Starter Unit 2 Keep Tidy!-Section B（1a～1d）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 B（1a~1d）

 

1. Content Overview

This section (1a-1d) is a core listening and speaking segment of Starter Unit 2 "Keep Tidy!", focusing on reinforcing the theme of "keeping things in order" and expanding related language knowledge and communicative skills.

1a serves as a vocabulary and phrase review and extension activity. It presents 8 pictures depicting common school supplies (e.g., book, pencil box, ruler) and personal items (e.g., schoolbag, eraser) in different positional states (on, in, under, tidy, messy). Students are required to match the pictures with the corresponding descriptive phrases (e.g., "the book on the desk", "the keys in the bag"), which helps them consolidate the use of prepositions of place and the structure of "noun + prepositional phrase".

1b and 1c are graded listening tasks. 1b is a "listen and number" exercise: students listen to a short dialogue between two students (likely a teacher and a student or two classmates) about arranging items, and number the 4 target pictures (selected from 1a) in the order they are mentioned. This task trains students' ability to connect auditory information with visual cues. 1c is a more challenging "listen and circle" activity: based on the same or a slightly extended dialogue, students circle the correct words (e.g., "in/on", "tidy/messy") to complete sentences, focusing on their ability to capture key details (prepositions and descriptive adjectives) in listening.

1d is a speaking output task that guides students to apply the language learned. It provides a sample dialogue about asking and answering the location of items and discussing tidiness (e.g., "—Where is...? —It’s... / They’re... Is it tidy? Yes, it is. / No, it isn’t."). Students are then asked to work in pairs to make similar dialogues using the pictures in 1a or their own real-life situations, realizing the transition from input (listening) to output (speaking) and achieving the goal of using language to communicate about "keeping tidy".

 

 

 

教学过程

5.1 Warm-up & Lead-in (5 minutes)

Teaching Activities

Greeting & Review (2 minutes)

The teacher greets students in English: "Good morning, class! How are you today?" After students respond, the teacher reviews the previous lesson’s content: "Last class, we talked about ‘keeping tidy’. Who can tell me: what does ‘tidy’ mean?" Invite 1-2 students to answer (e.g., "Things are in order."), and then ask: "What’s the opposite of ‘tidy’?" Guide students to say "messy" (if they can’t, the teacher directly teaches the word and explains it with simple gestures or pictures).

Game: "Guess Where It Is" (3 minutes)

The teacher prepares a real schoolbag and some small items (book, pencil, eraser). Put one item in/on/under the schoolbag (e.g., put the book in the bag), and say: "Look! I have a book. Where is it? You can guess: Is it in the bag? On the bag? Or under the bag?" Invite students to take turns guessing. After the correct answer is given, the teacher repeats the sentence: "Yes! It’s in the bag." Then change the item’s position (e.g., put the eraser on the bag) and repeat the game. During the game, the teacher emphasizes the prepositions "in", "on", "under" and the sentence structure "It’s + prepositional phrase" to activate students’ prior knowledge and lay the foundation for the new lesson.

Purpose

Through greeting and review, students quickly enter the English learning state and recall the theme of "keeping tidy" and basic vocabulary.

The interactive game connects language with real objects, making abstract prepositions concrete, stimulating students’ interest, and naturally leading to the new lesson content.

5.2 Presentation: 1a Activity (8 minutes)

Teaching Activities

Introduce 1a Pictures & Phrases (4 minutes)

The teacher projects the 8 pictures of 1a on the screen, and guides students to observe: "Look at these pictures. They show many things in our classroom. What can you see in Picture 1?" (e.g., "A book and a desk.") Then the teacher points to the book on the desk and says: "The book is on the desk. So the phrase is ‘the book on