Starter Unit 2 Keep Tidy! B Project 教学设计 -2025-2026学年人教版（2024）七年级英语上册

Starter Unit 2 Keep Tidy! B Project 教学设计 The Project in Starter Unit 2 Keep Tidy! B focuses on "Keep Tidy". It contains vocabulary related to organizing things and keeping the environment clean, along with relevant simple sentence patterns. The activity is carried out in three steps: "write the name of the item → ask questions to narrow down the scope → guess the item". It mainly tells about the specific methods and importance of keeping tidy in daily life and study. Through an "information - gap" game, students are forced to actively use the target language and consolidate vocabulary and sentence patterns in real - life interactions. Taking "classroom items" as the carrier, students can naturally establish the awareness that "the class is a common home" while understanding the classroom environment, echoing the theme of "Keep Tidy". 教学目标 1. Students should be able to skillfully use vocabulary related to "keeping tidy", such as "tidy", "put away", "clean", etc., and sentence patterns like "Keep...tidy.", "put...on/in...", etc. to conduct simple conversations and descriptions. 1. They are expected to understand and carry out instructions about organizing items. 2. In the project activities, students learn to observe, think and operate hands - on. 3. They can actively participate in group cooperation, complete tasks with their peers, and cultivate autonomous and cooperative learning abilities. 4. Students are able to correct their own language expression errors through observation and imitation. 教学重难点 1. Students should proficiently use the target sentence patterns (What color/Where...; Is it/Are they...) for communication. 1. Correctly use the collocations of noun singular and plural forms with be verbs (It is/They are). 1. Actively participate in group cooperation to complete the project task of "creating a tidy space". 1. Apply the learned vocabulary and sentence patterns flexibly in practical situations to solve problems. 9. Guide students to use appropriate English questions to obtain key information. 10. Cultivate students' ability to accurately guess items within a limited number of questions. 11. Develop students' long - term awareness and habit of keeping tidy. A. Vocabulary 1. Words related to classroom items: pen, pencil, book, ruler, bag, desk, chair, window, door, blackboard, etc. 1. Words about colors: red, blue, green, yellow, black, white, purple, orange, etc. 1. Words related to tidying up: tidy, put away, clean, organize, etc. 1. Prepositions of place: in, on, under, near, behind, in front of, etc. B. Sentence Patterns 1. Special 疑问句: 0. What color is/are...? - It's/They're... 0. Where is/are...? - It's/They're + prepositional phrase. 17. General 疑问句 0. Is it a/an...? - Yes, it is. / No, it isn't. 0. Are they...? - Yes, they are. / No, they aren't. 18. Imperative sentences: 0. Keep...tidy. 0. Put...away. 教学过程 I. Teaching Objectives A. Knowledge - oriented Objectives 1. Students will be able to master the vocabulary related to classroom items and tidying up, such as "pen", "pencil", "book", "tidy", "put away", etc. For example, they can accurately spell and pronounce these words and use them in simple sentences like "I have a pen. I need to put it away to keep my desk tidy." 1. They should be proficient in using sentence patterns for asking about and describing the location of items, such as "Where is...?", "It's in/on/under...", "Are they...?", "Yes, they are./No, they aren't." By the end of the class, students can create at least 5 sentences using these patterns to describe the location of items in the classroom. B. Ability - oriented Objectives 1. Develop students' oral communication ability. Through classroom activities, students are expected to communicate with their partners fluently using the target language. For instance, in the guessing game, they can ask and answer questions smoothly to guess the items, with an average of no more than 2 pauses due to language problems in a 2 - minute conversation. 1. Cultivate students' logical thinking ability. When students are playing the guessing game, they need to analyze the information obtained from the questions and answers to narrow down the scope of the items, which can improve their logical reasoning ability. For example, if they know the item is blue and on the desk, they can quickly rule out items that do not meet these conditions. C. Emotional - oriented Objectives 1. Stimulate students' interest in learning English. By designing interesting activities like the "Guess the Classroom Item" game, students will be more motivated to participate in class, and at least 80% of the students show obvious enthusiasm during the class activities. 