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Stater Unit2Keep Tidy!Period2SectionB la-lbAnalysis ofteaching materialWhat: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和之间的对话的Ella MumElla房间不够整洁，找不到自己的帽子，的妈妈帮助她找到了物品，并告诉要保持房间整洁Ella Ella第二篇对话是和之间的对话父亲找不到他的新眼镜，帮助找到他的眼镜Emma DadEmma 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）来复习巩固的已Section A学知识？；学生在老师的What doyou have…I have***What colouris/are***It s.../They are---引导下正确理解介词的含义，再次引导学生理解的介词短语，再引入关in,on,under in,on,under键句物品？物品（）期间反复借用主题图和教具操练方位介词短语Where is/are is/are inon/under-,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，学生能够谈论自己所拥有的物品名称和摆放位置（学习理解）
1.能运用三个介词（应用实践）
2.“on/in/under”Eg:A:Where isthe--------B:Its on/in/under the--------------------.Eg:A:Where arethe--B:Theyre on/in/under the-------------..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3移创新）Teaching importantand difficultpoints
1.Important points:Be ableto masteron/in/under.
2.Difficult points:Be ableto expressthe things position bythese sentences.Its on/in/under the------------Theyre on/in/under the---------------.Teaching proceduresTeachingsteps Teachingactivities Purposesof design
1.Greeting.
1.Attract Ssattention,
2.Warm uparouse Ss9interests in the
3.Review.new lesson.Step
14.Show lastheme pictureon Page10,and letSs
2.Lead intothe topic.Warm upandobserve itto answer the followingquestions.lead inQs:Is thisroom tidyWhyWhere are they
1.Watch thevideo abouton/in/under
1.Let Ssknow on/in/under.
2.Present onthe box/in thebox/under thebox.
2.Let Ssget familiarwith
3.Use basketball,pen,ruler,etc.to knowthe phrasesStep2the phrasesaboutof on/in/under.Presentationon/in/under.
4.Play the game aboutlistening tothe password“on
3.Raise Ssinterest throughthedesk,inthedesk,under thedesk”thegame.
1.Let Sspractice severaltimesto masterhow toask
1.Show thekey sentencesandanswerthepositions.A:Where isthe---B:Its on/in/under the---.
2.Pair workhelps Ss一Step3Practice A:Where arethe—B:Theyre on/in/under thecultivatethe cooperation
2.Use laspicture to practiceTeacher andStudents.awareness.
3.Use chair/eraser/bottle/schoolbag,etc.to practice.
3.Help Sstalk alot.
4.Work inpairs,one ask;the otheranswer.Then thetwostudents changethe rolestopractice.
1.Show onthe stage.One asks;the otheranswers.
1.Let Ssshow theirlevel
2.Read conversation!and conversation2;then findthe abouthow toask andanswerpositions ofthe capand theglasses.thingsposition.
3.Read theconversations bythe tape.Group work
2.Deepen SsimpressionsStep
44.Deep thinking-how to keep tidy.about findingthings andProduction
5.Do theexercise abouton/in/under.on/in/under.
3.Raise Ssawareness ofhowtokeeptidy.
1.Cultivate Ssgood habitof
1.Learn tokeep thedesk tidyevery day.Step5Homework keepingtidy
2.Clean thedormitory.Blackboard designStarterUnit2Keep Tidy!Section B:Where doyou putyour thingsla-lbImportant sentences:
1.A:Where isthe...B:It ison/in/under the...
2.A:Wherearethe...B:They areon/in/under the...。
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