Starter Section 7 My Room 教学设计 2025-2026学年北师大版（2024）七年级英语上册

Starter-Section 7 My Room 1. Content Overview This section, "My Room", is an important part of the Starter unit in the 2024 version of the English textbook for Grade 7, Beijing Normal University Edition. It focuses on the theme of students' personal living spaces. Through vivid pictures, interesting dialogues and practical exercises in the textbook, students are introduced to a series of vocabulary related to rooms, such as "bed", "desk", "chair", "window", "door", "bookshelf", etc. They will also learn to use the "There is/are..." sentence pattern to describe the existence and location of items in the room. This section aims to help students build a basic vocabulary bank about rooms and master a common sentence pattern for description, which lays a solid foundation for their future English learning in terms of describing places and objects. 教学目标 2.1 Knowledge Objectives Students will be able to master the key vocabulary related to rooms, including at least 10 new words such as "bed", "desk", "chair", "window", "door", "bookshelf", "lamp", "floor", "wall", "closet". Students can correctly understand and use the "There is/are..." sentence pattern to express the existence of items in a room. They should be able to distinguish between singular and plural forms in this sentence pattern, for example, "There is a book on the desk." and "There are some books on the desk." 2.2 Ability Objectives Develop students' listening skills. They will be able to understand short dialogues or monologues about rooms, and catch key information such as what items are in the room and their locations. Improve students' speaking ability. Students can use the learned vocabulary and sentence patterns to describe their own rooms or others' rooms simply and clearly. They should be able to communicate with their classmates about the topic of rooms in English, with at least 3 - 4 sentences in each conversation. Cultivate students' reading skills. They can read short texts about rooms, understand the main idea, and find specific information. Enhance students' writing skills. Students can write a short passage of about 50 - 60 words to introduce their rooms, including at least 3 - 4 sentences using the "There is/are..." sentence pattern. 2.3 Emotional Objectives Stimulate students' interest in English learning by exploring the familiar topic of "My Room". Encourage students to be creative in describing their rooms, and enhance their confidence in using English to express themselves. Foster students' awareness of keeping their rooms clean and tidy through the learning process. 教学重难点 3.1 Teaching Key Points The acquisition of room - related vocabulary. Teachers need to ensure that students can correctly pronounce, recognize and write these words. The correct usage of the "There is/are..." sentence pattern. Students should be able to use it accurately according to the number of items being described. Using English to simply introduce a room. This includes using the learned vocabulary and sentence patterns to describe the main items in the room and their locations. 3.2 Teaching Difficult Points Differentiating the usage of "There is" and "There are" accurately. Some students may have difficulty in determining whether to use the singular or plural form according to the noun following. Applying the learned vocabulary and sentence patterns flexibly in real - life situations. Students may be able to recite them in class, but find it hard to use them spontaneously when communicating about rooms. Improving students' oral fluency. Some students may be shy or lack confidence, resulting in slow and hesitant oral expressions. 4.1 Vocabulary Room - related nouns: bed /bed/n. 床 desk /desk/n. 书桌 chair /tʃeə(r)/n. 椅子 window /ˈwɪndəʊ/n. 窗户 door /dɔː(r)/n. 门 bookshelf /ˈbʊkʃelf/n. 书架 (pl. bookshelves /ˈbʊkʃelvz/) lamp /læmp/n. 台灯 floor /flɔː(r)/n. 地板 wall /wɔːl/n. 墙 closet /ˈklɒzɪt/n. 壁橱 Prepositions for location: in /ɪn/ 在…… 里面 on /ɒn/ 在…… 上面 under /ˈʌndə(r)/ 在…… 下面 near /nɪə(r)/ 在…… 附近 4.2 Sentence Pattern There is + singular noun + location. (表示 “在某地有一个……”) There is a bed in my room. 我的房间里有一张床。 There are + plural nouns + location. (表示 “在某地有一些……”) There are some books on the desk. 书桌上有一些书。 教学过程 5.1 Warming - up (5 minutes) Greet the students as usual, and then show them a short video about different beautiful rooms from various styles on the multimedia. While playing the video, the teacher can ask some simple questions, such as "Do you like this room? Why?" After the video, invite several students to share their opinions briefly. Purpose: This activity can quickly attract students' attention, arouse their interest in the topic of "rooms", and create a relaxed English - learning atmosphere. 5.2 New Words Teaching (10 minutes) Present the new words one by one on the PPT. For each word, show a vivid picture related to it, for example, when teaching "bed", show a picture of a comfortable bed. At the same time, read the word aloud clearly and slowly, and let students repeat after the teacher several times, paying attention to the pronunciation. After teaching all the words, play a word - guessing game. The teacher can describe the appearance or function of a room item without saying the word directly, and let students guess what it is. For example, "It is a piece of furniture. We can sit on it when we study. What is it?" Purpose: The combination of pictures and word - guessing games can help students better understand and remember the new words, and also improve their learning enthusiasm. 5.3 Sentence Pattern Teaching (10 minutes) First, show a picture of a simple room on the PPT, and start with an example sentence. Point to the bed in the picture and say, "Look! There is a bed in the room." Write this sentence on the blackboard, and explain the meaning and structure of the "There is..." sentence pattern. Then, ask students to imitate and make their own sentences according to other items in the picture. Next, show a picture with multiple items, such as a desk with some books, a chair, and a lamp. Guide students to use the "There are..." sentence pattern. For example, "There are some books on the desk. There is a lamp near the books." Explain the difference between "There is" and "There are" according to the number of items. Let students practice in pairs. One student describes a picture of a room using the "There is/are..." sentence pattern, and the other student listens and checks. Then they switch roles. Purpose: Through step - by - step guidance and pair - work practice, students can gradually master the usage of the "There is/are..." sentence pattern. 5.4 Listening Practice (8 minutes) Play a short audio recording on the textbook CD. The recording is a dialogue between two students about one student's room. Before playing, let students read the questions related to the dialogue in the textbook first, so that they know what key information to listen for. After playing the audio once, ask students to answer the questions briefly. Then play the audio again, and let students check and correct their answers. Invite some students to share their answers, and check the answers together as a class. Purpose: This listening practice can improve students' listening comprehension ability, and help them get familiar with the real - life application of the learned vocabulary and sentence patterns. 5.5 Speaking Practice (8 minutes) Divide the students into groups of four. Each student is required to describe their own rooms to the group members using the learned vocabulary and sentence patterns. They should mention at least three items in their rooms. While the students are speaking, the teacher walks around the classroom, listens to their conversations, and gives necessary guidance and encouragement. After the group discussion, invite two or three groups to present their conversations in front of the class. Purpose: Group discussion and presentation can provide more opportunities for students to practice speaking English, and also enhance their cooperation ability and confidence. 5.6 Summary and Homework (4 minutes) Summarize the key points of this class, including the new words and the "There is/are..." sentence pattern. Ask students to recall and repeat the main content. Assign homework: Ask students to draw a picture of their rooms and write a short passage of about 50 - 60 words to introduce their rooms using the "There is/are..." sentence pattern. They need to describe at least four items in their rooms. Ask students to share their pictures and passages with their parents in English at home. Purpose: The summary can help students review and consolidate the knowledge learned in class. The homework can further strengthen students' understanding and application of the knowledge, and also promote the interaction between students and their parents in English learning. 教学反思 After teaching this lesson, I have the following reflections: Positive aspects: The warming - up video was very effective in attracting students' attention at the beginning of the class. Most students showed great interest in the beautiful rooms in the video, which made it easier to introduce the topic. The word - guessing game and pair - work practice were well - received by students. These activities made the learning process more interesting and interactive, and most students actively participated in them. Through group discussion and presentation in the speaking practice part, students had more opportunities to express themselves in English. Some students who were usually shy also made an effort to describe their rooms, which was a great improvement. Areas for improvement: In the new words teaching part, although the pictures helped students understand the words, some students still had difficulty in pronouncing a few words correctly. I should have spent more time on individual pronunciation correction. During the listening practice, a few students had trouble catching all the key information. In the future, I can provide more pre - listening guidance, such as explaining some difficult words or phrases in the dialogue in advance. In the speaking practice, the time management could be improved. Some groups didn't have enough time to fully express their ideas. Next time, I will set a more accurate time limit for each group's discussion and presentation. Future plans: I will design more targeted pronunciation exercises to help students improve their pronunciation accuracy. I will look for more diverse listening materials related to rooms to enrich students' listening experience and gradually improve their listening ability. I will further optimize the group - work activities, clarify the time limit and task requirements more clearly, to ensure that every student can fully participate and express themselves. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $