人教版七年级英语上册 Unit3 My School 教案（9课时）

【新教材】人教版（2024）七年级上册英语Unit3MySchool

教案

SectionAla-ld

课题SectionAla-ld

课型讲授听说课课时1总课时

Thisinitiallisteningandspeakinglessonfocusesoncoreschoolfacilityvocabulary

教材分析andbasicidentificationdialogues.Ittrainsstudentstorecognizecampusplacesand

mastersimplesentencepatternstoaskandansweraboutschoollocations.

Seventh-gradestudentsarefamiliarwithcampusscenesbuthavenocorresponding

学情分析Englishvocabulary.Theyareactiveinoralpracticeyetlackstandardexpressionsto

describeandinquireaboutschoolfacilities

Languagecompetence:Mastercommonschoolfacilitywordsandbasicinquiry

sentences,finishlisteningtasksaccuratelyandmakesimplecampusdialogues.

Thinkingquality:Distinguishdifferentcampusfunctionalareasandformbasic

核心素养

descriptivelogic.

（教学）

Culturalawareness:UnderstandstandardizedEnglishexpressionsforcampus

目标

scenarios.

Learningability:Cultivateactivelisteninghabitsandbuildconfidenceindailycampus

oralcommunication.

德育安全Cherishcampusresources;ensuresafeclassactivities.

Keypoints:Masterschoolvocabularyandbasiccampusinquirysentencepatterns.

教学重点

Difficultpoints:Capturelisteningdetailsandusesentencesflexiblyinreal

难点

communication.

教法学法Situationalteaching,audiolistening,imitationdrillsandpairpractice

教学准备Listeningaudio,PPTandfacilitywordcards

教学过程设计复备栏

Step1:Warming-up&Lead-in

TheteacherstartstheclasswithfriendlyEnglishgreetingstocreatearelaxed

learningatmosphere.Theteacherinteractswithstudentsbyaskingsimplequestions

abouttheirdailycampuslife,guidingstudentstotalkaboutdifferentplacestheyoften

visitatschool.StudentssharetheirdailyschoolexperiencesinsimpleChinese,which

第1页共26页

acrivatestheirfamiliaritywithcampusscenes.Thenrheteacherpointsoutthatlearning

Englishexpressionsforschoolplacescanhelpthemintroducetheircampustoforeign

friends,naturallyleadingtothenewlessonaboutschoolvocabularyanddialogues.

Step2:Pre-listeningVocabularyTeaching

Theteacherdisplaysvividcampuspicturescorrespondingtolavocabulary,

includingclassroom,librar)\playground,officeandhallways.Theteacherteacheseach

word'sstandardpronunciation,stressandspelling,andexplainsitsspecificfunctionin

thecampus.Studentspracticepronunciationincollective,groupandindividualmodesto

consolidatememorization.Aftervocabularylearning,studentscompletethela

picture-wordmatchingtaskindependently.Theteacherchecksanswersuniformly,

eliminatesvocabularybarriers,andensuresallstudentscanrecognizeandpronouncenew

wordscorrectlybeforelisteningtraining.

Step3:While-listeningTaskTraining

Theteachercarriesouthierarchicallisteningtrainingforlband1ctasks.Before

playingtheaudio,theteacherclarifiestaskrequirements,remindingstudentstofocuson

keyinformationofschoolfacilitiesinshortdialogues.Forthefirstaudioplayback,

studentslistentograspthegeneralcontextandunderstandthebasicinquiryscene.For

thesecondplayback,studentsfinishpicturematchingandblank-fillingtasks

independently.Afterlistening,theteacheranalyzeskeylisteningclues,replaysdifficult

segments,andsummarizesskillsofcapturingeffectiveinformationincampusdialogues.

Step4:Post-listeningImitation&OralPractice

Basedonthelisteningmaterials,theteacherextractsanddisplayscoreinquiryand

responsesentencepatterns.Theteacherdemonstratesnaturalpronunciationand

intonation,andexplainstheusageofdailycampusdialogues.Studentsimitatetheaudio

repeatedlytostandardizetheiroralexpressions.Thenpairworkisorganized.Students

taketurnstoaskandansweraboutdifferentschoolfacilitieswithtargetsentences,

combiningrealcampusscenesforsituationalpractice.Theteacherpatrolstheclassroom,

correctswrongpronunciationandsentencecollocations,andencouragesshystudentsto

speakbravely.

