Starter Unit 2 Keep Tidy!-Section A-1a-1b 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-1a-1b This lesson is the first part of Starter Unit 2 "Keep Tidy!", focusing on Section A 1a and 1b. It centers on the theme of "classroom objects and tidying up", which is closely connected to students’ daily school life and easy to arouse their learning interest. In 1a, students are presented with a colorful classroom scene picture containing common objects such as "book, pen, pencil, eraser, ruler, schoolbag, desk, chair". The activity requires students to match the words in the box with the corresponding objects in the picture, helping them recognize and memorize the names of these classroom objects. 1b is a listening practice that corresponds to 1a. Students need to listen to short dialogues or single sentences and number the pictures (which are related to the objects in 1a) in the order they hear them. This activity aims to improve students’ listening comprehension ability, enable them to identify the names of classroom objects in spoken language, and lay the foundation for subsequent speaking and communication activities. Overall, this lesson is a basic input stage, focusing on the recognition, memorization and listening identification of core vocabulary, providing support for the follow-up language output tasks (such as talking about classroom objects and giving suggestions on keeping tidy). 教学目标 1. Knowledge Objectives Master the names of classroom objects: book, pen, pencil, eraser, ruler, schoolbag, desk, chair. Understand the functional sentences used to talk about objects: "What’s this?" and the response "It’s a/an...". Be able to recognize the target words in written form and identify them in listening materials. 2. Skill Objectives Listening Skill: Be able to listen and number the pictures according to the descriptions of classroom objects. Speaking Skill: Be able to imitate the pronunciation of target words and simple sentences, and try to answer the question "What’s this?" correctly. Reading Skill: Be able to match the target words with the corresponding objects in the picture. 3. Affective & Learning Strategy Objectives Cultivate students’ awareness of keeping the classroom tidy through the theme of "Keep Tidy!". Stimulate students’ interest in English learning by connecting the teaching content with daily school life. Encourage students to participate in group and pair activities actively, and develop their cooperation and communication awareness. 教学重难点 1. Key Points The correct pronunciation and spelling of classroom object words: book, pen, pencil, eraser, ruler, schoolbag, desk, chair. The understanding and initial use of the sentence pattern: "What’s this?" - "It’s a/an...". The completion of listening and matching tasks in 1a and 1b. 2. Difficult Points The correct pronunciation of words with difficult phonemes, such as eraser /ɪˈreɪzə(r)/ (the stress on the second syllable) and ruler /ˈruːlə(r)/ (the long vowel /uː/). The proper use of indefinite articles "a" and "an" before singular countable nouns (e.g., "a pen" vs. "an eraser"). Being able to quickly identify the target objects in listening materials and number them correctly. 教学过程 Stage 1: Warming - up & Lead - in (5 minutes) Activity 1: Greeting & Daily Talk Teacher greets students in English: "Good morning, class! How are you today?" Students respond: "Good morning, teacher! I’m fine, thank you. And you?" Teacher replies: "I’m great, thanks. Now, look around our classroom. What can you see?" (Guide students to point to classroom objects and try to say their names in Chinese or English.) Activity 2: Lead - in with a Picture Show a clean and tidy classroom picture on the screen (similar to the one in 1a). Teacher says: "This is a nice classroom. It’s tidy. Today we’ll learn about the things in the classroom and talk about how to keep tidy. Let’s start with Unit 2 Keep Tidy!" (Write the unit title on the blackboard.) Purpose: Through greeting and talking about the classroom, create a relaxed English learning atmosphere. The picture leads to the unit theme naturally, and arouses students’ curiosity about the lesson content. Stage 2: Presentation & Practice of Vocabulary (12 minutes) Activity 1: Present New Words with Real Objects Teacher shows real objects one by one, and presents the new words: Hold a book: "This is a book. B - O - O - K, book. Read after me: book." Use the same way to present pen, pencil, eraser, ruler, schoolbag, desk, chair. Pay attention to the pronunciation of difficult words: For "eraser", emphasize the stress on the second syllable; for "ruler", stretch the long vowel /uː/ to help students imitate. Write each word on the blackboard with its phonetic symbol (e.g., book /bʊk/). Activity 2: Practice