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Section B　Where do you put your things
导入一　视频导入
　　教师展示有关where和介词的视频以导入新课(详见课件资源)。
导入二　图片导入
　　教师展示一张房间的图片,让学生仔细观察图片,引导学生描述房间内的物品及位置以导入新课。
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动1a　
教师给学生提供简要的词汇信息,让学生充分发挥自主能动性来描述房间内物品的位置。
活动2a　
教师可将题改编为问题的形式,并引导学生使用完整的句子进行回答。
1.What colour is Ella's cap
2.Where is Ella's cap
3.What colour are Emma's dad's new glasses
4.Where are Emma's dad's glasses
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
　　根据对话内容,完成句子。(对话原文:Section B, 1b)
1.Ella's 　　　　 is 　　　　. It isn't 　　　　　　　　. It's 　　　　　　　　.
2.Ella needs to keep her room 　　　　.
3.Emma's dad's 　　　　 are 　　　　. They are 　　　　　　　　.
◎Key: 1.cap; red; in her schoolbag; under her desk　2.tidy
3.(new) glasses; brown; on his head
Section B　Where do you put your things
第一课时(1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is a reading lesson. 1a asks students to look at a picture and write prepositions to learn the expression of positional relations. 1b has two conversations about finding objects, and students are asked to find objects in the pictures based on the conversations. 1c asks students to complete the multiple-choice questions based on 1b. 1d asks students to write a few sentences about the colours and locations of their personal belongings.
Why: Through conversations, students learn to ask and answer questions about the positions and colours of objects, so as to improve their communication skills and learn to keep the room tidy.
How: The two conversations are about the locations and colours of objects in daily life. The key sentence patterns are: What colour is it/are they It's/They're on/under…
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.describe the positions of things by using “in/on/under”;
2.read for information through details;
3.understand the importance of keeping tidy;
4.design and introduce their dream rooms through group work.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To describe the positions of things by using “in/on/under”. Step 1　Lead-in Free talk: What does your dream room look like Step 2　Pre-reading Finish 1a. Look at the picture. Find the things in the picture. Then complete the sentences with the words in the box. Is this room tidy or not Based on the students' answers, understand how thoroughly and accurately students have accessed and discerned information.
Purpose To stimulate students' interest, and use pictures and text to help students consolidate their existing knowledge.
2.To read for infor-mation through details. Step 3　While-reading 1.Predict: What are they talking about Pictures help us to understand the reading. 2.Finish 1b. Read the two conversations. Find the cap and glasses in the pictures. ◎Key: The cap is under the desk. The glasses are on the man's head. 3.Work on 1c. Read the conversations in 1b again and choose the correct answers. ◎Key: (1)B　(2)B　(3)A　(4)B Observe whether stu-dents can extract key information from the text to know about their abilities to intern-alize and apply what they have learned.
Purpose To guide students to further extract textual information and cultivate the ability to locate key information in reading.
3.To understand the importance of keeping tidy. Step 4　Post-reading 1.Think and share. What does Ella's mum say at last ◎Key: You need to keep your room tidy. Why ◎Key: To find things easily. To form a good habit. To keep a good mood. 2.Role-play the two conversations. Understand students' divergent thinking abilities and English expression skills from their answers. Give appropriate help and supplements.
Purpose To guide students to think about the importance of keeping tidy and clean, and help them develop the habit of cleaning their rooms in their life.
4.To design and introduce students' dream rooms through group work. Step 5　Group work 1.Dream Room Design Competition. Ask students to work in groups of 4 to design and draw their dream room, and then write a short passage to introduce it. The room should be tidy and beautiful. 小组分工 S1: designer(决定房间里的物品及其颜色和位置)　 S2: painter(根据设计画出房间图) S3: writer(执笔者) S4: reporter(介绍者) Summary: Good habits make all things easy. 2.Language points. 3.Exercise.(详见课件资源) Focus on the students' abilities to correctly pre-sent information about their dream room through written and verbal expressions. Provide timely guidance and feedback for students according to their performance. Make self-assessment and peer-assessment in terms of pictures, content, handwriting and the reporter's performance.
Purpose To let students read for writing, and guide students to complete a report about their dream room based on the information they have acquired from reading and related vocabulary and sentence expressions, and express it both in writing and orally. To develop students' abilities to internalize and apply the language knowledge they have got.
Homework Required: Read the two conversations in 1b carefully. Optional: 1.Work together as a group to design “My Dream Home”, including the room design and introduction. 2.Tidy your room independently and make a video about it.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(Project)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is an activity lesson. 2a asks students to write the names of common things in the classroom. 2b and 2c ask students to ask questions about the locations and colours of the objects and guess what they are. In 2d, students take turns to play the guessing game.
Why: By guiding students to ask questions about objects, the teacher can help students use the core vocabulary and sentence patterns learned in this unit to correctly identify the characteristics of objects and apply what they have learned to their life.
How: In this lesson, students are asked to use the sentence patterns they have learned in this unit to answer questions in the speaking exercise. The basic sentence patterns include “Where is it/are they ” “What colour is it/are they ”…
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.name the things in the classroom;
2.learn to describe their colours and locations;
3.answer someone's questions about where something is.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To name the things in the classroom. Step 1　Lead-in Hi, everyone! There are many things around us. Do you know the names of the things in our classroom Let's check out some things around us! Step 2　Work on 2a Choose something from your classroom and write the name on a piece of paper. Observe whether students can accurately name common objects, understand students' vocabulary reserves, and give corresponding guidance and feedback.
Purpose To review the key vocabulary of this unit and learn other vocabulary.
2.To learn to describe the things' colours and locations.　 Step 3　Work on 2b&2c 1.Go to the front of the classroom. The other students ask questions about what it is. e.g. 1)A: Where is it/are they B: It's/They're in/on/under… 2)A: What colour is it/are they B: It's/They're red/green/white… 3)… Students can also ask other questions to guess what it is/they are. e.g. A: What shape is it/are they B: It's/They're round/square. 2.After three questions, the other students guess what the thing is. e.g. Is it a ruler Is it a chair Is it a clock Are they books … Observe whether students are proficient in the use of key sentence patterns, and understand their abilities of internaliz-ing and applying what they have learned.
Purpose To guide students to use what they have learned to play the guessing game and improve their interest and confidence in learning English.
3.To answer some-one's questions about where some-thing is. Step 4　Work on 2d 1.Take turns to come to the front and play the guessing game. e.g. A: Where is it B: It's on the wall. A: What colour is it B: It's black. A: It's a loudspeaker! B: That's right! 2.Extra exercise. Observe the students' performance in activities and guide students to conduct self-evaluation and mutual evaluation in terms of pronunciation, grammar, cooperation and self-confidence.
Purpose To guide students to integrate and use relevant language expressions in real situations, and cultivate students' abilities to use the language they have learned to solve practical problems.
Homework Required: 1.Review the new words in this unit. 2.Write three sentences beginning with “where” and answer them with “in/on/under”. Optional: 1.Have a conversation with a family member or friend and ask him/her about the locations and colours of things he/she uses frequently. 2.Find out more English expressions and uses of daily necessities by yourself.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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