【新教材】人教版（2024）七年级上册英语Unit 3 My School 教案（9课时）

第第页【新教材】人教版（2024）七年级上册英语Unit3MySchool教案SectionA1a-1d课题SectionA1a-1d课型讲授听说课课时1总课时教材分析Thisinitiallisteningandspeakinglessonfocusesoncoreschoolfacilityvocabularyandbasicidentificationdialogues.Ittrainsstudentstorecognizecampusplacesandmastersimplesentencepatternstoaskandansweraboutschoollocations.学情分析Seventh-gradestudentsarefamiliarwithcampusscenesbuthavenocorrespondingEnglishvocabulary.Theyareactiveinoralpracticeyetlackstandardexpressionstodescribeandinquireaboutschoolfacilities核心素养（教学）目标Languagecompetence:Mastercommonschoolfacilitywordsandbasicinquirysentences,finishlisteningtasksaccuratelyandmakesimplecampusdialogues.Thinkingquality:Distinguishdifferentcampusfunctionalareasandformbasicdescriptivelogic.Culturalawareness:UnderstandstandardizedEnglishexpressionsforcampusscenarios.Learningability:Cultivateactivelisteninghabitsandbuildconfidenceindailycampusoralcommunication.德育安全Cherishcampusresources;ensuresafeclassactivities.教学重点难点Keypoints:Masterschoolvocabularyandbasiccampusinquirysentencepatterns.Difficultpoints:Capturelisteningdetailsandusesentencesflexiblyinrealcommunication.教法学法Situationalteaching,audiolistening,imitationdrillsandpairpractice教学准备Listeningaudio,PPTandfacilitywordcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithfriendlyEnglishgreetingstocreatearelaxedlearningatmosphere.Theteacherinteractswithstudentsbyaskingsimplequestionsabouttheirdailycampuslife,guidingstudentstotalkaboutdifferentplacestheyoftenvisitatschool.StudentssharetheirdailyschoolexperiencesinsimpleChinese,whichactivatestheirfamiliaritywithcampusscenes.ThentheteacherpointsoutthatlearningEnglishexpressionsforschoolplacescanhelpthemintroducetheircampustoforeignfriends,naturallyleadingtothenewlessonaboutschoolvocabularyanddialogues.Step2:Pre-listeningVocabularyTeachingTheteacherdisplaysvividcampuspicturescorrespondingto1avocabulary,includingclassroom,library,playground,officeandhallways.Theteacherteacheseachword’sstandardpronunciation,stressandspelling,andexplainsitsspecificfunctioninthecampus.Studentspracticepronunciationincollective,groupandindividualmodestoconsolidatememorization.Aftervocabularylearning,studentscompletethe1apicture-wordmatchingtaskindependently.Theteacherchecksanswersuniformly,eliminatesvocabularybarriers,andensuresallstudentscanrecognizeandpronouncenewwordscorrectlybeforelisteningtraining.Step3:While-listeningTaskTrainingTheteachercarriesouthierarchicallisteningtrainingfor1band1ctasks.Beforeplayingtheaudio,theteacherclarifiestaskrequirements,remindingstudentstofocusonkeyinformationofschoolfacilitiesinshortdialogues.Forthefirstaudioplayback,studentslistentograspthegeneralcontextandunderstandthebasicinquiryscene.Forthesecondplayback,studentsfinishpicturematchingandblank-fillingtasksindependently.Afterlistening,theteacheranalyzeskeylisteningclues,replaysdifficultsegments,andsummarizesskillsofcapturingeffectiveinformationincampusdialogues.Step4:Post-listeningImitation&OralPracticeBasedonthelisteningmaterials,theteacherextractsanddisplayscoreinquiryandresponsesentencepatterns.Theteacherdemonstratesnaturalpronunciationandintonation,andexplainstheusageofdailycampusdialogues.Studentsimitatetheaudiorepeatedlytostandardizetheiroralexpressions.Thenpairworkisorganized.Studentstaketurnstoaskandansweraboutdifferentschoolfacilitieswithtargetsentences,combiningrealcampusscenesforsituationalpractice.Theteacherpatrolstheclassroom,correctswrongpronunciationandsentencecollocations,andencouragesshystudentstospeakbravely.Step5:SituationalConsolidation&ValueGuidanceTheteachersummarizesthekeyvocabularyandsentencepatternslearnedinthislesson.Combinedwiththe1dactivity,a“CampusGuide”interactivegameisheld.StudentsactascampusguidesandintroducedifferentschoolplacesinEnglish.Duringtheactivity,moraleducationisinfiltrated.Theteacherguidesstudentstocherishcampusfacilities,maintainacleancampusenvironmentanddevelopgoodhabitsofprotectingpublicschoolresources.Randomstudentchecksareconductedtotesttheirflexibleknowledgeapplicationability.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthecoreknowledgeofthelesson,sortingoutschoolfacilityvocabularyandbasicinquirysentences.Theteacheremphasizeskeyoralexpressionpointstodeepenstudents’memory.Layeredhomeworkisassigned.Basichomework:Readandmemorizenewwordsandkeysentencesfluently.Extendedhomework:UseEnglishtointroducethreeplacesinyourschooltoyourdeskmate.Theteacheraffirmsstudents’performanceandencouragesthemtoapplyEnglishindailycampuscommunication.【BlackboardDesign】Unit3MySchoolSectionA1a-1dKeyVocabulary:library,classroom,office,playground,hallwayKeySentences:—Whatplaceisit?—It’sthelibrary/playground.Thisisourbeautifulschool.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmastertargetvocabularyandbasiccampusdialoguepatternsandactivelyparticipateinlisteningandoralpractice.TheirrecognitionofcampusEnglishexpressionsisimproved.Afewstudentshaveinaccuratewordpronunciation.Futureteachingwillstrengthentargetedimitationpracticetoenhanceoralaccuracyandfluency.SectionAPronunciation课题SectionAPronunciation课型讲授听说课课时1总课时教材分析Thispronunciationlessonfocusesonthesoundofletter“l”andsentencerhythmincampus-relatedwords.Itstandardizesstudents’wordpronunciationandimprovestheirnaturalintonationwhendescribingschoolscenesinEnglishsentences.学情分析Seventhgradershavelearnedbasicschoolvocabularyandsentences.Theyoftenmispronouncetheletter“l”soundandreadsentencesinaflattone,lackingstandardoralrhythmindailycampusexpression核心素养（教学）目标Languagecompetence:Masterthecorrectpronunciationofletter“l”indifferentpositionsandgraspnaturalsentenceintonationandrhythm.Thinkingquality:Summarizepronunciationrulesanddistinguishstandardandnon-standardpronunciation.Culturalawareness:DevelopstandardandpoliteoralhabitsincampusEnglishcommunication.Learningability:Formthehabitofautonomousimitationandpersistentoralpronunciationpractice德育安全Practiceearnestly;keepsafeclassroomlearningorder教学重点难点Keypoints:Masterstandard“l”soundpronunciationinschoolvocabulary.Difficultpoints:Graspnaturalsentencerhythmandfluentoralreadingintonation教法学法Sounddemonstration,comparativelistening,layeredimitationanderrorcorrection.教学准备Standardaudio,PPTandphoneticflashcards.教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithdailyEnglishgreetings.Studentsreviewcoreschoolvocabularyanddescriptivesentenceslearnedbeforethroughcollectivereadingandindividualreading.Theteachercarefullyobservesstudents’pronunciationproblemsduringreading,especiallytheunclearletter“l”soundandstiffsentenceintonation.TheteacherpointsoutthatstandardpronunciationisthefoundationofconfidentoralEnglish,andguidesstudentstocarryouttargetedpronunciationtraininginthislessontooptimizetheircampustopicexpression.Step