Starter Unit 2 Keep Tidy! Lesson 1 Section A (1a-2e)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学校与日常用品单复数名词、颜色形容词，以及What do you have...?等核心句型。通过观察单复数物品图片导入，先学eraser等单数词汇，再过渡到erasers等复数形式，搭建从词汇到句型的学习支架。 资料以真实校园场景对话为载体，听力材料包含同学间关于新书包、自行车的自然交流，融入Cool!等礼貌反馈语，提升语言能力。通过图片观察分类、听力预测等任务培养思维品质，作业结合绘画描述激发学习兴趣，助力教师实施结构化教学，帮助学生巩固知识并提升实际沟通能力。

新人教七上Starter Unit 2 Keep Tidy! Lesson 1 Section A (1a-2e) Basic Course Information Item Details Subject English Grade Grade Seven (Junior High) Term Autumn Term Topic Starter Unit 2 Keep Tidy! Lesson 1 Section A 1a-2e Teaching Objectives 1. Identify common school and daily supplies in pictures, and master the singular and plural forms of related nouns (e.g., ruler, cap, bottle, eraser, pencil, key). 2. Master the Wh-question pattern to ask about personal belongings: What do you have in your schoolbag? and answer with I have … proficiently. 3. Grasp basic color adjectives and use them to describe objects skillfully. Master the fixed question-and-answer patterns for asking colors: — A: What colour is/are …? — B: It’s / They’re … 4. Conduct simple pair conversations appropriately, talking about personal belongings and their colors with target vocabulary and sentence structures. Teaching Content The opening scene of this unit shows Emma and Teng Fei chatting at their classroom seats and asking about items in each other’s schoolbags. It presents core vocabulary of school and daily supplies, including singular nouns such as bottle and cap, and plural nouns such as pencils and keys. This vivid scene helps students understand and consolidate the singular and plural changes of common nouns. The conversational bubbles display the key sentence patterns What do you have in …? and I have …. These simple and practical sentences are easy for students to imitate and apply in daily communication. Centering on the theme of preparing new school supplies for the new semester, the listening materials contain three natural dialogues between classmates, which are close to students’ real campus life: 1. Teng Fei & Ella talk about his new schoolbag 2. Yaming & Emma talk about his new bike 3. Fu Xing & Peter talk about her new shoes In these dialogues, students use the core pattern I have … to introduce their new items and adopt the structure What colour is it/are they? to ask and answer about colors. Positive feedback expressions including Cool!, Great and Oh, they look great are used in conversations to make communication more polite and natural. Learning these pragmatic expressions helps students improve their communicative competence in real-life scenarios. Teaching Procedures Time Students’ Activities Design Purposes 5 mins 1. Observe pictures of single school supplies and learn corresponding words under teacher’s guidance: an eraser, a pencil, a ruler, a cap. 2. Identify pictures of plural items and read their plural forms correctly: erasers, pencils, rulers, caps. 3. Summarize the scene and infer the learning theme of this lesson. Stimulate students’ learning interest through visual teaching aids, help them master the singular and plural forms of supply vocabulary, and lay a solid foundation for subsequent learning. 20 mins 1. Analyze the picture in Activity 1a, confirm the classroom scene and communicative roles, match items with English words, distinguish singular and plural nouns, and read sample dialogues after the teacher. 2. Conduct pair practice with the given sentence frames to ask and answer about items in the picture with correct singular and plural forms. 3. Have free talks about the items based on target sentence structures. 4. Match color pictures with corresponding color words in Activity 2a. 5. Master color description patterns: use It’s … to answer questions about single items (What colour is …?) and They’re … for plural items (What colour are …?), and summarize the usage rules. 6. Complete the fill-in-the-blank exercises in Activity 2b, read the full dialogues and identify the sentence differences between singular and plural forms. Cultivate students’ picture observation ability; help students firmly grasp core vocabulary and basic question patterns for possessions; consolidate color vocabulary and matching communicative structures; strengthen students’ ability to switch between singular and plural sentences through systematic pair drills. 15 mins 1. Predict listening content according to the pictures in Activity 2c, listen to the recording and color the target items, then check the mastery of singular and plural rules through color Q&A. 2. Read the requirements of Activity 2d, mark key words such as schoolbag, bicycle and shoes; listen to the recording repeatedly to finish blank-filling and matching tasks, and check answers with partners. 3. Analyze listening scripts, classify sentences into greetings, inquiries and positive feedback. 4. Follow the recording to read dialogues, imitating authentic pronunciation and intonation. 5. Cooperate with partners to talk about personal supplies and their colors with polite feedback expressions, and create original short dialogues with given language frames. Train students’ pre-listening prediction skills; improve listening comprehension and spelling ability; enrich students’ pragmatic expressions; standardize oral pronunciation and intonation, and enable students to flexibly use target language in real daily communication. Homework 1. Write several sentences to introduce your personal school supplies. 2. Draw a school supply you like and describe it in English (optional). Homework Purpose Combine textbook knowledge with students’ daily life, help students consolidate core vocabulary and sentence patterns, and enhance their practical language application ability. 学科网（北京）股份有限公司 $