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人教版（2024）七年级上册Section B教学设计
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这是一份人教版（2024）七年级上册Section B教学设计，共18页。教案主要包含了课时目标，教学重难点，教学过程，板书设计等内容，欢迎下载使用。
该主题属于“人与自我”范畴下的“做人与做事”主题群，涉及子主题内容为“多彩、安全、有意义的学校生活”。
本单元由两篇对话、一篇说明文、一封信件三种不同类型的语篇组成。第一篇对话介绍了新同学入学找不到教室、教师办公室和商店，向其他同学寻求帮助。第二篇对话主要介绍了彼得向布朗夫人介绍自己的新教室。说明文介绍了英国的教室。信件主要讲述了彼得向弗劳拉介绍了自己的新学校。
本单元的核心语言主要围绕学校设施、位置以及设施功能展开。涉及学校设施的介绍（dining hall, mdern building, ffice, sprts field, smart whitebard, lcker, drawer, reading crner, bkcase, screen），学校设施的位置（in frnt f, acrss frm, at the back f），以及设施功能（put up imprtant ntices, d exercises, raise the flag, change seats, delicius）等。四个语篇涉及不同的语篇知识：第一个语篇以对话方式介绍学校设施的位置；第二个语篇以问答形式介绍了教室设备；第三个语篇介绍了英国教室的样态；第四个语篇以书写的方式介绍了自己的学校。
该单元旨在培养学校生活是每个学生成长过程中不可或缺的一部分，学生在学校中度过了大部分的时间，学校不仅是学习知识的地方，更是学生社交、锻炼能力、培养兴趣爱好的场所。因此，学校生活的多彩、安全、有意义对学生的成长至关重要。通过学习本单元内容，学生可以了解学校生活中的各种设施和位置，了解学校内不同设施的功能和作用，进一步熟悉学校环境，为学生更好地适应学校生活奠定基础。学生在学习过程中逐渐了解自己所处学校的环境和资源，有助于他们更好地融入学校大家庭，培养对学校的归属感和责任感。此外，通过本单元学习，学生还可以提高自己的语言表达能力和交际能力。在对话和信件的写作中，学生需要用到各种语言结构和词汇，培养他们整合语言知识的能力。同时，在与同学、老师交流中，学生也能够锻炼自己的口头表达能力和沟通能力，提高与他人交流的效果。另外，通过本单元学习，学生还可以培养自己的观察力和动手能力。在了解学校设施和位置的过程中，学生需要观察教室、办公室、商店等地点的布局和特点，从而更好地掌握这些地点的位置关系。同时，在了解设施功能的过程中，学生还需要动手操作，例如放置重要通知、做练习等，培养他们的动手实践能力。
综上所述，多彩、安全、有意义的学校生活对学生的成长至关重要。通过本单元的学习，学生可以更好地了解学校生活中的各种设施和位置，提高自己的语言表达能力和交际能力，培养观察力和动手能力，为他们适应学校生活、发展个人能力奠定基础，为以后的学习和生活打下坚实的基础。因此，本单元的学习对学生的全面发展具有积极的意义。
单元课程标准要求
1.词汇：frnt,between,cmputer,library,art,shp,science,student,blackbard,sit,up,back,clck,map,windw,picture,wall,famus,table,tday,e-mail,answer,questin,exercise,way,best,place,because,why,tell,interesting,hall,dining,building,acrss,field,gym,ffice,large,special,smart,whitebard,imprtant,ntice,lcker,crner,bkcase,screen,mdern,amazing,raise,flag,mst,change,seat,delicius,yurs,similar,sund,hw abut,be similar t,bye fr nw,d exercise,at schl,at the back f,put up,sprts field,in frnt f,acrss frm
句型：
Where is the library? It is behind the classrm building.
Where are the bkcases?They are next t the windw?
Is there a whitebard in yur classrm?Yes, there is/N,there isn’t.
Are there any lckers? Yes,there are/N,there aren’t.
There is a shp between the teachers’ building and the science building.
There are sme trees in frnt f the sprts field.
3.灵活使用目标语言询问并回答学校的设施位置及功能，创编一段对话，用there be句式和位置介词谈论自己学校的主要设施及其位置，举例阐释不同的设施的功能，提升热爱校园的意识。
4.听辨并准确认读/ɔ:/, /ɔ/, /u:/, /u/这四个音标以及带有这些音素的单音节词汇，建立因素意识；听辨并准确认读单词的重音；在口头表达中做到单词发音清晰、准确，句子朗读流畅。识别多音节词的重音符号。
5.理解含有there be句式的肯定句、一般疑问句、特殊疑问句的表意功能，并能正确使用该结构询问并回答学校设施的位置；能梳理和归纳there be结构的用法，初步建立英语主谓一致的意识。完成一份关于中国和英国教室区别的简要报告，分别介绍其各自的优点。
6.通过观察语篇形态认识信件类的记叙文，理解介绍学校设施的内容；梳理、归纳出主题图和结构图，根据结构化图形介绍学校的相关内容；关联自身的个人信息，介绍自己的学校和家庭的信息，提升热爱学校的意识。
7.为学校制作一张“校园引导图”，完成一份导游稿，向“校园参观团”介绍学校，参加班级优秀导游评选，以评价量规规范引导图的制作
教法导航
1.启发式教学。通过通过展示校园图片或视频，激发学生兴趣，引导学生讨论校园生活，提出问题，引导学生思考并回答培养学生的思维能力。
2.任务型教学。设计与校园生活相关的任务，让学生在完成任务的过程中学习和运用英语分组合作，鼓励鼓励学生互相交流，互相帮助
鼓励学生互相交流，互相帮助，共同完成任务。
3.情景教学。创设真实的校园场景，让学生在情境中学习和运用英语模拟校园活动，让学生在模拟活动中体验和实践英语。
学法导航
预习
提前预习单元内容，了解主体和重难点，标记生词和短语，借助词典进行预习。
复习
及时复习数学内容，巩固知识点，尝试运用所学内容进行口头和书面表达。
做笔记
认真听讲，记录重要知识点和剧情结构，整理笔记，形成知识体系，便于复习和记忆。
课时分配
第1课时： Sectin A 1a-Prnunciatin 2
第2课时： Sectin A 2a-2f
第3课时： Grammar Fcus
第4课时：Sectin B 1a-1d
第5课时: Sectin B 2a-2f
第6课时: Prject
Perid 1 Sectin A 1a-Prnunciatin2
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
重点单词：dining,hall, building ,acrss ,field, gym, ffice, large,frnt ,between library, cmputer ,art, shp ,science
2.重点词组：in frnt f ,next t,acrss frm,classrm building，science building, art building,music hall,Between and,schl hall
3.重点句式: Where is the dining hall?It’s in frnt f the art building.
