资源简介

(共30张PPT)
Starter Unit2 Keep Tidy!
Section B 1a-1c
What does Teng Fei have in his bag
He has a cap in his bag.
A cap is in his bag.
He has an eraser in his bag.
He has keys in his bag.
An eraser is in his bag.
Keys are in his bag.
Let’s review!
Where is the schoolbag
It’s on the desk.
Where are the pencils
They are under the desk.
A schoolbag is on the desk.
Pencils are under the desk.
方位介词
in
on
under
Let’s learn!
--Where is/are...
--It’s/They’re in/on/under...
Let’s practice!
--Is the bag under the desk
--No, it isn’t. It’s on the desk.
--Is the bag on the desk
--Yes, it is. It’s on the desk.
Let’s learn!
--Are the apples on the box
--No, they aren’t. They are in the box.
--Are the apples in the box
--Yes, they are. They are in the box.
Let’s learn!
--Is the dog ...
--Yes, ...
No, ...It is...
Let’s practice!
--...the books...
--
Let’s practice!
Is his room tidy
His things are everywhere!
basketball
cap
cat
bottle
pencil box
ruler
table lamp
schoolbag
T-shirt
cup
books
rackets
shoes
socks
Viewing Tip1: Follow space order
(空间顺序) to find things easily.
chair
desk
beside table ( 床头柜）
bed
Things v. prep. Furniture
on
in
under
is
are
basketball, cat, cap, bottle, pencil box
ruler, table lamp, schoolbag
singular
(单数）
plural
(复数）
chair
desk
beside table
bed
books, rackets, shoes, socks
Let’s summarize!
1.A schoolbag is _____the desk.
2.Some books are _____the box.
3.A pair of socks is _______the bed.
in on under
on
under
in
__________is/are___ the_______.
Let’s look and choose!
Let’s make sentences!
1a
See-Think
I see Ella is talking with her Mum.
I think Ella is finding things.
Let’s look and say!
I see ...
I think ...
See-Think
Viewing Tip2: Pictures can help
us to understand the reading.
Conversation 1
Ella: Mum, I can’t find my new cap.
Mum: Your new cap What color is it
Ella: It’s red.
Mum: Is it in your schoolbag
Ella: No, it isn’t.
Mum: Oh, here it is. It’s under your desk. You need to keep your room tidy.
Ella: OK. Sorry, Mum.
Conversation 2
Dad: I can’t find my new glasses. Do you see them
Emma: What color are they, Dad
Dad: They are brown.
Ella: No, I don’t see them... Oh, wait a minute. Now I see them! Dad, they’re on your head!
Dad: Oh, thank you, Emma!
Ella: You’re welcome.
Why do they have these two conversations
I can’t find my new cap
I can’t find my new glasses
Do you
see them
Ask for help
寻求帮助
Let’s read and think!
1.Ella’s cap is ______.
A. black B. red C. yellow
2.Ella’s cap is ______.
A. in her schoolbag
B. under her desk
C. on her chair
Help Ella!
Let’s read and find!
Let’s read and choose!
1b
1c
3.Emma’s dad has a pair of new glasses , and they are ______.
A. brown B. green C. blue
4.The glasses are on her dad’s _____.
A. desk B. head C. nose
Help Dad!
Let’s read and choose!
Let’s read and find!
1b
1c
Why does Mum say “Your new cap”
Conversation 1
Ella: Mum, I can’t find my new cap.
Mum: Your new cap What color is it
Ella: It’s red.
Mum: Is it in your schoolbag
Ella: No, it isn’t.
Mum: Oh, here it is. It’s under your desk.
Let’s read and think!
Speaking Tip1: Use rhetorical questions(反问) to check(核实).
Conversation 1
Ella: Mum, I can’t find my new cap.
Mum: Your new cap What color is it
Ella: It’s red.
Mum: Is it in your schoolbag
Ella: No, it isn’t.
Mum: Oh, here it is. It’s under your desk.
How does Mum help Emma find her cap
What color is it
Is it in your schoolbag
It’s red.
No, it isn’t.
How does Ella help Dad find his glasses
Ask for details
询问细节
Where...
What color...
Where...
Is/Are...
How...
...
Conversation 2
Dad: I can’t find my new glasses. Do you see them
Emma: What color are they, Dad
Dad: They are brown.
Ella: No, I don’t see them... Oh, wait a minute. Now I see them! Dad, they’re on your head!
