Unit 3 Our Colorful School Life Developing the Topic Review教学设计 2025-2026学年仁爱科普版（2024）七年级英语上册

Unit 3 Our Colorful School Life-Developing the Topic-Review This review section of Unit 3 “Our Colorful School Life” in the Ren’ai Science Edition (2024) English textbook for Grade 7 is designed to consolidate and reinforce the knowledge and skills students have learned in this unit. It consists of four main activities. Activity 1 involves listening to dialogues and filling in a table to introduce the after - school activities of Linlin and Yangpeng in school. This activity helps students practice their listening comprehension and review the vocabulary and expressions related to campus after - school activities. Activity 2 requires students to complete sentences according to pictures and the given context, which further strengthens their understanding and usage of relevant language expressions. Activity 3 focuses on grammar. Students need to use the correct form of the “There be” sentence pattern to complete a discourse, thus solidifying their grasp of this important grammar point in this unit. Activity 4 aims to train students' reading skills. They are required to skim a poster and circle the correct answers, applying the “scanning” reading strategy learned in this unit and reviewing vocabulary related to campus life. 教学目标 Students will be able to review and master the vocabulary and expressions related to campus life, such as school subjects, after - school activities, and facilities. They can use the “There be” sentence pattern correctly in different contexts. Students will improve their listening, speaking, reading, and writing skills through various activities. 教学重难点 Key Points Review and consolidate the vocabulary and expressions about campus life. Master the usage of the “There be” sentence pattern. Practice and apply the “scanning” reading strategy. Difficult Points Enable students to use the learned vocabulary and sentence patterns to describe campus life freely and accurately in oral and written forms. Guide students to understand and apply the “There be” sentence pattern flexibly in different situations, especially when dealing with singular and plural nouns. Vocabulary School subjects: Chinese, math, science, history, English, biology, etc. After - school activities: play games, join clubs (such as art club, sports club, music club), play sports (like basketball, football, ping - pong), go to the library, etc. School facilities: library, building, floor, playground, garden, club, hall, classroom, etc. Phrases play games join the clubs play sports go to the library a lot of next to put on raise the national flag make friends with sb. raise one's hand answer questions in class sing songs in one's hands take photos on the table at the start of... take part in be in Sentence Patterns “There be” sentence pattern: There is/are... e.g., There is a library in our school. There are many books in it. “Can I help you?” - “Yes. I can't find my...” “What color is your...?” - “It's...” “We usually start our day at... and our classes end at...” “We learn many different subjects like...” “We can join the clubs, play sports or go to the library.” 教学过程 Warming - up (5 minutes) Greet the students as usual. Show some pictures related to campus life on the PPT, such as students having classes, playing on the playground, and reading in the library. Ask students to describe what they see in the pictures briefly in English. For example: “I can see some students playing basketball on the playground.” This activity can quickly activate students' prior knowledge and lead in to the topic of this review class. Review of Vocabulary (10 minutes) Vocabulary flashcards: Show vocabulary flashcards of school subjects, after - school activities, and school facilities one by one. Ask students to read the words aloud and briefly explain their meanings. For new or difficult words, such as “biology” and “raise the national flag”, give more explanations and examples. Vocabulary game - “What's missing?”: Arrange 8 - 10 vocabulary words related to campus life on the blackboard. Let students look at them for 1 minute, and then ask them to close their eyes. Erase one or two words, and ask students to open their eyes and tell what words are missing. This game can increase students' interest in vocabulary review and help them remember the words better. Activity 1: Listening Practice (8 minutes) Pre - listening: Present the table in Activity 1 on the PPT. Explain the columns of the table, which are about Linlin and Yangpeng's after - school activities, including the name of the activity and the time. Let students predict what they might hear in the dialogue according to the table. While - listening: Play the recording of the dialogue for the first time. Students listen carefully and try to get a general idea of the content. Then play the recording again. This time, students listen and fill in the table with the specific information. Post - listening: Check the answers with the whole class. Invite several students to read out their answers. If there are any wrong answers, analyze the reasons together. Then ask students to practice reading the dialogue in pairs, imitating the pronunciation and intonation in the recording. Activity 2: Completing Sentences (7 minutes) Presentation: Show the pictures in Activity 2 on the PPT. Ask students to look at the pictures carefully and think about what they can see. Then, give them some hints about the words or phrases they may use to describe the pictures. Practice: Let students complete the sentences according to the pictures and the context individually. Walk around the classroom to monitor their progress and offer help if necessary. Sharing and feedback: Ask several students to share their completed sentences with the class. Other students listen and check if the sentences are correct and make sense. Give praise and encouragement to students who do well, and correct the mistakes gently for those with wrong answers. Activity 3: Grammar Practice - “There be” Sentence Pattern (8 minutes) Review of grammar: Briefly review the structure and usage of the “There be” sentence pattern on the PPT. Explain that “There is” is used for singular nouns or uncountable nouns, and “There are” is used for plural nouns. Give some examples: “There is a book on the desk.” “There are many students in the classroom.” Exercise: Present the discourse in Activity 3 on the PPT. Let students read the text first to understand the general meaning. Then ask them to fill in the blanks with the correct form of “There be”. Remind them to pay attention to the number of nouns in each sentence. Check and explanation: Check the answers with the students. For each blank, ask students to explain why they choose that form of “There be”. If there are some difficult or confusing points, give more detailed explanations and additional examples for further clarification. Activity 4: Reading Practice - Applying “Scanning” Strategy (5 minutes) Introduction of reading strategy: Review the “scanning” reading strategy with students. Explain that when using this strategy, they should quickly look through the text to find specific information, such as numbers, names, and key words. Reading task: Show the poster in Activity 4 on the PPT. Ask students to read the questions first to know what information they need to find. Then let them scan the poster quickly to circle the correct answers. Checking answers: Check the answers with the whole class. Ask students to tell where they found the relevant information in the poster. This can help them further understand how to use the “scanning” strategy effectively. Summary (1 minute) Summarize the key points of this class, including the reviewed vocabulary, sentence patterns, and the application of reading strategy. Emphasize the importance of mastering these knowledge and skills in describing campus life. Homework Assignment (1 minute) Ask students to write a short passage about their own school life, using at least five sentences with the vocabulary and sentence patterns learned in this unit. They should also try to use the “There be” sentence pattern and describe some after - school activities. Tell students to preview the next unit to get a preliminary understanding of the new content. 教学反思 Achievements Through various activities, students showed a high level of participation. The vocabulary games and listening, speaking, reading, and writing practices effectively engaged students and helped them review and consolidate the knowledge of this unit. Most students were able to master the key vocabulary, sentence patterns, and the “scanning” reading strategy. The group work and individual tasks provided opportunities for students to cooperate and learn independently. They improved their communication and problem - solving skills in the process of completing tasks. Shortcomings In the grammar practice part of the “There be” sentence pattern, although most students could fill in the blanks correctly, some students still had difficulties in understanding the difference between using “There is” and “There are” when dealing with complex noun phrases. This indicates that more practice and detailed explanations are needed in future classes. During the speaking activities, some students were still a little shy and reluctant to speak in front of the class. Their oral English expression ability needs to be further enhanced through more encouragement and more speaking opportunities. Improvement Measures Design more targeted grammar exercises for the “There be” sentence pattern, especially those involving complex noun phrases. Provide more real - life examples and practice scenarios to help students better understand and use this grammar point. Create a more relaxed and friendly speaking environment in class. Encourage shy students to participate in speaking activities by giving them more praise and positive feedback. Arrange more pair - work and group - work speaking tasks to gradually build up their confidence in speaking English. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$