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（3）情感、态度、价值观：
热爱干净、整洁的居住和学习环境
三、学情分析本节课授课对象是初一年级五班学生。1，知识技能储备：部分学生已学习过与本课内容相关的背景知识，但词汇和应用还不够到位。另有部分学生，知识储备几乎于零，从词汇到句型。
四、教学过程资源准备、教师活动、预计时间学生活动、预计时间设计意图Warm up
1.Review the words they learnt about the personal things and prepositions, then ask them to read the words aloud.
2.Guess game: T shows Ss a bag and asks them to guess what things are in the bag.
1. Ss read the words together.
2. Guess what things are in the bag.
1,激活学生与本话题相关的背景知识和词汇
2. 用游戏的形式，让学生对本课的知识更加感兴趣，及引入本文课题。Pre-Reading
T shows Ss one picture. The picture is about Jenny’s room.
Ss get to know something about Jenny’s room.
介绍Jenny的房间，有图片导入，让学生对将要读的内容有感性的认识。While-Reading
T asks Ss to read fast and answer a question.
What things are in Jenny’s room?
T asks Ss to read and complete the table with the locations of the items.
“Where are Jenny’s caps?”
T asks Ss to read the text together and then T erasers the prepositions of the passage
1, Ss read fast and try to find out the things in Jenny’s room.
2, Ss read and complete the table with the locations of the items.
3, Ss read the text together and try to remember the prepositions of the passage.1, 快速阅读获取信息。
2，通过阅读，根据两篇短文，找出物品相应位置。
3，通过阅读对所学介词进行记忆。Post-Reading
1, Use a ball and a box to show them all the prepositions from the text..
2，T asks Ss to use the box and the ball to do what the teacher says.
Ex: 1. The ball is below the box.
2. The ball is behind the box.
3. The ball is on the box.
4. The ball is in front of the box.
5. The ball is beside the box.