资源简介

Module 3 My school
Analysis of the whole module：
Theme:School information
Function:Describing a school
Structure:The usage of there be & how many ;Prepositions of place
Module task:Writing about your school buildings and the location
Unit 1 There are thirty students in my class.
I. Analysis of the text
What: The topic of the unit is describing a classroom. In the two dialogues, students talk about what the classrooms are like in England and in China.
How: They use there be and numbers to talk about the classroom facilities.
Why: The purpose of the unit is to enhance students’ mutual understanding of
the differences of the classrooms in England and in China to rich their school life experiences and to help students learn to describe the classroom facilities with there be and numbers and cultivate their awareness to love their school
II. Analysis of students
What they knew:
Students have known some numbers and the structure “how many.....are there”
after learning Starter. They know the basic words about school facilities and have great interest in learning more about their school.
What they wonder:
Students would like to know how to describe their classroom with proper words
and expressions of school facilities and numbers.
What they will learn:
They will learn to understand the conversation about a classroom and grasp
listening skills to get the key information. They will also learn to describe their classroom and ask for information about ideal classrooms with correct structure and words.
III. Teaching Objectives
By the end of this lesson, students will be able to:
1. obtain the basic information about speakers’ classrooms, including the facilities and numbers.
2. introduce the classroom facilities and the number of the students.
3. apply the strategies of listening for key words and prediction while listening.
4. make a dialogue about their own classroom or ideal classroom with correct words and the structure of there be .
5.know different classrooms and experience different cultures
6. cooperate with other students and develop their sense of love for their school.
IV. Key Points and difficult points
Students will be able to use there be correctly in affirmative, negative and interrogative sentences.
Students will be able to choose appropriate listening strategies to complete different listening tasks.
Students may have difficulty in using there be and how many correctly to talk about the classroom.
It’s challenging for students to get the numbers and key information correctly through a long dialogue.
V. Teaching methods
Situational method
Guided listening
Communicative approach and PWP approach
VI. Teaching aids
The Seewo whiteboard, blackboard and chalk
VII. Teaching procedure
Step1:Pre-listening
1.Play a video about the song of numbers. Ask students to sing following the video and pay attention to the numbers. Then ask some students to speak out the numbers they have heard.
2.Play a game. Divide the students into two groups. One writes down a number and the other speak out the number in English.
Then ask students to do Activity 6 on Page 15.
3.Ask students to talk about their classroom.
What’s in our classroom There is...
4.Show students some pictures about some facilities in the classroom and teach them some words and tell them their pronunciation.
There is a clock on the wall.
There is a computer on the desk.
Purpose: To warm up the atmosphere and arouse students’ interest in the numbers and classroom facilities.
5.Ask and answer about the pictures on Page 14.
What can you see in Picture 1\2\3
How many desks are there in Picture 1\2\3
Is there a computer in Picture 1\2\3
Step 2: While - listening
1.Listening for Activity1
(1)Listen to the tape and choose the correct picture in Activity 1.
(2)Listen again and finish the passage.
Look at this picture, Lingling. This is my classroom. It’s not 1. ______ There are 30 students in my class. 2. ______ are girls and fourteen are boys. There are 30 desks in the classroom and there are some 3. ______ on the desks. On the teacher’s desk there’s a 4. ______ . There is also a television, but there isn’t a 5.______ on the wall.
Purpose: To develop students’ skills of listening for key words and to reinforce their memory of the new words.
2.Listening for Activity 3
(1)Listen and answer the questions
How many people are there in the dialogue
What are they talking about
Purpose: To extract main idea of the conversation.
(2)Listen to the dialogue again and choose the best answer.
How many students in Daming’s class in Beijing
A. Thirty B. Forty C. twenty
Is there a lot of furniture in Linda’s classroom
A. Yes, there is. B. No, there isn’t. C. Yes, it is.
In Linda’s classroom, there is a ______ on the teacher’s desk.
A. television B. book C. computer
In Daming’s classroom, there’s a map of ________.
A. world B. China C. England
Purpose: To organize the information from the conversation and draw students’ attention to the key information.
(3)Read the dialogue together and complete the table.
Linda's class Daming's class
number of students
pictures
type of map
computer
Ask students to complete the table with the structure there be by asking and answering.
Then ask students to tell the differences of the two students’ classrooms and then retell the dialogue with the help of the mind-map.
Purpose:To pave the way for oral production.
Step3: Post - listening
1.Show students two pictures about two different classrooms.
2.Ask students to make a dialogue to tell their differences,using the structure:
A: What is the classroom like in Picture 1/2
B: It’s big/small.
A; How many.......are there
B：There is/are........
