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中小学教育资源及组卷应用平台
人民教育出版社 七年级上册教学设计
Unit 3 My School Section 1 Section A 1a-1d, Pronunciation
Overview
This is the third formal unit. Its theme falls under the category of “Man and Self”, covering “learning environment and personal growth”; it also belongs to the category of “Man and Society”, encompassing “school life and social connections”. By studying this unit, students will be able to identify various locations on campus and describe these places accurately in English, thereby deepening their familiarity with and affection for the school. Meanwhile, students can share their favorite spots at school along with the reasons behind their preference, which helps foster a sense of belonging to the school. Additionally, guiding students to design and present school tour routes will improve their language expression and organizational skills.
This unit aims to create a rich campus-based learning experience. Students will not only master the linguistic knowledge required to describe school environments but also gain a deeper understanding of the functions and significance of schools. Through this unit, students will better adapt to school life, cherish their time at school, and lay a solid foundation for their future learning and development. Furthermore, they will strengthen their sense of identity with and responsibility for the school, actively participate in school activities, and build positive relationships with classmates and teachers.
Teaching Aims
1. Depict the layout and characteristics of their school, classrooms, offices, and campus shops, and ask and answer questions about the location and function of school facilities.
2. Introduce their school via email: describe different campus places and related activities, share their own favorite campus spots, and explain the reasons for their preference.
3. Perceive the environment and resources of their own school, and compare the similarities and differences between their school and others’.
4. Recognize that school life is colorful, safe, and meaningful, and understand that school serves as an important space for students to socialize, develop their abilities, and cultivate their interests.
5. Create a “Campus Map” for their school, thereby enhance their awareness of loving their school.
Framework Diagram of Unit 3 Theme Content
Sections
Section 1 Section A 1a-1d, Pronunciation
Section 2 Section A 2a-2f
Section 3 Grammar Focus 3a-3d
Section 4 Section B 1a-2b
Section 5 Project
Section 6 Reading Plus
Focal and Difficult Points
Focal Points
1. Target vocabulary related to common campus buildings and facilities, their locations, favorite places, and the reasons for the preference;
2. The there be structure and prepositions of position;
3. Basic phonetic knowledge: long vowels (/ :/, /u:/) and short vowels (/ /, / /), as well as stress in multi-syllabic words;
4. Basic features and format of emails, as well as details about the protagonist’s school life described in the email;
5. Introduce one’s own school, describe different campus places and related activities, and share the reasons for one’s favorite place.
Difficult Points
1. Accurately use there be structure and prepositional phrases to describe the specific locations of campus buildings, facilities, and classroom items;
2. Introduce one’s own school in an email, including describing different places and related activities, as well as sharing favorite places and explaining why;
3. Identify the highlights of daily campus life, take the initiative to care for the collective, love one’s class and school, and cherish learning environment and opportunities.
Section 1 Section A 1a-1d, Pronunciation
Content Analysis
What: This lesson includes three passages, all of which are dialogues designed for listening and speaking activities. The content of the dialogues mainly centers on new students asking their classmates (or school staff) about the locations of specific places on campus. In the first dialogue, Ella is looking for her classroom. After she asks for directions, the boy tells her that she is in Class 2, Grade 7 and that the teaching building is behind the playground. Ella then expresses her gratitude. In the second dialogue, Peter asks a lady about Mr. Gao’s office. The lady informs Peter that the teachers’ office is opposite the school auditorium, and Peter responds with thanks. In the third dialogue, Emma asks a boy about the Student Center. The boy replies that it is between the library and the gymnasium, and Emma expresses her gratitude afterward.
Why: The theme image of this unit shows a panoramic view of a school, highlighting its main buildings and facilities, such as the main building, teaching buildings, and sports field. Through this image, students are guided to reflect on and answer questions about the school, which sparks their affection for and curiosity about it. The purpose of learning the dialogues is to help students master how to describe the locations and facilities of a school using the there be structure and prepositions of direction. By engaging with the dialogue content, students can understand how to ask for and give directions to specific locations on campus, thereby develop their communication skills and practical language competence. Additionally, when students share their favorite school locations and the reasons behind their choices, it promotes interaction and collaboration among them, strengthening class cohesion. In summary, through learning these dialogues, students can gain a clearer understanding of various locations on campus, improve their oral expressions and social skills, and thus integrate into school life more smoothly while enjoying the fun of learning.
How: The text is accompanied by thematic illustrations that help students understand the context of the dialogues. These visual aids make it easier for students to grasp the scenarios being discussed. The conversations are presented in a simple question-and-answer format, including phrases for seeking assistance such as “Can I help you ” and “Excuse me,” location-inquiry sentences like “I’m looking for a classroom,” “Where is Ms. Gao’s office ” and “Is there a shop in this school ” as well as location-describing expressions such as “behind the sports field,” “across from the school hall” and “between the teachers’ building and the science building.” All three dialogues present location-inquiry scenarios on campus in different ways, and introduce school locations through a variety of questioning and responding methods.
Learning Objectives
By the end of this section, students will be able to:
1. Recognize and learn English terms for different campus locations; master common prepositions and prepositional phrases; develop an initial understanding of the usage of the there be structure; learn the pronunciation rules for / /, / /, /u /, and / /, as well as the common letters and letter combinations that represent these sounds; and grasp stress in three-syllable words.
2. Connect visual aids (e.g., thematic illustrations) with language, and use learned prepositions of direction and the there be structure to describe the locations of school buildings in images; understand detailed information about building locations in dialogues;
3. Collaborate in groups to draw a campus map, and introduce the school using the learned prepositions of direction and the there be structure.
Focal and Difficult Points
Focal Points
1. Recognize English terms for different campus locations, as well as commonly used prepositions, prepositional phrases, and the there be structure;
2. Expand phonological knowledge, including two groups of back vowel phonemes (/ /, / /, /u /, / /) and the pronunciation rules for their corresponding letter combinations; master stress in three-syllable words.
Difficult Points
1. Be able to recognize and learn English terms for different campus locations; master common prepositions and prepositional phrases; develop an initial understanding of the usage of the there be structure; learn the pronunciation rules for / /, / /, /u /, and / /, as well as understand the common letters and letter combinations that represent these sounds; grasp stress in three-syllable words.
2. Be able to connect images with language, and use the learned prepositions of direction and there be structure to describe the locations of school buildings in pictures.
3. Be able to collaborate in groups to draw a campus map, and introduce the school using the learned prepositions of direction and there be structure.
Procedures
Teaching Activities Learning Activities Purposes
Step 1: Opening page 1. Show the aims of this unit and make sure Ss understand them. 2. Lead Ss to observe the picture. Ask them questions: Q1. What is this place in the photo Q2: What are the people doing on the sports field Q3: What do you like to do at school 1. Try to read and understand the aims of the unit. 2. Look at the pictures. Share the answers and talk about the activities they like to do. Q1: It is a school. Q2: They are doing exercise. Q3: I like reading books…. 1. To help Ss form clear learning expectations and enhance their enthusiasm for learning. 2. To create immersive learning scenarios, and stimulate Ss’ interest in participating.
Step2: Before listening Show a map of a school. Create the situation of asking for and giving directions. T: Today is the Campus Open Day. Welcome to our school and have a look! What places can you see on the map Where are they Observe the picture and try to say out some campus places and their locations. S1: Classroom Building. It’s next to the Dining Hall. S2: Sports Field. It’s in front of the Classroom Building. … To create a situation to help students perceive the content of the dialogue as a whole.
Step 3: While listening 1. Offer some listening tips before listening. 2. Instruct Ss to study the sentence structure of 1c. 3. Play the recording and ask Ss to complete 1b and 1c. 4. Check the answers. 1. Learn the listening tips the teacher offered. 2. Have a conclusion about the sentence structure of 1c. 3. Listen to the plete 1b and 1c. 4. Listen again and check the answers. To cultivate students’ ability to accurately obtain and record key information.
Step 4. Post-listening 1. Guide Ss to analyze the sentences in the conversations. 2. Encourage Ss to role-play the conversations. 3. Ask Ss to draw a map of their school and introduce the positions of places in it. T: What is your school like School is a place that you will miss in the future. You can get knowledge here, make friends here, and have colorful life here. Please love and protect it. Draw a map of it and try to introduce it to us. 1. Repeat the conversations and make sure to understand the sentences. 2. Work in groups and role-play the conversations. 3. Draw a map of your school and introduce the positions of places in it. Sa: Is there a dining hall in our school Sb: Yes, there is. Sa: ... To guide Ss to summarize and organize the core language, promote the internalization of language, and prepare for the real expression in the future.
Step 4. Pronunciation 1. Guide Ss to pronounce the vowels in Activity 1 on Page 37 well with the help of the video and imitation. T: Now Let’s know about the vowel family! 2. Explain the stressed syllables and let Ss listen and repeat the words in Activity 2. 1. Listen to the recording and repeat the sounds and words. 2. Classify the sounds and words according to their pronunciation. Listen and underline the syllables. Then mark out the stressed ones! To help students explore and discover the pronunciation rules, and use the rules to spell out words, so that they can learn by doing.
Step 5. Conclusion Offer the self-assessment to help Ss have a reflection on what they’ve learned in this lesson. With T’s help, have a conclusion about what they’ve learned in this lesson. To cultivate students’ ability to summarize and enhance what they’ve learned.
Step 6. Homework 1. Introduce your school to your parents，and write a passage to introduce it. 2. Draw your school map and talk about the positions of school plete the homework. To help students review what they have learned, practice key sentences in real-life situations, and check their understanding and application of the language.
Blackboard design:
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