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Unit 3 My School Section B Project 教学设计
The Project in Unit 3 My School Section B of the 2025 - 2026 academic year for Grade 7 English (People's Education Press, 2024) is a comprehensive learning activity. It combines multiple language skills, aiming to deepen students' understanding of school - related vocabulary, sentence patterns, and grammar. Students will create a project about their school, which may include drawing a school map, writing descriptions of school facilities, and making a presentation. This project - based learning approach allows students to integrate what they have learned in a practical and creative way, enhancing their language proficiency and comprehensive abilities.
教学目标 Students should be able to accurately use vocabulary related to school places, such as "library", "gym", "classroom building", etc., to describe different areas in the school. They can skillfully apply sentence patterns like "There is/are...", "Where is/are... " and "It's/They're in/on/near...", to express the location of school facilities. Master the correct usage of simple present tense to describe regular school activities, for example, "We have classes from Monday to Friday." Through the project - making process, students will improve their information - gathering and organizing skills. They need to collect details about their school and arrange them in a logical order for the project. Develop their self - learning and cooperative learning abilities. Students may need to explore some knowledge independently and work in groups to complete different parts of the project, such as group discussion for planning the school map and individual writing for facility descriptions.
教学重难点 Vocabulary and Sentence Patterns: Ensure students firmly master the vocabulary of school places and relevant sentence patterns for location expression. This is the foundation for them to complete the project, as they need to accurately name and describe school facilities and their locations. Project Completion: Guide students to successfully complete the school - introduction project, including drawing a clear and accurate school map, writing detailed and grammatically correct descriptions of school facilities, and making a fluent presentation. Language Application: Helping students use language flexibly and accurately in the project. For example, when describing complex school facilities or activities, they may encounter difficulties in choosing appropriate words and sentence structures. Presentation Skills: Improving students' presentation skills. Some students may be shy or lack experience in public speaking. Teaching them how to communicate effectively, maintain eye contact, and use appropriate body language during the presentation is a challenge.
Key Vocabulary
school - related places: library (a place where students can borrow books and read), gym (a place for doing sports), cafeteria (a place where students eat), classroom building (a building with many classrooms), laboratory (a place for doing experiments), playground (an open area for sports and games), office building (a building where teachers and staff work), auditorium (a large hall for meetings and performances), etc.
descriptive adjectives: large, small, modern, old - fashioned, clean, bright, quiet, noisy, etc. These adjectives can be used to describe school facilities.
Phrases
in front of (e.g., The playground is in front of the classroom building.), behind (e.g., The library is behind the office building.), next to (e.g., The laboratory is next to the science building.), between... and... (e.g., The cafeteria is between the teaching building and the dormitory building.), on the left/right of (e.g., The teachers' office is on the left of the main entrance.).
Sentence Patterns
There be Structure:
There is a big library in our school.
There are two playgrounds in our school.
Question and Answer about Location:
Where is the gym - It's on the first floor of the sports building.
Where are the classrooms - They are in the classroom building.
Describing Regular Activities:
We have PE class in the gym twice a week.
The students often play basketball on the playground after school.
Grammar Focus
Simple Present Tense:
Use it to describe habitual or regular actions in school. For example, "I get up early every morning to go to school." The verb form changes according to the subject. When the subject is the third - person singular (he, she, it, a person's name, a singular thing), add - s or - es to the verb. For example, "He likes reading books in the library."
教学过程
Warming - up and Introduction (5 minutes)
Activity: Begin the class with a warm greeting. Then, show some exciting pictures of different schools around the world on the big screen. Ask students, "Guys, look at these pictures. Which school looks the most interesting to you And can you quickly tell me the English names of some places in these schools, like the library or the playground " After students share their ideas, clearly introduce the project topic, "Today, we are going to work on a project about our own school. We will act as tour guides and introduce our school to foreign friends." Explain the project objectives in detail, such as being able to accurately describe the location of school facilities using prepositions, vividly introduce school activities, and work well in a team.
Purpose: This part aims to activate students' prior knowledge about school - related vocabulary, arouse their interest in the project, and make them clearly understand what they need to achieve in this project.
