资源简介

Starter Unit 2　Keep Tidy!
　Section B 1a—Project
This lesson employs activities such as picture filling exercises，dialogue practices，reading comprehension，and writing exercises to guide students in learning and applying vocabulary and sentence structures that describe the location of objects.The content of the textbook is closely related to students' daily lives，which helps stimulate their interest.
◆ Language Proficiency(语言能力)
Students will be able to master and utilize vocabulary such as “bed”“desk”“chair”“cap”“shoes”“schoolbag” and “box”，as well as prepositions like “in”“on” and “under”．
◆ Cultural Awareness(文化意识)
Cultivate students' awareness of maintaining a tidy environment.
◆ Thinking Quality(思维品质)
Enhance students' spatial perception and logical thinking abilities through describing the location of objects.
◆ Learning Capability(学习能力)
Improve students' language practice and autonomous learning abilities through participation in activities.
◆ Teaching Focus(教学重点)
Help students use prepositions and sentence structures for describing the location of objects accurately.
◆ Teaching Difficulties(教学难点)
Enhance students' ability to flexibly apply the learned knowledge to describe the positions of different objects.
◆ Teaching Breakthroughs(教学突破)
Assist students in understanding and memorizing the use of prepositions through physical demonstrations and role play activities.
Activity 1 Warming up and revision(感知与注意)
T：Good morning/afternoon，everyone！Before we start today's lesson，let's do a quick review.Who can tell me a word that describes a clean and organized room
S1：Tidy!
T：Excellent！And how about a room that's not clean？What word can we use
S2：Messy!
T：That's right！Today，we're going to talk more about rooms and the things inside them.Are you ready
设计意图：通过复习旧知，激活学生记忆，为后续学习做铺垫。
Activity 2 Presentation(获取与梳理)
Work on 1a
T：(The teacher shows a picture of a room.) Look at this picture.What do you think of the room？Is it tidy or messy？Let's fill in the blanks together.
T：There is a T shirt，a book，a pen and an exercise book on the bed，right？So，we can say “The bed is messy.”
(Students repeat and fill in the blanks.)
T：Now，what about the desk？Is there anything on it
S：(Students observe and answer.) There is a schoolbag，a bottle，a ruler and a pencil on the desk.
T：So，we can say “The desk is messy.”
设计意图：通过图片引导，帮助学生掌握描述房间整洁度的词汇和句型。
Activity 3 Reading(获取与梳理)
Work on 1b
T：Now，let's move on to 1b.You'll read two conversations and find out where the cap and glasses are in the pictures.Ready？Go!
(a few minutes later)
T：In the first conversation，where do they find the cap
Ss：Under the desk.
T：Great！And in the second conversation，where are the glasses
Ss：On Emma's father's head.
设计意图：通过对话理解，提升学生提取信息的能力，并加深对物品位置描述的理解。
Activity 4 Reading(获取与梳理)
Work on 1c
T：Now，read the conversations again and choose the correct answers to the questions.Let's work in pairs and then share your answers.
(a few minutes later)
T：What colour is Ella's cap in the first conversation
S：It's red.
T：And where is it
S：It's under the desk.
设计意图：通过再次阅读对话并回答问题，深化对对话内容的理解，同时培养学生的合作学习能力。
Activity 5 Writing(概括与整合)
Work on 1d
T：It's time to write our own sentences.First，let's observe two italic sentences in the form and then try to finish Sentence One and Sentence Two.Then I'll invite some students to read their sentences.
T：Now write your own sentences about the things around you.Remember to use the vocabulary and sentence structures we've learned today.
Discuss how they keep the things around them tidy in groups.
(The teacher walks around the classroom and communicates with some students.)
T：What are you going to talk about
S：I'm going to talk about the pencils.
T：What colour are they
S：They are blue.
T：Where are they
S：They are on the desk.I should put them in the pencil box now.
(Students share their ways and the teacher gives recognition and advice.)
设计意图：通过写作练习，将所学词汇和句型运用于实际情境中，提升学生的写作能力。
Activity 6 Guess what it is(想象与创造)
T：Now，let's have some fun with a guessing game.Choose an item from your classroom and write its name on a piece of paper.We'll play in groups of three.One person holds the item，another person asks questions，and the third person tries to guess what it is.Remember，you can only ask “Yes” or “No” questions.
(Students play the game in groups.)
T：Is it long
S：Yes.
T：Can you use it to write
S：No.
T：Is it a ruler
S：Yes.
设计意图：通过游戏形式，激发学生的学习兴趣，同时锻炼他们的提问、回答和逻辑推理能力。
Activity 7 Homework(反馈与强化)
Draw a picture of your room and write sentences about where your things are.
During the teaching process，it is important to pay attention to students' mastery of prepositions of position and to provide timely correction and guidance.
Reflect on the creative expressions used by students when describing the location of objects，and encourage them to explore more diverse sentence structures.Consider how to integrate students' real life experiences more effectively to make language learning more vivid and practical.

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