A: Is there a........
B: Yes/No,......... There is a ......in Picture1./ There isn’t a...... in Picture2.
A:Which one do you like
B: I like......
Purpose: To use what is learned and relate to real life; to en-chance mutual
understanding of classrooms and improve their communication skill.
Step 4: Summary and Homework
1.Sum up
Through the two pictures, we have known how to describe our classroom with
the numbers and the structure there be . No matter what our classroom is like,we should cherish what we have today,and work for what we want to have tomorrow.
2.Homework
Draw a picture of your ideal classroom and make a dialogue to introduce your
classroom facilities.
Draw a picture of your school and write down the name of each building in
English.(选做)
Purpose: To improve students awareness of cherishing their life and study
environment.
VIII. Blackboard Design
Unit 1 There are thirty students in my class.
IX. Teaching reflections
Unit 2 The library is on the left of the playground.
I. Analysis of the text
What: The topic of the unit is describing a school according to a school map. The passage introduces the school buildings and their location.
How: They use prepositions of place and some inverted sentences to describe the school buildings and their location. The writer starts the passage from the center of the map and then introduces the school facilities in the order of clockwise.
Why: The purpose of this text is to introduce the school buildings with prepositions of place to cultivate students’ spatial thinking ability ,to help students understand the structure of such passages like this in English and write a passage to introduce their school and to cultivate their awareness to love their school.
II. Analysis of students
What they knew:
Students have grasped the usage of some prepositions of place before. They
know the basic words about school buildings. They could use there be to introduce the school buildings and have great interest in learning more about their school.
What they wonder:
They have trouble in finding out the school buildings because they can’t
understand or use some prepositions of place correctly and fluently. They may also have difficulty writing a passage to introduce a school with a map.
What they will learn:
They will understand the structure about a passage of introducing location. They
will also learn to use the inverted sentence patterns to write a passage about a map of a school .
III. Teaching Objectives
By the end of this lesson, students will be able to:
1.know and master the words of the school buildings and the usage of the
prepositions of place.
2.apply the strategies of reading for main idea and structure of a passage while
reading.
3.know the inverted sentence in the passage and draw the map of their school with
their spatial thinking ability.
4.describe their school by using the prepositions of places and words or phrases
about school.
have awareness of love for their schools and their homes and participate in all
kinds of English activities, overcome difficulties, and further establish a correct outlook on language learning in the new environment.
IV. Key Points and difficult points
1. Key points:
Students will be able to use the prepositions of place correctly to describe the the
position of people or objects.
Students will be able to perceive and appreciate the language, evaluate the
passage and find out the logical way to describe the map of a school.
2.Difficulty points:
It’s challenging for students to find the correct position of the school facilities.
Students may have difficulty in in-taking the language and writing their own passage about a dream school with the correct prepositions of place.
V. Teaching methods
PWP approach, Activity-based Approach and Communicative Approach
VI. Teaching aids
The Seewo whiteboard, blackboard and handouts
VII. Teaching procedures
Step 1:Pre-reading
1.Revision
(1)Ask students to show their dialogue about introducing their classroom.
A: What is the classroom like in Picture 1/2
B: It’s big/small.
A; How many.......are there
B：There is/are........
A: Is there a........
B: Yes/No,.........
(2)Tell students to observe their classroom and answer some questions.
Where is the computer
Where is the map of China
Where is the teacher
Guide them to review some prepositions of place.
Then tell them to point out the position of their classmates around them.
(3).Read Betty’s words, and write her classmates’ name on their desk.
2. Lead-in
(1)Play a guessing game. Guess the place according to the explanation and check it according to the picture
Then ask students what other places in their school they can think of and make a word map.
(2)Ask students to read and remember the words about school buildings and then label the pictures with the words and expressions from the box in Activity 1.
(3)Show students the map of a school on Page 17 and ask them to guess the name of the buildings.
Step 2: While -reading
1.Skimming
Skim the passage to check their guessing and label the map of the school.
2.Detailed reading
Read the passage carefully and answer the questions in Activity 4.
3.Further reading
Read the passage and underline the sentences that tell the location of the buildings.
Where is the office building
Where is the dining hall
Where is the playground
Where is the sports hall
Where is the science building
Ask students to pay attention to the two sentences.
The playground is in the middle of the school.
In the middle of the school is the playground.
Explain the structure of the sentence to them---the inverted sentence.
Ask students to find out more sentences like this in the passage and talk about the significance of the inverted sentence.
Tell them it will help them have clear sense of space.
Step 3: Post -reading
1.Ask students to look at the map and read the passage again and then find out in what order the writer arranged the passage.
