资源简介

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 4 Section B 1a-2b
Content analysis
【What】The reading text for this lesson is Peter’s reply email to his friend Flora, mainly introducing information about his new school. The author starts with the beauty and modern architecture of the school, describing the large sports field where students exercise together, mentioning the flag-raising ceremony on Monday mornings, which uniquely marks the start of a new week. Next, he introduces the teaching building, where most of his time is spent in classrooms that are spacious and clean, with seating changing weekly. This week, the author sat next to his best friend Han Lin. The author also mentions the dining hall, his favorite place because it offers a variety of foods, especially Chinese dishes like jiaozi. The entire text revolves around the author’s new school, showcasing his fondness for the new school and his participation in various activities there.
【Why】The significance of the discourse lies in showcasing the author’s fondness for the new school. By introducing various scenarios and activities, it arouses readers’ curiosity and interest in the school, forming an overall impression of its environment and atmosphere. Through simple and clear words and sentences, the article allows readers to intuitively understand the scenes and emotions described by the author, immersing them in the author’s school experience.
【How】The passage is an application text. The author uses adjectives to describe the beauty and modern architecture of the school, such as modern, beautiful, amazing, big and clean, delicious; verbs to depict scenes of students exercising on the sports field and raising the flag, like do exercises, raise the flag; and nouns to characterize the features of classrooms and the cafeteria, such as many kinds of food, Chinese food, favourite food. Since Peter is a foreign student, he is particularly interested in unique activities at the school, these details enrich and add depth to the content of the article. For these aspects, Peter also gives positive evaluations, using words with positive connotations, such as amazing, special, love, delicious.
Learning Objectives
At the end of this section, students will be able to:
Grasp vocabulary and sentence patterns related to school environment, location of places and activities and feelings;
Use skimming, scanning and other strategies to obtain the main idea of the article and paragraph, as well as basic information about Peter’s new school;
Know the basic format of an email and can use the knowledge learned to write one to introduce their school.
Focal and Difficult Points
Focal Points
Grasp vocabulary and sentence patterns related to school environment, location of places and activities and feelings，as well as content structure and basic format of emails;
Difficult Points
Based on structured knowledge, fully and accurately retelling the content of the text;
2. Introduce their school to others.
3. Know the basic format of emails.
Procedures
Teaching Activities Learning Activities Purposes
Step 1. Lead-in Play a video about Tsinghua University. T: Hello, everyone. I’m Sheng Lihao. I’m a student from Tsinghua University and I really like my school. Now, follow me to visit my school. Enjoy the video and get to know about the best university in our country. To create a real language learning scenario to introduce the topic of this lesson. To stimulate students’ interest in learning.
Step 2. Pre-reading Ask Ss to write down their favorite places in the school. And share with a partner. Provide the sample conversation and useful expressions to help them. T: What’s your favorite place at school Why What fun things do you do at these places (Read or borrow books, play ball games, have classes, ...) List their favorite places in the school. Then talk about them with a partner. Sa: What’s your favorite place at school Why Sb: My favorite place is the sports field because it’s very large and I can play sports there. Sa: Where is it Sb: It’s ... To stimulate students’ thinking and cultivate their ability to use situational clues for inference and prediction.
Step 3 While-reading 1. Instruct Ss to look at the pictures in 1b and ask them two questions. Q1: What can you see in the three pictures Q2: What do you usually do at these places 2. Let Ss read the passage quickly and ask them some questions. Q1: What question did Flora ask in her last email Q2: What kind of text is it Q3: Who writes the e-mail Q4: What is the e-mail about Q5: Whose school is it in the picture 3. Explain the skimming strategy and ask Ss to discuss the questions in 1d. 4. Offer the main ideas for Ss to match with the parts. 1. Look at the pictures in 1b and answer the teacher’s questions. 2. Read the passage quickly and answer the questions. Q1. What’s your new school like Q2. It’s an email. Q3. Peter. Q4. It’s about Peter’s new school. Q5: Peter’s. 3. Skim the passage and discuss the questions in 1d. 4. Match the main idea of each part. To assist students in perceiving the overall content of the article, and cultivate their ability to accurately obtain, organize, and record key information. To guide students to organize, learn, and internalize key sentence patterns and key language in reading articles, and lay a foundation for further application.
Step 4. Post-reading 1. Show a mind map to help Ss have a conclusion and retell the passage. Ask some questions to guide Ss to think further. Q1: What does Peter think of his school Q2: How great is his school Q3: Is Peter’s school similar to yours If so, how is it similar to yours If not, what’s the different 2. Create an activity situation called “Speak for the Most Beautiful School” and let Ss work with their group members to give a report. 1. Finish the mind map, then retell the passage. Sa: He thinks it’s great, beautiful and modern. Sb: He can exercise well, study well and eat well at school. 2. Try to talk about their schools. To guide students to internalize structured new knowledge and key language, learn and analyze effective language expressions related to school themes, and lay the foundation for further refining and summarizing information.
Step 4. Writing 1. Instruct Ss to read 2b. What aspects does Peter introduce his school 2. Help Ss to collect the useful sentence patterns about each aspect. T: Imagine a friend from another country has sent you an email about his or her school. Write a reply about your school. 3. Lead Ss to write down the structure of the reply. T: How can we make the reply better 4. Ask Ss to present their writing in class. 1. Read 2b and summarize the information points about Peter’s new school. 2. Try to list the outline. 3. Do a presentation in class. To guide students to engage in activities that go beyond discourse and connect with real-life situations. To cultivate students' ability to use the language and cultural knowledge they have learned in real situations to solve practical problems.
Step 5. Homework Ask Ss to conclude what they have learned in this lesson. Sum up what they have learned this lesson. To consolidate what students have learnt.
Blackboard Design
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