Starter Unit 2 Keep Tidy!Section B 1 - 4 Period 4教学设计2025-2026学年人教版七年级上册英语

该初中英语教学设计聚焦课堂物品信息的询问与回答，核心知识点为位置（Where is it?）和颜色（What colour is it?）的问答。导入通过头脑风暴教室物品及位置，激活已有知识，为后续猜谜活动搭建支架，奠定语言输入输出基础。 资料特色在于任务型与情境教学法，“While”环节猜谜游戏促进互动，提升语言能力（口语问答）；“Post”环节展示凌乱教室图片并组织整理，强化文化意识（保持整洁）与思维品质（观察实践）。猜谜让每位学生参与，任务驱动巩固目标语言，助力学生应用知识，也便于教师掌握学情，提升教学效率。

课题: Starter Unit 2 Keep Tidy! 课时: Section B 1 - 4 Period 4 课型: Project Guess what it is. 七上 SU2-Project Teaching objectives: Language Competence: a. To understand ask and answer the information about the things in the classroom. Cultural awareness: a. To understand the importance of keeping tidy. Thinking quality: a. To guess what the other Ss wrote correctly. Learning ability: a. To describe the colour and location of the things in the classroom. Teaching important and difficult points. To ask and answer the information about the things in the classroom. Teaching method. Task - based teaching methods, situational teaching method. Teaching materials. PPT, textbook, some papers, a multimedia computer. Teaching Procedures with Design Intentions - Leading - in - Activity: Ask Ss to brainstorm what our classroom has and the positions of these things. - Design Intention: Activate students' prior knowledge about classroom items and their locations, laying a foundation for subsequent activities and preparing them for the language input and output. - Pre - Activity: Let Ss choose something from classroom and write the name on a piece of paper. - Design Intention: Guide students to observe classroom objects closely, practice writing the names of items, and prepare materials for the upcoming guessing game, developing their observation and writing skills. - While - Activity 1: Invite one student to go to the front of the classroom. The other Ss ask questions about what it is. - Design Intention: Promote interactive communication among students. Through question - and - answer interactions, students can practice oral English in asking and answering about classroom items, improving their speaking and listening abilities, and enhancing classroom interactivity. - Activity 2: Ss take turns to play the guessing game. - Design Intention: Ensure every student participates in the activity. In the game context, students can consolidate the target language in a relaxed atmosphere, and improve their thinking agility and accuracy in language use. - Post - Activity 1: Show a messy classroom's picture and ask Ss whether all the things in the correct order. - Design Intention: Combine language learning with real - life situations (classroom tidiness), cultivate students' observation ability, deepen their understanding of the theme "keeping tidy", and enhance cultural awareness. - Activity 2: Call on Ss to make the classroom tidy and beautiful. - Design Intention: Enable students to apply what they have learned in class to practical actions, strengthen the awareness of "keeping tidy", and enhance their sense of responsibility and practical ability. - Summary - Activity: Review "How to guess what it is" and "How to love things in classroom". - Design Intention: Help students梳梳理 the core content of the lesson, reinforce memory of knowledge points, and at the same time, elevate the theme to cultivate students' emotion of caring for the classroom. - Homework - Activity 1: Design a poster on how to love our class. - Activity 2: Finish the exercise. - Design Intention: For designing a poster, it allows students to comprehensively use language and creativity to further consolidate classroom content; finishing exercises helps students strengthen knowledge in written form and identify gaps in their learning. Blackboard design Starter Unit 2 Keep Tidy! Section B Guess what it is. — Where is it /are they? — It's / They're... — What colour is it /are they? — It's.../ They're.. Teaching Reflection In this lesson, the task - based and situational teaching approaches successfully sparked students' interest in learning. The guessing game during the "While" phase engaged most students and effectively helped them practice the target language structures for asking and answering questions about classroom objects. However, there were still some shortcomings. Some students had difficulties distinguishing the use of singular and plural forms in sentences, which led to inaccuracies in their language communication. Additionally, the time allocated to guiding students to connect sentences into a coherent passage was not enough, limiting their ability to express ideas in a more organized written way. For future lessons, I will strengthen the explanation and targeted practice of singular - plural usages in daily teaching. Furthermore, I will design more activities that encourage students to organize their thoughts and use the target language to compose short passages, so as to improve their overall language competence. 学科网（北京）股份有限公司 $$