Unit 3 My School同步教案 2024-2025学年人教版（2024）七年级英语上册

中小学教育资源及组卷应用平台
Unit 3 My School
单元导航
一、单元内容分析
本单元的主题是“我的学校”( My School)，旨在通过一系列的教学活动，帮助学生谈论学校的各个场所，使用 there be结构和位置介词描述位置，介绍和讨论自己的学校，描述自己喜欢的学校场所及原因。
SectionA： 你的学校是什么样的 通过对话练习讨论学校环境和布局。练习元音音素及了解重读音节。语法方面学习 there be 结构及位置介词的使用。
SectionB： 你在学校做什么有趣的事情 通过一系列读写活动，学习强调学生在学校参与的各种有趣的活动。
Project：让我带你参观！ 设计一个项目让学生绘制学校地图，并为来访的学生安排一次校园参观。
二、单元教学目标
1.能够谈论学校内的不同场所及其位置。
2.使用 there be 结构准确描述学校环境。
3.掌握位置介词来描述物体的具体位置。
4.介绍自己的学校，包括喜欢的场所和原因。
5.提高对元音发音的识别和重读音节的准确性。
三、单元重难点
重点：
1.学习和实践与学校场所相关的词汇。
2.使用 there be 结构描述存在和位置。
3.掌握位置介词,如 in, on, under等,描述具体位置。
难点：正确使用 there be结构描述复杂的场景布局。
核心素养
语言能力 Use the“there be” structure and prepositions of positions to describe the locations of various places in school.
文化意识 The importance of school as a place of learning and socialization in different cul- tures.
思维品质 Logical thinking by organizing information about school places and justifying pref- erences using clear reasons.
学习能力 Key words and phrases hall, dining, in front of, building, across, across from, centre, gym, field, sports field, office, large, special, smart, whiteboard, put up, important, notice, locker, drawer, at the back (of), cor- ner, bookcase, screen, at school, different from, modern, do exer- cises, amazing, raise, flag, most, change, seat, delicious, how about… yours, send, similar, similar to, sound, bye for now
Key sentences Where is the library It's behind the classroom building. Is there a whiteboard in your classroom Yes, there is./ No, there isn't. Are there any lockers Yes, there are./ No, there aren't. There are some trees in front of the sports field.
Key grammar 1. “There be” structure. 2. The prepositions of positions.
课时划分 Five periods Period 1 Section A (1a–1d)& Pronunciation (1–2)
Period 2 Section A (2a–2f)
Period 3 Section A Grammar Focus (3a–3d)
Period 4 Section B (1a–2b)
Period 5 Project (3a–3c)
Period 1 Section A (1a-1d)& Pronunciation (1-2)
【教学内容】
学习 There be 句型和方位短语。
【核心素养】
1.学生能够正确理解和使用方位介词( in front of, behind, next to, between, across from)来描述学校内各个场所的位置关系。
2.学生能够通过听力练习，获取并理解对话中场所的位置信息。
3.学生能够运用所学方位介词和句型进行角色扮演，表达学校内不同场所的位置。
4.学生能够正确发音/ /，/ /，/u /，/ /并区分含有不同短元音的单词。
【重点难点】
重点：方位介词的正确使用及描述场所位置的句型。
难点：正确区分发音含有不同短元音的单词。
【教学过程】
Step 1 Lead-in
1. Greet students and ask them to talk about their favourite places in their school.
2. Introduce the topic of the unit and explain the importance of knowing the positions of places in a school.
Step 2 Work on 1a
1. Show the picture in 1a and ask students to identify the places.
2. Explain the meaning of the box words( prepositions of positions) and give examples of how to use them.
3. Practise the use of these prepositions with students by asking questions like, “Where is the library ” and having them answer using the prepositions.
Step 3 Work on 1b& 1c
1. Ask students to listen to the conversations in 1b and number the places accordingly. The answers are:3;1;2.
2. Play the audio again and ask students to fill in the blanks in 1c with the correct places.
Check answers and correct any mistakes. The answers are:
(1) The classroom building;(2) The teachers' building;(3) The student centre.
