Unit 3 My School-Section B 1a-1d 教学设计 2024-2025学年人教版英语七年级上册

Unit 3 My School-Section B（1a-1d） This section of Unit 3 in the new PEP (2024) English textbook for Grade 7 focuses on further exploring the theme of "My School". It begins with a set of pictures and words in 1a that display different places in the school, such as the playground, library, and computer room. This provides students with the basic vocabulary for the following learning. Then, 1b is a listening activity where students need to number the places according to what they hear, which helps them strengthen their understanding of the vocabulary and the relationship between different places. 1c is a speaking task. Students are required to make conversations based on the pictures and words, aiming to improve their oral English ability. Finally, 1d is a group work activity. Students should describe the locations of places according to the instructions, cultivating their cooperation ability and language application ability. The whole section is closely related to the previous learning in Section A, and it further deepens students' understanding and use of language knowledge about the school. 教学目标 1 Cultural Confidence Enable students to understand the layout and usage habits of school facilities in English - speaking countries, enhancing their understanding and respect for school life under different cultural backgrounds. 2 Language Use Students should be able to accurately use sentence patterns like "Where is...?" "It's in/on/under..." to ask about and describe the locations of school places and items. Master words representing school places such as "classroom", "library", "playground", etc. proficiently. 3 Thinking Ability Through listening, speaking, and group activities, cultivate students' observation ability, logical thinking ability, and spatial imagination ability. They should be able to accurately judge and describe location relationships based on given information. 4 Aesthetic Creation In group activities and oral expressions, encourage students to use their imagination and describe the locations of school places and items with vivid and accurate language, cultivating their language aesthetic sense and creativity. 教学重难点 1 Key Points Master sentence patterns like "Where is...?" "It's in/on/under..." and words such as "classroom", "library", "playground", etc., and be able to apply them in real - life situations. Improve students' listening comprehension and oral expression abilities through listening and speaking activities, and cultivate their spatial concepts and logical thinking abilities. Guide students to actively cooperate in group activities, improving their teamwork ability and language proficiency. 2 Difficult Points Some students may have difficulties in accurately using prepositions to describe complex location relationships, such as differentiating between "in front of" and "in the front of", "beside" and "next to". In group activities, some students may be shy or lack confidence, resulting in low participation. Teachers need to find ways to encourage and guide them to actively participate. 1 Vocabulary School places: classroom, library, playground, computer room, art room, music room, science lab, teachers' office, dining hall, gym Prepositions: in, on, under, beside, next to, in front of, behind, between...and..., across from 2 Sentence Patterns Asking about locations: Where is the library? Where are the classrooms? Answering about locations: It's on the first floor. They are next to the playground. The science lab is between the art room and the music room. 教学过程 1 Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different schools on the PPT, including schools in foreign countries. Ask students: "Look at these pictures. What can you see? Which school do you like best? Why?" Encourage students to express their opinions freely. This activity can arouse students' interest in the topic of "school" and create a good English - speaking atmosphere. 2 Presentation (5 minutes) Vocabulary teaching: Show the pictures in 1a one by one on the PPT. Point to each picture and say the corresponding word clearly, for example, "This is a playground. P - L - A - Y - G - R - O - U - N - D, playground." Let students repeat after the teacher several times. After teaching all the words, ask students to read the words in pairs to practice pronunciation. Walk around the classroom to listen and correct their pronunciation if necessary. Sentence pattern teaching: Use the pictures on the PPT to introduce the sentence patterns. Point to the picture of the library and ask: "Where is the library?" Then answer by yourself: "It's on the second floor." Do the same with other pictures, changing the locations and items. Let students listen carefully and understand the usage of the sentence patterns. Write the sentence patterns "Where is...?" "It's in/on/under..." on the blackboard. Explain the structure and usage briefly. 3 Listening (10 minutes) 1b: Tell students: "Now, we are going to do a listening exercise. Listen carefully and number the places in the order you hear them." Play the recording for the first time. Students just listen. Play the recording for the second time. Students number the places in 1b. After that, ask several students to share their answers. Write the correct answers on the blackboard for students to check. Play the recording again. This time, pause at important sentences and ask students to repeat to imitate the pronunciation and intonation. 4 Speaking (15minutes) 1c: First, ask two students to come to the front of the classroom. Use the pictures in 1a as an example to make a model conversation with one of the students. For example: Teacher: Where is the computer room? Student: It's on the third floor. Then, let students work in pairs. They can choose any two places in 1a to make conversations. Walk around the classroom, listen to their conversations, and give help and guidance. Encourage students to use different sentence patterns and add more details if possible. After a few minutes, invite some pairs to come to the front of the classroom and show their conversations to the whole class. Praise the good performances and correct the mistakes gently. 5 Group Work (8 minutes) 1d: Divide students into groups of four. Give each group a piece of paper with a simple map of a school (the map only has some main buildings without names). Explain the task to the students: "Each of you in the group will take turns to give an instruction to describe the location of a building. For example, 'The library is behind the teaching building.' The others in the group need to draw the building on the map according to the instruction." Let the groups start working. Walk around to each group, listen to their discussions, and offer necessary help. Make sure every student in the group has a chance to speak. After the groups finish, ask each group to show their map and explain how they drew it. The other groups can ask questions if they have any doubts. 6 Summary (2 minutes) Summarize the key points of this class with the students, including the new vocabulary about school places, the sentence patterns for asking and answering about locations, and the importance of cooperation in group work. Encourage students to observe the locations of different places in their own school carefully and use the English they learned today to describe them. 教学反思 Positive aspects: The warming - up activity was effective in arousing students' interest in the topic. By showing pictures of different schools, students were actively involved in the discussion at the beginning of the class. The teaching methods of vocabulary and sentence patterns were relatively intuitive. Using pictures and real - life examples helped students understand and remember new knowledge better. The listening, speaking, and group work activities provided students with a lot of opportunities to practice English. Most students were able to participate actively, and their listening, speaking, and cooperation abilities were improved to some extent. Aspects to be improved: Some students still had problems with the pronunciation of certain words, especially long words like "playground" and "computer". In future teaching, more time should be spent on pronunciation training. In group work, although most students participated, there were still a few students who were a bit passive. In the future, more measures should be taken to encourage these students to actively participate, such as setting up rewards for active participation in group work. The time control in the speaking activity could be improved. Some pairs did not have enough time to fully express their ideas. Next time, adjust the time arrangement more reasonably to ensure that every student has sufficient time to practice speaking. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$