Starter Unit 2 Keep Tidy!-Section B（Project）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（Project）

 

This section is a project-based learning (PBL) module that integrates the language knowledge and communicative skills learned in Starter Unit 2. Centered on the theme "Keep Tidy!", it guides students to apply what they have learned to practical scenarios. The core content includes:

Reviewing key vocabulary related to school things (e.g., book, pen, pencil, eraser, schoolbag) and prepositions of location (e.g., in, on, under, near).

Consolidating sentence patterns for describing the location of objects (e.g., "Where is my...? It's in/on/under...", "Is it...? Yes, it is./No, it isn't.").

Completing a collaborative project: designing a "Tidy Desk Checklist" and using it to check, describe, and help peers organize their desks or schoolbags.

Developing learning strategies such as peer cooperation, self-assessment, and problem-solving through hands-on activities.

 

 

 

教学过程

5.1 Warm-up & Review (5 minutes)

Teaching Activities

"Song & Dance" Review: Play a self-edited English song (tune: "Twinkle Twinkle Little Star") with lyrics about school things and prepositions. For example: "Book, book, where is the book? It's on the desk, nice and neat. Pen, pen, where is the pen? It's in the schoolbag, let's check!" Ask students to stand up, sing along, and do actions (e.g., pointing to "on" by touching the desk, miming "in" by holding hands like a bag).

"Quick Question" Game: Randomly select students and ask quick questions using key sentence patterns. For example:

Teacher: "Where is your eraser, Tom?"

Tom: "It's in my pencil-box."

Teacher: "Is your ruler on your desk, Lucy?"

Lucy: "No, it isn't. It's in my schoolbag."

Purpose

Activate students’ prior knowledge (vocabulary and sentence patterns) in a lively way, reducing their anxiety about English learning.

Attract students’ attention and quickly shift their focus to the class theme "Keep Tidy!".

Teacher’s Guidance

Walk around the classroom to observe students’ participation, and correct pronunciation errors (e.g., /ˈskuːlbæɡ/ instead of /ˈskuːlbæg/) in time.

Praise active students: "Great job, Tom! You answered so quickly and correctly!"

5.2 Lead-in (3 minutes)

Teaching Activities

Visual Stimulus: Show two contrasting pictures on the screen:

Picture 1: A messy desk (books scattered, pens on the floor, erasers missing).

Picture 2: A tidy desk (books stacked neatly, pens in the pen holder, erasers on the desk).

Guided Discussion: Ask two questions to lead into the project:

"Which desk do you like better? Why?" (Expected answer: "I like the tidy desk because it looks nice/easy to find things.")

"Today, we will do a fun project to make our desks as tidy as Picture 2. Guess what we will do?" (Guide students to guess "design a checklist" or "check desks".)

Purpose

Use visual contrast to help students understand the meaning of "tidy" and "messy" intuitively.

Stimulate students’ interest in the project by connecting the theme to their daily life (desk organization).

Teacher’s Guidance

Encourage shy students to speak: "Don’t be shy, Lily. You can tell us your idea in Chinese first, and I’ll help you translate it into English."

5.3 Project Introduction & Skill Building (10 minutes)

Step 1: Introduce the "Tidy Desk Project" (2 minutes)

Explain the project goal clearly: "Our project today is called ‘Tidy Desk Challenge’. We will work in groups to: 1. Design a ‘Tidy Desk Checklist’; 2. Use the checklist to check our group members’ desks; 3. Report our checking results to the class."

Show a sample checklist on the screen (simplified version) to help students understand the structure: