内容正文：
Unit 3My School
SectionA
What is your school like?
2a-2f
眉山天府新区龙马
初级中学
冷凤英
By the end of the class,I will be able to
01. Read new words and phrases accurately(准确地).And use key sentence patters to answer questions.
02.Through listening training(通过听力训练)，find out key information.
03.Compare Peter’s classroom with our own classroom.
04.Develop(培养)a love of school and classroom.
Learning Objectives
Can you tell me the place in English?
Classroom building.
It's a
classroom
blackboard
student
desks
desk drawers
smart whiteboard
notice
teacher's desk
n.抽屉
智能白板
n.通知；注意
v.注意到；意识到
What’s in the classroom?
There is/are...
/drɔ:(r)/
/'nəʊtɪs/
/smɑ:t/ : /ˈwaɪtbɔ:d/
Whose classroom is it?
It's Peter's new classroom.
What's it like?
它是什么样的？
It's large/ beautiful/ clean...
adj.大的;大号的
Peter
/lɑːdʒ/
询问特征
Look and say
It's a classroom in
China
Peter
Is there a teacher's desk in the classroom?
Yes,there is.
Where is it?
It's in front of the blackboard.
What’s in Peter’s classroom?
Peter
在……前面
Is there a smart whiteboard in the room?
Yes, there is.
Where is it?
It'snext to the blackboard.
Peter
Where are the student desks?
.
They are in the middle of the classroom.
在…当中
Peter
Look!
There is another blackboard at the back of the classroom
在.....后面
Students put up important notices there.
张贴；搭建
adj.重要的
/ɪmˈpɔ:tnt/
Peter
Are there any lockersin the classroom?
No, there aren't.
but,there are some desk drawers.
n.抽屉
n.有锁存物柜;寄物柜
lockers
Peter
/'lɒkə/
listen and check
Peter’s mum is asking
something about
his new classroom.
What are Peter and his mum talking about?
Tips: 分析所给句型句式确定缺失成分，推导所缺部分的属性;根据已给的信息预测对话主题确定缺失部分的大体种类。
prep.
prep.
prep.
prep.
in front of
in the middle of
next to
at the back of
/ s p e ʃ l /（adj.特别的；特殊的）
How many questions did Peter's mum ask ?
Four
Find
out
the
answers
in front of
in the middle of
next to
at the back of
Ask for information
询问信息
Make sure of information
确认信息
2bRead the conversation. Match the questions with the answers.
1. What's Peter's classroom like? A. Yes,there is.
(询问特征)
2. Where's the teacher's desk? B. No,there aren't.
（询问地点）
3. Is there a smart whiteboard in the classroom? C. It's very big.
4. Are there any lockers in the classroom? D. It's in front of the b blackboard.
Tips: 看看是在确认信息还是在询问信息。
Can you remeber the information ?
1. There are 41 desks in Peter’s classroom.T F
2. Peter sits at the back of the classroom. T F
in the middle of
3. There are two blackboards T F
in the classroom.
4. Students put important T F
notices on the smart whiteboard.
2c.Cirle T for true or F for false.
Tips: 判断正误题。分析该句所处语境以及所出现名词，从而大致定位到文本。同时，注意句中所出现的数词、方位介词等容易忽略的小细节。
on the another blackboard
Peter's new classroom is______. There are 40__________________
in the room. And a teacher's desk______________________ the blackboard. Peter sits ___________________________the classroom.
There's a__________________next to the blackboard. There' s
another blackboard___________________the classroom.
Students put up_______________________ there. There aren't
any___________ in the classroom. Students put their things in the__________________.
Let's retell the conversation.
large
student desks
in front of
in the middle of
smart whitboard
at the back of
important notices
lockers
desk drawers
2d Repeat and role-play the conversation.
Mum: What's your new classroom like, Peter?
Peter: It's large. There are 40 student desks in the room.
And a teacher's desk in front of the blackboard.
Mum: Where do you sit?
Peter: I sit in the middle of the classroom.
Mum: That's nice. What's special in your classroom?
Peter: There's a smart whiteboard next to the blackboard.