What color are they
What color is it
Is it in your schoolbag
Speaking Tip2: Use different sentences to ask for details.
They are brown
Give details
反馈细节
It’s red.
No, it isn’t.
Conversation 1
Ella: Mum, I can’t find my new cap.
Mum: Your new cap What color is it
Ella: It’s red.
Mum: Is it in your schoolbag
Ella: No, it isn’t.
Mum: Oh, here it is. It’s under your desk.
Conversation 2
Dad: I can’t find my new glasses. Do you see them
Emma: What color are they, Dad
Dad: They are brown.
Ella: No, I don’t see them... Oh, wait a minute. Now I see them! Dad, they’re on your head!
Oh, here it is.
...Oh, wait a
minute
Speaking Tip3: Use proper filler to give people time to
stop and think.
What did Mum say to Ella at last
Conversation 1
Ella: Mum, I can’t find my new cap.
Mum: Your new cap What color is it
Ella: It’s red.
Mum: Is it in your schoolbag
Ella: No, it isn’t.
Mum: Oh, here it is. It’s under your desk.
You need to keep your room tidy.
WHY
Find things easily
Develop a good habit
Keep a good mood
Give advice
提出建议
Conversation 1
Ella: Mum, I can’t find my new cap.
Mum: Your new cap What color is it
Ella: It’s red.
Mum: Is it in your schoolbag
Ella: No, it isn’t.
Mum: Oh, here it is. It’s under your desk.
You need to keep your room tidy.
Conversation 2
Dad: I can’t find my new glasses. Do you see them
Emma: What color are they, Dad
Dad: They are brown.
Ella: No, I don’t see them... Oh, wait a minute. Now I see them! Dad, they’re on your head!
Ella: OK. Sorry, Mum.
Dad: Oh, thank you, Ella!
Ella: You’re welcome.
Is it enough
Show reply
做出回应
Ask for help
寻求帮助
Ask for details
询问细节
Give details
反馈细节
Give advice
提出建议
Show reply
做出回应
A: ...I can’t find my.../Where is my...
B: What color...
A: ...
C: Is/Are...
A: ...
D: ...
Ask for help
寻求帮助
Ask for details
询问细节
Give details
反馈细节
Give advice
提出建议
Show reply
做出回应
Let’s do groupwork!
Ask for help politely(礼貌地).
Offer help sincerely(真诚地）.
Assessment
Check list Speaking skills Use rhetorical questions(反问) to check(核实). Yes No
Use different sentences to ask for details. Yes No
Use proper filler. Yes No
Language Use sentences like “Is/Are... ” Yes No
Use prepositions(on/in/under...) Yes No
Function Follow the structure to ask for help and offer help. Yes No
Help others.
Enjoy life.
Learn to clean.
Put things away.
H
E
L
P
Homework
Must do:
Design and draw your dream room. It must be
tidy and beautiful.
Choose to do:
Try to introduce your dream room by writing at least 4 sentences.
My schoolbag is red. It is under my chair.
My trousers are brown. They are on my bed.
1.My_____is_______. It is____________________________.
2.My_____are_______. They are_______________________.
3.________________________________________________.
4.________________________________________________.
Thank You！Starter Unit2 Keep Tidy Section B (1a-2a)
教学设计
本课属于“人与自我”主题范畴，涉及“自我管理”。
一．语篇研读
What:本课由两大块内容组成，一是方位介词的学习理解和运用，二是Ella和母亲之间的对话，Ella的房间不够整洁，找不到自己的帽子，Ella的妈妈帮助她找到了物品，并告诉Ella要保持房间整洁；第二篇对话是Ella和父亲之间的对话，父亲找不到他的新眼镜，Ella帮助找到他的眼镜。
Why:以对话语篇的形式进行语言的运用。通过第一个语篇对话可以看出Ella自我管理能力不强，第二个对话语篇中展现了我们日常生活中经常会碰到的类似的诙谐一幕，旨在培养学生学会管理好个人的物品，提升自我管理意识，让学生使用目标语言在不同情境下询问并回答个人的相关物品，更加地道地使用语言，在增强自我管理意识的同时也学会帮助他人。
How:第一语篇对话一共三轮半对话，分别从提出问题、询问物品的相关信息、辨认物品的相关信息、找到物品四个维度展开；第二篇对话一共有三个话轮，分别从提出问题、询问物品的信息、致谢等方面阐述；两个语篇基本以问答的形式构成。在提出问题的时候，作者使用了“情态动词can+动词原形”构成，表示“不能做某事”；在询问物品的相关信息时，使用“What color is/are.... ”的问句询问物品的特征，回答使用了“They are/It is...”的句式；在表示辨认物品信息时，使用了“Is it..../Are they..”的句式，回答运用了“No, it isn’t”；在表示物品的位置时，使用了介词短语，如“under your desk/in your schoolbag/on your head”等；在表示致谢的交际运用时，使用了“Thanks/You’re welcome”；在表示道歉时，使用了“Sorry”句式。
教学目标
通过本课的学习，学生能够：
1.获取对话中物品的位置、颜色，梳理、概括表示物品位置和特点的用法，和同伴进行角色扮演；
2.梳理概括两个对话的特点，整理出在日常生活中如何寻求他人帮助，准确表达所找之物并且帮助他人寻物的对话基本结构。
3.小组合作创编对话，并用基于本课所学的目标语言制定的评价表来正确自评及他评。
4.绘制一副自己梦想中房间的图片，并写一段文字介绍，在班级中进行展示。（课后作业，与下一课时衔接）
三．教学过程
教学目标 学习活动 效果评价
1.获取对话中物品的位置、颜色，梳理、概括表示物品位置和特点的用法，和同伴进行角色扮演。（学习理解） 1.以本单元第一课时的旧知“What does Teng Fei have in his schoolbag”导入，学生学习方位介词，询问物品方位的句型和辨认物品的一般疑问句。 2.学生在语言支架的引导下开展交流并自己发挥想象创编对话。 学生大体观察Teng Fei的房间图，思考房间是否整洁。在教师的引导下，学生利用空间顺序来观察房间内的物品摆放位置。 观察主题图后，学生对于图中物品单复数进行归类，看图用方位介词完成句子，并挑选图中的任意物品用目标语言造句，写在纸上。 观察学生能否正确描述物品的颜色，方位。观察学生能否正确发音单词，和使用正确的语音语调。 逐渐放开支架，通过观察学生能否根据物品单复数，方位等信息，正确表达目标语言。 观察学生是否能根据房间内物品的摆放判断房间是否整洁并阐述合理理由。 根据学生所造的句子评价其利用目标语言的正确性。
设计意图：利用旧知导入主题，激活学生参与的兴趣，降低难度，使学生很快就能理解和运用方位介词相关的目标语言进行表达；通过逐步放开支架引导学生慢慢熟悉和熟练句型，直至可以自己有一个小的迁移创新。（感知与注意，获取与梳理）
梳理概括两个对话的特点，整理出在日常生活中如何寻求他人帮助，准确表达所找之物并且帮助他人寻物的对话基本结构。 （应用实践） 学生观看两张主题图，并在教师的指导下，回答出主题中的人物、地点、可能做的事情。 学生阅读对话，找出Ella的帽子和父亲的眼镜，以及完成两样物品相关的选项。 学生回答问题，在教师引导下概括对话基本结构。 通过学生的回答判断他们是否掌握 “看”的基本技能。 观察学生是否能准确找到要求的物品。 观察学生是否能在问题链的引导下简单概括出对话模式，并能领会对话中所蕴含的道理：保持房间整洁，积极正确地帮助他人。
设计意图：培养学生的预测能力，导入主题，创设情境，激发学生参与的兴趣，激活学生对于物品整洁与否的判断力；通过预测任务引发学生思考，培养学生利用情境线索进行推断和预测的能力；帮助学生整体感知对话的内容，并培养学生准确获取、梳理和记录关键信息的能力，引导学生在角色扮演中，梳理、学习和内化关键句型与重点语言，为进一步在现实生活中运用所学做好铺垫。 （描述与阐释，内化与运用）
3.小组合作创编对话，并用基于本课所学的目标语言制定的评价表来正确自评及他评。（迁移创新） 四个学生一组，根据对话基本模版进行新对话的创编，并依据评价表进行自评和对他人的评价。 观察学生能否在教师给出的基础对话模板中较好地运用本课所学的目标语言，并能根据评价表进行合理地自评和他评。
设计意图：引导学生内化结构化新知和关键语言，学习和分析与本主题相关的有效语言表达，为写作奠定语言基础。（想象与创造）
作业： 必做：设计你的梦想之屋，画在纸上，并涂上漂亮的颜色。 （Design your dream room and draw it on the paper. Then, don’t forget to paint it.） 选做：介绍你的梦想之屋，并写至少4个句子。 （Introduce your dream room and write at least 4 sentences.）

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