7年級英語人教版上冊第二課時SectionA2a—2feq\o(\s\up7(),\s\do5(TeachingContent（教學內容）))Thediscourseofthislessonisapresentationoflistening，speakingmaterials.ThisconversationmainlyrevolvesaroundthelocationsofthingsinPeter'sclassroom，aimingtohelpstudentsunderstandtheimportanceofplacearrangementandpromotestudents'lovefortheirclassroom.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學目標）))◆LanguageProficiency(語言能力)1．Beabletoorganizeandsummarizeexpressionsrelatedtothelocations，andmastertheusageofspecialquestionswithwhereandhow.2．Usethesimplepresenttensetoaskandansweraboutthelocations，andusethetargetsentencestructuretoinquireaboutthelocationsoftheschoolthings.◆CulturalAwareness(文化意識)Byunderstandingthelocationsofthingsintheclassroom，studentscancomparetheirclassroomwithPeter'sanddiscoversimilaritiesanddifferencesbetweenthem.Thiscomparisonhelpstostimulatestudents'interestinEnglishspeakingculturesandimprovetheircross-culturalcommunicationskills.◆ThinkingQuality(思維品質)1．Learntoapplygrammarknowledgeincontexttoaccuratelyunderstandandexpressthelocationsappropriately.2．Studentscanbetterarrangetheirthings，cultivategoodlivinghabits，anddevelopasolidfoundationfortheirfutureEnglishlearning.◆LearningCapability(學習能力)1．Learntocommunicatewiththeirclassmateswiththetargetlanguages.2．Applywhatislearned，cultivatestudents'abilitytouselanguageandculturalknowledgetosolvepracticalproblemsinrealsituations，andpromotetransferandinnovation.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學重難點及突破）))◆TeachingFocus(教學重點)1．Beabletousethetargetlanguagetoinquireaboutthelocationsofschoolthings.2．Completerole-playintheclasstounderstandtheimportanceoflocationarrangement，lifestylehabits，andstudyhabits.3．Learntotalkaboutthemainfacilitiesoftheschoolandtheirlocationswiththerebesentencepatternsandprepositionsofposition.◆TeachingDifficulties(教學難點)1．Beabletoquicklyandaccuratelyobtaininformationsuchasprepositionsofpositionthroughlisteningandreadingconversations.2．Illustratethefunctionsofdifferentfacilitiesbyusingtargetlanguageandenhancetheawarenessoflovingthecampus.◆TeachingBreakthroughs(教學突破)1．TeachersencouragestudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheirrealsituation.2．Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學過程）))Activity1Prediction(感知與注意)T：First，let'slookatthepictureandthenanswerthreequestions：Whatisthepictureabout?Whatcanyouseeinthepicture?Aretheycleanortidy?設計意圖：通過引入主題，創設情境，激發學生的參與興趣，學會運用所學詞匯描述教室物品的位置；通過預測性任務激發學生的思維，培養他們運用情景線索進行推理和預測的能力。Activity2Listening(感知與注意)Workon2a—2dListentotheconversationandfillintheblanksin2a.Readtheconversationandmatchthequestionswiththeanswersin2b.Readagainandtrytocompletethetaskin2c，andthenchecktheanswersinpairs.Listentotheconversationagainandrepeatafterit.Payattentiontothestressedwords.Trytorole-playtheconversationandshowyourselvesinfrontoftheclass.設計意圖：幫助學生理解對話的整體內容，培養學生準確獲取、組織和記錄關鍵信息的能力。引導學生進行角色扮演式的聽力對話，組織、學習和內化關鍵句型和關鍵語言，為進一步將所學知識應用到實際生活中奠定基礎。Activity3Afterlistening(獲取與梳理)Workon2eLetstudentsimaginethingsintheirclassroomandcomparewithPeter's.Thencompletethetasksin2eindividually.Next，letthemchecktheiranswerswiththeirpartnersusingtherebestructure.Theteachermovesaroundtomakesurestudentsgettherightanswers.Choose2studentstospeakouttheanswers.設計意圖：通過觀察和記錄，每個學生都可以深入挖掘自己的角色，促進語言內化，從學習理解過渡到實際應用，培養運用語言和文化知識解決實際問題的能力。Activity4Sharing(概括與整合)Workon2fLetstudentsworkinpairs，andaskthemtocomparePeter'sclassroomwiththeirs.Givethemseveralminutestoprepareitusingtherebestructure.Thenletthemshareitinclass.Whilesharing，theotherstrytoevaluatewhoseisthebestandexplainthereasons.設計意圖：通過分享自己的匯報材料，幫助學生在實際情境中運用目標語言，提高語言能力，同時利用評價來激發學生的學習興趣，發展思維。Activity5Homework(反饋與強化)Readthepassagefluentlyandreciteit.WriteashortpassagetocompareyourclassroomwithPeter's.eq\o(\s\up7(),\s\do5(TeachingReflection（教學反思）))DuringthisperiodofEnglishlearning，studentscanmastertheusageoftherebestructur