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Starter Unit 2 Keep Tidy!-Section B（1a~1d）
1. Content Overview
This section (1a-1d) is a core listening and speaking segment of Starter Unit 2 "Keep Tidy!", focusing on
reinforcing the theme of "keeping things in order" and expanding related language knowledge and
communicative skills.
1a serves as a vocabulary and phrase review and extension activity. It presents 8 pictures depicting common
school supplies (e.g., book, pencil box, ruler) and personal items (e.g., schoolbag, eraser) in different positional
states (on, in, under, tidy, messy). Students are required to match the pictures with the corresponding descriptive
phrases (e.g., "the book on the desk", "the keys in the bag"), which helps them consolidate the use of prepositions
of place and the structure of "noun + prepositional phrase".
1b and 1c are graded listening tasks. 1b is a "listen and number" exercise: students listen to a short dialogue
between two students (likely a teacher and a student or two classmates) about arranging items, and number the
4 target pictures (selected from 1a) in the order they are mentioned. This task trains students' ability to connect
auditory information with visual cues. 1c is a more challenging "listen and circle" activity: based on the same or a
slightly extended dialogue, students circle the correct words (e.g., "in/on", "tidy/messy") to complete sentences,
focusing on their ability to capture key details (prepositions and descriptive adjectives) in listening.
1d is a speaking output task that guides students to apply the language learned. It provides a sample
dialogue about asking and answering the location of items and discussing tidiness (e.g., "—Where is... —It’s... /
They’re... Is it tidy Yes, it is. / No, it isn’t."). Students are then asked to work in pairs to make similar dialogues
using the pictures in 1a or their own real-life situations, realizing the transition from input (listening) to output
(speaking) and achieving the goal of using language to communicate about "keeping tidy".
2.1 Knowledge Objectives
Students can master the meaning and usage of key vocabulary: tidy, messy, desk, chair,
bag, book, pencil box, keys, ruler, eraser.
Students can proficiently use prepositions of place (in, on, under) to describe the
教学目标 location of items, and master the sentence structures: Where is + singular noun It’s + prepositional phrase.
Where are + plural nouns They’re + prepositional phrase.
Is it/Are they tidy Yes, it is./No, it isn’t. / Yes, they are./No, they aren’t.
Students can understand the listening material about discussing item locations and
tidiness, and extract key information (item names, locations, tidiness status).
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2.2 Ability Objectives
Listening: Students can listen and identify the order of mentioned items (as in 1b) and
accurately capture key words (prepositions, adjectives) in the dialogue (as in 1c).
Speaking: Students can work in pairs to make dialogues about asking and answering
item locations and commenting on tidiness, with correct pronunciation, intonation, and fluent
expression.
Thinking: Students can connect the language learned with real-life scenarios,
developing logical thinking ability in describing positions and judging tidiness.
2.3 Affective & Cultural Objectives
Cultivate students' awareness of keeping their study environment (e.g., desks,
schoolbags) tidy, and develop good living and study habits.
Encourage students to actively participate in pair work and class interactions, fostering
cooperation awareness and confidence in speaking English.
Help students understand that "keeping tidy" is a universal good habit, laying a
foundation for cross-cultural communication in future topics related to daily life.
3.1 Key Points
Mastery of prepositions of place (in, on, under) and their application in describing item
locations.
Proficiency in using the core sentence structures for asking and answering locations and
discussing tidiness.
Ability to complete listening tasks (1b, 1c) by extracting key information, and to
conduct simple speaking practice (1d) based on the model dialogue.
教学重难点 3.2 Difficult Points
Correctly using "in", "on", and "under" to distinguish different spatial positions (e.g., "in
the bag" vs. "on the bag", "under the desk" vs. "on the desk") in real contexts.
Fluently making extended dialogues in 1d: not only repeating the sample but also
adding personal real-life content (e.g., talking about items in their own pencil boxes or
schoolbags).
Accurately capturing detailed information in the listening material (e.g., distinguishing
between singular and plural nouns, and corresponding prepositions) in 1c.
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教学过程
5.1 Warm-up & Lead-in (5 minutes)
Teaching Activities
Greeting & Review (2 minutes)
The teacher greets students in English: "Good morning, class! How are you today " After students respond,
the teacher reviews the previous lesson’s content: "Last class, we talked about ‘keeping tidy’. Who can tell me:
what does ‘tidy’ mean " Invite 1-2 students to answer (e.g., "Things are in order."), and then ask: "What’s the
opposite of ‘tidy’ " Guide students to say "messy" (if they can’t, the teacher directly teaches the word and
explains it with simple gestures or pictures).