Is there... in this schl?Yes, there is
4.能够通过听获取三段小对话中学校设施的位置，根据所听内容和教材提供的信息，完成细节信息的补充。
5.能够使用对话中的句型，询问并回答学校设施位置的基本信息等；能够在小组内相互礼貌得体地完成角色扮演，语言运用得体、正确。
6.能正确识别并读出两组元音音素（/ɔ:/, /ɔ/, /u:/, /u/），能正确读出含有以上四个音素的常见单元音词汇，根据所给的重音符号，识别并正确读出多音节单词的重音，做到举一反三
【教学重难点】
Talk abut places in schl..
Describe a lcatins using there is/there are.
【教学过程】
Step1TTday we are ging t learn Unit 3. First let’s lk at the title and the picture. What are we ging t learn this unit. Yes, we are ging t learn smething abut the intrductin f ur schl. Lk at the picture and share the three questins.
What is this place in the pht?
What are the peple ding n the sprts field?
What d yu like t d at schl?
Step2Let’s learn abut the bjectives f this unit. By the end f the unit, we will be able t talk abut the places in schl. We will describe lcatins using there be structure and prepsitins f psitins. We will intrduce and talk abut yur schl. We can describe the places yu like in yur schl and why.
Step3We are ging t learn Sectin A What is yur schl like. What is yur family like? D yu want t share? Lk at the picture and talk abut the psitins f the places with the wrds in the bx.
Where is the dining hall?
It’s in frnt f the art building.
Step4Let’s lk at the picture. Can yu tell me smething abut the schl map? What place can yu see in the schl? And can yu tell me the psitin f these places.
We can see a dining hall, science building, music hall and teacher’s building. The dining hall is in frnt f the art building.
Step5Listen t the cnversatins and number the places in the rder yu hear them (1—3）.
Step6Listen t three cnversatins again and cmplete the sentences. What is the building’s psitin?
Try t repeat after the tape and pay attentin t the prnunciatin.
2.Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class. Try t use yur wn wrds.
Is there... in this schl?
Yes, there is.
Where is it?
It’s ...
Step7Bring sme schl phts t class and talk abut the psitin f the schl things.
Is this/Are these
Yes./N...
Wh is /Wh
He’s/She’s/They’
Step8We’re ging t learn abut vwel sunds. Let’s listen and repeat. Please pay attentin t the sunds.
What is the prnunciatin f the letter r///u in a wrd?
Please write the sunds f the letters in yur ntebk. What is the prnunciatin f /u? Please write the sunds f the letters in yur ntebk.
Step9Listen and circle the sentences yu hear, then repeat them.
I will shw yu sme ther wrds.
Lk at the wrds. Listen and repeat. Ntice the stressed syllables. D yu knw hw t prnunce the stressed syllables accrding t the circles
Step 10Summary
We knw hw t talk abut yur lcatins.
We are able t prnunce the wrds with/ɔ:/, /ɔ/, /u:/, /u/ and learn abut stressed syllables.
We are able t make up a cnversatin abut hw t ask and answer the places in schl.
Step 11Hmewrk.
1.Listen carefully and read the telescript fluently.
2.Finish yur task paper.
3.Search fr mre infrmatin abut hw t ask and answer abut yur schl.
【板书设计】
Perid 1 Sectin A 1a-Prnunciatin2
--Where is the dining hall?
--It’s in frnt f the art building.
--Is there... in this schl?
--Yes, there is
Perid 2 Sectin A 2a-2e
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.重点单词：student,blackbard,sit,up,back,clck,map,large,special,smart,whitebard,imprtant,ntice,lcker,drawer
2.重点词组：put up,there be,at the back f,reading crner
3.重点句式: What is yur new classrm like?It’s large..
They are frty students desks in the rm.
What’s special in yur classrm?
Are there any lckers in the classrm?N, there aren’t.
4.能够通过听读对话获取彼得新教室的设施、特点的信息；能够识别对话中询问地点、功能、辨认的句式，运用相关语言进行角色扮演。
5.能运用目标语言，填写自己和彼得教室物品，并进行比较，与同伴角色扮演，并在班级中展示。
6. 运用相关语言表达方式，与同伴创编一段对话，用there be句式和位置介词谈论自己学校的主要设施及其位置，举例阐释不同的设施的功能，提升热爱校园的意识。
【教学重难点】
用there be句式和位置介词谈论自己学校的主要设施及其位置
【教学过程】
Step 1Presentatin
Tday we are ging t learn Unit 3. First let’s lk at the picture. Lk at the picture and answer the three questins.
What is the pht abut?
What can yu see in the picture?
Is it similar t yurs?
Step 2Listen t the cnversatin and fill in the blanks.
Step 3Read the cnversatin and answer the questins.
Match the questins with the answers. Read again and circle T fr true r F fr false.
Step4Listen again and try t repeat after the tape and pay attentin t the prnunciatin.
Step 5Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class
Here are the things in Peter’s classrm and yur classrm. Fill in the chart with the things in the bx.
Step 6Let’s wrk in pairs. Cmpare yur classrm with Peter’s. Please tell the difference between the tw
classrms.
A: There is a blackbard in Peter’s classrm and ur classrm.
B: In his classrm, the smart whitebard is next t the blackbard. In ur classrm,
Step 7Please wrk in grups and after that yu can shw yurselves in frnt f the class. Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class.
As I tld yu befre, Let’s watch ur classrm. Wrk in pairs, ask and answer the questins abut what ur classrm is like.
A: What is yur classrm like?
B: It’s large. There
A: Where d yu sit?
B: I the classrm.
A: What is special in yur classrm?
B: There is ...