3. Practise reading the conversations in 1b. Students work in pairs. Then ask several pairs to read in class.
Step 4 Work on 1d
1. Prepare students for talking about the place in the picture in la. Make a conversation like the following as a model:
A: Is there a library in this school
B: Yes, there is.
A: Where is the library
B: It's behind the classroom building.
2. Pair students up and ask them to role-play the conversations using their own words and the information from the listening practice. Encourage students to use the new vocabulary and sen-s In Autues they have learnent their conversitions in class.
Step 5 Work on Pronunciation 1
1. Explain the difference between the short vowel sounds / /,/ /,/u / and / / and give examples of words with each sound.
2. Play the audio and ask students to repeat the words after the recording.
3. Ask several students to read the pronunciation in Pronunciation 1. Correct their mistakes if exists.
Step 6 Work on Pronunciation 2
1. Introduce the stress syllables.
2. Play the recording and ask students to listen and repeat the words.
3. Play the recording again. Let students repeat them.
4. Have students practise saying the words with the correct stress. Ask several students to read the words in class.
Step 7 Summary and Homework
Summarize the key points learned in the lesson, including the use of prepositions and pro- nunciation of short vowel sounds.
Assign homework: Ask students to draw a map of their school and label the places using the prepositions they have learned.
【随堂作业】
根据汉语提示完成句子。
1. From the top of the building (建筑物), the park looks wonderful.
2. Our teacher asks us not to run in the hall (大厅) because it is a quiet place.
3. There are only two teachers in the office (办公室).
4. Look! The little girl is dancing in the gym (体育馆).
5. Mike sits in front of (在……前面) me.
【板书设计】
Unit 3 My School Section A: What is your school like (la-Pronunciation 2) Words: hall, dining, building, centre, gym field, sports field, office Prepositions: in front of, behind, next to, between, across from Sentence Patterns: A: Where's the … B: It's . .. the .... Pronunciations:/ / sport, short, fork / / fox, shot, clock /u / fool, school, rule / / look, good, full
【教学反思】
本节课通过图片、听力练习和角色扮演等多种方式，使学生较好地掌握了方位介词的使用和描述学校场所位置的句型。在发音练习中，学生对短元音的发音有了更清晰的认识。但部分学生在使用方位介词时仍有些混淆，需在后续教学中加强练习。此外，角色扮演环节活跃了课堂气氛，但部分学生的参与度有待提高，今后可设计更多互动活动以激发学生的积极性。总体来说，本节课达到了预期的教学目标，但仍有待改进和完善。
Period 2 Section A (2a-2f)
【教学内容】
学习关于教室设施布局的对话，完成听说练习，加深对学校设施的了解。
【核心素养】
1.学生能够听懂关于教室设施布局的对话内容，并完成填空练习。
2.学生能够正确匹配问题与答案，并判断对话中的信息真伪。
3.学生能够模仿对话，进行角色扮演，并对比自己的教室与 Peter的教室的不同之处。
4.培养学生的听力理解能力和口语表达能力，加深对学校设施的了解。
【重点难点】
重点：听懂对话内容，完成填空练习和匹配问题答案。
难点：进行角色扮演，对比不同教室的设施差异，并流利地表达。
【教学过程】
Step 1 Lead-in
1. Greet students and ask them to talk about their impression of their school.
2. Introduce the topic of the lesson: describing classrooms and school facilities.
Step 2 Work on 2a
1. Ask students to predict what might be discussed in the conversation based on the title“What is your school like ” Brainstorm some adjectives that can be used to describe a classroom(e. g.: large, modern, bright).
2. Look at the picture in 2a and talk about it.
3. Play the audio of 2a and ask students to listen carefully and fill in the blanks with the in- formation they hear. Check answers and discuss any difficulties encountered.
The answers are: in front of, in the middle of, next to, at the back of.
Step 3 Work on 2b & 2c
1. Ask students to read the conversation in 2b and match the questions with the answers. The answers are:1. C;2. D;3. A;4. B.
2. Ask students to read the conversation again and circle T for true or F for false in 2c. Dis- cuss the answers and correct any misunderstandings. The answers are: 1. T;2. F;3. T;4. F.
Step 4 Work on 2d
1. Explain the task in 2d and ask students to prepare for role-playing the conversation.
2. Pair students up and let them practise the role-play. Encourage them to use their own ex- pressions and add personal details.
