Unit 3 My School Lesson 2 Section A 2a-2f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教室物品词汇、there be句型及方位介词，通过复习Peter新学校导入，引导学生观察教室图片提取关键信息，激活旧知，搭建图片分析、词汇表等学习支架，衔接前后知识脉络。 特色在于融合文化意识（中西方教室储物柜等差异对比）、语言能力（2a听力补全介词短语巩固句型，2f角色扮演用句型框架输出）和思维品质（分析对话逻辑序列），通过记忆挑战、评价 rubric 等提升学习兴趣与效率，助力学生语言应用与跨文化理解，为教师提供结构化教学活动支持。

新人教七上教案 Unit 3 My School Lesson 2 Section A 2a-2f Basic Course Information Item Details Subject English Grade Grade Seven Semester Autumn Semester Topic Unit 3 My School Lesson 2 Section A 2a-2f Teaching Objectives 1. Master the English vocabulary of common classroom items proficiently. 2. Skillfully use target sentence patterns to ask about and describe the positional relationships of objects in the classroom. 3. Analyze the dialogue content to sort out contextual relationships and explore implicit Sino-Western cultural differences. 4. Develop good learning habits of imitating pronunciation and intonation and using standardized oral English expressions. 5. Compare and describe different classroom environments and accurately convey personal feelings and attitudes towards campus life. Teaching Content This lesson centers on a daily dialogue between Peter and his mother, in which Peter’s mother asks detailed questions about his new classroom. The matching illustration presents a standard classroom of Chinese junior high schools from a rear oblique perspective. The mother’s questions cover multiple dimensions, including the overall appearance of the classroom, Peter’s seating position, unique features of the new classroom, the availability of storage lockers, the number of desks and chairs, as well as front and rear blackboards, embedding distinctive cross-cultural comparison elements. · Activity 2a focuses on listening training. Students are required to complete missing prepositional phrases based on the audio, which consolidates and applies the core there be sentence structure of this unit. · Activities 2b and 2c are comprehension exercises designed around the there be structure and place prepositions. Students’ understanding of the dialogue is assessed through question-answer matching and true or false judgment tasks. · Activity 2d is an imitation and reading practice, guiding students to standardize their pronunciation, intonation and sentence rhythm through repeated reading of the dialogue. · Activities 2e and 2f are innovative oral output tasks, aiming to help students compare the similarities and differences between their own classrooms and Peter’s classroom. Sufficient language scaffolds are provided for oral expression:Activity 2e offers vocabulary of common classroom supplies and structured charts to help students sort out comparative information. · Activity 2f provides standard model dialogues with targeted sentence frames, supporting students to imitate and create authentic conversational content independently. Teaching Procedures Time Allocation Students’ Activities Activity Design Purposes 3 mins 1. Under the teacher’s guidance, review the knowledge of Peter’s new school learned before, then focus on the theme of Peter’s new classroom. Observe the classroom picture carefully and judge the overall style and characteristics of the classroom according to the indoor furnishings. Activate students’ prior knowledge and stimulate their interest in the new lesson. Combined with the national flag and the classroom slogan "Study hard and make progress every day" in the picture, guide students to observe and capture key information, cultivating their picture analysis and information extraction abilities. 5 mins 2. Observe the layout and furnishings of the classroom in detail, and learn the English expressions of various classroom items under teacher’s guidance. Practice the core sentence pattern Where is it / are they? repeatedly to consolidate the usage of basic place prepositions, and expand and learn new prepositional phrases such as in the middle of and at the back of. Display and teach new vocabulary of classroom items, enrich students’ reserve of place prepositional expressions on the basis of the last lesson, and help students naturally apply core sentence patterns for oral expression. 5 mins 3. Participate in a 30-second memory challenge to memorize the specific positions of all items in the classroom picture. Conduct teacher-student Q&A drills with the core patterns Is there / Are there …? and Where is it / are they?. Further discuss the functions of classroom plants and drawers to perceive the unique layout characteristics of Chinese junior high school classrooms. Adopt competitive games to improve classroom participation and learning initiative. Consolidate core sentence patterns through interactive Q&A, help students internalize linguistic knowledge, and lay a solid foundation for subsequent listening and oral output tasks. 17 mins 4. Grasp the main idea of the listening dialogue about Peter’s mother enquiring about his new classroom. Master the listening skill of recording key information by writing down the initials of core words. Complete Task 2a independently and answer questions with complete sentences during checking. The teacher guides students to focus on the word "lockers" and carry out Sino-Western classroom cultural comparison. 5. Read the full dialogue and finish Task 2b step by step: circle key words in questions, underline corresponding answers in the text, and finally match questions with correct responses. 6. Complete Task 2c through the "Is it true?" game. Locate detailed evidence from the original dialogue to finish true or false judgments. 7. Count the total number of questions raised by Peter’s mother, and sort out her logical questioning sequence: overall impression → detailed features → extended topics. 8. Listen to the audio sentence by sentence, imitate and read aloud the dialogue, and experience and distinguish the rising and falling intonations of different sentence types. 4. Supplement situational background knowledge for listening tasks, teach practical note-taking skills, and standardize students’ full-sentence oral expression. 5. Decompose complex tasks to reduce learning difficulty and train students’ ability to locate and extract detailed textual information. 6. Enrich classroom teaching forms, stimulate learning interest, and develop students’ good habit of verifying answers based on original text evidence. 7. Guide students to analyze the internal logical structure of conversational texts and improve their discourse awareness. 8. Standardize students’ pronunciation and intonation, enable them to understand the emotional and pragmatic functions of different intonations, and achieve appropriate expression in oral communication. 10 mins 9. Compare the differences between Peter’s classroom and personal classroom, sort out indoor items, and complete the comparison chart in Task 2e. 10. Work in pairs to complete situational role-play: simulate a video call with Peter and introduce personal classroom features. Evaluate and give feedback on group performances in accordance with the standardized assessment rubric. 9. Connect textbook knowledge with students’ real campus life, realize the practical application of learned language knowledge, and cultivate independent comparative thinking. 10. Integrate learned vocabulary and sentence patterns to complete real communicative tasks and realize knowledge transfer and innovation. Clear evaluation criteria standardize oral output, while peer evaluation cultivates students’ abilities of listening, judging and collaborative learning. Homework Write a short essay to introduce your own classroom, including classroom layout, indoor items and personal feelings. Homework Purpose Realize the effective transition from dialogue listening and speaking input to independent writing output, consolidate unit core vocabulary and sentence structures, and comprehensively improve students’ English writing ability and practical language application ability. 学科网（北京）股份有限公司 $