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人民教育出版社 七年级上册教学设计
Starter Unit 2 Keep Tidy Section 4 Project
Content Analysis
What
Language Focus:
Vocabulary: Prepositions, color words, and item names.
Structures: Question-answer patterns.
Activities:
Guessing games with clues (e.g., It’s green and under something).
Role-play interactions and timed challenges.
Thematic Link: Integrates spatial language and color descriptions into problem-solving tasks, reinforcing the unit’s theme “Keep Tidy!” through organized communication.
Why
Strengthen fluency in using prepositions and color vocabulary under time constraints.
Expand vocabulary for abstract items (e.g., glasses, keys).
Enhance logical reasoning through strategic clue-giving (e.g., prioritizing color or location).
Foster teamwork via collaborative gameplay and peer feedback.
Build confidence in spontaneous language use (describer vs. guesser).
How
Interactive Dialogues: Q&A exchanges (e.g., “Is it under the chair ”).
Procedural Texts: Game rules and scoring systems for structured play.
Reflective Tasks: Post-game error analysis and strategy discussions.
Differentiated Tasks:
Foundational: Provide keyword lists and L1 support for basic learners.
Advanced: Negative-sentence clues (It’s not red) and full-sentence questions.
Peer Learning: Homework tasks involve creating clues for classmates, fostering mutual learning.
Learning Objectives
By the end of this section, students will be able to:
Use target language to ask and answer questions about items’ locations and colors.
Improve fluency through rapid-response gameplay.
Collaborate to complete challenges.
Focal and Difficult Points
Focal Points:
Integrating prepositions and color vocabulary in Q&A.
Effective communication and information filtering during the game.
Difficult Points:
Balancing accuracy and fluency under time pressure.
Expanding vocabulary for abstract items (e.g., glasses, keys).
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Warm up Activity: “Spot the Intruder” Display an image of a tidy classroom with one misplaced item (e.g., a red cap under the chair instead of on the hook.). Identify the “intruder” using target language: “The red cap is under the chair. It should be on the hook!” To activate students’ prior knowledge of prepositions and color vocabulary while reinforcing tidiness.
Step 2 Rules & Demo Present game rules via PPT: - Describers give English clues about color and location (e.g., It’s red and under something.). - Guessers ask up to 3 questions (e.g., Is it under the chair ). - Scoring: 2 points for correct guesses; 1 point if all questions are used without success. Teacher-student demo: - Teacher acts as describer (e.g., It’s yellow and on the shelf.). Student guesses (e.g., Is it the book ). Watch the demo and understand the rules, practice the game and then learn effective questioning and describing strategies. To help students clarify task requirements and minimize confusion.
Step 3 Group game Distribute task cards to describers. Monitor progress and track scores. Describers provide clues (e.g., It’s blue and in a box). Guessers take turns asking plete 5 rounds (rotate describers). The highest-scoring group wins. To help students apply prepositions and color vocabulary in real contexts. To foster enthusiasm through competition and teamwork.
Step 4 Language Review & Feedback 1. Highlight common errors (e.g., misusing in vs. on). Correct via example comparisons. e.g. The cap is on the desk. (√) The cap is in the desk. (×) 2. Reflective Q&A: Which clues were easy/hard Why 1. Repeat corrected sentences and note key points. 2. Reflect and discuss strategies (e.g., Prioritize color clues first). To help students consolidate what they have learnt.
Homework Hide an item at home and write 3 English clues (color + location) for peers to guess. Example: Clue 1: It’s green. Clue 2: It’s under something. Clue 3: You use it daily. Basic-Level Students: Provide keyword lists (e.g., color words, prepositional phrases). Allow limited native language support. Advanced-Level Students: Challenge: Describers use only negative sentences (e.g., It’s not red. It’s not on the table). Require full-sentence questions (e.g., Is the yellow bottle under the chair ). To help students apply what they have learnt to real life.
Blackboard Design
Starter Unit 2 Project
Useful Language Game Rules
Describer: “It’s [color] and [preposition]...” “It’s not [color]. / It’s not on the desk.” (Advanced) “It’s blue and in a bag.” “We use it every day.” Guesser: “Is it [preposition] the [item] ” “What colour is it ” 3 questions max. 3 points: Correct in 1 guess 2 points: Correct in 2 guesses 1 point: Correct in 3 guesses
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