Unit 3 My School Section A 1a-1d 教学设计 2025-2026学年人教版七年级英语上册

Unit 3 My School Section A 1a-1d 教学设计 In 1a, students are introduced to a rich array of vocabulary representing different school facilities. Words like "classroom", where learning takes place; "library", a haven for knowledge with numerous books; "playground", an area for outdoor activities and sports; "office", where teachers work; "gym", equipped for physical exercises; and "dining hall", for having meals, are presented. This vocabulary set is crucial as it forms the building blocks for students to describe their school. Teachers use vivid pictures to illustrate these facilities, making the learning process more engaging and accessible. For example, a large picture of a school campus is shown, and as the teacher points to each area, students repeat the corresponding English word, enhancing their visual - auditory memory connection. 1d features pair work, which encourages students to actively use the learned vocabulary and sentence patterns. Students are paired up and given the task of introducing and asking about school facilities. One student might start with "This is a place where we can play basketball." The partner then responds with "Is this a gym?" This kind of interactive activity not only reinforces the knowledge but also builds students' confidence in speaking English. Teachers walk around the classroom during pair work, providing on - the - spot guidance. They correct pronunciation mistakes, offer suggestions for better sentence construction, and encourage students to be more creative in their conversations. 教学目标 0. Students can accurately read and write vocabulary related to school facilities and items, such as "classroom", "library", "playground", "office", "gym", etc. 0. Students can proficiently use sentence patterns like "This is...", "Is this...? Yes, it is. / No, it isn't." to introduce school facilities and items and conduct simple Q&A exchanges. 0. Students can capture key information in listening materials and understand descriptions of school facilities and items. 0. Understand the differences in school facilities in different countries and broaden their international perspectives. 教学重难点 0. Master vocabulary related to school facilities and items. 0. Proficiently use sentence patterns like "This is...", "Is this...?" 0. Understand and use prepositions of place such as "in front of", "behind", "next to", "between", "across from" to describe the location of school facilities. 0. Accurately use prepositions of place to describe complex location relationships, especially in real - life situations. 0. Distinguish between similar sentence patterns and vocabulary, and avoid confusion in use. 1. Vocabulary 0. School facilities: classroom (教室), library (图书馆), playground (操场), office (办公室), gym (体育馆), dining hall (餐厅), teaching building (教学楼), art building (艺术楼), science building (科学楼), student center (学生中心), etc. 0. Prepositions of place: in front of (在…… 前面), behind (在…… 后面), next to (紧挨着), between... and... (在…… 和…… 之间), across from (在…… 对面) 1. Sentence Patterns 0. Introduction: This is... (这是……) 0. General questions and answers: Is this...? Yes, it is. / No, it isn't. (这是…… 吗？是的，它是。/ 不，它不是。) 0. Asking about location: Where is...? (…… 在哪里？) 0. Answering about location: It's + prepositional phrase. (它在……) For example, "Where is the library? It's behind the teaching building." (图书馆在哪里？它在教学楼后面。) 1. Grammar Focus 0. There be sentence pattern: used to express the existence of someone or something in a certain place. Structure: There is/are + subject + prepositional phrase. For example, "There is a big tree in front of the classroom." (教室前面有一棵大树。) "There are many students in the playground." (操场上有很多学生。) Note that the form of the be verb should be consistent with the nearest subject, following the "proximity principle". 教学过程 Teaching Process 1. Warming - up (5 minutes) 0. Greet the students as usual. Then, show some pictures of different schools around the world on the PPT, such as a school with a beautiful garden in the UK, a high - tech school in the US, and a traditional - style school in Japan. 0. Ask students: “Look at these pictures. What can you see in these schools? Which school do you like best and why?” Encourage students to share their opinions briefly. This activity can arouse students' interest in the topic of “school” and help them get into the English - learning atmosphere. 4. Presentation (10 minutes) 0. 1a 19. Present the picture in 1a on the big screen, which shows a school campus with various facilities. Point to each facility one by one, and teach students the new words: “classroom”, “library”, “playground”, “office”, “gym”, “dining hall” etc. Read the words aloud several times, and ask students to repeat after you. Pay attention to the correct pronunciation of each word. 19. After that, ask students to match the words with the pictures on their books individually. Then, check the answers together. For example, point to the picture of the library and ask: “What's this in English?” Guide students to answer: “It's a library.” 0. 1b 20. Let students look at the picture in 1b. Explain to them that they will listen to a conversation between two students, Sarah and David, about the school facilities. 20. Play the recording for the first time. Ask students to just listen and try to get the general idea of the conversation. 20. Play the recording again. This time, ask students to listen carefully and circle the places they hear in the picture. 20. After listening, check the answers with the whole class. Write the sentence patterns “This is...” and “Is this...?” on the blackboard. Explain that Sarah uses “This is...” to introduce the school facilities, and David uses “Is this...?” to ask questions. For example, “This is our library.” “Is this your classroom?” 5. Practice (15 minutes) 0. Pair Work 21. Divide students into pairs. Give each pair a set of cards with pictures of different school facilities on one side and the corresponding words on the other side. 21. Ask one student in each pair to hold a card with the picture side facing the partner and use the sentence pattern “This is...” to introduce the facility. The partner should guess the word and then use “Is this...?” to ask a question, and the first student answers. For example, Student A: “This is a place where we can play basketball.” Student B: “Is this a gym?” Student A: “Yes, it is.” 21. Walk around the classroom to monitor and offer help when necessary. After a few rounds, ask some pairs to come to the front of the class and show their conversations. 0. Listening Practice (1c) 22. Tell students that they will listen to another conversation. This time, they need to number the pictures in 1c as they listen. 22. Play the recording. Pause if necessary to give students enough time to write down the numbers. 22. Play the recording one more time to confirm the answers. Then, ask students to read the conversations in 1c in pairs, imitating the intonation and pronunciation in the recording. 6. Production (10 minutes) 0. Group Activity 23. Divide students into groups of four. Each group gets a piece of paper with a simple layout of a school campus drawn on it, but without labels. 23. In the group, students discuss and decide which facilities should be added to the campus. They need to use the sentence patterns “This is...” and “Is this...?” to communicate. For example, one student says: “This is a good place for us to read books. Let's draw a library here.” Another student may ask: “Is this the right place to draw the library?” 23. After the discussion, each group draws the facilities on the paper and labels them with the English words. 23. Select several groups to present their designed school campuses to the whole class. Each group should introduce their campus, using the learned sentence patterns and vocabulary. 7. Summary (3 minutes) 0. Summarize the key points of this class with students. Review the vocabulary of school facilities, such as “classroom”, “library” etc., and the important sentence patterns “This is...” and “Is this...?” 0. Emphasize the correct pronunciation and usage of these words and sentence patterns. Ask students if they have any questions or if there are any points they are still not clear about. 8. Homework (2 minutes) 0. Ask students to draw a picture of their own school and write at least five sentences to introduce the school facilities, using the words and sentence patterns learned in class. For example, “This is our teaching building. There are many classrooms in it. Is this a beautiful school? Yes, it is.” 0. Encourage students to read the new words and sentence patterns aloud for at least 10 minutes to practice pronunciation and intonation. They can also record themselves reading and listen to the recording to find out areas for improvement. 学科网（北京）股份有限公司 $$