Vocabulary by "Point and Say" Divide students into groups of 4. One student points to an object in the classroom or the picture on the screen, and the other three students say the English name together. Teacher walks around the classroom to check students’ pronunciation and give guidance in time. Invite 2 - 3 groups to show their practice in front of the class, and give positive feedback (e.g., "Great! Your pronunciation is very good!"). Activity 3: Complete 1a Matching Task Ask students to open their textbooks to Page XX (the page of 1a). Show the 1a picture on the screen. Teacher explains the task: "Look at the picture. There are some words in the box. Please match each word with the correct thing in the picture. You can draw a line to connect them." Give students 3 minutes to finish the task independently. Check the answers together: Call students to say the word and the corresponding object (e.g., "Book, number 3"), and teacher marks the correct answers on the screen. Purpose: Presenting words with real objects helps students establish a direct connection between words and things, which is conducive to memorization. "Point and say" and 1a matching tasks consolidate students’ recognition and mastery of vocabulary, and lay a foundation for subsequent listening practice. Stage 3: Presentation & Practice of Sentences (8 minutes) Activity 1: Present the Sentence Pattern Hold a pencil and ask: "What’s this?" (Slow down the speed and gesture to the pencil to help students understand the meaning.) Answer by yourself: "It’s a pencil." (Emphasize "a pencil".) Use an eraser to ask again: "What’s this?" Then answer: "It’s an eraser." (Highlight "an eraser" and explain simply: We use "an" before words starting with "e" like eraser.) Write the sentence pattern on the blackboard: Q: What’s this? A: It’s a/an.... Activity 2: Practice the Sentence Pattern in Pairs Ask students to practice the dialogue in pairs. One student holds an object or points to a picture, asks "What’s this?", and the other student answers "It’s a/an...". Give students 4 minutes to practice. Teacher provides help for students who have difficulties (e.g., remind them of the word or the use of "a/an"). Invite 3 - 4 pairs to perform the dialogue in front of the class. For example: S1: What’s this? S2: It’s a ruler. Teacher corrects mistakes in pronunciation or grammar gently and praises their performance (e.g., "You did a good job! Just remember: ‘an eraser’, not ‘a eraser’."). Purpose: The sentence pattern is presented in a situational way, which is easy for students to understand. Pair practice enables every student to participate in speaking, and improves their ability to use the sentence pattern initially. Stage 4: Listening Practice (10 minutes) Activity 1: Pre - listening Preparation Review the vocabulary and sentence pattern with students: Teacher points to objects and asks "What’s this?", and students answer together. Explain the 1b task: "Now we’ll listen to some sounds. There are 4 pictures in 1b. Please number them from 1 to 4 according to the order you hear." (Show the 1b pictures on the screen and explain each picture briefly if necessary.) Activity 2: Listen and Complete 1b Play the recording for the first time: Ask students to listen carefully and try to remember the order of the objects mentioned. Play the recording for the second time: Let students write down the numbers on their textbooks. Play the recording for the third time: Allow students to check and correct their answers. Activity 3: Check and Discuss Answers Show the correct answers on the screen. Ask students to raise their hands if they have the same answers, and count the number of correct students to encourage them. For the wrong answers, play the corresponding part of the recording again, and guide students to find out which object is mentioned (e.g., "Listen again: ‘It’s a pen.’ Which picture is a pen? Yes, picture 2. So the number is 2."). Activity 4: Listen and Repeat Play the recording again, and ask students to listen and repeat the sentences or words in the recording. Pay attention to correcting their pronunciation. Purpose: Pre - listening review helps students get familiar with the listening content in advance. Playing the recording multiple times meets the needs of students at different levels, and "listen and repeat" further consolidates students’ pronunciation and understanding of target language. Stage 5: Summary & Extension (7 minutes) Activity 1: Lesson Summary Lead students to summarize the content of this lesson together: Vocabulary: classroom objects (book, pen, etc.). Sentence pattern: "What’s this?" - "It’s a/an...". Task: 1a matching and 1b listening. Teacher adds: "These are the things in our classroom. We should keep them tidy. For example, put books in the schoolbag, put pens on the desk neatly." (Guide students to talk about how to keep the classroom tidy in simple Chinese or English, and cultivate their good habits.) Activity 2: Small Game - "Guess What It Is" Organize a game: One student comes to the front, holds an object behind his back, and the other students ask "What’s this?". The student in front answers "It’s a/an..." after the others guess 2 - 3 times. Play the game for 3 - 4 rounds to make the class atmosphere active. Purpose: Summary helps students sort out the knowledge they have learned and strengthen memory. The game not only consolidates the language points but also stimulates students’ learning interest, and extends the use of the sentence pattern. Stage 6: Homework Assignment (3 minutes) Read the new words (book, pen, etc.) 5 times, and ask parents to check the pronunciation. Practice the dialogue "What’s this?" - "It’s a/an..." with your deskmate or family members, using 3 different objects. Prepare for the next lesson: Look for 2 more classroom objects and try to find their English names. Purpose: Homework is designed to consolidate the knowledge learned in class, extend the learning to after class, and lay a foundation for the next lesson. 教学反思 After finishing this lesson, I need to reflect on the teaching process, effects and existing problems to improve the teaching quality continuously. 1. Advantages Closely Connected to Daily Life: The lesson takes classroom objects as the core content, which is closely related to students’ daily school life. Presenting words with real objects and pictures makes abstract vocabulary concrete, which effectively stimulates students’ learning interest and improves their participation. Clear Teaching Steps: The teaching process follows the order of "warming - up → vocabulary presentation → practice → sentence pattern teaching → listening practice → summary and extension", which conforms to the cognitive law of seventh - grade students (from concrete to abstract, from input to output). Each link is connected naturally, and the teaching rhythm is proper. Diversified Activities: Activities such as "point and say", pair practice, listening, and guessing games are designed to avoid the monotony of vocabulary and listening teaching. Students participate actively in group and individual activities, and their listening and speaking skills are effectively trained. Affective Education Integration: In the summary part, the theme of "keeping tidy" is emphasized, which not only integrates the language teaching with moral education but also helps students develop good living and learning habits. 2. Existing Problems Uneven Student Participation: Although most students actively participated in the activities, a few shy students did not dare to speak in pair or group shows. They only imitated quietly and lacked positive expression. Difficulty in Grammar Mastery: The use of "a" and "an" is a difficult point in this lesson. Some students still made mistakes (e.g., saying "a eraser" instead of "an eraser") in the practice. Due to the limited class time, there was no enough targeted practice for this point. Listening Difficulty for Individual Students: A small number of students with poor listening ability could not catch the key words in the first two times of listening to 1b, and needed to listen 3 - 4 times to complete the task, which affected the progress of the follow - up activities slightly. 3. Improvement Measures Pay Attention to Individual Differences: For shy students, assign them simple tasks first (e.g., pointing to objects and saying words) to build their confidence. Encourage them to speak in class and give more positive feedback. For students with strong ability, add extended tasks (e.g., asking them to think of more classroom objects and their English names). Strengthen Difficult Grammar Practice: Design more targeted practice activities for "a" and "an" in the next lesson, such as "fill in the blanks" ("This is ___ pen. That is ___ eraser.") or "correct mistakes", to help students master the usage firmly. Optimize Listening Teaching: Before listening, add a "predict" link (e.g., ask students to guess which objects may be mentioned in the recording) to reduce listening difficulty. For students with poor listening ability, provide them with the script of the recording after class, and ask them to listen and read along to improve their listening level. In general, this lesson basically achieved the preset teaching objectives, but there are still some areas to be improved. In future teaching, I will pay more attention to individual differences, optimize teaching design, and make English classes more efficient and interesting. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $