. Ask the Ss to read the passage again and answer the questions in Activity 4, then check the answers in groups. Organize the Ss to check the answers in the whole class.
2. Solve the language points (1).Organize students to come to the blackboard and show out some difficult language points that they have found.
(2).Help the students to solve the difficult points.
| (1).Read the passage and label the map of the school. (2). Check the answers.
(1) Read the passage again and check the true sentences. 1. There are six buildings in our school.( ) 2. In the middle of the school is a library.( ) 3. On the right of classroom is the dining hall.( )
(1). Answer the questions.
(2). Check the answers in groups.
(3). Check the answers in the whole class.
(1). Students come to the blackboard to show out some language points, the other students listen to them carefully and make notes .
(2).Solve the difficult points with the teacher’s help.
| 要求学生快速阅读文章，标出建筑物的名称，以达到训练快速阅读能力的目的。
通过学生快速阅读，培养学生获取主旨的能力,并进一步理解文章的内容， 为进一步学习做好铺垫。
让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。 通过让学生上台展示他们所找的语言点，既培养了学生的胆量，又培养了他们自主学习的能力。 教师点拨、补充语言点，让学生进一步理解知识点。
| |||
| Step Four Post-reading (8’) | 1.Retell. ①Let the Ss fill in the blanks according to the picture. ②Call back the answers from two students, then the whole class read the short passage .
2.Writing ①Write sentences about their school. ②Ask some students to say out their sentences . | ①Look at the picture and fill in the blanks. This is a ___ of our school. There are __ buildings in our school. __________the school is a big playground. The _____ is on the left of the playground. ____ the library are the school offices. The ________ is between this building and the dining hall. ______ it is the sports hall and the building in front of that is for _____. ②Two students say out the answers, the whole class read the short passage together.
①. Write sentences about their school .
②Some students say out their sentences .
| 复述课文能使学生加深对课文内容的理解。
通过写作，让学生巩固所学，并增强写作能力。适量的口头练习，让学生巩固本课时的语言重点。 | |||
| Step Five Summary（2’）
| 1. Get the students to sum up the language points. T: What have we learned today? Ss:…
2. Let the students choose the best team in this lesson. | 1. Sum up the language points.
2. To choose the best team. | 引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。 简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。 | |||
| Step Six Home- work （1’） | (1)Write a passage about their school. (2) Finish the exercises in the workbook of Unit 2.
| Finish the homework.
| 课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。 | |||
| 板书 设计 | Module 3 My school 小组评价 Unit 2 The library is on the left of the playground. T1 T2 T3 Where is the…? on the left on the right behind in front of between …and … in the middle of | |||||
达标训练题
一、完成句子。
1. 贝蒂在玲玲旁边。
Betty _____ ______ ______ Lingling.
2．他们在大明和莉莉的前面。
They _____ _____ _____ ______ Daming andLily.
3. 汤姆在凯特和吉姆的后面。
Tom _____ ______ Kate and Jim.
4. —学校有些办公室吗？
—是的，有些办公室。
—______ _______ ________ school offices?
—Yes, there ________ _______ offices.
Book1 Module3 My school
一、教学内容：Unit3 Language in use
二、课型：Revisionand application
三、教学目标：
1. 能掌握并正确运用本模块的词汇。
2. 能掌握“there be”句型的肯定、否定、一般疑问及特殊疑问句式和相应的回答.
能运用此句型来介绍事物。
3. 能正确使用表示方位的介词来描述物体的位置关系。
4. 提高学习英语兴趣，树立信心，培养其积极主动参与各种语言实践活动的学习态度。
四、教学重难点：
能运用“there be”句型及表方位的介词来描述介绍的学校情况。
五、教学准备：
本节课型为Revisionand application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。本节课所需教具及资料：幻灯、图片等。
六、教学过程：
| 教学步骤 | 教 师 活 动 | 学 生 活 动 | 活 动 目 的 | ||
| 1. Leading-in （8’）
| 1. Ask the Ss: What’s the topic of this module? What’s in the school? Show and get the Ss to complete the word map in Activity 3. 2. Get the Ss to talk about their school. And write some key structures sentences on the blackboard. | 1. Answer the teacher’s questions and complete the word map.
2. Talk about their school with the words on the word map. e.g. Is there a library in your school? Where is it? How many books are there in it? | Review and consolidate the sentences which they have learned. | ||
| 2. While-task | 2. Let the students do Activity 2 and then check the answers.
3.Ask students to read “Around the world”, and then answer the questions after reading.
| 2. Do Activity 2 and check the answers.
3.Read “Around the world”, and answer the questions after reading.
| Consolidate the prepositions of place
Enlarge the knowledge about the world. | ||
| 3. Post-task (10’)
| 1. Ask students to work in groups: Draw a map of your school.
2.Ask the students to introduce their school.
3.Let students do some exercises and then check.
| 1.Work in groups: Draw a map of their school
2.Introduce their school.
3. Do some exercises and then check.
| 1.To practice the skill of speaking.
2. Enable students to talk about their ideal school.
3.Practice the language points. | ||
| 4. Summary (1’)
| Ask the students to say out what they have learned. | Students conclude the knowledge that they have learned.
| Let the students internalize the grammar they’ve learned in this module. | ||
| 5. Homework（1’） | Draw a map of your ideal school and write a passage about your ideal school. | ||||
| 板书设计 | Unit 3 Language in use Is there a library in our school? Yes, there is. The library is behind the on the left of the playground. How many books are there in the library? There are … | ||||
I. 句型转换。
1. There are some offices in front of ourclassroom.(改为一般疑问句)
____ ____ _____office in front of yourclassroom?
2. There are some computers on our desks.(改为否定句)
_____ ______ _____ computers on our desks.
3. Is there a computer on your desk ?(作否定回答)
______ ______ ______ .
II. Completethe passage.
There _______ 44 students in Jeff’s class.There are 21 ______ and 23 girls. There _____ a blackboard on the front wall.There ______ two maps on the wall, but there _____ any pictures in theclassroom. There ______ 38 students in Dick’s class, 20 boysand _____ girls. There _____ a computer on the teacher’s desk. There arefour pictures in the classroom, butthere ______ a map.
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