授课人：
授课对象：七年级学生
课时：1
课题：Module
3
My
schoolUnit
1
There
are
thirty
students
in
my
class
.
课型：听说（listening
and
speaking）
教学目标
语
言
知
识
目
标
功能
能够描述教室
语法
能理解“There
be”句型表示存在的用法能运用“There
be”句型的肯定、否定、一般疑问句及特殊疑问形式和相应的回答
词汇句型
1.
picture
,
thirty
,
forty
,fifty
,
seventy
,
eighty
,
ninety
,
computer
,
furniture
,
television等词汇；2.
There
be
句型
语音
能正确识别并朗读/
?
/,/?:/,
/?/，/ɑ:/
语言技能目标
听
能听懂介绍教室的简短对话
说
能利用“There
be”句型介绍自己的班级
读
能够模仿原声课文的语音语调，提高英语口语能力能根据相关信息预测文章内容，掌握文章大意
写
能够用
There
be
句型写出介绍教室的短文
运用
能够灵活运用本课知识，在真实场景中和外国友人交谈，询问对方国家的学校并向对方介绍自己的学校
情感态度目标
培养学生热爱学校，珍惜美好生活的意识
教学思想
English
teaching
should
focus
on
all
the
students
and
lay
the
foundation
for
students’
lifelong
development.
Teachers
should
pay
attention
to
each
student’s
emotion
and
stimulate
their
interest
in
learning
English.
English
classes
should
be
student-oriented
and
respect
individual
differences.
We
should
help
students
build
up
achievability
and
confidence
in
their
studies.
Try
to
develop
students’
language
ability.
Enable
them
to
use
English
to
express
themselves
to
foreigners.
Help
them
understand
and
respect
culture
differences.
学习者特征分析
七年级上学期的学生刚刚升入初中，对英语学习充满了兴趣和好奇心，由于在小学已经有了词汇和语法基础，也能用英语进行简单的交流。对
There
be
也有了简单的学习和了解，所以对本节课的内容有一定的知识基础。而且，本模块的话题为介绍教室，与学生的生活息息相关，学生容易理解并且很感兴趣。通过情境的创设，学生能够从真实的语言环境中体会到目标语言的实用性，并培养学生热爱学校，珍惜美好生活的意识。
教学重难点:教学重点：正确使用
There
be句型教学难点：能够熟练运用
There
be的肯定、否定、一般疑问以及特殊疑问形式询问及描述教室教学中应注意：1.
要强调
There
be句型的意义2.
要强调
There
be
句型的各种句式变化
教学方法设计
1.
小组合作法：在对There
be句型的归纳总结、外教连线等环节均采用了小组合作的方式，让各层次的学生都能在课堂上有所收获，发挥出自己的作用，建立自信心，进而培养学生的合作意识。
2.任务型教学法：
开放式的处理教材，让学生自己演练相关对话，围绕这一任务，展开合作，进行口语交际训练。
教学过程：（课前，教师已经按照英语学将24名学生分成4个学习小组）Step
1:
Warming-up通过翼课网检查课前布置的单词跟读作业，了解学生对词汇的的掌握情况。T:
Good
morning
,
boys
and
girls
.S:
Good
morning
,
teacher
.T:
Yesterday
I
told
you
to
read
the
new
words
on
Ekwing.
Have
you
finished?S:
Yes.T:
Let’s
check
together
.设计意图：本课词汇较多，课前预习生词，解决新课的词汇问题，通过翼课网了解学生哪些单词不会读，通过练习加以巩固，实现精准教学。 2.单词抢答：通过百词斩App抢答单词
。T:
Now
let’s
check
if
you
can
remember
the
new
words
.T:
After
a
while
,
you
will
see
four
different
meanings
of
each
word
.But
only
one
of
them
is
right
.Pick
it
out
and
the
fastest
one
can
get
one
point
.
Do
you
understand
?
(Yes.)
Are
you
ready
?
(Yes.)OK,
let’s
begin.T:
Excellent
!You
have
done
a
very
good
job
.
设计意图：检测学生是否能记住生词，通过抢答调动学生的积极性，活跃课堂气氛。3. 屏幕出示图片，用电子白板的聚光灯遮挡图片，并迅速移动，让学生猜测 是什么图片（教室），然后通过单词classroom融入音标/ɑ:/的教学。T:
Look
at
the
screen
carefully
.
