人教版(2024)七年級上冊英語Unit3MySchool教案(單元整

體教學設計)

單元教學目標

1.Talkaboutplacesinschool.

2.Describelocationsusingtherehestructureand

【Languageprepositionsofposition.

Abilities]3.Introduceandtalkaboutyourschool.

4.Describetheplacesyoulikeinyourschooland

explainwhy.

Recognisethepossibledifferencesinarchitectural

[Culturestyleandlayoutbetweenschoolsin

Awareness]English-speakingcountriesandthoseinourown

country.

l.Makepredictionsaccordingtothepictures.

[Qualityof2.Beabletouseeffectivemeanssuchas

Thinking]seeing,listening,speakinganddiscussingtoobtain

information.

1.Activelyparticipateinclassactivities.

[Learning

2.Beabletoactivelycooperatewithothersin

Abilities]

learningactivitiesandcompletelearningtasks.

[ClassHour

Fourperiods

Division]

第1頁共19頁

Period1SectionA(la—Id)—Pronunciation(1—2)

Period2SectionA(2a—2f)

Period3GrammarFocus(3a—3d)

Period4SectionB(la—2b)

單元教學分析

本單元教材以“我的學?！睘橹行脑掝},圍繞著“你的學校是什

么樣的？”以及“你在學校做過哪些有趣的事情？”進行學習和運用

相關知識。

SectionA主要學習用therebe句型以及方位介詞介紹學校。掌握

介詞(短語)infrontof,behind,nextto,between,acrossfrom等。SectionB

的重點是要求學生讀懂Peter回復Flora關于介紹自己學校的郵件，并完

成所安排的讀寫任務，教師在教學中應合理利用課本上的知識進行教

學。

。課時教學設計

第一課時SectionA(la—Id)—Pronunciation(l—2)

TeachingObjects【教學目標】

1.Talkaboutplacesinschool.

2.Describelocationsusingtherehestructureandprepositionsof

position.

3.Pronounce/o：/,/r)/,/u：/and/□/correctly,andrememberthe

lettersandlettercombinationsthatrepresentthem.

第2頁共19頁

4.Knowthelocationofwordstress.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學步驟】

Listeningandspeaking

★Step1Leadingin［情景導入】

l.AsktheSstolookatthephotoofaschoolonPage35,andthen

share：

(l)Whatisthisplaceinthephoto?

(2)Whatarethepeopledoingonthesportsfield?

(3)Whatdoyouliketodoatschool?

2.Letsomestudentssharetheiranswerswiththeclass.

★Step2Pre-task【準備任務】

Page36,1a

l.AsktheSstolookatthewordsintheboxandtranslatetheminto

Chinese.Andthensummarisetheprepositionsofposition.

2.AsktheSstolookatthepicture.Thentalkaboutthepositionsofthe

placeswiththewordsinthebox.

3.Showthemasample.

4.Askthemtoworkingroupsandtalkabouttheplaces.

5.Chooseagrouptomakeashortconversation.

★Step3While-task(過程任務】

第3頁共19頁

Page36,1b

l.AsktheSstolistentotheconversationsandnumbertheplacesin

theordertheyhearthem.

2.Checktheanswerswiththeclass.

Page36,1c

1.Listenagainandcompletethesentences.

2.AsksomeSstosharetheiranswers.TheTcouldshowtheright

answers.

★Step4Post-task（后續(xù)任務】

Page36,Id

l.AsktheSstotalkabouttheplacesinthepictureinla.

2.GivetheSssomeprompts.Askthemtorole-playtheconversations

usingthefollowingstructures.

—Isthere...inthisschool?

—Yes,thereis.

一Whereisit?

—It's...

Pronunciation

★Step5Pre-task【準備任務】

Page37,1

l.AsktheSstoreadthewords.Thenaskthemtoanswerthequestion：

Whichpronunciationdoeseachgroupofwordscontain?

第4頁共19頁

2.LeadtheSstolearnthephoneticsymbolsofwords.

★Step6While-task(過程任務】

Page37,1

1.Playtherecording,andthenasktheSstorepeatit.