Step 8Summary
1.We knw hw t talk abut ur classrm.
We are able t talk abut the lcatin by using there be structure.
We are able t make up a cnversatin abut ur classrm.
Step 9 Hmewrk
1.Listen carefully and read the telescript fluently.
2.Finish yur task paper.
3.Search fr mre infrmatin abut the things f yur classrm.
Perid 2 Sectin A 2a-2e
【板书设计】
What is yur new classrm like?
It’s large..
They are frty students desks in the rm.
What’s special in yur classrm?
Are there any lckers in the classrm?
N, there aren’t.
.
put up
there be
at the back f
reading crner
Perid 3 Grammar Fcus
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.重点单词：windw,picture,famus,wall,table,tday,bkcase,screen
2.重点词组：in the library,in frnt f,next t, between and,n the wall
3.重点句式:Where is the library? It is behind the classrm building.
Where are the bkcases?They are next t the windw?
Is there a whitebard in yur classrm?Yes, there is/N,there isn’t.
Are there any lckers? Yes,there are/N,there aren’t.
There is a shp between the teachers’ building and the science building.
There are sme trees in frnt f the sprts field.
4.通过观察示例句子，能梳理和归纳询问和回答事物位置的表达方式，以及there be句式的用法。
5.理解含有Where be/There be句式的表意功能，初步建立描述方位的语言意识，在实践中逐步应用句型。
6.能结合自身实际，正确使用there be句式结构和方位介词对中国和英国教室区别的简要报告，分别介绍其各自的优点对中国，并在班级前进行角色表演。
【教学重难点】
正确使用there be句式结构和方位介词对中国和英国教室区别的简要报告
【教学过程】
Step 1Tday we are ging t learn the grammar fcus part. Let’s read the sentences and find ut the rules f sentence patterns. Read the sentences and circle the lcatins.
Step 2Read the grammar fcus part. Wrk in grups. Read the sentences. Underline the verbs in there be structure and circle the prepsitins f psitins. After that, let’s check the answers. Wrk in grups. Let’s talk abut the rules abut there be.
Step 3Since we have talked abut the rules f there be structure and the prepsitins f psitins. Read the sentences belw and cmplete the sentences.
Step 4S what is the rule f verbs frm f the wrds? Wrk in the grups and share yur answer.
Step 6Let’s lk at the picture and read a passage. Circle prepsitins t cmplete the descriptin f the classrm in the pht. After that, we will share the answers tgether.
Step 7 Wrk in grups and talk abut hw yur classrm is different frm the classrm in 3c. Tell the differences between Chinese classrm and British classrm.
A: In ur classrm is different frm the classrm in 3c.
B: And there is a reading crner in ur classrm.
Step 8Summary
We knw hw t describe lcatins using there be structure and prepsitins f psitins.
We are able t tell the differences between Chinese classrm and British classrm.
We are able t rle-play a cnversatin.
Step 9 Hmewrk
1,Read the passage fluently and recite it.
2.Finish yur task paper.
3.Intrduce yur classrm in a passage.
Perid 3 Grammar Fcus
Where is the library? It is behind the classrm building.
Where are the bkcases?They are next t the windw?
Is there a whitebard in yur classrm?Yes, there is/N,there isn’t.
Are there any lckers? Yes,there are/N,there aren’t.
There is a shp between the teachers’ building and the science building.
There are sme trees in frnt f the sprts field.
Des yur mther have a pian?Yes, she des.N, she desn’t.
【板书设计】
Perid 4 Sectin B 1a-1d
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
重点单词：mdern,amazing,raise,flag,mst,change,seat,delicius,yurs, similar,email, answer,questin,exercise,way,best,place,because
2.重点词组：at schl, d exercises,hw abut,be different frm,thanks fr,many kinds f
3.重点句式:Thanks fr yur email.
There is a large sprts filed next t the schl hall.
It is a special way t start a week.
The dining hall is acrss frm the sprts filed.
What abut yur schl?
4.获取短文中有关彼得新学校的基本信息，内容包括操场、教学楼、食堂等，梳理、概括表示他们信息的介绍，借助可视化图形呈现结构化知识。
5.基于结构化知识和语篇主题图，运用目标语言，运用第三人称视角复述文章内容.
6.探究彼得对新学校的看法，探讨你在学校喜欢做的事情，总结自己最喜欢学校的地方及理由，并在班级分享，提升爱护学校的意识
【教学重难点】
1.Intrduce and talk abut yur schl..
Describe the places yu like in yur schl and why.
【教学过程】
Step 1Tday we are ging t learn Sectin B What fun things d yu d at schl? Let’s think abut it. D yu like yur schl? Which place d yu like best in yur schl? What fun things d yu d at schl?
Step 2Wrk in grups and list yur favurite places in yur schl. Then share with yur partner. Yu need t share the reasns.
What is yur favurite place in yur schl?
Why d yu like it?
Step 3Lk at the pictures and the passage. What can yu see in the picture? What kind f passage is it?
Step 4Skim Peter’s reply tFlra’s email. Chse the questin Flra prbably asked in her last email.
What is yur new schl like?
Where is yur new schl?
Hw is yur new schl different frm yur ld ne?
Let’s check the answers tgether.
Step 5Read again find ut what these wrds describe?
①beautiful
②mdern
③large
④big and clean
⑤delicius
After that, let’s check the answers tgether.
Step 6Wrk in grups and draw amind map accrding t the passage. The mind map includes the descriptin f sprts field, Peter’s classrm and dinning hall. After that I will ask sme f yu t share yur mind map with us.
Step7Accrding t yur mind map, please try t retell yur passage and shw yurself in frnt f the class.
Yu can start like this.
Peter’s schl is great and beautiful. There are many mdern buildings. There is a large sprts field next t the schl The classrm building is behind the sprts dinning hall
building is acrss
Step 8Since we have knwn abut the infrmatin abut Peter’s schl. Wrk in grups. Let’s think abut the questins. Discuss these questins.
①What d students in Peter’s schl d n the sprts field?
②Where des Peter sit this week?
③Why is the dinning hall Peter’s favurite place at schl?
④Hw is Peter’s schl similar t yurs?
Step 9Let’s think abut it. What is yur favurite place in yur schl? What d yu like abut yur schl? Wrk in grups and share the answers.
Schl is a place t study and play, it is ur secnd hme. We must lve it.
Step 10Summary
1.We shuld knw hw t intrduce and talk abut yur schl.
2.We are able t explre the meaning f schl.
Step 11 Hmewrk
1.Recite the passage and practice with yur partner.
2.Finish yur task paper.
3.Write a passage abut yur schl.
Perid 4 Sectin B 1a-1d
【板书设计】
Next t the schl hall
D exercises and rise flag
Sprts field
Acrss frm the sptrs field
Many kinds f fd
Dining hall
delicius
Perid 5 Sectin B 2a-2b
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.重点单词：why, dear, tell, interesting,similar,sund
2.重点词组：be similar t, bye fr nw,places in my schl, my favrite place
3.重点句式:I wuld like t tell yu abut my schl.
There are many interesting places in my schl.
My favrite place
4.能够基于写作目的和要求，在教师的指导下有效开展写作准备，梳理回帖文本结构，列出介绍学校的内容要点.
5.能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中.
6.通过自评和互评，不断改进自己的作品，使之完善，改进初稿的结构、内容和语言。
【教学重难点】
能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中
【教学过程】
Step 1Tday we are ging t learn Sectin B Writing. Let’s think abut it. What have we learned abut hw t intrduce ur schl?
Step 2Tday we are ging t write an email t anther cuntry friend t intrduce yur schl.
Step 3Let’s think abut places in yur schl and cmplete the ntes. After that, let’s check the answers.
①Places in my schl:
②My favurite place:
③Where it is:
④Why I like it:
⑤What I like t d there:
Step 4Let’s read the sample tgether, please wrk in grups and find ut the structure f the sample.
Step 5Please list the key pints f intrducing yur schl.
Step 6Read the sample again and find ut the detailed infrmatin. And put them int the structure.
Find ut sme beautiful sentences frm the passage. And write them in yur ntebk.
2.Imagine a friend frm anther cuntry has sent yu an email abut his r her schl. Step 7Write a reply abut yur schl.
T:___________
Frm:___________
Dear _________,
They are _________. My favurite place is ________. It
is _________. I lve it because it __________. I like t _________ there. Bye fr nw.
Step 8Please write yur cmpsitin and finish it in 7 minutes.
Please check the cmpsitin by yurself accrding t the qaurtiene.
Step 9Wrk in yur grups and revise yur cmpsitin.
Step 10Summary
1.We shuld knw hw t intrduce ur schl.
2.We are able t knw abut the structure f writing an email.
Step 11 Hmewrk
1.Plish yur passage.
2.Finish yur task paper.
3.Write a passage abut yur schl.
Perid 5 Sectin B 2a-2b
【板书设计】
Acrss frm
behind
Big and clean
I like t d
My favrite
Perid 6 Prject
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.通过参与“让我带你参观校园”的实践活动，学生能够运用本单元所学语言，绘制学校地图，撰写导游词，
2.并用文段进行学校的介绍，以小组的形式组成导游团，带领外校同学参观学校；
3.能够积极参与教师组织的项目活动，乐于分享交流并享受其中的快乐；
通过个人信息的分享，增强彼此了解，提升爱护校园的意识，探索美好学校对个人的意义。
【教学重难点】
学生能够运用本单元所学语言，绘制学校地图，撰写导游词，
【教学过程】
Step 1 教师告诉同学项目的内容“Let me shw yu arund”，并告诉同学项目的要求，分发任务单。教师设计并按照班级人数打印《项目学习工作表》和《组内成员互评表》。
Step 2 教师向学生介绍项目学习的目的、方法和预期的学习成果。
Step 3 学生在教师的引导下想象一下如何向校外同学介绍自己的校园，并且如何绘制校园的地图并撰写导游词。
Step4教师引导小组内的每名学生要思考可能提出的问题，和小组同伴讨论撰写导游词和制作学校地图介绍的构成，观察学生能否积极地投入讨论之中。
Step 5 学生绘制一个校园地图，并计划如何开展参观游览的计划。
Step 6 学生采用小组合作的方式，练习如何撰写导游词，运用所给的目标语言，撰写导游词，在小组内分享，确保语言准确、内容完整。表达流畅。至少找三组同学来到班级前进行分享。
在完成第一阶段的任务以后，教师给予学生一份导游词的范例，让学生观察导游词的内容，文章结构包括欢迎词、自我介绍、过渡语、学校设施、特点、位置、功能等内容。
学生给学生10分钟的时间完成参观学校的介绍，同时给出评价量规，要求内容全面、语言准确、表达流畅等。学生在完成导游词介绍后，给予学生1分钟时间自评，检查是否有内容、语法上的错误。学生在完成描述段落的过程中，根据老师提供的评价量规，关注语言的准确性、内容的全面性、句式的丰富性等。教师针对学生需要学习和运用的核心语言进行整理和提炼，为学生基于主题意义探究开展结构化的语言学习、参与结构化的语言表达奠定了良好的基础。
注意：在活动过程中，教师需要提前准备工作表，小组需要在《项目学习工作表》中记录成员分工、工作流程。遇到的问题及解决方法，学习收获等信息。学生将自己写的导游词和绘制的地图上交给组长，组长负责交给老师，在班级内，将上交的小组作品依次呈现，并由组内的成员进行介绍，并在班级完成投票，评选出最佳导游团队，全班同学和教师依据评价量规打分、评选。
学生在教师的指导下进行自我评价，完成单元的综合评价。
Step 7Summary
1.Draw a schl map and design a tur
2.A schl is a place t start ur dreams.
Step 8 Hmewrk
Plish yur intrductin.
Perid 6 Sectin B Prject
【板书设计】
This is
Hell and welcme t my schl.My name I am yur guide tday.Let’s begin the tur.This is ur sprts field.It is really big.We raise flag every Mnday mrning.Lk there is/are...
The big building behind it is ...
The next place n ur tur is...
教学反思
基于各课时反思性教学改进，汇总形成单元反思性教学改进设想。
明确主要经验或者需改进的方面_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Hw well can yu d these things?
Very well
OK
Needs wrk
I can name the things in my classrm.
I can name the things in my classrm.
