《英语七年级上册Starter Unit2 Section B 1a-Project》教案

第二课时SectionB1a—Projecteq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))Thislessonemploysactivitiessuchaspicture­fillingexercises，dialoguepractices，readingcomprehension，andwritingexercisestoguidestudentsinlearningandapplyingvocabularyandsentencestructuresthatdescribethelocationofobjects.Thecontentofthetextbookiscloselyrelatedtostudents'dailylives，whichhelpsstimulatetheirinterest.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)Studentswillbeabletomasterandutilizevocabularysuchas“bed”“desk”“chair”“cap”“shoes”“schoolbag”and“box”，aswellasprepositionslike“in”“on”and“under”．◆CulturalAwareness(文化意识)Cultivatestudents'awarenessofmaintainingatidyenvironment.◆ThinkingQuality(思维品质)Enhancestudents'spatialperceptionandlogicalthinkingabilitiesthroughdescribingthelocationofobjects.◆LearningCapability(学习能力)Improvestudents'languagepracticeandautonomouslearningabilitiesthroughparticipationinactivities.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)Helpstudentsuseprepositionsandsentencestructuresfordescribingthelocationofobjectsaccurately.◆TeachingDifficulties(教学难点)Enhancestudents'abilitytoflexiblyapplythelearnedknowledgetodescribethepositionsofdifferentobjects.◆TeachingBreakthroughs(教学突破)Assiststudentsinunderstandingandmemorizingtheuseofprepositionsthroughphysicaldemonstrationsandrole­playactivities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)T：Goodmorning/afternoon，everyone！Beforewestarttoday'slesson，let'sdoaquickreview.Whocantellmeawordthatdescribesacleanandorganizedroom?S1：Tidy!T：Excellent！Andhowaboutaroomthat'snotclean？Whatwordcanweuse?S2：Messy!T：That'sright！Today，we'regoingtotalkmoreaboutroomsandthethingsinsidethem.Areyouready?设计意图：通过复习旧知，激活学生记忆，为后续学习做铺垫。Activity2Presentation(获取与梳理)Workon1aT：(Theteachershowsapictureofaroom.)Lookatthispicture.Whatdoyouthinkoftheroom？Isittidyormessy？Let'sfillintheblankstogether.T：ThereisaT­shirt，abook，apenandanexercisebookonthebed，right？So，wecansay“Thebedismessy.”(Studentsrepeatandfillintheblanks.)T：Now，whataboutthedesk？Isthereanythingonit?S：(Studentsobserveandanswer.)Thereisaschoolbag，abottle，arulerandapencilonthedesk.T：So，wecansay“Thedeskismessy.”设计意图：通过图片引导，帮助学生掌握描述房间整洁度的词汇和句型。Activity3Reading(获取与梳理)Workon1bT：Now，let'smoveonto1b.You'llreadtwoconversationsandfindoutwherethecapandglassesareinthepictures.Ready？Go!(afewminuteslater)T：Inthefirstconversation，wheredotheyfindthecap?Ss：Underthedesk.T：Great！Andinthesecondconversation，wherearetheglasses?Ss：OnEmma'sfather'shead.设计意图：通过对话理解，提升学生提取信息的能力，并加深对物品位置描述的理解。Activity4Reading(获取与梳理)Workon1cT：Now，readtheconversationsagainandchoosethecorrectanswerstothequestions.Let'sworkinpairsandthenshareyouranswers.(afewminuteslater)T：WhatcolourisElla'scapinthefirstconversation?S：It'sred.T：Andwhereisit?S：It'sunderthedesk.设计意图：通过再次阅读对话并回答问题，深化对对话内容的理解，同时培养学生的合作学习能力。Activity5Writing(概括与整合)Workon1dT：It'stimetowriteourownsentences.First，let'sobservetwoitalicsentencesintheformandthentrytofinishSentenceOneandSentenceTwo.ThenI'llinvitesomestudentstoreadtheirsentences.T：Nowwriteyourownsentencesaboutthethingsaroundyou.Remembertousethevocabularyandsentencestructureswe'velearnedtoday.Discusshowtheykeepthethingsaroundthemtidyingroups.(Theteacherwalksaroundtheclassroomandcommunicateswithsomestudents.)T：Whatareyougoingtotalkabout?S：I'mgoingtotalkaboutthepencils.T：Whatcolourarethey?S：Theyareblue.T：Wherearethey?S：Theyareonthedesk.Ishouldputtheminthepencilboxnow.(Studentssharetheirwaysandtheteachergivesrecognitionandadvice.)设计意图：通过写作练习，将所学词汇和句型运用于实际情境中，提升学生的写作能力。Activity6Guesswhatitis(想象与创造)T：Now，let'shavesomefunwithaguessinggame.Chooseanitemfromyourclassroomandwriteitsnameonapieceofpaper.We'llplayingroupsofthree.Onepersonholdstheitem，anotherpersonasksquestions，andthethirdpersontriestoguesswhatitis.Remember，youcanonlyask“Yes”or“No”questions.(Studentsplaythegameingroups.)T：Isitlong?S：Yes.T：Canyouuseittowrite?S：No.T：Isitaruler?S：Yes.设计意图：通过游戏形式，激发学生的学习兴趣，同时锻炼他们的提问、回答和逻辑推理能力。Activity7Homework(反馈与强化)Drawapictureofyourroomandwritesentencesaboutwhereyourthingsare.eq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Duringtheteachingprocess，itisimportanttopayattentiontostudents'masteryofprepositionsofpositionandtoprovidetimelycorrectionandguidance.Reflectonthecreativeexpressionsusedbystudentswhendescribingthelocationofobjects，andencouragethemtoexploremorediversesentencestructures.Considerhowtointegratestudents'real­lifeexperiencesmoreeffectivelytomakelanguagelearningmorevividandpractical.课后·知能演练基础巩固一、按所给音标将方框中的单词分类home,Kate,me,bite,go,pupil,wake,name,sheep,nose,my,tidy,keep,season,coat,music,cute,use,like,lake,Mike1./eI/

2./aI/

3./əʊ/

4./iː/

5./juː/

二、根据句意及汉语提示填空1.MeiPingcankeepherroom(整洁的).Sheputsthingsinrightplaces.

2.Ihavea(瓶子)ofmilkforbreakfast.

3.—Where’smy (橘黄色的)jacket?

—It’sonyourbed.4.Herearesome(钥匙).Aretheyyours?

5.Therearesomeniceschool(东西)forstudentsinthisstore,likepensanderasers.

能力提升三、补全对话A:Hello,Lucy.Howareyou?B:1.

A:IsmyEnglishbookonthetable?B:2.

A:Whereismypen?B:3.

A:Andwherearemypencils?B:4.

A:Aremykeysinthedrawer(抽屉)?B:5.

A:Andwhereismybaseball?B:Sorry,Idon’tknow.A:Thankyouverymuch.A.Yes,itis.B.Yes,theyare.C.I’mfine,thankyou.D.Theyareinyourpencilbox.E.It’sontheEnglishbook.思维拓展四、从方框中选词并用其适当形式填空,使短文完整、通顺always,my,room,desk,be,what’s,he,tidy,books,everywhereHello,I’mMarySmith!Hereismy1..It’svery2..Look!My3.anddi