人教版（2024）七年級上冊英語Unit3MySchool單元教學(xué)設(shè)計

U3-1聽說課課時教學(xué)計劃

學(xué)習(xí)目標(biāo)

1.學(xué)生能夠正確理解和使用方位介詞來描述學(xué)校內(nèi)各個場所的位置

關(guān)系

2.學(xué)生能夠通過聽力練習(xí)，獲取并理解對話中場所的位置信息

教學(xué)重點方位介詞的正確使用

教學(xué)難點描述場所位置的句型

教學(xué)準(zhǔn)備希沃

教學(xué)流程（凸顯教學(xué)評一體化）

Step1:Lead-in

1.Greetstudentsandaskthemtotalkabouttheirfavoriteplacesat

school.

2.Introducethetopicoftheunitandexplaintheimportanceofknowing

thepositionsofplacesatschool.

Whatcanyouseeinthepicture?

Isthereanationalflagintheplayground?

Doyoulikethisschool?Why?

Whatisthebuildingusedfor?

Canyoufindsomethingspecialintheplayground?Whatisit?

What'sthedifferencebetweenthisschoolandyourschool?

DesignIntent:Toarousestudents*interestinthetopicandactivatetheir

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priorknowledgeaboutschoolplaces,preparingthemforthenewlesson

content.

Step2:Workonla

1.ShowthepicturesinIaandaskstudentstoidentifytheplaces.

2.Practicetheprepositionsinsentences.

DesignIntent:Tohelpstudentsrecognizeschoolplacesandfamiliarize

themselveswithprepositionsthroughvisualaidsandsentencepractice,

layingafoundationforlisteningandspeakingtasks.

Step3:WorkonIb&lc

-Whereis...?

-It'sinfrontof?behind/nextto...

DesignIntent:Todevelopstudents'listeningskillsbyhavingthemobtain

andunderstandlocationinformationindialogues,andreinforcetheir

understandingofprepositionsandplacevocabulary.

Step4:WorkonId

1.Preparestudentsfortalkingabouttheplaceinthepictureinla.Makea

conversationlikethefollowingasamodel.

A:Istherealibraryinthisschool?

B:Yes,thereis.

A:Whereisthelibrary?

B:It'sbehindtheclassroombuilding.

2.Pairstudentsupandaskthemtorole-playtheconversationusingtheir

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ownwordsandtheinformationfromthelisteningpractice.Encourage

studentstousethenewvocabularyandsentencestructurestheyhave

learned.

3.Askseveralpairstoactouttheirconversationsinclass.

Offeringhelp:CanIhelpyou?/WhatcanIdoforyou?/Doyouneed

anyhelp?

Askingforhelp:Excuseme,couldyoupleasetellmethewayto...?How

canIgetto...?

Expressingthanks:Thanks!/Thankyou.

DesignIntent:Toimprovestudents*speakingandcommunicativeabilities

byprovidingamodelconversation,encouragingrole-play,andallowing

themtousenewlylearnedvocabularyandsentencestructurestotalk

aboutschoolplaces'positions.

作業(yè)布置

-必做：練習(xí)冊

-選做：閱讀

板書設(shè)計

Placesinaschool

Libraryteachers'office

sportsfieldteachingbuilding

dininghalldormitory

musicbuilding

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U3-2聽說課課時教學(xué)計劃

學(xué)習(xí)目標(biāo)

1.學(xué)生能夠聽懂關(guān)于教室設(shè)施布局的對話內(nèi)容

2.學(xué)生能夠模仿對話，進(jìn)行角色扮演，對比自己教室與Peter教室

3?學(xué)生能夠提升對學(xué)校設(shè)施的了解

4.學(xué)生能夠正確發(fā)音/。://D//u://U/并區(qū)分含不同元音的單詞

教學(xué)重點聽懂對話內(nèi)容，完成填空練習(xí)和匹配問題的答案

教學(xué)難點進(jìn)行角色扮演，對比不同教室的設(shè)施差異，并流利地表達(dá)

教學(xué)準(zhǔn)備希沃

教學(xué)流程（凸顯教學(xué)評一體化）

Stepl:WorkonPronunciation1

1.Explainthedifferencebetweentheshortvowelsounds/□://D//u:/and

/u/andgiveexamplesofwordswitheachsound.

2.Playtheaudioandaskstudentstorepeatthewordsaftertherecording.

3.Askseveralstudentstoreadthepronunciation.Correcttheirmistakesif

exists.

