人教版七上Unit 4 Where’s my schoolbag? Section B（2a-2c）教学设计

人教版七年级上册Unit 4 Where’s my schoolbag
Section B(2a-2c)教学设计
教材分析
本课时选自人教版七年级上册Unit4 Where’s my schoolbag Section B(2a-2c)，是一节阅读课，主要话题为谈论房间物品的摆放位置。2a-2c是以2b为中心的阅读任务链。2a让学生根据图画提示写出学过的或者知道的物品名称，为阅读2b的文章提供了词汇铺垫。2b的阅读活动渗透了应该合理摆放物品的思想教育，让学生通过阅读，快速判断Kate和Gina谁的物品更整齐。在这篇阅读中主要强化了描绘位置关系的介词用法。在写作风格上，everywhere后面的破折号的用法以及Gina的询问是两个亮点。2c训练的是学生通过阅读提取信息的
能力，也是对本单元主要词汇和介词结构的巩固。话题内容与学生的实际生活联系紧密，学生们容易接受，也便于形成英语学习的兴趣。
文本分析
这是一篇记叙文，以Kate为第一人称，通过描写Kate和Gina这对姐妹的房间物品的摆设情况，将Kate的干净整齐和Gina的丢三落四形成了鲜明的对比。总体难度较小，话题贴近生活，作者语言到位，长度合理，逻辑性强。能帮助学生反思日常行为，起到了一定的教育意义，有利于他们养成良好的生活习惯。良好的生活习惯应该从小培养并坚持，这是不同文化共通的。良好的生活习惯，不仅是为了展现给别人干净利落的外表，更重要的是要注意自己在生活中点点滴滴的细节。学习越繁忙，越要注意生活细节的条理和规范。
学情分析
在SectionA以及SectionB(1a-1e)的学习之后，学生已经掌握了where问句和介词in,on,under的用法，也掌握了一些有关物品的词汇。话题内容也与他们的实际生活联系紧密，学生们容易接受，也便于形成英语学习的兴趣。
整体设计
■ Teaching aims:
By the end of this lesson, students will...
1.Master some new words “tidy,our,everywhere,always” and the usage of“and, but”.
2.Be able to describe Kate and Gina’s room in their own words.
3.Be able to describe their rooms correctly.
4.Clean their rooms on their own and form the good living habit.
■ Teaching important and difficult points:
1.Teaching important points:
Talk about things around the house and where things are.
2.Teaching difficult points:
Introduce a room in order.
■Teaching methods: Communicative teaching method,situational teaching method,task-based teaching method.
■ Learning methods: Autonomous learning, cooperative learning(group work).
■ Teaching tools: PPT, pictures
■ Teaching procedures:
Step 1: Greeting(1 min)
T:Hello, boys and girls,nice to meet you.Do you know me I’m an English teacher, and I’m also a singer.
Step 2:Warming up(1 min)
Sing a song “Where is... ”(Sound like “春天在哪里”) and show the picture of my room.
Where is the light It is on the wall.
Where is the photo It is in the frame.
Where is the dog It is under the bed.
I have a tidy bedroom.
La la la la la la ................................
I have a tidy bedroom.
Welcome to my bedroom.
Step 3: Pre-reading(2 min)
Free Talk
T: This is my tidy room, what can you see from it
Ss: ............................................
T: Am I tidy My room is small but tidy, because I always tidy my room, I tidy it every day,I’m a good cleaner.What about you Are you tidy Today, let’s go to see a room.
Step 4: While-reading(8 min)
T:Look at the picture. Here are two girls, who are they Say hello to Kate and Gina. They are sisters, so how many rooms do they live
S: One room.
T: How do you know
S:From“In our room”.
T:(Draw a rectangle on the blackboard as their room.)
2.Scanning
T: What do they have in the room Where are they
Read the passage and complete the chart about the things Kate and Gina have and where they are. ( Invite students to put pictures of things on the blackboard to check if they have mastered“in, on, under”well.)
Kate Gina
Things Where Things Where
books and tapes in the bookcase
Ss read the passage carefully and fill in the chart. During this process, ask students“Is Kate tidy Is Gina tidy ”
Step 5：Post-reading( 5 min)
Task 1：The teacher acts Gina.
T: Do you want to be Gina or Kate Now you are Kate,please talk about your room.(Invite one or two students to show their results.)Then help Gina tidy her room.(Invite a student to put pictures in order.)
Task 2：Group work
Group in four，talk about your dream room.
(Invite one student to show his/her result.)
Step 6: Summary(2 min)
T: If you want to have a room like this, keep your room tidy! Because if you don't sweep your house,how could you sweep the world (一屋不扫而以扫天下？）
Sing a song( Sound like “我和我的祖国”)
I want to keep my room tidy,
Tidy it every day.
Everything is tidy,
The room is very clean.
Mommy and Daddy go to my room,
They are very happy.
A tidy room,
A happy family,
What a beautiful day!
Step 7: Homework(1 min)
Clean your room on the weekend and send me a photo and description(描绘）of your tidy room, my e-mail address is 706567492@.
Blackboard Design
Unit4 Where’s my schoolbag Section B(2a-2c) Kate Gina Things WhereThings Where books and tapesin the bookcase
After-class reflection:
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