Unit 3 My School-Section B（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 B（1a-1d）

教学目标

Master the new vocabulary related to school facilities: library, classroom, playground, computer room, art room, music room, gym.

Understand and use the key sentence patterns for asking and answering about locations:

A: "Is this the library?" / "Where is the classroom?"

B: "Yes, it is." / "No, it isn’t. It’s the computer room." / "It’s on the first floor."

Develop listening skills:

Identify the names of school facilities from short dialogues (1b).

Catch specific location information of facilities through listening (1c).

Retell the main content of the listening materials accurately.

Improve speaking ability: Use the target vocabulary and sentence patterns to conduct simple conversations about school facilities and their locations.

重难点

Mastery of the seven new vocabulary words about school facilities.

Proficiency in using the target sentence patterns to ask and answer questions about the identity and location of school facilities.

Ability to complete listening tasks (1b and 1c) by capturing key information.

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)

Greeting and Daily Talk (2 minutes)

Teacher: "Good morning, class!"

Students: "Good morning, teacher!"

Teacher: "How are you today?"

Students: "I’m fine, thank you. And you?"

Teacher: "I’m great, thanks. Look! This is a photo of our school (show a photo of the school on PPT). Do you like our school?"

Students: "Yes!"

Teacher: "What places are there in our school? Who can tell me?"

Invite 2-3 students to answer (e.g., "classroom", "playground").

Vocabulary Lead-in (3 minutes)

Show pictures of new facilities (library, computer room, etc.) on PPT one by one. For each picture:

Teacher: "Look at this picture. What’s this? It’s a library. (Repeat 3 times, emphasizing the pronunciation of 'library'.)"

Guide students to repeat the word after the teacher.

Use flashcards to check pronunciation: Hold up a flashcard, and ask individual students to read the word aloud. Give stickers as rewards for correct pronunciation.

Design Intent:

The daily talk uses a familiar school photo to activate students’ prior knowledge and create a relaxed classroom atmosphere. It connects the new lesson with students’ real lives, reducing their anxiety about learning new content.

Showing pictures and using flashcards helps students associate words with concrete images, which conforms to the visual learning characteristics of seventh-grade students and lays a foundation for mastering vocabulary.

Step 2: Presentation (10 minutes)

1. Vocabulary Consolidation (5 minutes)

Activity 1: "Match and Say"

Display 1a on PPT: Six pictures of facilities (classroom, library, playground, computer room, art room, music room) and seven words.

Teacher: "Now, let’s match the words with the pictures. Please work with your deskmate. You have 2 minutes."

After 2 minutes, invite a pair to share their answers. Teacher corrects

mistakes and explains the meaning of unfamiliar words (e.g., "art room: a room where we draw pictures").

Activity 2: "Quick Response"

Teacher shows a flashcard randomly and says: "What’s this?" Students answer quickly: "It’s a/an [word]."

Those who answer correctly get a sticker. Repeat 5-6 times to strengthen memory.

2. Sentence Pattern Presentation (5 minutes)

Present "Is this...?"

Hold up a flashcard of the library and stand near the door.

Teacher: "Guess! Is this the library? (Point to the flashcard and then the door.)"

If students can’t answer, teacher says: "Yes, it is." Then hold up a flashcard of the computer room and ask again: "Is this the library?" Guide students to answer: "No, it isn’t. It’s the computer room."

Write the sentence patterns on the blackboard:

A: Is this the [facility]?

B: Yes, it is. / No, it isn’t. It’s the [facility].

Lead students to read the sentences 3 times, paying attention to intonation (rising tone for questions).

Present "Where is...?"

Show a school map on PPT with a classroom marked "on the first floor".

Teacher: "Look at the map. Where is the classroom? (Repeat.) It’s on the first floor."

Write the sentence pattern on the blackboard:

A: Where is the [facility]?

B: It’s [location].

Use other facilities (e.g., library on the second floor) to practice. Invite students to ask and answer in pairs.