资源简介

Starter Unit 2 Keep Tidy!
单元导航
一、单元内容分析
本单元为英语教材的入门单元，标题为“Keep Tidy！”。它旨在向学生介绍如何描述个人物品以及如何谈论物品的位置。该单元分为两个主要部分：
Section A:“What do you have ”这一部分包括了将物品名称与图片匹配、讨论书包中的物品以及阅读颜色词汇和给物品上色等活动。此外，还有一个发音练习，学习元音字母在开音节中的读音。
Section B:“Where do you put your things ”这一部分聚焦于讨论房间是否整洁以及物品的放置位置，学习使用介词 in，on，under。并要求学生书写关于自己物品的描述。
此外，还有一个项目作业：“Guess what it is”，在这个活动中，学生需要从教室里选一样物品，写下它的名字，然后到教室前面通过描述该物品的颜色和位置(使用 in，on，under)让其他同学猜。
二、单元教学目标
1.让学生能够识别并正确命名常见的个人物品及颜色。
2.教授学生如何使用基本介词( in，on，under)来描述物品的位置。
3.引导学生学会保持自己的空间整洁有序。
4.提高学生对元音字母在开音节中发音的认识和准确度。
5.通过互动游戏加强学生对物品名称、颜色和位置描述的理解和应用。
三、单元重难点
重点：
1.掌握描述个人物品的名称和颜色句式。
2.学习并使用介词 in, on, under来描述物品位置。
3.理解并正确发出元音字母在开音节中的读音。
难点：准确地使用介词来描述三维空间中物品的位置。
核心素养
语言能力 Students will be able to identify and match objects with their names, and describe what they have in their schoolbags.
文化意识 Through comparing the tidiness of different rooms, students will develop an aware- ness of cultural differences in tidiness standards and personal spaces.
思维品质 Through completing sentences and writing about their things, students will demon- strate their ability to organize and express ideas clearly.
学习能力 Key words and phrases bottle, eraser, key, thing, need, You' re welcome, wait a minute
Key sentences What do you have in your schoolbag What colour is the cap What colour are the rulers I can't find my new cap. It's under your desk. You need to keep your room tidy.
Key grammar Learn to use preposition words in, on and under.
课时划分 Four periods Period 1 Section A (1a–2e)
Period 2 Pronunciation (1–4)
Period 3 Section B (1a–1d)
Period 4 Project (2a-2d)
Period 1 Section A (1a-2e)
【教学内容】
1.学习日常物品名称和颜色词汇。
2.谈论拥有的物品。
【核心素养】
1.学生能够认识并正确使用表示物品的词汇: ruler, cap, pencils, bottle, eraser, keys。
2.学生能够运用句型“What do you have in your schoolbag ”及回答,介绍自己书包里的物品。
3.学生能够识别并使用颜色词汇描述物品的颜色。
4.培养学生整理和保持个人物品整洁的好习惯。
【重点难点】
重点：物品名称的英文表达与运用，以及如何询问和描述物品的颜色。
难点：准确使用英文描述物品及其颜色，特别是颜色的形容词。
【教学过程】
Step 1 Lead-in
1. Greet students and ask about their weekend activities to create a relaxed atmosphere.
2. Display a few pictures of schoolbags on the screen and ask students to talk about what they usually carry in their schoolbags. Encourage them to use English as much as possible.
Step 2 Work on 1a
1. Show la pictures on the screen and introduce the new vocabulary items one by one: a rul- er, a cap, pencils, a bottle, an eraser, keys. Point to each item and ask students to repeat after you.
2. Ask students to turn to their partners and practise saying the names of the items. Monitor their progress and provide help if needed.
3. Explain the task in 1a: Match the things with the names. Ask students to work in pairs and match the items with their corresponding names. Encourage them to use the new vocabulary.
Step 3 Work on 1b
1. Ask them to turn to their partners and use the model conversation to talk about what they have in their schoolbags.
eg:— What do you have in your schoolbag
——I have a cap.
— What do you have in your schoolbag
—I have a bottle.
Monitor their practise and provide feedback.
2. Ask several students to act out their conversations in class.
Step 4 Work on 2a
Transition to the colour description by saying, “Now let's talk about the colours of these things.” Show 2a pictures on the screen and introduce the colour words: brown, black, yellow, or- ange, green, blue, white, red. Then listen to the colour words and match them with the pictures.
Step 5 Work on 2b
1. Explain the difference between singular and plural forms when describing colours. eg:“What colour is the cap ” for singular items and “What colour are the trousers ” for plural items. Ask students to repeat the questions and answers.
2. Have students work in pairs again and use the model conversation to talk about the colours of the items in 2b. Encourage them to use the correct singular or plural form of the colour description.
3. Ask several students to act out their conversations in class.
Step 6 Work on 2c &2d
1. Explain the task in 2c:“Now we' re going to listen to a recording and colour the things ac- cording to what we hear.” Play the recording for the students and ask them to colour the items in their textbooks.
2. After the first listening, play the recording again for 2d and ask students to complete the sentences about the colours of the items mentioned in the conversation. Monitor their progress and provide assistance if needed.
3. Check the answers with the whole class, pointing out any common mistakes and emphasi- zing the correct usage of singular and plural forms of colour description. The answers are:
(1) Teng Fei's schoolbag is blue.
(2) Yaming's bicycle is black and orange.
(3) Peter's shoes are red.
Step 7 Work on 2e
1. Transition to the production stage by saying, “Now it's your time to talk about something new you have. Let's share with our partners. ” Ask students to bring out a new thing they have with them and prepare to talk about it.
2. Model a conversation using the target language, such as: “I have a new pencil case. What colour is it It's blue.”
3. Ask students to repeat the conversation and then practise in pairs. Encourage them to use the correct form of colour description and describe their items in detail.
4. Monitor their conversations and provide feedback on their language use and pronunciation. Encourage them to use the new vocabulary and sentence structures they have learned.
5. Ask several students to act out their conversations in class.
Step 8 Summary and Homework
Summarize the key points of the lesson, emphasizing the new vocabulary, sentence struc- tures, and colour description. Encourage students to use the language they have learned in their daily lives.
Assign homework: Ask students to draw a picture of their schoolbag or another item they have and label the items with their names and colours using the target language. This will help them consolidate their learning and prepare for the next lesson.
【随堂作业】
根据汉语提示或用括号中所给单词的适当形式填空。
1. Cindy can't find her eraser (橡皮), because her things are everywhere.
2. You can see some water in the bottle (瓶子).
3. You can see four keys ( key) on the table.
4. The red cap looks ( look) cool on you.
5. These are my new trousers. They ( it) are blue.
【板书设计】
Starter Unit 2 Keep Tidy! Section A: What do you have (1a–2e) Words: ruler, cap, pencils, bottle, eraser, keys Colours: brown, black, yellow, orange, green, blue, white, red Sentences: What do you have in your schoolbag I have a cap. What colour is the cap What colour are the trousers It's/ They' re...
【教学反思】
中小学教育资源及组卷应用平台
本节课通过多样化的教学活动，使学生积极参与并掌握了物品名称、颜色描述以及目标句型。学生在配对练习和听力活动中展现了良好的听说能力。但在颜色描述的复数形式使用上，部分学生仍存在困惑，今后我应加强对复数形式的讲解和练习。同时，应鼓励学生更多地在实际生活中运用所学语言，提高语言应用能力。
Period 2 Pronunciation (1–4)
【教学内容】
元音字母在开音节中的读音。
【核心素养】
1.学生能够准确发出五个指定元音的发音，并能辨别含有这些元音的单词。
2.学生能够通过听和读的活动，提高对这五个元音在实际语境中运用的理解能力。
【重点难点】
重点：掌握五个指定元音的发音规则，并能够在单词中正确应用。
难点：准确区分并发出相似元音之间的细微差别，如/eI/ 和/i /。
【教学过程】
Step 1 Lead-in
1. Greet the students and welcome them to the class.
2. Briefly introduce the topic of the lesson: Pronunciation focusing on vowel sounds.
Step 2 Work on Pronunciation l
1. Display the vowel sounds/eI/,/i /,/aI/,/ /,/ju / on the board along with their re- spective sound charts.
2. Guide the students to observe the sound charts and encourage them to attempt pronouncing the sounds.
3. Model the correct pronunciation of each vowel sound and ask the students to repeat after you.
4. Ask students to practise the five vowel sounds individually. Then ask several students to pronounce the sounds.
5. Play the recording and let students listen and repeat again.
Step 3 Work on Pronunciation 2
1. Show groups of words in Pronunciation 2 and ask the students to circle the words that con- tain the specified sound in each group.
2. Guide the students in pronouncing the circled words correctly, emphasizing the vowel sounds. Encourage the students to practise pronouncing the words in pairs or small groups, cor- recting any mispronunciations.