Game: "Guess Where It Is" (3 minutes)
The teacher prepares a real schoolbag and some small items (book, pencil, eraser). Put one item in/on/under
the schoolbag (e.g., put the book in the bag), and say: "Look! I have a book. Where is it You can guess: Is it in the
bag On the bag Or under the bag " Invite students to take turns guessing. After the correct answer is given, the
teacher repeats the sentence: "Yes! It’s in the bag." Then change the item’s position (e.g., put the eraser on the
bag) and repeat the game. During the game, the teacher emphasizes the prepositions "in", "on", "under" and the
sentence structure "It’s + prepositional phrase" to activate students’ prior knowledge and lay the foundation for
the new lesson.
Purpose
Through greeting and review, students quickly enter the English learning state and recall the theme of
"keeping tidy" and basic vocabulary.
The interactive game connects language with real objects, making abstract prepositions concrete, stimulating
students’ interest, and naturally leading to the new lesson content.
5.2 Presentation: 1a Activity (8 minutes)
Teaching Activities
Introduce 1a Pictures & Phrases (4 minutes)
The teacher projects the 8 pictures of 1a on the screen, and guides students to observe: "Look at these
pictures. They show many things in our classroom. What can you see in Picture 1 " (e.g., "A book and a desk.")
Then the teacher points to the book on the desk and says: "The book is on the desk. So the phrase is ‘the book on
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the desk’." Write the phrase on the blackboard, and lead students to read it 2-3 times (pay attention to correct
pronunciation of "on" and stress in the phrase).
Use the same method to introduce 3-4 more key phrases (e.g., "the keys in the bag", "the pencil box on the
chair", "the ruler under the desk"), and explain the meaning of each phrase by pointing to the pictures. For the
phrases involving "tidy" and "messy" (e.g., "the tidy desk", "the messy bag"), the teacher uses body language (e.g.,
making a "neat" gesture for tidy, a "disordered" gesture for messy) to help students understand.
Match Pictures with Phrases (4 minutes)
The teacher distributes small worksheets (with 1a pictures and phrases) to students, and says: "Now, let’s do
a matching exercise. Match each picture with the right phrase. You have 3 minutes to finish it by yourself."
After students complete the exercise, the teacher checks the answers with the whole class. Call 8 students to
take turns saying the picture number and the corresponding phrase (e.g., "Picture 2: the eraser in the pencil box").
For incorrect answers, the teacher guides other students to correct them, and repeats the correct phrase to
strengthen memory.
Purpose
By analyzing pictures and explaining phrases, students systematically review and expand vocabulary related
to items and positions, and understand the structure of "noun + prepositional phrase".
The independent matching exercise helps students consolidate the connection between visual information
and language expressions, laying a solid foundation for subsequent listening tasks.
5.3 Listening Practice: 1b & 1c Activities (12 minutes)
Teaching Activities
Pre-listening Preparation (3 minutes)
For 1b: The teacher points to the 4 blank pictures in 1b on the screen and says: "We will listen to a dialogue.
In the dialogue, two students are talking about some items. Your task is to number these 4 pictures in the order
you hear them. First, let’s look at these 4 pictures: what’s in each picture " Guide students to name the items and
positions (e.g., "Picture A: the book on the desk") to help them predict the listening content.
For 1c: The teacher projects the 1c sentences on the screen (e.g., "1. The book is ___ the desk. (in / on)"),
and asks students to read the sentences aloud. Then the teacher says: "Listen carefully, and circle the right word
to complete each sentence."
Listening for 1b (3 minutes)
Play the audio for 1b the first time: "Listen carefully, and try to remember the order of the pictures."
Play the audio the second time: "This time, write the numbers (1-4) next to the pictures." The teacher walks
around the classroom to observe students’ progress, and provides timely reminders (e.g., "Listen to the first item:
it’s a book...").
Check the answers: Invite a student to show their numbered pictures on the screen, and play the audio again
to confirm. For students who made mistakes, the teacher helps them find the corresponding part in the audio and
explains.
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Listening for 1c (4 minutes)
Play the audio for 1c the first time: "Listen and understand the dialogue first. Don’t circle the words yet."
Play the audio the second time: "Now, circle the correct words. If you miss something, don’t worry—we’ll
listen again."
Play the audio the third time: "Check your answers, and correct them if needed."
