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

该初中英语教学设计聚焦“保持整洁”主题，围绕核心词汇与句型展开，通过图片导入、情境对话和任务驱动构建语言学习支架。从生活场景切入激发兴趣，逐步引导学生在听、说、读、写活动中理解并运用目标语言，实现知识迁移与真实表达。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在小组讨论“如何保持教室整洁”中，学生不仅练习目标句型，还思考行为背后的跨文化差异，提升文化敏感度；通过观察对比整洁与杂乱场景，培养批判性思维。教师可直接使用PPT图文素材、音频听力材料及分层任务单，降低备课难度，增强课堂互动性，助力学生语言输出更自然，教师教学更具针对性与实效性。

基于核心素养下“教—学—评”的课堂教学设计 ——以《Starter Unit 2 Keep Tidy!-Section A-2a-2e》为例 单元教学设计说明 This lesson is designed based on the communicative approach and task - based language teaching. It aims to create a real - life and interactive learning environment. By integrating various teaching methods and activities, students can actively participate in language learning, enhance their language skills, and cultivate their ability to use English in real - world situations. The design also focuses on the connection between language learning and daily life, guiding students to apply what they learn to their daily routines, thus promoting the development of their comprehensive qualities. 课时教学内容分析（含教材分析） This part of the teaching material is from Starter Unit 2 Keep Tidy! of Grade 7 English textbook (People's Education Press, 2024). It centers around the theme of "keeping tidy". Through a series of listening, speaking, reading and writing activities, students are guided to learn new words and phrases related to daily items and personal tidiness habits, such as "tidy, but, our, everywhere, always", as well as key sentence patterns like "My room is tidy. But his room isn't tidy." The teaching material presents vivid pictures and real - life dialogues, which can arouse students' interest in learning and help them better understand and master the language knowledge. It also plays an important role in cultivating students' language comprehensive application ability and the awareness of personal item management and environmental tidiness. 课时学情分析 The students in Grade 7 are at the beginning stage of junior high school English learning. They are full of enthusiasm and curiosity about English learning. Having learned some basic English in primary school, they have mastered a certain number of simple daily expressions and basic vocabulary, and have initial listening, speaking, reading and writing abilities. However, there is still much room for improvement in the accuracy and fluency of language use. They may encounter difficulties in understanding longer texts. Moreover, at this stage, students are in an important period of habit - formation. The theme of "keeping tidy" in this unit can help them combine English learning with real life and cultivate good living habits. 课时教学目标（需体现学科核心素养的培养） 1. Language Competence Students can understand dialogues and short passages about describing items and personal tidiness habits. They are able to use the learned vocabulary and sentence patterns accurately and fluently to introduce their own and others' items, describe the location of items and personal tidiness habits in real - life situations. For example, they can use sentences like "What do you have in your schoolbag? I have...", "What colour is it / are they? It's / They're...". Students can read short articles related to the theme and obtain key information. They can correctly write vocabulary and simple sentences related to the theme. 2. Cultural Awareness By learning English expressions about describing items and keeping tidy, students can understand the possible differences in living habits between Chinese and Western cultures, and cultivate cross - cultural awareness. They can realize that keeping tidy is not only a manifestation of personal good living habits but also of great significance in different cultural backgrounds, thus enhancing their recognition of good living habits. 3. Thinking Quality Through activities such as observing pictures, predicting content and analyzing texts, students' observation, imagination and logical thinking abilities are cultivated. Students are guided to reflect on their personal tidiness habits during the learning process, cultivating critical thinking, and learning to view and solve problems from different perspectives. Students are encouraged to actively express their opinions and listen to others in group cooperation, cultivating innovative thinking and cooperative thinking. 课时教学重点、难点 1. Teaching Key Points Master the pronunciation, spelling and usage of key words such as "tidy, but, our, everywhere, always", etc. Proficiency in using key sentence patterns like "My room is tidy. But his room isn't tidy." to describe the location of items and personal tidiness habits. Be able to understand and obtain key information from listening and reading materials about items and personal tidiness habits. 2. Teaching Difficult Points Accurately use the correct form of the be - verb to match with different subjects to describe the state of items and personal situations. Understand the accurate meaning and flexible use of words like "everywhere" in context. Be able to communicate naturally and fluently in actual situations, overcoming nervousness and lack of confidence in expression. 课时教学过程（应包括教学步骤、教学、设计意图、组织形式等内容） 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different scenes, including a tidy classroom, a messy bedroom, etc. on the PPT. Ask students: "Look at these pictures. Which scene do you like better? Why?" Encourage students to express their opinions in simple English. This activity can arouse students' interest and lead in the theme of "keeping tidy". 2. Presentation (12 minutes) Vocabulary Teaching Show the flashcards of new words "tidy, but, our, everywhere, always" one by one. Read the words clearly and ask students to repeat after the teacher several times. Then, explain the meaning and usage of each word briefly. For example, for the word "tidy", the teacher can say: "Look at the tidy classroom. Everything is in order. We should keep our rooms tidy like this." And for the word "but", give an example sentence: "My sister is tidy, but I am a little messy." Let students practice reading the words in pairs, and the teacher walks around the classroom to monitor and correct their pronunciation if necessary. Sentence Pattern Teaching Present the key sentence patterns "My room is tidy. But his room isn't tidy." and "What do you have in your...? I have..." on the PPT. Read the sentences aloud and ask students to imitate the intonation and rhythm. Use some simple props, like a schoolbag. The teacher holds the schoolbag and asks a student: "What do you have in your schoolbag?" Guide the student to answer: "I have a book / a pen...". Then, let students practice the dialogue in pairs, changing the items in the schoolbag. 3. Listening (8 minutes) Pre - listening Show the pictures in 2a on the PPT, which are some daily items. Ask students to name these items in English quickly to review the learned vocabulary. Introduce the listening task: "Now, we are going to listen to a dialogue. In the dialogue, two students are talking about the items they have and their locations. Listen carefully and find out the information." While - listening Play the audio for the first time. Students just listen without writing. After that, ask them some general questions, like "Who are talking in the dialogue?" or "What are they mainly talking about?" to check their overall understanding. Play the audio for the second time. This time, students need to listen carefully and fill in the blanks according to what they hear in 2d. The teacher can pause the audio appropriately to give students enough time to write. Post - listening Check the answers with the whole class. Let students read the completed sentences together to consolidate the listening content. 4. Speaking (12 minutes) Pair Work Let students work in pairs. They can use the sentence patterns they have learned to talk about the items in their schoolbags or desks. One student asks: "What do you have in your schoolbag / desk?" The other answers: "I have...". They should also describe the location of some items, such as "My pencil is in the pencil - box." or "My books are on the desk." The teacher walks around to offer help and encourage students to use as many new words and sentence patterns as possible. Group Discussion Divide the students into groups of four. Give each group a topic: "How to keep our classroom tidy?" Each group discusses the topic and lists some suggestions. After that, each group selects a representative to report their discussion results to the whole class. This activity can not only improve students' speaking ability but also cultivate their sense of environmental protection and cooperation spirit. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including new words, sentence patterns and the importance of keeping tidy. Ask students to recall and share what they have learned in this class. Homework Ask students to write a short passage about their own rooms, describing the items in their rooms and their locations, using the words and sentence patterns learned in this class. The passage should be at least 50 words. Encourage students to actually tidy up their rooms after class and take a photo. They can bring the photo to class tomorrow and share their tidying - up experience with their classmates. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $