Unit 3 My School-Section B 2a-2b 教学设计 2025-2026学年人教版英语七年级上册

该初中英语教学设计聚焦描述学校活动的核心词汇（如play basketball、library、often等）及句型（There be...、We often...），通过warming-up环节图片展示激活学生对学校活动的旧知，pre-listening引入新设施词汇（gym、computer lab）和关键句型搭建学习支架，衔接新旧知识。 特色在于构建“听前铺垫-听中笔记-听后读写-说练输出”的情境化任务链，融合语言能力（听说读写整合训练）、学习策略（听力笔记、语境猜词）与情感态度（小组讨论分享学校趣事激发归属感）。例如小组用所学句型描述活动提升表达能力，助力学生综合语言技能提升，教师可借由清晰环节设计高效开展教学。

Unit 3 My School-Section B（2a-2b） This part of Section B (2a - 2b) in Unit 3 focuses on helping students further describe their school life, especially the fun things they do at school. 2a presents a listening task where students will hear about different activities in a school. It aims to train students' listening skills, enabling them to catch key information such as what activities are mentioned, where they take place, and how often they are held. Then, 2b is a follow - up activity that combines reading and writing. Students are required to use the information from 2a to complete a passage, which helps them practice writing about school activities, and also reinforces their understanding of the listening content. The overall content is closely related to students' daily school life, making it easy for them to relate to and learn. 教学目标 1. Language Knowledge Objectives Students will be able to master key vocabulary related to school activities, such as “play basketball”, “read books in the library”, “have a music class” etc. They can correctly use sentence patterns like “We often...”, “They sometimes...”, “There is/are...” to describe school activities and the existence of school facilities. 2. Language Skill Objectives Listening: Students can understand the listening materials about school activities, and accurately capture key information, including the names of activities, activity locations, and frequencies. Speaking: Be able to use learned vocabulary and sentence patterns to describe their own school activities fluently in daily conversations. Reading: Comprehend the written text about school activities, and can extract relevant details. Writing: Write a short passage to introduce the fun things they do at school, using proper grammar and expressions. 3. Cultural Awareness Objectives Students will recognize that school activities are an important part of school life in different cultures, and understand the similarities and differences in school activities around the world. 4. Learning Strategy Objectives Develop students' ability to take notes while listening, so as to better retain and organize information. Guide students to use context clues to guess the meaning of new words in reading and listening materials. 5. Affective Attitude Objectives Stimulate students' interest in learning English through discussing school activities, and enhance their sense of identity and belonging to their own school. 教学重难点 Key vocabulary and sentence patterns for describing school activities. Improving students' listening and writing skills through relevant exercises. Helping students understand and use the target language to accurately describe school activities. 1. Key Vocabulary Activities: play basketball/football/volleyball, read books, draw pictures, sing songs, dance, have a math/English/Chinese/music/art class, do homework, play games, etc. Facilities: library, playground, classroom, music room, art room, gym, etc. Frequency Adverbs: always (100%), often (about 80%), sometimes (about 50%), seldom (about 20%), never (0%) 2. Key Sentence Patterns There is a/an... in/on/near... (e.g. There is a library in our school.) There are some... in/on/near... (e.g. There are some trees near the playground.) We/They often/sometimes/seldom/never... (e.g. We often play basketball on the playground. They sometimes have a music class in the music room.) What fun things do you do at school? - I often... 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different school activities on the PPT, such as students playing basketball, reading in the library, and having a science experiment. Ask students to look at the pictures and quickly say out what activities they see in English. For example, when showing a picture of students playing basketball, students answer “play basketball”. This activity can quickly arouse students' interest and review some vocabulary related to school activities they have learned before. 2. Pre - listening (8 minutes) First, introduce the new vocabulary about school facilities and activities that will appear in the listening material. Show pictures of a gym, a computer lab, and a dance studio one by one, and teach students the corresponding English words “gym”, “computer lab”, “dance studio” etc. at the same time. Explain the meaning and pronunciation carefully. Then, write some key sentence patterns on the blackboard, like “Where do they have the... class?”, “What do they often do after class?”, “How often do they...?”. Let students read these sentence patterns aloud several times to get familiar with them. This can help students better understand the listening content later. 3. While - listening (12 minutes) Play the recording of 2a for the first time. Ask students to just listen carefully and get a general idea of what the passage is about. After listening, ask some simple questions, such as “What are the main topics of this passage? Is it about school facilities or school activities?” to check students' overall understanding. Play the recording for the second time. This time, ask students to take notes while listening. They need to write down the activities mentioned, where they take place, and how often they are carried out. For example, if the passage says “Students often play basketball on the playground after class”, students should write “Activity: play basketball; Place: playground; Frequency: often”. After the second listening, ask students to share their notes in pairs. They can check and discuss with each other to make sure the information they got is correct. Then, invite several pairs of students to share their notes in front of the class. The teacher gives feedback and corrects mistakes if there are any. 4. Post - listening (8 minutes) Present the text in 2b on the PPT, which has some blanks. Ask students to fill in the blanks according to the information they got from the listening in 2a. They can work individually first. After students have filled in the blanks, let them read the completed passage aloud in pairs. They can help each other with the pronunciation and intonation. Then, select several students to read the passage in front of the class. The rest of the students listen carefully and evaluate their reading in terms of pronunciation, intonation, and whether they read smoothly. 5. Group Discussion and Speaking (8 minutes) Divide students into groups of four. Ask each group to discuss the fun things they do at school. They need to use the vocabulary and sentence patterns they have learned in this class, such as “We often... in...”, “There is a/an... where we can...”. Each group member should take turns to speak. After the group discussion, invite some groups to come to the front of the class and share their discussions with the whole class. Other groups can ask questions or make comments. This activity can not only improve students' speaking ability but also strengthen their cooperation and communication skills. 6. Summary and Homework Assignment (4 minutes) Summarize the key points of this class with students, including new vocabulary, sentence patterns, and the main content of the listening and reading materials. Emphasize the importance of using these knowledge to describe school activities. Assign homework: Ask students to write a short passage of about 80 - 100 words to introduce their favorite school activities. They should include what activities they like, where they do them, and how often they do them. Encourage students to use as many new words and sentence patterns as possible. 教学反思 Positive Aspects: The use of pictures in the warming - up and pre - listening stages effectively attracted students' attention and activated their prior knowledge, making it easier for them to get involved in the following learning tasks. The step - by - step listening activities, from getting a general idea to taking detailed notes, helped students gradually improve their listening skills. The post - listening activities like filling in the blanks and reading aloud further consolidated their understanding of the listening content. The group discussion provided students with a good opportunity to practice speaking English in a real - life - like situation. It enhanced their confidence in speaking and promoted their cooperation ability. Areas for Improvement: Some students still had difficulty in accurately using frequency adverbs. In future classes, more exercises and examples should be provided to help them master this grammar point. During the group discussion, a few students were a bit shy and did not actively participate. In the future, more encouragement and guidance should be given to these students to make sure every student can fully engage in classroom activities. The time for students to share their group discussions in front of the class was a bit tight. Next time, better time management is needed to ensure that more groups can have sufficient time to present and interact. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$