Unit 3 My School Section A（Grammar Focus）教学设计--2025-2026学年七年级英语人教版(2024)上册.

Unit 3 My School-Section A（Grammar Focus） This section of Unit 3 focuses on the Grammar Focus part, which mainly introduces two important grammar points: the "There be" sentence pattern and prepositions of place. The "There be" sentence pattern is used to express the existence of someone or something in a certain place, emphasizing the concept of existence. For example, "There is a book on the desk." Prepositions of place, such as "in", "on", "under", "behind", "in front of", etc., are used to describe the position of objects in space. The content is presented through a series of sentences and exercises, aiming to help students understand and master these grammar points, and be able to use them to describe the layout of a classroom or other places. 教学目标 Students will be able to understand the basic structure and usage of the "There be" sentence pattern, including its affirmative, negative, interrogative forms and short answers. Students will master common prepositions of place and be able to use them correctly to describe the position of objects. Students will be able to read and understand sentences and texts that contain the "There be" sentence pattern and prepositions of place. 教学重难点 A. Key Points The basic structure and usage of the "There be" sentence pattern. Affirmative form: There is + singular countable noun/ uncountable noun + place. There are + plural countable nouns + place. Negative form: There isn't + singular countable noun/ uncountable noun + place. There aren't + plural countable nouns + place. Interrogative form: Is there + singular countable noun/ uncountable noun + place? Are there + plural countable nouns + place? Short answers: Yes, there is./ No, there isn't. Yes, there are./ No, there aren't. The correct usage of common prepositions of place, such as "in", "on", "under", "behind", "in front of", "next to", "between... and...", etc. B. Difficult Points Differentiating the usage of "There be" and "have/has". "There be" emphasizes existence, while "have/has" emphasizes possession. For example, "There is a book on the desk." (existence) vs. "I have a book." (possession) Using prepositions of place accurately in complex situations. For example, when describing the relative position of multiple objects, students may get confused about which preposition to use. Also, the difference between "in front of" (outside) and "in the front of" (inside) may be difficult for students to distinguish. A. "There be" Sentence Pattern Meaning: It is used to indicate the existence of someone or something in a particular place. Structure: Singular form: Affirmative: There is + a/an + singular countable noun + place. E.g., There is a pen on the table. Negative: There isn't + a/an + singular countable noun + place. E.g., There isn't an apple in the basket. Interrogative: Is there + a/an + singular countable noun + place? Answer: Yes, there is./ No, there isn't. E.g., Is there a dog in the yard? - Yes, there is. Plural form: Affirmative: There are + plural countable nouns + place. E.g., There are some books in the bookcase. Negative: There aren't + plural countable nouns + place. E.g., There aren't any chairs in the room. Interrogative: Are there + plural countable nouns + place? Answer: Yes, there are./ No, there aren't. E.g., Are there any students in the classroom? - No, there aren't. Uncountable noun form: Affirmative: There is + uncountable noun + place. E.g., There is some water in the bottle. Negative: There isn't + uncountable noun + place. E.g., There isn't any milk in the glass. Interrogative: Is there + uncountable noun + place? Answer: Yes, there is./ No, there isn't. E.g., Is there any bread on the plate? - Yes, there is. B. Prepositions of Place In: It means inside a place or container. E.g., The ball is in the box. On: It indicates that something is in contact with and supported by the surface of something else. E.g., The book is on the desk. Under: It shows that something is below or beneath something else. E.g., The cat is under the chair. Behind: It means at the back of something. E.g., The tree is behind the house. In front of: It refers to the position outside and facing something. E.g., There is a car in front of the building. (Note the difference from "in the front of", which means inside and at the front part of something, like "The teacher is in the front of the classroom.") Next to: It means beside or adjacent to something. E.g., The bank is next to the post office. Between... and...: It is used to show the position of something in the middle of two other things. E.g., The park is between the school and the hospital. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different classrooms or school scenes on the PPT. Ask students to describe what they see in the pictures briefly. For example, "I can see a blackboard." "There are many desks." This activity can review some relevant vocabulary learned before and lead to the topic of this class - the grammar related to describing the position of things. B. Presentation (15 minutes) "There be" Sentence Pattern Write two simple sentences on the blackboard: "A book is on the desk." and "There is a book on the desk." Guide students to compare the two sentences and explain that the "There be" sentence pattern is used to emphasize the existence of something in a place. Present the affirmative, negative, and interrogative forms of the "There be" sentence pattern one by one with more examples. For example: Affirmative: There is a computer in the classroom. There