2.Explainthekeypointsofpronunciationabout/o：/,/r)/,/u：/and/

O/,showthepronunciationofthemtotheSs,andthenaskthemtorepeat

again.

3.LettheSsreadthewordstogether.

Page37,2

l.AsktheSstoreadthewordsinPronunciation2freely.

2.Playtherecording,andthenasktheSstonoticethestressed

syllables.

3.AsktheSstorepeatthem.

4.Thenaskthemtotellthedifferenceofthewordsinstressed

syllablesintwogroups.

5.AsktheSstoreadthewordsagain.

★Step7Post-task(后續(xù)任務】

Ifpossible,theTcanprovidemoretargetlanguagematerialsfor

studentstopractise.

★Step8Summary【課堂小結(jié)】

AsktheSstousethestudents'self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

第5頁共19頁

Icantalkaboutplacesinschool.

Icandescribelocationsusingtherebestructureandprepositionsof

position.

Icanpronounce/□：/,/n/,/u：/and/U/correctly,andrememberthe

lettersandlettercombinationsthatrepresentthem.

Icanknowthelocationofwordstress.

★Step9Homework［家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents'book.

BoardDesign［板書設計］

Unit3MySchool

Period1SectionA(la-Id)—Pronunciation(l—2)

1.Vocabulary：halhdining,building,across,field,gym,office

2.Targetwords：infrontof,behind,nextto,between...and...,across

from

Teachingreflection【教學反思】

Inthelearningprocess,weshoulduselisteningpracticetoimprove

thestudents1listeningability.Atthesametimc,wcmustaskthestudentsto

practisetheconversationstheymaketoimprovetheirspeakingskills.From

thesimpletothecomplex,thecontentofthislessonisgradually

introduced,whichiseasyforstudentstounderstand.Andtheteaching

effectisgood.

第6頁共19頁

第二課時SectionA(2a-2f)

TeachingObjects【教學目標】

l.GetdetailedinfonnationaboutPeter'snewclassroomthroughthe

conversation.

2.CompareyourclassroomwithPeter's.

TeachingAids［教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學步驟】

★Step1Leadingin［情景導入】

l.AsktheSstoanswerthequestionfreely：What'syourclassroom

like?

2.LettheSssharetheanswers,andletotherstudentsaddsome

information.

★Step2Pre-task【準備任務】

Page37,2a

ShowthephotoonPage37totheSs,andaskthemtoanswerthe

followingquestions：

(1)Where*sitinthepicture?

(2)Whatcanyouseeintheclassroom?

★Step3While-task【過程任務】

第7頁共19頁

Page37,2a

l.LettheSslistentotheconversationandfillintheblanks.

2.Asksomestudentstosharetheiranswers,andthenshowtheright

answerstothem.

3.TranslatetherightanswersintoChinesetotheSs.

Page38,2b

l.AsktheSstolookthroughthequestionsin2bfirst,andthenlet

themreadtheconversationandmatchthequestionswiththeanswers.

2.Checktheanswerswiththeclass.

Page38,2c

l.LettheSslookthroughthesentencesin2candreadthem.Thenlet

themcircleTfortrueorFforfalse.

2.AsktheSstosharetheanswers,andexplainthereasonwhyitis

trueorfalse.

★Step4Post-task［后續(xù)任務】

Page38,2d

l.AsktheSstolistentotheconversationagainandrole-playit.

2.Chooseapairtorole-playtheconversationinthefrontofthe

classroom.

Page38,2e

l.ShowthewordsintheboxtotheSs,andaskthemwhetherthe

thingsareintheirclassroom.

第8頁共19頁

2.LettheSslistthethingsinPeter'sclassroomandthestudents'

classroom.

Page38,2f

l.AsktheSstoworkinpairstocomparePeter'sclassroomwith

theirs.

2.ShowasampletotheSs.Thenaskthemtotalkabouttheir

classroomasthesample.

