北师大版（2024）七年级上册Unit 2 Lesson 3 My Favourite School Places 教学设计

《My Favourite School Places》（教学设计）-2024-2025学年
北师大版（2024）初中英语七年级上册
课题：《My Favourite School Places》
科目：初中英语
年级：七年级上册
版本：北师大版（2024）
课时安排：1课时
一、教材分析
本单元主题为“School Life”，主要围绕学校生活展开话题。Lesson 3《My Favourite School Places》是该单元的重要组成部分，通过介绍学校里不同的场所及其特点，引导学生学习与学校场所相关的词汇和表达，同时培养学生用英语描述自己喜欢的学校场所的能力。
（一）教材地位
本节课承接了前两课关于学校科目和学校活动的学习，进一步拓展到学校的具体场所，为学生全面了解学校生活提供了更丰富的内容。同时，也为后续学习关于学校生活的其他方面，如学校规则、校园活动等奠定了基础。它在整个单元中起到了承上启下的作用，有助于学生逐步构建完整的学校生活知识体系，并提高他们的语言综合运用能力。
（二）教材内容
1. 词汇：教材呈现了library, playground, classroom, art room, music room等学校常见场所的词汇，这些词汇是学生描述学校生活场景的基础。
2. 课文：课文以对话的形式展开，主要讲述了两个学生之间关于自己最喜欢的学校场所的讨论，包括喜欢的原因和在这些场所进行的活动。通过课文，学生可以学习如何用英语表达自己的喜好和理由，同时了解不同场所的功能和特点。
3. 语言技能：本节课注重培养学生的听、说、读、写综合语言技能。通过听力活动，让学生熟悉课文内容和相关词汇的发音；通过口语练习，鼓励学生运用所学词汇和句型进行对话交流，表达自己对学校场所的看法；通过阅读课文，培养学生的阅读理解能力和获取关键信息的能力；通过写作活动，引导学生书面描述自己最喜欢的学校场所，提高学生的书面表达能力。
（三）教材特点
1. 贴近学生生活实际：教材选取的学校场所都是学生日常生活中熟悉的场景，容易引起学生的共鸣，激发学生的学习兴趣和积极性。
2. 注重语言的实际运用：通过对话和活动设计，让学生在真实的情境中运用英语进行交流，提高学生的语言运用能力和交际能力。
3. 培养学生的多元能力：教材内容不仅注重语言知识的传授，还关注学生思维能力、合作能力和文化意识的培养。例如，通过让学生讨论自己喜欢的学校场所，培养学生的思考和表达能力；通过小组活动，培养学生的合作学习能力；通过介绍不同场所的文化内涵，培养学生的跨文化意识。
二、教学目标
（一）知识目标
1. 学生能够听懂、会说、认读并拼写library, playground, classroom, art room, music room等与学校场所相关的词汇。
2. 学生能够理解并掌握以下句型：
- What's your favourite school place
- My favourite school place is the...
- I like it because...
- We can... there.
（二）能力目标
1. 学生能够在真实情境中运用所学词汇和句型询问他人最喜欢的学校场所，并描述自己喜欢的学校场所及其原因。
2. 学生能够通过阅读课文，获取关键信息，理解课文大意，并能根据课文内容进行简单的问答和复述。
3. 学生能够仿照课文，写一篇关于自己最喜欢的学校场所的短文，不少于5句话，语言表达准确、流畅。
（三）情感目标
1. 培养学生对学校的热爱之情，让学生感受到学校生活的丰富多彩。
2. 鼓励学生积极参与课堂活动，培养学生的合作意识和团队精神。
3. 激发学生学习英语的兴趣，提高学生学习英语的自信心。
三、教学重难点
（一）教学重点
1. 与学校场所相关的词汇的学习和记忆，如library, playground, classroom, art room, music room等。
2. 重点句型的理解和运用，如What's your favourite school place My favourite school place is the... I like it because... We can... there.
