资源简介

Stater Unit 2 Keep Tidy!
Period 2 SectionB 1a-1b
Analysis of teaching material
What:
本单元的主题围绕“自我管理”，本课是读说结合课。
本课文本包括一副主题图片，两篇配图对话。学生观察主题图， 判断房间是否整洁，并给出依据；观察图片，并根据方框给出的介词，完成句子。第一篇对话是 Ella 和 Mum 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 Emma 和 Dad 之间的对话：父亲找不到他的新眼镜，Emma 帮助找到他的眼镜。
Why：
第一，通过各类学习活动让学生能谈论自己所拥有的物品名称和其特点（颜色和摆
放位置），能准确获取对话中物品的位置和颜色，能梳理、概括表示物品位置和特点用
语的用法。第二，让学生能使用目标语言在不同情景下询问并回答个人的相关物品颜色
和摆放位置方面的信息，让学生体会和模仿对话中人物的语音语调，从而能更好地使用
语言。第三，教育学生学会管理好个人的物品，培养良好的习惯和增强自我管理意识。
How:
学生首先观察图片，通过谈论自己所拥有的物品名称和特点（颜色）来复习巩固
Section A 的已学知识：What do you have… I have… What colour is/are… It’s.../They are…；学生在老师的引导下正确理解介词 in, on, under 的含义,再次引导学生理解in, on, under 的介词短语，再引入关键句Where is/are 物品？物品 is/ are in(on/under)…，期间反复借用主题图和教具操练方位介词短语和句子，鼓励学生尝试去询问和描述主题图片中更多物品的摆放位置，以小组形式一问一答汇报展示。这样不但激发他们参与的兴趣，而且激活学生对于物品整洁与否的判断力。最后利用1b的两段对话，再次考察帽子和眼镜的位置。
Teaching objectives
在本课时学习结束后，学生能够：
1.谈论自己所拥有的物品名称和摆放位置。（学习理解）
2.能运用“on/in/under”三个介词。 （应用实践）
Eg:A:Where is the--- B:It's on/in/under the---.
Eg:A:Where are the-- B:They're on/in/under the---.
3.小组交流和讨论，引导学生思考保持 房间整洁的重要性并制定提高个人管理能力的计划。（（迁移创新）
Teaching important and difficult points
Important points:
Be able to master on/in/under.
Difficult points:
Be able to express the things’ position by these sentences.
It's on/in/under the--- & They're on/in/under the---.
Teaching procedures
Teaching steps Teaching activities Purposes of design
Step 1 Warm up and lead in Greeting. Warm up Review. Show 1a’s theme picture on Page 10, and let Ss observe it to answer the following questions. Qs:Is this room tidy Why Where are they 1.Attract Ss’ attention, arouse Ss’ interests in the new lesson. 2.Lead into the topic.
Step 2 Presentation Watch the video about on/in/under Present on the box/in the box/ under the box. Use basketball, pen, ruler, etc. to know the phrases of on/in/under. Play the game about listening to the password “on the desk, in the desk, under the desk” Let Ss know on/in/under. Let Ss get familiar with the phrases about on/in/under. Raise Ss’ interest through the game.
Step 3 Practice Show the key sentences A:Where is the--- B:It's on/in/under the---. A:Where are the-- B:They're on/in/under the--- Use 1a’s picture to practice(Teacher and Students). Use chair/eraser/bottle/schoolbag,etc. to practice. Work in pairs, one ask;the other answer.Then the two students change the roles to practice. Let Ss practice several times to master how to ask and answer the positions. Pair work helps Ss cultivate the cooperation awareness. Help Ss talk a lot.
Step 4 Production Show on the stage. One asks; the other answers. Read conversation1 and conversation2; then find the positions of the cap and the glasses. Read the conversations by the tape.(Group work) Deep thinking-how to keep tidy. Do the exercise about on/in/under. Let Ss show their level about how to ask and answer things’ position. Deepen Ss’ impressions about finding things and on/in/under. Raise Ss’ awareness of how to keep tidy.
Step5 Homework Learn to keep the desk tidy every day. Clean the dormitory. Cultivate Ss’ good habit of keeping tidy
Blackboard design
Starter Unit 2 Keep Tidy! Section B: Where do you put your things (1a-1b) Important sentences: A: Where is the... B: It is on/in/under the... A: Where are the... B: They are on/in/under the...

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