Unit 3 My School (Section A 3a-3d, Period 3) - Grammar Focus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 3a-3d, Period 3) - Grammar Focus教学设计 Lesson Type Grammar Focus Core Literacy Goals - Language Competence: Master the ability to talk about locations using the "where" question and the "there be" structure. - Cultural Awareness: Cultivate love for the school by guiding students to introduce their school to visitors. - Thinking Quality: Enhance students’ classification thinking ability through analyzing the rules of sentences with the "there be" structure. - Learning Ability: Develop the skill to summarize key knowledge points by identifying differences and similarities between sentence structures. Teaching Key and Difficult Points 1. Enable students to talk about locations fluently using the "where" question and the "there be" structure. 2. Improve students’ classification thinking ability by analyzing the rules of sentences with the "there be" structure. Teaching Methods Task-based teaching method, situational teaching method Teaching Tools PPT, textbook, blackboard, multimedia computer Teaching Procedures 1. Warming-up 1. Display a school map on the screen, and ask students to describe the school using the following sentence structures: - Is there a/an...? / Are there any...? - Yes, there is/are. / No, there isn't/aren't. - Where is/are the...? - It's... / They're... Purpose: Review the knowledge about "there be" structure and "where" questions that students learned in previous lessons, laying a solid foundation for the new grammar focus of this lesson. 2. Presentation 1. Ask students to read the sentences in 3a silently, and underline the verbs in the "there be" structure. 2. Guide students to summarize the sentence patterns of the "there be" structure together: - Affirmative form: There is/are + ... (follow the subject-verb agreement: proximity principle). - Negative form: There is/are not + ... - Interrogative form: Is/Are there + ...? - Corresponding answers: Yes, there is/are. / No, there isn't/aren't. 3. Provide several example sentences containing both "there be" and "have/has", and ask students to read them aloud and discuss the differences between "there be" and "have/has". 4. Ask students to read the sentences in 3a again, and circle the prepositions of positions in the sentences. Purpose: Help students systematically understand the basic sentence patterns and usage rules of the "there be" structure, and clarify the differences between "there be" and "have/has" as well as identify common prepositions of positions, building a clear grammar framework for students. 3. Practice (3b-3c) 1. Assign the exercise in 3b to students: ask them to complete the blanks in the sentences with the correct form of "there be". 2. Guide students to finish the exercise in 3c: let them read the sentences carefully and circle the correct prepositions of positions. Purpose: Provide semi-controlled practice activities to help students consolidate the usage of the "there be" structure and prepositions of positions, and improve their accuracy in using the target language. 4. Production (3d) 1. Create a situational discussion: ask students to work in pairs to talk about the differences between their own classroom and the classroom described in 3c, using the "there be" structure and prepositions of positions. 2. Design a task: ask students to imagine they are "school guides" and introduce their own school to "visitors" (their classmates) in English, using the target language learned in this lesson. Purpose: Provide opportunities for students to use the target language in real or simulated situations, realizing the transition from "controlled practice" to "free application", and improving their communicative competence. 5. Summary 1. Review and sort out common prepositions of positions (e.g., in, on, under, next to) with students. 2. Recap the core knowledge of the "there be" structure: basic sentence patterns (affirmative, negative, interrogative) and the proximity principle. Purpose: Help students systematically sort out the key knowledge of this lesson, strengthen memory, and form a complete knowledge system. Homework 1. Recite the sentences in 3a to consolidate the usage of the "there be" structure. 2. Complete the extra grammar exercises related to the "there be" structure (handed out in class) to further strengthen the mastery of the target language. Blackboard Design Unit 3 My School Section A 3a-3d - There be + subject + adverbial of place → Used to express "something exists in a certain place" - is/are → Follow the proximity principle - some → Used in affirmative sentences - any → Used in negative sentences or interrogative sentences - have/has → Used to express "someone owns something" Teaching Reflection After the lesson, I found that most students can basically master the basic sentence patterns of the "there be" structure (affirmative, negative, interrogative) and use common prepositions of positions to talk about locations. However, there are still two problems to pay attention to: First, regarding the proximity principle in the "there be" structure, some students are still confused when facing sentences with multiple subjects. They tend to choose "are" based on the plural noun "two pens" instead of "is" according to the proximity principle. Second, in the production link (3d), a few students still lack confidence in speaking: they can use the "there be" structure correctly in written exercises, but when introducing the school, they often pause or mix up the order of sentence components. In the next lesson, I will take targeted measures to solve these problems: 1. Design more targeted practice exercises about the proximity principle to help students deepen their understanding; 2. Provide simple "school introduction templates" to guide shy students to start speaking, and then gradually reduce the dependence on templates to improve their free communicative ability. 学科网（北京）股份有限公司 $