Unit 3 Section A (2a-2f)教学设计 2025-2026学年人教版英语七年级上册

Unit 3 My School Section A (2a - 2f)教学设计 I. Teaching Aims Knowledge Aims Students can master pronunciation points: sounds (/ɔː/, /ɒ/, /uː/, /ʊ/), stressed syllables, and use them correctly in reading. Students can understand and use key sentences about classroom descriptions: “What's... like?”, “Where's...?”, “Is there...?”, “Are there...?”. Students can learn classroom - related vocabulary: “blackboard”, “smart whiteboard”, “desks”, “chairs”, “clock”, “notices”, “map”, “computer”, “plants”, “lockers”, “reading corner”. Ability Aims Students can enhance listening skills by filling in blanks, matching questions with answers, and role - playing conversations. Students can improve reading skills by judging true or false and extracting classroom information. Students can develop speaking skills by comparing classrooms and discussing classroom items. Emotional Aims Students can appreciate their own classroom environment and develop a positive attitude towards the learning space. II. Teaching Key Points and Difficult Points Key Points Accurate pronunciation of target sounds and stressed syllables. Proficient use of sentences to describe and discuss classrooms. Extracting and organizing classroom - related information. Difficult Points Correctly pronouncing target sounds and stressed syllables in different words. Fluently comparing classrooms and discussing classroom items using appropriate sentences. III. Teaching Methods Pronunciation - focused Teaching Method: Guide students in pronouncing sounds and recognizing stressed syllables. Listening - based Teaching Method: Use audio materials for conversation listening tasks. Task - based Teaching Method: Design tasks like filling blanks, matching, true/false judgment, role - playing, and classroom comparison to help students achieve learning goals. Interactive Teaching Method: Engage students in discussions and comparisons about classrooms. IV. Teaching Aids Multimedia courseware (with audio for listening tasks, pronunciation guides, conversation scenarios). Blackboard and chalk. Classroom item word cards. V. Teaching Procedures Step 1 Lead - in Review pronunciation sounds (/ɔː/, /ɒ/, /uː/, /ʊ/) by asking students to read example words from 1 (sport, fox, food, look etc.). Then, ask: “How do we describe a classroom? Let's find out in today's lesson.” Step 2 While - learning 2a Play the audio for the conversation. Students listen and fill in the blanks. Check answers, discussing the use of prepositions and context in the conversation. 2b Students read the conversation and match the questions with the answers. Check answers, emphasizing key information about the classroom. 2c Students read the conversation again and circle T for true or F for false. Check answers, explaining the reasoning behind each judgment. 2d Play the audio again. Students listen, then role - play the conversation in pairs. Walk around to assist with pronunciation, especially focusing on target sounds and stressed syllables. Step 3 Post - learning 2e Students list the things in Peter's classroom and their own classroom using the given vocabulary. Let them work individually first, then share with a partner. 2f Students work in pairs to compare Peter's classroom with their own, using sentences like “There are two blackboards in Peter's classroom and our classroom.”, “In his classroom, the smart whiteboard is next to the blackboard. In our classroom,...”. Walk around to assist and encourage detailed comparisons. Step 4 Summary and Homework Summary: Recap pronunciation points, key sentences about classrooms, and classroom - related vocabulary. Students take notes. Homework: Practice the conversation in 2d with a partner, paying attention to pronunciation of target sounds and stressed syllables. Draw a picture of your classroom and label 5 items in English, then write a short description of your classroom. 学科网（北京）股份有限公司 $$