StarterSection7MyRoom1.ContentOverviewis/are...ion,"MyRoom",isanimportantpartoftheStarterunitinthe2024versionoftheEnglishtextbookforGrade7,BeijingNormalUniversityEdition.Itfocusesonthethemeofstudents'personallivingspaces.Throughvividpictures,interestingdialoguesandpracticalexercisesinthetextbook,studentsareintroducedtoaseriesofvocabularyrelatedtorooms,suchas"bed","desk","chair","window","door","bookshelf",etc.Theywillalsolearntousethe"Thereis/are..."sentencepatterntodescribetheexistenceandlocationofitemsintheroom.Thissectionaimstohelpstudentsbuildabasicvocabularybankaboutroomsandmasteramonsentencepatternfordescription,whichlaysasolidfoundationfortheirfutureEnglishlearningintermsofdescribingplacesandobjects.教學(xué)目標(biāo)2.1KnowledgeObjectivesStudentswillbeabletomasterthekeyvocabularyrelatedtorooms,includingatleast10newwordssuchas"bed","desk","chair","window","door","bookshelf","lamp","floor","wall","closet".is/are...cancorrectlyunderstandandusethe"Thereis/are..."sentencepatterntoexpresstheexistenceofitemsinaroom.Theyshouldbeabletodistinguishbetweensingularandpluralformsinthissentencepattern,forexample,"Thereisabookonthedesk."and"Therearesomebooksonthedesk."2.2AbilityObjectivesDevelopstudents'listeningskills.Theywillbeabletounderstandshortdialoguesormonologuesaboutrooms,andcatchkeyinformationsuchaswhatitemsareintheroomandtheirlocations.Improvestudents'speakingability.Studentscanusethelearnedvocabularyandsentencepatternstodescribetheirownroomsorothers'roomssimplyandclearly.TheyshouldbeabletomunicatewiththeirclassmatesaboutthetopicofroomsinEnglish,withatleast34sentencesineachconversation.Cultivatestudents'readingskills.Theycanreadshorttextsaboutrooms,understandthemainidea,andfindspecificinformation.is/are...tudents'writingskills.Studentscanwriteashortpassageofabout5060wordstointroducetheirrooms,includingatleast34sentencesusingthe"Thereis/are..."sentencepattern.2.3EmotionalObjectivesStimulatestudents'interestinEnglishlearningbyexploringthefamiliartopicof"MyRoom".Encouragestudentstobecreativeindescribingtheirrooms,andenhancetheirconfidenceinusingEnglishtoexpressthemselves.Fosterstudents'awarenessofkeepingtheirroomscleanandtidythroughthelearningprocess.教學(xué)重難點3.1TeachingKeyPointsTheacquisitionofroomrelatedvocabulary.Teachersneedtoensurethatstudentscancorrectlypronounce,recognizeandwritethesewords.is/are...ctusageofthe"Thereis/are..."sentencepattern.Studentsshouldbeabletouseitaccuratelyaccordingtothenumberofitemsbeingdescribed.UsingEnglishtosimplyintroducearoom.Thisincludesusingthelearnedvocabularyandsentencepatternstodescribethemainitemsintheroomandtheirlocations.3.2TeachingDifficultPointsDifferentiatingtheusageof"Thereis"and"Thereare"accurately.Somestudentsmayhavedifficultyindeterminingwhethertousethesingularorpluralformaccordingtothenounfollowing.Applyingthelearnedvocabularyandsentencepatternsflexiblyinreallifesituations.Studentsmaybeabletorecitetheminclass,butfindithardtousethemspontaneouslywhenmunicatingaboutrooms.Improvingstudents'oralfluency.Somestudentsmaybeshyorlackconfidence,resultinginslowandhesitantoralexpressions.4.1VocabularyRoomrelatednouns:bed/bed/n.床desk/desk/n.書桌chair/t?e?(r)/n.椅子window/?w?nd??/n.窗戶door/d??(r)/n.門bookshelf/?b?k?elf/n.書架(pl.bookshelves/?b?k?elvz/)lamp/l?mp/n.臺燈floor/fl??(r)/n.地板wall/w??l/n.墻closet/?kl?z?t/n.壁櫥Prepositionsforlocation:in/?n/在……里面on/?n/在……上面under/??nd?(r)/在……下面near/n??(r)/在……附近4.2SentencePatternThereis+singularnoun+location.(表示“在某地有一個……”)Thereisabedinmyroom.我的房間里有一張床。Thereare+pluralnouns+location.(表示“在某地有一些……”)Therearesomebooksonthedesk.書桌上有一些書。