★Step5Languagepoints【語言要點】

1.special的用法

作形容詞，意為“特別的；特殊的"，如:aspecialgift一份特別的

禮物。

【拓展】special還可作可數(shù)名詞，意為“特色菜”。

2.smartadj.智能的；聰明的

可用來修飾名詞，如：smartphone智能手機；asmartgirl一個聰明

的女孩。

3.putup的用法

?意為“張貼；掛起"，putupnotices張貼通知。

?意為“建造；搭建“，putupatent搭建帳篷。

?意為“抬高；舉起“，putuphands舉手。

4.notice的用法

?作可數(shù)名詞，意為“通知；通告；警示牌二

?作動詞，意為“注意到；意識到”。

第9頁共19頁

★Step6Summary【課堂小結(jié)】

AsktheSstousethestudents*self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

IcangetdetailedinformationaboutPeter'snewclassroomfrom

theconversation.

IcancomparemyclassroomwithPeter's.

★Step7Homework［家庭作業(yè)】

1.Readtheconversationaloud.Role-playtheconversationin2ain

pairs.

2.Dotheexercisesinstudents*book.

BoardDesign【板書設計】

Unit3MySchool

Period2SectionA(2a—2f)

1.Vocabulary：

large,special,smart,whiteboard,important,notice,locker,corner

2.Targetphrases：infrontof,inthemiddleof,nextto,atthebackof

Teachingreflection［教學反思］

Inthisperiod,wecanletstudentsdescribetheclassroominthe

textbooktoleadintheconversation.Besides,weneedtoletstudentslearn

moreabouthowtodescribetheirschool.

第三課時GrammarFocus(3a—3d)

第10頁共19頁

TeachingObjects【教學目標】

l.Knowtheverbformsintherebestructure.

2.Tellthelocationsofthingsandplacesusingprepositionsof

position.

3.Comparethedifferencesbetweenyourclassroomandtheclassroom

intheUK.

TeachingAids［教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學步驟】

★Step1Leadingin【復習導入】

ShowsomepicturestotheSsandaskthemtoanswerthefollowing

questions：

(1)Whereis...?⑵Are/Isthere...?

★Step2Pre-task【準備任務】

Page39,3a

l.Showthesentencesin3aonPage39totheSs.Thenaskthemto

readthesentencesandunderlinetheverbsintherebestructure.

2.AsktheSstocircletheprepositionsofpositioninthesentences.

3.Telltheusageoftheverbsintherebestructure.

4.Summarisetheprepositionsofpositioninourdailylife.

★Step3Grammarfocuslearning［語法學習】

L存現(xiàn)句

第11頁共19頁

(1)存現(xiàn)句是英語中的常用句型，表示“某地有某物/人”。其基本

結(jié)構(gòu)為“Thereis/are+某物/人+某地/時”。該句型里動詞必須和主語

在人稱和數(shù)上保持一致。

【注意】如果存現(xiàn)句中有兩個或多個并列主語時,系動詞be要與

最鄰近的主語的單復數(shù)保持一致，即“就近原則”。

(2)therebe各種句型的轉(zhuǎn)換

①一般疑問句

therebe句型的一般疑問句形式是把系動詞be置于句首。

【注意】當therebe句型中有some時，轉(zhuǎn)換成一般疑問句時需將

some改為any。

②否定句

therebe句型的否定形式是在系動詞be的后面加not或者noc

2.方位介詞短語

(l)infrontof在前面

(2)inthemiddleof在中間

(3)nextto在附近

(4)atthebackof在后面

(5)acrossfrom在對面

(6)between...and...在和中間

★Step4While-task【過程任務】

Page39,3b

l.AsktheSstocompletethesentencesin3b.

第12頁共19頁

2.ShowtherightanswerstotheSs,andthenaskthemtochecktheir

answers.

Page39,3c

l.ShowthepictureonPage39totheSs,andaskthemtoanswerthe

followingquestions：

(1)Whatisthis?(2)Isitthesameasyours?

2.LettheSscirclethecorrectprepositionstocompletethedescription

oftheclassroominthephoto.

3.Asksomestudentstosharetheiranswers,andshowtheright

answerstothem.

★Step5Post-task(后續(xù)任務】

l.AsktheSstotalkabouthowtheirclassroomisdifferentfromthe

classroomin3c.

2.ShowsomesamplestotheSs.Thenletthemtalkaboutthe

differencesbetweentheirclassroomandtheclassroomin3c.

