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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 1 Section A 1a-1b
Overview
This unit marks the beginning of students’ exploration into personal organization under the theme of “Man and Self – Self-awareness, Self-management and Self-improvement”. Through real-life scenarios such as organizing schoolbags, tidying rooms, and maintaining classroom cleanliness, students will learn to use English to describe items (colors, locations, etc.), develop good tidying habits, and offer suggestions for organizing.
Through interactive activities, students will learn to describe objects, their colors, and locations, while developing foundational language skills in listening, speaking, and reading.
The unit emphasizes practical communication in contexts like organizing personal belongings and maintaining tidiness. It also helps students recognize the importance of timely organization and cultivate good lifestyle habits, laying a foundation for future learning and daily life.
Teaching Aims
At the end of this unit, students will be able to:
1. Identify and name common school items (e.g., ruler, cap, bottle) and use them in sentences.
Describe objects using color vocabulary (e.g., red, blue, brown).
Use prepositions of place (in, on, under) to describe the location of items.
Engage in simple dialogues about possessions and locations.
Identify the pronunciation of the five vowel letters (a, e, i, o, u) in open stressed syllables and correctly pronounce them in words.
Improve awareness of organizing and tidying up items, develop good habits of maintaining cleanliness, and enhance self-management skills.
Framework Diagram of Unit Theme Content
Sections
Section 1 Section A 1a-2e
Section 2 Pronunciation
Section 3 Section B 1a-1d
Section 4 Project
Focal and Difficult Points
Focal Points
Vocabulary Mastery: Identify and use key nouns for common items, color adjectives, and prepositions of place.
Key Sentence Structures: Ask and answer questions using “What colour is/are... ” and “Where is/are... ”
Pronunciation Skills: Distinguish and pronounce vowel sounds (/e /, /i /, /a /, / /, /ju /) through chants and repetition.
Real-Life Application: Participate in dialogues and games to practice describing items and their positions in English.
Difficult Points
Confusion between in, on, and under when describing complex spatial relationships.
Correctly matching singular/plural nouns with verbs and pronouns.
Difficulty pronouncing less familiar vowel sounds.
Understanding the broader importance of tidiness beyond the language learning context.
Section 1: Section A 1a-1b
Content Analysis
What
Language Components:
Vocabulary: Everyday items (ruler, cap, bottle) and colors (red, blue).
Structures: Questions: What do you have and What colour is/are...
Grammar: Singular/plural agreement (e.g., It’s red. → They’re blue.).
Activities:
Listening tasks (color matching, dialogue comprehension).
Role-play and pair work for interactive practice.
Critical thinking tasks (Schoolbag Audit debate).
Thematic Link: Introduces “Keep Tidy!” through real-life scenarios like organizing schoolbags.
Why
Build foundational vocabulary/sentence patterns for later lessons (e.g., prepositions and grammar rules).
Improve listening/speaking skills through structured tasks.
Develop organizational habits and logical reasoning (e.g., debate on clutter vs. order).
Foster self-reflection and responsibility via the Schoolbag Audit.
Encourage ownership of personal habits and tidy behaviors.
How
Dialogues: Real-life Q&A (What do you have ).
Task-Based Texts: Listening games (color-mixing), problem-solving activities.
Differentiated Tasks:
Basic: Vocabulary matching.
Advanced: Debates, checklist creation.
Learning Objectives
At the end of this section, students will be able to:
Accurately identify and name common items and colors.
Use “What do you have ” and “What colour is/are... ” correctly in dialogues.
Improve information retrieval through listening and speaking tasks.
Focal and Difficult Points
Focal Points
Memorization and application of item and color vocabulary.
Singular/plural sentence conversion (e.g., It’s red./They’re blue.).
Difficult Points
Agreement between verbs/adjectives and noun plurality (e.g., The shoes are brown.).
Rapid comprehension of color and item details in listening activities.
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Lead in Activity: “Lost and Found Mystery” Show an image of a messy schoolbag and ask: “Is this schoolbag tidy Why/Why not ” “How can we find the owner What clues do we have ” Look at items in the schoolbag and think of related words and expressions and answer questions. To introduce the theme to students through a relatable scenario, sparking curiosity about item identification.
Step 2 Vocabulary input Activity 1: Flashcard Matching & Phonics Focus Use flashcards to teach item names (ruler, cap, bottle) and colors (red, blue). Ask students to finish Activity 1a and practice “What do you have ” “I have …”. Phonics Integration: Highlight target sounds (e.g., /e/ in red, /u / in blue) through choral repetition. Activity 2: Guessing Game Describe an item (e.g., “It’s long and thin. You use it to draw lines.”) and let students guess and state its color. Match words to pictures (Activity 1a) and practice: “What do you have ” → “I have a red cap.” Guess (ruler) and state its color. To help students build vocabulary with multi-modal input (visual/ auditory) and contextualize phonics.
Step 3 Pre-listening What about you What do you have in your schoolbag Work in pairs. Ask and answer about things in each other’s schoolbag. To help students learn and use target language in the real-life scenario.
Step 4 While & Post listening Activity 1: Color Detective (Activity 2a, 2c) Play audio clips of color descriptions. Activity 2: Role-Play Dialogue (Activity 1b) Phonics Focus: Correct pronunciation of /u / (blue) vs. / / (cup). Match colors to items in the textbook. Differentiation: Advanced students transcribe sentences (e.g., “The bottle is blue.”). Role-play “Lost and Found” dialogues using real objects. A: “What do you have ” B: “I have a blue bottle. What colour is your cap ” A: ... To strengthen students’ listening accuracy and oral fluency while reinforcing target expressions.
Step 5 Further Listening Can you help Teng Fei, Yaming and Peter find their things What color are they Ask students to finish Activity 2c and 2d. Listen to three conversations and color the things. Listen again and get more detailed information to complete sentences. To develop students’ ability to capture information through listening.
Step 6 Critical Thinking Activity: “Schoolbag Audit” Ask students to list items in their schoolbags and label colors. Debate Pose the question: “Is it better to have many small items or fewer organized ones ” Group Task: List items in their schoolbags and label colors. Debate in groups and give reasons using target language: “Too many red pens make my bag messy!” “A blue notebook helps me stay organized!” Help one of the group members to list items in his or her schoolbag, label colors, and share tips to reduce clutter. To foster student’s logical reasoning and help them connect language use to real-life decision-making and reflect on personal habits.
Homework Must-do: Post a photo of your schoolbag with labeled items/colors (e.g., “The ruler is yellow.”). Optional: Design a “Tidy Checklist” using imperatives: “Put pencils in the case!” “Keep your cap on the hook!” To reinforce student’s vocabulary and encourage the real-world application of the theme.
Blackboard Design
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