I can name the places in my schl.
I can tell the lcatin f things and places in my schl.
I can intrduce my schl and describe the places I like.
该主题属于“人与自我”范畴下的“做人与做事”主题群，涉及子主题内容为“多彩、安全、有意义的学校生活”。
本单元由两篇对话、一篇说明文、一封信件三种不同类型的语篇组成。第一篇对话介绍了新同学入学找不到教室、教师办公室和商店，向其他同学寻求帮助。第二篇对话主要介绍了彼得向布朗夫人介绍自己的新教室。说明文介绍了英国的教室。信件主要讲述了彼得向弗劳拉介绍了自己的新学校。
本单元的核心语言主要围绕学校设施、位置以及设施功能展开。涉及学校设施的介绍（dining hall, mdern building, ffice, sprts field, smart whitebard, lcker, drawer, reading crner, bkcase, screen），学校设施的位置（in frnt f, acrss frm, at the back f），以及设施功能（put up imprtant ntices, d exercises, raise the flag, change seats, delicius）等。四个语篇涉及不同的语篇知识：第一个语篇以对话方式介绍学校设施的位置；第二个语篇以问答形式介绍了教室设备；第三个语篇介绍了英国教室的样态；第四个语篇以书写的方式介绍了自己的学校。
该单元旨在培养学校生活是每个学生成长过程中不可或缺的一部分，学生在学校中度过了大部分的时间，学校不仅是学习知识的地方，更是学生社交、锻炼能力、培养兴趣爱好的场所。因此，学校生活的多彩、安全、有意义对学生的成长至关重要。通过学习本单元内容，学生可以了解学校生活中的各种设施和位置，了解学校内不同设施的功能和作用，进一步熟悉学校环境，为学生更好地适应学校生活奠定基础。学生在学习过程中逐渐了解自己所处学校的环境和资源，有助于他们更好地融入学校大家庭，培养对学校的归属感和责任感。此外，通过本单元学习，学生还可以提高自己的语言表达能力和交际能力。在对话和信件的写作中，学生需要用到各种语言结构和词汇，培养他们整合语言知识的能力。同时，在与同学、老师交流中，学生也能够锻炼自己的口头表达能力和沟通能力，提高与他人交流的效果。另外，通过本单元学习，学生还可以培养自己的观察力和动手能力。在了解学校设施和位置的过程中，学生需要观察教室、办公室、商店等地点的布局和特点，从而更好地掌握这些地点的位置关系。同时，在了解设施功能的过程中，学生还需要动手操作，例如放置重要通知、做练习等，培养他们的动手实践能力。
综上所述，多彩、安全、有意义的学校生活对学生的成长至关重要。通过本单元的学习，学生可以更好地了解学校生活中的各种设施和位置，提高自己的语言表达能力和交际能力，培养观察力和动手能力，为他们适应学校生活、发展个人能力奠定基础，为以后的学习和生活打下坚实的基础。因此，本单元的学习对学生的全面发展具有积极的意义。
单元课程标准要求
1.词汇：frnt,between,cmputer,library,art,shp,science,student,blackbard,sit,up,back,clck,map,windw,picture,wall,famus,table,tday,e-mail,answer,questin,exercise,way,best,place,because,why,tell,interesting,hall,dining,building,acrss,field,gym,ffice,large,special,smart,whitebard,imprtant,ntice,lcker,crner,bkcase,screen,mdern,amazing,raise,flag,mst,change,seat,delicius,yurs,similar,sund,hw abut,be similar t,bye fr nw,d exercise,at schl,at the back f,put up,sprts field,in frnt f,acrss frm
句型：
Where is the library? It is behind the classrm building.
Where are the bkcases?They are next t the windw?
Is there a whitebard in yur classrm?Yes, there is/N,there isn’t.
Are there any lckers? Yes,there are/N,there aren’t.
There is a shp between the teachers’ building and the science building.
There are sme trees in frnt f the sprts field.
3.灵活使用目标语言询问并回答学校的设施位置及功能，创编一段对话，用there be句式和位置介词谈论自己学校的主要设施及其位置，举例阐释不同的设施的功能，提升热爱校园的意识。
4.听辨并准确认读/ɔ:/, /ɔ/, /u:/, /u/这四个音标以及带有这些音素的单音节词汇，建立因素意识；听辨并准确认读单词的重音；在口头表达中做到单词发音清晰、准确，句子朗读流畅。识别多音节词的重音符号。
5.理解含有there be句式的肯定句、一般疑问句、特殊疑问句的表意功能，并能正确使用该结构询问并回答学校设施的位置；能梳理和归纳there be结构的用法，初步建立英语主谓一致的意识。完成一份关于中国和英国教室区别的简要报告，分别介绍其各自的优点。
6.通过观察语篇形态认识信件类的记叙文，理解介绍学校设施的内容；梳理、归纳出主题图和结构图，根据结构化图形介绍学校的相关内容；关联自身的个人信息，介绍自己的学校和家庭的信息，提升热爱学校的意识。
7.为学校制作一张“校园引导图”，完成一份导游稿，向“校园参观团”介绍学校，参加班级优秀导游评选，以评价量规规范引导图的制作
教法导航
1.启发式教学。通过通过展示校园图片或视频，激发学生兴趣，引导学生讨论校园生活，提出问题，引导学生思考并回答培养学生的思维能力。
2.任务型教学。设计与校园生活相关的任务，让学生在完成任务的过程中学习和运用英语分组合作，鼓励鼓励学生互相交流，互相帮助
鼓励学生互相交流，互相帮助，共同完成任务。
3.情景教学。创设真实的校园场景，让学生在情境中学习和运用英语模拟校园活动，让学生在模拟活动中体验和实践英语。
学法导航
预习
提前预习单元内容，了解主体和重难点，标记生词和短语，借助词典进行预习。
复习
及时复习数学内容，巩固知识点，尝试运用所学内容进行口头和书面表达。
做笔记
认真听讲，记录重要知识点和剧情结构，整理笔记，形成知识体系，便于复习和记忆。
课时分配
第1课时： Sectin A 1a-Prnunciatin 2
第2课时： Sectin A 2a-2f
第3课时： Grammar Fcus
第4课时：Sectin B 1a-1d
第5课时: Sectin B 2a-2f
第6课时: Prject
Perid 1 Sectin A 1a-Prnunciatin2
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
重点单词：dining,hall, building ,acrss ,field, gym, ffice, large,frnt ,between library, cmputer ,art, shp ,science
2.重点词组：in frnt f ,next t,acrss frm,classrm building，science building, art building,music hall,Between and,schl hall
3.重点句式: Where is the dining hall?It’s in frnt f the art building.