1. Raise students' awareness of keeping the classroom tidy. After the class, students can realize the importance of a clean and tidy learning environment and be willing to take the initiative to keep the classroom tidy in their daily study. II. Teaching Process A. Lead - in (5 minutes) 1. Greet the students as usual and briefly review the vocabulary and sentence patterns learned in the previous class. For example, quickly ask students some questions like "What color is your schoolbag?" to activate their prior knowledge. 1. Show some pictures on the PPT. Some pictures show a tidy classroom with everything in order, while others show a messy classroom. Then ask students: "Which classroom do you like better? Why?" Guide students to express their opinions and lead to the topic of this class - "Keep Tidy". B. Vocabulary Review (10 minutes) 1. Present pictures of various classroom items one by one on the PPT, such as a pen, a ruler, a book, a bag, etc. Ask students to quickly say the English names of these items. For new or difficult words, explain them in simple English or use body language to help students understand. For example, when showing a picture of a "pencil sharpener", say "It's a tool. We use it to make our pencils sharp." 1. Divide the students into pairs. Each pair takes turns to describe an item in the classroom without naming it directly, using words they have learned. The other student tries to guess what the item is. For example, one student says "It's long. We can write with it. It's usually in our pencil cases." The partner should guess "pencil". This activity can not only review vocabulary but also improve students' ability to describe things in English. C. Sentence Pattern Practice (15 minutes) 1. On the PPT, show a picture of a classroom with some items placed in different positions. Point to an item, for example, a book on the desk, and say "Look! The book is on the desk." Then change the position of the book (show it in the desk) and say "Now, the book is in the desk." Repeat this process with different items and positions, and let students repeat after you. 1. Conduct a "Simon Says" - like game. Say commands like "Simon says put the eraser on the book", "Simon says put the ruler under the desk", etc. Students need to listen carefully and do the actions quickly. If a student makes a mistake, they are out of the game. This game can help students practice using the prepositions "in", "on", "under" in a fun way. D. Project Activity - Guess the Classroom Item (20 minutes) 1. Explain the rules of the project activity in detail. First, ask each student to secretly choose an item in the classroom and write its name on a piece of paper without showing it to others. 1. Then, one student comes to the front of the class. The other students start to ask questions to guess what the item is. They can only ask questions related to the color, position, or function of the item, such as "Is it red?", "Is it on the teacher's desk?", "Do we use it to write?" The student who chose the item can only answer "Yes" or "No". After three questions, the students try to guess what the item is. 1. Divide the students into groups of 4 - 5. Each group member takes turns to be the one who chooses the item, and the rest of the group members ask questions to guess. Walk around the classroom during the activity, listen to their conversations, and provide necessary guidance and correction. For example, if a student asks a wrong question like "Where it is?" correct it immediately and teach them the correct form "Where is it?" E. Group Discussion and Conclusion (10 minutes) 1. After the guessing game, divide the students into small groups again. Ask them to discuss in the group: "Is our classroom tidy now? What can we do to make our classroom tidier?" Each group selects a representative to write down the group's ideas. 1. Ask each group to report their discussion results. Summarize the students' opinions on the blackboard, such as "Put the books in the bookcase", "Throw the waste paper into the trash can", etc. Emphasize the importance of keeping the classroom tidy and encourage students to take action in their daily lives. F. Homework Assignment (5 minutes) 1. Ask students to go home and describe the layout of their own rooms to their parents in English, using the vocabulary and sentence patterns learned in this class. They can draw a simple picture of their rooms and mark the English names of the items in the room. 1. Let students write a short passage about "My Tidy Room" with at least 5 sentences, describing the items in their rooms and their positions. They need to hand in their writing next class. 学科网（北京）股份有限公司 $$