Unit 3 Welcome to our school!-Integration 教学设计 2025-2026学年译林版英语七年级上册

Unit 3 Welcome to our school!-Integration This Integration section of Unit 3 "Welcome to our school!" in the Grade 7 Yilin English textbook (2024) focuses on the theme of the school. It comprehensively integrates various language skills, aiming to help students master the English expressions related to school facilities, school activities, and their feelings about the school. The teaching materials include a passage introducing the school library, which describes its appearance, collection, borrowing rules, and the function of the reading room. There are also listening materials about different school places, a dialogue between two students discussing what they like about their school, and a writing task of introducing one's own school in the form of an email. 教学目标 Students will be able to master the key words and phrases related to school facilities, such as "library, reading room, computer room, gym, art room, music room, dining hall" etc. Students can understand and use the sentence patterns for introducing school facilities and expressing preferences, like "This is...", "There is/are...", "I like... because...". Students can understand the main idea of the reading passage about the library, the listening materials about school places, and the dialogue about school preferences. 教学重难点 1. Key Points Mastery of vocabulary and sentence patterns related to school facilities and school life. Understanding and using different text forms (passage, dialogue, email) to introduce school information. Developing students' ability to describe school facilities and express their feelings about the school in English. 2. Difficult Points How to guide students to flexibly use the learned vocabulary and sentence patterns to express themselves accurately and fluently in real - life situations. Helping students master the writing format and language style of emails, so that they can write a complete, well - organized and grammatically correct email to introduce their school. Cultivating students' cross - cultural communication awareness, making them understand and respect the differences in schools under different cultural backgrounds. 1. Key Words School facilities: library, reading room, computer room, gym, art room, music room, dining hall, playground, sports field, lab Others: borrow, magazine, internet, subject, modern, bright, friendly, kind 2. Key Phrases a rich collection of books borrow... from... at a time use... to do... be friendly to... care about 3. Key Sentence Patterns This is our... There is/are... in our school. You can... in the... I like... because... What do you like about our school? 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different school facilities on the PPT, and ask students to say the English names of these facilities quickly. For example, when showing a picture of a library, ask "What's this in English?" Encourage students to answer actively. This activity can review the learned words and arouse students' interest in the topic of the class. 2. Pre - reading (5 minutes) Present two pictures of the school library in the textbook on the screen. Let students observe the pictures carefully and then ask them some questions, such as "What can you see in the pictures?", "How many floors does the library have?", "Are there many students in the library?" etc. Then show the title of the passage about the library "Our School Library". Ask students to predict what the passage will talk about according to the title and the pictures. This can activate students' prior knowledge and make them more motivated to read the passage. 3. While - reading (10 minutes) Fast reading: Let students read the passage quickly and find out the main idea of the passage. Then ask them to answer a general question, such as "What is the passage mainly about?" Careful reading: Ask students to read the passage again carefully. Design some detailed questions, such as "How many books can students borrow at a time?", "What can students do in the reading room?" etc. Let students read the passage sentence by sentence to find the answers. After that, check the answers with the whole class. Language points learning: Pick out some important words, phrases and sentence patterns in the passage, such as "a rich collection of books", "You can borrow three books at a time." Explain their meanings and usage to the students. Give some examples for students to understand better, and then ask students to make sentences with these words, phrases or sentence patterns. 4. Pre - listening (5 minutes) Show a table on the PPT with some blank columns about school places, what they have and what students can do there. Let students look at the table and predict what they will hear. For example, for the "gym" row, ask students to think about what facilities a gym usually has and what activities students can do in a gym. This can help students get familiar with the listening content in advance and improve their listening efficiency. 5. While - listening (5 minutes) Play the recording of part B for the first time. Let students listen carefully and fill in the blanks in the table briefly. They can just write down the key words. Play the recording again. This time, ask students to complete the blanks more completely and accurately. After that, check the answers with the whole class. 6. Post - listening (5 minutes) Ask students to work in pairs. Choose one of the school places from the listening material and make a short dialogue to talk about what they like about this place. For example, "A: I like the gym. B: Why do you like it? A: Because it's big and bright, and we can play different sports there." Walk around the classroom to monitor and offer help if necessary. Then invite some pairs to show their dialogues in front of the class. 7. Pre - writing (5 minutes) Show the six questions in part D1 on the screen. Let students answer these questions about their own school. Then show Millie's email in part D2. Ask students to compare the questions in D1 with the content of the email in D2, and find out how the questions are transformed into the content of each paragraph in the email. Teach students some useful expressions for writing an email to introduce the school, such as "I'm glad to tell you something about my school.", "There are many interesting places in my school.", "I love my school because..." etc. 8. While - writing (5 minutes) Let students start to write an email to introduce their own school according to the questions in D1 and the useful expressions they have learned. Remind them to pay attention to the email format, including the subject, salutation, body, and signature. Walk around the classroom to offer guidance and help to students who have difficulties in writing. 9. Post - writing (5 minutes) Ask students to exchange their emails with their partners. Let them read their partners' emails and give some suggestions, such as whether the content is complete, whether there are grammar mistakes, and whether the expressions are appropriate. Then ask students to revise their own emails according to their partners' suggestions. Finally, invite some students to read their improved emails to the class. 教学反思 After this 45 - minute class, generally, the teaching objectives have been achieved to a certain extent. Most students can master the key words and phrases about school facilities, and can use the relevant sentence patterns to introduce school facilities and express their preferences. Through reading, listening, speaking and writing activities, students' language skills have been trained. However, there are also some areas that need improvement. In the speaking and writing activities, some students still make grammar mistakes, which indicates that more grammar exercises and oral practice are needed in the future. In the group work, a few students are not very active, and in the future, more incentives should be provided to encourage all students to participate actively. Also, in terms of cultivating students' cross - cultural communication awareness, this class did not do enough. In the following teaching, more cultural background knowledge about schools in different countries can be added to broaden students' international vision. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$