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【人教2024版七上英语精彩课堂（单元解读+备课素材+教案）
Unit 3 Section A
Unit 3　My School
教材导学　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
Section A What is your school like
导入一　视频导入
　　The teacher asks students to watch a video about places in school and things in the classroom. And the teacher asks them how many words they remember and to retell them. Then lead into the new lesson. The teacher can add some extra words on the blackboard.
导入二　情境导入
　　Create a situation: The school reporter is interviewing students to know about our school and classrooms.
Ask students to role-play. Then lead into the new lesson.
导入三　问题导入
　　The teacher asks students some questions like “What do you know about the places in our school ”, “Where are they ”, “What can you see in our classroom ” and “Where are they ”, and invites some students to answer them. Then lead into the new lesson.
导入四　地图导入
　　T: Look at the map of our school. Do you know these places Where are they Let's learn to introduce our school.
Then lead into the new lesson.
导入五　歌曲导入
　　播放校歌,调动课堂气氛,培养学生学习英语的兴趣。
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动1c　Practise
　　让学生模仿磁带或老师的语音语调,以提高学生的英语会话水平。
活动1d　Role-play
　　让学生表演在校园里问路或者询问教室物品的情景剧。
(分角色表演,强化巩固方位介词短语和存现句)
Step 1　给学生提供框架和关键词,让学生充分发挥自主能动性编写对话。
Step 2　随机让学生展示他们的对话。
Step 3　老师根据学生的展示,写下本课时要学习的重点短语和句型。如:
1.—Where is…
—It's in front of/behind/next to…
2.There is a…
3.Are there any…in the classroom
Step 4　老师带领学生进行总结,让学生理解记忆方位介词短语和存现句。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出正确选项。(听力原文: Section A, 2a)
(　　)1.Where does Peter sit
A.He sits in the middle of the classroom.
B.He sits in the front of the classroom.
C.He sits at the back of the classroom.
(　　)2.How many blackboards are there in the classroom
A.Three.　　　　　　 B.One.　　　　　　 C.Two.
(　　)3.Where do students put their things
A.In the lockers. B.On the floor. C.In the desk drawers.
◎Key: 1.A　2.C　3.C
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
探究一　where用于询问地点
【观察】
1.—Where is the library 　—It's behind the classroom building.
2.—Where are the books 　—They are next to the window.
【探究】
—Where is the/one's+可数名词单数
—It's on/in/under/…
—Where are the/one's+可数名词复数
—They're on/in/under/…
探究二　存现句(There be Structure)
【观察】
There is a teachers' building across from the school hall.
There are some trees in front of the sports field.
Is there a smart whiteboard in your classroom
Are there any lockers in the classroom
【探究】
1.肯定式
(1)There is+某物/某人+某地/某时.
(2)There are+某物/某人+某地/某时.
注意事项: there是引导词,在句中不充当任何成分,翻译时也不必译出。句子的主语是某人或某物,系动词be要与后面的主语(某人/某物)的数保持一致。当主语是两个或两个以上的名词时,系动词be的形式要与离它最近的那个名词在数上保持一致,这就是“就近原则”。如:
There is a teacher and many students in our classroom.
我们的教室里有一位老师和许多学生。
There are two boys and a girl under the tree. 树下有两个男孩和一个女孩。
2.否定式
存现句的否定式的构成和含有be动词的其他句型一样,在be后加上not即可。如:
(1)There are some pictures on the wall.
→There aren't any pictures on the wall.
(2)There is a bike behind the tree.
→There isn't a bike behind the tree.
3.疑问式
存现句的疑问式是把be动词调整到句首,再在句尾加上问号即可。但同时要注意: 当肯定句中有some时,要将其改为any(否定变化也一样)。如:
(1)There is some water on Mars.
→Is there any water on Mars
(2)There are some fish in the water.
→Are there any fish in the water
Section A What is your school like
第一课时 [(1a-1d)&Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content is 1a-1d and the phonetic part.1a is a dialogue activity about school buildings and their positions. 1b-1c allow students to practise listening through text and conversations.1d asks students to talk about the places in the picture in 1a using what they have learned. In the phonetic section, students should be able to distinguish two sets of vowels: / / and / /, /u / and / /, and have a preliminary understanding of the positions of stressed syllables in words with three syllables.
Why: The lesson has three conversations. The first is a conversation between Boy 1 and Ella, the second is a conversation between Peter and a woman, and the third is a conversation between Boy 2 and Emma. All the conversations are about asking about the positions of the places in the school. Students need to learn “Where is… Is there… ” and other sentence patterns and phrases that are about asking about or giving positions by reading maps and listening to recordings.
How: The conversations are close to students' lives, and the language structure and vocabulary are simple. The core sentence patterns include question sentences starting with “Where” and “There be” sentence pattern. As for phonetic knowledge, students should pay attention to the long and short vowels / /, / /, /u /, /u/ and trisyllabic words.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.name the buildings in the school;
2.recognize school buildings and their positions in listening materials;
3.use prepositions of position to talk about school buildings;
4.pronounce four back vowels / /, / /, /u / and / /, and the stressed syllables correctly.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To name the build-ings in the school. Step 1　Lead-in 1.Greeting. 2.Create a situation: Hi! I'm Peter. I come from No. 2 Middle School, a model middle school. Welcome to visit my school! Here's the map of my school. Step 2　Presentation 1.What is in Peter's school Look at the pictures and say the names of the buildings. 2.Learn more expressions about the positions of the buildings through pictures. e.g. —Where's the… —It's in front of/across from/behind/… Observe how well stu-dents answer the ques-tions to see if they have mastered the expres-sions about school buildings and their positions.
Purpose To introduce the topic, activate students' vocabulary and sentence patterns about school buildings and their positions through pictures, and help students perceive the content of the conversation as a whole.
2.To recognize school buildings and their positions in listening materials. Step 3　Listening Someone is lost in the school… 1.Work on 1b. Listen to the conversations. Number the places in the order you hear them. Listening Tip: Reading the places and understanding the instructions carefully before listening helps you get the right answer. ◎Key: 3; 1; 2 2.Work on 1c. Listen again and complete the sentences. Listening Tip: Circle the key words before listening to help you get the right answer quickly. ◎Key: (1)The classroom building (2)The teachers' building (3)The student centre 3.Pair-work: Role-play the conversations. Observe whether stu-dents can predict through pictures before listening, and whether they can complete the listening tasks correctly, so as to judge the students' comprehension of the listening content and their mastery of the pronunciation and spelling of the target words.
Purpose Through the listening tasks, students can consolidate the expressions they have learned about the school buildings and positions, and practise their listening skills of obtaining key information.
3.To use preposi-tions of position to talk about school buildings.　 Step 4　Speaking Do you want to be a good guide like Peter Let's try! Work on 1d. Take turns to ask about and give positions using what you have learned. Talk about Peter's school first, and then talk about our school. Useful expressions: —Is there…in this school —Yes, there is. —Where is it —It's… Observe the group discussions on how to introduce the school buildings and whether students can use the target language in listening to ask and answer. Self-evaluation and mutual evaluation are carried out from various aspects such as language, pronuncia-tion and self-confi-dence.
Purpose To guide students to learn and internalize key expressions, paving the way for further application of what they have learned in real-life situations.
4.To pronounce four back vowels / /, / /, /u / and / /, and the stressed syllables correctly. Step 5　Pronunciation 1.Work on 1.Listen and repeat the vowels and the words. 2.Let students get to know the pronunciation tips. 3.Learn how to divide syllables and underline the syllables in 2. 4.Listen and repeat the words in 2. Notice and mark out the stressed syllables. 5.Exercise. Observe whether students can correctly grasp the essentials of pronunciation and read aloud the vowel sounds / /, / /, /u / and / /, as well as the words. Observe if students can find the stressed syllables and read the words aloud correctly, and give guidance and feedback.
Purpose To guide students to pay attention to the learning of phonetic symbols, clarify the pronunciation essentials of the learned vowels, and help students lay a good foundation for pronunciation through repeated reading and observation.