Step 4 Work on Pronunciation 3
1. Present a list of words in Pronunciation 3 and ask the students to read them aloud, focu- sing on accurate pronunciation.
2. Play the recording and let students listen and repeat.
3. Monitor the students’ pronunciation and provide feedback, emphasizing the correct vowel sounds.
4. Conduct a reading game where students take turns reading words from the list, rewarding correct pronunciation with points or praise.
Step 5 Work on Pronunciation 4
1. Play the recording of the chant and ask the students to listen carefully, paying attention to the pronunciation and rhythm.
2. Guide the students in reading the chant aloud, emphasizing the vowel sounds and encour- aging them to follow the rhythm.
3. Invite a few students to read the chant in front of the class, providing positive feedback and suggestions for improvement.
Step 6 Summary and Homework
Summarize the vowel sounds learned in the lesson and emphasize the importance of accurate pronunciation.
Assign homework: Ask students to record themselves reading the chant at home and to prac- tise pronouncing the vowel sounds in other words.
【随堂作业】
根据汉语意思完成句子，每空一词。
1.你的书包里有什么
What do you have in your schoolbag
2.我有一把新尺子。
I have a new ruler .
3.这条裤子是什么颜色的
What colour are the trousers
4.这辆自行车是黑白相间的。
This bike is black and white .
5.蓝色是我最喜欢的颜色。
Blue is my favourite colour .
【板书设计】
Starter Unit 2 Keep Tidy!
Section A: What do you have ( Pronunciation 1 - 4)
Pronunciations:a/e /, e/i /, i/a /,o/ /, u/ju /
1./e / bag, late, take
2./i / egg, bed, me
3./a / kite, ship, ice
4./ / nose, stop, go
5./ju / duke, bus, run
【教学反思】
本节课通过多种形式的活动和练习，帮助学生掌握了元音音素的正确发音，提高了学生的发音准确性和语音流畅性。学生在歌谣朗读环节中表现出较高的兴趣和积极性，语音语调和节奏感得到了较好的培养。然而，部分学生在发音时仍存在一些问题，需要在后续教学中加强指导和练习。同时，我也应注重培养学生的自主学习能力，鼓励学生在家中多加练习，提高语音水平。
Period 3 Section B (1a-1d)
【教学内容】
使用介词 in, on, under来描述物品的位置。
【核心素养】
1.能理解并正确使用介词 in，on，under来描述物品的位置。
2.能通过阅读对话理解日常生活中整理房间的重要性，并能就此话题进行简单交流。
3.能通过听力练习和阅读活动提高综合运用语言的能力。
【重点难点】
重点：掌握介词 in，on，under的用法及描述物品位置的句型。
难点：准确理解对话内容，并能在实际情境中灵活运用所学知识进行表达。
【教学过程】
Step 1 Lead-in
Greet the students and inquire about their mood and daily activities. Ask“After school, where do you usually put your things ” to encourage students to share their habits of storing items.
Step 2 Work on 1a
1. Display the picture in la and guide students to observe the locations of the objects careful- ly. Ask:“Is this room tidy or not ”. Discuss the question and emphasize the importance of keeping a tidy room.
2. Ask students to complete the sentences with the correct prepositions ( in, on, under) and check their answers. Highlight the usage and differences between the prepositions. The answers are:
(1)A schoolbag is on the desk.
(2) Some books are in the box.
(3) A pair of socks is under the bed.
Step 3 Work on 1b
1. Look at the pictures in 1b and discuss with students: What may they talk about
2. Ask students to read the two dialogues in 1b together. Ask questions such as:“What are they looking for ” and“Where are the items finally found ” to help students understand the con- tent of the dialogues.
3. Mark the locations of the objects ( cap and glasses) in the dialogues and guide students to find them in the pictures.
4. Students check each other's answers and discuss other possible expressions for finding ob- jects. Explain the following items.
(1) Here it is.
(2) You need to keep your room tidy.
(3) Sorry, Mum.
(4) Wait a minute.
(5) You' re welcome.
5. Divide students into groups and ask them to discuss the following questions:
(1) Why do people sometimes lose their things
(2) How can we avoid losing things
(3) What should we do if we lose something
6. Each group selects a representative to share their findings, and the teacher provides feed- back and summarizes.
7. Students reread the dialogues in 1b and prepare for role-playing. Encourage students to a- dapt the dialogues using their own objects and scenarios to make them more realistic.