Step5:SituationalConsolidation&ValueGuidance

Theteachersummarizesthekeyvocabularyandsentencepatternslearnedinthis

lesson.CombinedwiththeIdactivity,a"CampusGuide,'interactivegameisheld.

StudentsactascampusguidesandintroducedifferentschoolplacesinEnglish.During

theactivity,moraleducationisinfiltrated.Theteacherguidesstudentstocherishcampus

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facilities,maintainacleancampusenvironmentanddevelopgoodhabitsofprotecting

publicschoolresources.Randomstudentchecksarcconductedtotesttheirflexible

knowledgeapplicationability.

Step6:Summary&LayeredHomework

Theteacherandstudentsjointlyreviewthecoreknowledgeofthelesson,sortingout

schoolfacilityvocabularyandbasicinquirysentences.Theteacheremphasizeskeyoral

expressionpointstodeepenstudents,memory.Layeredhomeworkisassigned.Basic

homework:Readandmemorizenewwordsandkeysentencesfluently.Extended

homework:UseEnglishtointroducethreeplacesinyourschooltoyourdeskmate.The

teacheraffirmsstudents'pcrfbnnanccandencouragesthemtoapplyEnglishindaily

campuscommunication.

[BlackboardDesign]

Unit3MySchoolSectionAla-ld

KeyVocabulary:library,classroom,office,playground,hallway

KeySentences:

—Whatplaceisit?

—It'sthelibrary/playground.

Thisisourbeautifulschool.

【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，

巩固所学知识。

Moststudentsmastertargetvocabularyandbasiccampusdialoguepatternsand

教activelyparticipateinlisteningandoralpractice.TheirrecognitionofcampusEnglish

学expressionsisimproved.Afewstudentshaveinaccuratewordpronunciation.Future

反teachingwillstrengthentargetedimitationpracticetoenhanceoralaccuracyandfluency.

思

SectionAPronunciation

课题SectionAPronunciation

课型讲授听说课课时1总课时

Thispronunciationlessonfocusesonthesoundofletterandsentencerhythmin

教材分析campus-relatedwords.Itstandardizesstudents,wordpronunciationandimprovestheir

naturalintonationwhendescribingschoolscenesinEnglishsentences.

第3页共26页

Seventhgradershavelearnedbasicschoolvocabularyandsentences.Theyoften

学情分析mispronouncethelettersoundandreadsentencesinaflattone,lackingstandard

oralrhythmindailycampusexpression

Languagecompetence:Masterthecorrectpronunciationofletter”『indifferent

positionsandgraspnaturalsentenceintonationandrhythm.

Thinkingquality:Summarizepronunciationrulesanddistinguishstandardand

核心素养

non-standardpronunciation.

（教学）

Culturalawareness:DevelopstandardandpoliteoralhabitsincampusEnglish

目标

communication.

Learningability:Formthehabitofautonomousimitationandpersistentoral

pronunciationpractice

德育安全Practiceearnestly;keepsafeclassroomlearningorder

教学重点Keypoints:Masterstandard'T'soundpronunciationinschoolvocabulary.

难点Difficultpoints:Graspnaturalsentencerhythmandfluentoralreadingintonation

教法学法Sounddemonstration,comparativelistening,layeredimitationanderrorcorrection.

教学准备Standardaudio,PPTandphoneticflashcards.

教学过程设计复备栏

Step1:Warming-up&Lead-in

TheteacherstartstheclasswithdailyEnglishgreetings.Studentsreviewcoreschool

vocabularyanddescriptivesentenceslearnedbeforethroughcollectivereadingand

individualreading.Theteachercarefullyobservesstudents,pronunciationproblems

duringreading,especiallytheunclearlettersoundandstiffsentenceintonation.The

teacherpointsoutthatstandardpronunciationisthefoundationofconfidentoralEnglish,

andguidesstudentstocarryouttargetedpronunciationtraininginthislessontooptimize

theircampustopicexpression.

Step2:PronunciationRuleExplanation

Theteacherdisplaystypicalschoolwordscontainingtheletter'T',suchaslibrary,

classroom,playgroundandhall.Theteacherdemonstratesthestandardpronunciationof

theclear'T'soundatthebeginninganddark"1"soundattheendofwords,explaining

tonguepositionandmouthshapeskillsindetail.Combinedwithexamplewords,the

teachersummarizessimpleandeasy-to-masterpronunciationrules.Besides,theteacher

teachesbasicsentencerhythm,guidingstudentstopauseproperlyandkeepsteady

intonationwhenreadingcampusdescriptivesentences.

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Step3:LayeredImitationDrills

Progressivelayeredpracticeiscarriedoutfromsinglewordstocompletesentences.

Firstly,studentsfollowthestandardaudiotoimitatethepronunciationofTcontaining

wordsrepeatedly.Theteachercorrectsindividualstudents,inaccuratepronunciationin

timeandhelpsthemfeelthedifferencebetweentwosounds.Afterwordtraining,

studentspracticesentencereadingingroupsandindividually.Theyfocusonmatching

correctwordpronunciationwithnaturalsentencerhythmtoavoidflatandrigidoral

expression.

Step4:SoundComparison&GameConsolidation

Theteacherdesignssoundcomparisonactivitiestostrengthenstudents'

pronunciationdiscriminationability.Theteacherreadswordsandsentenceswith

standardandwrongpronunciationalternately,andstudentsjudgeandcorrectthem

immediately.Afunpronunciationmatchinggameisorganized.Studentspickwordcards

andreadthemaloud,andthewholeclassevaluatestheirpronunciation.Thisinteractive

formactivatesclassroomatmosphereandhelpsstudentsfirmlygrasppronunciationrules

inrelaxedpractice.

Step5:SituationalPronunciationApplication

Integratepronunciationtrainingwithrealcampuscommunicationscenarios.

Studentsconductpairworktodescribeschoolfacilitiesusinglearnedwordsand

sentences.Theypayspecialattentiontostandard"1"soundpronunciationandnatural

sentencerhythm.Theteacherpatrolstheclassroomtogivetargetedguidanceandselect

excellentstudentstomakedemonstrationreading.Meanwhile,theteacherguides

studentstospeakEnglishpolitelyandconfidentlyanddevelopgoodorallearninghabits.

Step6:Summary&LayeredHomework

Theteacherandstudentsjointlyreviewthekeypronunciationrulesoftheletter

andsentenceintonationskillslearnedinthislesson.Commonpronunciationerrorsare

summarizedtohelpstudentsavoidrepeatedmistakes.Layeredhomeworkisassigned.

Basichomework:Imitatestandardaudiotopracticewordandsentencepronunciation

everyday.Extendedhomework:Recordyourreadingofcampuswordsandsentences.

Theteacherencouragesstudentstoinsistonoralpracticetostandardizepronunciation

steadily.

[BlackboardDesign]

Unit3MySchoolSectionAPronunciation

第5页共26页

PronunciationFocus:Letter"1"sound

Clear/!/:library,classroom

Dark/!/:hall,school

ReadingTip:Naturalrhythm&properpauses

Sentence:Thisisourbrightclassroom.

【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，

巩固所学知识。

教Moststudentsmasterthebasicpronunciationrulesofletter"1"andimprovetheir

sentencereadingrhythmthroughimitationandgames.Classroomparticipationishigh.

学

However,afewstudentsstillconfusetwotypesof"1"sounds.Futureteachingwilladdmore

反

targetedcomparativedrillstoconsolidatepronunciationaccuracy.

思

SectionA2a-2e

课题SectionA2a-2e

课型讲授听说课课时1总课时

Thislessonexpandscampusvocabularyandfocusesonprepositionalexpressionsfbr

教材分析locationdescription.Itintegrateslistening,readinganddialoguepracticetohelp

studentsmasterbasicwaystointroduceschoolspacelayoutaccurately.

Seventhgradershavemasteredbasicschoolfacilitywordsandsimpleinquiries.They

学情分析areactiveinclassbutconfusedaboutspatialprepositionsandfailtoorganize

completecampusdescriptiondialoguesflexibly

Languagecompetence:Masterspatialprepositionsandextendedcampusvocabulary,

understandrelateddialogues,andmakecompleteconversationstointroduceschool

核心素养

layouts.

（教学）

Thinkingquality:Buildlogicalspatialthinkingtodistinguishdifferentcampus

目标

positions.

