Unit 3 My school Section A 1a - 2b (Period 1) 教学设计2025-2026学年人教版（2024）英语七年级上册

Unit 3 My school Section A 1a - 2b (Period 1) 教学设计 Lesson Type Listening and speaking Core Literacy Goals - Language Ability: - Identify vocabulary related to school places. - Describe locations using the "there be" structure and prepositions of position. - Cultural Awareness: Show kindness to people in need by offering directions. - Thinking Quality: Enhance observational and imaginative thinking skills. - Learning Ability: Apply acquired knowledge to real - life situations. Teaching Key and Difficult Points 1. Recognize and master vocabulary about school places. 2. Describe the locations of objects/places using the "there be" structure and prepositions of position. Teaching Methods Task - based teaching method, situational teaching method Teaching Tools PPT, textbook, blackboard, a multimedia computer Teaching Procedures Warming - up 1. Display the picture on Page 35, and ask students to observe it carefully and answer the following questions: ① What place is shown in the photo? ② What are the people doing on the sports field? ③ What do you like to do at school? Purpose: This activity helps naturally introduce the topic of "school places", activating students’ prior knowledge about school life and preparing them for the new lesson. Pre - listening (Preparation for 1a - 1d) 1. Present the picture in 1a and guide students to identify the different school places in it. 2. Teach students the prepositions of position involved in 1a, and explain their meanings with simple gestures or examples if necessary. 3. Ask students to work in pairs to discuss the positions of the places in 1a, using the sentence pattern: — Where's the...? — It's... Purpose: By familiarizing students with key vocabulary (school places) and basic sentence structures for asking about locations, this section lays a solid foundation for the subsequent listening activities. While - listening (1b - 1c) 1. Play the audio tape, and ask students to number the places in the picture of 1a according to what they hear. 2. Invite several students to share their answers with the whole class and check for accuracy. 3. Play the audio tape again, and have students number the places in the order they are mentioned in 1b. 4. Ask students to listen once more to complete the sentences in 1c. 5. Let students listen to the tape again to fill in any missing blanks in their answers. 6. Play the audio tape a final time, and ask students to read aloud along with the tape to imitate pronunciation and intonation. Purpose: Through repeated listening practice focused on the target language (vocabulary of school places and location - describing structures), this part aims to improve students’ listening comprehension skills and help them grasp the key information in the audio. Post - listening (1d) 1. Ask students to describe the places in the picture of 1a using the language they have learned. 2. Invite some students to present their descriptions in front of the class to showcase their learning results. 3. Organize students into groups to create short conversations about places in their neighborhood, using the "there be" structure and prepositions of position. Purpose: This section provides students with opportunities to practice and apply the target language in extended speaking tasks, helping them transform listening input into speaking output and improve their oral English communication skills. Pronunciation Practice (1 - 2) 1. Ask students to listen to the audio tape, repeat the words in Activity 1, and pay close attention to the pronunciation of each letter. 2. Ask students to listen to the audio again, repeat the words in Activity 2, and focus on identifying the stressed syllables in each word. Purpose: By focusing on letter sounds and word stress, this practice helps students improve their English pronunciation and intonation, laying a good foundation for accurate oral expression. Summary 1. Review the methods of describing locations (using the "there be" structure and prepositions of position). 2. Recap the key vocabulary related to school places. Purpose: This step helps students consolidate the core knowledge learned in the lesson, clarify the key points, and strengthen their memory of the target language. Homework 1. Draw a map of your neighborhood and write short descriptions of the locations of some places on the map. 2. Complete the related exercises in the workbook. Purpose: Homework extends the learning beyond the classroom, allowing students to apply the target language to their daily lives (through drawing and writing) and further consolidate the knowledge by finishing exercises. Blackboard Design Unit 3 My school Section A 1a - 2b - — Is there...? — Yes, there is. - — Where is...? — It's... Prepositions of position: in front of / behind / next to / between... and / across from... Teaching Reflection After this lesson, most students successfully identified and mastered the vocabulary related to school places. They also made obvious progress in describing locations using the "there be" structure and common prepositions of position, and showed enthusiasm in pair work and group discussion activities. However, there were still some challenges. A small number of students struggled to use prepositions like "between" and "across from" correctly in sentences—for example, some mixed up "between... and..." with "next to", and others failed to use "across from" in the right context. In addition, a few students were hesitant when speaking in front of the class, which might be due to lack of confidence in their oral English. In future lessons, I will design more targeted practice activities to address these issues. For instance, I can create situational games (such as "Find the Place" ) to help students practice prepositions in a fun way, and arrange more small - group speaking tasks to build students’ confidence. I will also pay more attention to individual guidance for students who are falling behind, to ensure that all students can master the key knowledge of the lesson. 学科网（北京）股份有限公司 $