資源簡介

(共43張PPT)
Starter Unit 2 Keep Tidy!
1a-1d
Section B Where do you put your things
能識別圖片中bed、desk、chair等物品詞匯，理解in、on、under 等方位介詞含義 。讀懂1b兩段對話，提取物品顏色、位置等關鍵信息 。準確朗讀對話，模仿語音語調，把握對話中尋求幫助、回應交流的語言節奏。(學習理解)
運用in、on、under，依據1b對話，小組內模擬“尋找物品”情境對話，合理運用顏色、方位問答，對話自然流暢 。(應用實踐)
參照1d示例，聯系自身生活，用英語描述3 - 5樣個人物品的顏色與位置，語句豐富、表意清晰 。反思生活中物品擺放習慣，將語言學習與生活實踐融合，強化生活自理意識與英語實用能力 。(遷移創新)
01
02
03
04
05
06
07
08
Lead in
Pre-reading
While-reading
Post-reading
Summary
Exercises
Homework
Language points
01
Lead in
Watch and Sing
Look at Peter’s room. What do you think of his room Why
1a
認為
Is this room tidy
No, it is not tidy. / No, it isn’t tidy.
It’s messy.
/ mesi/
雜亂的
02
Pre-reading
What furniture(家具) can you see in the room
a bed
I can see…
a desk
a chair
a night table
Presentation
What things does Peter have in his room
a plant
a pillow
a photo
a schoolbag
a cat
a basketball
a cap
a bottle
a pencil box
socks
shoes
a cup
a T-shirt
a pen
two badminton rackets
a box
Peter has…
a lamp
a pair of socks
a pair of shoes
Some books
Presentation
Find these things as fast as you can!
Practice
Where are these things
Preposition(介詞)
in / n/ prep.在……里
on / n/ /ɑ n/ prep.在……上
under/' nd (r)/ prep.在……下
The cat is in the box.
The cat is on the chair.
The cat is under the chair.
注：on指一個物體在另一物體的表面上，兩者有接觸。
注：under指一個物體在另一物體的正下方，可接觸也可不接觸。
Fill in the blanks with the words in the box.
1. A schoolbag is the desk.
2. Some books are the box.
3. A pair of socks is the bed.
in on under
on
in
under
一雙；一對
Practice
Where are the other things
Where is the cat
The cat is ___ the box.
in
Where’s the bottle
The bottle is ___ the desk.
on
Where’s=Where is
Where’s the basketball
It’s the chair.
under
Where’re the shoes
They’re the bed.
under
A: Where is/ are the
/I can’t find the .
B: It’s ___ the____. /
They are ___ the____.
兩人合作，描述房間物品的位置。
Say as more as you can.
Pair work
What a messy room!
Guess what they are talking about.
Ella
Emma’s father
Let’s look at pictures and have a guess.
Pre-reading
They can’t find their things.
03
While-reading
Read Conversation 1 and answer the questions.
1b
What thing can’t Ella find
1. Ella’s cap is .
black
red
yellow
2. Ella’s cap is .
in her schoolbag
under her desk
on her chair
需要做某事
倒裝句，他在這里
等一下
不用謝
Read Conversation 2 and answer the questions.
What thing can’t Emma's dad find
1. Emma's dad has a pair of new glasses, and they are .
brown
green
blue
2. The glasses are on her dad’s .
desk
head
nose
Fill and Repeat
Conversation 1
Ella: Mum, I can’t 1. ______ my new cap.
Mum: Your new cap 2. ___________ is it
Ella: It’s red.
Mum: Is it 3. _______________
Ella: No, it isn’t.
Mum: Oh, here it is. It’s under your desk.
You need to keep your room 4. _____.
Ella: OK. Sorry, Mum.
find
What color
in your schoolbag
tidy
Conversation 2
Dad: I can’t find my new 1. ________.
Do you see them, Emma
Emma: What colour are they, Dad
Dad: They’re 2. _________.
Emma: No, I don’t see them...
Oh, wait a minute.
Now I see them!
Dad, they’re 3. ____________!
Dad: Oh, thank you, Emma!
Emma: 4. ________________.
glasses
brown
on your head
You’re welcome
Fill and Repeat
04
Post-reading
They are really ___________.
careless
Are you careless like them
Think and say
What do you think of them
We should put our things in order.
We should keep our room tidy.
Think and say
What should we do in our daily life
1. Ella’s cap is ____.
A. black B. red C. yellow
2. Ella’s cap is ____.
A. in her schoolbag B. under her desk
C. on her chair
3. Emma’s dad has a pair of new glasses, and they are ____.
A. brown B. green C. blue
4. The glasses are on her dad’s _____.
A. desk B. head C. nose
B
B
B
A
colour
position
things
Read and find
Find out the language in the conversations and add more.
colour
position
things
Mom, I can’t find my new ...
I can’t find my new ...
Where is/are my ...
Do you see my ...
What colour is it -It’s red.
What colour are they -They’re brown.
Is it red
You mean the brown ones
Is it in your schoolbag -No, it isn’t.
Here it is. It’s under your desk.
Dad, they’re on your head!
Look, it’s/they’re on/in/under...
My shoes are brown.
They are under my bed.
My glasses are black.
They are on my table.
Look, it’s my room.
My cap is red.
It’s on my bed.
My schoolbag is green.
It’s on my desk.
colour
position
things
1d
Write about your things.
My schoolbag is red, It is under my chair.
My trousers are brown. They are on my bed.
1.My_____ is _____. It is _____.
2. My _____ are _____. They are _____.
3. _______________________________
4. _______________________________
05
Language points
Point 1
方位介詞
Language points
They’re on the sofa.
It’s in your schoolbag.
It’s under your bed.
on, in和under可作方位介詞
on意為“在……上”（意指接觸物體表面或構成物體表面的一部分）
in意為“在……里面”
under意為“在……下面”
The ball is ___ the box.
The ball is ______ the box.
The ball is ____ the box.
on
under
in
Language points
a pair of sth. 作主語時，謂語動詞用單數，
… pairs of sth. 作主語時，謂語動詞用復數。
This pair of shoes is nice.
這雙鞋很好看。
Two pairs of gloves are on the table.
桌子上有兩副手套。
Point 2
A pair of socks is under the bed.(教材P10 1a)
pair n. 一雙，一對
pair 常與介詞of連用，表示鞋子、襪子、眼鏡等由兩個相同部分組成的物品的量。
Language points
Point 3
You need to keep your room tidy.(教材P10 1b)
need sth. 需要某物
need to do sth. 需要做某事
need sb. to do sth. 需要某人做某事
Do you need anything？你需要什么嗎？
She needs to go out for a walk. 她需要出去散散步。
I need you to help me with the cooking. 我需要你幫我做菜。
need v. & n. 需要
need在此處作實義動詞，有人稱和數的變化，其否定形式是在need前加don’t或doesn’t。
06
Exercise
一.將圖片與對應單詞相連。
bed
chair
box
desk
二. 根據句意及漢語提示填空。
1. We must look after our________(東西).
2. You ________(需要) to do more sports
3. Wow, your room is so ________(整潔的).
4. I can’t ________(找到) my ruler.
5. My father wants to buy me a new pair of ________(眼鏡).
things
need
tidy
find
glasses
三. 完成句子
1. 箱子在他們的床下。
The box is ________ ________ bed.
2. 鑰匙在桌子上。
The keys ______ ______ the ________.
3. 我們應該每天保持教室整潔。
we should _______the classroom ______every day.
under
are
on
table
keep
their
tidy
07
Summary
Sentences
①—Where is it/are they
—It’s/They’re in/on/under...
②... is/are+表示顏色的詞.
a pair of, wait a minute
Expressions
Summary
need
New word
08
Homework
Homework
Need to do:用顏色，方位來描述你房間里的五個東西。
Choose to do: 畫一幅整潔的房間圖畫，并進行具體描述。基于課程標準的“教-學-評”一致性課堂教學設計
科目 英語 授課教材 人教版（2024）七年級上冊
授課題目 Starter Unit 2 Section B (1a-1d) 課時 課型 第2課時 讀寫課
主題情境 人與自我-自我管理 授課教師
語篇研讀 【What】 本課語篇是家人間圍繞‘尋找物品’展開的日常對話，涉及物品（帽子、眼鏡 ）、顏色（紅、棕 ）、位置（書桌下、頭上 ）及 “提醒保持整潔” 等生活互動內容 。根據對話學習得出描述物品的三個方面。從而進行寫作。 【Why】 借助真實生活 “找東西” 場景，讓學生掌握用英語詢問物品位置（Where can't you find... Do you see... ）、詢問顏色（What colour is/are... ）、描述位置（It's/They're... ）的表達，熟悉日常交流句式 ，學習細節知識，豐富寫作。引導學生關注生活秩序，同時體會家人間日常互動的語言交流邏輯 。 【How】 兩段對話均采用“找物品者發起詢問→ 交流物品特征（顏色等 ）→ 猜測 - 否定 - 確認位置” 的線性結構，符合日常交流 “遇到問題 - 溝通解決” 的邏輯，對話短小簡潔、自然口語化 。句式：以一般疑問句（Do you see them, Emma Is it in your schoolbag ）發起詢問，特殊疑問句（What colour is it What colour are they ）詢問特征，陳述句（It's under your desk. They're on your head! ）描述位置，實現信息傳遞與交流 。涉及名詞單復數（cap 單數；glasses 復數 ）、方位介詞（under 表 “在…… 下方”；on 表 “在…… 上面” ）的正確使用，輔助精準表意 。
學情分析 學生為七年級新生，在之前的學習中已經接觸過一些基礎的英語詞匯和簡單句型，但對于方位介詞和相關物品詞匯的系統學習較少。他們對直觀、形象的圖片和情境對話較為感興趣，模仿能力較強，但在語言的靈活運用和自主表達方面還有所欠缺。部分學生可能在區分方位介詞的用法以及主謂一致方面存在困難，需要在教學中重點引導和練習。
課標要求 能聽懂、會說、認讀關于房間物品的詞匯，如bed、desk、chair、cap等，并能運用in、on、under等方位介詞描述物品的位置。 能讀懂簡單的對話，提取關鍵信息，如物品的顏色、位置等。 能運用所學詞匯和句型進行簡單的交流，如詢問物品位置、回應他人的詢問等。 培養學生良好的學習習慣和生活習慣，增強跨文化交際意識。
教學目標 通過本節課學習，學生能夠： 能識別圖片中bed、desk、chair等物品詞匯，理解in、on、under 等方位介詞含義 。讀懂1b兩段對話，提取物品顏色、位置等關鍵信息 。準確朗讀對話，模仿語音語調，把握對話中尋求幫助、回應交流的語言節奏。(學習理解) 運用in、on、under，依據1b對話，小組內模擬“尋找物品”情境對話，合理運用顏色、方位問答，對話自然流暢 。(應用實踐) 參照1d示例，聯系自身生活，用英語描述3 - 5樣個人物品的顏色與位置，語句豐富、表意清晰 。反思生活中物品擺放習慣，將語言學習與生活實踐融合，強化生活自理意識與英語實用能力 。(遷移創新)
教學 重難點 重點：掌握bed、desk、chair等物品詞匯和in、on、under等方位介詞的含義及用法。 難點：能讀懂對話并提取物品顏色、位置等關鍵信息，能進行簡單的“尋找物品”情境對話。
核心語言 【核心詞匯】 物品類：cap、glasses、schoolbag、books、socks、shoes、bed、desk、chair、box 顏色類：red、brown 動詞及其他：find、see、wait、thank、welcome，need，keep 【核心短語】 方位短語：under the desk、in the schoolbag、on the head、a pair of 日常互動短語：wait a minute、You're welcome 、keep...tidy 【核心句型】 1. 詢問物品位置： Where is/are…. It’s/They’re…. 2. 詢問物品顏色： What colour is it What colour are they 3. 描述物品位置：It's under your desk. /They're on your head! 4. 回應感謝：You're welcome. 5. 表達需求/建議：You need to keep your room tidy.【核心短語】
教學工具 PPT，教材
教學策略 情景體驗式教學、啟發式教學，任務型教學
教學過程
教學環節 教學活動 學生活動 設計意圖
Part1： Lead in （3min） 1. Play a song about tidying up the room or finding items. 2. Show a picture of Peter’s messy room and ask: “Look at Peter’s room. What do you think of his room Why ” 1. Listen to the song and feel the atmosphere. 2. Answer the teacher’s questions about Peter’s room 1. 通過歌曲營造輕松學習氛圍，激發學生興趣。 2. 借助熟悉的“雜亂房間”場景，自然引出“物品位置”話題，讓學生快速進入學習情境。
效果評價：觀察學生聽歌時的參與度（如是否跟著輕哼、表情是否愉悅 ），以及回答問題的積極性和準確性，判斷導入是否有效吸引學生注意力、喚起相關生活認知。
Part 2： Pre-listening（10min） 1. Present new words (bed, desk, chair, cap, shoes, etc.) using the picture of Peter’s room. Read the words and ask students to repeat. 2. Teach prepositions (in, on, under) with pictures (e.g., a cat in a box, on a chair, under a chair). Explain their meanings. 3. Do a quick practice: Ask students to find the position of items in Peter’s room and describe with prepositions, like “Where is the cat It’s in the box.” 1. Follow the teacher to learn new words, repeat and remember them. 2. Understand the meanings of prepositions through pictures. 3. Practice describing item positions with prepositions. 1. 利用直觀圖片教授詞匯和介詞，符合七年級學生形象思維特點，幫助快速掌握基礎語言知識。 2. 即時練習讓學生初步運用新學內容，鞏固記憶，為后續語篇學習打基礎。
效果評價：通過單詞跟讀的發音準確性、練習中描述位置語句的正確性與流暢度，評估學生對新詞匯、介詞的掌握程度和初步運用能力。
Part 3： While-listening（11min） Guide students to read Conversations 1 & 2 in 1b. Ask them to find out: - What things are they looking for - What colours are them - Where are them finally found Show the structure and language of the conversations: - Point out sentence patterns like “Where is/are... It’s/They’re...”, “What colour is/are... It’s/They’re...”. - Explain the usage of prepositions in context. Let students read the conversations aloud, imitating pronunciation and intonation. 1. Read the conversations carefully, find key information and answer the questions. 2. Learn about the structure and language features of the conversations. 3. Read aloud and imitate pronunciation.。 1. 通過問題引導，讓學生聚焦語篇關鍵信息，培養閱讀抓重點的能力。 2. 分析語篇結構和語言點，幫助學生理解對話邏輯和語法知識，提升語言分析能力。 3. 模仿朗讀有助于學生掌握正確語音語調，提升口語表達基礎。
效果評價：依據學生找關鍵信息的準確率、對語篇結構和語言點分析的參與度與理解深度（如能否復述句子 pattern ）、朗讀時語音語調的規范度，判斷學生對語篇內容和語言知識的理解吸收情況。
Part 4： Post-listening（11min） Role - play: Divide students into pairs. Ask them to role - play Conversations 1 & 2, using proper pronunciation and expressions. Let students describe 3 - 5 personal items’ colours and positions in English, e.g., “My schoolbag is blue. It’s on the desk.” Discussion: Guide students to discuss: “How do you keep your room tidy What good habits do you have ” 1. Work in pairs to role - play the conversations, practicing speaking skills. 2. Describe their own items, using the learned words and sentence patterns. 3. Discuss about keeping the room tidy and share habits. 1. 角色扮演讓學生在模擬真實情境中運用語言，提升口語交際能力和對語篇的理解運用。 2. 個人物品描述促使學生將所學知識遷移到自身生活，強化語言輸出，提升運用能力。 3. 討論生活習慣，實現語言學習與生活教育融合，培養學生良好生活意識，深化主題理解。
效果評價：觀察角色扮演時學生的互動流暢度、語言運用準確性；個人描述語句的豐富性、語法正確性；討論中發言的積極性、觀點合理性，綜合評估學生語言運用、知識遷移及對主題拓展的表現
Part 5： Summary（2min） Summarize the key content in this lesson. 跟隨老師一起進行內容總結。 總結本課所學內容，鞏固加深印象。 利用將思維導圖給學生進行有序的梳理。
Part 6： Language points （5min） T explains language points. 將知識點做好筆記進行理解消化。 將教學落到實處，交際意識培養之后，知識點的教授也跟上，保證學生在理解的同時能夠運用到具體題型中去。
Part 7： Exercises（3min） T assigns the test. 完成課堂練習。 讓學生在課上練習消化知識點，及時操練重點知識點和目標語言，讓教師把握學情。
Part 8： Homework 1. Ask students to write short sentences to describe 5 items in their room, including colours and positions. 2. Optional: Draw a picture of their tidy room and write descriptions below it. 1. Finish the writing task to describe room items. 2. Try the optional task if interested 1. 書面作業鞏固課堂所學，強化語言輸出和寫作能力。 2. 選做任務滿足不同學生需求，激發創作力，進一步深化對主題和語言的理解。
板書設計
教學反思 本節課圍繞“尋找物品”情境展開，貼合學生生活，通過多樣活動推動語言學習與生活教育融合，基本達成目標。成功之處在于，情境創設貼近日常，激發學生興趣；活動設計兼顧聽說讀寫，層次分明，助力不同水平學生參與。但存在不足：部分內向學生參與度低，互動中被動；介詞用法講解不夠深入，易混點未充分對比；時間分配緊，個人描述環節倉促。改進方向：設計分層任務，為基礎弱的學生提供腳本；增加介詞對比練習，強化辨析；優化時間管理，預留彈性空間。后續需更注重因材施教，細化講解，靈活控時，提升教學實效。

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