Starter Unit 2Keep Tidy! Section B 1a—Project教学设计 2024-2025学年人教版英语七年级上册

Starter Unit 2 Keep Tidy! Section B 1a-Project Teaching Content(教学内容) This lesson emplovs activities such as picture-filling exereises, dialogue practices, reading comprehension, and writing exercises to guide students in learning and applving vocabulary and sentence structures that describe the location of objects. The content of the textbook is closely related to students daily lives, which helps stimulate their interest Teaching 0bjectives(教学目标) ·Language Proficiency(语言能力) Students willbe able to master and utilize vocabulary such as "bed""desk""chair""cap""shoes" “schoolbag" and“box",as well as prepositions like "in""on" and"under”. ·Cultural Awareness(文化意识) Cultivate students' awareness of maintaining a tidy environment Thinking Ouality(思维品质) Enhance students' spatial perception and logical thinking abilities through describing the location of objects. LearningCapability(学习能力 Improve students' language practice and autonomous learning abilities through participation ir activities. Teaching Focus,Difficulties, and Breakthroughs(教学重难点及突破 ·Teaching Focus(教学重点) Help students use prepositions and sentence structures for describing the location of objects aceurately. Teaching Difficulties(教学难点) Enhance students' ability to flexibly apply the learned knowledge to describe the positions of different objects TeachingBreakthroughs(教学突破) Assist students in understanding and memorizing the use of prepositions through physical demonstrations and role- play activities Teaching Procedures(教学过程) Activity 1Warming up and revision(感知与注意) T: Good morning/afternoon, everyone! Before we start today's lesson, let's do a quick review. Who can tell me a word that describes a clean and organized room? S1: Tidy! T: Excellent! And how about a room that's not clean? What word can we use? S2:Messy! T: That's right! Today, we're going to talk more about rooms and the things inside them.Are you ready? 设计意图:通过复习旧知,激活学生记忆,为后续学习做铺垫。 Activity 2 Presentation(获取与梳理) Work on 1a T: (The teacher shows a picture of a room.) Look at this picture. What do you think of the room? Is it tidy or messy? Let's fill in the blanks together T: There is a T-shirt, a book, a pen and an exercise book on the bed, right? So, we can say "The bed is messy." (Students repeat and fill in the blanks.) T: Now, what about the desk? Is there anything on it? S: (Students obseroe and ansoer.) There is a schoolbag, a bottle, a ruler and a pencil on the desk T: So, we can say "The desk is messy." 设计意图:通过图片引导,帮助学生掌握描述房间整洁度的词汇和句型。 Activity3 Reading(获取与梳理) Work on 1b T: Now, let's move on to 1b. You'll read two conversations and find out where the cap and glasses are in the pictures.Ready? Go (a feo minutes later T: In the first conversation, where do they find the cap? Ss: Under the desk T: Great! And in the second conversation, where are the glasses? Ss: On Emma's father's head 设计意图:通过对话理解,提升学生提取信息的能力,并加深对物品位置描述的理解。 Activitv 4Reading(获取与梳理) Work on1c T: Now, read the conversations again and choose the correct answers to the questions.Let's work in pairs and then share your answers (a few minutes later T: What colour is Ella's cap in the first conversation? S: It's red. T: And where is it? S: It's under the desk 设计意图:通过再次阅读对话并回答问题,深化对对话内容的理解,同时培养学生的合作学习 能力。 Activitv5Writing(概括与整合) Work on 1d T: It's time to write our own sentences.First, let's observe two italie sentenees in the form and ther try to finish Sentenee One and Sentence Two. Then I'll invite some students to read their sentences T: Now write your own sentences about the things around you.Remember to use the vocabulary and sentence structures we've learned today. Discuss how they keep the things around them tidy in groups (The teacher walks around the classroom and communicates with some students.) T: What are vou going to talk about? S: I'm going to talk about the pencils. T: What colour are they? S: They are blue. T: Where are they? S: They are on the desk.I should put them in the pencil box now (Students share their ways and the teacher gioes recognition and adoice.) 设计意图:通过写作练习,将所学词汇和句型运用于实际情境中,提升学生的写作能力。 Activity 6Guess what it is(想象与创造) T: Now, let's have some fun with a guessing game.Choose an item from your classroom and write its name on a piece of paper. We'll play in groups of three.One person holds the item, another person asks questions, and the third person tries to guess what it is.Remember, you can only ask "Yes" or "No" questions. (Students play the game in groups.) T: Isitlong? s:Yes. T: Can you use it to write? S:No. T: Is it a ruler? S:Yes. 设计意图:通过游戏形式,激发学生的学习兴趣,同时锻炼他们的提问、回答和逻辑推理能力。 Activity 7Homework(反馈与强化) Draw a picture of your room and write sentences about where your things are Teaching Reflection(教学反思) During the teaching process, it is important to pay attention to students' mastery of prepositions of position and to provide timely correction and guidance Reflect on the creative expressions used by students when describing the loeation of objects, and encourage them to explore more diverse sentence structures.Consider how to integrate students' real-life experiences more effectively to make language learning more vivid and practical