Check the answers in pairs first: "Discuss your answers with your deskmate. If you have different answers,
listen to the audio part again together." Then the teacher checks the answers with the whole class, and asks
students to read the completed sentences aloud to reinforce the correct usage of prepositions and adjectives.
Post-listening: Retell the Dialogue (2 minutes)
The teacher guides students to retell the main content of the dialogue based on 1b and 1c: "Who can tell us
what the dialogue is about For example: The book is on the desk. It’s tidy..." Invite 2-3 students to retell, and the
teacher supplements and corrects errors in expression.
Purpose
Pre-listening preparation helps students predict listening content, reduce listening anxiety, and improve
listening efficiency.
Graded listening (first numbering, then filling in blanks) conforms to students’ cognitive rules, allowing them
to gradually master listening skills of capturing order and details.
Post-listening retelling helps students internalize the listening content, transforming auditory input into
language output, and laying a foundation for subsequent speaking practice.
5.4 Speaking Practice: 1d Activity (15 minutes)
Teaching Activities
Introduce the Sample Dialogue (4 minutes)
The teacher projects the 1d sample dialogue on the screen:
A: Where is the book
B: It’s on the desk.
A: Is it tidy
B: Yes, it is.
The teacher reads the dialogue with a student first (teacher as A, student as B), paying attention to natural
intonation (e.g., rising tone for questions). Then the teacher divides the class into two groups, and the two groups
read the dialogue alternately.
The teacher explains the dialogue structure: "In this dialogue, A asks about the location of the book, B
answers, then A asks about tidiness, and B answers. We can use this structure to talk about other items." Then the
teacher replaces "the book" with "the keys" and "on the desk" with "in the bag", and invites another pair of
students to practice the new dialogue:
A: Where are the keys
B: They’re in the bag.
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A: Are they tidy
B: Yes, they are.
Emphasize the difference between singular and plural (is/are, It’s/They’re) and ask students to practice the
new dialogue in pairs.
Pair Work: Make New Dialogues (7 minutes)
The teacher gives instructions: "Now, work with your deskmate. Choose a picture from 1a, or talk about
items in your own pencil box/schoolbag. Make a dialogue like the sample. You can add more sentences, such as
‘Where is your ruler It’s in my pencil box. Is your pencil box tidy Yes, it is. Because all my pens are in it.’"
The teacher provides 3 minutes for students to prepare, and walks around the classroom to offer help (e.g.,
reminding students of correct sentence structures, helping them find appropriate vocabulary).
After preparation, the teacher invites 4-5 pairs of students to present their dialogues in front of the class.
After each presentation, the teacher gives positive feedback (e.g., "Great! You used ‘They’re’ correctly.") and
corrects minor errors (e.g., pronunciation, grammar) gently.
Group Competition: "Tidy Team" (4 minutes)
Divide the class into 4 groups. The teacher says: "Each group will send one student to the front. I will show a
picture of a messy desk, and the student needs to make a dialogue with me about tidying it up (e.g., Teacher:
‘Where is the pencil Student: ‘It’s under the book. Teacher: ‘Let’s put it in the pencil box. Is it tidy now Student:
‘Yes, it is.’). The group that makes the most fluent and correct dialogue gets a ‘tidy star’."
Conduct 2 rounds of the competition. After the competition, the teacher summarizes the results and praises
all groups for their active participation.
Purpose
The sample dialogue provides a clear language model, helping students master the basic speaking structure
quickly.
Pair work allows students to practice in a relaxed environment, and adding real-life content promotes the
application of language.
The group competition increases the fun of learning, stimulates students’ enthusiasm, and strengthens their
awareness of keeping tidy.
5.5 Summary & Homework (5 minutes)
Teaching Activities
Class Summary (2 minutes)
The teacher leads students to review the key content of the class with a mind map (projected on the screen):
Vocabulary: tidy, messy, desk, bag, etc.
Prepositions: in, on, under
Sentence Structures: Where is/are... It’s/They’re... Is it/Are they tidy
The teacher asks: "What did we learn today Who can share one thing you will do to keep tidy " Invite 2-3
students to share (e.g., "I will put my books in my schoolbag after class."), and affirm their ideas.
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Homework Assignment (3 minutes)
Assign 3 types of homework, considering students’ different levels:
Basic Homework: Draw a picture of your tidy desk, and write 3 sentences about it (e.g., "My book is on the
desk. My pencil box is in the desk. My desk is tidy.").
2. Intermediate Homework: Record a 1-minute dialogue with your family member about the location of
items at home (e.g., asking where the cups are, and commenting on whether the table is tidy).
3. Advanced Homework: Write a short paragraph (5-6 sentences) about how you keep your schoolbag tidy
every day (e.g., "Every morning, I put my books in my schoolbag. I put my keys in the small pocket. My pencil box
is on the top... So my schoolbag is always tidy.").
The teacher reminds students: "Check your sentences for correct prepositions and verb forms (is/are) before
submitting. We will share some excellent works in the next class."
教学反思
Teaching reflection is a crucial step to improve teaching quality. It helps teachers summarize experience,
find problems, and optimize subsequent teaching design. This reflection is based on the actual implementation
of the 45-minute teaching process of Section B (1a-1d), focusing on teaching effect, advantages, existing
problems, and improvement strategies.
6.1 Overall Teaching Effect
The overall teaching effect of this lesson meets the preset teaching objectives. Most students (about 85%)
can master the key vocabulary (tidy, messy, desk, etc.) and prepositions of place (in, on, under), and can use the
core sentence structures (e.g., "Where is the book It’s on the desk. Is it tidy Yes, it is.") to complete simple
listening and speaking tasks. In the 1b listening activity, over 90% of students correctly numbered the pictures;
in the 1d pair work, 70% of pairs could fluently make dialogues based on the sample, and some even added
real-life content (e.g., talking about their own water bottles). In terms of affective goals, the "Guess Where It Is"
game and "Tidy Team" competition effectively stimulated students’ interest—most students actively raised their
hands to participate, and after class, some students mentioned that they would "arrange their desks neatly
tomorrow", which shows that the awareness of keeping tidy was initially cultivated.
6.2 Advantages of the Teaching Design
Logical Teaching Process, Conforming to Students’ Cognitive Rules
The teaching process follows the sequence of "Warm-up & Lead-in → Presentation (1a) → Listening
Practice (1b-1c) → Speaking Practice (1d) → Summary & Homework", which is in line with the "input →
internalization → output" language learning law. For example, the warm-up game activates students’ prior
knowledge of prepositions; the 1a presentation lays a vocabulary foundation for listening; the graded listening
tasks (1b for order, 1c for details) help students gradually improve listening skills; and the 1d speaking practice
realizes the transformation from knowledge to ability. This step-by-step design reduces students’ learning
pressure and makes it easier for them to accept new knowledge.
Rich Interactive Activities, Enhancing Student Engagement
This lesson designs multiple interactive activities to avoid one-way "teacher talking, students listening"
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teaching. The "Guess Where It Is" game uses real objects (schoolbag, book) to make abstract prepositions
concrete, and every student has the opportunity to guess; the "Tidy Team" competition in the speaking part
increases the sense of participation and competition, making students more active in practicing dialogues. In
addition, pair work in 1d and 1c (checking answers in pairs) encourages students to communicate with each
other, fostering cooperation awareness and reducing the anxiety of speaking in front of the whole class.
Differentiated Homework, Meeting Diverse Learning Needs
The homework is divided into basic, intermediate, and advanced levels, which takes into account the
differences in students’ English proficiency. Basic homework (drawing and writing sentences) helps students
consolidate basic knowledge; intermediate homework (recording a dialogue) focuses on improving speaking and
listening skills; advanced homework (writing a paragraph) challenges students to use language comprehensively.
This design ensures that low-level students can "finish", medium-level students can "master", and high-level
students can "improve", avoiding the problem of "one-size-fits-all" homework.
Close Connection with Real Life, Highlighting the Theme of "Keeping Tidy"
Throughout the lesson, the teaching content is closely linked to students’ daily life (desks, schoolbags,
pencil boxes), making language learning no longer abstract. For example, in the warm-up game, the teacher uses
a real schoolbag to show item positions; in the 1d speaking practice, students are encouraged to talk about their
own items; in the summary, students share how to keep tidy in life. This connection not only helps students
understand and apply language but also effectively integrates the affective goal of "cultivating good habits" into
language teaching, achieving the unity of language learning and moral education.
6.3 Existing Problems and Causes
Listening Practice: Some Students Fail to Capture Detailed Information
In the 1c listening activity, about 20% of students could not correctly circle the prepositions (e.g.,
confusing "in" and "on") or adjectives (e.g., mixing up "tidy" and "messy"). The main reasons are:
Audio Speed and Pronunciation: The audio of the textbook is recorded by native speakers, and the speed is
slightly fast for some students who have weak listening foundations; in addition, the contraction of "It’s" and
"They’re" in the dialogue (e.g., / ts/ instead of / t z/) makes it difficult for students to distinguish.
