【新教材】人教版（2024）七年级上册英语Unit 3 My School 教案（9课时）（表格式）

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【新教材】人教版（2024）七年级上册英语Unit 3 My School 教案Section A 1a-1dSection A PronunciationSection A 2a-2eSection A Grammar FocusSection B 1a-1d Section B 2a-2bSection B ProjectSection B Reading Plus Unit 3 Topic Writing (My School) 课题 Section A 1a-1d课型讲授听说课课时1总课时教材分析This initial listening and speaking lesson focuses on core school facility vocabulary and basic identification dialogues. It trains students to recognize campus places and master simple sentence patterns to ask and answer about school locations.学情分析Seventh-grade students are familiar with campus scenes but have no corresponding English vocabulary. They are active in oral practice yet lack standard expressions to describe and inquire about school facilities核心素养（教学）目标Language competence: Master common school facility words and basic inquiry sentences, finish listening tasks accurately and make simple campus dialogues. Thinking quality: Distinguish different campus functional areas and form basic descriptive logic. Cultural awareness: Understand standardized English expressions for campus scenarios. Learning ability: Cultivate active listening habits and build confidence in daily campus oral communication.德育安全Cherish campus resources; ensure safe class activities.教学重点难点Key points: Master school vocabulary and basic campus inquiry sentence patterns. Difficult points: Capture listening details and use sentences flexibly in real communication.教法学法Situational teaching, audio listening, imitation drills and pair practice教学准备Listening audio, PPT and facility word cards教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with friendly English greetings to create a relaxed learning atmosphere. The teacher interacts with students by asking simple questions about their daily campus life, guiding students to talk about different places they often visit at school. Students share their daily school experiences in simple Chinese, which activates their familiarity with campus scenes. Then the teacher points out that learning English expressions for school places can help them introduce their campus to foreign friends, naturally leading to the new lesson about school vocabulary and dialogues.Step 2: Pre-listening Vocabulary TeachingThe teacher displays vivid campus pictures corresponding to 1a vocabulary, including classroom, library, playground, office and hallways. The teacher teaches each word’s standard pronunciation, stress and spelling, and explains its specific function in the campus. Students practice pronunciation in collective, group and individual modes to consolidate memorization. After vocabulary learning, students complete the 1a picture-word matching task independently. The teacher checks answers uniformly, eliminates vocabulary barriers, and ensures all students can recognize and pronounce new words correctly before listening training.Step 3: While-listening Task TrainingThe teacher carries out hierarchical listening training for 1b and 1c tasks. Before playing the audio, the teacher clarifies task requirements, reminding students to focus on key information of school facilities in short dialogues. For the first audio playback, students listen to grasp the general context and understand the basic inquiry scene. For the second playback, students finish picture matching and blank-filling tasks independently. After listening, the teacher analyzes key listening clues, replays difficult segments, and summarizes skills of capturing effective information in campus dialogues.Step 4: Post-listening Imitation & Oral PracticeBased on the listening materials, the teacher extracts and displays core inquiry and response sentence patterns. The teacher demonstrates natural pronunciation and intonation, and explains the usage of daily campus dialogues. Students imitate the audio repeatedly to standardize their oral expressions. Then pair work is organized. Students take turns to ask and answer about different school facilities with target sentences, combining real campus scenes for situational practice. The teacher patrols the classroom, corrects wrong pronunciation and sentence collocations, and encourages shy students to speak bravely.Step 5: Situational Consolidation & Value GuidanceThe teacher summarizes the key vocabulary and sentence patterns learned in this lesson. Combined with the 1d activity, a “Campus Guide” interactive game is held. Students act as campus guides and introduce different school places in English. During the activity, moral education is infiltrated. The teacher guides students to cherish campus facilities, maintain a clean campus environment and develop good habits of protecting public school resources. Random student checks are conducted to test their flexible knowledge application ability.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the core knowledge of the lesson, sorting out school facility vocabulary and basic inquiry sentences. The teacher emphasizes key oral expression points to deepen students’ memory. Layered homework is assigned. Basic homework: Read and memorize new words and key sentences fluently. Extended homework: Use English to introduce three places in your school to your deskmate. The teacher affirms students’ performance and encourages them to apply English in daily campus communication.【Blackboard Design】Unit 3 My School Section A 1a-1dKey Vocabulary: library, classroom, office, playground, hallwayKey Sentences:— What place is it?— It’s the library/playground.This is our beautiful school.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master target vocabulary and basic campus dialogue patterns and actively participate in listening and oral practice. Their recognition of campus English expressions is improved. A few students have inaccurate word pronunciation. Future teaching will strengthen targeted imitation practice to enhance oral accuracy and fluency.课题Section A Pronunciation 课型讲授听说课课时1总课时教材分析This pronunciation lesson focuses on the sound of letter “l” and sentence rhythm in campus-related words. It standardizes students’ word pronunciation and improves their natural intonation when describing school scenes in English sentences.学情分析Seventh graders have learned basic school vocabulary and sentences. They often mispronounce the letter “l” sound and read sentences in a flat tone, lacking standard oral rhythm in daily campus expression核心素养（教学）目标Language competence: Master the correct pronunciation of letter “l” in different positions and grasp natural sentence intonation and rhythm. Thinking quality: Summarize pronunciation rules and distinguish standard and non-standard pronunciation. Cultural awareness: Develop standard and polite oral habits in campus English communication. Learning ability: Form the habit of autonomous imitation and persistent oral pronunciation practice德育安全Practice earnestly; keep safe classroom learning order教学重点难点Key points: Master standard “l” sound pronunciation in school vocabulary. Difficult points: Grasp natural sentence rhythm and fluent oral reading intonation教法学法Sound demonstration, comparative listening, layered imitation and error correction.教学准备Standard audio, PPT and phonetic flashcards.教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with daily English greetings. Students review core school vocabulary and descriptive sentences learned before through collective reading and individual reading. The teacher carefully observes students’ pronunciation problems during reading, especially the unclear letter “l” sound and stiff sentence intonation. The teacher points out that standard pronunciation is the foundation of confident oral English, and guides students to carry out targeted pronunciation training in this lesson to optimize their campus topic expression.Step 2: Pronunciation Rule ExplanationThe teacher displays typical school words containing the letter “l”, such as library, classroom, playground and hall. The teacher demonstrates the standard pronunciation of the clear “l” sound at the beginning and dark “l” sound at the end of words, explaining tongue position and mouth shape skills in detail. Combined with example words, the teacher summarizes simple and easy-to-master pronunciation rules. Besides, the teacher teaches basic sentence rhythm, guiding students to pause properly and keep steady intonation when reading campus descriptive sentences.Step 3: Layered Imitation DrillsProgressive layered practice is carried out from single words to complete sentences. Firstly, students follow the standard audio to imitate the pronunciation of “l” containing words repeatedly. The teacher corrects individual students’ inaccurate pronunciation in time and helps them feel the difference between two “l” sounds. After word training, students practice sentence reading in groups and individually. They focus on matching correct word pronunciation with natural sentence rhythm to avoid flat and rigid oral expression.Step 4: Sound Comparison & Game ConsolidationThe teacher designs sound comparison activities to strengthen students’ pronunciation discrimination ability. The teacher reads words and sentences with standard and wrong pronunciation alternately, and students judge and correct them immediately. A fun pronunciation matching game is organized. Students pick word cards and read them aloud, and the whole class evaluates their pronunciation. This interactive form activates classroom atmosphere and helps students firmly grasp pronunciation rules in relaxed practice.Step 5: Situational Pronunciation ApplicationIntegrate pronunciation training with real campus communication scenarios. Students conduct pair work to describe school facilities using learned words and sentences. They pay special attention to standard “l” sound pronunciation and natural sentence rhythm. The teacher patrols the classroom to give targeted guidance and select excellent students to make demonstration reading. Meanwhile, the teacher guides students to speak English politely and confidently and develop good oral learning habits.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the key pronunciation rules of the letter “l” and sentence intonation skills learned in this lesson. Common pronunciation errors are summarized to help students avoid repeated mistakes. Layered homework is assigned. Basic homework: Imitate standard audio to practice word and sentence pronunciation every day. Extended homework: Record your reading of campus words and sentences. The teacher encourages students to insist on oral practice to standardize pronunciation steadily.【Blackboard Design】Unit 3 My School Section A PronunciationPronunciation Focus: Letter "l" soundClear /l/: library, classroomDark /l/: hall, schoolReading Tip: Natural rhythm & proper pausesSentence: This is our bright classroom.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master the basic pronunciation rules of letter “l” and improve their sentence reading rhythm through imitation and games. Classroom participation is high. However, a few students still confuse two types of “l” sounds. Future teaching will add more targeted comparative drills to consolidate pronunciation accuracy.课题 Section A 2a-2e课型讲授听说课课时1总课时教材分析This lesson expands campus vocabulary and focuses on prepositional expressions for location description. It integrates listening, reading and dialogue practice to help students master basic ways to introduce school space layout accurately.学情分析Seventh graders have mastered basic school facility words and simple inquiries. They are active in class but confused about spatial prepositions and fail to organize complete campus description dialogues flexibly核心素养（教学）目标Language competence: Master spatial prepositions and extended campus vocabulary, understand related dialogues, and make complete conversations to introduce school layouts. Thinking quality: Build logical spatial thinking to distinguish different campus positions. Cultural awareness: Develop awareness of protecting campus environment and loving school life. Learning ability: Improve integrated listening, reading and speaking skills through cooperative and situational practice.德育安全Love campus; abide by campus safety norms教学重点难点Key points: Master spatial prepositions and campus descriptive sentence patterns. Difficult points: Use prepositions flexibly to make coherent and accurate campus dialogues教法学法Situational teaching, interactive dialogue, group discussion and role-play教学准备Teaching audio, PPT and campus layout pictures教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with standard English greetings. Students review basic school facility vocabulary and simple inquiry sentences learned in 1a-1d through collective reading and pair dialogues. The teacher organizes short oral sharing for students to name different places in their school, activating their previous knowledge. Then the teacher raises guiding questions about how to describe the exact position of school facilities, leading students to realize the importance of spatial prepositions and naturally introducing the new lesson of campus position description.Step 2: Pre-learning New KnowledgeThe teacher displays core spatial prepositions including in front of, behind, next to and on via vivid campus pictures. Standard pronunciation and usage scenarios are explained one by one. Combined with real campus scenes, the teacher demonstrates how to describe facility positions intuitively. Students finish the 2a matching task independently to connect prepositions with corresponding pictures. Various reading practices are arranged to help students memorize new words and phrases firmly, removing language barriers for subsequent listening and dialogue learning.Step 3: While-listening Task TrainingThe teacher carries out hierarchical listening training for 2b tasks. Before playing the audio, clear task requirements are put forward, requiring students to focus on spatial relationship information in dialogues. For the first audio playback, students grasp the general idea of the conversation and know the main content of position inquiry. For the second playback, students complete picture matching tasks carefully. After listening, the teacher analyzes key listening clues, replays key dialogue segments, and guides students to summarize skills of capturing spatial information efficiently.Step 4: Text Reading & Role-playBased on the 2c-2e dialogue texts, the teacher conducts in-depth text learning. Students read the dialogues silently first to sort out the logical structure of campus position inquiry and description. Then imitative reading is carried out in group and individual forms to standardize pronunciation and intonation. After students are familiar with the text, pair role-play activities are launched. Students take turns to act as guides and visitors, simulating real campus introduction scenarios to practice target sentences. The teacher patrols to correct wrong preposition usage and incoherent expressions in time.Step 5: Situational Consolidation & Emotional GuidanceThe teacher systematically summarizes spatial prepositions and core descriptive sentence patterns of this lesson. A fun “Campus Guide” situational activity is held. Students combine the real campus layout to introduce facility positions freely, realizing flexible knowledge application. Meanwhile, moral education is infiltrated. The teacher guides students to appreciate the beauty of the campus, cherish public facilities, and develop good habits of protecting and loving their school.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the key knowledge of the lesson, sorting out the usage of common spatial prepositions and complete campus dialogue structures. The teacher emphasizes the key points of flexible preposition application again. Layered homework is assigned. Basic homework: Read and recite 2a-2e dialogues proficiently. Extended homework: Write five sentences to describe positions of different school facilities. The teacher encourages students to observe campus scenes and apply English knowledge in life.【Blackboard Design】Unit 3 My School Section A 2a-2eKey Prepositions: in front of, behind, next toKey Sentences:— Where is the...?— It’s next to / behind / in front of the...Our school is beautiful and tidy.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master spatial prepositions and campus descriptive sentences and participate actively in role-play activities. Their situational expression ability is improved greatly. However, a few students misuse prepositions in complex scenes. Future teaching will add more targeted situational drills to strengthen flexible knowledge application.课题 Section A Grammar Focus课型讲授听说课课时1总课时教材分析This grammar lesson summarizes core sentence patterns for asking and describing school object locations. It focuses on the usage of where-question sentences and spatial prepositions, standardizing students’ campus descriptive expressions.学情分析Seventh graders have learned basic campus words and spatial prepositions. However, they are unskilled in using where questions and often mix up prepositions in different spatial description scenarios.核心素养（教学）目标Language competence: Master the structure and transformation of where special questions and core spatial preposition collocations. Thinking quality: Summarize grammar rules inductively and distinguish different spatial logical relationships. Cultural awareness: Develop standardized and polite English expression habits for campus scenarios. Learning ability: Form the habit of autonomously summarizing grammar rules and correcting practical errors.德育安全Love campus environment; abide by classroom disciplines教学重点难点Key points: Master where question structures and spatial preposition usage rules. Difficult points: Use grammar knowledge flexibly to describe campus positions accurately教法学法Rule induction, case comparison, error analysis and layered exercises教学准备Grammar PPT and practice worksheets教学过程设计复备栏Step 1: Warming-up & Grammar Lead-inThe teacher starts the class with daily English greetings. Students review unit core vocabulary and spatial prepositions learned before through collective reading and random questioning. The teacher organizes simple oral exercises for students to describe campus facility positions. During the interaction, the teacher records common grammatical problems, such as wrong question structures and misused prepositions. The teacher clarifies that this lesson will systematically summarize relevant grammar to make students’ campus expressions more accurate and standardized.Step 2: Sentence Observation & Rule InductionThe teacher displays all classic grammar sentences in Grammar Focus on the screen. Guided by targeted questions, students observe the structure of where special questions and corresponding answer sentences. The teacher systematically sorts out the fixed sentence structure of where questions, emphasizing sentence order and auxiliary verb matching rules. Meanwhile, the teacher summarizes the usage differences of core spatial prepositions including next to, behind, in front of, and combines typical campus examples to deepen students’ rule cognition.Step 3: Typical Error AnalysisThe teacher lists typical grammatical errors existing in students’ daily oral and written exercises, such as disordered question word order and confused preposition collocations. Students discuss in groups to judge sentence correctness, analyze error causes and try to correct mistakes independently. Group representatives share their analysis results. The teacher supplements and summarizes key discrimination skills, helping students thoroughly understand grammar rules and avoid common mistakes in practical application.Step 4: Layered Grammar ConsolidationProgressive grammar exercises are designed for hierarchical training. Basic exercises include sentence filling and sentence matching to consolidate basic grammar rules and simple collocations. Advanced exercises cover sentence rewriting, error correction and sentence making, requiring students to flexibly apply where questions and preposition rules. The teacher patrols the classroom to check students’ exercise completion, provides targeted guidance for underachieving students, and corrects individual errors in a timely manner.Step 5: Situational Grammar ApplicationIntegrate grammar knowledge into real campus situational practice. The teacher shows campus layout pictures, and students conduct pair interactive drills. One student asks about the position of facilities with where questions, and the other answers with correct prepositional sentences. Students take turns to practice to strengthen flexible grammar application ability. The teacher selects outstanding students to make classroom demonstrations to drive the whole class’s learning effect and infiltrate the awareness of loving campus.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the core grammar points of this lesson, sorting out where question structures and spatial preposition application rules again. Key and difficult knowledge is emphasized to deepen students’ memory. Layered homework is assigned. Basic homework: Finish grammar exercises and sort out error examples. Extended homework: Write six dialogues asking and answering about school facility positions. The teacher encourages students to apply grammar knowledge flexibly in daily expression.【Blackboard Design】Unit 3 My School Grammar FocusGrammar Focus: Where QuestionsStructure: — Where is + singular noun?— It’s + prepositional phrases.Key Prepositions: behind, next to, in front ofExample: — Where is the library? — It’s next to the classroom.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master the basic structure of where questions and core preposition usage through rule induction and exercises. Their grammar accuracy is obviously improved. A few students still make mistakes in flexible preposition matching. Future teaching will add more situational drills to enhance practical application ability.课题 Section B 1a-1d课型讲授听说课课时1总课时教材分析This listening and speaking lesson expands school activity vocabulary and enriches campus scenario dialogues. It consolidates where-question structures and spatial prepositions to improve students’ practical communicative competence in school scenes学情分析Seventh graders have mastered basic campus words and location description grammar. They are active in oral practice but lack flexible sentence use and fail to grasp detailed information in fast listening dialogues核心素养（教学）目标Language competence: Master new school activity phrases, accurately finish listening tasks, and use where questions and prepositional sentences for campus communication. Thinking quality: Sort out listening information logically and classify different school activities. Cultural awareness: Develop good campus behavioral habits and positive school life attitudes. Learning ability: Improve listening capturing skills and autonomous cooperative oral practice abilities.德育安全Cherish school time; follow campus activity rules教学重点难点Key points: Master new phrases and complete listening and oral dialogue tasks. Difficult points: Catch listening details and use target language flexibly in real scenarios教法学法Audio listening, situational interaction, imitation practice and pair work教学准备Listening audio, PPT and word cards教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with polite daily English greetings to activate classroom atmosphere. Students review core grammar and vocabulary of Section A, including spatial prepositions and where special question structures. The teacher organizes quick pair dialogues, requiring students to freely describe the location of campus facilities. This activity helps students consolidate previous knowledge and activate language sense. Then the teacher raises questions about daily school activities, naturally leading students to the new listening and speaking learning of Section B 1a-1d.Step 2: Pre-listening Vocabulary TeachingThe teacher displays new key phrases and activity words in 1a through vivid campus scene pictures. The teacher teaches standard pronunciation, word collocations and practical usage scenarios word by word, combining simple sentences to help students understand and memorize. Students carry out diversified reading exercises including collective reading, group reading and individual reading to consolidate vocabulary. After that, students finish the 1a matching task independently. The teacher checks answers uniformly to eliminate vocabulary barriers for subsequent listening training.Step 3: While-listening Hierarchical TrainingThe teacher carries out standardized hierarchical listening training for 1b and 1c tasks. Before playing the audio, the teacher clearly states task requirements, reminding students to focus on key information such as characters’ activities and corresponding campus locations. For the first audio playback, students listen to grasp the general dialogue theme and scene. For the second playback, students complete judgment and matching tasks independently. After listening, the teacher analyzes key listening clues, replays difficult segments, and guides students to summarize skills of capturing effective dialogue details quickly.Step 4: Post-listening Imitation & Oral DrillsBased on the listening dialogues, the teacher sorts out complete and practical campus communication sentence patterns. Students first imitate the standard audio repeatedly to correct pronunciation and intonation, and feel the natural rhythm of daily oral English. Then paired interactive practice is carried out. Students take turns to ask and answer about school activities and facility locations with target knowledge. The teacher patrols the whole classroom, corrects wrong grammar collocations and rigid expressions in time, and encourages shy students to participate in oral practice bravely.Step 5: Situational Consolidation & Value InfiltrationThe teacher systematically summarizes the new vocabulary, phrases and communicative sentences learned in this lesson. Combined with the 1d activity requirements, a “My School Day” situational sharing activity is held. Students combine real campus life to make flexible oral dialogues, realizing the integration of knowledge and life. Meanwhile, moral education is infiltrated to guide students to cherish campus learning time, abide by school rules and enjoy colorful school life.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the key knowledge of the lesson, sorting out new activity phrases, listening skills and core dialogue structures. The teacher emphasizes the key points of flexible language application in campus scenarios. Layered homework is assigned. Basic homework: Read and memorize new words and dialogues proficiently. Extended homework: Make four original dialogues about school activities and locations. The teacher encourages students to apply English knowledge to describe daily campus life actively.【Blackboard Design】Unit 3 My School Section B 1a-1dKey Words & Phrases: classroom activity, read, play, studyKey Sentences:— Where do you ...? — I ... in the ...— What are they doing? — They are having activities.We have rich school activities.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master new phrases and finish listening tasks well, and actively participate in oral dialogue practice. Their campus communicative ability gets improved. A few students cannot respond flexibly in real dialogues. Future teaching will increase more situational drills to strengthen flexible language application.课题 Section B 2a-2b课型讲授听说课课时1总课时教材分析This reading and writing lesson focuses on introducing school environment and daily school life. It consolidates spatial prepositions and location sentences, cultivating students’ ability to read and write short campus descriptive passages independently学情分析Seventh-grade students have mastered basic campus vocabulary and location dialogues. They have simple reading ability but lack text analysis skills and logical organization for complete English campus writing.核心素养（教学）目标Language competence: Master new reading vocabulary and descriptive sentence patterns, grasp passage details, and write coherent short paragraphs about school introduction. Thinking quality: Sort out text structure and form logical thinking for describing campus layout. Cultural awareness: Develop love for school and awareness of protecting public campus facilities. Learning ability: Improve intensive reading skills and form good habits of imitative writing and autonomous revision德育安全Protect campus facilities; keep safe learning environment教学重点难点Key points: Master key passage information and campus descriptive sentence patterns. Difficult points: Organize language logically to finish standardized and fluent school introduction writing教法学法Intensive reading guidance, group discussion, imitative writing and evaluation.教学准备PPT, reading handouts and exercise papers.教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher begins the class with daily English greetings to create a relaxed learning atmosphere. Students review core knowledge of this unit, including campus facility words and spatial prepositional phrases, through collective reading and random questioning. The teacher invites several students to briefly describe their school’s layout in English. This review consolidates students’ existing language foundation and activates their campus life experience. Then the teacher leads in new lesson content by asking students how to write a complete and beautiful introduction of their school, clarifying the reading and writing goals of this period.Step 2: Pre-reading PreparationThe teacher displays new key words and expressions in the 2a-2b reading text, explains their pronunciation, spelling and practical usage in campus description. Combined with real school scenes, the teacher helps students understand the application of new phrases. Students finish the 2a pre-reading brainstorming task to list words used to describe schools. The teacher guides students to predict the main content of the passage according to the title and pictures, cultivating their pre-reading prediction ability and eliminating language barriers for intensive reading.Step 3: While-reading Layered TrainingHierarchical reading tasks are designed to improve students’ reading competence. First, students skim the whole passage quickly to grasp the main idea and find out what the text mainly talks about. Then intensive reading is carried out. Students read the passage carefully, mark key information about school layout and daily activities, and complete detail judgment and blank-filling tasks. The teacher walks around the classroom to offer individual guidance, helping students master skimming and scanning skills and accurately locate effective text information.Step 4: Post-reading Analysis & DiscussionAfter completing reading tasks, the teacher checks answers uniformly and analyzes difficult sentences in the passage. The teacher summarizes the standard writing structure of a school introduction: general overview, detailed layout description and personal feelings. Students discuss in groups to sort out excellent sentence patterns and useful expressions in the text. Group representatives share their gains. The teacher supplements and summarizes writing skills, helping students build a clear writing framework and laying a solid foundation for subsequent independent writing.Step 5: Imitative Writing & Classroom EvaluationBased on the text structure and accumulated sentence patterns, students carry out imitative writing practice. They write a short paragraph to introduce their own school, focusing on accurate word spelling, correct preposition usage and coherent logic. The teacher emphasizes writing norms such as capitalization and punctuation. After writing, typical works are selected for display and evaluation. The teacher affirms advantages, points out common mistakes, and guides students to revise their compositions independently to improve writing quality.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the key knowledge of this lesson, including new vocabulary, reading skills and school introduction writing methods. The teacher stresses the importance of logical arrangement in descriptive writing. Layered homework is assigned. Basic homework: Read and recite the 2b passage fluently. Extended homework: Revise your in-class writing and polish it into a complete school introduction. The teacher encourages students to observe campus life and apply English knowledge flexibly.【Blackboard Design】Unit 3 My School Section B 2a-2bKey Words: beautiful, tidy, clean, classroom, buildingKey Structures:This is our beautiful and tidy school.The ... is in / next to / behind the ...I love my lovely school very much.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students can grasp the text structure and master basic school description expressions through reading and imitation practice. Their reading and writing abilities are improved. However, some students have single sentence patterns and make occasional preposition mistakes. Future teaching will strengthen sentence accumulation and targeted writing guidance.课题 Section B Project课型讲授听说课课时1总课时教材分析This project lesson is a comprehensive unit conclusion. It integrates school-related vocabulary and location description sentences, guiding students to apply learned language knowledge to complete practical school introduction and display tasks.学情分析Seventh-grade students master basic school vocabulary and simple spatial description sentences. They enjoy hands-on activities but lack abilities to integrate knowledge and organize coherent school introduction passages independently.核心素养（教学）目标Language competence: Skilledly use school vocabulary and spatial sentence patterns to complete school introduction projects with accurate expressions. Thinking quality: Sort out school spatial layout logically and organize descriptive content reasonably. Cultural awareness: Appreciate campus beauty and understand standardized campus civilization norms. Learning ability: Improve cooperative inquiry ability and flexible practical language application skills德育安全Love campus; abide by campus safety rules.教学重点难点Key points: Integrate unit knowledge to finish school project production and oral presentation. Difficult points: Use spatial sentences flexibly to introduce campus layout coherently教法学法Project-based teaching, group cooperation, situational display and summary教学准备PPT, card paper, markers and campus photos教学过程设计复备栏Step 1: Warming-up & Unit ReviewThe teacher starts the class with polite English greetings to activate the classroom atmosphere. Students comprehensively review core knowledge of Unit 3, including various school facility vocabulary and spatial prepositional sentences for describing campus locations. The teacher organizes quick pair dialogues, requiring students to briefly introduce different places in their school. Timely corrections are given for wrong word collocations and confused spatial descriptions. This review consolidates scattered knowledge and lays a solid foundation for students’ integrated project creation and application in this lesson.Step 2: Project Task InterpretationThe teacher announces the core project theme: “Create and Introduce My Ideal School Map”. Standard sample works are displayed to help students intuitively understand production styles and task requirements. The teacher clarifies that students need to draw a simple school map, mark English names of campus facilities, and write matched descriptive sentences. Common prepositional phrases and key sentence patterns for campus introduction are sorted out and displayed, helping students avoid language errors and standardize their creation ideas effectively.Step 3: Group Cooperative CreationStudents are divided into moderate-sized groups with balanced learning levels. Each group divides work reasonably: some members design and draw the campus layout, some label English vocabulary, and others organize coherent introduction sentences. Group members discuss actively, communicate campus layout characteristics, and modify sentences mutually. The teacher patrols all groups, provides targeted guidance for students with weak foundation, corrects wrong preposition usages and expression errors, and ensures every student participates in cooperative learning and creation.Step 4: Project Display & Peer EvaluationAfter the creation time ends, each group sends a representative to the platform to display the group’s school map and give an oral introduction. Students use standard unit sentence patterns to describe campus facilities and their locations fluently. After each display, peer evaluation is carried out from three dimensions: language accuracy, map completeness and creative design. The teacher gives comprehensive comments, affirms students’ advantages, summarizes common linguistic problems, and supplements more vivid and accurate campus expression methods.Step 5: Knowledge Sublimation & Moral InfiltrationThe teacher systematically summarizes the unit’s key language points, emphasizing the flexible application of spatial prepositions and descriptive sentences in practical scenarios. Combined with the ideal school project, moral education is integrated into teaching. The teacher guides students to appreciate the beauty of their real campus, develop love for their school, abide by campus rules, and maintain a clean and orderly campus environment, shaping good civilized campus behaviors.Step 6: Class Summary & Layered HomeworkThe teacher summarizes students’ overall performance in group cooperation and project display, praising students’ positive participation and creative thinking. Layered homework is assigned. Basic homework: Sort out and recite all unit key vocabulary and sentences. Extended homework: Optimize the group school map and write a short coherent passage to introduce the whole campus. The teacher encourages students to observe campus life and apply English knowledge flexibly.【Blackboard Design】Unit 3 My School Section B ProjectProject: My Ideal School MapKey Vocabulary: classroom, library, office, playgroundKey Sentences:This is our beautiful school.The ... is next to / behind / in front of the ...【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students take an active part in group creation and on-stage presentation, basically mastering integrated application of unit knowledge. Their cooperative ability and oral expression skills are improved. A few students misuse spatial prepositions. Future teaching will strengthen targeted situational drills to enhance language accuracy.课题 Section B Reading Plus课型讲授听说课课时1总课时教材分析This extended reading lesson supplements extra campus-themed reading materials. It expands students’ school-related vocabulary, deepens their understanding of campus culture, and improves their comprehensive independent reading and information sorting abilities.学情分析Seventh graders have mastered basic unit vocabulary and simple reading skills. They can understand short passages but struggle with long extended texts and lack abilities to summarize main ideas and key details efficiently.核心素养（教学）目标Language competence: Master extended campus vocabulary and complex descriptive sentences, grasp main ideas and details of long reading passages. Thinking quality: Analyze text layers and summarize reading information logically. Cultural awareness: Experience diverse campus cultures and form positive attitudes towards school life. Learning ability: Master skimming and scanning skills and develop independent extended reading habits.德育安全Love campus life; maintain safe reading atmosphere.教学重点难点Key points: Master new reading vocabulary and grasp passage main ideas and key details. Difficult points: Analyze long texts and summarize text information accurately and independently.教法学法Task-based reading, cooperative discussion, summary and guidance教学准备Reading materials, PPT and exercise sheets教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with standard English greetings to activate classroom atmosphere. Students review core unit knowledge, including campus facility words, spatial prepositions and descriptive sentence patterns, through quick oral quizzes and collective reading. The teacher invites students to share their favorite places and activities in their school briefly. Based on students’ sharing, the teacher points out that extended reading can help them know more about diverse school life and enrich their language expressions, naturally introducing the Reading Plus extended reading lesson and clarifying learning objectives.Step 2: Pre-reading Auxiliary LearningThe teacher displays key new vocabulary and complex phrases in the extended reading material. The teacher explains standard pronunciation, Chinese meanings and practical collocations combined with campus scenarios, helping students eliminate reading barriers. Students practice reading new words repeatedly to consolidate memorization. Then the teacher guides students to observe the reading title, pictures and paragraph layout, and predict the general content of the passage. Meanwhile, the teacher briefly introduces basic extended reading skills to lay a foundation for efficient reading.Step 3: While-reading Hierarchical TrainingHierarchical reading tasks are designed to train students’ progressive reading ability. First, skimming task: students read the whole passage quickly within limited time, grasp the general idea and answer the main-theme question. Second, scanning task: students read each paragraph carefully, mark key information about campus facilities, school activities and students’ feelings, and finish detail judgment and fill-in-the-blank exercises. The teacher patrols to offer individual guidance for students who have difficulty in reading long texts.Step 4: Post-reading Analysis & Group DiscussionThe teacher checks students’ exercise answers uniformly and analyzes difficult sentences and confusing content in the passage. The teacher guides students to sort out the clear writing logic of the extended text, including overall introduction, detailed description and emotional expression. Students discuss in groups to summarize useful vocabulary and sentence patterns, and share their reading gains and confusion. Group representatives present discussion results. The teacher supplements reading skills and summarizes methods of sorting out long passage information.Step 5: Knowledge Consolidation & Emotional SublimationThe teacher systematically summarizes the new vocabulary, reading skills and text structure learned in this extended reading class. To consolidate knowledge, the teacher organizes a short oral summary activity, requiring students to briefly retell the main content of the reading passage in their own words. Combined with the diverse campus life in the text, moral education is infiltrated. The teacher guides students to cherish their campus life, actively participate in school activities and love their own campus.Step 6: Class Summary & Layered HomeworkThe teacher reviews students’ overall reading performance, affirms students’ progress in grasping long text information, and emphasizes the importance of persistent extended reading. Layered homework is arranged. Basic homework: Read the extended passage fluently and memorize key new words and sentences. Extended homework: Write a short summary of the reading text and record your reading experience. The teacher encourages students to develop daily English reading habits.【Blackboard Design】Unit 3 My School Section B Reading PlusKey New Words: colorful, meaningful, activity, experienceReading Skills: Skimming & ScanningKey Sentences:Our school life is colorful and meaningful.We can take part in different school activities.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students actively participate in extended reading tasks and master basic long-text reading skills. Their vocabulary reserve is enriched obviously. However, a few students are slow in reading speed and weak in text generalization. Future teaching will strengthen timed reading training and summary guidance. 课题 Unit 3 Topic Writing (My School) 课型讲授听说课课时1总课时教材分析This writing lesson centers on introducing school layout. It consolidates there-be structures and place prepositions, guiding students to describe school buildings’ locations, facilities and campus activities to complete an organized descriptive composition学情分析Students have learned common school nouns but often make mistakes in there-be singular-plural changes and preposition usage. They cannot arrange building information in visiting order to form coherent school-introduction articles核心素养（教学）目标Language competence: Master there-be patterns and position prepositions to write complete school introductions including locations and campus life. Thinking quality: Follow visiting order from general welcome to detailed building introduction logically. Cultural awareness: Love campus environment and cherish school learning time. Learning ability: Accumulate fixed expressions and improve imitative writing via picture observation and group discussion德育安全Love campus; keep our school clean and tidy教学重点难点Key points: Master there-be rules and commonly-used location prepositions. Difficult points: Describe school layout in reasonable order and compose smooth whole passages naturally教法学法Sentence accumulation, sample analysis, route sorting and guided imitative writin教学准备PPT, campus layout pictures and writing worksheets教学过程设计复备栏Step1 Warming-up & Lead-in (8 mins)The teacher greets students and shows campus photos for oral practice. Teachers lead students to use there-be and prepositions such as next to, between, behind to talk about different school buildings. After oral drills, the teacher sets the writing task: write a short passage My School to introduce campus for visiting friends, and students clarify the class’s learning targets.Step2 Useful Sentence Accumulation (12 mins)The teacher divides collected sentences into opening, body and closing sections on PPT. Each sentence is read aloud with key grammar highlighted: there-be’s subject agreement and preposition matching rules. Students read in chorus, group reading and individual reading to memorize fixed phrases. Two school-themed proverbs are shared to enrich language input. Short fill-in exercises help learners consolidate key points for subsequent writing output.Step3 Sample Analysis & Writing Outline (15 mins)The teacher displays the sample essay My School. Teachers and students analyze the full text and summarize three-part writing structure: opening to welcome visitors and start the campus tour; body to introduce each building’s position and features following visiting order; ending to ask for others’ opinions on their schools. The teacher writes the clear outline on the blackboard. Students discuss in pairs to conclude essential writing elements and share discussion results.Step4 Guided Imitative Writing (15 mins)Based on the requirement to finish a 60-word article introducing personal school, students begin draft writing following the sorted outline and accumulated phrases. While writing, the teacher walks around the classroom to give targeted tutoring, correcting frequent there-be errors and wrong preposition collocations timely. After most drafts are finished, typical writings are projected; the teacher comments on fine expressions and explains universal mistakes for whole-class correction.Step5 Draft Revision & Extended Practice (10 mins)Students revise their drafts with peer feedback and teacher’s suggestions to adjust sentence order and fix grammar faults. The extended task requires students to reorganize their real school layout and rewrite a new introduction. Excellent articles are read aloud in class. Meanwhile, moral education is permeated to guide students to cherish campus life and protect school surroundings.Step6 Summary & Layered Homework (10 mins)Teacher and students review core there-be structures, prepositions and three-section writing framework, emphasizing error-prone knowledge repeatedly. Two-level homework is assigned. Basic homework: Copy core sentences and recite the sample composition. Extended homework: Rewrite a personalized school introduction according to real campus conditions. The teacher encourages students to apply learned phrases into daily communication. Blackboard DesignUnit3 My School Writing 1.Key: there-be, prepositions(next to/between/behind) 2.Structure: Opening: Welcome to… Let me show you around. Body: Buildings + locations + features End: What do you think of…? 3.Sentence: There is a large sports field next to the hall.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master core grammar and basic writing framework and finish school introduction smoothly. Some learners still make there-be single-plural mistakes and disorder description order. Future lessons will add targeted sentence drills and short descriptive exercises to improve their writing accuracy and logical arrangement ability.