Culturalawareness:Developawarenessofprotectingcampusenvironmentandloving

第6页共26页

schoollife.

Learningability:Improveintegratedlistening,readingandspeakingskillsthrough

cooperativeandsituationalpractice.

德育安全Lovecampus;abidebycampussafetynorms

Keypoints:Masterspatialprepositionsandcampusdescriptivesentencepatterns.

教学重点

Difficultpoints:Useprepositionsflexiblytomakecoherentandaccuratecampus

难点

dialogues

教法学法Situationalteaching,interactivedialogue,groupdiscussionandrole-play

教学准备

Teachingaudio,PPTandcampuslayoutpictures教学过程设计复备栏

Step1:Warming-up&Lead-in

TheteacherstartstheclasswithstandardEnglishgreetings.Studentsreviewbasic

schoolfacilityvocabularyandsimpleinquirysentenceslearnedinla-Idthrough

collectivereadingandpairdialogues.Theteacherorganizesshortoralsharingfor

studentstonamedifferentplacesintheirschool,activatingtheirpreviousknowledge.

Thentheteacherraisesguidingquestionsabouthowtodescribetheexactpositionof

schoolfacilities,leadingstudentstorealizetheimportanceofspatialprepositionsand

naturallyintroducingthenewlessonofcampuspositiondescription.

Step2:Pre-learningNewKnowledge

Theteacherdisplayscorespatialprepositionsincludinginfrontof,behind,nextto

andonviavividcampuspictures.Standardpronunciationandusagescenariosare

explainedonebyone.Combinedwithrealcampusscenes,theteacherdemonstrateshow

todescribefacilitypositionsintuitively.Studentsfinishthe2amatchingtask

independentlytoconnectprepositionswithcorrespondingpictures.Variousreading

practicesarearrangedtohelpstudentsmemorizenewwordsandphrasesfirmly,

removinglanguagebarriersforsubsequentlisteninganddialoguelearning.

Step3:While-listeningTaskTraining

Theteachercarriesouthierarchicallisteningtrainingfor2btasks.Beforeplayingthe

audio,cleartaskrequirementsareputforward,requiringstudentstofocusonspatial

relationshipinformationindialogues.Forthefirstaudioplayback,studentsgraspthe

generalideaoftheconversationandknowthemaincontentofpositioninquiry.Forthe

secondplayback,studentscompletepicturematchingtaskscarefully.Afterlistening,the

teacheranalyzeskeylisteningclues,replayskeydialoguesegments,andguidesstudents

tosummarizeskillsofcapturingspatialinformationefficiently.

第7页共26页

Step4:TextReading&Role-play

Basedonthe2c-2cdialoguetexts,theteacherconductsin-depthtextlearning.

Studentsreadthedialoguessilentlyfirsttosorioutthelogicalstructureofcampus

positioninquiryanddescription.Thenimitativereadingiscarriedoutingroupand

individualformstostandardizepronunciationandintonation.Afterstudentsarefamiliar

withthetext,pairrole-playactivitiesarclaunched.Studentstaketurnstoactasguides

andvisitors,simulatingrealcampusintroductionscenariostopracticetargetsentences.

Theteacherpatrolstocorrectwrongprepositionusageandincoherentexpressionsin

time.

Step5:SituationalConsolidation&EmotionalGuidance

Theleachersystematicallysummarizesspatialprepositionsandcoredescriptive

sentencepatternsofthislesson.Afun“CampusGuide,,situationalactivityisheld.

Studentscombinetherealcampuslayouttointroducefacilitypositionsfreely,realizing

flexibleknowledgeapplication.Meanwhile,moraleducationisinfiltrated.Theteacher

guidesstudentstoappreciatethebeautyofthecampus,cherishpublicfacilities,and

developgoodhabitsofprotectingandlovingtheirschool.

Step6:Summary&LayeredHomework

Theteacherandstudentsjointlyreviewthekeyknowledgeofthelesson,sortingout

theusageofcommonspatialprepositionsandcompletecampusdialoguestructures.The

teacheremphasizesthekeypointsofflexibleprepositionapplicationagain.Layered

homeworkisassigned.Basichomework:Readandrecite2a-2edialoguesproficiently.

Extendedhomework:Writefivesentencestodescribepositionsofdifferentschool

facilities.TheteacherencouragesstudentstoobservecampusscenesandapplyEnglish

knowledgeinlife.

