人教版（2024）七年级上册（2024）Section B教学设计及反思

这是一份人教版（2024）七年级上册（2024）Section B教学设计及反思，共4页。教案主要包含了What，Strength，Weakness等内容，欢迎下载使用。

The secnd perid
Sectin B Where d yu put yur things?(1a-2a)
The analysis f the text.
【What】The first cnversatin is between Ella and her mther. Ella's rm is nt tidy s she can’t find her hat. And Ella's mther helps her find the item and tells Ella t keep the rm tidy; The secnd dialgue is between Emma and her father, wh can't find his new glasses. And Emma des him a favr.
【Hw】The tw texts are basically cmpsed f questins and answers. They start by asking questins, inquiring abut the relevant infrmatin f the item, identifying the infrmatin, finding the item and expressing ne's thanks.
【Why】The cnversatins aim t let students use the target language t talk abut persnal items in different situatins, and enhance self-management awareness.
The analysis f students.
【Strength】Students are familiar with the situatins in the cnversatins and it’s easy t resnate with the tpic.
【Weakness】Sme students can nt find the deep causes why they need t keep tidy. And they are lack f the sense f self-management t sme extent.
Aims f teaching.
【Language cmpetence】
(1)Identify names f the things;
(2)Use in/n/under t describe psitins crrectly;
【Thinking ability】
Imprve the thinking ability f inference by figuring ut the hidden infrmatin behind the wrds;
【Cultural awareness】
Knw the imprtance f keeping tidy;
【Learning strategy】
Wrk with partners t practice the expressins;
Prcess f instructin.
Teacher activities
Students activities
Evaluatin
Lead in
Tday, let’s g t Ella’s rm t see if she can keep tidy. Firstly, let’s identify things in Ella’s rm
Observe and identify the names f items in her rm.
1.Students can mark the names f items in the picture crrectly.
2.1a Lk and fill in the blanks with in/n/under.
2.Students fill in the blanks with prepsitins given.
2.Students can fill in the blanks with the right prepsitins.
3.Talk abut where the things are in the picture.
The ... is/are +prep.+...
3.Students describe where the items are in the rm with the sentence pattern.
The cat is in the bx./The lamp is n the desk.
3.Students can talk abut the lcatin f the items prperly.
4.Nw, we’ve learnt abut the items and their lcatins in her rm. Let’s think abut this questin “Is this rm tidy r nt?”
And can yu help t make her rm tidy?
4.Students express their ideas abut the questin and help t put the things in rder t make the rm tidy.
The _________________ shuld be in/n/under ...
4.Students can give their ideas and describe the psitins where the items shuld be put.
Purpse f the design:
Thrugh the activities, students can identify names f the items in her rm and describe their psitins prperly, which gets students prepared fr the tasks belw.
As yu can see, the rm is untidy, which will bring sme trubles t their life. Nw let’s read the cnversatins and help Ella and Emma’s dad t find things.
1b Read cnversatin 1 and answer the questins.
(1)What’s Ella’s prblem?
(2)What clr is it?
(3)Where is it?
(4)What’s mum’s advice?
5.Students read the first cnversatin and find the answers t the questins.
(1)What’s Ella’s prblem?
She can’t find her cap.
What clr is it?
It’s red.
Where is it?
It’s under the desk.
(4)What’s mum’s advice?
She needs t keep her rm tidy.
5.Students can read t catch the keys t the questins crrectly.
6.Read t think.
Let’s think mre t have a better understanding f the situatin.
(1)Why des Ella have the prblem?
(2)Why d we need t keep tidy?
6.Students analyze the situatin and figure ut the reasns.
(1)Why des Ella have the prblem?
Because she desn’t keep her rm tidy.
Why d we need t keep tidy?
6.Students can analyze and figure ut the reasns based n the clue in the mind map.
7.Smetimes, ur parents will lk fr things t.
Read cnversatin 2 and answer the questins.
(1)What’s dad’s prblem?
(2)What clr are they?
(3)Where are they?
7.Students read the secnd cnversatin and find the answers.
(1)What’s dad’s prblem?
He can’t find his glasses.
(2)What clr are they?
They are brwn.
(3)Where are they?
They are n dad’s head.
7. Students can find the right details in the dialgue quickly.
Purpse f the design:
Students are able t catch the details in the cnversatins and analyze the deep reasns why they need t keep tidy.
8.Discurse analysis.
(1)Figure ut the functin f sentences in the cnversatins.
(2)Figure ut their change f feelings and thughts unsaid.
(1)Students analyze the cnversatins and figure ut the functins.
State the prblem _______
Ask abut details _______
Give guesses _______
Slve the prblem ______
Give advice _______
(2)Change f feelings:_______
Thughts unsaid:_______
8.Students can identify the functins by discurse analysis.
Purpse f the design:
By analyzing the discurse, the functins f the sentences can be clear t learners.
9.Practice
(1)Rle-play the cnversatins in pairs.
(2)Make up a cnversatin in pairs.
9.(1)Students rle-play the cnversatins and pay attentin t the tips abve.
(2)Make up a cnversatin in pairs based n the items in the checklist.
9.Students can cmplete the tasks by what they have learnt.
Purpse f the design:
Students can cnslidate what they have learnt in this lessn by practicing.
Blackbard design
Starter Unit 2
Sectin B Where d yu put yur things?(1a-2a)

Items prep. Why t keep tidy
hat, bx, pen... in/n/under

Cnversatin:
(1)Start a talk by stating the prblem;
(2)G n a talk by asking and giving details/guessing;
(3)End a talk by shwing thanks/giving advice;
*Tidy yur things. Tidy yur sul!