Unit 3 Home and Places Lesson 2 Time to Tidy 教学设计 -2025-2026学年北师大版英语七年级

Unit 3 Home and Places-Lesson 2 Time to Tidy 1. Content Overview “Lesson 2 Time to Tidy” in Unit 3 “Home and Places” of the 2024 edition of the English textbook for Grade 7 published by Beijing Normal University focuses on the theme of keeping the room tidy. Through the description of Jenny's messy room and the process of tidying it up, students will learn relevant vocabulary about room items and prepositions of place, and understand the importance of maintaining a clean and tidy living environment. The text vividly presents the situation before and after tidying, which is conducive to students' intuitive understanding and language learning. 教学目标 2.1 Language Ability Students are able to master the vocabulary related to room items such as “cap, clothes, socks, kite, model cars, model planes, umbrella, pen, pencil” and prepositions of place like “below, behind, in front of, beside, under, everywhere”. They can use these words and phrases to accurately describe the location of items in the room, for example, “My kite is behind the door.” “Two caps are below my chair.” Students can apply the learned language knowledge to talk about their own room conditions, either tidy or messy, and describe the actions of tidying up. 2.2 Cultural Awareness Enable students to understand that keeping the living environment clean and tidy is a common good habit in different cultures, and respect the cultural connotations behind different cleaning and organizing methods. Cultivate students' awareness of maintaining a good living environment and develop their sense of responsibility for their own living space. 2.3 Thinking Quality Guide students to observe the pictures and texts carefully, analyze the changes in the room before and after tidying, and improve their ability to analyze and summarize information. Encourage students to think creatively about how to better organize and decorate their rooms, and develop their innovative thinking. 2.4 Learning Ability Through classroom learning and practice, students can learn to use effective learning strategies, such as using context to understand new words and using mind maps to remember vocabulary. Develop students' autonomous learning ability, so that they can continue to learn and explore knowledge about home and living environment after class. 教学重难点 3.1 Teaching Key Points Mastery of new vocabulary and prepositions of place. Using the learned language to describe the location of items in the room and the process of tidying up. Understanding the importance of keeping the room tidy and being able to express their own opinions on this topic. 3.2 Teaching Difficult Points Distinguishing and correctly using prepositions of place, especially some prepositions with similar meanings, such as “in front of” and “in the front of”. Applying the learned language knowledge flexibly in real - life situations to conduct fluent communication. 4.1 New Words cap /kæp/n. 帽子 clothes /kləʊðz/n. 衣服（复数形式） sock /sɒk/n. 短袜 kite /kaɪt/n. 风筝 model /ˈmɒdl/n. 模型 umbrella /ʌmˈbrelə/n. 雨伞 tidy /ˈtaɪdi/adj. 整洁的；v. 整理，收拾 messy /ˈmesi/adj. 凌乱的，不整洁的 everywhere /ˈevriweə(r)/adv. 处处；到处 4.2 Prepositions of Place below /bɪˈləʊ/prep. 在…… 下面 behind /bɪˈhaɪnd/prep. 在（或向）…… 后面 in front of 在…… 前面（物体外部的前面） beside /bɪˈsaɪd/prep. 在…… 旁边 under /ˈʌndə(r)/prep. 在…… 下面（正下方） 4.3 Key Sentences My clothes and socks are in front of me. My kite is behind the door. Two caps are below my chair. Todd’s model cars and planes are beside my desk. My mum’s umbrella is under my desk and my pens and pencils are everywhere! Jenny’s room is tidy now. 教学过程 5.1 Lead - in (5 minutes) Greet the students and start the class. Show some pictures of different rooms, some are very tidy and some are quite messy. Ask students: “Look at these pictures. What do you think of these rooms? Which room do you like better, the tidy one or the messy one? Why?” Encourage students to express their opinions freely. This activity can arouse students' interest in the topic and lead to the theme of this lesson - time to tidy. 5.2 Presentation (15 minutes) Vocabulary Teaching Use the pictures in the textbook or PPT to teach new words about room items one by one. For example, show a picture of a cap and say “This is a cap. C - A - P, cap.” Let students repeat several times. Do the same for “clothes, socks, kite, model cars, model planes, umbrella, pen, pencil” and other words. After teaching the words, play a word - guessing game. The teacher describes the item in English, such as “It's something you can wear on your head. It's not a hat. It's small.” and let students