Knowledge Presentation (10 minutes)
Vocabulary and Sentence Patterns Review: Write some key vocabulary about school places on the blackboard, like "library", "gym", "cafeteria", "classroom building", etc. Review the pronunciation and meaning with students. Then, present important sentence patterns for location expression, such as "There is/are...", "It's/They're in/on/near...", "Next to...", "In front of...", "Behind...". Give examples like "There is a big library in our school. It's on the second floor of the teaching building. The playground is in front of the classroom building."
Map - drawing Guidance: Demonstrate how to draw a simple school map on the blackboard. First, mark the main entrance of the school. Then, draw the classroom building, library, gym, etc. in appropriate positions, and use arrows and lines to show the relationships between different places. While drawing, explain how to use prepositions to describe the locations. For example, "The library is next to the science building. We draw the library here, right next to the science building we just drew."
Purpose: Ensure students have a solid understanding of the necessary vocabulary and sentence patterns for the project, and master the basic method of drawing a school map.
Project Practice (15 minutes)
Individual Map - drawing: Distribute blank white papers and colored pencils to students. Let them start drawing a map of their own school independently. Encourage them to include as many school places as possible and label them with English names. At the same time, ask them to write down sentences using prepositions to describe the location of each place beside the corresponding drawing. Walk around the classroom, offer one - on - one help when students encounter difficulties in vocabulary, grammar, or map - drawing. For example, if a student forgets the word "laboratory", tell them the correct spelling; if a student makes a mistake in using the "there is/are" sentence pattern, correct it immediately and give more examples for reinforcement.
Purpose: Through this hands - on activity, students can practice using vocabulary and sentence patterns in a practical context, and also cultivate their creativity and spatial thinking ability.
Group Work (15 minutes)
Grouping: Divide students into small groups of 4 - 5. Make sure the groups are diverse in terms of students' English levels and personalities to promote better cooperation.
Task Assignment: Assign each group a specific area of the school, such as the teaching area, sports area, or activity area. Instruct group members to discuss the fun things they usually do in that area, plan a tour route within the assigned area, and write a simple script for the tour guide. Encourage them to use the target language to communicate and negotiate within the group. For example, they might discuss, "First, we will take the visitors to the playground. What can we tell them about the playground Maybe we can say, 'This is our big playground. We often play football and basketball here after class.'"
Practice: Each group takes turns to practice their tour within the group. One member acts as the tour guide to give the presentation, while others listen carefully and provide feedback. They can point out problems in language use, such as incorrect pronunciation, wrong grammar, or unclear expression, and suggest improvements.
Purpose: Group work can improve students' communication and cooperation skills. By discussing and planning together, they can better organize their thoughts and language, and also learn from each other.
Presentation and Evaluation (10 minutes)
Presentation: Each group presents their tour to the whole class. They use the maps they drew before as visual aids. The tour guide in the group leads the presentation, vividly introducing the school area, facilities, and activities along the planned route. For example, "Dear friends, welcome to our school. Now, I will show you around our teaching area. First, look at this beautiful classroom building. There are 30 classrooms in it. We study and have classes here every day. Next to the classroom building, there is a small garden. We can see many colorful flowers there in spring."
Evaluation: After each group's presentation, conduct a class vote. Provide evaluation criteria, such as clear pronunciation, correct grammar, rich content, smooth presentation, and good teamwork. Students vote for the best tour guide group. Award the winning group with small prizes like stickers or English - related bookmarks to recognize their efforts.
Purpose: The presentation is a good opportunity for students to showcase their learning achievements. Evaluation can not only motivate students but also help them learn from excellent examples and identify their own areas for improvement.
Summary and Homework (5 minutes)
Summary: Summarize the key points of this class, including important vocabulary about school places, sentence patterns for location and activity description, and the significance of teamwork. Emphasize the importance of using English correctly and vividly in real - life situations.
Homework:
Must - do: Ask students to perfect their group's tour script, make sure there are no grammar or spelling mistakes. They should neatly write or type it out and hand it in the next class.
Optional: Suggest students to record a short video of themselves introducing their favorite school place at home. They can send the video to their classmates or post it on the class - specific online learning platform if possible.
Purpose: The summary helps students review and consolidate what they have learned. The homework can further strengthen their language skills and give them more opportunities to practice English outside the classroom.

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