StarterUnit2KeepTidy!SectionB1a1d

Studentswillbeabletorecognizeandpronouncethevocabularyrelatedtodailyitemsinaroom,suchas“bed”,“desk”,“chair”,“cap”,“glasses”,“socks”accurately.

Studentscanunderstandandusetheprepositionsofplace“in”,“on”,“under”correctlytodescribethelocationofobjects.

find...is/are...?it...?eysentencepatternslike“Ican'tfind...”,“Whatcoloris/are...?”,“Isit...?/Arethey...?”,“It's/They'rein/on/under...”totalkaboutfindingitemsanddescribingtheirpositions.

KeyPoints

Themasteryofvocabularyaboutroomitemsandprepositionsofplace.

Thecorrectusageofsentencepatternsforaskingandansweringaboutthelocationandcolorofobjects.

DifficultPoints

Usingprepositions“in”,“on”,“under”accuratelyindifferentcontexts.

Applyingthelearnedlanguageknowledgetoreallifemunicationflexibly.

Thissection(1a1d)ispartofStarterUnit2"KeepTidy!"intheseventhgradeEnglishtextbook.Itcentersaroundthethemeofdescribingthepositionsandcolorsofdailyitemsinaroom,whichiscloselyrelatedtostudents'dailylives.Thecontentisarrangedinalogicalsequence,startingfromvocabularylearning,thenmovingtoprepositionsofplace,followedbylisteningpractice,readingandspeakingactivities,andfinallyaproductiontask.Thisstepbysteparrangementconformstothecognitivelawofstudents,makingiteasierforthemtoacceptandmastertheknowledge.

CognitiveLevel:Seventhgradestudentsareinthetransitionperiodfromprimaryschooltojuniorhighschool.Theirthinkingisgraduallydevelopingfromconcretetoabstract,buttheystillhaveastrongdependenceonspecificimages.Theyaremoreinterestedinintuitiveandvividteachingmaterials,suchaspictures,realobjectsandvideos.Therefore,intheteachingprocess,morevisualteachingaidsshouldbeusedtohelpthemunderstandandmasterknowledge.

EnglishFoundation:Studentshavejustenteredjuniorhighschool,andtheirEnglishfoundationisuneven.Somestudentshaveagoodfoundationinprimaryschool,withcertainvocabularyandlanguageexpressionability;whilesomestudentshaveaweakfoundation,andevenhavedifficultyinpronouncingbasicwords.Therefore,inteaching,weshouldpayattentiontothedifferentiationofteaching,andcarryoutlayeredteachingandguidanceaccordingtothedifferentlevelsofstudents.

教學(xué)環(huán)節(jié)一Warmingup

Greetthestudentsasusual.ThenshowstudentsamessyroompictureonthePPT.

T:“Boysandgirls,lookatthispicture.Whatdoyouthinkofthisroom?”Encouragestudentstoexpresstheiropinionsfreely.

Thenshowacleanandtidyroompicture.

T:“Howaboutthisone?Whichroomdoyoulikebetter?Why?”Guidestudentstodiscussandleadtothetopicofthisclass“KeepTidy!”.

教學(xué)環(huán)節(jié)二TeachingProcedures

Presentation

VocabularyTeaching

Showflashcardsof“bed”,“desk”,“chair”,“cap”,“glasses”,“socks”onebyone.Teachstudentstoreadthesewordscorrectly,payingattentiontothepronunciation.Forexample,whenteaching“glasses”,emphasizethedouble“s”pronunciation/z/.

Letstudentsrepeatthewordsseveraltimesindifferentways,suchasindividualrepeat,grouprepeat.

PrepositionsTeaching

Usereallifeobjectsintheclassroom,likeabookandadesk.Putthebookonthedesk,inthedeskandunderthedeskrespectively,andsaysentenceslike“Thebookisonthedesk.Thebookisinthedesk.Thebookisunderthedesk.”

Thenwritethesesentencesontheblackboardandexplainthemeaningsandusagesoftheprepositions“in”,“on”,“under”.

Practice

Activity1a

Letstudentslookatthepicturesin1aonPageXXofthetextbook.Readthesentenceswithblankstothestudentsfirst:“1.Theschoolbagis_thechair.2.Somebooksare_thedesk.3.Apairofsocksis_thebed.”

Askstudentstofillintheblankswiththecorrectprepositions“in”,“on”or“under”individually.Thenchecktheanswerstogether.

Pairwork

Letstudentsworkinpairs.Onestudentdescribesthepositionofanobjectintheclassroomusingtheprepositions,andtheotherstudentpointsouttheobject.Forexample,StudentA:“Thepencilcaseisonthedesk.”StudentBpointstothepencilcaseonthedesk.

Listening

Activity1b

Tellstudentstheywilllistentotwoconversations.Intheconversations,Ellacan'tfindhernewcapandEmmahelpsherdadfindhisnewglasses.

Playtherecordingforthefirsttime.Letstudentsjustlistenandgetageneralideaoftheconversations.

Playtherecordingforthesecondtime.AskstudentstolistencarefullyandcirclethethingstheyhearinthepicturesonPageXX.

Checktheanswerswiththewholeclass.Playtherecordingonemoretimeifnecessaryforstudentstoclarifyanymisunderstandings.

ReadingandSpeaking

Activity1b(continued)

Letstudentsopentheirbookstotheconversationsin1b.Readtheconversationsaloudwithcorrectpronunciationandintonation,andaskstudentstofollow.

Dividestudentsintogroupsoffour.Eachgrouphastwopairs.OnepairactsouttheconversationbetweenEllaandhermom,andtheotherpairactsouttheconversationbetweenEmmaandherdad.Encouragestudentstousetheirownvoicesandbodylanguages.

Afterthegroupacting,invitesomegroupstoetothefrontoftheclasstoshowtheirperformances.Therestofthestudentslistenandwatchcarefully,andthengivetheirevaluations.

Activity1c

Letstudentslookatthequestionsin1c.Readthequestionstothestudents:“1.WhatcolorisElla'scap?2.WhereisElla'scap?3.WhatcolorareDad'sglasses?4.WhereareDad'sglasses?”

Askstudentstoreadtheconversationsin1bagainandanswerthesequestionsingroups.Thenchecktheanswerstogether.

Production

Activity1d

ShowanexampleonthePPT:“Myblueschoolbagisonthechair.Mywhitesocksareinthedrawer.Myblackpenisonthedesk.”

Letstudentsdescribe35oftheirpersonalitems'colorsandpositionsintheirnotebooks.Theycandrawasimplepictureoftheirroomsbesidetheirdescriptionsiftheylike.

Thenasksomestudentstosharetheirdescriptionswiththeclass.Theteachergivespositivefeedbackandcorrectionsintime.

SummaryandHomework

Summary

Reviewthekeyvocabula