Starter Unit 2 Keep Tidy!Section B (1a-1d)教学设计 2026-2027学年人教版英语七年级上册

该初中英语教学设计聚焦Starter Unit 2 Section B，核心知识点为介词on, in, under的运用、物品位置与颜色描述、对话结构梳理及整理房间习惯养成。通过“找瓶子”生活情境导入，用房间图片复习物品单复数，三张书包位置图直观呈现介词，表格梳理对话细节搭建学习支架。 特色在于情境创设贯穿教学，从导入到编对话、写房间描述提升语言能力，表格梳理对话结构培养思维品质，分层作业与自评发展学习能力，Peter的视频示例丰富输出形式。帮助学生提升语言运用和习惯养成，为教师提供清晰流程和支架，便于高效教学。

教学设计 课程基本信息 学科 英语 年级 初一 学期 秋季 课题 Starter Unit 2 Section B Where do you put your things? (1a-1d) 教学目标 1. 学生能理解并正确运用介词on, in, under来描述物品的位置以及描述物品的颜色； 2. 学生能够梳理对话结构，学会在实际语境中寻求帮助并对别人的求助积极回应； 3. 学生能通过阅读对话理解日常生活中整理房间的重要性，养成良好的习惯。 教学重难点 Section B这一部分聚焦于讨论房间是否整洁以及物品的放置地方，学习使用介词on, in, under来描述物品的位置，并要求学生从颜色和位置介绍自己房间的物品。 教学重点： 1. 学生能理解并正确运用介词on,in,under来描述物品的位置以及描述物品的颜色； 2. 学生能通过阅读对话理解日常生活中整理房间的重要性，养成良好的习惯。 教学难点： 学生能够梳理对话结构，学会在实际语境中寻求帮助并对别人的求助积极回应。 教学过程 Step I. Lead-in Create a situation: My brother can’t find his new bottle and asks me to look for it. 设计意图：创设生活中的找东西的情境，贴近初一学生生活，并且为本文阅读对话的语言和内容做铺垫。 Step II. Learning and understanding Activity 1: Look and say: What can you see in the room? I can see__________. Use a picture of a room to learn things in the room (singular form & plural form) 设计意图：利用教材上房间的照片，引导学生复习物品的英文表达，提醒学生注意单复数的区别，为后面位置的输入做铺垫。 Activity 2: Where is the schoolbag? It is __________ the desk. Use three pictures to show the different positions of a schoolbag to present the usage of in/ on/ under. 设计意图：使用书包在书桌不同位置的三张照片直观展示in/ on/ under的意思。 Activity 3: Practice to consolidate the learning of the prepositions by making sentences to describe things in the picture. The_______is _______the ________. The _______are______the___________. 设计意图：在活动中巩固in/ on/ under的用法，比赛加分的方式提高学生参与课堂的积极性。 Activity 4: Ask students the question: Is the room tidy? No. He is always looking for things. 设计意图：询问学生对这个房间是否整洁的看法，指出人在不整洁的房间里容易找不到东西，同时也引出阅读对话的Ella和Emma一家。 Step III. Reading Activity 1：Look at the picture and predict: Where are they?/ Who are they?/ Who can't find things? 设计意图：通过图片预测，培养学生关注文本中插图的习惯，也可带着问题和预测来进行后面的学习。 Activity 2: Read/ listen to the conversation and answer the questions. What is Ella looking for?/ What colour is it?/ Where is it? 设计意图：阅读或者听来获取理解对话中的细节。 Activity 3: Understanding and Developing 设计意图：用表格梳理两篇对话，将细节结构化，便于学生理解内化文本；并引导学生发现它们的语用功能。 Activity 4: Summarizing useful expressions 设计意图：总结阅读文本中寻物交流的框架和有用的表达，为输出搭支架，做准备。 Step IV. Production Activity 1: Create another situation: Emma can’t find her new English book. Can you help her? Requirement: Make conversations between Emma and you based on the structure and the useful expressions. Provide an example for students after they give their shows. 设计意图：在文本理解的基础上，创设新的交际情境，鼓励学生运用已学框架和表达编对话，进行口头输出，对别人的求助进行积极回应；最后将凌乱的房间收拾整洁，两张图片的对比，进一步让学生感受收拾整理房间的重要性。 Activity 2: Write about the things in your room. First, read the examples on the book and summarize what should be included in the introduction: thing/ color/ position. Second, pay attention to the singular form (It is …) or plural form (They are…). Then, show the picture of the tidy room and ask students to describe the color and position of the things in the room. Last, provide the beginning and ending to introduce the room for students to help them output in a passage. 设计意图：在口头输出的基础上，让学生从教材中的例句感知描述房间需要用的表达以及单复数的形式，提供房间的照片，鼓励学生描述物品的颜色和位置，最后加上开头结尾进行语篇书面输出。 Activity 3：Show Peter’s video about his room to give students another example 设计意图：在写的基础上，鼓励学生用视频等的形式更加生动地来介绍自己的房间，培养学生将信息技术和英语学习输出相结合的能力。 Step V. Think and share Ask students to think and share: Q1: —Where do you need to put your things? —We need to put our things in their right places. Q2: —Why should we keep our room tidy? —To develop a good habit/ find things easily/ have a good mood… 设计意图：从本部分的标题问题Where do you put your things?入手，进一步提出Where do you need to put your things?鼓励学生进行深度思考，各抒己见，最后得出我们最好将东西放在合适的位置上，从而保持房间整洁；引导学生发散思维，分享保持房间整洁的好处，激励学生养成收拾整理的好习惯。 Step VI. Homework Must do: 1. Role play the conversations in 1b based on the mind-map with a classmate; 2. Finish your writing about the room. Choose to do: Draw your ideal room and make a poster/ vlog to introduce it in English. How well can you achieve the objectives？ very well OK Needs try harder 1. I can describe the colors and positions of things. 2. I can ask for help to find things or offer help. 3. I start to keep tidy and be careful. 设计意图：分层作业，满足不同层次学生的需求：既对本课所学进行巩固，又给孩子们提供培养英语核心素养的机会。 Step VII. Self-assessment 设计意图：提供基于学习目标的自我评估表，便于学生对本堂课的所学进行自我评价并及时进行课后的巩固复习。 学科网（北京）股份有限公司 $