Oh, and there's another blackboard at the back of the classroom.
Mum: Another blackboard?
Peter: Yes, we put up(张贴) important notices there.
Mum: Are there any lockers(储物柜) in the classroom?
Peter: No, there aren't. We put our things in the desk drawers.
n.角;角落,
There are two blackboards
There is a smart whiteboard next to....
There are many desks and chairs.
There are some notices on...
There is a plant on...
There is /are...
in front of.....
in the middle of....
next to...
at the back of
...............
2e.List the things in Peter’s classroom and your classroom
Group activity
Compare Peter’s classroom with yours and describe
your own classroom.
A: There are two blackboards in Peter’s classroom and our classroom.
B: In this classroom, the smart whiteborad is next to the blackboard. In our classroom…
Summary
What do we learn ?
Do you like their classrooms?
Watch and think
Do you like our classrooms?
we love our school
we love our classroom
we love our motherland
Homework
Must do:
Listen carefully and read the 2a fluently（流利地）.
Finish your task paper.
Choose to do:
Use what you've learned today to describe the position of facilities in your room.
设施
Other
50781.387
Lavf58.20.100
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教学设计
教学基本信息
单元主题
Unit3 My school
教材版本
(2024秋）人教版七年级上册
授课人
眉山天府新区龙马初级中学
冷凤英
教材内容
Section A What is your school like? 2a-2f
课时
一课时
教材解读
（1） 单元主题分析
本单元的主题是“My school”，围绕学校这一与学生生活紧密相关的场景展开。通过学习本单元，学生能够全面了解学校的各种设施、场所，以及在学校内的日常活动。这不仅使学生掌握与学校相关的英语表达，更能培养他们对学校环境的熟悉感和热爱之情。单元主题从学生的视角出发，贴近生活实际，容易激发学生的学习兴趣和参与度，为学生提供了丰富的语言学习素材和真实的语言运用情境。
（2） 课时语篇研读
【What】 本课时的语篇内容聚焦于班级设施位置的询问与描述。从 2a - 2f 的材料来看，先是通过2a引入学校设施相关的词汇、表方位的介词短语和 there be 句型的运用。2b 和 2c 的练习则是基于 2a 的内容，从不同角度对学生理解语篇中的信息匹配和句子正误判断能力进行训练，进一步强化学生对重点单词和句型的理解与掌握。在后续的活动（2e - 2f）中，语篇拓展到对他人（Peter）学校设施的了解，并与自身教室情况进行对比，加深学生对学校设施描述的运用能力，同时培养学生的比较思维和语言输出能力。
【Why】 本课时语篇的主要功能是为学生提供信息输入和语言输出的机会。通过听力、阅读、口语表达和简单写作等活动，使学生在获取学校设施信息的同时，能够运用所学词汇和句型进行交流和表达自己的想法。从更深层次来看，语篇有助于培养学生在实际生活中运用英语询问和描述周围环境的能力，提高学生的语言交际功能，为他们今后在类似场景下的英语运用打下坚实的基础。
【How】 文本语言简洁明了，多为简单句，符合七年级学生的英语水平。使用了大量与学校设施相关的词汇，这些词汇具有较强的实用性和针对性。在句型结构方面，重点突出 there be 句型的陈述句和一般疑问句形式，通过不同的情境和回答，让学生理解和掌握其用法。这种重复性和渐进性的语言呈现方式有助于学生逐步吸收和运用新知识。
学情分析
（一）知识基础
七年级学生经过一段时间的英语学习，已经掌握了一定量的基础词汇和简单句型，如问候语、数字、颜色等。但对于学校设施相关的词汇和 there be 句型的运用还比较陌生。然而，由于这些内容与他们的校园生活息息相关，学生在理解和接受上具有一定的优势。
在听力和口语方面，学生已经有了一些基本的训练，但对于较长篇幅的听力内容和较为复杂的句型问答，可能还需要更多的练习和指导。
（二）学习能力
七年级学生正处于从小学到中学的过渡阶段，他们的学习能力和学习方法正在逐步发展和完善。大部分学生具有较强的好奇心和求知欲，喜欢通过直观的方式获取知识，如图片、视频等。因此，在教学过程中可以充分利用多媒体资源，提高学生的学习积极性。
同时，这个阶段的学生已经开始具备一定的自主学习能力，但在合作学习和探究学习方面可能还需要进一步培养。教师可以通过小组活动、角色扮演等形式，引导学生学会与他人合作交流，共同完成学习任务。
（三）心理特点
七年级学生年龄较小，注意力集中时间有限，容易受到外界因素的干扰。因此，在教学设计中，要注意教学环节的多样性和趣味性，避免单调乏味的教学方式，以保持学生的学习兴趣和注意力。
他们渴望得到老师和同学的认可，具有较强的表现欲。教师可以充分利用这一特点，在课堂上多给学生提供展示自我的机会，如角色扮演、小组汇报等，增强学生的自信心和学习动力。
教学目标
通过本节课的学习，学生能够
1.准确认读、拼写新单词：large, special, smart, important, notice, locker, drawer, at the back of, corner, put up, whiteboard等。掌握并运用重点句型进行问答。
