Starter Unit 2 Keep Tidy!-Section B-1a-1d 教学设计 2025-2026学年人教版英语七年级上册

Starter Unit 2 Keep Tidy!-Section B-1a-1d This part of the teaching material is from Section B 1a - 1d of Starter Unit 2 Keep Tidy! in the 2024 People's Education Press English textbook for Grade 7. It mainly focuses on helping students learn to describe the positions of items in daily life. Through a series of activities such as looking at pictures, reading dialogues, and doing exercises, students will review common daily necessities' names and master the usage of three prepositions of place: in, on, and under. The teaching content is closely related to students' real - life experiences, which can effectively stimulate students' learning interests and improve their practical language application ability. In 1a, students are required to fill in the blanks with appropriate prepositions according to the pictures, which helps them establish the concept of sentences and understand how to describe the positions of items. 1b and 1c are based on two dialogues. Students need to circle the items mentioned in the dialogues in the pictures and answer related questions, training their reading comprehension and information - extracting abilities. 1d is a writing activity. Students are asked to describe the colors and positions of items in their homes by imitating the core sentence patterns in the dialogues, which is a semi - open writing practice to lay a foundation for students to write correct sentences. 教学目标 A. Language Ability Students can master the vocabulary of common daily necessities and the usage of prepositions of place "in", "on", and "under". Students are able to use target sentence patterns such as "Where is/are...? It's/They're...", "What color is/are...?" to ask about and describe the positions and colors of items fluently. Students can understand and use the sentence pattern "I can't find..." to express the situation of not being able to find something and respond when others ask for help in finding items. B. Learning Ability Through various learning activities such as looking at pictures, reading dialogues, and group discussions, students can improve their autonomous learning ability, learn to observe, analyze, and summarize language knowledge. Students can learn to cooperate with their peers in group activities, exchange ideas, and jointly complete learning tasks, thereby improving their cooperative learning ability. C. Thinking Quality By analyzing and understanding the dialogues, students can train their logical thinking ability, understand the context and language application rules in different situations. In the process of describing the positions of items, students can develop their spatial thinking ability, and learn to think and express from a spatial perspective. D. Cultural Awareness Through the study of this unit, students can understand the importance of keeping tidy in different cultures, and cultivate their awareness of respecting and following cultural norms. Students can realize that a tidy living environment is conducive to a good quality of life and learn to take care of their living environment. 教学重难点 A. Teaching Key Points Mastery of vocabulary of common daily necessities, such as bed, table, chair, cat, hat, shoes, schoolbag, box, etc. Correct usage of prepositions of place "in", "on", and "under" to accurately describe the positions of items. Skillful use of sentence patterns "Where is/are...? It's/They're...", "What color is/are...?" to describe the positions and colors of items. B. Teaching Difficult Points Distinguishing and correctly using the three prepositions of place "in", "on", and "under" in different contexts, as students may easily confuse their meanings. Being able to flexibly apply the learned language knowledge in real - life communication, quickly and accurately responding to questions about the positions and colors of items in different situations. Improving students' writing ability, enabling them to describe the colors and positions of items in a complete and accurate sentence, and paying attention to writing norms such as capitalization and punctuation. A. Vocabulary Common daily necessities: bed /bed/n. 床 table /ˈteɪbl/n. 桌子 chair /tʃeə(r)/n. 椅子 cat /kæt/n. 猫 hat /hæt/n. 帽子 shoes /ʃuːz/n. (pl.) 鞋子 schoolbag /ˈskuːlbæɡ/n. 书包 box /bɒks/n. 盒子 Prepositions of place: in /ɪn/prep. 在…… 里面 on /ɒn/prep. 在…… 上面 under /ˈʌndə(r)/prep. 在…… 下面 B. Sentence Patterns Asking about the position of an item: Where is + singular noun...? It's + prepositional phrase. Where are + plural nouns...? They're + prepositional phrase. e.g. Where is the schoolbag? It's on the chair. Where are the books? They're in the schoolbag. Asking about the color of an item: What color is + singular noun...? It's + color. What color are + plural nouns...? They're + color. e.g. What color is the hat? It's red. What color are the shoes? They're black. Expressing not being able to find something: I can't find... e.g. I can't find my new cap. 教学过程 A. Lead - in (5 minutes) Greet the students and have a free talk. For example, ask students: "What did you do after school yesterday?" "Did you clean your room?" Show some pictures of a tidy room and a messy room on the PPT. Then ask students: "What do you think of these two rooms? Which one do you like better? Why?" Guide students to express their opinions in English, such as "The tidy room is nice. I like it because it's clean and comfortable." "The messy room is not good. It's hard to find things in it." B. Presentation (10 minutes) Work on 1a Show the picture in 1a on the screen. Let students look at the picture carefully and find the things in the picture. Ask them to name these things in English one by one. If students have difficulties, the teacher can give some hints. Then, ask students to fill in the blanks with the words "in", "on", or "under" in the box. Walk around the classroom to check students' answers and help those who need help. After students finish, check the answers together. Explain the usage of the three prepositions of place briefly through the examples in the sentences. For example, point to the picture and say: "Look, the schoolbag is on the chair. 'On' means something is in a position above something else and touching it. The books are in the schoolbag. 'In' means something is inside something else. The pair of socks is under the bed. 'Under' means something is in a position below something else." C. Reading (15 minutes) Fast reading Present two pictures of the dialogues in 1b on the PPT. Let students look at the pictures and guess who the people in the pictures are and what they are talking about. Then, ask students to read the two conversations quickly and find the cap and glasses in the pictures. Give students 2 - 3 minutes to read. Check the answers. Ask students to tell where they found the cap and glasses. For example, "The cap is under Ella's desk." "The glasses are on the table." Careful reading Let students read Conversation 1 carefully again and answer some questions on the PPT, such as: What color is the cap? Is it in Ella's schoolbag? What does Ella's mother tell her? After students answer, check the answers and explain some important language points in the conversation. For example, explain the sentence pattern "I can't find...", and the phrase "need to do sth." in "You need to keep your room tidy." Do the same with Conversation 2. Let students read it carefully and answer questions like: What color are the glasses? Does Emma see the glasses at first? How does Emma's father thank her? Check the answers and explain language points such as the reply "You're welcome." when someone thanks you. D. Practice (10 minutes) Role - play Divide students into pairs. Let them choose one of the two conversations to role - play. One student acts as the person looking for something, and the other acts as the helper. Encourage students to use their own voices and expressions to make the role - play more vivid. Walk around the classroom to monitor students' role - play. After a few minutes, invite some pairs to come to the front of the classroom to show their role - play. Give praise and encouragement to the students who perform well. Group discussion Divide students into groups of four. Let them discuss in groups: "What should we do to keep our rooms tidy?" Each group chooses a recorder to write down the group's opinions. After the discussion, ask each group to report their opinions. Write down the good suggestions on the blackboard, such as "Put away your toys after playing." "Make your bed every morning." "Clean your desk regularly." E. Production (5 minutes) Work on 1d Ask students to draw a picture of their own rooms on a piece of paper. They can draw the items in their rooms and color them. Then, let students write a short passage to describe the colors and positions of the items in their rooms according to their pictures, using the sentence patterns they have learned. For example, "This is my room. There is a bed in my room. It's blue. My schoolbag is on the chair. It's black and white." Walk around the classroom to provide guidance and help. After students finish writing, ask some students to read their passages to the class. F. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the vocabulary of daily necessities, the usage of prepositions of place, and the important sentence patterns. Ask students to recall and repeat them. Emphasize the importance of keeping tidy and how to use English to describe the positions and colors of items in daily life. Homework Ask students to make a list of the things in their rooms and write down their positions and colors in English. Let students talk about their rooms with their parents in English at home. 教学反思 After teaching this class, I have the following reflections: Advantages The lead - in part was successful in attracting students' attention. By showing pictures of a tidy room and a messy room, students were actively involved in the discussion and quickly entered the learning state. In the presentation and reading parts, using pictures and asking questions step by step helped students understand the new knowledge easily. The role - play and group discussion activities provided students with opportunities to practice speaking English, and most students actively participated. Disadvantages Some students still had difficulty in distinguishing the usage of the three prepositions of place "in", "on", and "under". Although I gave many examples, they made mistakes when using them in sentences. In the production part, some students' writing was not very accurate. They made mistakes in grammar, capitalization, and punctuation. It showed that more writing guidance and practice are needed in the future. Improvements For the difficult points of prepositions of place, I will design more exercises, such as filling in the blanks, choosing the correct prepositions, and making sentences, to strengthen students' understanding and usage. In writing teaching, I will give more detailed guidance, such as showing students model writings, analyzing the writing structure and common mistakes, and letting students have more writing practice in class. 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 $