Unit 3 Section A What is your school like（1a～1d）教学设计-2024-2025学年人教版英语七年级上册

教学设计 课程基本信息 学科 英语 年级 七年级 学期 秋季 课题 Unit 3 Section A What is your school like（1a-1d） 教科书 书 名：人教版教材 出版社：人民教育出版社 出版日期：2024年05月 教学目标 1.Students are able to recognize and correctly use the English names of different places on campus. 2.Students are able to understand the meanings of common prepositions of location and use these prepositions to describe the positional relationship of different places. 3.Students are able to understand the scene of the listening dialogue "New students looking for different places in the school", identify different places and locations in the listening dialogue by listening to key words, and understand the communicative expressions such as asking for and offering help and expressing gratitude. 4.Students are able to use the sentence patterns of "Where is..." and "Is/Are there..." to ask about the locations of different places in the school and give answers. 5.Students learn to ask for directions in real life and provide help to others. 教学内容 教学重点： 1.Students are able to recognize the names of places in the school in the unit theme map and talk about the activities of the characters in the map. 2.The use of the "there be" structure. 教学难点： 1.Students are able to clarify the learning objectives of the unit theme and describe the activities one is willing to engage in at school. 2.Students can correctly use the "there be" structure in practical situations. 教学过程 Part1：Introduction （1min） 1. Greeting The teacher starts the class with a warm greeting: "Good morning, class! How was your journey to school today?" 2.Guess game Teacher shows some sentences and pictures to asks students to play a game to practice the key words and and perceive target sentence patterns. (Design intention: To lead out the theme of this lesson, provide a context for the next unit of study, introduce the theme, create a context, stimulate students' interest in participation, activate students' vocabulary for expressing school facilities, and trigger students' thinking through prediction tasks, cultivating students' ability to infer and predict using context clues; help students perceive the content of the dialogue as a whole and cultivate students' ability to accurately obtain, sort out and record key information.) (Effect evaluation:Observe whether students can obtain information by identifying pictures and whether they can answer questions in accurate language.) Part2：Pre-listening（3min） 1.Look at the picture. T guides Ss to read the places. 2.T asks Ss to finish the task in 1a-- help Peter talk about the positions of the places with the words in the box. (Teaching intention: By using pictures to stimulate students' observation and imagination, it lays the foundation for learning new vocabulary and sentence patterns for describing locations) (Effect evaluation: Observe whether students open their mouths to follow and read, and whether their pronunciation and intonation are correct.) Part3：While listening（7min） 1.T asks students to finish the task in 1b—Listen to the conversations and number the places in the order you hear them(1—3). 2.T asks students to finish the task in 1c—Listen to three conversations again and complete the sentences What is the building's position? 3.T asks students to repeat after the tape and pay attention to the pronunciation. (Teaching aim: By combining listening, reading, writing and speaking activities, students' language comprehension and expression skills will be improved and they will be able to apply what they have learnt in practical situations) 4.T guides Ss to think: how to ask and answer the positions of the places politely? 5.T ask students to finish 1d-- Role-play a conversation. 6.T asks students to act out in the stage. (Effect evaluation: Observe whether students can use accurate language to carry out role-playing appropriately and smoothly.) Part4：Post listening（2min） 1.Pay attention to communicative expressions. The teacher guides students to find out common communicative expressions about offering help, seeking help and expressing thanks as well as other common expressions from the three dialogues. The teacher shows the supplemented sentences. 2.Students imitate the demonstration and practice dialogues in Activity 1d. Work in pairs to talk about the positions of various places in the pictures in 1a. They can also talk about the positions of various places in their real campus. The teacher can remind students to pay attention to using communicative expressions that make the dialogue more natural and smooth. After students finish practicing, the teacher asks some groups to show their dialogues. The teacher can ask students to summarize all the prepositions and phrases indicating positions that they have learned after class. Part5：Summary（1min） 1.The teacher guides the students to work together and summarise what they have learned in this lesson. 2.The teacher asks questions such as "Where is the...?" "What do you like about your school?" and invite different students to share their answers. Part6：Homework Level A: Summarize what you have learned in this class and try to draw a mind map. Level B: Try to draw a map of your own school and make conversations with your classmates. 备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。 学科网（北京）股份有限公司 $$