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Unit 3 My School
Section B (1a–2b )
I. Teaching Aims
By the end of the class, students will be able to:
1. list their favourite places in school and share them with a partner (1a);
2. skim Peter’s email to work out which question Flora probably asked, and read again to understand what the descriptive words describe (1b–1c);
3. answer the questions about Peter’s school and talk about how their own school is similar to or different from it (1d);
4. complete the notes about their own school and write a short email reply to a foreign friend to introduce it (2a–2b).
II. Key and Difficult Points
Key points
1. Key words and phrases: favourite, beautiful, modern, large, big and clean, delicious, sports field, classroom building, dining hall, teachers’ building, raise the flag, change seats, many kinds of food, next to, behind, across from.
2. Key sentences: There is/are …; It is next to / behind / across from …; My favourite place is … because it is …; I love … and I like to … there.
Difficult points
1. Using the descriptive words (beautiful / modern / large / big and clean / delicious) to talk about different places correctly.
2. Using There is/are together with the position words to introduce one’s own school in a short email.
III. Teaching Tools
Textbook (Student’s Book p.40–41), the pictures of the sports field, the classroom and the dining hall, blackboard and coloured chalks, word cards, a printed note sheet for 2a, a printed email frame for 2b, a recorder / computer with PPT (optional), and a dictionary.
IV. Teaching Procedures
Step 1 Lead-in (5 mins)
1. The teacher asks: What fun things do you do at school and shows the three pictures, asking students to say what they can see.
2. Students list their favourite places in school and share with a partner (1a).
[Purpose] To lead in the topic “What fun things do you do at school ” and activate the words for school places that students learnt in Section A.
Step 2 Pre-reading (3 mins)
1. The teacher tells students they will read Peter’s reply to Flora’s email.
2. Students look at the title, the email box and the three pictures, and guess what Peter writes about.
[Purpose] To get students to use the title, the email form and the pictures to predict the content, so they read with a clear purpose.
Step 3 While-reading (15 mins)
1. Skimming (1b): Students read the email quickly and choose which question Flora probably asked. (Answer: A. What’s your new school like )
2. Scanning (1c): Students read again and match the descriptive words with the places they describe: beautiful – new school / modern buildings; large – sports field; big and clean – classroom building; delicious – Chinese food (jiaozi).
3. The teacher helps students find the position words in the email: next to, behind, across from.
[Purpose] To train skimming for the main idea and scanning for details, and to help students notice how the descriptive words and position words are used in the text.
Step 4 Post-reading discussion (7 mins)
In pairs, students discuss the questions in 1d:
1. What do students in Peter’s school do on the sports field
2. Where does Peter sit this week
3. Why is the dining hall Peter’s favourite place at school
4. How is Peter’s school similar to yours
Some pairs share their answers with the class.
[Purpose] To check understanding of the email and to move students from the text to their own school, preparing them for the writing task.
Step 5 Pre-writing and Writing (12 mins)
1. Pre-writing (2a): Students complete the notes about their own school — places in the school, favourite place, where it is, why they like it, what they like to do there.
2. The teacher goes through the sample email frame in 2b and points out how to begin and end an email.
3. Writing (2b): Imagine a friend from another country sent an email about his or her school. Students use their notes to write a short reply about their own school, using There is/are, the position words and the descriptive words.
4. Students exchange their emails in pairs and check the position words and the descriptive words; the teacher invites one or two students to read theirs to the class and gives comments.
[Purpose] To help students turn the reading input into writing output step by step, from notes to a complete short email, and to practise describing their own school with the target language.
Step 6 Summary and Homework (3 mins)
1. The teacher and students look at the blackboard and review the descriptive words, the position words and the email frame.
2. Homework: finish the email after class and write two more sentences about another place in the school; under any new words they meet in the email with the help of a dictionary.
[Purpose] To sum up the key language and to consolidate the writing through after-class work.
V. Blackboard Design
Unit 3 My School — Section B 1a–2b
Describing words: beautiful / modern / large / big and clean / delicious
Places: sports field · classroom building · dining hall · teachers’ building
Position words: next to / behind / across from / in front of
Key sentences:
There is a large sports field next to the teachers’ building.
My favourite place is the dining hall because there are many kinds of food.
I love the Chinese food there. They make delicious jiaozi.
Email frame: Dear … / Thank you for your email. … / By for now, …
六、教学反思
本课以Peter的回信为依托，从1a说学校场所到2b写介绍自己学校的邮件，读与写衔接比较自然，多数学生能借助There be和方位词说出并写出最喜欢的场所。不足之处有两点：一是1c用beautiful、modern、large等词描述不同场所时，部分学生搭配混乱，如把large误用于教室；二是2b写作时，后进生写邮件容易漏掉方位词，位置关系交代不清，个别学生爱夹杂中文。改进措施：板书上把"形容词—场所"配对固定呈现并带读，让学生照例仿说；写作前用同桌互说先口头介绍一遍自己的学校，再落笔，并给后进生提供"My favourite place is ___. It is ___ the ___. I love it because ___."的句型支架，要求每人至少写出三句完整英文。

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