Unit 3 My School 教案- 2024-2025学年英语人教版七年级上册

第一课时　Section A(1a～1d)&Pronunciation 1．Talk about the positions of the places in the school. 2．Talk about the pronunciation of the letter and letter combinations for the monophthong phonetic symbols//，//，/u/，//. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：in front of，behind，next to，between，across from，library，computer building，gym，art building，classroom building，dining hall，school hall，student centre，sports field，science building，teachers' building，music hall Key sentences：①—Where's the dining hall？—It's in front of the art building. ②—Is there a(n)…in this school？—Yes，there is./No，there isn't. ③—Where's…？　—It's… Learning Abilities ●Learn to grasp key words，phrases，and sentences to talk about the positions of the places in the school. ●Learn to describe the position，orientation relationship and the spatial layout of the school accurately in English. ●Improve the spatial cognitive ability：Enhance the cognitive and understanding ability of learning to remember the position information of different places in the school in order to talk about it better. Thinking Qualities ●Be able to construct a spatial model of the school in the mind and clearly present the relative positions of various places. ●Be able to analyze and summarize the positional relationship among different places. Cultural Awareness ●Understand the cultural factors contained in the school planning，such as the functional zoning. ●Recognize the connection among the position arrangement of different places, the school culture and educational concept. 重点： 1．Students are able to master relevant vocabulary and expressions about positions and places in the school：in front of，behind，next to，between，across from，library，computer building，gym，art building，classroom building，dining hall，school hall，student centre，sports field，science building，teachers' building，music hall. 2．Students are able to accurately describe the positions of various places in the school using proper sentence structures：①—Where's…？—It's…②—Is there a(n)…in this school？—Yes，there is./No，there isn't. 难点： 1．Students are able to clearly understand and distinguish different positional relationships and accurately use the corresponding expressions. 2．Students are able to organize their language and express positions in a vivid and detailed way. 3．Students are able to overcome difficulties in expressing complex positional concepts. Step 1　Lead­in Show pictures of different places in the school and introduce the places to students. T：Look at the photos.This is our school.This is our classroom.What place is it? Ss：It's our classroom building. T：What place is it? Ss：… (The teacher writes the new words on the blackboard：library，computer building，gym，art building，classroom building，dining hall，school hall，student centre，sports field，science building，teachers' building，music hall) Work on 1a 1．Ask students to look at the pictures and ask them the positions of the places. T：Here is a map of our school.The library is next to the computer building.Where's the dining hall? Ss：It's… (The teacher shows the prepositions of places on the blackboard：in front of，behind，next to，between…and…，across from) 2．Ask students to work in pairs and introduce the positions of the places in 1a using the prepositions and sentence patterns in the box. 3．Ask students to share their conversations and the teacher helps to correct their pronunciation if necessary. 【设计意图】通过照片介绍的方式导入新课，同时引入生词，能激发学生的学习兴趣。 Step 2　Listening & Speaking(1b～1d) Work on 1b 1．Ask students to look at the places in 1a and number the places in the order they hear them. 2．Ask students to share the answers and the teacher helps to correct if necessary. Work on 1c 1．Ask students to listen again and complete the sentences. 2．Ask students to share the answers and the teacher helps to correct their pronunciation if necessary. Work on 1d 1．Ask students to read the listening scripts and make a summary about asking for the positions. T：When we want to know the position of a place，we can use the sentence patterns：—Where is…？　—It's…　We can also ask like this：—Is there a(n)…in this school？　—Yes，there is./No，there isn't. (The teacher show key sentence patterns on the blackboard.) 2．Show a map of our school and ask students to work in pairs and make a conversation with their own words to introduce the places in their school. T：It's your time to introduce our school.Make a conversation in pairs.You can ask and answer questions with the sentence patterns on the blackboard. 3．Choose three or four pairs of students to share their conversations. 【设计意图】通过pair work的形式，学生能够对目标句型进行充分练习。 Step 3　Pronunciation & Speaking(1～2) Show students the monophthong phonetic symbols//，//，/u/，//. (The teacher shows how to pronounce the four phonetic symbols one by one.) T：Look at this.What is this? Ss：It's //. … Work on 1 Ask students to listen to the recording and repeat after the recording. Work on 2 1．Ask students to listen to the recording and mark the stressed syllables. 2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary. 3．Ask students to repeat after the recording. 【设计意图】通过跟读音标及对应单词，学生能有效地练习发音和目标句型。 Step 4　Summary 1．Ask students to do exercise about what they have learned today. 2．Ask students to make a summary about what they have learned today. 【设计意图】通过练习和总结，学生能明确本节课的重点句型。 Step 5　Homework 1．Ask students to introduce the places in the school to their deskmates. 2．Do the exercises in students' workbooks. Unit 3　My School 第一课时　Section A(1a～1d)&Pronunciation Key points：library，computer building，gym，art building，classroom building，dining hall，school hall，student centre，sports field，science building，teachers' building，music hall，in front of，behind，next to，between…and…，across from Sentence patterns： —Where is…？　—It's… —Is there a(n)…in this school？　—Yes，there is./No，there isn't. 学科网（北京）股份有限公司 $$ 第二课时　Section A(2a～2f) 1．Talk about the positions of the things in the classroom. 2．Know different things in the classroom. 3．Know the grammar：there be structure. 4．Compare Peter's classroom with students' classroom. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：large，special，smart，whiteboard，important，notice，locker，drawer，corner，put up，at the back (of) Key sentences：①—Where do you sit？—I sit…the classroom.　②There is/are…in the classroom.③What's your new classroom like？④What's special in your classroom？⑤ —Are there any lockers in the classroom？—No，there aren't. Learning Abilities ●Be able to organize appropriate language to describe the characteristics of the classroom. ●Be able to observe their classroom environment and use appropriate English to accurately describe the classroom. Thinking Qualities ●Be able to make comparisons in the description with other classrooms. ●Be able to generalize the characteristics of the classroom from different aspects. Cultural Awareness ●Reflect the possible differences in classrooms under different educational environments. ●Realize the influence of cultural background on the learning space. ●Understand that the description and feeling of the classroom may vary due to different individuals. 重点： 1．Students are able to accurately use these prepositions of position to describe the positional relationships of the things in the classroom. 2．Students are able to use appropriate adjectives to describe the classroom，such as “large” “important” “clean” “tidy” “beautiful”，etc. 难点： 1．Students are able to clearly distinguish and correctly use different prepositions of position. 2．Students are able to accurately use some complex adjectives to describe the classroom. 3．Students are able to distinguish the different usages of “like”． Step 1　Lead­in 1．The teacher shows a video about introducing the school and asks them questions according to the video. T：Here are three questions for you. Question ①：How many classrooms are there in the school? Question ②：What is the classroom like? Question ③：Where is the girl's classroom? 2．The teacher chooses three students to answer the questions. 【设计意图】通过看视频回答问题，学生能回顾所学单词和句型，并高效进入主题。 Step 2　Listening & Speaking(2a～2d) Work on 2a 1．Ask students to listen to the conversation and fill in the blanks. 2．Ask students to share the answers and the teacher corrects their pronunciation if necessary. Work on 2b 1．Ask students to read the conversation and match the questions with the answers. (While reading，the teacher walks around and corrects students' pronunciation.) T：Here are four questions about the conversation.Let's read the conversation together and find out the answers…You read so fluently.Now let's look at 2b.Please match the questions with the answers. 2．Ask students to share the answers and the teacher helps to correct if necessary. (The teacher writes key points on the blackboard.①—What's your new classroom like？—It's very big.②—Are there any lockers in the classroom？　—No，there aren't.) Work on 2c 1．Ask students to read again and circle T for true or F for false. T：Here are four statements talking about the classroom.Are they true or false？Let's read again and circle the answers. 2．Ask students to share their answers and correct the sentences in 2c. (The teacher writes key points on the blackboard.①at the back of the classroom②put their things in the lockers) Work on 2d 1．Play the recording again and ask students to role­play the conversation. 2．Ask two or three pairs of students to role­play the conversation in class. 【设计意图】通过阅读对话，完成相应练习，学生能够逐渐掌握阅读技巧：查找细节。 Step 3　Speaking(2e～2f) Work on 2e 1．Show a photo of our classroom and ask students to list the things in the classroom. 2．Ask students to list the things in Peter's classroom. Work on 2f Ask students to work in pairs and describe the differences between their classroom and Peter's. T：Look at the chart in 2e.Can you tell the differences between your classroom and Peter's？The sentence patterns in 2f will help you a lot. 【设计意图】学生通过对比并介绍自己的教室与Peter教室的不同，练习并巩固本节课重点句型。 