3. Invite a few pairs to perform in front of the class and provide feedback on their pronuncia- tion, fluency, and accuracy.
Step 5 Work on 2e
1. Ask students to list the things in Peter's classroom as mentioned in the conversation.
2. Have students compare their own classroom with Peter's by discussing the similarities and differences.
Step 6 Work on 2f
Work in pairs to complete the task in 2f, comparing their classroom facilities and expressing their findings.
Step 7 Summary and Homework
Summarize the key points learned in the lesson, emphasizing the use of descriptive language and comparing different classrooms.
Assign homework: Ask students to draw a picture of their classroom and write a short de- scription of its features and facilities.
【随堂作业】
根据语境，从方框中选择恰当的单词或短语并用其正确形式填空。
smart, corner, important, special, put up
1. It's an important meeting. Don't be late.
2. Tom is a smart boy, and he can answer the questions easily.
3. To make this special food, you need to have noodles, chicken soup and eggs.
4. He puts up a map on the wall, because there is a hole in it.
5. There is a table in the corner of the room.
【板书设计】
Unit 3 My School
Section A: What is your school like (2a-2f)
Words and expressions: large, special, smart, whiteboard, put up, important, notice, lock- er, drawer, at the back ( of), corner
Prepositions: in front of, in the middle of, next to, at the back of
Sentences: What's your new classroom like
There are 40 student desks in the room.
Where do you sit
I sit in the middle of the classroom.
We put up important notices there.
Are there any lockers in the classroom No, there aren't.
We put our things in the desk drawers.
There's a blackboard in Peter's classroom and our classroom.
In his classroom, the smart whiteboard is next to the blackboard.
【教学反思】
本节课通过听力练习和角色扮演等活动，有效地提升了学生的听力理解能力和口语表达能力。学生在完成填空和匹配练习时，表现出了对对话内容的较好理解。在角色扮演环节中，大部分学生能够积极参与，并尝试使用自己的语言表达。但在对比教室设施的环节中，部分学生表达不够流畅，需要在后续教学中加强相关练习。总体而言，本节课达到了预期的教学目标，学生的参与度和学习效果均较为满意。
Period 3 Section A Grammar Focus (3a–3d)
【教学内容】
语法聚焦 There be 句型及方位短语的用法。
【核心素养】
1.学生能够识别并理解 There be句型及其在不同情境中的运用。
2.学生能够正确使用位置介词来描述物品的位置。
3.学生能够用 There be句型结合位置介词描述自己的教室及其与示例教室的不同之处。
【重点难点】
重点：There be句型的基本结构和用法，以及位置介词的正确使用。
难点：灵活运用 There be句型结合位置介词描述空间布局。
【教学过程】
Step 1 Lead-in
1. Greet students and ask about their school life to activate their prior knowledge.
2. Present a picture of a classroom and ask students to describe what they see using“There is/ are” and prepositions.
Step 2 Work on 3a
1. Explain the function and structure of the“There be” sentence pattern, emphasizing the difference between“there is” and“there are”.
2. Show examples of“there be” sentences with underlined verbs and circled prepositions of position.
3. Guide students to observe and summarize the usage of prepositions in describing locations.
4. Have students read the sentences in 3a silently, underlining the verbs and circling the prepositions.
5. Ask a few students to read aloud and check their answers.
6. Practice reading the sentences in 3a.
Step 3 Work on 3b
1. Complete the sentences in 3b together, focusing on the correct use of“there is/ are” and prepositions.
2. Check the answers. The answers are:
(1) are, They' re;(2) is;(3) Is, is, It's;(4) Are, aren't, are;(5) is, It's;(6) are.
3. Practise reading the sentences in 3b.
Step 4 Work on 3c
1. Look at the picture in 3c carefully. Ask students to describe the picture.
2. Ask students to work individually on 3c, circling the correct prepositions to complete the description of the classroom in the photo. Provide assistance to students who encounter difficul- ties.
Step 5 Work on 3d
1. Have students work in pairs to compare their classroom with the classroom in 3c using the“there be” structure and prepositions. Encourage them to add more details and use their own ex- pressions. Monitor their discussions and provide feedback on language use.
2. Invite a few pairs to share their comparisons with the class. Correct any language errors and highlight good use of“there be” and prepositions.
Step 6 Summary and Homework
Summarize the key points of the lesson, emphasizing the correct use of“there be” and prep- ositions.
Assign homework: Ask students to write a short paragraph describing their own classroom, including the positions of various objects using“There be” and prepositions.
【随堂作业】
根据汉语提示或用括号中所给单词的适当形式填空。
1. I can see words and pictures on this screen (屏幕).
2. Paul, your books are everywhere. Put them in the bookcase (书架).
3. Where are ( be) the keys
4. Is ( be) there a whiteboard and some desks in the classroom
5. The student usually sits ( sit) on a chair under the tree.
【板书设计】
Unit 3 My School
Section A: What is your school like (3a-3d)
Words: bookcase, screen
There be 句型: There is + 单数名词/不可数名词
There are + 复数名词
Prepositions: next to, in front of, behind, on, under, etc.
Example: There is a blackboard in the front of the classroom.
【教学反思】
本节课通过引导、讲解、练习和讨论的方式，让学生充分理解和掌握了 There be句型与位置介词的使用。学生在独立工作和配对讨论中表现出较高的积极性，能够灵活运用所学知识描述教室布局。但在实际运用中，部分学生对于位置介词的选择还存在一些困惑，需要在后续教学中加强练习和巩固。总体来说，本节课达到了预期的教学目标，学生的参与度和学习效果良好。
Period 4 Section B (1a-2b)
【教学内容】
学习关于学校介绍的电子邮件，然后根据学习内容写一封关于自己学校的回信。谈论和描述自己在学校喜欢做的事情和喜欢的地方。
【核心素养】
1.能够听懂并理解关于学校生活的对话内容。
2.能够用简单的语言描述学校中自己喜欢的地方和做的事情。
3.能够根据提供的信息，完成关于学校情况的笔记。
4.能够模仿范文，写一封关于自己学校的回信。
【重点难点】
重点：
1.掌握描述学校生活的常用词汇和表达。
2.能够正确描述学校中的不同场所及其特点。
难点：
1.能够用流利的语言描述自己在学校的日常生活和喜好。
2.能够写一封结构完整、内容丰富的回信。
【教学过程】
Step 1 Lead-in
1. Greet students and ask them to talk about their daily activities at school.
2. Encourage students to share their favourite places in school and the fun things they do there.
Step 2 Work on la
Ask students to list their favourite places in the school. Then share them in class.
Step 3 Work on 1b
1. Explain that emails are a common form of written communication and often contain impor- tant information that needs to be quickly grasped.
2. Show students the email from Peter to Flora and ask them to skim the email to get the main idea. Guide students through the process of skimming by instructing them to quickly scan the email, paying attention to the subject line, opening sentence, and concluding paragraph.
3. Ask students to identify key words and phrases that give them an overview of the email's purpose and content. Encourage them to jot down notes or highlight important information.
4. Ask students to choose the question Flora probably asked in her last email (1b).
5. Discuss the answers and reasons with students. Invite students to share their chosen ques- tions and the reasons for their selections. Encourage them to provide evidence from the email to support their answers. After several students have spoken, summarize the main points and em- phasize the importance of paying attention to detail and context when analyzing written communi- cation.
Step 4 Work on 1c
1. Ask students to read the email again and underline the adjectives that describe different places in Peter's school (1c).
2. Discuss the meaning of these adjectives and give examples of other adjectives that can be used to describe places.
Step 5 Work on 1d
Have students work in pairs to answer the questions in 1d about Peter's school. Encourage students to use the information from the email to support their answers.
Step 6 Work on 2a
Ask students to complete the notes about their own school (2a). Guide students to include information about their favourite place, its location, reasons for liking it, and activities they enjoy there.
Step 7 Work on 2b
1. Model how to write a reply to an email about school, using Peter's email as a reference.
2. Highlight important parts of the email, such as greeting, introduction, description of the school, and closing.
3. Ask students to imagine receiving an email from a friend about his or her school. Have students write a reply about their own school, following the structure modeled in Step 6. Encour- age students to use the information they completed in 2a to help them write their emails.
4. Ask several students to share their writings in class.
Step 8 Summary and Homework
Summarize the main points of the lesson and emphasize the importance of describing places and activities clearly and accurately.
Assign homework: Ask students to revise and finalize their emails and prepare to share them with the class in the next lesson.
【随堂作业】
根据汉语提示完成句子。
1. Our school library is small but modern (现代的).
2. My cousin is too heavy and he needs to change (改变) his eating habits.
3. I like to eat beef noodles. They are very delicious (美味的).
4. Everyone is different from (与……不一样) others.
5. On Monday morning, we raise the flag (升旗) at school.
【板书设计】
Unit 3 My School
Section B: What fun things do you do at school (1a-2b)
Words: modern, amazing, raise, flag, most, change, seat, delicious, yours, send similar, sound
Phrases: different from, at school, do exercises, how about… , be similar to, bye for now, thanks for, next to, raise the flag, change seats, across from, many kinds of
Sentences: There are many modern buildings.
It's a special way to start the week.
We spend most of the time in our classroom.
The dining hall is across from the sports field.
How about your school
My favourite place is ...
【教学反思】
本节课通过一系列活动，引导学生积极参与讨论和写作练习，较好地实现了教学目标。学生在阅读 Peter的邮件时，能够提取关键信息并回答相关问题，锻炼了他们的阅读理解能力。在描述自己学校的过程中，学生能够运用所学词汇和句型，表达自己对学校的喜爱和日常活动。但在写作环节中，部分学生仍需加强语言表达的准确性和丰富性。未来教学中，应更加注重写作指导和练习。
Period 5 Project (3a-3c)
【教学内容】
项目学习“让我带你参观”。
【核心素养】
1.能够使用方位介词描述学校内各场所的位置。
2.能够通过绘制地图和讨论，增强团队合作和沟通能力。
3.能够流利地向他人介绍学校的设施和活动。
【重点难点】
重点：方位介词的正确使用；流利介绍学校。
难点：地图绘制的准确性和详细性；团队合作中的有效沟通。
【教学过程】
Step 1 Lead-in
Greet students and ask about their favourite places in school. Introduce the project topic and objectives.
Step 2 Work on 3a
Ask students to draw a map of their school on their own, including classrooms, libraries, playgrounds, etc. Encourage them to use appropriate prepositions to describe the locations of each place (e. g.: The library is next to the science building. ).
Step 3 Work on 3b
1. Divide students into small groups and assign each group a different area of the school to focus on.
2. Have students discuss what fun things they do in that area and plan a tour route. Encour- age students to use target language to communicate and negotiate within their groups.
3. Each group takes turns to practise their tour, with one member giving the presentation while others provide feedback.
Step4 Work on 3c
Each group presents their tour to the class using their map. After all presentations, conduct a class vote to select the best tour guide. Award the winner with a small prize or certificate to rec- ognize their efforts.
Step 5 Summary and Homework
Summarize the key points learned during the lesson.
Assign homework: Ask students to write a short paragraph about their favourite place in school and why they like it.
【随堂作业】
根据语境，从方框中选择恰当的单词或短语并用其正确形式填空。
1. The music sounds very beautiful.
2. We are living in an amazing time. Anything can happen.
3. My hobby(爱好) is similar to his. We both like playing the piano.
4. Most of the students have lunch in the dining hall.
5. Bye for now , and say hello to the family for me.
【板书设计】
Unit 3 My School
Section B: What fun things do you do at school
Project: Let me show you around! (3a-3c)
Map of Our School: classrooms, library, playground, science building, gym…
Key Vocabularies: next to, in front of, behind, on the left/ right
【教学反思】
通过本节课的教学，学生们积极参与，能够绘制出相对准确的学校地图，并在团队合作中练习了使用方位介词和介绍学校。但在实践过程中，部分学生在语言表达和流利性方面仍有待提高。在今后的教学中，将更加注重学生的语言输出和口语表达能力的训练，同时鼓励学生在团队合作中更加积极地参与和沟通。此外，还将利用更多的教学资源，如图片、视频等，来丰富教学内容，提高学生的学习兴趣。