Homework Required: Review / /, / /, /u / and / /, and write more words containing these vowels. Optional: Draw a map of the buildings near your home and introduce them to your deskmate.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(2a-2f)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the second period of Unit 3. 2a is a conversation about the layout of the classroom, asking students to listen and fill in the blanks. 2b and 2c are reading tasks based on 2a, which require students to match the questions with the answers and judge whether the statements are true or false. 2d requires students to listen to, read and imitate the conversation. 2e and 2f ask students to list what Peter's and their own classrooms have, and have a conversation with their partners to compare the two classrooms.
Why: The fill-in-the-blank task, match task, and T or F task in 2a-2c are all based on the conversation in 2a. Through the above exercises, students will learn how to ask and answer about the layout of a classroom, and improve their reading skills in finding the details. 2d-2f allow students to practise asking, answering and comparing the layout of different classrooms to improve their presentation skills.
How: The conversation between Mrs Brown and Peter introduces how to ask questions about the layout of a classroom. It is close to everyday life. The core sentence patterns include questions led by “Where” and “There be” sentence pattern. Students should pay attention to the singular and plural forms in using “There be” structure.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.introduce and talk about Peter's classroom by using “There is/are…”;
2.compare the facilities(设施) in Peter's classroom and their classroom;
3.feel the good life in their classroom and love for their school.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To introduce and talk about Peter's classroom by using “There is/are…”. Step 1　Lead-in 1.Greeting. 2.Create a situation: Mrs Brown and Peter are talking about his new classroom. 3.Look at the picture and think: What are in Peter's classroom Check like this: There are two blackboards in Peter's classroom. Step 2　Listening 1.Think and share: What is Peter's classroom like What can you see in the picture Listening Tip: Before listening, you can find some information from the picture. 2.Work on 2a. Listen to the conversation and fill in the blanks. ◎Key: in front of; in the middle of; next to; at the back of 3.Work on 2b. Read the conversation. Match the questions with the answers. ◎Key: (1)C　(2)D　 (3)A　 (4)B 4.Work on 2c. Read again. Circle T for true or F for false. ◎Key: 1.T　 2.F　 3.T　 4.F 5.Work on 2d. Role-play the conversation. Introduce lockers to students. 6.Think and share: Does Peter like his new classroom Why Judge students' mastery of there be structure based on their expres-sion. Judge students' listen-ing level and the compre-hension of the prepo-sitions of position based on the answers written by them. Observe whether stu-dents can choose the right answers and judge the comprehen-siveness and the accuracy of the information they have obtained.
Purpose To introduce the topic and create a situation, so that students can have a preliminary understanding of there be structure. To improve students' listening and reading skills, and to develop students' ability to accurately obtain, sort out and record key information.
2.To compare the facilities in Peter's classroom and stu-dents' classroom. Step 3　Speaking 1.Free-talk: What is your classroom like 2.Work on 2e. List the things in Peter's classroom and your classroom. ◎Key: Peter's classroom: two blackboards, a smart whiteboard, desks, chairs, notices My classroom: two blackboards, a map… 3.Group work (pare Peter's classroom with yours. e.g. A: There are two blackboards in Peter's classroom and our classroom. B: In his classroom, the smart whiteboard is next to the blackboard. In our classroom,… Useful expressions: next to; in front of; in the middle of; at the back of; behind; between Observe whether stu-dents can master the target sentence patterns to compare Peter's classroom with their classroom. Self-evalua-tion and mutual evalua-tion are carried out from various aspects such as language, pro-nunciation, perform-ance and self-confidence.
Purpose To guide students to use key sentence patterns, so as to pave the way for further application of what they have learned in real-life situations.
3.To feel the good life in students' classroom and love for their school. Step 4　Culture corner 1.Know about other countries' classrooms through pictures. 2.Think and share: Do you like their classrooms Do you like your classroom Why 　 3.Summary: We love our classroom!We love our school! 4.Exercise.
Purpose To guide students to love their country and their school, and love their own lives.