2. 通过听力训练，提高捕捉关键信息的能力能够在情境中自如地运用所学单词和句型进行交流。
3.比较自己的教室和Peter的教室，将课本中的知识与自身生活联系起来，明白知识与生活紧密相连。
4. 培养对学校的热爱之情，激发探索校园的兴趣。
教学过程
教学环节
教师活动
学生活动
设计意图
效果评价
Step1
Lead-in
T: Hello, boys and girls. Today, I have something interesting to show you.
T: Look at this picture. Can you tell me the place in English?
T: Yes, very good. Let's take a look at the pictures. And what's in the classroom? You can use “There is/are…” to express.
T: Right. They are student desks. You can say “there are some student desk in the classroom.” Do you know?
T: And What is in this picture?
T: Great! It’s a blackboard. Please use “There is a…” to express.
T: Then next picture, who knows?
It's so smart, here's the drawer, where our textbooks usually go. Can you see what this picture is? It's a little hard.
Yes! It’s notice! No matter how difficult the question is, it can't be difficult for everyone! And what about the next one?
All right! It’s a smart whiteboard. Now it has become an indispensable tool for us in class. What's the last picture?
Yes, it’s my desk. Teacher’s desk! Everyone is so smart!
Through the previous warm-up, I believe that everyone has been full of confidence in the content to be learned today, so let's enter today's formal learning content together!
学生跟随老师的指引回答图片上的内容。用“There is/are…in the classroom.”一一举例在教室中的物品。
预设1：It’s a classroom.
预设2： There are student desks.
预设3： There is blackboard.
预设4： There are desk drawers.
预设5： There is notice.
预设6： There is a smart whiteboard.
预设7： There is a teacher's desk.
利用熟悉的校园场景照片引起学生的注意力，激发他们的兴趣和好奇心，使他们快速进入学习状态。
引导学生说出已学的教室设施英文单词，一方面复习旧知，另一方面为新课内容做铺垫，建立起与新知识的联系，让学生感受到知识的连贯性。
观察学生的参与度，看是否大多数学生都能积极回应教师的提问，主动说出教室设施的英文单词，若参与度高，则导入成功。
Step2
Look and say
T: First, I will ask you a few simple questions, look at the text book, the first question is “whose classroom is it?”
T: Good! It's Peter's classroom. And what’s it like?
T: Oh, it seems that everyone has their own opinion.
Look at the picture in the smart whiteboard, what did you find?
T: Yes! It's a classroom in China.
T: Next question, what’s in Peter’s classroom? Is there a teacher's desk in the classroom?
T: Good, where is it?
Oh, It's in front of the blackboard.
T: Then Is there a smart whiteboard in the room? And where is it?
T: Yes! It's next to the blackboard. And where are your desks?
T: You’re right! They are in the middle of the classroom. in the middle of means “在…当中”
It's a phrase about position, and about this kind of word, there's a lot more，such as “at the back of”. Just like this sentence “Look! There is another blackboard at the back of the classroom.” at the back of means “在...后面”
T: What is the blackboard used for(这块黑板是用来干什么的)? Let's take a look. Oh! Students put up important notices there. “put up” means张贴；搭建，important” means重要的
I believe you can answer me after you have prepared the text.
