Unit 3 My School (Section A 3a-3d, Period 3) Grammar Focus教学设计人教版（2024）七年级上册

Unit 3 My School (Section A 3a-3d, Period 3) - Grammar Focus教学设计 Lesson Type Grammar Focus Core Literacy Goals - Language Competence: Master the ability to talk about locations using the "where" question and the "there be" structure. - Cultural Awareness: Cultivate love for the school by guiding students to introduce their school to visitors. - Thinking Quality: Enhance students’ classification thinking ability through analyzing the rules of sentences with the "there be" structure. - Learning Ability: Develop the skill to summarize key knowledge points by identifying differences and similarities between sentence structures. Teaching Key and Difficult Points 1. Enable students to talk about locations fluently using the "where" question and the "there be" structure. 2. Improve students’ classification thinking ability by analyzing the rules of sentences with the "there be" structure. Teaching Methods Task-based teaching method, situational teaching method Teaching Tools PPT, textbook, blackboard, multimedia computer Teaching Procedures 1. Warming-up 1. Display a school map on the screen, and ask students to describe the school using the following sentence structures: - Is there a/an... / Are there any... - Yes, there is/are. / No, there isn't/aren't. - Where is/are the... - It's... / They're... Purpose: Review the knowledge about "there be" structure and "where" questions that students learned in previous lessons, laying a solid foundation for the new grammar focus of this lesson. 2. Presentation 1. Ask students to read the sentences in 3a silently, and underline the verbs in the "there be" structure. 2. Guide students to summarize the sentence patterns of the "there be" structure together: - Affirmative form: There is/are + ... (follow the subject-verb agreement: proximity principle). - Negative form: There is/are not + ... - Interrogative form: Is/Are there + ... - Corresponding answers: Yes, there is/are. / No, there isn't/aren't. 3. Provide several example sentences containing both "there be" and "have/has", and ask students to read them aloud and discuss the differences between "there be" and "have/has". 4. Ask students to read the sentences in 3a again, and circle the prepositions of positions in the sentences. Purpose: Help students systematically understand the basic sentence patterns and usage rules of the "there be" structure, and clarify the differences between "there be" and "have/has" as well as identify common prepositions of positions, building a clear grammar framework for students. 3. Practice (3b-3c) 1. Assign the exercise in 3b to students: ask them to complete the blanks in the sentences with the correct form of "there be". 2. Guide students to finish the exercise in 3c: let them read the sentences carefully and circle the correct prepositions of positions. Purpose: Provide semi-controlled practice activities to help students consolidate the usage of the "there be" structure and prepositions of positions, and improve their ... ...