Starter Unit 2 Keep Tidy! Section A（2a～2e）教学设计-2025-2026学年人教版（2024）英语七年级上册
Starter Unit 2 Keep Tidy!-Section A（2a-2e）
1. Content Overview
This section (2a-2e) is a core part of Starter Unit 2 "Keep Tidy!" in PEP English Grade 7 (Upper), focusing on the theme of "classroom objects and keeping tidy". It builds on students' prior knowledge of basic English vocabulary and lays the foundation for subsequent units about daily life and environments.
2a: A listening and matching activity. Students listen to short dialogues and match the classroom objects (e.g., book, pen, ruler, eraser) with their corresponding positions (on the desk, in the pencil box, under the chair). This activity aims to help students recognize the pronunciation of object vocabulary and prepositions of place in context.
2b: A listening and filling-in-the-blank task. The audio material is a short conversation between a teacher and students about organizing classroom items. Students need to fill in the blanks with correct prepositions (in, on, under) or object nouns, strengthening their understanding of how to describe the location of things.
2c: A pair-work speaking activity. Based on the patterns from 2a and 2b, students practice asking and answering questions about the location of classroom objects, such as "Where is the book?" and "It's on the desk." This 环节 encourages students to apply listening knowledge to oral communication.
2d: A reading and labeling exercise. There is a picture of a messy classroom in the textbook. Students read the short descriptions next to the picture (e.g., "The pen is under the desk.") and label the positions of the objects in the picture. This integrates reading comprehension with visual recognition, reinforcing the use of prepositions and object vocabulary.
2e: A group discussion and reporting activity. Students work in groups of 3-4 to discuss how to keep their classroom tidy (e.g., "Put books on the shelf.", "Put pens in the pencil box."). Then, each group selects a representative to report their discussion results to the whole class. This activity connects language learning with real-life scenarios, cultivating students' collaborative ability and awareness of keeping tidy.
教学目标 | 2.1 Knowledge Objectives Students can master the pronunciation, spelling, and meanings of 8-10 classroom object nouns: book, pen, pencil, ruler, eraser, pencil box, desk, chair, schoolbag, notebook. Students can understand and correctly use 3 key prepositions of place: in, on, under. Students can grasp the sentence patterns for asking and answering about the location of objects: A: Where is/are the + (object)? |
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| B: It's/They're + (preposition) + (place). 2.2 Ability Objectives Listening ability: Students can identify classroom objects and their locations from short dialogues (as in 2a and 2b). Speaking ability: Students can conduct simple conversations about the location of classroom objects with their partners using the target sentence patterns (as in 2c). Reading ability: Students can understand short descriptive sentences about object locations and complete the labeling task (as in 2d). Collaborative ability: Students can work in groups to discuss ways to keep the classroom tidy and present their ideas (as in 2e). 2.3 Affective Objectives Cultivate students' awareness of keeping the classroom and their own study spaces tidy through theme-related activities. Stimulate students' interest in English learning by using real classroom objects and interactive activities. Develop students' sense of teamwork and confidence in speaking English through pair work and group discussions. |
教学重难点 | 3.1 Key Points Mastery of classroom object vocabulary and prepositions of place (in, on, under). Proficiency in using the target sentence patterns to ask and answer about the location of objects. Application of language knowledge in listening, speaking, and reading activities related to "keeping tidy". 3.2 Difficult Points Correctly using the singular and plural forms of nouns when describing object locations (e.g., "Where is the pen?" vs. "Where are the pens?"). Distinguishing and using prepositions of place accurately in context (e.g., not confusing "in" and "on" when describing the position of a pen in/on the pencil box). Translating the language knowledge into fluent oral communication, especially in spontaneous conversations during pair work. Expressing ideas clearly and logically during group discussions (2e) and presenting them coherently to the class. |
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教学过程
5.1 Warm-up & Lead-in (5 minutes)
Teaching Activities
Greeting and Review: The teacher greets students with "Good morning, class! How are you today?" and invites 2-3 students to answer. Then, review the vocabulary from Starter Unit 1 (e.g., "hello, hi, name, what") by asking "What's your name?" to help students transition into English learning mode.
Lead-in with a Picture: Show a colorful picture of a messy classroom on the screen (with books on the floor, pens under the chair, and erasers on the desk). Ask students: "Look at this classroom. Is it tidy?" Guide students to answer "No" (even if they use Chinese at first). Then, say: "Today, we will learn how to talk about these classroom things and keep our classroom tidy! This is Unit 2 Keep Tidy! Section A." Write the unit title on the blackboard.
Purpose
The greeting and review help students build confidence and recall prior English knowledge, reducing their anxiety about new content.
The messy classroom picture attracts students' attention, connects the lesson to real life, and naturally introduces the unit theme of "keeping tidy".
5.2 Presentation: New Vocabulary & Prepositions (8 minutes)
Teaching Activities
Teach Classroom Object Vocabulary:
Prepare real objects (a book, pen, pencil, ruler, eraser, pencil box, desk, chair) or flashcards. Hold up a book and say "book" slowly, emphasizing the pronunciation (/bʊk/). Ask students to repeat after the teacher 3 times.
Use the same method to teach other object words. For each word, do the following:
Pronunciation: Correct students' pronunciation (e.g., remind them that "eraser" is pronounced /ɪˈreɪzə(r)/, not /ˈerəsə/).
Spelling: Write the word on the blackboard and ask students to spell it aloud (e.g., "B-O-O-K, book").
Meaning: Let students touch or point to the real object to deepen their understanding (e.g., ask a student to
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