★Step6Summary【課堂小結(jié)】

AsktheSstousethestudents*self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Icanknowtheverbformsintherebestructure.

Icantellthelocationsofthingsandplacesusingprepositionsof

position.

Icancomparethedifferencesbetweenmyclassroomandthe

第13頁共19頁

classroomintheUK.

★Step7Homework［家庭作業(yè)】

1.ReciteGrammarFocus.

2.Dotheexercisesinstudents'book.

BoardDesign【板書設計】

Unit3MySchool

Period3GrammarFocus(3a—3d)

1.Vocabulary：bookcase,screen

2.Targetlanguage：

(1)—Whereisthelibrary?

-Itisbehindtheclassroombuilding.

(2)—Wherearethebookcases?

—Theyarenexttothewindow.

(3)一Isthereawhiteboardinyourclassroom?

一Yes,thereis./No,thereisn't.

(4)—Arethereanylockers?

一Yes,thereare./No,therearen't.

(5)Thereisateachers'buildingacrossfromtheschoolhall.

(6)Thereisagardenbetweentheschoolhallandthesciencebuilding.

(7)Therearesometreesinfrontofthesportsfield.

Teachingreflection［教學反思】

Inthisperiod,weshouldaskthestudentstoreadthecontentin

第14頁共19頁

GrammarFocusfirst.Thentheycanunderstandwhattheyhave

learned.Afterthat,wecancreatesomepropersituationstohelpthemmake

theirownconversationsbyusingthesentencepatterns.Asweall

know,readingaloud,understanding,summarizingandpractisingare

necessaryprocessesingrammarclass.

第四課時SectionB(la—2b)

TeachingObjects【教學目標】

1.Beabletounderstandtheemailandcompletetheexercisesrelated

totheemail.

2.CompareyourschoolwithPeter'sschool.

3.Introduceyourschoolandwriteareplyaboutyourschool.

TeachingAids［教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadingin【情景導入】

1.Therearesomeplacesinourschool.AsktheSsthequestion：Do

youknowwhattheyare?

2.ChoosesomeSstosharetheiranswersandchecktheanswerswith

theclass.

★Step2Pre-task【準備任務】

第15頁共19頁

Page40,1a

l.AsktheSstolisttheirfavouriteplacesintheirschoolandexplain

thereason.

2.Choosesomestudentstosharetheiranswerswiththeclass.

★Step3While-task（過程任務］

Page40,1b

l.AsktheSstolookatthephotosonPage40,andthenletthem

predict：What'sthemainideaoftheemail?

2.LettheSsskimPeter'sreplytoFlora'semailfirst,andthenchoose

thequestionFloraprobablyaskedinherlastemail.

3.Checktheanswerswiththeclass.

Page41,1c

l.AsktheSstolookthroughtheadjectivesin1conPage41first,and

thenletthemreadagainandunderlinetheadjectivesintheemail.

2.LettheSsanswerthequestion：Whatdothesewordsdescribe?

Page41,Id

AsktheSstodiscussthequestions.

1.WhatdostudentsinPeter'sschooldoonthesportsfield?

2.WheredoesPetersitthisweek?

3.WhyisthedininghallPeter'sfavouriteplaceatschool?

4.HowisPeter'sschoolsimilartoyours?

★Step4Post-task（后續(xù)任務】

第16頁共19頁

Page41,2a

l.LettheSsthinkaboutplacesintheirschool.Thencompletethe

notes.

(l)Placesinmyschool：

(2)Myfavouriteplace：

(3)Whereitis：

⑷WhyHikeit：

(5)WhatIliketodothere：

2.AsktheSstodiscusstheiranswerswiththeirpartners.

Page41,2b

l.AsktheSstodothetask：Imagineafriendfromanothercountry

hassentyouanemailabouthisorherschool.Writeareplyaboutyour

school.

2.ShowtheemailonPage41totheSs,andthenaskthemtofillinthe

blanks.

第17頁共19頁

3.Choosesomestudentstosharetheiremails.

★Step5Languagepoints［語言要點］

1.answer的用法

?作動詞，意為“回答；答復”。

?作名詞，意為“回答；答復；答案”。常見用法：theanswer

to的答案