3. 课文的理解和朗读，培养学生的阅读理解能力和语感。
（二）教学难点
1. 引导学生用英语准确、流畅地描述自己喜欢的学校场所及其原因，培养学生的语言表达能力和思维能力。
2. 让学生理解并区分because引导的原因状语从句和We can...表示能够做某事的句型，正确运用这两种句型进行表达。
3. 培养学生的写作能力，让学生能够在仿写课文的基础上，写出有一定逻辑性和连贯性的短文。
四、教学准备
1. 多媒体课件，包括图片、音频、视频等教学素材。
2. 单词卡片、教学道具（如篮球、画笔等），用于词汇教学和课堂活动。
3. 学生练习册、作业本。
4. 教室布置成与学校场所相关的场景，如在黑板上贴上图书馆、操场等场所的图片，营造学习氛围。
五、教学过程
（一）Warming-up
1. Greetings
- T: Hello, boys and girls. Nice to see you again. How are you today
- Ss: Fine, thank you. And you
- T: I'm very well too. Before we start our new lesson, let's sing a song together. Are you ready
2. Sing a song
- Play the song "Our School Will Shine" on the multimedia. The teacher and students sing along with the music.
设计意图：通过问候和唱歌的方式，活跃课堂气氛，拉近师生距离，同时让学生快速进入英语学习状态。歌曲的主题与学校相关，为引出本节课的话题“School Life”做铺垫。
（二）Lead-in
1. Show pictures
- Display pictures of different school places on the multimedia, such as the library, the playground, the classroom, the art room, and the music room. Each picture is shown for a few seconds while the teacher asks questions.
- T: Look at the pictures. What can you see Do you know what these places are
2. Free talk
- Encourage students to answer the questions and have a short free talk about the school places they know.
- S1: I can see a library. We can read books there.
- T: Very good. What else can you see
- S2: I see a playground. We can play sports there.
设计意图：利用图片展示直观地呈现学校不同场所，引起学生的兴趣和好奇心，激活学生已有的知识储备。通过自由谈话，让学生初步感知本节课的重点词汇和句型，为后续的学习做好铺垫。
（三）Presentation
1. Learn new words
- Take out the word cards of "library", "playground", "classroom", "art room", and "music room" one by one. Show the cards to the students and read the words aloud clearly, emphasizing the pronunciation.
- T: This is a library. / la br ri/. Follow me, library.
- Ss: Library.
- Let students repeat the words several times. Then use different methods to practice the words, such as group reading, individual reading, and word games.
- Word game: "What's missing " Show all the word cards on the blackboard for a few seconds and then turn one card over. Ask students to guess which word is missing.
设计意图：通过单词卡片教授新词汇，让学生直观地看到单词的拼写和形式，同时注重发音的示范和纠正，帮助学生准确掌握单词的读音。运用多种方式练习单词，增加学习的趣味性，提高学生的参与度，巩固学生对单词的记忆。
2. Text learning
- Open the textbook to Lesson 3. Ask students to look at the pictures in the text and guess what the two students are talking about.
- T: Look at the pictures in the book. What do you think they are talking about
- Ss: Maybe they are talking about their favourite school places.
- T: You are very clever. Now let's listen to the tape and find out what their favourite school places are.
- Play the audio of the text. Students listen carefully and try to answer the question.
- After listening, ask students to share their answers.
- T: What's the girl's favourite school place
- S1: Her favourite school place is the library.
- T: Why does she like the library
- S2: She likes it because she can read many interesting books there.
- Then ask students to listen to the tape again and follow it silently, paying attention to the pronunciation and intonation.
设计意图：引导学生观察课文图片，预测对话内容，培养学生的观察能力和预测能力。通过听录音回答问题的方式，让学生整体感知课文，了解课文的主要信息，同时训练学生的听力理解能力。让学生跟读录音，模仿正确的语音语调，有助于培养学生的语感。
（四）Practice
1. Role-play
- Divide students into pairs. Ask them to role-play the dialogue in the text, using the new words and sentences they have just learned. One student acts as A and the other acts as B.
- A: What's your favourite school place
- B: My favourite school place is the... I like it because... We can... there.
- A: That sounds great. I also like... because...
- After a few minutes, invite some pairs to come to the front of the class and perform their role-plays. The rest of the students listen carefully and give them some comments and suggestions.
设计意图：通过角色扮演活动，让学生在实际情境中运用所学的词汇和句型进行交流，提高学生的口语表达能力和语言运用能力。同时，培养学生的合作学习意识和团队精神。邀请学生上台表演并给予评价和建议，能够增强学生的自信心和表现欲，促进学生之间的相互学习。
2. Group discussion
- Put students into groups of four. Ask them to discuss their favourite school places in the group and share the reasons. Each group member should take turns to speak.
- T: Now let's have a group discussion. Talk about your favourite school places with your group members and tell them why you like it.