Homework Required: Read the conversations well. Optional: 1.After class, tell your friends about your classroom in English, including its facilities and locations. 2.Ask family members and learn about the old classrooms, or look up pictures online to get an idea of the changes in China's classroom facilities.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content is the grammar section. 3a shows interrogative sentences that start with “where” and the answers and there be structure including declarative sentences and interrogative sentences and the answers, and the prepositions of position. 3b asks students to write the correct forms of the verb “be” in there be structure, and 3c asks students to look at the photo and choose the correct prepositions of position. 3d asks students to use what they have learned to talk about how their classroom differs from the classroom pictured in the textbook.
Why: By reading the sentences in the table, students can summarize interrogative sentences that start with “where” and the answers and there be structure including declarative sentences and interrogative sentences and the answers, and the prepositions of position. Written exercises allow students to reinforce the use of the target language through reading and looking at pictures. The speaking practice makes students more proficient in using there be structure.
How: The text is in the form of dialogue and paragraph. The content of the text is simple and close to life. Core sentence patterns include “Where is/are… There is/are… Is/Are there… ” and the answers. Students need to understand the context to complete 3b, and learn to read pictures to complete 3c. 3d allows students to apply what they have learned to talk freely.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn about there be structure and the prepositions of position;
2.describe locations by using there be structure and the prepositions of position;
3.introduce and talk about their school.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
Step 1　Lead-in 1.Greeting. 2.Create a situation: Jenny is new here. She wants to know some places, so she asks some questions. This map can help you answer them. Step 2　Grammar Focus 1.Let students read the sentences in 3a.
1.To learn about there be structure and the preposi-tions of position. What are the functions of these sentences Ask about and give positions. Wh- questions and general questions—“there be”. How many ways can we use to ask about positions 2.教师介绍存现句是英语中的一种特殊句式,表示“某地或某时有某物或某人”。 3.Observe these sentences. What can you find 存现句常把时间和地点放在句末。There is/are+某物/某人+某地/某时. 4.Students do some translation exercises. 教师介绍“就近原则”。在存现句中,如果be后的主语是由and连接的两个或两个以上的名词,be的形式要遵循“就近原则”。也就是说,be的形式是由离它最近的那个名词的单复数来确定的。 5.Let's find out how to ask about and give positions. Ask about positions: Is/Are there+某物+某地 Where is/are+某物 Give positions: Yes, there is/are./No, there isn't/aren't. It's/They're+方位介词+某地/某物. There is+单数名词+方位介词+某地. There are+复数名词+方位介词+某地. 6.Students memorize through chanting. Understand students' observation and compre-hension ability, and judge whether they have grasped the target language according to their answers and make supplements in time.
Purpose Let students learn about vocabulary about grammar and learn to summarize the rules, and deepen their memory of the prepositions of position by chanting.
2.To describe loca-tions by using there be structure and the prepo-sitions of position. Step 3　Exercises 1.Work on plete the sentences below. ◎Key: (1)are; They're　(2)is (3)Is; is; It's　(4)Are; aren't; are　 (5)is; It's　(6)are 2.Work on 3c. Circle the correct prepositions to complete the description of the classroom in the photo. ◎Key: on; next to; behind; in front of; on Observe whether students can correctly use the grammatical rules and apply them to finish reading exercises, and guide students to choose correct words or phrases through the context and pictures.
Purpose To improve students' reading and comprehension skills, and their ability of using grammar correctly in written exercises.
3.To introduce and talk about students' school. Step 4　Speaking 1.Work on 3d. Talk about how your classroom is different from the classroom in 3c. Level A: Introduce the classroom in 3c. Level B: Talk about how your classroom is different from the classroom in 3c. Rules: Describe the locations by using there be structure and the prepositions of position. More expressions. Useful expressions: A: In our classroom, there are some plants next to the teacher's desk. B: And there's a blackboard in our class-room. A: … 2.Ask some pairs to show on stage. 3.More exercises. Observe students' participation and the content of group discussions and instruct students to use the grammar knowledge they have got in this class correctly. Observe whether stu-dents can use grammar knowledge correctly in their presentation. Self-evaluation and mutual evaluation are carried out from various aspects such as language, pronunciation, perform- ance and self-confidence.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: After class, use there be structure and the prepositions of position to ask questions and describe the positions of the objects in the classroom. Optional: Introduce the locations of the buildings near your home.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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