Unit 4 My Favourite Subject SectionA 1a~2d教学设计 人教版（2024）七年级上册

Unit 4 Section A 1a - 2d 教学设计
I. Teaching Aims
1. Knowledge Aims
Students can master the following new words and phrases: where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head.
Students are able to use the sentence patterns “Where's... It's in/on/under... ”, “Where're... They're in/on/under... ”, “Is the... in/on/under... Yes, it is. / No, it isn't.” and “Are the... in/on/under... Yes, they are. / No, they aren't.” to ask about and state the locations of things.
2. Ability Aims
Develop students' listening skills to catch specific information about the positions of objects, such as what the object is and where it is.
Improve students' speaking skills by enabling them to have conversations about the locations of things in real - life situations.
Train students' ability to describe the layout of a room and the positions of items in it.
3. Emotional Aims
Cultivate students' awareness of keeping their living and learning environments tidy and organized.
Encourage students to communicate actively in English, and enhance their confidence in using the language.
II. Teaching Key Points and Difficult Points
1. Teaching Key Points
Master the new vocabulary related to furniture and common objects in a room.
Grasp the usage of the sentence patterns for asking about and stating the locations of things, especially the correct use of the singular and plural forms.
Understand and use the prepositions of place: in, on, under correctly.
2. Teaching Difficult Points
Differentiate the usage of the prepositions “in”, “on” and “under” in different contexts, and use them accurately to describe the positions of objects.
Use the target language fluently and spontaneously in real - life scenarios to talk about the locations of various objects.
III. Teaching Methods
Communicative Teaching Method: Create real - life communication situations, like looking for things in a classroom or a bedroom, to encourage students to use English to express themselves. For example, set up a scenario where students have to find their lost school things in the classroom and ask others for help using the target language.
Task - based Teaching Method: Design tasks such as making a room layout map and role - playing a conversation between roommates about finding lost items. Students need to complete these tasks through cooperation and practice, which helps them internalize the language knowledge.
Audio - visual Teaching Method: Utilize multimedia resources, including pictures of rooms with different layouts, relevant audio materials for listening, and short video clips showing people talking about the locations of things. These resources can make the teaching more vivid and engaging, and help students better understand the language in context.
IV. Teaching Aids
Multimedia courseware with pictures of rooms, audio materials for listening, and some short video clips.
Real objects or pictures of furniture and common objects, such as a small model of a table, a picture of a bed, etc.
Cards with new words, sentence patterns, and some simple dialogues for students to practice.
A large piece of paper and colored pens for each group to draw the room layout map.
V. Teaching Procedures
Step 1: Warming - up (5 minutes)
Greet the students as usual: “Good morning/afternoon, class! How are you today ”
Show some pictures of messy and tidy rooms on the PPT. Ask students: “What can you see in the pictures Which room do you like better Why ”引导学生讨论房间整洁的重要性，自然引出本节课关于描述物品位置的话题.
Step 2: Revision (5 minutes)
Review some words of school things learned before by playing a word - recall game. The teacher says a category, like “school supplies”, and students quickly call out the English words, such as “pen”, “pencil”, “book” and so on.
Review the sentence patterns for asking about ownership. Point to some objects in the classroom and ask students questions like “Is this your eraser Are these your books ”引导学生用 “Yes, it is./Yes, they are.” or “No, it isn't./No, they aren't.”来回答。
Step 3: Presentation (10 minutes)
New Words Teaching
Show pictures of new furniture and objects one by one on the PPT: table, bed, bookcase, sofa, chair, desk, hat, head. Read the words aloud, stressing the correct pronunciation, and let students repeat. For example, when teaching “bookcase”, point to the picture of a bookcase and say, “This is a bookcase. We can put books in it. B - O - O - K - C - A - S - E, bookcase.”
Do some word - learning activities. For instance, play a word - matching game. Write the new words on one set of cards and draw the corresponding objects on another set, and ask students to match them in pairs.
Sentence Pattern Teaching
Use the classroom environment and some small props. Hide a small toy under a desk. Then ask, “Where is the toy ” Guide students to answer, “It's under the desk.” Do the same with other objects and change the prepositions of place (in, on, under).
Write the sentence patterns “Where's... It's in/on/under... ”, “Where're... They're in/on/under... ” on the blackboard and explain the usage. For the singular form “Where's... ”, we use “It's...” to answer, and for the plural form “Where're... ”, we use “They're...” to answer. Do some substitution drills. Point to different objects and ask different students “Where's/Where're... ”让学生熟练掌握这个句型的运用。
Step 4: Pre - listening (5 minutes)
Work on 1a. Let students look at the pictures in 1a on page 21 of the textbook. Ask them to match the words with the things in the pictures.
Check the answers together. Then, ask students to discuss in pairs: “If you were going to describe this room, what would you say first How would you talk about the positions of these things ”
Step 5: While - listening (10 minutes)
1b Listening
Tell students they will listen to a conversation between a boy and a girl. Before listening, let them look at the pictures in 1b and predict what items they will hear and where they might be.
Play the recording for the first time. Students listen and number the things in the picture [1 - 4].
Play the recording again. This time, students listen carefully and pay attention to the pronunciation and intonation, especially the expressions of locations. Check the answers together.
2a & 2b Listening
Let students look at the words in 2a. Explain that they will listen to a conversation and number the things they hear.
Play the recording for the first time. Students listen and number.
Play the recording again for 2b. Students listen and find the things from 2a and number them in the picture [1 - 6].
Check the answers and explain some difficult points in the conversation if necessary.
Step 6: Post - listening (10 minutes)
Pair Work
Ask students to work in pairs. One student asks about the location of an object in the picture of 2b, and the other answers. They use the conversations in 1b, 2a, and 2b as examples to create a new conversation. Walk around the classroom to offer help and guidance.
After a few minutes, ask several pairs to come to the front of the class and act out their conversations.
Group Work
Divide the students into groups of four. Each group draws a simple layout of a room on a large piece of paper and marks some objects in it. Then, they create a conversation about looking for things in the room, using the target language.
Select one or two groups to share their room - layout drawings and perform their conversations for the whole class. After the performance, let other students give comments and ask questions.
Step 7: Role - playing (10 minutes)
Present the dialogue in 2d. Let students read it in pairs and understand the meaning. Explain some new expressions, such as “come on” and “I think”.
Ask students to role - play the conversation. They can change the names and the objects according to their own ideas. Some students can act as Tom and his mother, and some can create their own roles.
After the role - playing, ask some pairs to show their performances to the class. Encourage other students to listen carefully and give feedback.
Step 8: Summary (5 minutes)
Summarize the new words and sentence patterns learned in this class with the students. Write the key points on the blackboard again, including the new words related to furniture and objects in a room, the sentence patterns for asking about and stating the locations of things, and the prepositions of place used.
Ask students to share what they have learned and what they think is the most difficult part in this class.
Step 9: Homework (布置作业环节)
Ask students to write a short passage to describe their own rooms. They need to mention at least five objects and their positions, using the sentence patterns “Where's... It's in/on/under... ” and “Where're... They're in/on/under... ”.
Encourage students to pay attention to the positions of things in their daily life and try to describe them in English.