- While students are discussing, the teacher walks around the classroom and provides some guidance and help if necessary.
- After the discussion, ask each group to choose one representative to report their group's discussion results to the class.
- Group representative: In our group, Li Ming's favourite school place is the playground because he can play basketball there. Wang Mei likes the art room because she can draw beautiful pictures there. And my favourite school place is the music room because I like singing and we can listen to music there.
设计意图：组织小组讨论，让学生有更多的机会表达自己的想法和观点，拓宽学生的思维空间，培养学生的自主学习能力和合作探究能力。通过小组代表汇报讨论结果，锻炼学生的口语表达能力和总结归纳能力，同时让学生了解到不同同学对学校场所的喜好和原因，增进学生之间的了解和交流。
（五）Production
1. Writing task
- Ask students to write a short passage about their favourite school place. They can use the sentences and structures they have learned in the class. Remind them to pay attention to the spelling, grammar and punctuation.
- T: Now it's time for you to show your writing skills. Write a passage about your favourite school place. You can start like this: My favourite school place is the... I like it because... We can... there.
- Give students enough time to write. After they finish writing, ask them to read their passages aloud to their partners and check each other's work for mistakes.
2. Share and show
- Select a few students to come to the front of the class and share their passages with the whole class. Encourage other students to listen carefully and ask questions if they have any.
- T: Who would like to share your passage with us Come on, don't be shy.
- Student 1: My favourite school place is the classroom. I like it because I can learn a lot of knowledge there. We can have classes, do our homework and discuss problems with our classmates. I think the classroom is a very important place for us students.
- After each student finishes sharing, give them some positive feedback and praise their good work.
设计意图：通过写作任务，让学生将所学的知识转化为书面语言，培养学生的写作能力和综合运用语言的能力。让学生互相朗读和检查作文，能够培养学生的自主学习能力和合作学习能力，同时及时发现和纠正错误。选取部分学生在全班面前分享作文，不仅可以展示学生的学习成果，还能为其他学生提供学习的榜样，激发学生的学习积极性。
（六）Summary
1. Summary by the teacher
- The teacher summarizes the key points of this lesson with the students, including the new words about school places, the key sentences and the grammar points.
- T: Today we have learned some new words about school places, such as library, playground, classroom, art room and music room. We also learned how to talk about our favourite school places using the sentences "What's your favourite school place My favourite school place is the... I like it because... We can... there." Remember to use these words and sentences correctly in your daily life.
2. Summary by the students
- Ask students to summarize what they have learned in this lesson by themselves. They can talk about the new words, sentences, or anything else they think is important.
- T: Now it's your turn to summarize. What have you learned in this lesson You can say it in your own words.
- S1: I learned some new words about school places and how to describe my favourite school place.
- S2: I know how to use because to talk about the reasons why I like something.
设计意图：通过教师总结和学生总结相结合的方式，帮助学生梳理本节课的重点知识，加深学生对所学内容的印象，强化学生的记忆。同时，培养学生的总结归纳能力和自主学习能力，让学生学会反思自己的学习过程，提高学习效果。
（七）Homework
1. Read the text aloud for at least three times and try to recite it.
- Ask students to read the text aloud after class to improve their pronunciation and intonation. Reciting the text can help them better understand and remember the language points in the text.
2. Draw a picture of your favourite school place and write a few sentences to describe it below the picture.
- This task combines drawing and writing, which can stimulate students' creativity and imagination. It also allows students to further express their love for their favourite school place and consolidate the knowledge they have learned in class.
设计意图：布置朗读和背诵课文的作业，有助于培养学生的语感，提高学生的口语表达能力和语言记忆能力。让学生画一幅自己最喜欢的学校场所的画并写几句话描述，既能够培养学生的综合语言运用能力，又能让学生在轻松愉快的氛围中完成作业，增强学生对英语学习的兴趣。
板书设计
《My Favourite School Places》
1. New words:
library / la br ri/
playground
classroom
art room
music room
2. Key sentences:
What's your favourite school place
My favourite school place is the...
I like it because...
We can... there.
3. Grammar:
because 引导的原因状语从句
设计意图：主板书呈现本节课的重点词汇、句型和语法知识，条理清晰，突出重点，便于学生系统地掌握本节课的主要内容。副板书用于记录学生在课堂上的回答和讨论结果，具有生成性和灵活性，能够及时反馈学生的学习情况，同时也为学生提供了更多的语言素材和参考。