Unit 3 Welcome to our school!
Task
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the new words to talk about their school;
2. use the useful expressions to write about their school;
3. love their school and have the awareness of helping the students in poor areas.
II. Teaching contents
1. Vocabulary: a few, on foot, far away from,
2. Expressions: I study at …
I live far away from/near the school.
I take a bus/walk to school.
I go to school by …/on foot.
It takes me … to get to school.
III. Focus of the lesson and predicted area of difficulty
How to write about a school
IV. Teaching procedures
Step 1 Lead-in
Millie’s school
T: Hello, boys and girls. Do you still remember Millie shows her Mum around her school on the school open day? Now Millie wants to tell us about her school too. Let’s have a look
Our school looks beautiful. (Picture 1)
The playground is very big. (Picture 2)
The classrooms are big and bright. (Picture 3)
Our new library looks modern. (Picture 4)
The school hall is for meetings. (Picture 5)
We also have an art room, a music room and two computer rooms. (Picture 6)
Our teachers are good. We all like them. (Picture 7)
I live far away from the school and I take a bus to school every day.
It takes me about half an hour to get to school every day. (Picture 8)
【设计意图】本节课通过Millie对其学校的介绍勾起学生对本单元重点内容的回忆，在不断的图片和语句的呈现中复习这单元关于学校话题的有关词汇和表达，同时也为本节课的写作内容做铺垫。通过Millie’s letter自然的导入到Liu Yi’s letter about his school的文本内容。
Step 2 Presentation
1. Read Liu Yi’s letter
T: Liu Yi also writes a letter about his school to Millie. Now please read his letter and answer the following questions.
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What’s the name of Liu Yi’s school? (Hope Middle School)
What places can you find at his school? (A few classrooms, a reading room and a
playground)
How are the teachers? (The teachers are all very kind.)
How does Liu Yi go to school every day? (The teachers are all very kind.)
T: Boys and girls, can you tell me how many paragraphs are there in this letter? Ccan you tell
me where you find the answer? (Q1: Para 1, Q2: Para 2/3, Q3: Para 4. Q4: Para 5)
T: So we can divide the letter into four parts.
Part 1 (Para 1): the school name
Part 2 (Para 2/3): different places at school
Part 3 (Para 4): the teachers
Part 4 (Para 5): how to go to school
2. How to write about a school
T: Boys and girls, from Liu’s letter, we can see, if we write about a school, we can write in four parts with 5 paragraphs: in Part (Para 1), we can write what school we study at; in Part 2 (Para 2/3), we can write what we have at school; in Part 3 (Para 4), we can write something about the teachers; in Part 4 (Para 5), we can write how we go to school.
【设计意图】通过阅读Liu Yi’s letter, 让学生在阅读中获取信息，回答问题。学生通过4个问题感知整个文本的框架，从而了解到从哪些方面去写一篇关于学校的文章以及文章如何布局，为后面的写作做好铺垫。
Step 3 Writing
1. Talk about your school
T: So today we are going to write about our school. Before writing, let’s talk about our school first. Please ask and answer the four questions with your partner and try to make up a conversation. Here is a model for you to look at.
A: What school do you study at?
B: I study at…
A: What do you have at school?
B: I have a music room/an art room/a school hall…
A: How are the teachers?
B: They are…
A: Do you live far away from/near the school?
B: Yes/No, I live…
A: How do you go to school?
B: I …
A: How long does it take you to get to school?
B: It takes me …
2. Write about your school
T: Boys and girls, it’s time for you to write about your school. I have some useful
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expressions here for you to look at.
Part 1: the school name:
I study at…
Part 2: different places at school
There are…classrooms in…
We have/do not have a playground/a library/a hall…
Part 3: the teachers
The teachers are kind/helpful…
Part 4: how to go to school
I live far away from/near the school.
I take a bus/ride a bike/walk to school.
I go to school by bus/by bike/ on foot.
It takes me…to get to school.
T: Pay attention to this table, boys and girls. We will evaluate your writing according to this table. Make sure you write all the main points and write in 5 paragraphs. Try to use correct expressions and not to make mistakes. Remember to have a good handwriting. If you have excellent expressions and good ideas, you’ll get extra points. Now let’s begin our writing.
【设计意图】正式写作之前，先让学生围绕四个问题开始展开对话，让学生在互相说的过程中巩固和汲取有关词汇和句式，为自己的稍后的写作做好准备工作。此外，向学生呈现写作评分标准，让学生在写作过程中知道需要注意哪些方面，规范其写作。
Step 4 Assessment
1. Evaluate their writing
T: OK, have you finished your article? Now please exchange your article with your partner and grade it according to the assessment table here. If you find some mistakes, try to correct them. If you find some good expressions or ideas, you can underline them. You can ask me for help if you have any problem.
2. Give advice
T: After grading, please write down your advice on your partner’s article.
If the article gets 18-22 points, you can write down ‘Well done! Keep on!’
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If it gets 15-17 points, you can write down ‘Not bad. Need to practice more!’
If it gets 10-14 points, you can write down ‘Not good. Need to practice a lot!’
1. Enjoy some good articles
T: Boys and girls, if your partner’s article gets 18-22 points, please stand up and read the article out.
【设计意图】写作完成后，同伴之间相互交换自己的作文，学生根据评分标准给自己同伴的作文打分并给出相应的意见。这样相互批改不但调动了学生的兴趣，也加深了学生对如何写好一篇文章的规范的印象。通过批改他人的作文的同时，其实学生也在内心检视了自己的作文，起到了取长补短的作用。
Step 5 Extension
T: Boys and girls, we can see your school is really beautiful and modern. You guys live a good and happy life. Do you think we should be thankful to what we have? Do you think we should help those poor children and be a helpful student? If we can help them, their life will be hopeful and your life will also be wonderful. So, at the end of the lesson, I will give you these four words: thankful, helpful, hopeful and wonderful. Please bear the four words in your mind. Wish you have a wonderful life!
【设计意图】在本节课的最后，让学生珍惜自己现有的幸福生活并能够伸出援助之手帮助他人, 让他们意识到生命的快乐与精彩源于帮助他人！
V. Homework
1. Read your article again
2. Rewrite the article, make it better.
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