DesignIntent:Tohelpstudentsmasterthecorrectpronunciationofshort

vowelsoundsbyexplainingdifferences,providingexamples,and

practicingrepetition,layingafoundationforaccuratelisteningand

speaking.

Step2:WorkonPronunciation2

1.Introducethestresssyllables.

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2.Listenandrepeat.

3.Havestudentspracticesayingthewordswiththecorrectstress.Ask

severalstudentstoreadthewordsinclass.

DesignIntent:Toenhancestudents'pronunciationaccuracyandfluency

byfocusingonstresssyllables,enablingthemtospeakwithproper

rhythmandintonation.

Step3:Predict

1.Showthepictureandaskquestions:

Whatcanyouseeinthepicture?

Where'stheteacher'sdesk?

Doyouthinkit'saclassroominChina?Why?

2.Havestudentstalkinpairsabouttheclassroominpicture.

A:Whatcanyouseeinthepicture?

B:Icanseeateacher'sdesk.

A:Whereistheteacher'sdesk?

B:Ifsinfrontoftheclassroom.

DesignIntent:Toactivatestudents'priorknowledgeandpredictionskills

aboutclassroomlayout,preparingthemforthelisteningtaskand

promotinginteractivediscussion.

St叩4:Workon2a

Playtheaudioof2aandaskstudentstolistencarefullyandfillinthe

blankswiththeinformationtheyhear.Checktheanswers.

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DesignIntent:Todevelopstudents'listeningcomprehensionskillsby

havingthemextractspecificinformationfromtheaudiotocompletethe

task.

Step5:Workon2b&2c

1.Askstudentstoreadtheconversationin2bandmatchthequestions

withtheanswers.

2.AskstudentstoreadtheconversationagainandcircleTorFin2c.

Discusstheanswers.

DesignIntent:Todeepenstudents*understandingofthedialoguecontent

throughreading,matching,andtrue/falsetasks,reinforcingtheirgraspof

classroomlayoutinformation.

Step6:Workon2d

1.Explainthetaskin2dandaskstudentstoprepareforrole-playingthe

conversation.

2.Pairstudentsupandletthempractisetherole-play.Encouragethemto

usetheirownexpressionsandaddpersonaldetails.

DesignIntent:Toimprovestudents*speakingandcommunicativeabilities

byengagingtheminrole-play,allowingthemtouseandadaptthe

dialoguecontenttoexpresspersonalideasaboutclassroomdifferences.

Step7:Workon2e

AskstudentstolistthethingsinPeter'sclassroomasmentionedinthe

conversation.

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DesignIntent:Toreinforcestudents*recallandsummaryskillsbyhaving

themextractkeydetailsaboutclassroomitemsfromtheconversation.

作業(yè)布置

-必做：練習(xí)冊

-選做：閱讀

板書設(shè)計

Pronunciation

/□：//D//U：//U/

Whatisagoodmaplike?

-acleartitle

-directions

-names

-positions

-differentsigns

-inproportion

教學(xué)反思

本節(jié)課重點突出，既對上一節(jié)課所學(xué)語言知識進(jìn)行了復(fù)習(xí)和鞏固練習(xí),

又完成了第一個小觀念輸出活動。在展示環(huán)節(jié)，由于是以小組為單位

的，組內(nèi)成員英語水平差異較大，那么展示任務(wù)一般會由水平較高的

同學(xué)承擔(dān)，水平一般的同學(xué)參與感不強(qiáng)。

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U3.3語法課課時教學(xué)計劃

學(xué)習(xí)目標(biāo)

1.學(xué)生能夠識別并理解Therebe句型及其在不同情境中的運(yùn)用

2.學(xué)生能夠正確使用位置介詞來描述物品的位置

3.學(xué)生能夠用Therebe句型結(jié)合位置介詞描述自己的教室

教學(xué)重點Therebe句型的基本結(jié)構(gòu)和用法，以及位置介詞的使用

教學(xué)難點靈活運(yùn)用Therebe句型結(jié)合位置介詞描述空間布局

教學(xué)準(zhǔn)備希沃

教學(xué)流程(凸顯教學(xué)評一體化)

Stepl:Lead-in

1.Greetstudentsandaskabouttheirschoollifetoactivatetheirprior

knowledge.

2.Presentapictureofaclassroomandaskstudentstodescribewhatthey

seeusing'Thereis/are'1andprepositions.

DesignIntent:Toactivatestudents1backgroundknowledgeaboutschool

lifeandintroducethetargetlanguage(Therebe句型andprepositions)in

acontextualizedway,preparingthemforthegrammarfocus.

Step2:Workon3a

1.Explainthefunctionandstructureofthe'Therebe"sentencepattern,

emphasizingthedifferencebetween''thereis"and"thereare".

Whereisthelibrary?

Wherearethebookcases?

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2.Showexamplesof"therebensentenceswithunderlinedverbsand

circledprepositionsofposition.

3.Guidestudentstoobserveandsummarizetheusageofprepositionsin

describinglocations.

4.Havestudentsreadthesentencessilently,understandingtheverbsand

circlingtheprepositions.

5.Askafewstudentstoreadaloudandchecktheiranswers.

6.Practicereadingthesentencesin3a.

DesignIntent:Tohelpstudentsunderstandthestructureandusageof

nTherebe”句型andpositionprepositionsthroughexplanation,example

analysis,andguidedobservation,buildingasolidgrammarfoundation.

Step3:Workon3b

1.Completethesentencesin3b,focusingonthecorrectuseof"there

is/are"andprepositions.

2.Checktheanswersandpracticereadingthesentences.

DesignIntent:Toprovidecontrolledpracticeforstudentstoapply"There

be”句型andprepositions,reinforcingtheirunderstandingthrough

hands-oncompletionandreading.

Step4:Workon3c

1.Lookatthepicturecarefullyandaskstudentstodescribethepicture.

Thereisanicelibrarybehindtheclassroombuilding.（塊狀在腦）

2.Askstudentscirclethecorrectprepositions.

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3.Asksomequestionstohelpstudentsunderstandbetter.

What'sthetextabout?

Whafsintheclassroom?

Howdostudentssitintheclassroom?

DesignIntent:Todevelopstudents'abilitytodescribespatiallayouts

using"Therebe”句型andprepositionsbyanalyzingapictureand

answeringguidingquestions,connectinggrammartovisualcontext.

Step5:Workon3d

Talkabouthowyourclassroomisdifferentfromtheclassroomin3c.

DesignIntent:Toencouragestudentstousethelearned"Therebe”句型

andprepositionsinapersonalizedway,promotingcommunicativeuse

andcomparisonofclassroomlayouts.

作業(yè)布置

-必做：練習(xí)冊

-選做：閱讀

板書設(shè)計

Therebe句型

Thereis+單數(shù)名詞/不可數(shù)名詞

Thereare+復(fù)數(shù)名詞

Prepositions:nextto,infrontof,behind,on,under,between...and...,near,

from

教學(xué)反思

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本節(jié)課通過引導(dǎo)、講解、練習(xí)和討論的方式，讓學(xué)生充分理解和掌握

了Therebe句型與位置介詞的使用。學(xué)生在獨立工作和配對討論中表

現(xiàn)出較高的積極性，能夠靈活運(yùn)用所學(xué)知識描述教室布局。部分學(xué)生

還是對have和therebe句型混淆使用，需在后續(xù)教學(xué)中加強(qiáng)練習(xí)和鞏

固。

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U3-4閱讀課課時教學(xué)計劃

學(xué)習(xí)目標(biāo)

1.能夠聽懂并理解關(guān)于學(xué)校生活的對話內(nèi)容

2.能夠用簡單的語言描述學(xué)校中自己喜歡的地方和做的事情

3.能夠根據(jù)提供的信息，完成關(guān)于學(xué)校情況的筆記

4.能夠模仿范文，寫一封關(guān)于自己學(xué)校的回信

教學(xué)重點掌握描述學(xué)校生活的常用詞匯和表述

教學(xué)難點用流利的語言描述自己在學(xué)校的日常生活和喜好

教學(xué)準(zhǔn)備希沃

教學(xué)流程（凸顯教學(xué)評一體化）

Stepl:Lead-in

1.Playavideoaboutourschoolandask:

What'syourfavoriteplaceatschool?Andwhy?

Whatfunthingsdoyouusuallydoatschool?

DesignIntent:Toarousestudents*interestinthetopicofschoollife,

activatetheirpriorknowledge,andpreparethemforthereadingcontent

byconnectingtotheirpersonalexperiences.

Step2:Predict

Askstudentstolookatthepicturescarefullyandanswer:

Whatcanyouseeinthethreepictures?

Whatdoyouusuallydoattheseplaces?

Whatdoyouthinkthemainideais?

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DesignIntent:Todevelopstudents'predictionskillsandhelpthembuild

expectationsaboutthereadingtextbasedonvisualcues,enhancingtheir

engagementwiththecontent.

Step3:While-reading

1.Readthetextquicklyandanswerthequestions:

Whatkindoftextisit?

Howdoyouknow?

Whoiswritingtowhom?

Whatisthetextabout?

WhatquestiondoesPeteranswer?

WhatquestiondoesFloraask?Howdoyouknow?

2.Readcarefullyandcompletethetable.

PlaceLocationActivityComment

sportsfield

classroom

building

dininghall

3.Discussthequestionsandunderlinethesentencesinpassage.

Addmorequestions:

WhydoesPeterthinkraisingtheflagisaspecialwaytostarttheweek?

WhatdoesPeterthinkofchangingseatseveryweek?Howaboutyou?

WhatdoyouthinkofPeter'sschool?

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4.Readagainandfindouttheadjectives.

DesignIntent:Toguidestudentsthroughdifferentreadingstrategies

(skimmingandscanning)toextractinformation,analyzetextstructure,

anddeepencomprehensionofschoollifedescriptions,whilealso

expandingtheirvocabulary(adjectives).

Step4:Post-reading

1.Talkaboutyourschoolandcompletethenotesin2a.

2.Highlightimportantpartsoftheemail,suchasgreeting,introduction,

descriptionoftheschool,andclosing.

DesignIntent:Tohelpstudentsapplythelearnedvocabularyand

structurestodescribetheirownschool,andtopreparethemforwriting

byanalyzingthestructureoftheemail(greeting,body,closing).

作業(yè)布置

-必做：練習(xí)冊

-選做：閱讀

板書設(shè)計

Therearemanymodernbuildings.

It'saspecialwaytostarttheweek.

Wespendmostofthetimeinourclassroom.

Thedininghallisacrossfromthesportsfield.

Myfavoriteplaceis...

教學(xué)反思

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結(jié)合語境和語篇進(jìn)行詞匯教學(xué)，學(xué)生所要學(xué)習(xí)和描述性形容詞、學(xué)校

活動的英文表述均呈現(xiàn)，且是以詞塊的形式呈現(xiàn)，而非單個單詞的機(jī)

械記憶。缺乏深度思考，在讀寫教學(xué)過程中，厚注重讀寫技巧訓(xùn)練,

忽視對學(xué)生進(jìn)行深度思考和批判性思維的培養(yǎng)。

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U3-5項目課課時教學(xué)計劃

學(xué)習(xí)目標(biāo)

1.能夠使用方位介詞描述學(xué)校內(nèi)各場所的位置

2.能夠通過繪制地圖和討論，增強(qiáng)團(tuán)隊合作和溝通能力

3.能夠流利地同他人介紹學(xué)校的設(shè)施和活動

教學(xué)重點方位介詞的正確使用；流利介紹學(xué)校

教學(xué)難點地圖繪制的準(zhǔn)確性和詳細(xì)性；團(tuán)隊合作中的有效溝通

教學(xué)準(zhǔn)備希沃

教學(xué)流程（凸顯教學(xué)評一體化）

Stepl:Lead-in

Greetstudentsandintroducetheprojecttopicandobjectives.

DesignIntent:Tointroducetheprojectanditsgoals,activatingstudents'

motivationandfocusforthetask-basedactivities.

Step2:Workon3a

Askstudentstodrawamapoftheirschoolontheirown,including

classrooms,libraries,playgrounds...

DesignIntent:Toengagestudentsinahands-onactivitytovisualizeand

representschoollayout,reinforcingtheiruseoflocationvocabularyand

spatialawareness.

Step3:Workon3b

1.Dividestudentsintosmallgroupsandassigneachgroupadifferent

areaoftheschooltofocuson.

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2.Havestudentsdiscusswhatfunthingstheydointhatareaandplana

tourroute.Encouragestudentstousetargetlanguagetocommunicateand

negotiatewithintheirgroups.

Guide:Hello,andwelcometoourschool!Mynameis...andI'myour

schoolguidetoday.Let'sbeginthetour.Thisisourclassroombuilding.

Visitor!:Wow,it'sreallybigandclean.Ilikeitverymuch.

Guide:Yes.Look,thebigbuildingbehinditisourlibrary.

Visitor?:Amazing.Itlookssobeautiful.

Guide:Yes,thelibraryismyfavoriteplace.Ienjoyallkindsofbooks