T: Are there any lockers in the classroom?
T: Oh No, there aren't, but there are some desk drawers.
通过老师提问的问题提前熟悉课文，积极回答老师问题。
预设1： It's Peter's classroom.
预设2： It's large/ beautiful/clean...预设3： It's a classroom in China.
预设4:Yes, there is.
预设5：It's in front of the blackboard.
预设6： It's next to the blackboard.
预设7： They are in the middle of the classroom.
预设8：No, there aren't.
通过提问问题提前使学生熟悉课文，为后面的讲解做基础，使同学们更易吸收知识点，对知识点掌握更牢固。
观察是否大多数学生都熟悉课文内容，积极回应教师的提问，若反响积极，则说明大多数同学在课下预习课文，学习动力十足。
Step3
Listen and check
T: Listen! What are Peter’s Mum and Peter talking about? Oh, Peter’s Mum is asking something about Peter’s classroom.
T: Next, we are going to listen to the tape of 2a. Listen carefully and follow it. And try to fill in the blanks while listening.
T: After listening to the recording, now, let's check the answers. First, what should be filled in the first blank?
T: Great! Teacher’s desk is in front of the blackboard.
Next, what do you fill in the second blank?
Wonderful! This blank is: in the middle of.
And what about the third blank?
Everybody is so smart, it is “next to”.
So who knows what to fill in the last blank?
Great, all the students filled in correctly!
T: Did you notice that we're all filling in phrases that indicate position, yes, that's what we're going to focus on in this lesson, and we're going to learn how to use these phrases to describe the position of objects today.
T: After studying Part 2a, I believe you have a deeper understanding of the content of this lesson. How many questions did Peter’s Mum ask?
T: Yes, four questions. What are they? And find out the questions to answers.
T: These three questions are asking for information. And the last question is making sure of information, then how to answer the questions in 2b. You need to match the questions with the answers, pay attention to the tips.
T: Now, let's check the answers.
Together, everyone reads their answers aloud to see if they are doing the right thing，OK？
That's right, I've heard a lot of students do it right. The answer is “CDAB”.
We can find the answers to these questions in the conversation, it is worth noting that we can quickly get the answers to the last two questions through the be verb, and the before and after the be verbs must be agreed to be correct.
T: Can you remember the information? Let’s check. Look at 2c, circle T for true or F for false. Pay attention to the key sentences.
T: Next, I will pick one of my classmates and tell me the answer to the part 2c he wrote.
T: Thanks to this student for bringing us his answer, I will tell the correct answer next. It’s TFTF.
T: The correct sentences can be found in the passage, and I will explain the two wrong sentences for you. The number 2 said Peter sits at the back of the classroom, but Peter said he sit in the middle of the classroom, so it’s wrong. In the fourth question, students should put important notices on the blackboard at the back instead of on the smart whiteboard. Are you doing it right？
T: After completing these two questions, I believe you are already learn about today's text.
T: Then, let's retell the conversation. Look at this text, can you fill in the blanks correctly?
1、学生仔细听录音并填空，跟随老师一起核对答案。
预设1：in front of
预设2：in the middle of
预设3：next to
预设4：at the back of
2、学生填完空后，回顾课文，回答老师问题。
预设5：Four questions.
预设6： What's your new classroom like, Peter?
预设7： Where do you sit?
预设8： What's special in your classroom?
预设9： Are there any lockers in the classroom?