2.Ask students to retell the passage according to the map of the school in the correct order. Ask students to use the inverted sentences and the correct prepositions of place.
3.Ask students to work in pairs to talk about their school. One draws the map of the school and list the buildings on the map. The other students ask for the position of the buildings. Pay attention to the short forms.
Where is the library It’s in front of the dinning hall.
Where are the science labs They’re in the teaching building.
1.Then they work together to write down the sentences to introduce the position of the buildings. They are advised to use the inverted sentences.
2.Ask the students to write a passage to introduce their school according to the map and the sentences they wrote.
Step 4: Summary and Homework
1.Sum up
Check out what you have mastered or got from what we learnt today. You get to know your school and you should cherish your school life and love your school.
2.Homework
Write a short passage about our school using the structures we’ve learnt today.
Retell the passage and write it down.(选做)
VIII. Blackboard Design
Unit 2 The library is on the left of the playground.
in front of
on the right
behind
between
IX. Teaching reflections
Unit3 Writing
Analysis of students
What they knew:
Students have grasped the vocabulary about the school facilities and the usage of some prepositions of place after learning Unit1and 2.. They could use there be to introduce the school facilities and have great interest in writing about their dream school.
What they wonder:
They have trouble in organizing the passage with proper sentences.
What they will learn:
They will learn to use the target sentence patterns to write a passage about their dream school.
III. Teaching Objectives
By the end of this lesson, students will be able to:
1. know the usage of the inverted sentence.
2. write a passage about their dream school by using the prepositions of places in
proper order.
3. learn to check and share their writing and to cooperate with others.
IV. Key Points and difficult points
1. Key points:
Students will be able to know how to write a composition to describe the position
of the school buildings.
Students will be able to know how to get high marks .when writing a
composition.
2.Difficulty points:
It’s challenging for students to combine the sentences into a passage and get high
marks in the writing.
Students may have difficulty in checking out the mistakes in their own writing.
V. Teaching methods
Activity-based Approach and Cooperative Approach
VI. Teaching aids
The Seewo whiteboard, blackboard and handouts
VII. Teaching procedures
Step 1 Lead in
1.Fill in the blanks according to the map of the school.
① ________________ is near the gate on the right.
② The science building is __________________.
③ _________ is ____________________ _
Ask students to speak out more sentences to
introduce the position of the buildings in the passage in Unit2.
3.Compare the two orders of the sentences and tell which one is used more in the passage in Unit2.
The science building is ___on the right of____ the playground.
On the right of the playground is the science building.
4.Ask students to think about the two kinds of sentences and tell which one they think is better in the passage of introducing the school buildings.
On the right of the dining hall is the classroom building.
Behind the playground is the classroom building.
Between … and ... is the classroom building.
Step2. Pre-writing
1.Show students a map of Betty’s dream school.
(
假如你是
Betty
，左边地图所示的是你的理想中的学校，请写一篇英文短文介绍下你的学校。
要求：
1.
字数在
80
词左右；
2.
可适当添加内容。
)
2.Ask them to work in pairs to talk about the position of each building.
Where is the playground It’s.........
3.Tell them they are going to write a passage to introduce the dream school according to the map.
Step3. While- writing
1.Work in pairs and write down the sentences about the location of the buildings.
Near the gate on the right is the library.
The sports hall is between.....and .....
2.Find out the starting point and write the buildings in order.
1.Ask students to think of a beginning and an ending for the passage.
2.Write something about the building.(There are.....in it.)
Step4 Post-writing
1.Ask students to finish their writing with black pens and then make the self-check with blue pens. They should pay attention to the following requirement.
In order
□ Prepositions >2 (near, behind …)
□ Different ways (The playground is… / … is dining hall)
□ Details (There are… in it)
□ Capitalization (大写)
□ Punctuation (标点)
□ Handwriting (书写)
2. Ask students to share their writing and make the peer-check with red pens.
□ Grammar
□ Spelling
□ No other mistakes
3. Ask them to transcribe their writing and to pay attention to their handwriting.
Step 5 Summary and homework.
1.Sum up
(
本文按照一定的顺序介绍学校，同时恰当使用了倒装句，斜街得当使文章结构清晰明了。而且本文
写出全部内容要点，语句流畅。基本无语法和词汇方面的错误，词数达到要求。
基本无单词拼写及标点错误。
)
2.Homework
Level A:Draw a map of your dream school and Write a short passage about the dream school.
Level B: Go on finishing the writing according to the writing structure .
VIII. Blackboard Design
Write your dream school
(
beginning
)behind, in front of, next to, near
(
body
)on the left/ right of
between … and …
(
ending
)in the middle of
IX.Teaching reflections

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