Is there... in this schl?Yes, there is
4.能够通过听获取三段小对话中学校设施的位置，根据所听内容和教材提供的信息，完成细节信息的补充。
5.能够使用对话中的句型，询问并回答学校设施位置的基本信息等；能够在小组内相互礼貌得体地完成角色扮演，语言运用得体、正确。
6.能正确识别并读出两组元音音素（/ɔ:/, /ɔ/, /u:/, /u/），能正确读出含有以上四个音素的常见单元音词汇，根据所给的重音符号，识别并正确读出多音节单词的重音，做到举一反三
【教学重难点】
Talk abut places in schl..
Describe a lcatins using there is/there are.
【教学过程】
Step1TTday we are ging t learn Unit 3. First let’s lk at the title and the picture. What are we ging t learn this unit. Yes, we are ging t learn smething abut the intrductin f ur schl. Lk at the picture and share the three questins.
What is this place in the pht?
What are the peple ding n the sprts field?
What d yu like t d at schl?
Step2Let’s learn abut the bjectives f this unit. By the end f the unit, we will be able t talk abut the places in schl. We will describe lcatins using there be structure and prepsitins f psitins. We will intrduce and talk abut yur schl. We can describe the places yu like in yur schl and why.
Step3We are ging t learn Sectin A What is yur schl like. What is yur family like? D yu want t share? Lk at the picture and talk abut the psitins f the places with the wrds in the bx.
Where is the dining hall?
It’s in frnt f the art building.
Step4Let’s lk at the picture. Can yu tell me smething abut the schl map? What place can yu see in the schl? And can yu tell me the psitin f these places.
We can see a dining hall, science building, music hall and teacher’s building. The dining hall is in frnt f the art building.
Step5Listen t the cnversatins and number the places in the rder yu hear them (1—3）.
Step6Listen t three cnversatins again and cmplete the sentences. What is the building’s psitin?
Try t repeat after the tape and pay attentin t the prnunciatin.
2.Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class. Try t use yur wn wrds.
Is there... in this schl?
Yes, there is.
Where is it?
It’s ...
Step7Bring sme schl phts t class and talk abut the psitin f the schl things.
Is this/Are these
Yes./N...
Wh is /Wh
He’s/She’s/They’
Step8We’re ging t learn abut vwel sunds. Let’s listen and repeat. Please pay attentin t the sunds.
What is the prnunciatin f the letter r///u in a wrd?
Please write the sunds f the letters in yur ntebk. What is the prnunciatin f /u? Please write the sunds f the letters in yur ntebk.
Step9Listen and circle the sentences yu hear, then repeat them.
I will shw yu sme ther wrds.
Lk at the wrds. Listen and repeat. Ntice the stressed syllables. D yu knw hw t prnunce the stressed syllables accrding t the circles
Step 10Summary
We knw hw t talk abut yur lcatins.
We are able t prnunce the wrds with/ɔ:/, /ɔ/, /u:/, /u/ and learn abut stressed syllables.
We are able t make up a cnversatin abut hw t ask and answer the places in schl.
Step 11Hmewrk.
1.Listen carefully and read the telescript fluently.
2.Finish yur task paper.
3.Search fr mre infrmatin abut hw t ask and answer abut yur schl.
【板书设计】
Perid 1 Sectin A 1a-Prnunciatin2
--Where is the dining hall?
--It’s in frnt f the art building.
--Is there... in this schl?
--Yes, there is
Perid 2 Sectin A 2a-2e
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.重点单词：student,blackbard,sit,up,back,clck,map,large,special,smart,whitebard,imprtant,ntice,lcker,drawer
2.重点词组：put up,there be,at the back f,reading crner
3.重点句式: What is yur new classrm like?It’s large..
They are frty students desks in the rm.
What’s special in yur classrm?
Are there any lckers in the classrm?N, there aren’t.
4.能够通过听读对话获取彼得新教室的设施、特点的信息；能够识别对话中询问地点、功能、辨认的句式，运用相关语言进行角色扮演。
5.能运用目标语言，填写自己和彼得教室物品，并进行比较，与同伴角色扮演，并在班级中展示。
6. 运用相关语言表达方式，与同伴创编一段对话，用there be句式和位置介词谈论自己学校的主要设施及其位置，举例阐释不同的设施的功能，提升热爱校园的意识。
【教学重难点】
用there be句式和位置介词谈论自己学校的主要设施及其位置
【教学过程】
Step 1Presentatin
Tday we are ging t learn Unit 3. First let’s lk at the picture. Lk at the picture and answer the three questins.
What is the pht abut?
What can yu see in the picture?
Is it similar t yurs?
Step 2Listen t the cnversatin and fill in the blanks.
Step 3Read the cnversatin and answer the questins.
Match the questins with the answers. Read again and circle T fr true r F fr false.
Step4Listen again and try t repeat after the tape and pay attentin t the prnunciatin.
Step 5Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class
Here are the things in Peter’s classrm and yur classrm. Fill in the chart with the things in the bx.
Step 6Let’s wrk in pairs. Cmpare yur classrm with Peter’s. Please tell the difference between the tw
classrms.
A: There is a blackbard in Peter’s classrm and ur classrm.
B: In his classrm, the smart whitebard is next t the blackbard. In ur classrm,
Step 7Please wrk in grups and after that yu can shw yurselves in frnt f the class. Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class.
As I tld yu befre, Let’s watch ur classrm. Wrk in pairs, ask and answer the questins abut what ur classrm is like.
A: What is yur classrm like?
B: It’s large. There
A: Where d yu sit?
B: I the classrm.
A: What is special in yur classrm?
B: There is ...
Step 8Summary
1.We knw hw t talk abut ur classrm.
We are able t talk abut the lcatin by using there be structure.
We are able t make up a cnversatin abut ur classrm.
Step 9 Hmewrk
1.Listen carefully and read the telescript fluently.
2.Finish yur task paper.
3.Search fr mre infrmatin abut the things f yur classrm.
Perid 2 Sectin A 2a-2e
【板书设计】
What is yur new classrm like?
It’s large..
They are frty students desks in the rm.
What’s special in yur classrm?
Are there any lckers in the classrm?
N, there aren’t.
.
put up
there be
at the back f
reading crner
Perid 3 Grammar Fcus
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.重点单词：windw,picture,famus,wall,table,tday,bkcase,screen
2.重点词组：in the library,in frnt f,next t, between and,n the wall
3.重点句式:Where is the library? It is behind the classrm building.
Where are the bkcases?They are next t the windw?
Is there a whitebard in yur classrm?Yes, there is/N,there isn’t.
Are there any lckers? Yes,there are/N,there aren’t.
There is a shp between the teachers’ building and the science building.
There are sme trees in frnt f the sprts field.
4.通过观察示例句子，能梳理和归纳询问和回答事物位置的表达方式，以及there be句式的用法。
5.理解含有Where be/There be句式的表意功能，初步建立描述方位的语言意识，在实践中逐步应用句型。
6.能结合自身实际，正确使用there be句式结构和方位介词对中国和英国教室区别的简要报告，分别介绍其各自的优点对中国，并在班级前进行角色表演。
【教学重难点】
正确使用there be句式结构和方位介词对中国和英国教室区别的简要报告
【教学过程】
Step 1Tday we are ging t learn the grammar fcus part. Let’s read the sentences and find ut the rules f sentence patterns. Read the sentences and circle the lcatins.
Step 2Read the grammar fcus part. Wrk in grups. Read the sentences. Underline the verbs in there be structure and circle the prepsitins f psitins. After that, let’s check the answers. Wrk in grups. Let’s talk abut the rules abut there be.
Step 3Since we have talked abut the rules f there be structure and the prepsitins f psitins. Read the sentences belw and cmplete the sentences.
Step 4S what is the rule f verbs frm f the wrds? Wrk in the grups and share yur answer.
Step 6Let’s lk at the picture and read a passage. Circle prepsitins t cmplete the descriptin f the classrm in the pht. After that, we will share the answers tgether.
Step 7 Wrk in grups and talk abut hw yur classrm is different frm the classrm in 3c. Tell the differences between Chinese classrm and British classrm.
A: In ur classrm is different frm the classrm in 3c.
B: And there is a reading crner in ur classrm.
Step 8Summary
We knw hw t describe lcatins using there be structure and prepsitins f psitins.
We are able t tell the differences between Chinese classrm and British classrm.
We are able t rle-play a cnversatin.
Step 9 Hmewrk
1,Read the passage fluently and recite it.
2.Finish yur task paper.
3.Intrduce yur classrm in a passage.
Perid 3 Grammar Fcus
Where is the library? It is behind the classrm building.
Where are the bkcases?They are next t the windw?
Is there a whitebard in yur classrm?Yes, there is/N,there isn’t.
Are there any lckers? Yes,there are/N,there aren’t.
There is a shp between the teachers’ building and the science building.
There are sme trees in frnt f the sprts field.
Des yur mther have a pian?Yes, she des.N, she desn’t.
【板书设计】
Perid 4 Sectin B 1a-1d
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
重点单词：mdern,amazing,raise,flag,mst,change,seat,delicius,yurs, similar,email, answer,questin,exercise,way,best,place,because
2.重点词组：at schl, d exercises,hw abut,be different frm,thanks fr,many kinds f
3.重点句式:Thanks fr yur email.
There is a large sprts filed next t the schl hall.
It is a special way t start a week.
The dining hall is acrss frm the sprts filed.
What abut yur schl?
4.获取短文中有关彼得新学校的基本信息，内容包括操场、教学楼、食堂等，梳理、概括表示他们信息的介绍，借助可视化图形呈现结构化知识。
5.基于结构化知识和语篇主题图，运用目标语言，运用第三人称视角复述文章内容.
6.探究彼得对新学校的看法，探讨你在学校喜欢做的事情，总结自己最喜欢学校的地方及理由，并在班级分享，提升爱护学校的意识
【教学重难点】
1.Intrduce and talk abut yur schl..
Describe the places yu like in yur schl and why.
【教学过程】
Step 1Tday we are ging t learn Sectin B What fun things d yu d at schl? Let’s think abut it. D yu like yur schl? Which place d yu like best in yur schl? What fun things d yu d at schl?
Step 2Wrk in grups and list yur favurite places in yur schl. Then share with yur partner. Yu need t share the reasns.
What is yur favurite place in yur schl?
Why d yu like it?
Step 3Lk at the pictures and the passage. What can yu see in the picture? What kind f passage is it?
Step 4Skim Peter’s reply tFlra’s email. Chse the questin Flra prbably asked in her last email.
What is yur new schl like?
Where is yur new schl?
Hw is yur new schl different frm yur ld ne?
Let’s check the answers tgether.
Step 5Read again find ut what these wrds describe?
①beautiful
②mdern
③large
④big and clean
⑤delicius
After that, let’s check the answers tgether.
Step 6Wrk in grups and draw amind map accrding t the passage. The mind map includes the descriptin f sprts field, Peter’s classrm and dinning hall. After that I will ask sme f yu t share yur mind map with us.
Step7Accrding t yur mind map, please try t retell yur passage and shw yurself in frnt f the class.
Yu can start like this.
Peter’s schl is great and beautiful. There are many mdern buildings. There is a large sprts field next t the schl The classrm building is behind the sprts dinning hall
building is acrss
Step 8Since we have knwn abut the infrmatin abut Peter’s schl. Wrk in grups. Let’s think abut the questins. Discuss these questins.
①What d students in Peter’s schl d n the sprts field?
②Where des Peter sit this week?
③Why is the dinning hall Peter’s favurite place at schl?
④Hw is Peter’s schl similar t yurs?
Step 9Let’s think abut it. What is yur favurite place in yur schl? What d yu like abut yur schl? Wrk in grups and share the answers.
Schl is a place t study and play, it is ur secnd hme. We must lve it.
Step 10Summary
1.We shuld knw hw t intrduce and talk abut yur schl.
2.We are able t explre the meaning f schl.
Step 11 Hmewrk
1.Recite the passage and practice with yur partner.
2.Finish yur task paper.
3.Write a passage abut yur schl.
Perid 4 Sectin B 1a-1d
【板书设计】
Next t the schl hall
D exercises and rise flag
Sprts field
Acrss frm the sptrs field
Many kinds f fd
Dining hall
delicius
Perid 5 Sectin B 2a-2b
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.重点单词：why, dear, tell, interesting,similar,sund
2.重点词组：be similar t, bye fr nw,places in my schl, my favrite place
3.重点句式:I wuld like t tell yu abut my schl.
There are many interesting places in my schl.
My favrite place
4.能够基于写作目的和要求，在教师的指导下有效开展写作准备，梳理回帖文本结构，列出介绍学校的内容要点.
5.能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中.
6.通过自评和互评，不断改进自己的作品，使之完善，改进初稿的结构、内容和语言。
【教学重难点】
能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中
【教学过程】
Step 1Tday we are ging t learn Sectin B Writing. Let’s think abut it. What have we learned abut hw t intrduce ur schl?
Step 2Tday we are ging t write an email t anther cuntry friend t intrduce yur schl.
Step 3Let’s think abut places in yur schl and cmplete the ntes. After that, let’s check the answers.
①Places in my schl:
②My favurite place:
③Where it is:
④Why I like it:
⑤What I like t d there:
Step 4Let’s read the sample tgether, please wrk in grups and find ut the structure f the sample.
Step 5Please list the key pints f intrducing yur schl.
Step 6Read the sample again and find ut the detailed infrmatin. And put them int the structure.
Find ut sme beautiful sentences frm the passage. And write them in yur ntebk.
2.Imagine a friend frm anther cuntry has sent yu an email abut his r her schl. Step 7Write a reply abut yur schl.
T:___________
Frm:___________
Dear _________,
They are _________. My favurite place is ________. It
is _________. I lve it because it __________. I like t _________ there. Bye fr nw.
Step 8Please write yur cmpsitin and finish it in 7 minutes.
Please check the cmpsitin by yurself accrding t the qaurtiene.
Step 9Wrk in yur grups and revise yur cmpsitin.
Step 10Summary
1.We shuld knw hw t intrduce ur schl.
2.We are able t knw abut the structure f writing an email.
Step 11 Hmewrk
1.Plish yur passage.
2.Finish yur task paper.
3.Write a passage abut yur schl.
Perid 5 Sectin B 2a-2b
【板书设计】
Acrss frm
behind
Big and clean
I like t d
My favrite
Perid 6 Prject
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.通过参与“让我带你参观校园”的实践活动，学生能够运用本单元所学语言，绘制学校地图，撰写导游词，
2.并用文段进行学校的介绍，以小组的形式组成导游团，带领外校同学参观学校；
3.能够积极参与教师组织的项目活动，乐于分享交流并享受其中的快乐；
通过个人信息的分享，增强彼此了解，提升爱护校园的意识，探索美好学校对个人的意义。
【教学重难点】
学生能够运用本单元所学语言，绘制学校地图，撰写导游词，
【教学过程】
Step 1 教师告诉同学项目的内容“Let me shw yu arund”，并告诉同学项目的要求，分发任务单。教师设计并按照班级人数打印《项目学习工作表》和《组内成员互评表》。
Step 2 教师向学生介绍项目学习的目的、方法和预期的学习成果。
Step 3 学生在教师的引导下想象一下如何向校外同学介绍自己的校园，并且如何绘制校园的地图并撰写导游词。
Step4教师引导小组内的每名学生要思考可能提出的问题，和小组同伴讨论撰写导游词和制作学校地图介绍的构成，观察学生能否积极地投入讨论之中。
Step 5 学生绘制一个校园地图，并计划如何开展参观游览的计划。
Step 6 学生采用小组合作的方式，练习如何撰写导游词，运用所给的目标语言，撰写导游词，在小组内分享，确保语言准确、内容完整。表达流畅。至少找三组同学来到班级前进行分享。
在完成第一阶段的任务以后，教师给予学生一份导游词的范例，让学生观察导游词的内容，文章结构包括欢迎词、自我介绍、过渡语、学校设施、特点、位置、功能等内容。
学生给学生10分钟的时间完成参观学校的介绍，同时给出评价量规，要求内容全面、语言准确、表达流畅等。学生在完成导游词介绍后，给予学生1分钟时间自评，检查是否有内容、语法上的错误。学生在完成描述段落的过程中，根据老师提供的评价量规，关注语言的准确性、内容的全面性、句式的丰富性等。教师针对学生需要学习和运用的核心语言进行整理和提炼，为学生基于主题意义探究开展结构化的语言学习、参与结构化的语言表达奠定了良好的基础。
注意：在活动过程中，教师需要提前准备工作表，小组需要在《项目学习工作表》中记录成员分工、工作流程。遇到的问题及解决方法，学习收获等信息。学生将自己写的导游词和绘制的地图上交给组长，组长负责交给老师，在班级内，将上交的小组作品依次呈现，并由组内的成员进行介绍，并在班级完成投票，评选出最佳导游团队，全班同学和教师依据评价量规打分、评选。
学生在教师的指导下进行自我评价，完成单元的综合评价。
Step 7Summary
1.Draw a schl map and design a tur
2.A schl is a place t start ur dreams.
Step 8 Hmewrk
Plish yur intrductin.
Perid 6 Sectin B Prject
【板书设计】
This is
Hell and welcme t my schl.My name I am yur guide tday.Let’s begin the tur.This is ur sprts field.It is really big.We raise flag every Mnday mrning.Lk there is/are...
The big building behind it is ...
The next place n ur tur is...
教学反思
基于各课时反思性教学改进，汇总形成单元反思性教学改进设想。
明确主要经验或者需改进的方面_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Hw well can yu d these things?
Very well
OK
Needs wrk
I can name the things in my classrm.
I can name the things in my classrm.
I can name the places in my schl.
I can tell the lcatin f things and places in my schl.
I can intrduce my schl and describe the places I like.
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