2:PronunciationRuleExplanationTheteacherdisplaystypicalschoolwordscontainingtheletter“l”,suchaslibrary,classroom,playgroundandhall.Theteacherdemonstratesthestandardpronunciationoftheclear“l”soundatthebeginninganddark“l”soundattheendofwords,explainingtonguepositionandmouthshapeskillsindetail.Combinedwithexamplewords,theteachersummarizessimpleandeasy-to-masterpronunciationrules.Besides,theteacherteachesbasicsentencerhythm,guidingstudentstopauseproperlyandkeepsteadyintonationwhenreadingcampusdescriptivesentences.Step3:LayeredImitationDrillsProgressivelayeredpracticeiscarriedoutfromsinglewordstocompletesentences.Firstly,studentsfollowthestandardaudiotoimitatethepronunciationof“l”containingwordsrepeatedly.Theteachercorrectsindividualstudents’inaccuratepronunciationintimeandhelpsthemfeelthedifferencebetweentwo“l”sounds.Afterwordtraining,studentspracticesentencereadingingroupsandindividually.Theyfocusonmatchingcorrectwordpronunciationwithnaturalsentencerhythmtoavoidflatandrigidoralexpression.Step4:SoundComparison&GameConsolidationTheteacherdesignssoundcomparisonactivitiestostrengthenstudents’pronunciationdiscriminationability.Theteacherreadswordsandsentenceswithstandardandwrongpronunciationalternately,andstudentsjudgeandcorrectthemimmediately.Afunpronunciationmatchinggameisorganized.Studentspickwordcardsandreadthemaloud,andthewholeclassevaluatestheirpronunciation.Thisinteractiveformactivatesclassroomatmosphereandhelpsstudentsfirmlygrasppronunciationrulesinrelaxedpractice.Step5:SituationalPronunciationApplicationIntegratepronunciationtrainingwithrealcampuscommunicationscenarios.Studentsconductpairworktodescribeschoolfacilitiesusinglearnedwordsandsentences.Theypayspecialattentiontostandard“l”soundpronunciationandnaturalsentencerhythm.Theteacherpatrolstheclassroomtogivetargetedguidanceandselectexcellentstudentstomakedemonstrationreading.Meanwhile,theteacherguidesstudentstospeakEnglishpolitelyandconfidentlyanddevelopgoodorallearninghabits.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthekeypronunciationrulesoftheletter“l”andsentenceintonationskillslearnedinthislesson.Commonpronunciationerrorsaresummarizedtohelpstudentsavoidrepeatedmistakes.Layeredhomeworkisassigned.Basichomework:Imitatestandardaudiotopracticewordandsentencepronunciationeveryday.Extendedhomework:Recordyourreadingofcampuswordsandsentences.Theteacherencouragesstudentstoinsistonoralpracticetostandardizepronunciationsteadily.【BlackboardDesign】Unit3MySchoolSectionAPronunciationPronunciationFocus:Letter"l"soundClear/l/:library,classroomDark/l/:hall,schoolReadingTip:Naturalrhythm&properpausesSentence:Thisisourbrightclassroom.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterthebasicpronunciationrulesofletter“l”andimprovetheirsentencereadingrhythmthroughimitationandgames.Classroomparticipationishigh.However,afewstudentsstillconfusetwotypesof“l”sounds.Futureteachingwilladdmoretargetedcomparativedrillstoconsolidatepronunciationaccuracy.SectionA2a-2e课题SectionA2a-2e课型讲授听说课课时1总课时教材分析Thislessonexpandscampusvocabularyandfocusesonprepositionalexpressionsforlocationdescription.Itintegrateslistening,readinganddialoguepracticetohelpstudentsmasterbasicwaystointroduceschoolspacelayoutaccurately.学情分析Seventhgradershavemasteredbasicschoolfacilitywordsandsimpleinquiries.Theyareactiveinclassbutconfusedaboutspatialprepositionsandfailtoorganizecompletecampusdescriptiondialoguesflexibly核心素养（教学）目标Languagecompetence:Masterspatialprepositionsandextendedcampusvocabulary,understandrelateddialogues,andmakecompleteconversationstointroduceschoollayouts.Thinkingquality:Buildlogicalspatialthinkingtodistinguishdifferentcampuspositions.Culturalawareness:Developawarenessofprotectingcampusenvironmentandlovingschoollife.Learningability:Improveintegratedlistening,readingandspeakingskillsthroughcooperativeandsituationalpractice.德育安全Lovecampus;abidebycampussafetynorms教学重点难点Keypoints:Masterspatialprepositionsandcampusdescriptivesentencepatterns.Difficultpoints:Useprepositionsflexiblytomakecoherentandaccuratecampusdialogues教法学法Situationalteaching,interactivedialogue,groupdiscussionandrole-play教学准备Teachingaudio,PPTandcampuslayoutpictures教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithstandardEnglishgreetings.Studentsreviewbasicschoolfacilityvocabularyandsimpleinquirysentenceslearnedin1a-1dthroughcollectivereadingandpairdialogues.Theteacherorganizesshortoralsharingforstudentstonamedifferentplacesintheirschool,activatingtheirpreviousknowledge.Thentheteacherraisesguidingquestionsabouthowtodescribetheexactpositionofschoolfacilities,leadingstudentstorealizetheimportanceofspatialprepositionsandnaturallyintroducingthenewlessonofcampuspositiondescription.Step2:Pre-learningNewKnowledgeTheteacherdisplayscorespatialprepositionsincludinginfrontof,behind,nexttoandonviavividcampuspictures.Standardpronunciationandusagescenariosareexplainedonebyone.Combinedwithrealcampusscenes,theteacherdemonstrateshowtodescribefacilitypositionsintuitively.Studentsfinishthe2amatchingtaskindependentlytoconnectprepositionswithcorrespondingpictures.Variousreadingpracticesarearrangedtohelpstudentsmemorizenewwordsandphrasesfirmly,removinglanguagebarriersforsubsequentlisteninganddialoguelearning.Step3:While-listeningTaskTrainingTheteachercarriesouthierarchicallisteningtrainingfor2btasks.Beforeplayingtheaudio,cleartaskrequirementsareputforward,requiringstudentstofocusonspatialrelationshipinformationindialogues.Forthefirstaudioplayback,studentsgraspthegeneralideaoftheconversationandknowthemaincontentofpositioninquiry.Forthesecondplayback,studentscompletepicturematchingtaskscarefully.Afterlistening,theteacheranalyzeskeylisteningclues,replayskeydialoguesegments,andguidesstudentstosummarizeskillsofcapturingspatialinformationefficiently.Step4:TextReading&Role-playBasedonthe2c-2edialoguetexts,theteacherconductsin-depthtextlearning.Studentsreadthedialoguessilentlyfirsttosortoutthelogicalstructureofcampuspositioninquiryanddescription.Thenimitativereadingiscarriedoutingroupandindividualformstostandardizepronunciationandintonation.Afterstudentsarefamiliarwiththetext,pairrole-playactivitiesarelaunched.Studentstaketurnstoactasguidesandvisitors,simulatingrealcampusintroductionscenariostopracticetargetsentences.Theteacherpatrolstocorrectwrongprepositionusageandincoherentexpressionsintime.Step5:SituationalConsolidation&EmotionalGuidanceTheteachersystematicallysummarizesspatialprepositionsandcoredescriptivesentencepatternsofthislesson.Afun“CampusGuide”situationalactivityisheld.Studentscombinetherealcampuslayouttointroducefacilitypositionsfreely,realizingflexibleknowledgeapplication.Meanwhile,moraleducationisinfiltrated.Theteacherguidesstudentstoappreciatethebeautyofthecampus,cherishpublicfacilities,anddevelopgoodhabitsofprotectingandlovingtheirschool.