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根据下面的语言素材人教7上 Unit 4 Where is my schoolbag?-Section B，用英语完成以下的设计任务。

1.确定这节课教学目标。

2.确定这节课的教学重难点。

3.根据确定的教学目标，设计教学过程，并说明设计意图，设计意图可以用中文表达。

【参考设计】

Teaching Aims

Knowledge aims:

1. Students can match the things with exact words, such as “radio”, “model plane”, “clock” and so on.

2. Students can identify the prepositions and understand their meanings.

Ability aims:

1. Students can learn how to use the target words and sentences in the listening material.

2. Students can talk about where things are and apply what they have learned to their daily life.

Emotional aim:

Students can foster the interest and desire of learning English and take part in speaking activities actively.

Teaching Key & Difficult points:

Key point: Students can match the things with exact words and identify the prepositions.

Difficult point: Students can talk about where things are.

Teaching Procedures:

Step1 Warming up and Lead-in

1. Greetings

2. Ask students to find out what are in their schoolbags.

(设计意图：通过实物展示的方式，可以让学生更加直观清晰得了解本节课要去学的内容，而且能够创设一个良好的英语学习氛围，同时，也为学生融入英语课程做好准备。)

Step 2 Pre-listening

1. Show the picture in 1a, and ask students to match the words with the things in the picture.

2. Ask students to look at the picture and try to recite the words in one minute, and then write down all the words they remember. At last, teacher will check and lead them to read the words.

(设计意图：让学生根据图片内容去找出对应的单词，更加生动形象，同时能够加深他们的印象，为下文的听力扫除单词障碍。)

Step3 While-listening

1. Play the record for the first time, and circle the things Tom wants from his home.

2. Play the tape again, and ask students to listen carefully and try to find out where Tom’s things are and write them down.

For example, The English books are under the radio.

3. Play the tape for the last time, and ask students to read after the tape, and pay more attention to the pronunciation, and do the imitation.

(设计意图：通过听力练习，锻炼和培养学生捕捉大意和细节信息的能力，提高学生的听力技能，同时通过跟读和仿读，提高学生的口语能力)

Step4 Post-listening

Students will be given 5mins to make a conversation of at least three things in Tom’s room. Later they will be invited to show their conversation.

The conversation can be like this:

—Where are the English books?

—They are under the radio.

(设计意图：邀请学生进行角色扮演，不仅能够锻炼学生的口语能力和应用能力，也给学生提供了展现自己的舞台，有助于提升学生的自信。)

Step 5 Summary and homework

Summary: Ask students to conclude what they have learned today together. And then make a summary.

Homework: Write a short passage about their rooms and try to use what they have learned in class.(设计意图：在此环节中，请学生进行总结不仅可以体现学生的主体地位，同时让学生在体验中，得到收获知识的喜悦感和满足感，此外作业的布置可以让学生在课后进一步巩固所学，体验英语学习所带来的乐趣。)

Blackboard Design

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