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中小学教育资源及组卷应用平台
人民教育出版社 七年级上册教学设计
Starter Unit 2 Keep Tidy Section 3 Section B 1a-1d
Content Analysis
What
Language Focus
Prepositions: in, on, under for describing spatial relationships (e.g., The book is on the desk).
Grammar: Singular/plural agreement (It’s → They’re), imperative structures for rules (Put...).
Activities
Visual tasks: Fill-in-the-blank with images (Activity 1a).
Dialogue analysis: Extracting location details from conversations (Activity 1b).
Writing tasks: Describing personal spaces and creating tidy rules (Activity 1d).
Thematic Link
Connects spatial organization to efficiency and tidiness, reinforcing the unit theme “Keep Tidy!”.
Why
Master preposition usage in real-life contexts (e.g., The pen is under the book).
Improve writing coherence through grammar consistency.
Develop organizational thinking by analyzing and solving spatial problems (e.g., Tidy Plan activity).
Enhance collaborative skills through peer review and group tasks.
Foster responsibility for personal spaces via reflective writing (“My Room Improvement Plan”).
How
Multi-modal Input
Visual: Comparing tidy vs. messy room images.
Textual: Writing tasks with templates (In my room, the...).
Problem-Solving: Design a Tidy Plan for a virtual messy room.
Peer Interaction: Collaborative rule-making and essay reviews.
Differentiated Practice:
Foundational: Fill-in-the-blank exercises.
Advanced: Creating complex tidy rules with imperatives.
Learning Objectives
By the end of this section, students will be able to:
Correctly use prepositions to describe item positions.
Extract and retell location details from dialogues.
Write sentences about personal item locations independently.
Focal and Difficult Points
Focal Points
Accurate use of in, on, under.
Extracting spatial information from dialogues.
Difficult Points
Choosing prepositions in complex scenarios (e.g., The book is on the desk, but the pen is under it.).
Maintaining grammar consistency in writing (singular/plural agreement).
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Lead in Activity: “Tidy vs. Chaotic – What’s the impact ” Show contrasting images of a tidy room and a messy room. Guided questions: “Which room do you prefer Why ” “What problems might arise in the messy room ” “How can disorganization affect your study or mood ” Group Discussion Brainstorm consequences of clutter (e.g., lost items, wasted time) and talk about the topic. To help students link spatial organization to daily efficiency, setting the stage for preposition learning.
Step 2 Preposition Discovery Activity: “Where’s My Pencil Classroom Scavenger Hunt” Task 1: Hide classroom items (e.g., pens, erasers). Task 2: Use a labeled room image (Activity 1a). Ask/answer using prepositions: A: “Is the eraser under the chair ” B: “No, it’s on the desk!” Identify misplaced items and discuss frustrations. And then fill in blanks: “The shoes are under the bed. The books are on the shelf.” To help students contextualize prepositions through kinesthetic and visual learning.
Step 3 Dialogue Analysis Activity: “Lost and Found Role-Play” Scenario: Students act as roommates searching for misplaced items. Dialogue Framework: A: “Where’s my cap ” B: “Is it in the drawer ” A: “No, it’s under the bed!” Differentiation: Advanced pairs add reasons for tidiness (e.g., “We must keep shoes under the bed to save space!”). To help students reinforce prepositions in conversational contexts while emphasizing tidiness benefits.
Step 4 Reading tasks Guide students to finish reading tasks in 1b. Distribute a short passage adapted from the textbook with missing prepositions. Read the two conversations. Find the cap and glasses in the plete the passage with correct prepositions and read aloud. To help students strengthen the accurate use of prepositions in context.
Step 5 Post reading Design a Tidy Plan: Display a virtual messy room image (with items like shoes, books, toys, etc.). Ask students to describe item locations with prepositions, create a tidy rule and then write a short description. Work in groups: 1. Describe item locations using prepositions (e.g., The shoes are under the bed.). 2. Create tidy rules (e.g., We must put books on the shelf.). 3. Write a short description (3-5 sentences). To help students apply what they have learnt to solve real-life problems and foster collaboration.
Step 6 Writing Task Writing Presentation Provide a template: In my room, the ______ is/are ______. To keep tidy, I ______. Write independently: Describe their own room and propose improvement plans. To help students practice language output and enhance writing skills.
Step 7 Evaluation & Feedback Peer Review: Ask students to exchange essays and check using a checklist: - Correct preposition usage. - Clarity and feasibility of rules. Teacher Feedback: Project sample essays, highlight strengths, and suggest improvements. Mark errors and give suggestions according to the checklist (e.g., “Change ‘in’ to ‘on’ here”). Note common errors (e.g., singular/plural mismatches) and correct them collectively. To help students develop critical thinking and peer-learning skills.
Homework Activity: “Tidy Ambassador Challenge” Must-do: Tidy a home area (e.g., desk, wardrobe). Take before/after photos with captions: “Before: Shoes under the chair. After: Shoes in the closet.” Optional: Record a 1-minute video explaining the tidy process in English. To help students bridge classroom learning to daily life, reinforcing responsibility.
Blackboard Design
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