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中小学教育资源及组卷应用平台
人民教育出版社 七年级上册教学设计
Unit 3 My School Section 2 Section A 2a-2f
Content analysis
【What】This lesson centers on listening and speaking. The conversation is one dialogue passage, which presents a photo of a Chinese classroom. From it, we can predict that this passage is about the facilities in a school classroom. It shows what the classroom look like and the difference of it. That is the classroom does not have cabinets, which is different from the United States, where students often store items in their desk drawers.
【Why】This lesson uses listening tasks as a means, building on the previous listening task, to shift Peter’s description of the school to an introduction of the new classroom. Through this article, students can deepen their understanding of different educational environments, enhance their ability to observe and describe classroom facilities, and learn how to accurately translate their observations and feelings into language, thereby improving their oral and writing skills.
【How】The questions raised by Peter’s mother in the conversation include what Peter thinks of the new classroom, where Peter sits, what special features the new classroom has, and whether there are storage cabinets in the new classroom. These questions are logically tight and progressively layered, covering both the overall picture and the details. The conversation also involves some typical items in the classroom, such as students desk, teacher’s desk, smart whiteboard, blackboard, lockers, and naturally repeats the sentence structure for asking about location: “Where ... ” “Are there... ” and declarative sentences with the there be structure. Additionally, the conversation presents some directional prepositions, such as in front of, in the middle of, next to, at the back of …
Learning Objectives
By the end of this section, students will be able to:
Obtain information about the facilities and characteristics of a new classroom;
2. Be able to use relevant language to talk about the main facilities and their locations in their school using there be sentence patterns and prepositions of position like in front of, in the middle of, next to, at the back of …
Focal and Difficult Points
Focal Points
Organization and learning about the phrases and sentences related to the location and function of classroom facilities;
Difficult Points
Using accurate and appropriate language to describe the layout of the classroom and activities in the classroom.
Procedures
Teaching Activities Learning Activities Purposes
Step 1. Pre-listening 1. Show some pictures of a school to students and ask them some questions. T: Hello, I’m Peter! Today is the Campus Open Day. I am the tour guide. Welcome to our school and let me show you my new classroom! This is my new classroom. What do you think of it What objects can you see in my classroom 2. Play the video about a classroom. 1. Look at the pictures of a school and answer the teacher’s questions. 2. Listen to the video and try to understand the words and expressions about a classroom. To activate students’ known knowledge, and prepare for the listening.
Step 2. While-Listening. 1. Let Ss observe the picture in 2a. Ask some questions to lead Ss to predict the content of the conversation. 2. Provide the listening tips to help Ss. And explain there be sentence structure to them. 3. Ask Ss to predict the answers from the sentence structures and the picture of 2a before listening. 4. Play the recording and ask students to fill in the blanks. 1. Look at the picture and answer the questions to make predictions. 2. Learn the listening tips and there be sentence structure. 3. Predict the answers from the sentence structures and the picture of 2a before listening. 4. Listen to the conversation and fill in the blanks. To stimulate students’ interest in participation, activating their vocabulary and expressions related to introducing classroom items and their locations. To cultivate students’ ability to infer and predict based on situational clues.
Step 3. Post-listening 1. Ask Ss to read the conversation of 2a and match the questions with the answers in 2b. Check the answers. 2. Lead Ss to read the conversation again and complete 2c. Then, check the answers with them. 3. Ask Ss to work with their partners to play the roles of the conversation. 1. Read the conversation and match the questions with the answers. 2. Read again. Circle T or F. and then check the answers. 3. Role-play the conversation. To guide to obtain the details and structural information of the discourse, and integrate vocabulary teaching into the context to help students consolidate knowledge.
Step 4. Speaking 1. Explain the cultural differences about classrooms between China and western countries. 2. Guide Ss to compare things in Peter’s classroom and theirs. T: What’s your classroom like Write down the things in the chart to have a comparison. 3. Ask Ss to work in pairs to make conversations. Provide the useful expressions. Then invite some Ss to give a report about their results. 1. Learn about the cultural differences about classrooms. 2. List the things in Peter’s classroom and their classroom. Sa: There are two blackboards in Peter’s classroom. Sb: In his classroom, the smart whiteboard is next to the blackboard. In our classroom, ... 3. Work in groups to o make conversations. Try to introduce their ideal classrooms in class. To guide students to carry out activities beyond the text and connect with real life. To apply what they have learned, cultivate students' ability to use language and cultural knowledge to solve practical problems in real situations.
Step 6: Homework Recite the conversation in 2a. Write a passage introducing your classroom. Find out the differences between Chinese classrooms and foreign classrooms on the plete the homework. To broaden students’ horizons and spark their interest in learning through engaging topics and real-world connections.
Blackboard design
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