2、学生完成2b和2c的题目。
学生念出自己2b部分的答案，并与老师的正确答案进行对照。
挑选一名同学说出他写的2c部分的答案，并与正确答案进行比对，有错误由老师纠正。
3、学生填空，根据原文完成图片上的题目。
预设10： CDAB
预设11：
large
student desks
in front of
in the middle of
smart whiteboard
at the back of
important notices
lockers
desk drawers
通过听录音跟读填空，培养学生的听力和语感，使他们熟悉正确的语音、语调、语速。
核对答案能让学生及时得到反馈，明确自己的学习情况。
让学生通过2b的连线和2c的判断对错题目，通过老师给出的一段话进行回忆课文填空，进一步巩固2a所学的知识，加深对单词、句型的理解和记忆。
检查学生跟读时的发音和语调，看是否能准确模仿。
在核对答案环节，统计学生的正确率，了解他们对听力内容的理解程度。
提问学生关于单词、句型的理解，看他们是否能准确回答，以此评价讲解效果。分析学生在题目的完成情况，计算正确率，了解学生对知识的掌握程度和运用能力。
Step4
Role-play
T: Now, we will listen to the tape of 2a again. This time, you can role-play with your deskmate. One of you can play Peter’s mum and the other can play Peter.
Then, I will ask some groups to come to the front and show us.
The rest of you should listen carefully and give your evaluations.
You can evaluate from pronunciation, sentence structure, and fluency.
T: These groups of students brought us wonderful performances, and I hope that everyone will practice more after class, pay attention to the pronunciation of words, and be able to read the discourse more fluently.
1、学生再次听录音，并和同桌进行角色扮演，两人共同演绎2a部分。
2、老师挑选一到两组进行展示，结束后挑选一位同学对他们的表演进行评价。
再次播放录音加深学生印象，为角色扮演做准备。角色扮演让学生在实践中运用所学的单词和句型，提高口语表达能力和语言运用能力，同时培养他们的合作能力和表演能力。
学生评价环节可以促进学生之间的相互学习，培养他们的批判性思维，同时让表演的学生得到多维度的反馈，进一步改进。
观察角色扮演学生的表现，从发音、句子结构、流利度等方面评价，看是否能准确、流畅地完成对话。
关注评价学生的评价内容，看是否认真、客观，是否能从正确的角度指出优点和不足。
Step5
Goup work
T: Then, you should complete the form in 2e by yourself.
I will tell you the meanings of the words one by one and read them for you.
T: Now, let's work in groups. Compare Peter's classroom with our own classroom according to 2f and make a paragraph.
I'll pick groups of classmates to show the others the conversations you and your deskmate have done together.
1、学生完成2e表格，并跟读2e单词。
2、对比自己的教室和Peter的教室，并根据2f的内容与同伴组成对话，并随机挑选小组进行展示。
学生独立完成2e表格，进一步巩固新单词的学习。教师领读可以帮助学生纠正发音。
分组合作对比皮特的教室和自己的教室并组成一段话，培养学生的合作学习能力、知识迁移能力和综合运用语言的能力，使他们能将所学知识应用到实际情境中。
检查学生2e表格的完成情况，看是否理解单词含义。
观察分组合作时学生的参与度和讨论情况，评估小组合作效果。检查学生组成的段落，看是否准确运用所学知识，语言表达是否清晰。
Step6
Watch and think
T: After today's lesson, look at this picture, I would like to ask you, do you like their classrooms? And did you like our classroom? Today we can study in such a good environment, all thanks to the growing strength of our country, so we need to love our school, love our classroom, love our motherland.
学生跟随老师了解当前学习环境之美，并将其与非洲儿童的学习环境进行比较。
通过将学生现有的良好学习条件与非洲孩子艰难的学习环境作对比，能让学生更直观地感受到自身的幸福，引发情感共鸣。
这种对比方式形象生动，容易被学生理解和接受，能有效触动学生的心灵，激发他们内心的情感，让抽象的情感教育变得具体可感。
本课总结
1. We know how to describe the position of classroom objects.
2. We studied Part 2a, learned what Peter's classroom was like, and learned a lot of new sentence patterns, such as: “What's Peter's classroom like?” “Where's the teacher's desk?” “It's in front of the blackboard”.
3. We were able to communicate with our classmates in English about the position of objects in the classroom.
板书设计
Unit3 My school
Section A What is your school like? 2a-2f
new words and phrases
large
special
smart
whiteboard
put up
important
notice
locker
drawer
corner
in front of
in the middle of
next to
at the back of
What's Peter's classroom like?
It's ____. There is/are _______.
Where's the teacher's desk?
It's in front of the blackboard.
