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新人教版七年级上册英语Unit 3 My School (Period 3 Section A 3a-3d)教学设计
I. Overall Grasp of Teaching Content
Learning Objectives 1. Students can identify and understand there be and use it in different situations.
2. Students can use prepositions of position to describe locations of things.
3. Students can introduce their classrooms.
Key and Difficult Points 1. The sentence structure of there be.
2. Describe layout of classroom.
Teaching Suggestions PPT, pictures, maps
II. Basic Teaching Design
1.Teaching Inquiry Process
Teaching Process Design Adjustment
Step 1: Lead-in
1. Greet students and ask about their school life to activate their prior knowledge.
2. Present a picture of a classroom and ask students to describe what they see using "There is/are" and prepositions. 1. Greeting and discussing school life activates students’ prior knowledge and creates a relaxed learning vibe. 2. Using a classroom picture guides students to practice target structures ("There is/are" + prepositions), laying a foundation for the new lesson.
Step 2: Work on 3a
1. Explain the function and structure of the "There be" sentence pattern, emphasizing the difference between "there is" and "there are".
2. Show examples of "there be" sentences with underlined verbs and circled prepositions of position.
3. Guide students to observe and summarize the usage of prepositions in describing locations.
4. Have students read the sentences in 3a silently, underlining the verbs and circling the prepositions.
5. Ask a few students to read aloud and check their answers.
6. Practice reading the sentences in 3a. 1. Explaining "There be" (and its "is/are" difference) helps students clarify its basic function and structure. 2. Marked examples let students visually grasp key elements (verbs/prepositions) for easier summary. 3. Guiding observation & summary cultivates students’ ability to find rules independently. 4-6. Silent marking + aloud reading + answer checking reinforces students’ mastery of target structures.
Step 3: Work on 3b
1. Complete the sentences in 3b together, focusing on the correct use of "there is/are" and prepositions.
2. Check the answers.
3. Practise reading the sentences in 3b. 1. Joint sentence-completion focuses on applying "There is/are" and prepositions, consolidating new knowledge. 2. Answer checking ensures students correct mistakes in time. 3. Reading practice improves their fluency with target sentences.
Step 4: Work on 3c
1. Look at the picture in 3c carefully. Ask students to describe the picture.
2. Ask students to work individually on 3c, circling the correct prepositions to complete the description of the classroom in the photo. Provide assistance to students who encounter difficulties. 1. Picture description connects to prior practice, reducing students’ task anxiety. 2. Individual work develops independent learning skills; offering help meets the needs of students with difficulties.
Step 5: Work on 3d
1. Have students work in pairs to compare their classroom with the classroom in 3c using the "there be" structure and prepositions.
2. Invite a few pairs to share their comparisons with the class. 1. Pair work lets students use target structures in real communication, enhancing practical language skills. 2. Sharing allows students to showcase results and learn from peers’ expressions.
Step 6: Summary and Homework
Summarize the key points of the lesson, emphasizing the correct use of "there be".
Assign homework: Ask students to write a short paragraph. 1. Summarizing key points helps students solidify core knowledge of "There be". 2. Paragraph writing lets students apply what they’ve learned after class, deepening mastery.
Teaching Blackboard Design:
Unit 3 My School
Section A: What is your school like (3a-3d)
Words: bookcase, screen
There be Sentence Pattern: There is + singular noun/uncountable noun; There are + plural nouns
Prepositions: next to, in front of, behind, on, under
Example: There is a blackboard in the front of the classroom.
Post-class Reflection
Through guidance, explanation, practice, and discussion, students fully understood and mastered the use of the There be sentence pattern and prepositions of place. Students showed high enthusiasm in independent work and paired discussions and could flexibly use the learned knowledge to describe classroom layouts. However, in practical application, some students still have difficulties in choosing prepositions of place and need to strengthen practice and consolidation in subsequent teaching.

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