资源简介

Starter Unit 2 Keep Tidy
Instruction Design
The second period
Section B Where do you put your things (1a-2a)
The analysis of the text.
【What】The first conversation is between Ella and her mother. Ella's room is not tidy so she can’t find her hat. And Ella's mother helps her find the item and tells Ella to keep the room tidy; The second dialogue is between Emma and her father, who can't find his new glasses. And Emma does him a favor.
【How】The two texts are basically composed of questions and answers. They start by asking questions, inquiring about the relevant information of the item, identifying the information, finding the item and expressing one's thanks.
【Why】The conversations aim to let students use the target language to talk about personal items in different situations, and enhance self-management awareness.
The analysis of students.
【Strength】Students are familiar with the situations in the conversations and it’s easy to resonate with the topic.
【Weakness】Some students can not find the deep causes why they need to keep tidy. And they are lack of the sense of self-management to some extent.
Aims of teaching.
【Language competence】
(1)Identify names of the things;
(2)Use in/on/under to describe positions correctly;
【Thinking ability】
Improve the thinking ability of inference by figuring out the hidden information behind the words;
【Cultural awareness】
Know the importance of keeping tidy;
【Learning strategy】
Work with partners to practice the expressions;
Process of instruction.
Teacher activities Students activities Evaluation
Lead in Today, let’s go to Ella’s room to see if she can keep tidy. Firstly, let’s identify things in Ella’s room Observe and identify the names of items in her room. 1.Students can mark the names of items in the picture correctly.
2.1a Look and fill in the blanks with in/on/under. 2.Students fill in the blanks with prepositions given. 2.Students can fill in the blanks with the right prepositions.
3.Talk about where the things are in the picture. The ... is/are +prep.+... 3.Students describe where the items are in the room with the sentence pattern. The cat is in the box./The lamp is on the desk. 3.Students can talk about the location of the items properly.
4.Now, we’ve learnt about the items and their locations in her room. Let’s think about this question “Is this room tidy or not ” And can you help to make her room tidy 4.Students express their ideas about the question and help to put the things in order to make the room tidy. The _________________ should be in/on/under ... 4.Students can give their ideas and describe the positions where the items should be put.
Purpose of the design: Through the activities, students can identify names of the items in her room and describe their positions properly, which gets students prepared for the tasks below.
As you can see, the room is untidy, which will bring some troubles to their life. Now let’s read the conversations and help Ella and Emma’s dad to find things. 1b Read conversation 1 and answer the questions. (1)What’s Ella’s problem (2)What color is it (3)Where is it (4)What’s mum’s advice 5.Students read the first conversation and find the answers to the questions. (1)What’s Ella’s problem She can’t find her cap. What color is it It’s red. Where is it It’s under the desk. (4)What’s mum’s advice She needs to keep her room tidy. 5.Students can read to catch the keys to the questions correctly.
6.Read to think. Let’s think more to have a better understanding of the situation. (1)Why does Ella have the problem (2)Why do we need to keep tidy 6.Students analyze the situation and figure out the reasons. (1)Why does Ella have the problem Because she doesn’t keep her room tidy. Why do we need to keep tidy 6.Students can analyze and figure out the reasons based on the clue in the mind map.
7.Sometimes, our parents will look for things too. Read conversation 2 and answer the questions. (1)What’s dad’s problem (2)What color are they (3)Where are they 7.Students read the second conversation and find the answers. (1)What’s dad’s problem He can’t find his glasses. (2)What color are they They are brown. (3)Where are they They are on dad’s head. 7. Students can find the right details in the dialogue quickly.
Purpose of the design: Students are able to catch the details in the conversations and analyze the deep reasons why they need to keep tidy.
8.Discourse analysis. (1)Figure out the function of sentences in the conversations. (2)Figure out their change of feelings and thoughts unsaid. (1)Students analyze the conversations and figure out the functions. State the problem _______ Ask about details _______ Give guesses _______ Solve the problem ______ Give advice _______ (2)Change of feelings:_______ Thoughts unsaid:_______ 8.Students can identify the functions by discourse analysis.
Purpose of the design: By analyzing the discourse, the functions of the sentences can be clear to learners.
9.Practice (1)Role-play the conversations in pairs. (2)Make up a conversation in pairs. 9.(1)Students role-play the conversations and pay attention to the tips above. (2)Make up a conversation in pairs based on the items in the checklist. 9.Students can complete the tasks by what they have learnt.
Purpose of the design: Students can consolidate what they have learnt in this lesson by practicing.
Blackboard design Starter Unit 2 Section B Where do you put your things (1a-2a) Items prep. Why to keep tidy hat, box, pen... in/on/under Conversation: (1)Start a talk by stating the problem; (2)Go on a talk by asking and giving details/guessing; (3)End a talk by showing thanks/giving advice; *Tidy your things. Tidy your soul!

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