Is there a/an...?
Yes, there is./No, there isn’t.
Are there any...?
Yes, there are./No, there aren’t.
作业设计
Basic:
Listen carefully and read the 2a fluently.
Finish your task paper.
Extended:
Use what you've learned today to describe the position of items in your home.
教学反思
在完成本次的教学后，我对整个教学过程进行了深入的反思，以下是本次教学中值得总结的经验以及需要改进的地方。
一、成功之处
（一）教学目标达成情况
通过课堂讲解、练习和互动环节，大部分学生能够理解和掌握本次课程的重点知识，，并在课堂练习中表现出对这些知识的初步应用能力。这表明教学目标在知识层面的设定较为合理，且教学方法在一定程度上有效地引导了学生学习。
（二）教学方法运用
采用了讲授法、小组讨论法等多种教学方法相结合的方式。设计了丰富的互动环节，包括提问、小组讨论和课堂展示等。这些互动环节促进了师生之间以及学生之间的思想交流。学生们积极参与讨论，提出了许多有价值的观点，这不仅深化了他们对知识的理解，还培养了他们的团队协作能力和表达能力。
（三）教学资源利用
使用了多媒体设备展示教学课件、图片等资料。在课程开始前使用图片进行导入，使同学们更快的进入学习状态，多媒体教学手段有效地提高了教学效率和效果。
二、不足之处
（一）时间管理
在教学过程中，部分环节的时间把控不够精准。例如，在小组合作中花费了过多的时间，导致后面的内容讲解有些仓促，没有给学生足够的时间去消化和巩固最后的知识点，也没有留出足够的时间进行课堂总结。这可能会影响学生对整体知识的理解和掌握程度，需要在今后的教学中更加注意每个教学环节的时间分配。
（二）学生个体差异关注不足
虽然大部分学生能够跟上教学进度，但在课堂上仍能发现一些学生存在理解困难的情况。在教学过程中，没有充分关注到这些学生的个体差异，没有及时为他们提供更有针对性的指导和帮助。这可能会导致这部分学生在后续学习中逐渐掉队，因此在今后的教学中要更加关注学生的个体学习情况，及时调整教学策略，满足不同层次学生的学习需求。
（三）教学评价方式单一
本次教学主要通过课堂提问和练习的方式对学生的学习情况进行评价，评价方式相对单一。这种评价方式可能无法全面、准确地反映学生的学习过程和学习效果，例如无法充分评估学生的自主学习能力、团队协作能力等综合素质。在今后的教学中，需要探索更多元化的教学评价方式，如项目作业、学习档案等，以便更全面地了解学生的学习情况，为教学改进提供更有价值的依据。
三、改进措施
（一）优化时间安排
在下次教学前，对每个教学环节所需时间进行更详细的规划，并在课堂上严格按照时间计划进行教学。同时，预留一定的弹性时间，以便应对课堂上可能出现的突发情况，确保每个教学环节都能顺利完成，让学生有足够的时间理解和巩固所学知识。
（二）关注个体差异
在教学过程中，加强对学生个体学习情况的观察和了解。通过课堂提问、作业批改、课后交流等方式，及时发现学习困难的学生，并针对他们的问题制定个性化的辅导计划。例如，可以为这些学生提供额外的学习资料、安排个别辅导或者组织学习小组等，帮助他们克服困难，跟上教学进度。
（三）多元化教学评价
建立多元化的教学评价体系，综合运用多种评价方式。除了传统的课堂提问和练习外，增加项目式学习评价、小组合作评价、学生自我评价和互评等方式。例如，在完成一个重要的知识点或章节后，可以布置一个项目作业，让学生以小组或个人的形式完成，并根据项目完成的质量、过程中的表现等多个维度对学生进行评价。同时，鼓励学生进行自我评价和互评，培养他们的反思能力和批判性思维能力，从而更全面地了解学生的学习情况，促进教学质量的提升。
通过这次教学反思，我对自己的教学过程有了更清晰的认识。在今后的教学中，我将不断总结经验教训，持续改进教学方法和策略，努力提高教学质量，为学生提供更优质的教学服务。
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