Teaching Material
P 26, Reading, Unit 3 Around Our School,
Cambridge English for Schools Students’ Book One (See Attachment I)
Teaching Object
Class 7(A) Junior Two, Hangzhou Foreign Languages School
Teaching Aims
Criteria
Notes
1. The main task (Outcome)
The students will be able to write a letter to Anne and post it on the blog, where Anne will be able to read.
这是本节课主要任务，其它活动都是为此做准备的。
2. Language Focus
(1) The students will be able to use the following words and pattern properly in given situations or their daily life:
flat; café; in the north/ south/ east / west of …
(2) The students will be able to describe the different locations of the buildings in their school, which is a boarding school, and activities concerned.
本单元主题是Around our school，所以学校的方位和附近环境描述是学习重点。语言要点就是根据这个定位，并结合学生实际解读、提取的。
3. Language Skills
The students will be able to find the places (in the jigsaw puzzle) according to the letter.
这个很生活化的活动可训练搜寻有效信息的阅读技能。
4. Learning Strategies
(1) The students will be able to guess and reason the presumption by the information collected from the reading of the letter. (认知策略)
(2) The students will be encouraged in groups to write back a letter about their school scaffolded with patterns from the text. (情感策略)
学习策略是在学习活动中得到体验的。因此根据学生学习能力的特点，把推测能力(认知策略)和合作能力(情感策略)的培养分别结合到阅读和写作活动之中。
5. Affection
The students will be able to focus their attention on the classroom instruction and performance.
初二阶段应该培养学生的学习意志，从单纯的兴趣过渡到有意识学习。
6. Culture
The students will be able to aware the precautions they might need to take while writing to a pen pal at the very beginning.
方位和环境描述、书信写作是语言层面内容，背后是文化知识和意识。所以在课堂活动中，要引导学生关注此类内容和活动。
Difficulties
The students might find it short of time to construct a letter with a good logic order and in well-organized language.
初二写作训练刚刚起步，是难点。解决办法有三个：教师适当提供支架、组织小组合作学习和足够时间。
Teaching Aids
Blackboard, Chalk, Computer, Overhead Projector,
Visualizer, Jigsaw Puzzles, letter paper, a treasure chest
Setting
The students sit in four-member groups around desks.
这样的设计有利于学生的合作学习
Procedures & Activities
Teaching Procedures & Activities
Learning Procedures & Activities
Notes
I. Pre-task phase: to talk about the blog
The teacher is going to play the song Big Big World and open the website BBW to introduce them the blog and the theme “Big Big World”.
— Shall we sing a song together?
— Do we live in a big big world? How big is this world? But I say it is a small world after all. Why? Internet, emails, msn make the world small. Here is a blog. It’s our blog. We can see each other on holiday over this blog.
⑴The students are going to listen to and sing along with the English song Big Big World.
⑵They are going to have an interaction with the teacher, answering some questions.
⑶They are going to be encou- raged to talk about any blog they know.
⑷They read the blog together to warm themselves up for the following activities.
教师建立一个博客BB World，为课后教学构建平台，并以博客主题歌给学生热身，培养学习情感。活动形式以师生活动为主。
II. Task–introduction & Task–acknowledgement
The teacher is going to inform the students what they are going to do in this lesson and what their final outcome will be.
— A girl named Anne visited the blog and she left a letter. Are you interested in writing her back?
— In today’s class we are going to read her letter and write her a letter back.
The students are going to be informed what they are going to do in this lesson and what their final outcome will be. At the same time they are going to be encouraged to size up the tasks, as well as themselves.
告知学生本节课的主要任务体现了师生民主平等，也有利于学生自主规划、主动参与活动。活动以教师讲解为主。
III. Pre-reading task: to predict the possible content of Anne’s letter
The teacher is going to help the students form the schemata by a discussion of the following question betweet partners.
— Before we open the letter, can you predict what she might write in her letter?
The teacher wirtes the following two patterns on the Bb if necessary to set up a scaffold before the pair work:
? She will tell us …
? She wants to know …
and takes down the possible guesses and also the questions on the blackboard after the pair work.
1. The students are going to predict the possible content of Anne’s letter.
2. The students are going to work in pairs. Each pair will either give a sentence to predict what she might write in her letter or will think of a question Anne may ask.
3. Some pairs of students are going to tell what they predict.
读前活动重点在于构建学生阅读图式，为下步阅读活动做好铺垫。在这个过程中，训练学生预测能力。在语言方面，如果学生有困难，教师提供一个“支架”。活动以自主和pair互动为主。
IV. Wile-reading task: to read for information needed
1. The teacher designs some questions to help the students pick out the things Anne talked about and questions she raised already, and to encourage them to reason some presumption.
— What did Anne write in her letter?
— What did she ask in her letter?
— What are the things she doesn’t talk about? Why not?
— Is this a first letter or not?
— What are the questions you think is polite to ask in your reply letter?
2. The teacher will go around the class to observe, help and monitor while the students work in pairs or in groups.
For reference:
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