are some flowers in the garden. Negative: There isn't a TV in our classroom. There aren't any birds in the tree. Interrogative: Is there a library in your school? Are there any students in the playground? Let students read these sentences aloud to get familiar with the structures. Explain the rule of using "is" or "are" in the "There be" sentence pattern. That is, if the subject is a singular countable noun or an uncountable noun, use "is"; if the subject is plural countable nouns, use "are". Do some simple exercises on the PPT, such as filling in the blanks with "is" or "are" in "There _ (is/are) a pen and two books on the desk." and "There _ (is/are) two apples and an orange in the basket." to help students master this rule. Prepositions of Place Use a picture of a simple room layout on the PPT. Point to different objects in the picture and introduce prepositions of place. For example, point to a chair under a table and say "The chair is under the table." Then point to a picture on the wall and say "The picture is on the wall." Present more prepositions like "behind", "in front of", "next to", "between... and..." with examples. Let students repeat after the teacher. Do a quick - fire drill. The teacher says a preposition, and students need to point to an object in the classroom that can be described with that preposition. For example, when the teacher says "in", students point to something inside the classroom, like a pencil in a pencil - box. C. Practice (15 minutes) Grammar Exercises in the Textbook Let students do Exercise 3a in the textbook. In this exercise, students need to read the sentences, underline the verbs in the "There be" structure, and circle the prepositions of position. After they finish, check the answers together in class. For Exercise 3b, students work in pairs. One student describes the position of some objects in the classroom using the "There be" sentence pattern and prepositions of place, and the other student draws a simple picture according to the description. Then they switch roles. Walk around the classroom to offer help and guidance during this activity. Group Activity - Classroom Comparison Divide the students into groups of four or five. Show a picture of a classroom in the UK on the PPT. Each group needs to compare the classroom in the picture with their own classroom. They should use the "There be" sentence pattern and prepositions of place to talk about the differences. For example, "In our classroom, there are single desks, but in the UK classroom in the picture, there are long tables. There is a blackboard in the front of our classroom, while there is a whiteboard and a screen in the UK classroom." Each group selects a representative to report the comparison results to the whole class. Encourage other students to ask questions if they have any doubts. D. Production (7 minutes) Writing Task Ask students to write a short passage to describe their dream classroom. They should use the "There be" sentence pattern and prepositions of place as many as possible. Provide some key words on the PPT, such as "smart whiteboard", "bookshelf", "plant", "reading corner", etc. to help them. After they finish writing, ask several students to read their passages aloud in class. Give praise and positive feedback to their writing, and also point out some common mistakes for correction. E. Summary and Homework (3 minutes) Summary Summarize the key points of this class with the students, including the structure and usage of the "There be" sentence pattern and the correct use of prepositions of place. Ask students if they have any questions and answer them. Homework Let students draw a map of their school and write a short introduction about the location of different buildings in the school using the "There be" sentence pattern and prepositions of place. They can decorate their maps with some simple pictures. Ask students to listen to a short passage related to the school layout on the learning app and answer some questions about the position of buildings. This can help them improve their listening skills while reinforcing the grammar knowledge learned in class. 教学反思 In this class, the use of visual aids such as pictures and PPTs is quite effective. It helps students to understand the abstract grammar knowledge more vividly, especially when introducing prepositions of place. However, in the future, more real - life objects can be used in the classroom for demonstration to make the learning more tangible. The group activity of classroom comparison stimulates students' enthusiasm for participation. Most students can actively engage in the discussion and use the target grammar to express their ideas. But some students still have difficulty in using prepositions of place accurately. In the follow - up classes, more targeted exercises and individual guidance are needed for these students. The writing task allows students to apply the grammar knowledge they have learned, but some students' writing is rather simple and lacks creativity. In the future, more writing - guiding strategies can be provided, such as showing some excellent sample writings and guiding students to analyze the structure and language use. Also, more writing topics can be designed to expand students' thinking. The listening homework can be a good way to reinforce the grammar knowledge, but it is necessary to check students' completion situation carefully in the next class and provide more detailed feedback to help them improve their listening comprehension ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$