Unit3MySchoolSectionBProject

ListeningAbility:Studentscanunderstandthekeyinformationaboutschoolfacilitiesandactivitiesinlisteningmaterials,suchasthelocationofacertainplaceintheschoolortheactivitiesthatstudentsoftendo.

SpeakingAbility:StudentscanclearlyandfluentlyintroducetheirschoolsinEnglish,includingthelayoutofschoolfacilitiesandtheactivitiescarriedoutintheschool,andcanmunicatewithothersaboutschoolrelatedtopics.

ReadingAbility:Studentscanquicklyreadandunderstandtextsaboutschools,extractusefulinformation,andanswerrelevantquestions.

WritingAbility:Studentscanwriteashortpassagetointroducetheirschools,withcorrectgrammar,smoothsentences,andclearorganization.

VocabularyandSentencePatterns:Ensurethatstudentsfirmlymasterthevocabularyrelatedtoschoolfacilitiesandactivitiesandcanproficientlyuserelevantsentencepatternstodescribeschools.Forexample,letstudentspracticeusing"Thereisabigplaygroundinourschool.Weoftenplaybasketballthere."

OralandWrittenExpression:Trainstudentstobeabletointroducetheirschoolsinanorganizedandclearwaybothorallyandinwriting,includingthedescriptionofschoolfacilities,activities,andtheirownfeelingsabouttheschool.

GroupCooperation:Guidestudentstoactivelyparticipateingroupcooperation,learntomunicateandcollaboratewithgroupmembers,andpletetheprojecttaskstogether.

is/are...is...is...aroundthethemeof"MySchool",andSectionBProjectplaysacrucialroleinintegratingandapplyingtheknowledgelearnedinthisunit.Theprojectencouragesstudentstousethevocabularyrelatedtoschoolfacilities,suchas"classroom","library","playground","gym",etc.,andsentencepatternslike"Thereis/are...","Thisis...","Thatis..."todescribetheirownschools.

Thecontentiscloselyrelatedtostudents'dailyschoollife,whichiseasytoarousetheirresonanceandinterest.Bycarryingoutthisproject,studentscannotonlyimprovetheirlanguageskillsbutalsoenhancetheirunderstandingandlovefortheirschools.Moreover,ithelpsstudentstodeveloptheircooperativelearningabilityandpracticalmunicationskillsinanauthenticcontext.Theprojectisdesignedtomeetthecognitivelevelandlearningneedsofseventhgradestudents,providingthemwithaplatformtopracticeandshowcasetheirEnglishproficiency.

SeventhgradestudentshavelearnedsomebasicEnglishwordsandsimplesentencepatterns.Inthepreviousstudyofthisunit,theyhavealreadymasteredsomevocabularyaboutschoolfacilitiesandhaveacertainunderstandingofsentencepatternsfordescribingtheexistenceandlocationofthings.Forexample,theycanuse"Thereisalibraryinourschool."toexpresstheexistenceofaplaceintheschool.Theyalsohaveacertainfoundationinlisteningandspeaking,andcancarryoutsimpledailyconversations.

教學環(huán)節(jié)一Warmingup

A.Leadin

Greetthestudentsasusual.

ShowsomepicturesofdifferentschoolsaroundtheworldonthePPT,includingfamousschoolsinforeigncountriesandsomeuniqueschoolsinChina.Whileshowingthepictures,askstudentssomesimplequestions,suchas"Whatcanyouseeinthispicture?","Doyoulikethisschool?Whyorwhynot?".Thiscanarousestudents'interestandcuriosity,andalsoactivatetheirexistingknowledgeaboutschools.

教學環(huán)節(jié)二TeachingProcedures

B.KnowledgeReview

VocabularyReview

Useflashcardstoreviewthevocabularyofschoolfacilitieslearnedinthisunit,suchas"classroom","library","gym","playground",etc.Letstudentsreadthewordsaloudandspellthem.

Dividethestudentsintosmallgroups.Eachgroupisgivenasetofcardswiththenamesofschoolfacilities.Thegroupmemberstaketurnstodrawacardanddescribethefacilityonthecardwithoutsayingitsname.Theothergroupmembersguesswhatitis.Forexample,astudentmaysay"It'saplacewherewecanreadbooksandborrowbooks."andtheothersshouldguess"library".

SentencePatternReview

Writesomesentencepatternsontheblackboard,suchas"Thereis/are...","Thisis...","Thatis...","Whatdoyoulikeaboutyourschool?Ilike...because...".Askstudentstomakesentencesusingthesepatternswiththeschoolrelatedvocabularytheyhavereviewed.

Inviteseveralstudentstostandupandsharetheirsentenceswiththeclass.Theteachergivestimelyfeedbackandcorrection.

C.ProjectIntroduction

Explaintheprojecttasktothestudents:"Today,wearegoingtopleteaproject.Youneedtoworkingroupstomakeaguidebookaboutourschoolfornewstudents.Theguidebookshouldincludetheintroductionofschoolfacilities,schoolactivities,andsometipsfornewstudents."

ShowanexampleofasimpleschoolguidebookonthePPT,whichcontainspicturesofschoolfacilities,shortdescriptions,andamapoftheschool.Letstudentshaveaclearunderstandingofwhattheyneedtodo.

Dividethestudentsintogroupsof45.Eachgroupelectsagroupleaderwhoisresponsiblefororganizinggroupdiscussionsandassigningtasks.

D.GroupWork

PlanningStage

Eachgroupstartstoplanthecontentoftheirguidebook.Theycanfirstdiscussthelayoutoftheguidebook,suchaswhichpageswillbeusedtointroduceschoolfacilities,whichforschoolactivities,etc.

Theteacherwalksaroundtheclassroom,joiningsomegroupdiscussions,listeningtotheirideas,andprovidingguidanceandsuggestions.Forexample,ifagroupisnotsurehowtostart,theteachercanaskthemsomeguidingquestionslike"Whatisthemostattractiveplaceinourschool?Maybewecanstartfromthere."

DataCollectionandPreparation

Groupmembersstarttocollectinformation.Theycanusetextbooks,picturestakenintheschool,orsearchforrelevantinformationontheInternet.Somestudentscanberesponsibleforwritingdownthedescriptionsofschoolfacilities,usingthevocabularyandsentencepatternstheyhavelearned.Forexample,"Ourclassroomisbrightandspacious.Thereare40desksandchairsinit."Somestudentscandrawsimplepicturesofschoolfacilitiesorfindsuitablepicturesonline.Otherscanwriteaboutschoolactivities,suchas"WehaveaPEclasstwiceaweek.Wecanplaybasketball,football,andrunontheplayground."

Mapmaking

Oneortwogroupmembersareinchargeofmakingasimplemapoftheschool.Theymarkthelocationsofimportantschoolfacilitiesonthemap,suchastheclassroombuilding,library,playground,etc.,anduseprepositionsofplacetoindicatetherelationshipsbetweendifferentplaces.Forexample,"Thelibraryisbehindtheclassroombuilding."

E.Presentation

Eachgrouptakesturnstoetothefrontoftheclasstopresenttheirschoolguidebook.Thegroupleaderfirstbrieflyintroducestheoverallstructureoftheguidebook.

Then,groupmemberstaketurnstoexplaindifferentpartsoftheguidebook.Forexample,onemembershowsthepictureofthelibraryandreadsthedescription:"Thisisourlibrary.Itisonthefirstflooroftheteachingbuilding.Therearethousandsofbooksinit.WecanborrowbooksherefromMondaytoFriday."Anothermembershowsthemapandexplainsthelocationofeachplace.

Duringthepresentation,othergroupslistencarefully.Aftereachgroupfinishesthepresentation,theteacherandotherstudentscanasksomequestions,suchas"Whydoyouthinktheartclubisveryinteresting?","Canyoutellmemoreabouttheschoolcafeteria?"Thepresentinggroupshouldanswerthesequestions.

F.Evaluation

GroupSelfevaluation

Eachgroupfillsoutaselfevaluationform.Theformincludesaspectssuchasthepletenessoftheguidebookcontent,theaccuracyoflanguageuse,thecreativityofthedesign,andthecooperationdegreewithinthegroup.Groupmembersdiscussandrateeachitemonascaleof15.Forexample,fortheaccuracyoflanguageuse,iftheythinktheymadefewmistakesinvocabularyandgrammar,theycangivethemselvesa4or5.

PeerEvaluation

Eachgroupevaluatesanothergroup'spresentation.Theyalsouseanevaluationform,whichfocusesontheclarityofthepresentation,thecontentrichness,theansweringabilitytoquestions,etc.Afterfillingouttheform,theygivefeedbacktotheevaluatedgroup.Forexample,"Yourpresentationisveryclear,butyoucanaddmoredetailsabouttheschoolactivities."

TeacherEvaluation

Theteachersummarizestheperformanceofeachgroup.Praisethegroupsfortheirexcellentwork,suchastheircreativeideas,accuratelanguageuse,andgoodcooperation.Atthesa