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Unit 3 My School Section B 2a-2b 教学设计
This part focuses on the writing teaching. Through note - taking and e - mail writing activities, students are helped to master the written expression ability of describing the school environment and activities. The 2a - 2b part is designed to guide students from organizing ideas to complete writing. It pays attention to the guidance of the writing process, provides writing framework support, and cultivates students' written expression ability and logical thinking ability. The content is closely related to students' school life, which can arouse their interest in learning.
教学目标 Students can sort out information about school places and personal preferences through note - taking activities, and organize writing materials in an orderly manner. By practicing e - mail writing, students can use the learned vocabulary and sentence patterns to describe the school environment and activities, and write a complete and grammatically correct short passage. Through peer - review and improvement, students can improve the quality of writing and expression ability, and identify and correct problems in their own writing. By creating personalized e - mails, students can creatively express their personal school experiences and write school introductions with personal characteristics.
教学重难点 Complete note - taking and master the basic format and content organization of e - mail writing. Learn to use the "First... Then... Finally..." structure to describe campus life, and correctly use topic vocabulary such as club activities and school facilities. Organize the description of campus activities in chronological or spatial order. Use rich language to describe the school environment and personal experiences, and write coherent and attractive e - mails. Use appropriate conjunctions to improve the coherence of the text. Students may have difficulties in differentiating nouns representing places from verbs representing activities, and in using the subject - verb agreement in the "there is/are" sentence pattern correctly and using frequency adverbs correctly when describing activities.
Key Vocabulary
hall /h l/n. 礼堂；大厅
building / b ld /n. 建筑物；房子 (build v. 建造；建立)
across / kr s/prep. & adv. 在 (……) 对面；横过 (cross v. 穿过)
centre / sent (r)/n. 中心；中央
gym /d m/n. 体育馆；健身房；(尤指学校的) 体育活动
field /fi ld/n. 场地；田地
office / f s/n. 办公室
large /lɑ d /adj. 大的；大号的
special / spe l/adj. 特别的；特殊的
smart /smɑ t/adj. 智能的；聪明的
whiteboard / wa tb d/n. 白板；白色书写板 (拆分记忆法:white (adj. 白色的)+ board (n. 木板))
important / m p tnt/adj. 重要的 (读音记忆法:im ( m) + por (p ) + tant (tnt))
locker / l k (r)/n. 有锁存物柜；寄物柜
drawer /dr (r)/n. 抽屉
bookcase / b kke s/n. 书架；书柜 (拆分记忆法:book (n. 书)+ case (n. 箱))
Phrases
sports field 运动场
teacher’s desk 讲桌
smart whiteboard 智能白板
reading corner 读书角
book shop 书店
Sentence Patterns
There be 句型:
There is a student centre between the library and the gym.
There are 40 student desks in the room.
“What’s special in...” 句型:
What’s special in your classroom
“How is... different from...” 句型:
How is your new school different from your old one
Linking words for description:
First... Then... Finally...
After that / Meanwhile
Grammar Focus
Correct use of the simple present tense to describe general situations in the school, such as “We often play basketball on the playground after class.”
Subject - verb agreement in “there is/are” sentences. For example, “There is a library in our school.” and “There are two playgrounds in the school.”
教学过程
Warming - up (5 minutes)
Activity: Display a series of vivid pictures of different school places like the library filled with books, students playing on the playground, and classrooms with desks and chairs. Then, start a conversation with students by asking, "Boys and girls, look at these pictures. Can you quickly tell me the English names of these places in our school Also, think about which one is your favorite and why."
Purpose: This activity aims to activate students' prior knowledge about school - related vocabulary and stimulate their interest in the topic. By sharing their favorite places, students can quickly get into the context of school life, laying a good foundation for the subsequent writing task.
Presentation (10 minutes)
Step 1: Explain the note - taking task in 2a
Instruction: Use the blackboard or a projector to clearly show the five aspects of note - taking in 2a: "Places in my school", "My favourite place", "Where it is", "Why I like it", "What I like to do there". Explain each aspect in detail. For example, for "Places in my school", we can list the school library, gym, and cafeteria.
Example: Provide a sample note - taking form with some filled - in content. Suppose the student's favorite place is the library. Under "My favourite place", write "Library"; under "Where it is", write "On the second floor of the teaching building"; under "Why I like it", write "Because it is quiet and full of interesting books"; under "What I like to do there", write "Read storybooks and do my homework".
Step 2: Guide students to complete 2a
Group work: Divide students into small groups of 4 - 5. Let them discuss and share information about their schools in groups. Encourage them to use the simple present tense and relevant vocabulary to express themselves. For instance, a student might say, "There is a big playground in our school. We often play football there after class."
Teacher's assistance: Walk around the classroom, listen to students' discussions, and offer help when they encounter difficulties in vocabulary or grammar. For example, if a student has trouble using the "there is/are" sentence pattern correctly, correct it on the spot and give more examples for reinforcement.
Practice (15 minutes)
Step 1: Teach the email - writing format
Visual aid: Use a PPT to show a standard email template. Point out the key parts of an email, including the greeting (e.g., "Dear..."), the body (where the main content is written), and the closing (e.g., "Best regards," or "Bye for now," followed by the signature).
Explanation: Explain the function of each part. For example, the greeting is used to start the communication politely, and the closing is to end the email gracefully.
Step 2: Start the email - writing task in 2b
Individual work: Instruct students to start writing their emails based on the note - taking in 2a. Remind them to use the learned vocabulary, sentence patterns, and the correct email format. For example, they can start the email with "Dear friend, Thank you for your email. I'd like to tell you about my school." Then, describe the school places and their favorite place in detail.
Teacher's guidance: Keep an eye on students' writing process. Provide one - on - one guidance when students need help with spelling, grammar, or organization. For example, if a student wants to describe the school cafeteria but forgets the word "cafeteria", tell them the correct word.
Production (10 minutes)
Step 1: Peer - review
Exchange: Organize students to exchange their written emails with their partners. Distribute a peer - review checklist that includes items like correct email format, proper use of vocabulary and grammar, and clear expression of ideas.
Feedback: Instruct students to read their partners' emails carefully and give feedback according to the checklist. They can circle the spelling mistakes, underline the incorrect grammar, and write down suggestions for improvement in the margins. For example, if a partner writes "There is many books in the library" which has a grammar error, the reviewer can underline "is" and write "should be 'are' because 'books' is plural" next to it.
Step 2: Share and revise
Presentation: Invite several students to come to the front of the class and share their emails. After each presentation, ask other students to give positive comments and suggestions.
Revision: Encourage students to revise their emails based on the peer - review and class discussion. They can correct the mistakes, add more details, or improve the coherence of their writing. For example, if a student's description of the school gym is too simple, they can add more information like "The gym is equipped with various sports facilities, such as basketball hoops, badminton nets, and treadmills. We can have a lot of fun doing sports there."
Summary and Homework Assignment (5 minutes)
Summary: Summarize the key points of this class, including the important vocabulary about school places (such as library, gym, cafeteria), the sentence patterns for description (like "There is/are...", "I like... because..."), and the format of email writing. Emphasize the importance of using correct grammar and rich vocabulary in writing.
Homework assignment:
Must - do: Ask students to finalize their emails and make sure there are no grammar or spelling mistakes. They should also neatly write or type their emails and hand them in the next class.
Optional: Suggest that students design a simple poster about their favorite school place. They can draw a picture of the place and write a short English description next to it. Or they can record a short audio introducing their school and send it to a virtual foreign pen - pal if possible.

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