Starter Unit 2 Keep Tidy! Section B Project 教学设计 2025-2026学年人教版（2024）七年级英语上册

该初中英语教学设计聚焦“Keep Tidy!”主题，围绕教室物品词汇与核心句型展开，通过“猜物品”游戏活动构建语言输入到输出的学习支架。从导入环节的对比图片激发兴趣，到复习环节的快速闪卡和配对问答夯实基础，再到任务驱动的游戏实践，层层递进，实现知识迁移与真实语用。 本设计亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在“猜物品”游戏中，学生需运用目标句型提问并推理判断，锻炼逻辑思维与信息筛选能力，体现思维品质；小组合作中主动交流、互评互学，提升语言表达与协作意识，彰显语言能力；课后家庭游戏与绘画作业延伸课堂，促进自主学习与跨场景应用，强化学习能力。教师可直接套用此流程，轻松实现趣味性与实效性的统一，助力学生在玩中学、学中思、思中用。

Starter Unit 2 Keep Tidy!-Section B-Project 1. Content Overview This unit focuses on the theme of "Keep Tidy!". The project in Section B is a guessing game about classroom items. Students are required to choose an item in the classroom, write down its name, and then other students will ask questions to guess what the item is. This activity aims to help students review and consolidate the vocabulary of classroom items and the target sentence patterns learned in this unit, such as "Where is it? / What color is it? / Is it...? / Are they...?", and improve their language application ability and communication skills in a fun and interactive way. 教学目标 2.1 Knowledge Objectives Students can accurately recognize and write the English names of classroom items, such as "blackboard", "desk", "chair", "book", "pen", etc. Students can master and skillfully use the target sentence patterns related to asking about the location and color of items, including "Where is it? / What color is it? / It's... / They are...", and the interrogative sentences for guessing items "Is it...? / Are they...?". 2.2 Ability Objectives Through the guessing game, students can improve their oral English expression ability, and be able to communicate fluently in English to describe the location and characteristics of items. Develop students' logical thinking ability and the ability to obtain information by asking questions. They can use the learned sentence patterns to effectively narrow down the scope of guessing items. Cultivate students' cooperation ability and team spirit. In the group activity of the guessing game, students can actively participate, cooperate with each other, and jointly complete the task of guessing items. 2.3 Emotional Objectives Stimulate students' interest in learning English and make them more actively involved in classroom activities. Help students enhance their awareness of classroom environment protection and keeping things in order by observing and discussing the placement of classroom items. 教学重难点 3.1 Teaching Key Points Ensure that students can firmly remember the English names of various classroom items. Guide students to proficiently use the target sentence patterns to describe the location, color of items and conduct guessing activities. 3.2 Teaching Difficult Points Enable students to use the learned language flexibly and appropriately in the actual communication process of the guessing game, and improve their language response ability. Cultivate students' ability to think in English and use English to solve practical problems, such as how to ask effective questions to quickly guess the items. 4.1 Vocabulary Classroom items: blackboard, desk, chair, book, pen, pencil, eraser, ruler, schoolbag, notebook, map, clock, window, door, floor, wall, etc. 4.2 Sentence Patterns Asking about the location of items: Where is it? It's on the desk. Where are they? They are in the schoolbag. Asking about the color of items: What color is it? It's red. What color are they? They are blue. Guessing items: Is it a book? Yes, it is. / No, it isn't. Are they pens? Yes, they are. / No, they aren't. 教学过程 5.1 Warming-up (5 minutes) Greet the students as usual and then show them some pictures of messy and tidy classrooms on the PPT. Ask students: "Which classroom do you like better? Why?" Guide students to review the importance of keeping tidy and lead in the topic of this class - the guessing game about classroom items. 5.2 Review (8 minutes) Vocabulary review: Use flashcards to quickly show the pictures of classroom items, and ask students to stand up and say the English names of the items as quickly as possible. Give small rewards to students who answer correctly and quickly to stimulate their enthusiasm. Sentence pattern review: Divide the students into pairs. One student randomly points to an item in the classroom and the other student asks and answers questions about its location and color using the learned sentence patterns. For example, A: "Where is the book?" B: "It's on the desk." A: "What color is it?" B: "It's green." Walk around the classroom to monitor and provide guidance. 5.3 Presentation (10 minutes) Explain the rules of the guessing game in detail: First, each student chooses an item in the classroom and writes its name on a piece of paper without showing it to others. Then, select one student to come to the front of the classroom. The other students in the class can ask up to three questions to this student using the sentence patterns like "Where is it? / What color is it?" to get clues about the item. After three questions, the students start to guess what the item is by using "Is it...? / Are they...?". The student at the front can only answer "Yes" or "No". Do a demonstration with a volunteer student. The teacher chooses an item in the classroom, writes its name on the paper, and then the volunteer student starts to ask questions. The teacher answers according to the rules, showing the whole process of the game to the students. 5.4 Practice (15 minutes) Divide the students into groups of about 6 - 8. In each group, students take turns to be the one who chooses the item and the others ask questions to guess. Walk around each group to observe and offer help if necessary, such as reminding students to use the correct sentence patterns and encouraging those who are a little shy to speak up. During the practice, set a time limit for each round of the game in the group, for example, 5 minutes for each student to be the "item chooser". This can make the activity more efficient and exciting. 5.5 Production (5 minutes) After the group practice, invite several groups to come to the front of the classroom to show their guessing game process. Let the whole class watch and listen carefully. After each group finishes, ask the other students to comment on their performance, such as whether they used the sentence patterns correctly, whether their communication was smooth, etc. 5.6 Summary and Homework (2 minutes) Summary: Briefly review the key vocabulary and sentence patterns used in this class with the students, and emphasize the importance of using English in real - life communication situations. Also, summarize the performance of the students in the class, praise the students who performed well and encourage those who need improvement. Homework: Ask students to play this guessing game with their family members at home, using the items at home. They need to record at least three rounds of the game in their English notebooks, writing down the questions asked and the answers given. Let students draw a picture of their ideal classroom, and write at least five sentences to describe the location and color of the items in the classroom using the learned sentence patterns. 教学反思 In this class, the guessing game activity effectively mobilized the enthusiasm of the students, and most students actively participated in the classroom interaction, which achieved the expected teaching effect in terms of improving students' oral English expression and language application ability. However, there were also some problems. For example, in the group practice, a few students were still a little nervous and made some mistakes in using sentence patterns. In the future, more individual guidance and more opportunities for repeated practice should be provided for such students. In addition, during the demonstration part, it might be better to have more than one demonstration to ensure that all students fully understand the rules of the game. Next time, more time can be allocated to the demonstration or different types of item - choosing examples can be added to make the rules clearer. 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 $