Unit 3 My School Lesson 4 Section B 1a–1d教学设计2026-2027学年人教版英语七年级上册

该初中英语教学设计聚焦邮件格式识别、校园信息梳理及情感推断，通过展示校园设施图片激活旧知，引导学生分享喜欢的校园区域，搭建从基础学校描述到情感表达的学习支架，衔接单元主题深化。 特色在于真实情境与跨文化融合，模拟邮件界面助学生掌握格式培养语言能力，讨论中国校园习俗如升旗仪式增强文化意识，用图表分类信息提升思维品质。活动设计促进语言输出与文化理解，助力教师高效教学，提升学生综合素养。

新人教七上教案Unit 3 My School Lesson 4 Section B 1a–1d Basic Course Information Item Details Subject English Grade Grade Seven Semester Autumn Semester Topic Unit 3 My School Lesson 4 Section B 1a–1d Teaching Objectives 1. Students can recognize the basic format of an email. 2. Students can sort out text information and structure with charts. 3. Students can infer the writer’s feelings and attitudes based on descriptive adjectives. 4. Students can talk about their favorite school areas and explain the reasons. Teaching Content Building on previous school description tasks, this lesson guides students to develop deeper emotional connections with campus spaces by discussing interesting activities in different venues, enriching the thematic connotation of the unit. The reading passage is a reply email from Peter to his friend Flora. Peter introduces his new school, shares his favorite places and the reasons for his preferences. The layout simulates a real email interface, including labels To, From, Send button and common mail icons. The complete email structure consists of: salutation (Hi Flora), opening remarks (Thanks for your email …), main body, closing question (How about your school?), complimentary close (Yours) and signature (Peter). In the body, Peter first gives an overall impression of the school, then elaborates on three areas — the playground, classroom and dining hall, covering their locations, typical student activities and his personal favorites. As a foreign student, he shows great interest and positive feedback toward unique Chinese school customs: group morning exercises on the playground, Monday flag-raising ceremonies, weekly seat rotation in classrooms and authentic Chinese food in the canteen. A series of reading tasks are designed around this text: · Pre-sharing discussion in Activity 1a leads into the Section B theme and links students’ experience to the reading. · Activity 1b applies skimming skills: students read quickly and guess what questions Flora may have asked in her previous email, requiring comprehension of the main idea and logical reasoning. · Activity 1c focuses on adjectives in the text; students find the nouns each adjective modifies. · The first three questions of Activity 1d dig out detailed text facts, while the last one connects the topic to students’ real lives. Teaching Procedures Time Allocation Students’ Activities Activity Design Purposes 5 mins 1. Look at pictures of various school facilities, state their English names, think about activities held in each place, and share their favorite campus spots with explanations. Activate students’ prior knowledge and life experience related to school scenes, clarify learning goals and arouse willingness to discuss campus topics with independent thinking. 18 mins 2. Skim the whole text, identify email format via the simulated mail interface and judge the text type; match keywords from questions with corresponding sentences to grasp the main idea and Peter’s general opinion of the school. 3. Read closely and organize information into a chart with four categories: three school venues, locations, typical activities and Peter’s preferences. Complete the chart independently to build a clear knowledge framework. 4. Reread the text, locate sentences containing target adjectives following teacher examples and analyze the nouns they describe. 2. Train students to identify text genres and email layouts; practice skimming to capture the central thread of the passage. 3. Visual charts help students organize information logically and understand paragraph logic, internalize core vocabulary and sentence patterns. 4. Direct students to analyze descriptive words and interpret the writer’s positive feelings toward the new school. 17 mins 5. Hold group discussions after reading: discuss why Peter thinks flag-raising is a special start to the week and whether he likes weekly seat changes; talk about their own favorite school canteen foods; evaluate Peter’s school and compare similarities between their campus and Peter’s. 6. Pair work role-play: one student acts as Peter, the other introduces their own school’s areas, locations, activities and favorite spots. 7. Evaluate peer role-plays according to the provided assessment rubric and offer feedback. 5. Guide students to dig deep into implicit text meanings, compare school cultures of different countries, cultivate mutual respect for diverse teenage campus lives, and foster pride in Chinese catering culture. 6. Create authentic communicative contexts to transfer learned language into practical oral output and strengthen affection for their own school. 7. Standardize evaluation dimensions; improve students’ comprehensive language competence through peer assessment. Homework Revise the dialogue created in class based on teacher and peer feedback, then write it down in complete written form. Homework Purpose Achieve the transition from oral expression to coherent writing and consolidate internalization of linguistic knowledge. 学科网（北京）股份有限公司 $