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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 3 Grammar Focus 3a-3d
Content analysis
【What】The text presented in this lesson is a cloze test, and it is an expository essay that mainly describes a classroom in the UK. The classroom contains many items, including a screen in front of a wall, a whiteboard next to it, bookshelves behind them, and the teacher’s desk.
【Why】By completing the discourse task, students learn how to use descriptive location phrases. By describing different items in the classroom and their positions, students can understand common arrangements in British classrooms and learn to use prepositions of place appropriately. This helps them develop a grammatical perspective that is guided by language use, focusing on “form—meaning— use”. It guides students to recognize that the choice of grammatical forms depends on specific contexts, emphasizing the presentation of new grammatical knowledge within context. Students are directed to observe and summarize the usage scenarios, expression forms, basic meanings, rules of use, and pragmatic functions of the learned grammar in context.
【How】The passage in this lesson uses simple and clear language to describe the layout and items of the classroom. For example, sentences like “There is a screen on the wall,” “A whiteboard is next to the screen,” “The teacher’s desk is in the corner, in front of a window” all employ straightforward sentence structures and direct vocabulary, allowing students to clearly understand the arrangement of the classroom. Additionally, the author uses descriptive words such as “behind them,” “in the corner” to provide more detailed descriptions.
Learning Objectives
At the end of this section, students will be able to:
Understand the semantic function of where be/ there be sentence pattern, initially establish the language consciousness of describing direction, and gradually apply the sentence pattern in real life;
Tell the differences between Chinese and British classrooms, correctly using there be sentence structure and directional prepositions
Focal and Difficult Points
Focal Points
there be sentence structure to express “something is somewhere”, and prepositions of location to describe the relationship between places; general question form; positive and negative answers.
Difficult Points
Correctly understand and master the composition characteristics of there be sentence structure, the expression of the three single forms.
Procedures
Teaching Activities Learning Activities Purposes
Step 1. Lead-in Create a situation of being a volunteer to introduce the school to some exchange students. T: As a volunteer, Peter will guide some exchange students to visit our school. Try to use where be and there be structure. Think about what the volunteer Peter will talk about to the exchange students. There is a big library in our school. It is behind our classroom. … To activate students’ prior knowledge of the target grammar, prepare them for the next step of grammar learning.
Step 2. Grammar 1. Ask Ss to read the sentences in 3a together. Make sure they understand them. T: How many ways can we use to ask for directions 2. Instruct Ss to find out there be structure and the prepositions of position. And ask them to classify the sentences into different kinds. Q1: What is “there be structure” and what does it mean？ Q2: What is the rule of using “is” and “are” 3. Encourage Ss to have a discussion about there be structure and explain by taking some examples. Present different types of sentence structures. 4. Ask Ss to finish 3b. Explain the prepositions of position to Ss. 1. Read the sentences in 3a. Make sure to understand them. 2. Find out there be structure and the prepositions of position. And classify the sentences into different kinds. Is/are there… There is/are… 3. Work with group members and try to sum up the rules. 4. Complete Activity 3b. To help students establish a language oriented grammar view of “form-meaning-us”. To help Ss understand that the choice of grammar form depends on the specific context. To promote Ss’ language ability and thinking quality.
Step 3. Reading 1. Make sure Ss understand the instruction of 3c. Ask them to read the article and choose the correct prepositions based on the photo. Explain the reasons if necessary. T: What about your classroom 2. Provide useful expressions to encourage Ss to tell the differences between their classroom and the one in the UK. Offer the evaluation standards. 1. Read the article and choose the correct prepositions based on the photo. 2. Work in pairs and talk about how their classroom is different from the classroom in 3c. To cultivate students’ ability to use language and cultural knowledge to solve practical problems in real situations, and promote transfer and innovation.
Step 4. Conclusion Provide the self-check chart for Ss to have a reflection. Have a conclusion about what they’ve learned this lesson. To guide students to conduct classroom summaries.
Step 5. Homework Must-do Make a mind map about there be structure and the prepositions of position. Choose-to-do 1. Make a video to introduce your classroom in English. 2. Write a passage about your classroom. Choose one to complete. 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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