Unit 3 My School-Section A（1a-1d）教案 2025-2026学年人教版（2024）英语七年级上册

课程基本信息

学科

英语

年级

七年级

学期

秋季

课题

Unit 3 My School-Section A（1a-1d）

教学目标

Students can master the meaning, pronunciation and spelling of the following school-related nouns: school, classroom, library, playground, computer room, teachers’ office, gym.

Students can understand and use the key prepositional phrases to indicate location: in the classroom, on the playground, in the library, next to the teachers’ office, behind the gym.

Students can grasp and apply the target sentence patterns for asking and describing locations:

—Where’s the...?

—It’s in/on/next to/behind...

Students can understand the listening content of 1b and 1d, and accurately capture the location information of different places in the school.

重难点

Mastery of school-related nouns: school, classroom, library, playground, computer room, teachers’ office, gym.

Mastery and application of prepositional phrases for location: in the classroom, on the playground, etc.

Mastery and use of target sentence patterns: —Where’s the...? —It’s in/on/next to/behind...

Ability to understand the listening materials of 1b and 1d and complete the corresponding tasks.

教学过程

教学环节

学习活动（包含设计意图）

Step 1: Warming-up & Lead-in (5 minutes)

1.1 Greeting and Daily Talk (2 minutes)

Teacher greets students warmly: “Good morning, class!”

Students reply: “Good morning, teacher!”

Teacher asks some daily questions to activate students’ prior knowledge:

“How are you today?”

“What’s your name?”

“What’s this in English?” (Holds up a book and a pen, guides students to answer “It’s a book./It’s a pen.”)

“Where are you now?” (Guides students to answer “We are in the classroom.”)

1.2 Lead-in with School Pictures (3 minutes)

Teacher shows a beautiful picture of the school on the screen and says: “Look! This is a school. Do you like our school?”

Students answer: “Yes, we do./No, we don’t.”

Teacher continues: “Our school has many places. Do you know their English names? Today, we will learn Unit 3 My School. We will know the English names of some school places and learn how to ask and describe their locations.”

Teacher writes the unit title “Unit 3 My School” on the blackboard.

Design Intention: The daily talk helps to build a harmonious teacher-student relationship and review the basic sentence pattern “What’s this in English?” and “It’s...”, which lays a foundation for the new lesson. Showing the school picture is close to students’ real life, which can quickly arouse their interest in the topic and naturally lead to the new content of the lesson.

Step 2: Pre-reading (7 minutes)

2.1 Teach New Words (7 minutes)

Teacher shows pictures of different school places one by one on the PPT, and teaches the corresponding words:

Shows a picture of a classroom, points to it and says: “This is a classroom. C-L-A-S-S-R-O-O-M, classroom. Read after me, classroom.”

Students read the word after the teacher for 2-3 times. Then teacher asks individual students to read it to check the pronunciation.

Uses the same method to teach other words: library, playground, computer room, teachers’ office, gym, school.

Teacher uses word cards to consolidate the words: Shows the word card (with word on one side and picture on the other), covers the picture and asks: “What’s this in English?” Students answer the word. Then covers the word and shows the picture, asks: “What’s the English for this?” Students answer again.

Teacher organizes a quick response game: “I say the word, you point to the picture on the screen. Ready? Classroom!” Students point to the classroom picture quickly. Repeat with other words.

2.2 Teach Prepositional Phrases and Target Sentences (3 minutes)

Teacher shows a diagram of the school on the PPT, with a classroom, a playground and a library marked on it.

Teacher points to the classroom in the diagram and says: “Where’s the classroom? It’s in the school.” Writes “in” on the blackboard and explains its meaning (inside something).

Then points to the playground which is on the ground of the school and says: “Where’s the playground? It’s on the school.” Writes “on” and explains (on the surface of something).

Next, points to the library which is next to the classroom and says: “Where’s the library? It’s next to the classroom.” Writes “next to” and explains (beside something).

Finally, points to the gym which is behind the library and says: “Where’s the gym? It’s behind the library.” Writes “behind” and explains (at the back of something).

Teacher writes the target sentence patterns on the blackboard:

—Where’s the...?

—It’s in/on/next to/behind...

Teacher leads students to read the sentence patterns 2-3 times, paying attention to the pronunciation and intonation.

Design Intention: Teaching words with pictures can help students establish a direct connection between the word and the object, which is conducive to