[BlackboardDesign]

Unit3MySchoolSectionA2a-2e

KeyPrepositions:infrontof,behind,nextto

KeySentences:

—Whereisthe...?

—It'snextto/behind/infrontofthe...

Ourschoolisbeautifulandtidy.

【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完

成，巩固所学知识。

第8页共26页

Moststudentsmasterspatialprepositionsandcampusdescriptivesentencesand

教participateactivelyinrole-playactivities.Theirsituationalexpressionabilityisimproved

学greatly.However,afewstudentsmisuseprepositionsincomplexscenes.Futureteaching

反willaddmoretargetedsituationaldrillstostrengthenflexibleknowledgeapplication.

思

SectionAGrammarFocus

课题SectionAGrammarFocus

课型讲授听说课课时1总课时

Thisgrammarlessonsummarizescoresentencepatternsforaskinganddescribing

教材分析schoolobjectlocations.Itfocusesontheusageofwhere-questionsentencesand

spatialprepositions,standardizingstudents'campusdescriptiveexpressions.

Seventhgradershavelearnedbasiccampuswordsandspatialprepositions.However,

学情分析theyareunskilledinusingwherequestionsandoftenmixupprepositionsindifferent

spatialdescriptionscenarios.

Languagecompetence:Masterthestructureandtransformationofwherespecial

questionsandcorespatialprepositioncollocations.

Thinkingquality:Summarizegrammarrulesinductivelyanddistinguishdifferent

核心素养

spatiallogicalrelationships.

（教学）

Culturalawareness:DevelopstandardizedandpoliteEnglishexpressionhabitsfor

目标

campusscenarios.

Learningability:Formthehabitofautonomouslysummarizinggrammarrulesand

correctingpracticalerrors.

德育安全Lovecampusenvironment;abidebyclassroomdisciplines

Keypoints:Masterwherequestionstructuresandspatialprepositionusagerules.

教学重点

Difficultpoints:Usegrammarknowledgeflexiblytodescribecampuspositions

难点

accurately

教法学法Ruleinduction,casecomparison,erroranalysisandlayeredexercises

教学准备GrammarPPTandpracticeworksheets

教学过程设计复备栏

第9页共26页

Step1:Warming-up&GrammarLead-in

TheteacherstartstheclasswithdailyEnglishgreetings.Studentsreviewunitcore

vocabularyandspatialprepositionslearnedbeforethroughcollectivereadingandrandom

questioning.Theteacherorganizessimpleoralexercisesforstudentstodescribecampus

facilitypositions.Duringtheinteraction,theteacherrecordscommongrammatical

problems,suchaswrongquestionstructuresandmisusedprepositions.Theteacher

clarifiesthatthislessonwillsystematicallysummarizerelevantgrammartomake

students'campusexpressionsmoreaccurateandstandardized.

Step2:SentenceObservation&RuleInduction

TheteacherdisplaysallclassicgrammarsentencesinGrammarFocusonthescreen.

Guidedbytargetedquestions,studentsobservethestructureofwherespecialquestions

andcorrespondinganswersentences.Theteachersystematicallysortsoutthefixed

sentencestructureofwherequestions,emphasizingsentenceorderandauxiliaryverb

matchingrules.Meanwhile,theteachersummarizestheusagedifferencesofcorespatial

prepositionsincludingnextto,behind,infrontof,andcombinestypicalcampus

examplestodeepenstudents,rulecognition.

Step3:TypicalErrorAnalysis

Theteacherliststypicalgrammaticalerrorsexistinginstudents'dailyoraland

writtenexercises,suchasdisorderedquestionwordorderandconfusedpreposition

collocations.Studentsdiscussingroupstojudgesentencecorrectness,analyzeerror

causesandtrytocorrectmistakesindependently.Grouprepresentativessharetheir

analysisresults.Theteachersupplementsandsummarizeskeydiscriminationskills,

helpingstudentsthoroughlyunderstandgrammarrulesandavoidcommonmistakesin

practicalapplication.