Step 4　Summary Ask students to make a summary about what they have learned today. 【设计意图】通过总结，学生能明确本节课的重点句型。 Step 5　Homework 1．Write a short essay to introduce the differences between their classroom and Peter's. 2．Do the exercises in students' workbooks. Unit 3　My School 第二课时　Section A(2a～2f) Key points： at the back of the classroom，put their things in the lockers 1．—What's your new classroom like? —It's very big. 2．—Are there any lockers in the classroom? —No，there aren't. 学科网（北京）股份有限公司 $$ 第三课时　Grammar Focus 1．Talk about the prepositions of the positions. 2．Know the grammar：there be structure. 3．Talk about how students' classroom is different from the classroom in 3c. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：in front of，on，next to，between…and…，behind，under，across from，in front of Key sentences：①In our classroom，there are plants next to the teacher's desk.②—Where is/are…？—It is/They are…③—Is there a whiteboard in your classroom? —Yes，there is./No，there isn't.④There is a shop between the teachers' building and the science building.⑤There are some trees in front of the sports field. Learning Abilities ●Learn to use the “there be” structure accurately. ●Learn to master and apply various prepositions of position. Thinking Qualities ●Be able to train spatial thinking ability when using prepositions to describe positions. ●Be able to train logical thinking ability，understand and construct sentences with “there be” structure. Cultural Awareness ●Understand different ways of expressing existence and positions in different languages and cultures，promoting an understanding of cultural diversity. ●Understand that the use of language structures and prepositions may vary in different cultural contexts. 重点： 1．Students are able to understand and correctly use “there be” structure to express the existence of things. 2．Students are able to master the common prepositions of positions. 难点： Students are able to combine “there be” structure with prepositions to describe the positions of objects in a scene. Step 1　Review & Lead­in Show students some pictures and ask them to make a sentence with the prepositions. (When students are sharing their answers，the teacher writes down the fallible points on the blackboard.) T：Look at the map.Where is the teachers' building? Ss：It is… 【设计意图】通过看图回答的形式导入新课，帮助学生复习已有短语和句型，同时为接下来的学习作铺垫。 Step 2　Grammar(3a) Work on 3a 1．Ask students to read the sentences in the grammar box，underline the verbs in “there be” structure and circle the prepositions of positions. 2．Ask students to research in groups and find out the three questions：a.the changes of “be” verb in “there be” structure；b.general question of “there be” sentence pattern；c.the change rule of the “be” verb in special interrogative sentence “where”． 3．Ask students to share their discussion(summary)． a．In the “there is/are” sentence pattern，the change of the “be” verb depends on the singularity or plurality of the subject. b．In the “there be” sentence pattern，the rules for turning it into a general question are mainly the following points： Directly put the “be” verb at the beginning of the sentence，and use a question mark at the end of the sentence.If there is “some” in the original sentence，it should be changed to “any” in the general question. c．In the special interrogative sentence guided by “where”，the change rule of the “be” verb needs to be determined according to the singularity or plurality of the subject.When the subject is singular：the “be” verb uses “is”．When the subject is plural：the “be” verb uses “are”． (When students share the answers，the teacher writes the rules on the blackboard.If necessary，correct their discussion at the same time.) 4．Give students two minutes to understand the rules and try to memorize. 【设计意图】通过小组讨论观察总结，学生能够掌握there be句型及其疑问句，be的变化规律，以及where引导的特殊疑问句中be动词的变化规律。 Step 3　Grammar(3b～3c) Work on 3b 1．Ask students to complete the sentences. 2．Ask students to share their answers in class and the teacher helps to correct if necessary. 3．Ask students to make a summary about sentence structure：“there be” and “Where is/are…” (The teacher writes down the meaning and examples on the blackboard.) Work on 3c 1．Ask students to circle the correct prepositions in 3c. T：Here is a passage of the description of the classroom in the UK.Read it and circle the correct prepositions to complete the description. 2．Ask students to share their answers in class and the teacher helps to correct if necessary. (Students must read the complete sentences.) 【设计意图】通过练习，学生能够对目标语法进行充分理解和掌握。 Step 4　Speaking(3d) Work on 3d 1．Students work in pairs，describe their classroom and find out the differences between their classroom and the classroom in 3c. T：What is your classroom like？How is your classroom different from the classroom in 3c？Talk about it with your deskmates.You can use the sentence patterns in 3d or the key points on the blackboard.You have three minutes.Go! 2．Ask some pairs to act out the dialogue in front of the class. 