教學(xué)過程5.1Warmingup(5minutes)Greetthestudentsasusual,andthenshowthemashortvideoaboutdifferentbeautifulroomsfromvariousstylesonthemultimedia.Whileplayingthevideo,theteachercanasksomesimplequestions,suchas"Doyoulikethisroom?Why?"Afterthevideo,inviteseveralstudentstosharetheiropinionsbriefly.Purpose:Thisactivitycanquicklyattractstudents'attention,arousetheirinterestinthetopicof"rooms",andcreatearelaxedEnglishlearningatmosphere.5.2NewWordsTeaching(10minutes)PresentthenewwordsonebyoneonthePPT.Foreachword,showavividpicturerelatedtoit,forexample,whenteaching"bed",showapictureofafortablebed.Atthesametime,readthewordaloudclearlyandslowly,andletstudentsrepeataftertheteacherseveraltimes,payingattentiontothepronunciation.Afterteachingallthewords,playawordguessinggame.Theteachercandescribetheappearanceorfunctionofaroomitemwithoutsayingtheworddirectly,andletstudentsguesswhatitis.Forexample,"Itisapieceoffurniture.Wecansitonitwhenwestudy.Whatisit?"Purpose:Thebinationofpicturesandwordguessinggamescanhelpstudentsbetterunderstandandrememberthenewwords,andalsoimprovetheirlearningenthusiasm.5.3SentencePatternTeaching(10minutes)is...,showapictureofasimpleroomonthePPT,andstartwithanexamplesentence.Pointtothebedinthepictureandsay,"Look!Thereisabedintheroom."Writethissentenceontheblackboard,andexplainthemeaningandstructureofthe"Thereis..."sentencepattern.Then,askstudentstoimitateandmaketheirownsentencesaccordingtootheritemsinthepicture.are...showapicturewithmultipleitems,suchasadeskwithsomebooks,achair,andalamp.Guidestudentstousethe"Thereare..."sentencepattern.Forexample,"Therearesomebooksonthedesk.Thereisalampnearthebooks."Explainthedifferencebetween"Thereis"and"Thereare"accordingtothenumberofitems.is/are...ntspracticeinpairs.Onestudentdescribesapictureofaroomusingthe"Thereis/are..."sentencepattern,andtheotherstudentlistensandchecks.Thentheyswitchroles.is/are...Throughstepbystepguidanceandpairworkpractice,studentscangraduallymastertheusageofthe"Thereis/are..."sentencepattern.5.4ListeningPractice(8minutes)PlayashortaudiorecordingonthetextbookCD.Therecordingisadialoguebetweentwostudentsaboutonestudent'sroom.Beforeplaying,letstudentsreadthequestionsrelatedtothedialogueinthetextbookfirst,sothattheyknowwhatkeyinformationtolistenfor.Afterplayingtheaudioonce,askstudentstoanswerthequestionsbriefly.Thenplaytheaudioagain,andletstudentscheckandcorrecttheiranswers.Invitesomestudentstosharetheiranswers,andchecktheanswerstogetherasaclass.Purpose:Thislisteningpracticecanimprovestudents'listeningprehensionability,andhelpthemgetfamiliarwiththereallifeapplicationofthelearnedvocabularyandsentencepatterns.5.5SpeakingPractice(8minutes)Dividethestudentsintogroupsoffour.Eachstudentisrequiredtodescribetheirownroomstothegroupmembersusingthelearnedvocabularyandsentencepatterns.Theyshouldmentionatleastthreeitemsintheirrooms.Whilethestudentsarespeaking,theteacherwalksaroundtheclassroom,listenstotheirconversations,andgivesnecessaryguidanceandencouragement.Afterthegroupdiscussion,invitetwoorthreegroupstopresenttheirconversationsinfrontoftheclass.Purpose:GroupdiscussionandpresentationcanprovidemoreopportunitiesforstudentstopracticespeakingEnglish,andalsoenhancetheircooperationabilityandconfidence.5.6SummaryandHomework(4minutes)is/are...thekeypointsofthisclass,includingthenewwordsandthe"Thereis/are..."sentencepattern.Askstudentstorecallandrepeatthemaincontent.Assignhomework:is/are...ntstodrawapictureoftheirroomsandwriteashortpassageofabout5060wordstointroducetheirroomsusingthe"Thereis/are..."sentencepattern.Theyneedtodescribeatleastfouritemsintheirrooms.AskstudentstosharetheirpicturesandpassageswiththeirparentsinEnglishathome.Purpose:Thesummarycanhelpstudentsreviewandconsolidatetheknowledgelearnedinclass.Thehomeworkcanfurtherstrengthenstudents'understandingandapplicationoftheknowledge,andalsopromotetheinteractionbetweenstudentsandtheirparentsinEnglishlearning.教學(xué)反思Afterteachingthislesson,Ihavethefollowingreflections:Positiveaspects:Thewarmingupvideowasveryeffectiveinattractingstudents'attentionatthebeginningoftheclass.Moststudentsshowedgreatinterestinthebeautifulroomsinthevideo,whichmadeiteasiertointroducethetopic.Thewordguessinggameandpairworkpracticewerewellreceivedbystudents.Theseactivitiesmadethelearningprocessmoreinterestingandinteractive,andmoststudentsactivelyparticipatedinthem.Throughgroupdiscussionandpresentationinthespeakingpracticepart,studentshadmoreopportunitiestoexpressthemselvesinEnglish.Somestudentswhowereusuallyshyalsomadeanefforttodescribetheirrooms,whichwasagreatimprovement.Areasforimprovement:Inthenewwordsteachingpart,althoughthepictureshelpedstudentsunderst