guess what it is. This can help students better remember the new words. Prepositions of Place Teaching Place some real objects in the classroom, such as a book on the table, a bag under the chair, a ruler beside the pencil - case. Point to the objects and teach the prepositions of place: “Look, the book is on the table. The bag is under the chair. The ruler is beside the pencil - case.” Let students repeat. Then show some pictures with items in different positions and ask students to describe the positions using prepositions, for example, “Where is the ball?” “It's behind the box.” Text Learning Let students look at the pictures in the textbook related to Jenny's room. Ask them to observe the pictures carefully and describe what they see in the pictures in their own words. Play the recording of the text for students to listen. While listening, ask them to pay attention to the pronunciation and intonation, and try to understand the general idea of the text. Read the text aloud sentence by sentence, and explain the key sentences and difficult points. For example, explain the usage of “in front of” and compare it with “in the front of”. Let students read the text in groups, and then ask some groups to read aloud in front of the class for checking. 5.3 Practice (15 minutes) Pair Work Ask students to work in pairs. One student describes the location of some items in an imaginary room using the learned prepositions and vocabulary, such as “There is a kite behind the door. There are some clothes on the bed.” The other student draws the room according to the description. Then they change roles. Group Discussion Divide students into groups of four or five. Give each group a topic: “How to make our classroom tidy?” Let them discuss in groups and write down their suggestions. For example, “Put the books in the bookcase.” “Throw the rubbish into the dustbin.” “Arrange the desks and chairs neatly.” After the discussion, ask each group to choose a representative to report their discussion results to the whole class. 5.4 Production (7 minutes) Writing Task Let students write a short passage about their own rooms. They need to describe the items in their rooms and their locations, and also mention whether their rooms are tidy or not. If not, what will they do to tidy them up? After students finish writing, ask some of them to read their passages aloud in class. The teacher gives comments and praise in time. 5.5 Summary and Homework (3 minutes) Summary Summarize the key points of this lesson with students, including new vocabulary, prepositions of place and key sentences. Ask students to recall and repeat. Homework Ask students to tidy up their own rooms after class and take a photo of their tidy rooms. Then write a short passage in English to introduce their tidy rooms and bring the photos and passages to class next time to share with their classmates. 教学反思 After teaching “Lesson 2 Time to Tidy”, I have the following reflections: Positive Aspects The lead - in activity with pictures of different rooms successfully attracted students' attention and made them actively participate in the discussion, which laid a good foundation for the following teaching. The use of real objects and pictures in vocabulary and preposition teaching made the abstract knowledge more intuitive and easy for students to understand and remember. The word - guessing game and pair work increased students' enthusiasm for learning and their language practice opportunities. The group discussion and writing tasks effectively trained students' thinking ability and language output ability. Students actively expressed their opinions in the group discussion, and most of them could complete the writing task with the learned knowledge. Areas for Improvement In the teaching of prepositions of place, although I used many examples, some students still had difficulty distinguishing between similar prepositions. In future teaching, I need to design more targeted exercises and activities to help students master them better. During the group discussion, some students were a little shy and did not actively participate in the discussion. In the future, I should encourage these students more and create a more relaxed and inclusive classroom atmosphere to make every student actively participate in classroom activities. In the time arrangement, the writing task may be a bit rushed, and some students did not have enough time to carefully organize their language. Next time, I will adjust the time allocation appropriately to ensure that students have sufficient time to complete each task. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $