Unit 3 My School Period 5 Section B 3a-3c (Project)教学设计2025-2026学年人教版（2024）英语七年级上册

Unit 3 My School Period 5: Section B 3a-3c (Project)教学设计 Core Literacy Goals - Language Competence: Students can fluently introduce their school to others by applying the "there be" structure and correct prepositions of place. - Cultural Awareness: Students develop an understanding of school culture and cultivate appreciation for the school environment that supports their growth. - Thinking Quality: Students learn to think logically about information organization when introducing their school, enhancing their structured thinking skills. - Learning Ability: Students can independently create a school map and use it as a visual aid to guide their oral introductions of the school. Teaching Important and Difficult Points 1. Clearly introducing the school using the "there be" structure and prepositions of place. 2. Creating an accurate and information-rich school map that reflects key locations. Teaching Methods Task-based teaching method, situational teaching method Teaching Tools PPT, textbook, blackboard, multimedia computer Teaching Procedures 1. Warming-up 1. Display pictures of different school locations (e.g., library, classroom, playground) and ask students to name each location as quickly as possible. 2. Present pictures with prepositions of place (e.g., "in front of," "next to") and guide students to describe the positions of objects in the pictures. Design Purpose: To activate students' existing knowledge of school vocabulary and prepositions of place. This helps recall relevant language points in a familiar context, preparing students to use these elements smoothly in subsequent tasks. 2. Pre-task 1. Instruct students to independently draw a map of their school and design a tour route for visiting the school. 2. Divide students into groups of 4-5. Ask each group to discuss three aspects for each location on the map: its specific location, the activities students usually do there, and their personal feelings about that place. Design Purpose: To help students organize their ideas in advance. Drawing a map provides a visual framework for their introductions, while group discussions encourage them to share diverse perspectives, enriching the content of their future tour presentations. 3. While-task 1. Have students practice giving school tours within their groups. Each member takes turns introducing one location on the map, using the "there be" structure and prepositions of place. 2. Invite 2-3 groups to present their tours in front of the class, with group members taking turns to speak. After all presentations, ask the whole class to vote for the "Best Tour Guide Group" based on three criteria: clarity of expression, accuracy of language use, and enthusiasm during the presentation. Design Purpose: To provide students with opportunities to practice oral English in a collaborative setting. The group practice reduces speaking anxiety, while the class presentation and voting环节 motivate students to improve their performance, making the learning process more interactive and engaging. 4. Post-task 1. Distribute a short passage describing a foreign school. Ask students to read the passage carefully and then draw a map of that school based on the details in the text. 2. After drawing, have students re-read the passage and answer 3-4 comprehension questions about the school’s layout and facilities . Design Purpose: To enhance students’ reading comprehension skills, especially their ability to extract and visualize spatial information from text. This task also connects reading with hands-on creation, helping students deepen their understanding of how written descriptions correspond to real-world layouts. 5. Summary 1. Lead students to review the key language points: how to use the "there be" structure (singular: "There is..."; plural: "There are...") and common prepositions of place to introduce a school. 2. Emphasize the role of school maps: they serve as effective visual aids that make oral and written introductions more clear and organized. Design Purpose: To consolidate the core knowledge and skills learned in this lesson. By summarizing key points, students can systematically review what they have mastered, ensuring the long-term retention of language structures and practical skills. 6. Homework 1. Write a 80-100 word short passage introducing our school. Require students to use at least 3 sentences with the "there be" structure and 2 different prepositions of place. 2. Complete the exercises about prepositions of place in the workbook. Design Purpose: To extend learning beyond the classroom. The writing task allows students to apply oral expression skills to written language, while workbook exercises help reinforce their mastery of prepositions, addressing potential weak points in language use. Blackboard Design Unit 3 My School Section B Project - Key Sentence Structures: 1. There is/are + (a/an/some) + noun + (preposition phrase). 2. It's + preposition of place + noun. 3. We can + verb (phrase) + in/at + place. Teaching Reflection In today’s lesson, most students showed high engagement in hands-on activities, especially drawing school maps and practicing tour introductions. When working in groups, students actively shared ideas—some even added small details to their maps, which made their introductions more vivid. In terms of language use, over 80% of students could correctly apply the "there be" structure to describe school locations. However, a small number of students still confused prepositions like "beside" and "between". This indicates that targeted practice for easily confused prepositions is still needed. The "Best Tour Guide Group" voting环节 was highly effective: it not only boosted students’ enthusiasm but also encouraged them to pay more attention to the clarity and accuracy of their speech. For future lessons, I plan to design more contextual drills to help students master prepositions. Additionally, I will check the homework passages carefully to track students’ progress in using the "there be" structure and provide individual feedback for those who need improvement. Overall, the lesson achieved its core literacy goals, but adjustments to support students with weak preposition skills will make future classes more inclusive and effective. 学科网（北京）股份有限公司 $