Guess
what
this
picture
is
.S:
Classroom
.T:
Bingo!
Follow
me
.
Classroom
,
classroom
.
/ɑ:/
,
/ɑ:/
,
are
,
are
.
Today
our
lesson
is
about
classroom
.
So
let’s
learn
Module
3
Unit
1
There
are
thirty
students
in
my
class
.
Please
read
together,
one
two
.T:
Thirty,
thirty
.
/?:/
,
/?:/.
Girl
,
dirty
.设计意图：激发学生的好奇心，自然导入本课话题。21Step
2:
Practice通过连线巩固练习数字。T:
Now
let’s
match
the
words
with
the
numbers.
You
can
do
Activity
1
on
your
paper.T:
Let’s
check.
Please
read
together
.出示活动2中的图片，并根据图片内容展示There
be
句型。There
are
some
books
on
the
desks
.
There
is
a
television
in
the
classroom
.There
is
a
computer
on
the
teacher’s
desk.
There
are
computers
on
everyone’s
desk.
T:
Now
let’s
listen
to
the
tape
and
choose
the
correct
picture
.
T:
Which
one
do
you
choose
?
设计意图：学生初步感知there
be
句型的用法，导入本课语法内容There
be
句型肯定句的练习：出示图、单词和There
be句子，同时强调/
?
/,/?:/,
/?/的发音。出示图片和单词并练习识别和朗读音标T:
Now
let’s
make
some
sentences
like
this
.
Look
at
this
picture
.
What’s
this
?S:
Computer
.T:
OK
.
Computer
,
computer
.
/
?
/
,
/
?
/
.
Teacher
.
Father
.T:
There
is
a
computer
on
the
teacher’s
desk
.
(
Ss
repeat
)
T:
In
this
picture
we
can
see
some
students
.Some
,
some
.
/?/
,
/?/
.
Come
,
come
.
T:
There
are
some
students
in
the
classroom
.
(
Ss
repeat
)
（2）出示图片、单词和there
be句型的肯定句结构（There
is
/
are
…）,学生造句。T:
Now
it’s
your
turn
.
Look
at
this
picture
and
make
a
sentence
by
yourself.T:
Who
can
?4．There
be
句型否定句的练习
通过提问学生展示There
be
句型的否定句，学生根据图片和文字提示，自己造句T:
Now
listen
to
me
carefully
and
answer
my
question.T:
Can
you
see
a
television
in
our
classroom
?T:
No,
I
can’t
.T:
So
we
can
say
“There
isn’t
a
television
in
our
classroom.”T:
Can
you
see
computers
on
everyone’s
desk
?T:
No,
I
can’t
.T:
So
we
can
say
“There
aren’t
computers
on
everyone’s
desk
.
”T:
Now
look
at
this
picture
.
Can
you
see
a
clock
on
the
wall
?S:
No
.T:
So
we
can
say
“There
isn’t
a
clock
on
the
wall
.”
This
time,
please
make
your
own
sentence.
Who
can
?5.There
be
句型一般疑问的练习:老师用There
be的一般疑问句式提问几名学生，学生回答，然后学生两人一组练习用There
be
句型问答,
老师提供词汇T:
Is
there
a
clock
in
our
classroom
?S:
Yes,
there
is
.T:
Are
there
televisions
in
our
classroom
?S:
No,
there
aren’t
.……T:
Now
work
in
pairs
,
ask
and
answer
like
this
.
I
hope
these
words
can
help
you
.(Students
practice
)6.There
be句型特殊疑问句的练习(1)问学生第二组有几名同学,学生回答，引出
there
be
句型的特殊疑问句How
many
…?T:
How
many
students
are
there
in
Group
2?
Let’s
count
together
,
one
,
two
,
three
…So
how
many
students
are
there?
(Six)
Can
you
say
a
sentence
?(There
are
six
students.)T:
How
many
girls
are
there
?
(There
are
three
girls.)
How
many
boys
are
there
?
(There
are
three
boys
.)T:
Now
let’s
ask
and
answer
about
our
classroom.
Please
use
numbers.
You
can
ask
and
answer
like
this
?
…
…设计意图：让学生在真实的语言环境中先感性地认识There
be
句型的句式变化，为后面理性地归纳做好铺垫。
Step
3
Grammar
学生用iPad上网搜索There
be句型的用法并画出思维导图；教师利用希沃授课助手的上传照片功能，将学生总结的用法上传到屏幕上，并总结。
T:
Now
we
have
known
something
about
“There
be”.
Please
take
out
your
iPad
and
search
for
some
information
about
“There
be
”
on
the
Internet
in
groups
.
Then
draw
mind
maps
with
the
help
of
this
table.
T:
Have
you
finished
?
Let
me
take
photos
of
your
mind
maps
.T:
Group
leaders,
come
to
the
front
and
conclude
“There
be
”
for
us
.
And
you
can
get
a
present.T:
Now
let’s
conclude
together
.做关于There
be句型的练习题T:
Now
let’s
do
some
exercise
.T:
Who
can
come
to
the
front
?T:
Let’s
check
the
answer
together
.设计意图：让学生从感性认识上升到理性归纳总结，从而掌握There
be句型的变化规律，在通过习题加以巩固练习。Step
4
Listen
,
watch
and
say听课文对话，选择正确答案。T:
Our
friends
Daming
and
Linda
are
talking
about
their
classrooms.
Let’s
listen
to
the
tape
and
answer
the
questions.T:
Let’s
check
together.2.在翼课网上跟读课文并完成表格。T:
Please
take
out
your
iPad
and
repeat
the
conversation
on
Ekwing.
Then
complete
the
table.T:
Now
let’s
see
who
got
the
first
place
.
…
Congratulations.
Let’s
give
him
a
big
hand
.
Let’s
listen
to
him
.
T:
Excellent.
I
hope
you
can
practice
more
after
class.T:
This
time
let’s
complete
the
table
together
.3.对话配音T:
Now
let’s
dub
the
conversation
.
Practice
with
your
partner
and
then
come
to
the
front.
T:
OK.
Stop
here.
Come
to
the
front
and
you
can
get
a
present
.设计意图：熟悉对话内容和目标语言，为下面的语言输出做铺垫。4.连线外教，向外教介绍我们的教室T:
Let’s
make
a
new
conversation
in
groups
and
then
introduce
our
classroom
to
our
foreign
friend
.
.T:
OK
.
Time
is
up
.
Let’s
say
hello
to
our
friend
.
Now
who
wants
to
introduce
our
classroom
?
T:
Let’s
welcome
her
to
China
together
.S:
Welcome
to
China
.设计意图：检测学生是否能够灵活运用目标语言。Step
5
Emotional
education
观看关于贫困山区孩子学习的短视频。T:
Maybe
you
think
our
classroom
is
not
the
best
.
But
it’s
much
better
than
those
in
some
poor
areas
in
China
.
The
children
there
don’t
even
have
a
classroom
.
Let’s
watch
a
short
video
about
them
.T:
So
please
cherish
today
and
what
we
have.
Study
hard
and
try
our
best
to
help
people
in
need
.设计意图：培养学生热爱学校，珍惜美好生活的意识Step
6
Homework写一篇短文，谈论自己理想的教室。T:
Today’s
homework
,
write
a
passage
about
your
ideal
classroom
.
设计意图：检测学生是否能够灵活使用目标语言介绍教室。板书设计Module
3
Unit1There
are
thirty
students
in
my
class
.There
be
句型肯定句：There
is
+
可数名词单数/不可数名词
.
There
are
+
可数名词复数
.否定句：There
isn’t
+
可数名词单数/不可数名词
.
There
aren’t
+
可数名词复数
.
一般疑问句：-Is
there
+
可数名词单数/不可数名词？
-Yes,
there
is
./
No,
there
isn’t
.
-Are
there
+
可数名词复数?
-Yes,
there
are
.
/
No,
there
aren’t
.