Step4:LayeredGrammarConsolidation

Progressivegrammarexercisesaredesignedforhierarchicaltraining.Basic

exercisesincludesentencefillingandsentencematchingtoconsolidatebasicgrammar

rulesandsimplecollocations.Advancedexercisescoversentencerewriting,error

correctionandsentencemaking,requiringstudentstoflexiblyapplywherequestionsand

prepositionrules.Theteacherpatrolstheclassroomtocheckstudents1exercise

completion,providestargetedguidanceforunderachievingstudents,andcorrects

individualerrorsinatimelymanner.

Step5:SituationalGrammarApplication

Integrategrammarknowledgeintorealcampussituationalpractice.Theteacher

第10页共26页

showscampuslayoutpictures,andstudents;conductpairinteractivedrills.Onestudent

asksaboutthepositionoffacilitieswithwherequestions,andtheotheranswerswith

correctprepositionalsentences.Studentstaketurnstopracticetostrengthenflexible

grammarapplicationability.Theteacherselectsoutstandingstudentstomakeclassroom

demonstrationstodrivethewholeclass'slearningeffectandinfiltratetheawarenessof

lovingcampus.

Step6:Summary&LayeredHomework

Theteacherandstudentsjointlyreviewthecoregrammarpointsofthislesson,

sortingoutwherequestionstructuresandspatialprepositionapplicationrulesagain.Key

anddifficultknowledgeisemphasizedtodeepenstudcnts,memory.Layeredhomework

isassigned.Basichomework:Finishgrammarexercisesandsoriouterrorexamples.

Extendedhomework:Writesixdialoguesaskingandansweringaboutschoolfacility

positions.Theteacherencouragesstudentstoapplygrammarknowledgeflexiblyindaily

expression.

[BlackboardDesign]

Unit3MySchoolGrammarFocus

GrammarFocus:WhereQuestions

Structure:—Whereis+singularnoun?

一It's+prepositionalphrases.

KeyPrepositions:behind,nextto,infromof

Example:—Whereisthelibrary?—It'snexttotheclassroom.

【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完

成，巩固所学知识。

教Moststudentsmasterthebasicstructureofwherequestionsandcoreprepositionusage

throughruleinductionandexercises.Theirgrammaraccuracyisobviouslyimproved.Afew

学

studentsstillmakemistakesinflexibleprepositionmatching.Futureteachingwilladdmore

反

situationaldrillstoenhancepracticalapplicationability.

思

SectionBla-ld

第11页共26页

课题SectionBla-ld

课型讲授听说课课时I总课时

Thislisteningandspeakinglessonexpandsschoolactivityvocabularyandenriches

campusscenariodialogues.Itconsolidateswhere-questionstructuresandspatial

教材分析

prepositionstoimprovestudents5practicalcommunicativecompetenceinschool

scenes

Seventhgradershavemasteredbasiccampusv/ordsandlocationdescriptiongrammar.

学情分析Theyareactiveinoralpracticebutlackflexiblesentenceuseandfailtograspdetailed

informationinfastlisteningdialogues

Languagecompetence:Masternewschoolactivityphrases,accuratelyfinishlistening

tasks,andusewherequestionsandprepositionalsentencesforcampus

communication.

核心素养Thinkingquality:Sortoutlisteninginformationlogicallyandclassifydifferentschool

（教学）activities.

目标Culturalawareness:Developgoodcampusbehavioralhabitsandpositiveschoollife

attitudes.

Learningability:Improvelisteningcapturingskillsandautonomouscooperativeoral

practiceabilities.

德育安全Cherishschooltime;followcampusactivityrules

Keypoints:Masternewphrasesandcompletelisteningandoraldialoguetasks.

教学重点

Difficultpoints:Catchlisteningdetailsandusetargetlanguageflexiblyinreal

难点

scenarios

教法学法Audiolistening,situationalinteraction,imitationpracticeandpairwork

教学准备Listeningaudio,PPTandwordcards

教学过程设计复备栏

Step1:Warming-up&Lead-in

TheteacherstartstheclasswithpolitedailyEnglishgreetingstoactivateclassroom

atmosphere.StudentsreviewcoregrammarandvocabularyofSectionA,including

spatialprepositionsandwherespecialquestionstructures.Theteacherorganizesquick

pairdialogues,requiringstudentstofreelydescribethelocationofcampusfacilities.This

acuvilyhelpsstudentsconsolidatepreviousknowledgeandactivatelanguagesense.Then

theteacherraisesquestionsaboutdailyschoolactivities,naturallyleadingstudents