Title: Teaching Design for Grade 7 English - Campus Life

Objectives:

1. To familiarize students with vocabulary related to campus life.

2. To enhance students' listening, speaking, reading, and writing skills.

3. To encourage students to express their opinions and share their experiences.

4. To promote a positive attitude towards school and campus life.

Target Language:

1. Vocabulary related to campus life: classroom, schoolyard, library, cafeteria, gymnasium, playground, teacher, student, principal, uniform, homework, timetable, etc.

2. Sentence structures: “I go to the __________ (place) to _________ (activity)."

3. Question forms: “Where do you go to _______ (activity)?"

Warm-up activity (10 minutes):

Play the game "I spy" with the students. Select objects related to campus life and describe them without saying their name. For example, "I spy something you sit on in the classroom. It is made of wood." The students who guess correctly can provide the next clue.

Presentation (15 minutes):

Show pictures of different places on a school campus and elicit vocabulary related to each place. Introduce the sentence structure, "I go to the __________ (place) to _________ (activity)." For example, "I go to the library to read books." Model the sentence and have students repeat after you. Ask students questions using the vocabulary and model appropriate answers.

Practice (20 minutes):

Divide students into small groups and give each group a set of picture cards representing different places on a school campus. Students take turns drawing a card and describing where they go to do a specific activity. For example, if a student draws a card with a gymnasium, they could say, "I go to the gymnasium to play basketball." Other students in the group try to guess the place and activity. Continue until all the cards have been used.

Listening and Speaking (15 minutes):

Play an audio recording of a conversation between two students talking about their daily activities on campus. After playing the recording, ask students comprehension questions such as, "Where does Sarah go after school?" "What does Ben do in the library?" Encourage students to answer in complete sentences using the sentence structure introduced earlier.

Reading and Writing (20 minutes):

Distribute short reading passages about different places on a school campus. Students read the passages individually or in pairs, highlighting new vocabulary words. Then, ask students to write a short paragraph about their favorite place on campus, using the sentence structure and vocabulary introduced. Provide sentence starters if needed, such as "My favorite place on campus is _________. I go there to _______."

Wrap-Up (10 minutes):

Invite a few students to share their paragraphs about their favorite place on campus. Encourage other students to ask questions or share their own experiences related to the place mentioned. Reinforce the vocabulary and sentence structure introduced throughout the lesson.

Homework:

Assign a written assignment where students describe their daily activities on campus using the sentence structure and vocabulary learned in class.