Lack of Pre-listening Prediction Guidance: Although the teacher guided students to read the 1c sentences
before listening, they did not further help students predict possible answers (e.g., analyzing that "book" is
usually "on the desk" instead of "in the desk" in real life). This makes students passively listen instead of
actively predicting, reducing the accuracy of capturing details.
Speaking Practice: Individual Students Lack Participation
In the 1d pair work and "Tidy Team" competition, 10-15% of students (mostly students with weak English
proficiency) did not actively participate. Some only repeated their deskmates’ words, and some even remained
silent. The causes are:
Language Anxiety: These students are worried about making mistakes in pronunciation or grammar when
speaking in front of others, so they are reluctant to participate.
Insufficient Individual Guidance: During the pair work, the teacher walked around to help students, but due
to the large number of students (about 40 in a class), it was impossible to provide targeted guidance to every
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student. Some students who encountered difficulties (e.g., not knowing how to express "the ruler under the
chair") could not get timely help, so they gave up participating.
Time Allocation: Speaking Practice is Slightly Hasty
The preset time for the 1d speaking practice is 15 minutes, but in the actual teaching process, due to the
extended time spent on checking answers in 1c (originally 4 minutes, actually 6 minutes), the speaking practice
was compressed to 13 minutes. As a result, the "Tidy Team" competition only conducted 1 round instead of 2,
and some pairs who wanted to present their dialogues did not get the opportunity. This affects the full
development of the speaking activity and the comprehensive application of students’ language skills.
6.4 Improvement Strategies for Future Teaching
Optimize Listening Teaching to Improve Students’ Listening Ability
Adjust Audio Speed and Provide Transcripts: For students with weak listening foundations, play the audio
at 0.8x speed for the first time, and then play it at normal speed; after listening, provide a simplified transcript of
the dialogue (marking key words such as prepositions and adjectives) to help students check and understand.
Strengthen Pre-listening Prediction: Before listening to 1c, guide students to predict possible answers based
on life experience and language rules. For example, ask: "Where do we usually put our books On the desk or in
the desk " "If things are in order, is it tidy or messy " This helps students form a "mental framework" for
listening and improve the accuracy of capturing details.
Pay Attention to Individual Differences and Reduce Students’ Language Anxiety
Adopt Hierarchical Grouping in Speaking Activities: When dividing pairs for 1d, group students with
strong English proficiency and weak proficiency together (i.e., "mentor-student pairs"). The strong students can
help the weak ones correct errors and provide language support, reducing the latter’s anxiety.
Increase Individual Guidance Time: In future teaching, reduce the time spent on collective answer checking
(e.g., check answers in pairs first, then the teacher only explains difficult questions), and use the saved time to
provide targeted guidance to students who encounter difficulties. For example, for students who cannot express
"the ruler under the chair", the teacher can write the sentence on a small piece of paper and guide them to read it
aloud, helping them master the expression.
Refine Time Management to Ensure the Completion of Teaching Activities
Formulate a Detailed Time Schedule and Set Reminders: Before the class, make a detailed time schedule
(e.g., 1a presentation: 2 minutes for introducing pictures, 2 minutes for explaining phrases, 4 minutes for
matching exercises) and write it on the blackboard or project it on the screen. Assign a student as the
"timekeeper" to remind the teacher when the time is up, ensuring that each activity is completed within the
preset time.
Prepare Flexible Backup Activities: For activities that may take extra time (e.g., 1c answer checking),
prepare a backup plan. For example, if the time is tight, only check 2-3 key questions instead of all questions, to
ensure that the subsequent speaking practice has sufficient time.
Enrich Teaching Aids to Enhance the Visualization of Teaching Content
Use Multimedia and Real Objects to Assist Teaching: In addition to projecting pictures, use videos to show
the process of "tidying a desk" (e.g., putting books on the desk, putting pencils in the pencil box) to help
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students understand the meaning of "tidy" and "messy" more intuitively; prepare more real objects (e.g., ruler,
keys, chair) to let students practice describing positions by touching and placing the objects, making language
learning more vivid.
In conclusion, this lesson has achieved certain teaching effects, but there are still some problems to be
solved. In future teaching, I will continue to summarize experience, optimize teaching design, pay attention to
the individual needs of students, and strive to improve the quality of English teaching, helping every student
make progress in language learning and habit cultivation.
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