Starter Unit 2 Keep Tidy!-Section A 2a-2e 教学设计 2025-2026学年人教版英语七年级上册

Starter Unit 2 Keep Tidy!-Section A(2a-2e) This section is mainly about helping students master the vocabulary related to daily school and life items as well as color words. Through a series of listening, speaking, reading and writing activities, students will learn to ask about and describe the items they have and their colors. The first part, 2a, reviews color vocabulary from the aspects of sound, form and meaning. Activity 2b presents the target sentence pattern "What colour is it / are they" and requires students to observe pictures and start dialogues using this pattern and the color words listed in 2a. The listening comprehension activities in 2c and 2d are divided into two steps. In 2c, students listen to understand the colors of the items mentioned in the dialogue and then color the items, training their ability to obtain key information. In 2d, students listen again and complete the sentences according to the obtained color information of the items, training their transformation ability from voice to word form. Finally, in 2e, students are required to talk about the items they have, including asking about and describing the colors of the items, which is the oral output part of this section. 教学目标 Students can correctly recognize, read and spell words related to daily items such as "bottle", "eraser", "key", etc., and color words like "red", "green", "blue", "yellow", "orange", "black", "white", "brown". Students can master the sentence patterns: "What do you have...?", "I have...", "What colour is it / are they?", "It’s / They are...". 教学重难点 1. Key Points Vocabulary related to daily items and color words. Sentence patterns for asking about and describing items and their colors. 2. Difficult Points Using countable nouns in singular and plural forms correctly in real - life situations. Describing items and their colors accurately and fluently in different scenarios. 1. Vocabulary Daily items: bottle / b tl/, eraser / re z (r)/, key /ki z/, cap /k p/, pencil / pensl/, ruler / ru l (r)/, schoolbag / sku lb /, bicycle / ba s kl/ (bike /ba k/), shoes / u z/ Color words: red /red/, green / ri n/, blue /blu /, yellow / jel /, orange / r nd /, black /bl k/, white /wa t/, brown /bra n/ 2. Sentence Patterns Asking about items: What do you have in your schoolbag? Answering about items: I have a/an... / I have some... Asking about color: What colour is it / are they? Answering about color: It’s / They are... 教学过程 1. Warming - up (3 minutes) Greet the students as usual. Show some pictures of colorful daily items on the PPT, and ask students to recall the English words they have learned before about these items briefly. For example, show a picture of a red apple and ask students: "What's this in English? And what color is it?" 2. Revision (5 minutes) Review the vocabulary of daily items learned in 1a - 1b. Ask students to take out some of their school things, and randomly choose a student to come to the front. The teacher points to the items the student has taken out and asks the whole class: "What's this?" or "What are these?", and let the students answer in chorus. Then review the sentence pattern "What do you have in your schoolbag? I have...". Ask students to work in pairs, taking turns to ask and answer about the items in their schoolbags. Walk around the classroom to monitor and offer help if necessary. 3. Presentation (10 minutes) 2a: Show the pictures in 2a on the PPT. First, read the color words aloud one by one, and ask students to listen carefully and repeat. Then, let students match the color words with the corresponding pictures. Check the answers together. After that, play the recording of 2a, and let students listen and check their answers again. 2b: Explain the target sentence pattern "What colour is it / are they?" to the students. Use some real objects in the classroom, such as a pen, a book, or some pencils, to make examples. Point to a red pen and ask: "What colour is this pen?" and lead the students to answer: "It's red." Then point to some green pencils and ask: "What colour are these pencils?" Guide the students to answer: "They are green." Then let students work in pairs. One student points to an item in the picture of 2b and asks, and the other answers. Walk around to check their performance. 4. Listening (10 minutes) 2c: Tell the students that they will listen to three conversations. Before listening, let them look at the pictures in 2c and predict what items and colors they may hear. Then play the recording for the first time. Students just listen. Play the recording for the second time, and ask students to color the items according to what they hear. After that, check the answers by asking some students to show their colored pictures. 2d: Explain the task of 2d to the students. They need to listen again and complete the sentences. Play the recording. Students listen and fill in the blanks. Check the answers together, and ask students to read the completed sentences aloud to ensure their pronunciation is correct. 5. Practice (12 minutes) Group work: Divide the students into groups of four. Each group member is required to think of a new item they have (it can be a real item or an imagined one). They first write down the name of the item and its color on a piece of paper. Then, in the group, they take turns to describe their items using the sentence patterns "I have a/an... It's / They are...", and the other group members listen and ask questions if they have any doubts. Role - play: Select several groups to come to the front of the classroom and do a role - play. They can create a short dialogue about showing and asking about new items. For example: A: Hi, I have a new schoolbag. B: Really? What colour is it? A: It's blue. Look! C: Wow, it's very nice. I have a new bicycle. D: What colour is your bicycle? C: It's black and orange. 6. Production (8 minutes) Survey: Hand out a survey form to each student. The form has columns such as "Name", "Item", "Color". Students need to walk around the classroom, ask at least five classmates about the new items they have and their colors, and fill in the form. After that, each student reports the results of their survey to the class. For example: "Tom has a new cap. It's white. Lucy has a new eraser. It's yellow..." Writing: Ask students to write a short passage about the new items their classmates have based on the survey results. They can start like this: "I did a survey in my class. Many classmates have new items. Tom has... " Walk around to provide guidance and help students with their writing. 7. Summary (3 minutes) Summarize the key points of this class with the students, including the new vocabulary of daily items and color words, and the important sentence patterns for asking about and describing items and their colors. Emphasize the importance of keeping personal items tidy and organized, which is related to the theme of this unit "Keep Tidy!". 8. Homework (1 minute) Ask students to make a poster about their own items at home. They need to draw pictures of their items and write down the names and colors of these items in English. Encourage students to use the sentence patterns they learned in class to introduce their posters to their parents or family members. 教学反思 In this class, through various activities such as warming - up, revision, presentation, listening, practice, production, summary and homework assignment, students have actively participated in the learning process. The use of pictures, real objects, recordings and group work has effectively stimulated students' interest in learning and improved their language skills. However, there are still some aspects that need improvement. Vocabulary learning: Some students may still have difficulty in correctly pronouncing and spelling some words, especially those with complex pronunciations like "bicycle". In future classes, more time should be spent on word - pronunciation drills and spelling games to help students better master the vocabulary. Sentence pattern application: Although students have practiced the sentence patterns in different activities, in real - life communication, some students may still make mistakes, such as incorrect use of singular and plural forms of nouns in the sentence patterns. More real - life scenarios can be created in class to let students practice using sentence patterns more frequently. Individual differences: During group work and class activities, it is found that some students are more active and can quickly master the knowledge, while some students are relatively passive and need more time and help. In the future, more attention should be paid to individual differences, and teaching methods can be adjusted according to the actual situation of different students, such as providing more one - on - one guidance for students who have difficulties. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$