Unit 2 School life
Task
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. collect ideas by understanding and completing a questionnaire;
2. write about their ideal schools.
II. Teaching contents
1. New words and phrases: finish, lunchtime, physics, Art Club, need to get up early, have an hour
of homework, a big clean dining hall, listen to music, wear ties, in each class, choose subjects to study, have computer lessons, a football field, a swimming pool, go on a school trip, have fun, badminton, ideal my ideal school, at lunchtime
2. New structures: We have lots of time for after-school activities.
We only have an hour of homework every day.
III. Focus of the lesson and predicted area of difficulty
Get the students well trained in writing the first draft of a letter to their principal about “My ideal school”.
Get the students to apply the writing techniques specially instructed in this period to their letter-writing
IV. Teaching procedures
Step 1 Lead-in
1. Present a poem named “School”
Get students to enjoy the poem and answer some questions.
T: As we all know, this unit is about school life. I happened to find a poem talking about a school on the Internet. Let’s enjoy it. Read it aloud together please. Here are some questions for you.
Do you like the school? Why or why not?
Do you have a school that is different from it in your mind?
Are you willing to share your ideal school with us?
2. Show learning aims
Present the learning aims. Lead students to read through the learning aims loudly.
T: This is what we are going to do today. Let’s look at the learning aims first.
Learn to decide on what to include in the article ‘My ideal school’.
Learn to write a good paragraph first before working out a first draft individually.
【设计意图】以小诗欣赏的方式导入，既较快地调动学生的学习兴趣，又自然地过渡到本节写作课的话题上来。引导学生阅读本节课的学习目标，让学生明白他们在本节课中需要完成主要学习任务。
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Step 2 Presentation
1. Compare the three schools
Ask the Students to compare the three schools and discuss what they like or dislike about the
schools. Check the answers with the students.
T: We have learned a lot about the three schools in Reading and Integrated skills. Do you still remember the three schools? They are Daniel’s school, John’s school and Nancy’s school. Here is a table with some information about the three schools. Read it and discuss with your partner and then tell me what you like or dislike about the schools.
T: Please tell me your ideas. These two structures can help you.
A: Which school do you like best? Why?
B: We like ..., because ...
2. Discuss about Daniel’s ideal school
(1) Ask students to read Daniel’s ideal school and complete the rest of the table.
T: Now look at the table again. Do you think Daniel likes his school? Yes, so he writes an article about his ideal school. Read his article and complete the rest of the table.
(2) Ask students to complete a flow chart.
T: Now we know something about Daniel’s ideal school, but not too much. Read the article again and fill in the flow chart on your worksheet. In order to save time, please write down the key words and phrases.
3. Ask students to show their flow chart and analyze the structure of an ideal school.
T: You see an ideal school includes these items (school time, lunch time, facilities, subjects, after-school activities…) and you can also provide some other items about it.
【设计意图】将综合技能部分中关于三所学校的部分信息收集在表格中，通过阅读表格与学生讨论对三所学校的喜好，既回顾了已学内容又为本堂课My ideal school 的写作储备了一些语言素材，激发了写作的灵感。之后教师自然过渡到Daniel’s ideal school上来。学生阅读范文，找出相关信息完成表格剩余部分内容。学生再读范文，完成范文的写作流程表，得出范文的写作框架结构，包括理想学校的作息时间、设施、学科、课外活动等，还可以加入其他的项目。
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Step 3 Writing
1. Finish the questionnaire
(1) Ask students to complete the questionnaire on Page 28.
(2) Ask the students to match the questions in the questionnaire with different aspects of school life.
T: The questions in the questionnaire are about different items of school life. Can you match them correctly?
2. Guide the students to imagine what their own ideal schools are like
T: I think your ideal school must be different. Are you willing to share your ideas with each other? I hope each student chooses to report the most interesting, attractive item of your school.
3. Ask students to write the most interesting and attractive item of their ideal schools
T: Now please write down the most interesting and attractive item of your ideal school on your worksheet.
4. Offer some tips
Choose a paragraph from Life in an American school (the second article in the section of Reading) as a model to analyze how to write a paragraph well.
T: Maybe you want to know how to write the short passage well. Here are some tips.
Use “I” or “we”.
Use the simple present tense.
Show your reasons.
Let’s take the paragraph from the section of Reading as a model. It’s about Nancy’s favourite club. In this paragraph, Nancy uses ‘I’ or ‘we’ to tell her club. She also uses the simple present tense. At the end of the paragraph she tells us the reason. When we write we can follow these tips.
5. Have a try
T: It’s your turn to write only one aspect of your ideal school. (3 minutes)
6. Evaluate some students’ written work.
T: Let’s share some students’ paragraphs. Does he/she use “I” or :we“ in the paragraph? Does he/she use the Simple Present Tense? Does he/she tell his/her reason?
7. Work out the structure
Present several students’ paragraphs and put them on the blackboard one by one. Tell the
students we will get an article about an ideal school if we put several paragraphs together.
T: Do you still remember the flow chat? Here we have several paragraphs, and each paragraph is about one item of an ideal school. We can put the different paragraphs together to make up a new article.
8. Write a letter: A letter about my ideal school
T: The principal wants to know what your ideal school is like. It’s your turn to write him a letter describing your ideal school. He will take your advice and turn our school into your ideal one.
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【设计意图】引导学生想象并说出他们的理想的学校中最有趣的，最吸引人的方面。利用头脑风暴的形式，激发学生说出各不相同的写作创意。为了缓解写作难度，做到小坡度逐步提升，要求学生先就理想学校中的某个方面来写。同时也便于接下来对单个的段落的写作技巧做一定的指导。Task部分的范文重的段落示范性不够，所以从Reading部分中摘录了Nancy的文章中的一个段落进行分析，得出写作的建议并提供给学生作为写作的范例。随后，通过师生问答的形式，呈现并评价学生所写的有关自己的理想学校中的最吸引人的一部分。教材中提供的范文在结构上属于平行结构，因此指导学生将各自的理想学校的不同部分放在一起就能够形成一篇描写自己理想学校的文章。此处再现流程图来提醒学生可以从相似的角度去写，这为后面的写作直接提供了有针对性的指导。
Step 4 Conclusion
1. Self-evaluation
Ask several students to show their writings. Evaluate the students’ articles on the projector. Provide the writing evaluation table for students to self-edit after class.
The writing evaluation table (评价表)
评 分 标 准
评分分值
2
1
0
相关性
1
Are all the paragraphs about your ideal school?
得体性
2
Do you use ‘I ’ or ‘we’ in your letter?
3
Do you use the Simple Present Tense?
4
Do you try to tell your reasons?
准确性
5
Are there any mistakes in verb forms, the usage of the vocabulary and mistakes in spelling, capital letters or punctuation?
创造性
6
Do you try to use good phrases and different sentence structures to write about your ideal school?
7
Do you try to make your aspects interesting?
连贯性
8
Do you try to use proper linking words to make your letter more fluent (流畅)?
美观性
9
Is your handwriting beautiful and tidy?
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Final marks
What do you think of your own first draft?
Advantages
(优点)
Disadvantages
（不足）
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2. Sum up what we’ve learned today
T: Today, we’ve learned how to write an article about my ideal school. We collected the ideas by completing a questionnaire and form a good structure from the articles in Reading and Main task.
【设计意图】展示学生作品，提供学生写作评价表，通过示范指导学生按照所给的评价表中的评价标准进行自评和修改。
V. Homework
1. Self-edit your own writing according to the writing evaluation table.
2. After self-editing, rewrite your drafts.
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