资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 5 Here and Now-Section A（1a-1d）
教学目标
Students can master the usage of prepositions of place, including in, on, under, behind, in front of, next to, and between...and.... Students can understand and use the target sentences: — Where is/are... — It’s/They’re (in/on/under/...). Students can recognize and pronounce key words related to school things and furniture correctly, such as "book, pen, bag, desk, chair, bed, sofa".
重难点
The meaning and usage of prepositions of place: in, on, under, behind, in front of, next to, between...and.... The structure and application of the target dialogue: — Where is/are [the object] — It’s/They’re [preposition + place].
教学过程
教学环节 学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes) Activities Greeting (1 minute) The teacher greets the students in English: "Good morning, class!" "How are you today " Students reply accordingly. Then the teacher says: "Today, we will learn something about 'where things are'. Do you want to know " Guessing Game: "What’s missing " (4 minutes) The teacher places some real objects (book, pen, bag) on the desk in front of the class. Ask students to look carefully for 10 seconds. Then the teacher covers the objects and takes one away. Ask: "What’s missing " Students guess the missing object. After 2 rounds, the teacher puts the pen under the book, the bag on the chair, and asks: "Where is the pen Where is the bag " Guide students to use simple words like "under the book" or "on the chair" to answer. Then the teacher writes the prepositions "on" and "under" on the blackboard. Design Intent The greeting helps build a good teacher-student interaction atmosphere. The guessing game uses real objects to attract students’ attention quickly and activate their prior knowledge of school things. By placing objects in different positions and asking "where" questions, the teacher naturally leads in the topic of prepositions of place, laying a foundation for the new lesson.
Step 2: Pre-listening (1a & Pre-listening Prediction) (7 minutes) Teach Prepositions of Place (7 minutes) The teacher uses PPT to show pictures of a room with various objects (e.g., a book on the desk, a pen in the pencil box, a cat under the chair, a bag behind the door, a plant in front of the window, a ruler next to the book, a ball between the desk and the chair). For each picture: Point to the object and the place, say the preposition and the phrase slowly: "Look! The book is on the desk. 'On' means something is above and touching a surface." Ask students to repeat the preposition and the phrase after the teacher 2-3 times. Write the preposition, its Chinese meaning (briefly), and the example phrase on the blackboard. Repeat this process for all target prepositions: in, on, under, behind, in front of, next to, between...and.... Teach Target Sentences (3 minutes) The teacher holds a toy car and places it in the bag. Ask a student: "Where is the toy car " Guide the student to answer: "It’s in the bag." Then the teacher writes the sentence "Where is the toy car It’s in the bag." on the blackboard. Then the teacher places two pens on the desk, asks another student: "Where are the pens " Guide the answer: "They’re on the desk." Write this pair of sentences on the blackboard. Emphasize the difference between "is" (for singular nouns) and "are" (for plural nouns). Ask students to read the target sentences aloud twice. Design Intent Using pictures in PPT makes the meaning of prepositions more intuitive, which helps students understand and remember them easily. Combining real objects with target sentences helps students connect the language form with its meaning and usage. Emphasizing the subject-verb agreement in advance can reduce students’ mistakes in later practice.