8. Students take turns to perform the role-plays, while the rest of the class watches and pro- vides feedback. The teacher comments on the students’ performance, emphasizing accuracy and fluency.
Step 4 Work on 1c
1. Ask students to read the conversations in 1b again and complete the tasks in 1c.
2. Check answers and discuss any difficulties. The answers are:
1. B;2. B;3. A;4. B.
Step 5 Work on ld
1. Model how to write about one's own things using the example sentences.
2. Ask students to write about their own things, using the correct prepositions. Provide feed- back and correction as needed.
3. Ask several students to display their writings.
Step 6 Summary and Homework
Summarize the lesson, emphasizing the use of prepositions and the importance of tidiness.
Assign homework: Ask students to write a short paragraph about their room, including the positions of their things.
【随堂作业】
根据汉语提示完成句子。
1. My father has a pair of (一副) glasses.
2. The box is on your desk (在你的桌子上面).
3. You can put your shoes under the bed (在床下面).
4. You can see his things (东西) everywhere.
5. We need (需要) some vegetables to make salad.
【板书设计】
Starter Unit 2 Keep Tidy! Section B: Where do you put your things (1a–1d) Words: in, on, under, thing, need Sentences: You' re welcome. My schoolbag is red. It is under my chair. My trousers are brown. They are on my bed.
【教学反思】
通过本节课的教学，学生们对描述物品位置的介词有了更清晰的理解，能够在实际对话中应用 in，on，under。在课堂活动中，大多数学生积极参与，但部分学生在自主编写句子时仍显得有些吃力，说明需要在写作能力上加强引导和练习。今后的课程中我应更多关注这部分学生，提供更多个性化指导。同时，也要注意培养学生整理物品、保持环境整洁的好习惯，将语言学习与生活习惯教育相结合。
Period 4 Project (2a-2d)
【教学内容】
项目学习“猜猜它是什么”。
【核心素养】
1.学生能够正确使用 in，on，under等介词描述物品的位置。
2.培养学生的口语表达能力和逻辑思维能力，通过游戏提高他们参与课堂活动的积极性。
3.通过小组合作，增进学生之间的友谊，培养团队合作精神。
【重点难点】
重点：掌握并运用 in，on，under等介词描述物品的位置。
难点：准确、流畅地运用所学语言进行口头描述和猜测。
【教学过程】
Step 1 Lead-in
1. Greet students and ask about their daily lives.
2. Play a quick game of“Where is it ” to review the use of prepositions in, on, under.
Step 2 Work on Project 2a
1. Explain the goal of the project: to guess what object is being described.
2. Show an example of how to describe an object using colour and position.
Step 3 Work on Project 2b
1. Choose a student volunteer to come to the front. Provide the student with a piece of paper that has the name of an object written on it.
2. Guide the student to describe the object's colour and position using the correct preposi- tions.
3. Ask the other students to guess the object based on the description.
Step 4 Work on Project 2c
Ask students to form pairs and select an object from the classroom. Each pair takes turns de- scribing their object and allowing the other to guess. Encourage students to use descriptive lan- guage and ask clarifying questions.
Step 5 Work on Project 2d
Divide the class into small groups. Each group selects a representative to come to the front and play the guessing game with the whole class. The rest of the group members help their repre- sentative by giving hints or asking questions.
Step 6 Summary and Homework
Summarize the lesson, emphasizing the use of prepositions and descriptive language.
Assign homework: Ask students to create their own guessing game at home with family mem- bers, using objects from their own environment.
【随堂作业】
用括号中所给单词的适当形式填空。
1. My friend Alice needs to ask ( ask) the teacher for help.
2. This new pair of trousers looks ( look) very cool.
3. There are some lions over there. Can you see them ( they)
4. Miss Liu loves swimming, so her ( she) favourite season is summer.
5. When my grandfather reads newspapers(报纸), he always wears glasses ( glass).
【板书设计】
Starter Unit 2 Keep Tidy!
Section B: Where do you put your things
Project: Guess what it is (2a-2d)
Prepositions: in, on, under
Examples: The book is in the bag.
The pen is on the table.
The ball is under the chair.
【教学反思】
本节课通过猜谜游戏的形式，成功地激发了学生的学习兴趣和参与热情。学生在游戏中不仅复习了介词的使用，还锻炼了口语表达能力和逻辑思维能力。同时，通过小组合作，学生之间的交流和互动也得到了增强。在今后的教学中，可以进一步丰富游戏形式和内容，以更好地满足学生的学习需求，提高他们的综合语言运用能力。

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