【设计意图】对目标语言进行口头训练，培养学生的语言交际能力。 Step 5　Summary(guessing game) 1．Show photos of the classrooms in different countries，ask them to describe the classrooms in groups. S1：There are forty desks in the classroom. S2：There is a teacher's desk in the front of the classroom. S3：… 2．Choose one or two groups to describe in class. 【设计意图】通过看图描述不同城市的教室，学生能够进一步掌握语言点，正确流畅地进行交际运用。 Step 6　Homework 1．Make a poster to talk about their classroom. 2．Do the exercises in students' workbooks. Unit 3　My School 第三课时　Grammar Focus in front of，on，next to，between…and…，behind，under，across from，in front of ①there is ＋n.(singular.) there are＋n.(plural.) ②—Where is ＋n.(singular.)…？　—It/He/She is… —Where are ＋n.(plural.)…？　—They are… 学科网（北京）股份有限公司 $$ 第四课时　Section B(1a～1d) 1．Talk about the favourite places and the things the students do in different places in the school. 2．Describe the school with different adjectives. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：modern，amazing，most，delicious，yours，do exercises，raise the flag，change seats，how about，similar to Key sentences：① What's your new school like？②It's a special way to start the week. ③How is your new school different from the old one？ Learning Abilities ●Learn to observe the characteristics of different places in the school and summarize their functions and popularity in various places. ●Learn to organize the information about places in an orderly manner and express it clearly. Thinking Qualities ●Be able to think about the meaning and value of different places and their associations with the activities in them. ●Be able to distinguish and classify different places and corresponding behaviors. Cultural Awareness ●Reflect the campus culture，showing the influence of the school environment on students' lives and studies，as well as the students' activities. ●Understand the diversity and richness of campus life and cultivate a sense of identity and belonging to campus collective life. 重点： 1．Students are able to express their favourites in different places in the school and the things they do in these places. 2．Students are able to use different adjectives to describe the school，and master the meanings and usages of relevant adjectives. 3．Students are able to use appropriate expressions and tones to convey emotions and feelings about school. 难点： 1．Students are able to accurately use relevant vocabulary and sentence patterns to clearly convey information. 2．Students are able to select appropriate adjectives for description according to the actual characteristics of the school and their own feelings. 3．Students are able to flexibly combine and use these adjectives to form vivid and accurate expressions. Step 1　Lead­in Introduce students' favourite places at school and the things they like to do there. T：Look！This is my favourite place at school.I really like the food there.It's so delicious. Step 2　Before reading(1a) Work on 1a 1．Ask students to list their favourite places in the school and share with their partners. T：What's your favourite place at school？What do you usually do there？Talk about your favourite places with your deskmates. 2．Ask two or three students to talk about their favourite places. 【设计意图】让学生描述学校里最喜欢的地方引入主题能激发学生兴趣。 Step 3　While reading(1b～1c) Work on 1b 1．Ask students to skim the email and choose the question. T：Here is Peter's reply to Flora's email.What question did Flora probably ask in her last email？Read the email and choose the question A，B or C. 2．Ask students to share the answer and the reason. T：Why do you think it's A/B/C? Work on 1c 1．Ask students to read again and write down the places that the adjectives talk about. 2．Ask students to share the answers and the teacher helps to correct if necessary. (When students read the passage，the teacher corrects their pronunciation.) 【设计意图】通过完成阅读任务，学生对文本充分理解。 Step 4　Review and retell the passage 1．Read the passage again and then finish the following mind map. 答案：(1)modern　(2)Sports field　(3)do exercises　(4)clean　(5) behind (6)change seats　(7)across from　(8)delicious 2．Retell the passage using students' own words according to the mind map. 【设计意图】通过表格复习回顾课文内容；通过复述训练学生的表达能力。 Step 5　After reading(1d) Work on 1d Ask students to discuss the four questions with their deskmates and then share in class. 【设计意图】通过轮流讨论问题，学生能够对目标语言进行充分练习。 Step 6　Summary 1．Ask students to find the corresponding English phrases in the text according to the Chinese meanings on the PPT. 2．Ask students to share the answers and the teacher helps to correct their pronunciation if necessary. 【设计意图】通过查找短语总结本单元目标语言，学生明确本节课的重难点。 Step 7　Homework 1．Ask students to introduce their favourite places and the things they like to do at school. 2．Do the exercises in students' workbooks. Unit 3　My School 第四课时　Section B(1a～1d) 学科网（北京）股份有限公司 $$ 第五课时　Section B(2a～3c) 1．Introduce the interesting places in the school and describe the things they do and why. 2．Draw a map of the school，describe it and give a report. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：sound，guide，begin the tour，favourite place Key sentences：①This is…　②There is/are…③The big building behind it is…④This is an interesting place because…⑤The next place on our tour is… Learning Abilities ●Learn to observe and notice details about the school environment. ●Learn to organize and present information in a clear and logical manner. Thinking Qualities ●Be able to analyze why certain places are interesting and what makes them so. ●Be able to encourage reflection on the importance and relationship of different areas. Cultural Awareness ●Understand and appreciate the school culture and its significance in their lives. ●Reflect the shared experiences and values within the school community. ●Reveal the physical layout and organization of the school environment，which is part of the school's cultural context. 重点： 1．Students are able to introduce the interesting places in the school accurately and vividly，the things they do and the reasons. 2．Students are able to draw a relatively accurate school map that can reflect key areas. 难点： 1．Students are able to combine the map with the description well in the report and express it logically and coherently. 2．Students are able to enrich the description of interesting things to avoid monotony in the content. 3．Students are able to lay out reasonably and accurately mark key information when drawing the map. Step 1　Review 1．Ask students to do exercise of this unit. 2．The teacher checks answers and shows the fallible words or sentence patterns on the blackboard. (The exercise must include the key and difficult points and fallible points.) 【设计意图】通过练习的形式，学生可以对所学知识进行复习，同时能够对易错知识进行总结并强化对易错知识的理解。 Step 2　Presentation(2a～2b) Work on 2a 1．Ask students to think about places in the school and complete the notes. T：Here are five questions in 2a.Think about these questions and write them down. 2．Choose students to come to the front of the classroom，and share their answers. T：I really want to know about your ideas.Please share your answers with complete sentences. Work on 2b 1．Ask students to fill in the blanks and complete the reply. T：Imagine a friend from another country has sent you an email about his or her school.Write a reply about your school. 2．Ask students to share their discussions and the teacher helps to make a summary. 【设计意图】通过小组讨论的形式，学生能够对目标语言进行总结，为下文写作做准备。 Step 3　Guidance on writing methods 【典型例题】假设下图是你们学校的平面图，请用简洁的语言介绍一下校园内各场所的分布。 注意： (1)叙述要有条理，方位清楚，应包括图中的主要内容，可适当发挥； (2)文中不得出现真实的姓名和学校名称； (3)70词左右。开头已给出，不计入总词数。 参考词汇：flowerbed花圃；main主要的 This is a map of my school.________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ◆◆思路点拨 写作注意事项： (1)正确使用there be句型以及动词的单复数； (2)正确使用方位介词短语。 ◆◆范文欣赏 This__is__a__map__of__my__school.When you come into the school gate，you will see a tall teaching building in the middle of the school.There are two flowerbeds on each side of the main road.On the left，there is a library building.On the right，there is an office building.A big playground is behind the teaching building.You can find a computer room next to the playground.You can see many trees around the school. My school isn't big but very beautiful. 【设计意图】通过一篇典型例题的讲解，用思维导图的形式，学生能够了解如何谋篇布局来完成一篇写作。 Step 4　Writing & Speaking(3a～3c) Work on 3a Ask students to draw a map of the school and write a short passage. T：Imagine that a group of students are coming to visit our school.Draw a map of our school and introduce the school.Here are some sentence patterns you can use：This is…；There is/are…；The big building behind it is…；This is an interesting place because…；The next place on our tour is… (The teacher writes the sentence patterns on the blackboard.) Work on 3b Ask students to work in groups and practise giving the tour. T：Now you can work in groups and practise your tour.One will be the guide and the other will be the visitors.You can also take turns to talk about each place. (The teacher gives detailed highlights on the PPT.When students are doing the project，the teacher walks around and gives guidance.) Work on 3c Ask each group to show their tour，and then all students vote for the best tour guide. T：Now，let's begin our group activity.Each group，it's your turn to show the tour of our school.Be ready to present your group's tour in an interesting and clear way.After the presentations，every group will have the chance to vote for the best tour guide group.Please pay attention to the details and the English expressions used by each group.Let's see which group can do the best job.Let's get started. 【设计意图】通过展示参观活动，学生能够充分练习本单元的目标语言和语法。 Step 5　Summary Ask the students to summarize the key sentence patterns in this unit. 【设计意图】通过总结本单元的目标语言，学生能够充分掌握本节课的重难点。 Step 6　Homework 1．Polish the map and introduction. 2．Do the exercises in students' workbooks. Unit 3　My School 第五课时　Section B(2a～3c) 1．This is… 2．There is/are… 3．The big building behind it is… 4．This is an interesting place because… 5．The next place on our tour is… 学科网（北京）股份有限公司 $$