资源应用为改变传统式的课堂教学，本课使用iPad授课，进一步激发学生的英语学习的兴趣。在英语学习网站搜集了一系列相关素材。由于搜集的视频和音频过长，影响教学效果，我对视频和音频进行了剪辑，加工和整合，以适应课堂教学。本课使用了英语学习网站-翼课网，实现了精准教学；利用百词斩app进行单词抢答，
既能提升学生的学习兴趣又有效地节约了课堂时间。语法总结时，学生以小组为单位利用iPad在网上搜索信息并总结归纳，借助SeewoLink(希沃授课助手)将各组的图片上传到大屏幕上进行对比总结。听力训练环节，从CD-ROM（单机版网络教材）中截取了activity1、2音频和课文演示动画，使学生进行泛听和精听的训练，培养学生的听力能力。
评价方法
教师评价：在学生回答问题后给予反馈，以赞扬和鼓励为主，激励学生学习兴趣，鼓励学生大胆说英语，树立孩子的信心，让他们在课堂上想说，会说英语。学生互评：学生之间互相合作及评价，既培养学生的合作意识，也彼此激励互助。
教学反思
在本节课的实际教学中，各项教学内容和课堂活动的各个环节进行的都比较顺利。根据课标中的理念及学生的实际水平，对教材安排的活动重新进行了整合。我熟练应用了白板的各项功能，并在课堂环节中恰当的使用这些功能以辅助教学。并且从网络上下载了丰富的教学资源，添加了更接近学生学习生活的材料，用学生熟悉的事物来激发学生的兴趣和主动性。在教学过程中，坚持学生的主体地位，以自学与小组合作学习的模式，使所有学生都能在课堂上有所收获。在操练过程中，我运用了多种操练形式，让学生都能够参与其中。在设置任务时也是由易到难，让各个层次的学生都能发挥自己的能力，在课堂上展示自我。当然本节课也存在一定的问题。比如，对学生的夸奖语言过于单调，有些环节的操练并不到位，有时因为紧张的缘故，略显拘谨。在今后的教学中，我会注意调整这些问题，让自己在最短的时间内成长起来！外研版英语七年级上册Module
3
My
school
Unit
1
There
are
thirty
students
in
my
class.
教学设计
1．教材内容分析
本模块以“学校”为话题，介绍学校的设施、布局和教室内的设备等。由于大部分学生刚入学不久，对于学校还比较有新鲜感，所以会对这个话题感兴趣。同时，学校是学生日常生活的主要场所之一，“学校”这一话题必然能刺激学生的交流欲望，提高学生参与学习的积极性。
第一单元对话的语境是大明向琳达询问英国教室的样子，并对自己的教室做了一些介绍。语法项目主要为：“there
be”句型的肯定、否定、一般疑问句及特殊疑问形式和相应回答。
2．学情分析
学生在小学阶段使用的《外研社小学英语教材（一年级起点）》第五册开始就接触过“there
be”结构的不同句式及用法，但是知识呈零散状态；本节课教师不仅应让学生在具体语境中再次深入感知“there
be”的含义及用法，并引导学生对其进行归纳总结，形成知识体系。
3．教学目标
1.
语言知识目标
（1）功能：利用
“there
be”
结构描述教室
（2）语法：①能理解“there
be”句型表示存在的用法；
②能运用
“there
be”句型的肯定、否定、一般疑问及特殊疑问形式和相应的回答。
（3）词汇：正确理解与运用以下词汇
①名词：computer,
furniture,
map,
television,
wall,
picture
②数词：thirty,
forty,
fifty,
sixty,
seventy,
eighty,
ninety
③代词：there
④副词：really
2.
语言技能目标
（1）听：能听懂介绍学校的简短对话
（2）说：能利用“there
be”句型介绍自己的班级
（3）运用：描述教室内的设施
3.
学习策略目标
（1）自主策略：能借助词汇图片掌握单词
（2）合作学习策略：学会倾听，并在结对活动、小组活动中充分发挥自己的作用
4.
文化意识目标：了解不同国家的学校教育
5.
情感态度目标：培养热爱学校，热爱家园的意识
6.
任务：能运用所学
“there
be”结构向他人介绍自己的教室，并落实到笔头。
四．教学重点与难点
1.
重点：“there
be”句型的肯定、否定、一般疑问及特殊疑问形式和相应的回答。
2.
