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本班学生学习英语的积极性较高，乐于学英语，用英语，尤其是完成一些与自身学习和生活息息相关的任务，因此活动的设计一定要联系学生实际。教材在get ready D中已经介绍了简单的介词（on/under/in/between/next to），学生对方位介词也有了一定掌握，能用简单的介词描述某物在某地；简单描述自己的教室；
我校是寄宿制学校，对于十一二岁的孩子而言，每天整理内务打扫宿舍公共卫生是必做的事。让学生用英语描述他们自己亲手整理设计的宿舍，使学生们有成就感，最终让学生们认识到整理好自己房间保持清洁卫生以及美观实用的必要性。
教学方式：
情境教学
教学手段：
教材，学案，板书，PPT
技术准备：
电脑，多媒体
教学目标在本课学习结束时，学生能够：
通过听力，获取房间物品信息和整理前后的物品摆放位置的信息；
运用听力获取的信息和语言描述Jenny整理前后的房间和自己的房间；
认识到要学会整理房间，管理好自己的物品，保持室内整洁。
教学流程示意
教学过程(表格描述)教学阶段教师活动学生活动设置意图技术应用时间安排
Pre-listeningShow a picture and ask: What can you see in the bedroom? Where are they?
Adds some new words about the things in the room.1. Review the words about rooms with the help of the picture.
2.Ss think about: What can you see in the bedroom? Where are they?运用图片,引入话题，激活学生已知的物品名称的词汇。并补充新词汇。
图片PPT4’While-listeningAsk the students to predict:
What will Jenny talk about?
Monologue 1:
1st listening:
Play the recorder and ask：What is Jenny talking about?
2nd listening:
Play the monologue again and ask the students to tick the pictures in exercise 1: What things does Jenny have in her room? Whose model cars and planes are they?
Whose umbrella is it?
Ask the students to write down the things that Jenny has in her room and whose are these things in table 1:
Whose things
3rd listening:
Play the monologue and ask the students to find out the positions of the things in Jenny’s room before she tidies up.
2.Play the monologue and ask the students to read after the recorder sentence by sentence.