人教版（2024）英语七年级上册 Unit 3 My School（学案）

这是一份人教版（2024）英语七年级上册 Unit 3 My School（学案），共11页。
Unit 3 My School单元主题分析本单元话题为:introduce and talk about your school,语言功能为:describe the places you like in your school and why,语法为:There be structure,Prepositions of positions(in front of, behind,between,next to, across from)本单元话题属于“人与社会”范畴中“社会服务与人际沟通”,这一主题群,涉及子主题“校园环境与设施”。通过对学校教学楼、操场、图书馆、科学大楼等的介绍,培养学生对学校生活的认知和适应能力,促进其全面发展。本单元以听力、对话、阅读等多模态语篇阐述了这一主题。学生将正确运用目标句型和方位词,有条理地介绍学校、讲述在学校里所经历的有趣的事情。学生通过学习和探讨,更好地了解学校的环境、活动、人际关系,以及自己在学校中的角色和责任。学生对学校有更深人的了解和认同,提升对学校的归属感和自豪感。单元教学目标第1课时 Section A(1a—1d)【教学内容】1.谈论学校里的场所。2.用有结构和介词的位置来描述场所。【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，acrossfrom)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。【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 -in1.Ask students 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.【环节说明】通过谈论学校环境的方式导入新课，同时引入生词,能激发学生的学习兴趣。Step 2 Work on la1.Ask students to look at the pictures and ask them the positions of the places.2.Ask students to work in pairs and introduce the positions of the places in lausing the prepositions and sentence patterns in the box.3.Ask students to share their conversations and the teacher helps to correct theirpronunciation if necessary.Step 3 Work on 1b1.Ask students to look at the places in la and number the places in the order theyhear them.2.Ask students to share the answers and the teacher helps to correct if necessary.Step 4 Work on 1c1.Ask students to listen again and complete the sentences.2.Ask students to share the answers and the teacher helps to correct theirpronunciation if necessary.Step 5 Work on 1d1.Ask students to read the listening scripts and make a summary about asking forthe positions.2.Show a map of our school and ask students to work in pairs and make aconversation with their own words to introduce the places in their school.3.Choose three or four pairs of students to share their conversations.【环节说明】通过小组合作的形式,学生能够对目标句型进行充分练习。Step 6 Summary 1.I can talk about places in school.2.can describe locations using there be structure and prepositions of position.Step 7 Summary training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(大厂) 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.Step 8 Homework1.Introduce the places in the school to their deskmates.2.Do the exercises in students’ book.【板书设计】Words : hall , dining, building, centre, gym field, sports field, officePrepositions:in front of,behind, next to,between , across fromSentence Patters:—Where's the ...?—It's ...the ...【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话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。第2课时 Section A(Pronunciation 1—2f)【教学内容】1.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。4.学习发音并区分含有不同短元音的单词。【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 l Lead -in1.Ask the students to answer the question freely:What's your classroom like?2. Let the students share the answers,and let other students add some information.【环节说明】通过互动回答问题,学生能回顾所学单词和句型，并高效进入主题。Step 2 Work on 1l.Play the recording,and then ask the students to repeat it.2.Explain the key points of pronunciation about ,show the pronunciation of them to the students,and then ask them to repeat again.3.Let the students read the words together.Step 3 Work on 21.Ask the students to read the words in Pronunciation 2 freely.2.Play the recording,and then ask the students to notice the stressed syllables.3.Ask the students to repeat them.4.Then ask them to tell the differences of the words in stressed syllables in two groups.5.Ask the students to read the words again.Step 4 Work on 2a1.Let the students listen to the conversation and fill in the blanks.2.Ask some students to share their answers,and then show the right answers to them.3.Translate the right answers into Chinese to the students.Step 5 Work on 2b1.Ask the students to look through the questions in 2b first,and then let them read the conversation and match the questions with the answers.2.Check the answers with the class.Step 6 Work on 2c1.Let the students look through the sentences in 2c and read them, Then let them circle T for true or F for false.2.Ask the students to share the answers, and explain the reason why it is true or false.Step 7 Work on 2d1.Play the recording again and ask students to role play the conversation.2.Ask two or three pairs of students to role-play the conversation in class.【环节说明】通过阅读对话,完成相应练习,学生能够逐渐掌握阅读技巧:查找细节。Step 8 Work on 2e1.Show a photo of our classroom and ask students to list the things in the classroom.2.Ask students to list the things in Peter's classroom.Step 9 Work on 2f1.Ask students to work in pairs and describe the differences between their classroom and Peter's.2.Show a sample to the students,Then ask them to talk about their classroom as the sample.【环节说明】学生通过对比并介绍自己的教室与Peter 教室的不同,练习并巩固本节课重点句型。Step 10 Problem solving1.special的用法作形容词,意为“特别的;特殊的”,如:a special gift 一份特别的礼物。【拓展】special还可作可数名词,意为“特色菜”。2.smart adj.智能的;聪明的可用来修饰名词,如:smart phone意为“智能手机”;a smart girl 意为“一个聪明的女孩”。3.put up 的用法（1）意为“张贴;挂起”,put up notices 表示“张贴通知”。（2）意为“建造;搭建”,put up a tent 表示“搭建帐篷”。（3）意为“抬高;举起”,put up hands 表示“举手”。4.notice 的用法（1）作可数名词,意为“通知;通告;警示牌”。（2）作动词,意为“注意到;意识到”。Step 11 Summary 1.I can pronounce correctly,and remember the letters andletter combinations that represent them,.2.I can know the location of word stress.Step 12 Summary training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 up1.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.Step 13 Homework1.Write a short essay to introduce the differences between their classroomand Peter's.2.Do the exercises in students’ book.【板书设计】Sentences :1.What's your new classroom like?2.There are 40 student desks in the room.3.Where do you sit?4.I sit in the middle of the classroom.5.We put up important notices there.6.—Are there any lockers in the classroom? —No, there aren't.7.We put our things in the desk drawers.8.There's a blackboard in Peter's classroom and our classroom.9.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。第3课时 Section A (Grammar Focus 3a-3d)【教学内容】1.语法聚焦 There be 句型。2.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。【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 -in1.Ask about students’ 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.【环节说明】通过看图回答的形式导入新课,帮助学生复习已有短语和句型,同时为接下来的学习作铺垫。Step 2 Work on 3a1.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.【环节说明】通过小组讨论观察总结,学生能够掌握 there be 句型及其疑问句,be 的变化规律，以及where引导的特殊疑问句中be动词的变化规律。Step 3 Work on 3b1.Ask students to complete the sentences.2.Ask students to share their answers in class and the teacher helps to correct ifnecessary.3.Ask students to make a summary about sentence structure: “there be” and“Where is/are...”Step 4 Work on 3c1.Ask students to circle the correct prepositions in 3c.2.Ask students to share their answers in class and the teacher helps to correct ifnecessary.【环节说明】通过练习,学生能够对目标语法进行充分理解和掌提，Step 5 Work on 3d1.Students work in pairs, describe their classroom and find out the differencesbetween their classroom and the classroom in 3c.2.Ask some pairs to act out the dialogue in front of the class.【环节说明】对目标语言进行口头训练,培养学生的语言交际能力。Step 6 Summary 1.I can know the verb forms in there be structure.2.I can tell the locations of things and places using prepositions of position.3.I can compare the differences between my classroom and the classroom in the UK.Step 7 Summary training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 (卡架).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.Step 8 Homework1.Make a poster to talk about their classroom.2.Do the exercises in students’ book.【板书设计】Language targets :1.—Where is the library? —It is behind the classroom building.2.—Where are the bookcases? —They are next to the window.3.—Is there a whiteboard in your classroom? —Yes,there is./No,there isn't.4.—Are there any lockers? —Yes,there are./No,there aren't.5.There is a teachers' building across from the school hall.6.There is a garden between the school hall and the science building.7.There are some trees in front of the sports field【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。第4课时 Section B(1a—1d)【教学内容】1.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。2.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。Step1 Lead-in1.There are some places in our school. Ask about students’ favourite places in school.2.Choose some students to share their answers and check the answers with the class.【环节说明】让学生描述学校里最喜欢的地方引入主题能激发学生兴趣，Step 2 Work on 1a1.Ask the students to list their favourite places in their school and explain the reason.2.Choose some students to share their answers with the class.Step 3 Work on 1b1.Explain that emails are a common form of written communication and often contain important 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. 3.Ask students to identify key words and phrases that give them an overview of the email's purpose and content. 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 questions and the reasons for their selections. Step 4 Work on 1c1.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.【环节说明】通过完成阅读任务,学生对文本充分理解。Step 5 Work on 1dAsk students to discuss the four questions with their deskmates and then share in class.【环节说明】通过轮流讨论问题,学生能够对目标语言进行充分练习。Step 6 Problem solving1.answer 的用法（1）作动词，意为“回答;答复”。（2）作名词,意为“回答;答复;答案”。常见用法:the answer to...表示“……的答案”。2.exercise的用法（1）作可数名词,意为“习题;练习”,或特指“一套动作;训练活动”。如:do morning/maths exercises 表示做早操/数学练习题”。（2）作不可数名词,意为“(身体或脑力的)锻炼”。（3）作动词,意为“锻炼”。3.most of的用法后接可数名词复数或不可数名词，也可接代词，意为“……中的大部分/大多数”。作主语时,谓语动词的数由名词(或代词)的数决定。4.How about...?……怎么样?常用来提建议和请求,其中about为介词，后接名词、代词或动词-ing 形式,相当于 What about...?Step 7 Summary I can understand the email and complete the exercises related to the email.Step 8 Summary training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.Step 9 Homework1.Review the words,phrases and sentences.2.Do the exercises in students’ book.【板书设计】Words : modern, amazing, raise , flag, most, change , seat, deliciousPhrases : different from, at school, do exercises, be similar to, bye for now,thanks for, next to , raise the flag, change seatsSentences :1.There are many modern buildings.2.It's a special way to start the week.3.We spend most of the time in our classroom.4.The dining hall is across from the sports field.5.How about your school?6.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。第5课时 Section B(2a—Reflecting)【教学内容】1.介绍学校里有趣的地方，描述他们做的事情和原因。2.画一张学校的地图，描述一下，然后做一个报告。3.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 -in1.Ask about students’ favourite places in school. Introduce the project topic and objectives.2.The teacher shows the fallible words or sentence patterns on the blackboard.【环节说明】通过讨论的形式,学生可以对所学知识进行复习,同时能够对易错知识进行总结并强化对易错知识的理解Step 2 Work on 2a1.Ask students to think about places in the school and complete the notes.2.Choose students to come to the front of the classroom,and share their answers.Step 3 Work on 2b1.Ask students to fill in the blanks and complete the reply.2.Ask students to share their discussions and the teacher helps to make asummary【环节说明】通过小组讨论的形式,学生能够对目标语言进行总结,为下文写作做准备。Step 4 Work on 3a1.Ask students to draw a map of their school on their own, including classrooms, libraries,playgrounds, etc.2.Encourage students to use appropriate prepositions to describe the locations ofeach place.Step 5 Work on 3b1.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. 3.Each group takes turns to practise their tour, with one member giving the presentation while others provide feedback.Step 6 Work on 3c1.Each group presents their tour to the class using their map. After all presentations, conduct a class vote to select the best tour guide. 2.Award the winner with a small prize or certificate to recognize their efforts.【环节说明】通过展示参观活动,学生能够充分练习本单元的目标语言和语法。Step 7 Summary 1.I can compare my school with Peter's school.2.I can introduce my school and write a reply about my school.Step 8 Summary training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。amazing,sound, most of the students , bye for now, be similar to1.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.Mast of the students have lunch in the dining hall.5.Bye for now, and say hello to the family for me.Step 9 Homework1.Polish the map and introduction.2.Do the exercises in students’ book.【板书设计】Sentence:1. This is...2. There is/are...3. The big building behind it is ...4. This is an interesting place because ...5.The next place on our tour 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。语言能力1.Talk about places in school.2.Describe locations using there be structure and prepositions of position.3.Introduce and talk about your school.4.Describe the places you like in your school and explain why.文化意识1.Understand the unique culture and values of your school 2.Show respect for and pride in the school culture.思维品质1.Make predictions according to the pictures.2.Be able to use effective means such as seeing,listening,speaking and discussing to obtain information.学习能力1.Actively participate in class activities.2.Be able to actively cooperate with others in learning activities and complete learning tasks.