难点：there
be结构中be的选择。
五．教学资源与工具设计
希沃白板、学案卷、点读笔
6．教学流程与设计意图
【导入】聚焦话题
【操作方式】由一段简短的校园音乐相册的微课视频引出本模块的主题---my
school.
Teacher:
Today
we
are
going
to
learn
Module
3.
Let’s
enjoy
a
short
video
first.
And
try
to
find
out
:
“what
is
the
video
about?”
Students(after
watching)
:
My
school.
【设计意图】（1）视觉上刺激学生，调动其参与课堂的积极性，激活模块话题；（2）多角度展示学校之美，培养学生热爱学校的意识。
【活动】激活话题，导入
“there
be”结构
【操作方式】教师设置关于“班级”与“教室”的问题，学生畅所欲言进行回答；教师将其中产出的“数字”与
“there
be”结构相关内容进行板书归纳；对于出现的重难点单词如
“television”
“furniture”等看图跟读；电子白板游戏环节两两PK选择适合与there
is或there
are搭配的词或词组。
Teacher:
In
this
lesson,
we
will
learn
more
about
our
school
and
our
class.
Do
you
love
your
class?
Students:
Yes!
Teacher:
Let
me
check
if
you
really
love
your
class
and
know
about
it.
If
you
can
answer
all
my
questions,
I
will
let
you
play
a
game
as
the
reward.
Teacher:
How
many
students/boys/girls
are
there
in
your
class?
Students:
There
are
thirty-eight/twenty-two/sixteen
students
in
my
class.
...
Teacher:
What’s
in
our
classroom?
Students:
There’s
a
blackboard/a
computer...
There
are
some
pictures/desks/books...
Teacher:
How
many
pictures/desks/books
are
there
in
our
classroom?
Students:
There
are
eighty/ninety.
Teacher:
Look
at
these
numbers:
eighty,
ninety.
What
do
they
have
in
common?
Students:
“ty”.
Teacher:
What
about
“thirty-eight”
and
“twenty-two”?
Students:
The
“-”-----hyphen.
...
Teacher:
Is
there
a
television
in
our
classroom?
Students:
No,
there
isn’t.
There
isn’t
a
television
in
our
classroom.
Teacher:
Are
there
maps
in
our
classroom?
Students:
No,
there
aren’t.
There
aren’t
any
pictures
here.
【游戏说明】白板游戏，每组两位同学进行PK。游戏开始后，白板左右两侧会分别随机掉落图上名词或词组。第一组学生点击选择与there
is搭配的名词，第二组学生点击选择与there
are搭配的名词。系统会根据作答情况及所用时间选出PK获胜者，依据参与者表现情况获得相应加分。
【设计意图】(1)
过关重难点词汇，同时渗透音标与语音的教学；
（2）巩固数字的表达方式，为听力中出现的数字内容做好知识层面的铺垫，同时引导学生养成善于总结规律的良好习惯；
（3）在真实语境中通过听说感知“there
be”结构的用法以及功能；
（4）大量的听说练习督促学生注意力的迅速集中，锻炼听说能力；
（5）以游戏环节助力学生轻松突破“there
be”结构中“be”动词选择这一难点内容，活跃课堂气氛，利用信息技术提升课堂效率。
【活动】感悟话题
Step
1:
Talking
and
listening---Activity
1
Ⅰ【操作方式】展示教材Activity
1部分的三幅图片，学生观察其不同，并用there
be句型描述三幅图片。
Teacher:
After
talking
about
our
own
classroom,
our
friend
Betty
also
wants
to
talk
about
her
classroom.But
as
you
see,
there
are
three
pictures
here.
Observe
the
pictures
:
what’s
the
difference?
Students
talks,
describes
and
share
their
ideas.
One
possible
answer:
There
is
a
computer
in
Classroom
1.
【设计意图】(1)进一步练习运用“there
be”结构；
（2）锻炼学生识图观察能力，并为其后听力进行铺垫。
Ⅱ【操作方式】播放听力内容，判断三间教室中哪一间是Betty的教室并写出依据：两名同学白板上完成，其他同学在学案卷上完成，完成后全班核对答案。
Teacher:
Listen
to
choose
Betty’s
classroom
and
try
to
explain
the
reason.
Students
finish
the
task
and
check
the
answer.