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthelesson,sortingouttheusageofcommonspatialprepositionsandcompletecampusdialoguestructures.Theteacheremphasizesthekeypointsofflexibleprepositionapplicationagain.Layeredhomeworkisassigned.Basichomework:Readandrecite2a-2edialoguesproficiently.Extendedhomework:Writefivesentencestodescribepositionsofdifferentschoolfacilities.TheteacherencouragesstudentstoobservecampusscenesandapplyEnglishknowledgeinlife.【BlackboardDesign】Unit3MySchoolSectionA2a-2eKeyPrepositions:infrontof,behind,nexttoKeySentences:—Whereisthe...?—It’snextto/behind/infrontofthe...Ourschoolisbeautifulandtidy.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterspatialprepositionsandcampusdescriptivesentencesandparticipateactivelyinrole-playactivities.Theirsituationalexpressionabilityisimprovedgreatly.However,afewstudentsmisuseprepositionsincomplexscenes.Futureteachingwilladdmoretargetedsituationaldrillstostrengthenflexibleknowledgeapplication.SectionAGrammarFocus课题SectionAGrammarFocus课型讲授听说课课时1总课时教材分析Thisgrammarlessonsummarizescoresentencepatternsforaskinganddescribingschoolobjectlocations.Itfocusesontheusageofwhere-questionsentencesandspatialprepositions,standardizingstudents’campusdescriptiveexpressions.学情分析Seventhgradershavelearnedbasiccampuswordsandspatialprepositions.However,theyareunskilledinusingwherequestionsandoftenmixupprepositionsindifferentspatialdescriptionscenarios.核心素养（教学）目标Languagecompetence:Masterthestructureandtransformationofwherespecialquestionsandcorespatialprepositioncollocations.Thinkingquality:Summarizegrammarrulesinductivelyanddistinguishdifferentspatiallogicalrelationships.Culturalawareness:DevelopstandardizedandpoliteEnglishexpressionhabitsforcampusscenarios.Learningability:Formthehabitofautonomouslysummarizinggrammarrulesandcorrectingpracticalerrors.德育安全Lovecampusenvironment;abidebyclassroomdisciplines教学重点难点Keypoints:Masterwherequestionstructuresandspatialprepositionusagerules.Difficultpoints:Usegrammarknowledgeflexiblytodescribecampuspositionsaccurately教法学法Ruleinduction,casecomparison,erroranalysisandlayeredexercises教学准备GrammarPPTandpracticeworksheets教学过程设计复备栏Step1:Warming-up&GrammarLead-inTheteacherstartstheclasswithdailyEnglishgreetings.Studentsreviewunitcorevocabularyandspatialprepositionslearnedbeforethroughcollectivereadingandrandomquestioning.Theteacherorganizessimpleoralexercisesforstudentstodescribecampusfacilitypositions.Duringtheinteraction,theteacherrecordscommongrammaticalproblems,suchaswrongquestionstructuresandmisusedprepositions.Theteacherclarifiesthatthislessonwillsystematicallysummarizerelevantgrammartomakestudents’campusexpressionsmoreaccurateandstandardized.Step2:SentenceObservation&RuleInductionTheteacherdisplaysallclassicgrammarsentencesinGrammarFocusonthescreen.Guidedbytargetedquestions,studentsobservethestructureofwherespecialquestionsandcorrespondinganswersentences.Theteachersystematicallysortsoutthefixedsentencestructureofwherequestions,emphasizingsentenceorderandauxiliaryverbmatchingrules.Meanwhile,theteachersummarizestheusagedifferencesofcorespatialprepositionsincludingnextto,behind,infrontof,andcombinestypicalcampusexamplestodeepenstudents’rulecognition.Step3:TypicalErrorAnalysisTheteacherliststypicalgrammaticalerrorsexistinginstudents’dailyoralandwrittenexercises,suchasdisorderedquestionwordorderandconfusedprepositioncollocations.Studentsdiscussingroupstojudgesentencecorrectness,analyzeerrorcausesandtrytocorrectmistakesindependently.Grouprepresentativessharetheiranalysisresults.Theteachersupplementsandsummarizeskeydiscriminationskills,helpingstudentsthoroughlyunderstandgrammarrulesandavoidcommonmistakesinpracticalapplication.Step4:LayeredGrammarConsolidationProgressivegrammarexercisesaredesignedforhierarchicaltraining.Basicexercisesincludesentencefillingandsentencematchingtoconsolidatebasicgrammarrulesandsimplecollocations.Advancedexercisescoversentencerewriting,errorcorrectionandsentencemaking,requiringstudentstoflexiblyapplywherequestionsandprepositionrules.Theteacherpatrolstheclassroomtocheckstudents’exercisecompletion,providestargetedguidanceforunderachievingstudents,andcorrectsindividualerrorsinatimelymanner.Step5:SituationalGrammarApplicationIntegrategrammarknowledgeintorealcampussituationalpractice.Theteachershowscampuslayoutpictures,andstudentsconductpairinteractivedrills.Onestudentasksaboutthepositionoffacilitieswithwherequestions,andtheotheranswerswithcorrectprepositionalsentences.Studentstaketurnstopracticetostrengthenflexiblegrammarapplicationability.Theteacherselectsoutstandingstudentstomakeclassroomdemonstrationstodrivethewholeclass’slearningeffectandinfiltratetheawarenessoflovingcampus.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthecoregrammarpointsofthislesson,sortingoutwherequestionstructuresandspatialprepositionapplicationrulesagain.Keyanddifficultknowledgeisemphasizedtodeepenstudents’memory.Layeredhomeworkisassigned.Basichomework:Finishgrammarexercisesandsortouterrorexamples.Extendedhomework:Writesixdialoguesaskingandansweringaboutschoolfacilitypositions.Theteacherencouragesstudentstoapplygrammarknowledgeflexiblyindailyexpression.【BlackboardDesign】Unit3MySchoolGrammarFocusGrammarFocus:WhereQuestionsStructure:—Whereis+singularnoun?—It’s+prepositionalphrases.KeyPrepositions:behind,nextto,infrontofExample:—Whereisthelibrary?—It’snexttotheclassroom.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterthebasicstructureofwherequestionsandcoreprepositionusagethroughruleinductionandexercises.Theirgrammaraccuracyisobviouslyimproved.Afewstudentsstillmakemistakesinflexibleprepositionmatching.Futureteachingwilladdmoresituationaldrillstoenhancepracticalapplicationability.SectionB1a-1d课题SectionB1a-1d课型讲授听说课课时1总课时教材分析Thislisteningandspeakinglessonexpandsschoolactivityvocabularyandenrichescampusscenariodialogues.Itconsolidateswhere-questionstructuresandspatialprepositionstoimprovestudents’practicalcommunicativecompetenceinschoolscenes学情分析Seventhgradershavemasteredbasiccampuswordsandlocationdescriptiongrammar.Theyareactiveinoralpracticebutlackflexiblesentenceuseandfailtograspdetailedinformationinfastlisteningdialogues核心素养（教学）目标Languagecompetence:Masternewschoolactivityphrases,accuratelyfinishlisteningtasks,andusewherequestionsandprepositionalsentencesforcampuscommunication.Thinkingquality:Sortoutlisteninginformationlogicallyandclassifydifferentschoolactivities.Culturalawareness:Developgoodcampusbehavioralhabitsandpositiveschoollifeattitudes.Learningability:Improvelisteningcapturingskillsandautonomouscooperativeoralpracticeabilities.