Unit 3 My School-Section B（Project）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（Project）

教学目标

Students can master the key vocabulary related to school facilities and directions, such as “library, classroom building, playground, gym, office, next to, across from, between...and..., in front of”.

Students can proficiently use the target sentences to describe school facilities and their locations, including “Where is the...? It’s...”, “Is there a... in your school? Yes, there is./No, there isn’t.”, and “Our school has a...”.

Students can understand the structure and content of a simple school introduction, including the introduction of main facilities, their locations, and personal feelings about the school.

重难点

Mastery of key vocabulary about school facilities and location prepositions/phrases.

Proficiency in using target sentences to ask about and describe the location of school facilities.

Ability to complete the project task: design a simple school layout and introduce it.

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 & Daily Talk (1 minute)

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. Do you like our school? What’s your favorite place in our school?”

Invite 2-3 students to answer orally, e.g., “My favorite place is the library.

It’s quiet.”

1.2 Vocabulary Revision Game: “Guess the Place” (4 minutes)

Teacher shows blurred pictures of school facilities (library, classroom building, playground, etc.) on the PPT, and says: “Look at the picture. Guess what place it is. You can ask ‘Is it the...?’”

Students take turns to guess. For each correct guess, the teacher shows the clear picture and the word, and leads the class to read it twice.

Then, the teacher holds up flashcards of location phrases, e.g., “next to”, and demonstrates with two desk objects: “The book is next to the pen.” Ask students to repeat and do a quick pair practice: use their own stationery to show the phrase and say the sentence.

Design Intention: The daily talk connects the lesson with students’ real life, arousing their emotional resonance. The “Guess the Place” game makes vocabulary revision interesting, avoiding dull repetition. The demonstration and pair practice of location phrases help students consolidate prior knowledge visually and kinesthetically, laying a foundation for the new content.

Step 2: Presentation (10 minutes)

2.1 Listening Practice: “Where is It?” (5 minutes)

Teacher: “We know many places in the school. Now let’s listen to a dialogue. Two students are talking about their school. Please listen carefully and answer the questions on your worksheet.”

Play the listening material twice:

Dialogue: A: Hi, Linda. Is there a gym in our new school? B: Yes, there is. A: Where is it? B: It’s next to the classroom building. A: Is the library near the gym? B: No, it isn’t. It’s across from the playground.

Questions on worksheet: ① Is there a gym in their school? ② Where is the gym? ③ Where is the library?

After listening, invite students to answer the questions. The teacher checks and explains if necessary, emphasizing the sentences “Is there a...? Yes, there is.” and “It’s...”.

2.2 Target Sentence Presentation (3 minutes)

Teacher shows a clear school layout diagram on PPT (with labels like “Classroom Building, Library, Playground, Gym”).

Teacher points to the Library and asks: “Where is the Library?” Then answers: “It’s between the Classroom Building and the Gym.” Write the sentence on the blackboard.

Repeat with other facilities, introducing more target sentences: “Our school has a big playground. It’s in front of the office.”

Lead the class to read the sentences on the blackboard 3 times, paying attention to pronunciation and intonation.

2.3 Controlled Practice: “Fill in the Blanks & Pair Work” (7 minutes)

Fill in the Blanks (3 minutes): Teacher gives a short passage on PPT with blanks (about a school introduction). Students fill in the blanks with the given vocabulary (school facilities, location phrases). For example: “Our school is nice. There is a library. It’s _______ (next to/across from) the classroom building. We also have a playground. It’s _______ (in front of/between) the gym.” After finishing, the teacher checks together.

Pair Work: Ask and Answer (4 minutes): Teacher divides students into pairs. Each pair gets a simple school layout (without labels). Student A asks: “Where is the...?” Student B answers: “It’s...”. Then they swap roles. The teacher walks around to observe and help. After 3 minutes, invite 2-3 pairs to show their dialogue in front of the class.

Design Intention: Listening practice develops students’ ability to obtain specific information. The visual layout diagram helps students understand the meaning of target sentences intuitively. Controlled practice (fill in the blanks and pair work) allows students to apply the learned vocabulary and sentences in a structured way, reducing the difficulty of language use and ensuring that they master the key points.

Step 3:

3.1 Project Task Introduction (3 minutes)