Step 3: While-listening (1b & 1c) (12 minutes) 1a: Match the words with the pictures (3 minutes) The teacher asks students to open their textbooks to Page XX (the page of 1a). Explain the task: "Look at the pictures in 1a. Match the prepositions in the box with the pictures. For example, Picture 1 shows a book on the desk, so you match 'on' with Picture 1." Students finish the task individually in 2 minutes. Then the teacher checks the answers with the whole class. Ask a student to read the preposition and the corresponding picture number, and the teacher writes the answers on the blackboard. Pair Work: Ask and Answer (5 minutes) The teacher shows a PPT picture of a messy room with many objects (book, pen, bag, etc.) in different positions. Say: "Now, work in pairs. One asks 'Where is/are... ', the other answers 'It’s/They’re...'. You can use the objects in the picture." The teacher gives a model dialogue with a good student: T: Where is the book S1: It’s on the bed. T: Where are the pens S1: They’re in the pencil box. Students practice in pairs for 3 minutes. Then invite 2-3 pairs to present their dialogues in front of the class. The teacher gives feedback (e.g., "Great! You use the preposition correctly." or "Almost right. It’s 'on the desk', not 'in the desk'."). 1b: Listen and number the conversations (4 minutes) The teacher says: "Now we will listen to some dialogues. Look at the three conversations in 1b. Listen carefully and number them in the order you hear them." Play the audio once. Students listen and write the numbers. Then play the audio again for students to check their answers. The teacher checks the answers by asking: "What’s the order Who can tell me " A student answers, and the teacher confirms. Then play the audio again, and ask students to repeat the dialogues after the audio to practice pronunciation. 1d: Listen and fill in the blanks (3 minutes) The teacher says: "Now listen again. This time, look at 1d. Fill in the blanks with the correct prepositions." Play the audio slowly once. Students fill in the blanks. Then play the audio again for checking. The teacher asks students to read their answers. For any mistakes, the teacher corrects them and explains briefly (e.g., "Why do we use 'under' here Because the dialogue says 'It’s under the chair'."). Design Intent 1a is a basic matching task that helps students consolidate the recognition of prepositions. Pair work provides students with opportunities to use the target language in communication, improving their speaking ability. The model dialogue helps students know how to practice correctly. 1b and 1d train students’ listening ability. Listening twice (once for numbering, once for filling blanks) helps students grasp the information step by step, reducing the difficulty of listening tasks and solving the teaching difficulty of "listening for specific information".
Step 4: Post-listening (1d & Oral Practice) (15 minutes) Group Work: Describe the Room (6 minutes) Divide students into groups of 4. Give each group a worksheet with a picture of an empty room and some stickers of objects (book, pen, bag, desk, etc.). The task: Each group sticks the stickers in different positions in the room first. Then one student in the group asks "Where is/are... ", and the other three students take turns to answer. Finally, each group chooses one student to describe the room (e.g., "The book is on the desk. The pens are in the pencil box. The bag is behind the chair..."). Students work in groups for 4 minutes. Then invite 2 groups to present their descriptions. The teacher evaluates their performance (e.g., "Your group’s room is tidy! And you use prepositions very well!"). Real-life Situation: "Find My Things" (4 minutes) The teacher says: "Suppose you can’t find your book/pen/bag. Ask your deskmate for help. Use the dialogue: 'Where is my... Do you know ' 'It’s on/in/under...'". The teacher gives a model with a student: S2: Where is my book Do you know T: It’s on your desk. S2: Thank you! T: You’re welcome. Students practice with their deskmates. Then invite 1-2 pairs to show their dialogues. Design Intent Group work combines hands-on activities (sticking stickers) with language practice, which is interesting and can develop students’ cooperative learning ability. Describing the room requires students to use multiple prepositions and sentences, helping consolidate what they have learned. The real-life situation task connects the target language with students’ daily life, making students realize the practical use of English, thus improving their ability to use English in real situations.
Step 5: Summary & Homework (6 minutes) Summary (2 minutes) The teacher leads students to review the key points: Prepositions of place: in, on, under, behind, in front of, next to, between...and.... Target sentences: Where is/are... It’s/They’re.... The teacher says: "Today we learned how to ask and answer the location of objects. Remember to use the correct prepositions and the right 'is' or 'are'." Homework (3 minutes) The teacher says: "Please finish your homework on time. We will share them in the next class." Level 1 (Basic): Copy the prepositions and target sentences 3 times each. Level 2 (Consolidation): Draw a picture of your bedroom, and write 3 sentences to describe where your things are (e.g., My book is on the desk.). Level 3 (Extension): Ask your family members where their things are (e.g., "Where is your phone, Mom "), and write down 2 dialogues. Design Intent The summary helps students sort out the knowledge points of the lesson and deepen their memory. Assigning hierarchical homework takes into account the different learning levels of students. Basic homework ensures that all students master the key points; consolidation and extension homework provide challenges for students with higher abilities, promoting their all-round development.

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