Unit 3 My School Section A Grammar Focus 教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 3 My School-Section A-Grammar Focus Students can master the declarative, interrogative and negative forms of the "there be" sentence pattern and their corresponding answers. Students can correctly use common prepositions of place to describe the location of things. Students can understand and use the words and phrases related to school facilities and classroom layout. Teaching Key Points The formation and usage of the "there be" sentence pattern, especially the change of "be" verb according to the number of the subject. The accurate usage and meaning discrimination of common prepositions of place. How to use the learned grammar and prepositions to describe the location of school facilities. Teaching Difficult Points How to make students flexibly use the "there be" sentence pattern and prepositions of place to express accurately and fluently in real - life situations. Distinguish the usage of "there be" sentence pattern and "have/has". For example, students may be confused about when to use "There is a book on the desk." and "I have a book." This unit's theme is "My School", and the Grammar Focus part in Section A plays a crucial role. It focuses on the "there be" sentence pattern and the usage of prepositions of place, which is a further deepening of grammar knowledge based on the previously learned school - related vocabulary and simple sentence patterns. It serves as a solid foundation for students' subsequent language expression and communication. The content here is closely related to students' daily school life, which can arouse students' interest and make it easier for them to understand and master the knowledge. Students in Grade Seven have already mastered some basic English words and simple sentence patterns through previous learning. They can communicate simply in daily life, such as greeting, introducing themselves, etc. However, their grammar knowledge is still limited. Although they may have a little exposure to the "there be" sentence pattern before, they have not systematically learned its structure, usage and transformation. And for prepositions of place, they may only have a vague understanding and lack the ability to use them accurately in sentences. 教学环节一 Warming - up Lead - in Greet the students as usual. Then show some pictures of different schools on the PPT, including the school gate, teaching building, library, playground, etc. And ask students some questions like "What can you see in the picture?" "Do you have a library in your school?" to review the vocabulary of school facilities. Then ask students to work in pairs and briefly introduce their own school to their partners. This can arouse students' interest and lead to the topic of this class - describing the location of school facilities. 教学环节二 Teaching Procedures Presentation "There be" Sentence Pattern Present some sentences on the PPT, such as "There is a blackboard in the classroom." "There are many desks and chairs in the classroom." Let students observe these sentences and find out the common structure. Then summarize the declarative form of the "there be" sentence pattern: There be + sth. + prep. phrase (表示某地有某物). Explain that when the subject is singular, we use "There is"; when the subject is plural, we use "There are". Give more examples for students to distinguish, like "There is a pen on the desk." and "There are two pens on the desk." Then show the interrogative form of the "there be" sentence pattern: Is/Are there + sth. + prep. phrase? And the corresponding answers: Yes, there is/are. No, there isn't/aren't. Use some simple examples to practice, such as: Teacher: Is there a TV in the classroom? Students: No, there isn't. Prepositions of Place Use flashcards to show common prepositions of place, such as "behind", "next to", "across from", "between... and...", "in front of". Explain their meanings one by one. For example, for "behind", stand behind a student and say "I am behind him/her." Let students imitate the action and make sentences. Show some pictures of school facilities and use sentences with prepositions of place to describe their locations, like "The library is next to the teaching building." "The playground is in front of the dormitory building." Let students repeat the sentences to strengthen their memory. Practice Grammar Exercises Let students do some exercises on the PPT to practice the "there be" sentence pattern. For example, fill in the blanks with "is" or "are": There ____ a book and two pens on the desk. (is, following the principle of proximity) There ____ many flowers in the garden. (are) After students finish, check the answers together and explain the reasons for the mistakes they made. Preposition Exercises Present a picture of a school layout on the PPT, and ask students to describe the location of each building using prepositions of place. First, let students think individually, and then ask some students to stand up and share their descriptions. For example, a student may say "The cafeteria is across from the gym." If the description is correct, praise the student; if there are mistakes, correct them in time and let other students have a better understanding. Text Learning Present the text about the UK classroom on the PPT. Let students read the text silently for the first time and try to understand the general idea. Ask them some simple questions, such as "What's in the UK classroom?" Then let students read the text again carefully, and ask them to find out all the sentences using the "there be" sentence pattern and prepositions of place. Underline these sentences. After that, ask several students to read the sentences they underlined, and explain the meaning and usage of each sentence in detail. Let students understand how to use these grammar knowledge in a real text. Consolidation Group Work: Divide students into groups of four. Ask each group to draw a map of an imaginary school on a piece of white paper. Then, each group member needs to use the "there be" sentence pattern and prepositions of place to introduce at least one part of the school on the map. For example, "There is a beautiful garden in the center of the school. The teaching building is in front of the garden." Each group takes turns to show their map and introduce their school. Other groups listen carefully and can ask questions if they have any doubts. After each group's presentation, give some comments and praise the good points and point out the mistakes. Summary Summarize the key points of this class with students, including the "there be" sentence pattern (its declarative, interrogative and negative forms, and the change of "be" verb), and common prepositions of place. Ask students to recall and share what they have learned in this class. Emphasize the importance of correctly using these grammar knowledge in daily communication and writing. Homework Ask students to write a short passage about their own classroom, using at least five sentences with the "there be" sentence pattern and prepositions of place. They can also draw a simple map of their classroom and mark the location of different things in the passage. Let students search for information about the differences between Chinese classrooms and UK classrooms on the Internet, and be ready to share in the next class. This can not only consolidate the grammar knowledge learned in this class but also expand students' cross - cultural knowledge. Blackboard Design Teaching Reflection After this class, students should have a better understanding and mastery of the "there be" sentence pattern and prepositions of place. However, in the teaching process, it may be found that some students still have difficulty in using the "be" verb correctly according to the number of the subject, and some students may make mistakes in the usage of prepositions of place. In the future teaching, more targeted exercises and real - life examples can be provided to help students strengthen their understanding and application ability. Also, pay more attention to individual differences among students and provide more guidance for students with learning difficulties. 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$