德育安全Cherishschooltime;followcampusactivityrules教学重点难点Keypoints:Masternewphrasesandcompletelisteningandoraldialoguetasks.Difficultpoints:Catchlisteningdetailsandusetargetlanguageflexiblyinrealscenarios教法学法Audiolistening,situationalinteraction,imitationpracticeandpairwork教学准备Listeningaudio,PPTandwordcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithpolitedailyEnglishgreetingstoactivateclassroomatmosphere.StudentsreviewcoregrammarandvocabularyofSectionA,includingspatialprepositionsandwherespecialquestionstructures.Theteacherorganizesquickpairdialogues,requiringstudentstofreelydescribethelocationofcampusfacilities.Thisactivityhelpsstudentsconsolidatepreviousknowledgeandactivatelanguagesense.Thentheteacherraisesquestionsaboutdailyschoolactivities,naturallyleadingstudentstothenewlisteningandspeakinglearningofSectionB1a-1d.Step2:Pre-listeningVocabularyTeachingTheteacherdisplaysnewkeyphrasesandactivitywordsin1athroughvividcampusscenepictures.Theteacherteachesstandardpronunciation,wordcollocationsandpracticalusagescenarioswordbyword,combiningsimplesentencestohelpstudentsunderstandandmemorize.Studentscarryoutdiversifiedreadingexercisesincludingcollectivereading,groupreadingandindividualreadingtoconsolidatevocabulary.Afterthat,studentsfinishthe1amatchingtaskindependently.Theteacherchecksanswersuniformlytoeliminatevocabularybarriersforsubsequentlisteningtraining.Step3:While-listeningHierarchicalTrainingTheteachercarriesoutstandardizedhierarchicallisteningtrainingfor1band1ctasks.Beforeplayingtheaudio,theteacherclearlystatestaskrequirements,remindingstudentstofocusonkeyinformationsuchascharacters’activitiesandcorrespondingcampuslocations.Forthefirstaudioplayback,studentslistentograspthegeneraldialoguethemeandscene.Forthesecondplayback,studentscompletejudgmentandmatchingtasksindependently.Afterlistening,theteacheranalyzeskeylisteningclues,replaysdifficultsegments,andguidesstudentstosummarizeskillsofcapturingeffectivedialoguedetailsquickly.Step4:Post-listeningImitation&OralDrillsBasedonthelisteningdialogues,theteachersortsoutcompleteandpracticalcampuscommunicationsentencepatterns.Studentsfirstimitatethestandardaudiorepeatedlytocorrectpronunciationandintonation,andfeelthenaturalrhythmofdailyoralEnglish.Thenpairedinteractivepracticeiscarriedout.Studentstaketurnstoaskandansweraboutschoolactivitiesandfacilitylocationswithtargetknowledge.Theteacherpatrolsthewholeclassroom,correctswronggrammarcollocationsandrigidexpressionsintime,andencouragesshystudentstoparticipateinoralpracticebravely.Step5:SituationalConsolidation&ValueInfiltrationTheteachersystematicallysummarizesthenewvocabulary,phrasesandcommunicativesentenceslearnedinthislesson.Combinedwiththe1dactivityrequirements,a“MySchoolDay”situationalsharingactivityisheld.Studentscombinerealcampuslifetomakeflexibleoraldialogues,realizingtheintegrationofknowledgeandlife.Meanwhile,moraleducationisinfiltratedtoguidestudentstocherishcampuslearningtime,abidebyschoolrulesandenjoycolorfulschoollife.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthelesson,sortingoutnewactivityphrases,listeningskillsandcoredialoguestructures.Theteacheremphasizesthekeypointsofflexiblelanguageapplicationincampusscenarios.Layeredhomeworkisassigned.Basichomework:Readandmemorizenewwordsanddialoguesproficiently.Extendedhomework:Makefouroriginaldialoguesaboutschoolactivitiesandlocations.Theteacherencouragesstudentstoapply