Starter Unit 2 Keep Tidy!-Section A-2a-2e 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-2a-2e This section of Starter Unit 2 in the 2024 PEP English textbook for Grade 7 focuses on the theme of "Keep Tidy!". It aims to help students master vocabulary related to daily items and colors, as well as important sentence patterns for asking about and describing these items. The content includes listening, speaking, and practical application activities. Through a series of tasks such as matching, listening for details, and making conversations, students will enhance their language skills and awareness of keeping things tidy in daily life. 教学目标 1. Knowledge Objectives Students should be able to master vocabulary related to daily items (such as bottle, eraser, key, etc.) and color words (like black, yellow, brown, etc.). Students will understand and be able to use key sentence patterns, including "What do you have in...?", "I have...", "What colour is it/are they?", and "It's/They are...". 2. Ability Objectives Develop students' listening skills to accurately identify items and their colors in dialogues. Improve students' speaking ability to communicate about their own and others' items and colors fluently. Cultivate students' practical language application ability to describe and ask about items in real - life situations. 3. Emotional Objectives Foster students' interest in English learning and their confidence in using English to communicate. Raise students' awareness of keeping their personal items tidy and organized, and develop good living habits. 教学重难点 1. Key Points Mastery of vocabulary related to daily items and color words. Proficiency in using sentence patterns for asking about and describing items and their colors. 2. Difficult Points Distinguishing the correct usage of singular and plural forms of nouns when describing items. Applying the learned sentence patterns accurately and flexibly in various real - life scenarios. 1. Vocabulary Daily Items: bottle /'bɒtl/n. 瓶子 (e.g., I have a bottle in my schoolbag.) eraser /ɪ'reɪzə(r)/n. 橡皮 (注意：an eraser, 因为 eraser 以元音音素开头) key /kiː/n. 钥匙；关键 (a key to... 表示 “…… 的钥匙”；a set of keys 一串钥匙；the key to... 表示 “…… 的关键”) Color Words: black /blæk/n. & adj. 黑色（的） yellow /'jeləʊ/n. & adj. 黄色（的） brown /braʊn/n. & adj. 棕色（的） orange /'ɒrɪndʒ/n. & adj. 橙色（的） green /ɡriːn/n. & adj. 绿色（的） blue /bluː/n. & adj. 蓝色（的） white /waɪt/n. & adj. 白色（的） red /red/n. & adj. 红色（的） colour /'kʌlə(r)/n. 颜色（常用搭配：What colour...?） 2. Sentence Patterns Asking about Items: What do you have in your schoolbag? 你书包里有什么？ 回答：I have a/an.../ I have some... 我有一个 / 一些…… Asking about Colors: What colour is it? 它是什么颜色的？（用于询问单数物品颜色） 回答：It's... 它是…… What colour are they? 它们是什么颜色的？（用于询问复数物品颜色） 回答：They are... 它们是…… 3. Grammar Points Indefinite Articles: Use "a" before words beginning with a consonant sound, and "an" before words beginning with a vowel sound. For example, a book, an apple. Noun Singular and Plural Forms: Regular nouns form their plurals by adding "-s" or "-es". For example, bottle - bottles, box - boxes. Irregular nouns need to be memorized separately, such as man - men, child - children. 教学过程 1. Warming - up (5 minutes) Greet the students and show them some pictures of messy and tidy rooms. Ask them to discuss in pairs which room they like better and why. Then, invite several pairs to share their opinions with the class. This activity can quickly engage students in the topic of "Keep Tidy!" and arouse their interest. 2. Vocabulary Presentation (10 minutes) Show pictures of various daily items (bottle, eraser, key, etc.) on the PPT one by one. As each picture appears, say the word clearly and ask students to repeat after you several times. After presenting all the items, play a "Flash - Card" game. Show the flash - cards of these items quickly and ask students to shout out the words as fast as they can. Next, introduce color words in a similar way. Use real - life objects (such as colored pens, balls) or pictures on the PPT to present the color words. Let students repeat the words and describe the colors of some objects around the classroom. 3. Pre - listening (5 minutes) Present the pictures in 2a on the PPT. Let students look at the pictures carefully and try to guess the color words that might be related to them. Then, play the recording of color words in 2a. Ask students to listen carefully and match the color words with the pictures. Check the answers together. For 2b, show the pictures in the textbook on the PPT. First, model a conversation with a student: T: What's this? S: It's a pencil case. T: What colour is it? S: It's blue. Then, ask students to work in pairs and make similar conversations about the other pictures in 2b. Walk around the classroom to monitor and offer help if necessary. 4. While - listening (10 minutes) For 2c, tell students they will listen to three conversations. First, show the pictures of the items in the conversations on the PPT and ask students to identify them. Then, play the recording for the first time. Students listen and color the items according to what they hear. Play the recording again to check the answers. For 2d, play the recording of the three conversations again. This time, ask students to listen carefully and complete the sentences in 2d. After they finish, check the answers together and explain any difficult points in the conversations. 5. Post - listening (10 minutes) For 2e, ask students to think about their own new items. They can draw a simple picture of their item on a piece of paper if they like. Then, ask them to work in pairs and talk about their new items using the sentence patterns they have learned. For example: A: I have a new schoolbag. B: What colour is it? A: It's black and white. Walk around the classroom to listen to their conversations and give praise and guidance. Finally, invite several pairs to come to the front of the classroom and share their conversations with the whole class. 6. Summary and Homework Assignment (5 minutes) Summarize the key vocabulary (daily items and color words) and sentence patterns learned in this class with the students. Write them on the blackboard and ask students to copy them in their notebooks. Assign homework: Ask students to make a list of at least five items they have at home and write down their colors. Encourage students to have a conversation with their family members in English about the items and colors at home. 教学反思 After this class, I need to reflect on the following aspects: Teaching Objectives: Whether the students have achieved the knowledge, ability, and emotional objectives set at the beginning. If some students have not fully mastered the key vocabulary and sentence patterns, I need to find out the reasons, such as whether the teaching methods are not appropriate enough or the practice time is insufficient. Teaching Process: Consider whether the time arrangement for each part of the teaching process is reasonable. For example, if the while - listening part takes too much time, it may affect the post - listening practice. Also, think about whether the activities in each part can effectively engage students and help them learn. If some students seem not interested in certain activities, I should consider adjusting or replacing them in future classes. Student Participation: Evaluate the degree of student participation in class. If some students are always passive, I need to think about how to encourage them to participate more actively, such as through more interesting group activities or individual incentives. Teaching Methods: Review whether the teaching methods used, such as presentation, practice, and game - based learning, are effective. If necessary, I can explore and try more diverse teaching methods to meet the different learning needs of students. By reflecting on these aspects, I can continuously improve my teaching quality and better help students learn English. 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 $