One
possible
answer:
Classroom
1
is
Betty’s
classroom.
Because
there
is
a
television
in
Picture
1.
【设计意图】通过听力的输入，进一步理解感知“there
be”的使用。
Step
2:
Talking
and
listening---Activity
3
Ⅰ【操作方式】播放听力内容，填空作答：“What’s
Betty
classroom
like?
It’s
__________.
”完成后提问核对答案。
Teacher：We
talk
about
our
classroom
and
Betty
introduces
her
classroom.
Daming
and
Linda
are
also
talking
about
something
interesting.
Guess
what
are
they
talking
about?
Students:
Their
classrooms.
Teacher:
Yes,
they
are
also
talking
about
their
classrooms.
Listen
to
the
conversation
and
try
to
fill
in
the
blanks.
You
can
take
some
notes
if
necessary.
Students:
It’s
really
big.
【设计意图】（1）设置问题，对于听力内容进行有针对性的整体感悟与把握；
（2）练习本节课重点副词“really”；（3）提示回顾形容词性物主代词的用法。
Ⅱ
1.
【操作方式】再次播放听力材料的前半部分，引导归纳此部分主题；提示学生有效获取信息的听力技巧；再播放一遍，填写表格。学生在学案卷上完成，一位同学在白板上完成,班级核对答案；组内利用“How
many...are
there
in...?
There
are...”进行对话练习。
Teacher:
This
time
please
listen
to
part
of
the
conversation
and
find
out
the
topic
of
the
part.
Students(after
listening):
The
topic
is
“the
numbers
of
students”.
Teacher:
If
we
want
to
know
the
“numbers”,
what
should
we
listen
to?
Students:
How
many.
Teacher:
Yes.
Listen
again
and
fill
in
the
blanks.
Pay
special
attention
to
“how
many”.
Class
Number
of
students
Number
of
boys
Number
of
girls
Linda’s
class
/
/
Daming’s
class
Students
check
the
answers.
Teacher:
Work
in
pairs:
one
asks
with
“How
many...are
there...in...?”
and
one
answers
with
“There
are...in...”
Students
practise
and
then
the
teacher
calls
two
pairs
to
ask
and
answer.
【设计意图】（1）通过再次的听力输入与对话输出，深入感知“How
many...are
there...?
There
are....”句式含义并练习其使用方法；（2）培养学生进行“主题提炼”的能力并训练学生“利用关键词有效获取信息”的听力技巧。
2.
【操作方式】播放听力材料的后半部分，填写表格，班级核对答案；根据听力内容选择该部分主题；组内利用
“What’s
in...?
There
is/There
are...”进行对话练习。
Class
Computers
Pictures
Type
of
map
Linda’s
class
a
map
of
England
Daming’s
class
/
not
any
pictures
The
answers
should
be:
“a
computer”
“some
pictures”
and
“a
map
of
the
world”.
...
Teacher:
Which
one
is
the
topic
of
the
part?
A.
The
pictures
in
the
classroom
B.
The
maps
in
the
classroom
C.
The
things
in
the
classroom
Students:
C.
Teacher:
Yes.
Because
C
is
comprehensive.
...
Teacher:
Work
in
pairs
to
ask
and
answer
with
“What’s
in...classroom?
There
is.../There
are...”
.
Students
practise
in
pairs.
The
teacher
calls
two
pairs
to
do
the
“ask
and
answer”.
【设计意图】（1）深入感知及强化练习“There
is.../There
are...”句型结构；（2）进一步点拨归纳中心主题的技巧：概括需全面。
3.【操作方式】展示学生经由听力练习获取的表格信息，组内合作利用“Are
there...?
Yes,
there
are./
No,
there
aren’t.
Is
there
...?
Yes,
there
is.
/
No,
there
isn’t.”进行对话练习，此后两组同学进行对话展示。
Class
Number
of
students
Pictures
Type
of
map
Linda’s
class
30
some
pictures
a
map
of
England
Daming’s
class
40
not
any
pictures
a
map
of
the
world
【设计意图】（1）更进一步感知及强化练习“Are
there...?
Yes,
there
are.
/
No,
there
aren’t.
Is
there
...?
Yes,
there
is.
/
No,
there
isn’t...”句型结构；（2）通过多次结对活动，培养学生学会聆听的习惯及团结合作的意识。
Step
3:
Reading---Activity
3
Ⅰ【操作方式】学生跟点读笔朗读课文中包含
“there
be”结构不同句型的重要片段，朗读前着重提醒朗读时注意以下方面：准确(correctly),清晰(clearly)，流利(fluently)及有感情
(emotionally)；朗读时，注重模仿练习语音语调。此后学生分角色进行朗读练习，结束后选取两组学生结合动画进行配音展示，依据以上四点要求的达成情况进行赋分。
Teacher:
Read
after
the
talking
pen.
And
when
we
read,
we
should
try
to
read
it
correctly,
clearly,
fluently
and
emotionally.
Students
read
after
the
recording
sentence
by
sentence.
The
teacher
emphasizes
the
parts
that
need
to
be
paid
attention
to:
intonation
and
the
pronunciation
of
“really”
/’ri?li/.
...
Teacher:
Read
the
passage
in
roles
please
and
I
will
call
two
pairs
to
do
the
dubbing
in
the
front
of
the
classroom.
You
will
be
judged
by
the
four
requests:
read
it
“correctly”,
“clearly”,
“fluently”
and
“emotionally”.
Two
pairs
present
in
the
front
of
the
classroom
after
practice.
.
【设计意图】（1）通过朗读进一步加深对于文章内容及“there
be”结构的理解；（2）通过语音的培养督促学生养成良好的朗读习惯，助于语感的形成；（3）配音环节生动有趣，调动学生朗读练习的积极性，锻炼学生语言运用及表达能力。
【活动】运用话题
【操作方式】设置情景：进入初中的你有了新的同学和新的教室，在这个“新家”里你学习成长，当你跟你的小学同学再见面，你该如何为他/她介绍你的新教室?要求运用表格中的句式结构、内容充实。同组讨论进行小对话，两组进行展示。
Teacher:
Now
you
are
in
middle
school
and
we
have
a
new
classroom.
We
study
here
and
have
fun
here
and
you
really
love
here.
Imagine
that
you
meet
your
primary
school
friend
one
day.
Would
you
like
to
introduce
your
classroom
to
him
or
her?
Work
in
groups
and
create
your
own
conversation.
You
need
to
contain
the
following
contents.
Students
work
in
groups
to
create
the
dialogue
and
then
two
groups
present
their
works
in
the
front
of
the
classroom.
Their
marks
are
judged
by
their
performances.
【设计意图】（1）学生将所学的重点内容即“there
be”结构进行文本再造与输出，学以致用，提升综合语言运用能力；（2）教师适当点拨进行情感、态度、价值观的渗透让学生养成热爱学校、热爱家园的意识以及团队合作精神。
【作业】夯实话题
【操作方式】教师总结及布置作业。
Teacher:
What
did
we
learn
today?
Students:
About
our
class
and
classroom.
Teacher:
Yes,
we
learned
to
describe
our
class
and
classroom
with
“there
be”:
“there
is”
and
“there
are”.
...
Homework
for
today:
(1)
Read
the
passage
after
your
talking
pen
correctly,
clearly,
fluently
and
emotionally.
(2)
Write
your
conversation
down.
Try
to
make
it
complete
and
interesting.
【设计意图】（1）通过总结强化本节课的主题；（2）作业有针对性地强化本节课所学重难点内容：即“there
be”结构的运用；（3）帮助学生养成复习与整理的好习惯。
7．板书设计
活动1
活动2
活动3
活动4
...
How
many
....
are
there
in
your
class?
Is
there
....?
Yes,
there
is.
/
No,
there
isn’t.
Are
there
...
?
Yes,
there
are.
/
No,
there
aren’t.
...
活动5
Module
3
My
school
Unit
1
There
are
thirty
students
in
my
class.
How
many...are
there...?
There
isn’t
...
There
aren’t...
Is
there...?
Yes,
there
is.
/
No,
there
isn’t.
Are
there...?
Yes,
there
are.
/
No,
there
aren’t.
forty
thirty-eight
eighty
twenty-two
ninety
There
is
...
There
are
Our
class
and
classroom
