StarterUnit2KeepTidy!SectionA2a2e

Studentswillbeabletomasterthenewvocabularyrelatedtoschoolanddailyitems,including"ruler","cap","pencil","bottle","eraser","key",andcolortermssuchas"red","green","blue","yellow","black","white","purple","brown","orange".

in...?have...rectlyusethesentencepatterns"Whatdoyouhavein...?","Ihave...",and"Whatcolorisit/arethey?"inconversations.

Thenewvocabularyofschoolanddailyitemsandcolorterms.

Thecorrectusageofthesentencepatterns"Whatdoyouhavein...?","Ihave...",and"Whatcolorisit/arethey?".

Strengtheningstudents'listeningandspeakingskillsthroughtargetedactivities.

Thisunit,"KeepTidy!",servesasacrucialtransitioninthejuniorhighschoolEnglishcurriculum.Itbuildsuponstudents'priorknowledgefromprimaryschool,focusingonthethemeofdailyitemsandtheircharacteristics.SectionA,inparticular,playsafundamentalroleinthisunit.Itmenceswithintroducingnewvocabularyrelatedtoschoolanddailyitems,suchas"ruler","cap","pencil",etc.,andcolortermslike"red","green","blue".Thesevocabularyitemsarethebuildingblocksforstudentstoexpressthemselvesindailyconversations.Thesubsequentdialoguesandactivitiesin2a2earedesignedtohelpstudentspracticeusingthesewordsandsimplesentencepatterns,suchas"Whatdoyouhavein...?","Ihave...",and"Whatcolorisit/arethey?".Bymasteringthissection,studentscanlayasolidfoundationforfurtherlearninginthisunit,suchasdescribingthelocationofitemsinSectionB,andalsoenhancetheirbasicmunicationskillsinEnglish.

StudentsatthebeginningofGrade7havelearnedsomebasicEnglishinprimaryschool.TheyarefamiliarwithsimpleEnglishgreetingsandhaveacertainunderstandingofsomemonEnglishwords,especiallythoserelatedtodailylife.Regardingthecontentofthisunit,theymayalreadyknowthenamesofsomemonschoolitemsandbasiccolorwords.Forexample,moststudentscanrecognizewordslike"book","pen","red","yellow".Intermsoflanguageskills,theyhavehadinitialtraininginlisteningandspeaking,andcanrespondsimplytosomemonquestionsinEnglish.

教學環(huán)節(jié)一Warmingup

GreetingandReview:Starttheclasswithawarmgreeting,"Goodmorning,class!Howareyoutoday?"Waitforstudents'responsesandthenreviewsomebasicgreetingsandpreviouslylearnedwords.Forexample,holdupabookandask,"What'sthisinEnglish?"Guidestudentstoanswer"It'sabook."Dothesamewithapen,abag,etc.,toactivatetheirpriorknowledge.Thisparttakesabout3minutes.

VideoIntroduction:Showa2minuteanimatedvideoaboutastudenttidyinguphisschoolbag.Inthevideo,variousschoolitemslikepencils,rulers,anderasersareshown,andtheircolorsareclearlyvisible.ThevideoalsohassimpleEnglishdialoguessuchas"Whereismyredpencil?""Hereitis!"Afterplayingthevideo,askquestionslike"Whatwasthestudentdoinginthevideo?""Whatitemsdidheputinhisschoolbag?""Didyouseeanycolorfulitems?Whatwerethey?"Thisnotonlyattractsstudents'attentionbutalsonaturallyleadstothetopicofthelesson.Thisparttakesabout5minutes.

教學環(huán)節(jié)二TeachingProcedures

Presentation

VocabularyIntroductionforItems:Displaythepicturefrom2aontheinteractivewhiteboard.First,askstudentstolookatthepicturecarefullyandsayoutloudanyitemstheyrecognizeinEnglish.Praisethosewhocannamesomeitems,suchas"Great!Youknow'pencil'!"Then,pointtoeachnewitemonebyone.For"ruler",say"Thisisaruler.Let'sspellittogether:RULER,ruler."Repeatthespellingseveraltimes,andthenaskstudentstoreadthewordaloudindividuallyandingroups.Usethesamemethodfor"cap","bottle","eraser",and"key".Foreachword,showarealobjectifpossible.Forexample,holduparulerandletstudentstouchandlookatitwhilelearningtheword.Thishelpsthemconnectthewordwiththeactualobject.Thisparttakesabout7minutes.

ColorTermsIntroduction:Prepareasetofcolorfulflashcards,eachwithacolornameandthecorrespondingcolor.Startwithmoncolorslike"red"and"blue".Showtheredflashcardandsay"Thisisred.Redisthecolorofapples."Then,showaredappleoraredpentoreinforcetheword.Askstudentstofindsomethingredintheclassroomandsay"Iseered."Dothesameforothercolors:"green"(withagreenleaf),"yellow"(withayellowbanana),"black"(withablackboard),"white"(withawhitepaper),"purple"(withapurpleflower),"brown"(withabrowndesk),"orange"(withanorangefruit).Afterintroducingallcolors,playaquickgame:sayacolornameandaskstudentstostandupiftheyarewearingsomethingofthatcolor.Thismakesthelearningprocessmoreinteractive.Thisparttakes

Listening

PrelisteningPreparation:Beforeplayingtherecordingfor2b,showthepicturesin2bonthescreen.AskstudentstolookattheitemsinthepicturesandnametheminEnglish.Forexample,"What'sthis?"(pointingtoacapinthepicture).Guidethemtoanswer"It'sacap."Then,remindthemthattheywillhearconversationsabouttheseitemsandtheircolors,andtheirtaskistomatcheachitemwithitscolor.Explainthematchingtaskclearly,showingthemhowtodrawalinebetweentheitemandthecoloriftheyareusingaworksheet,orhowtoclickonthecorrectcolorifusinganinteractiveplatform.Thisparttakesabout3minutes.

WhilelisteningActivities:Playtherecordingforthefirsttimeatnormalspeed.Tellstudentsnottowriteanythingbutjustlistentogetageneralideaoftheconversations.Afterthefirstlistening,ask"Howmanyconversationsdidyouhear?"tochecktheirbasicprehension.Then,playtherecordingagain,pausingaftereachconversation.Forexample,afterthefirstconversationaboutaruler,pauseandsay"Whatwasthecoloroftheruler?"Givestudentsafewsecondstomarktheiranswers.Continuethiswayforallconversations.Thishelpsstudentsfocusoneachpartstepbystep.Thisparttakesabout6minutes.

PostlisteningCheck:Afterthesecondlistening,askstudentstoexchangetheiranswerswiththeirdeskmatesanddiscussanydifferences.Then,callonafewstudentstosharetheiranswersforeachitem.Playtherelevantpartoftherecordingagainifthereisadisagreementtoconfirmthecorrectanswer.Forexample,ifstudentshavedifferentanswersforthecolorofthekey,playthatpartagainandletthemlistencarefully.Finally,displaythecorrectanswersonthescreen.Thisparttakesabout3minutes.

Practice

PairWorkfor2c:Dividestudentsintopairs(StudentAandStudentB).Giveeachpairacopyofthepicturesfrom2b.ExplainthatStudentAwillaskquestionsusing"Whatdoyouhavein...?"and"Whatcolorisit?",andStudentBwillanswerbasedonthepictures.Forexample,StudentA:"Whatdoyouhaveinyourpencilbox?"StudentB:"Ihavearuler."StudentA:"Whatcolorisit?"StudentB:"It'sblue."Walkaroundtheclassroomtoobserveandassist.Ifapairisstuck,givethemhints,suchaspointingtotheitemorthecolor.After5minutes,askpairstoswitchrolessothatbothstudentsgetachancetoaskandanswer.Thisparttakesabout8minutes.

ClassPresentation:Invite34pairstoetothefrontoftheclassandperformtheirconversations.Beforetheystart,remindthemtospeakloudlyandclearly.Aftereachpair'sperformance,givepositivefeedback,suchas"Youspokeveryclearly!Greatjobusingthenewwords!"or"Ilikehowyouaskedthequestionscorrectly."Ifthereareminormistakes,correctthemgentlyafterpraising.Forexample,"Thatwasgood!Justremember,it's'Whatcolorisit?'not'Whatcoloritis?'."Thisencouragesstudentstoparticipateactively.Thisparttakesabout7minutes.

Readingandprehension

Prereading:Showthedialoguein2donthescreen.Askstudentstolookatthepicturesnexttothedialogue(ifany)andpredictwhattheconversationisabout.Forexample,"Lookatthepicture.Therearetwostudentstalking.Whatdoyouthinktheyaretalkingabout?"Letafewstudentssharetheirideas,thentellthemtoreadthedialoguetofindout.Thisparttakesabout2minutes.

Whilereading:First,askstudentstoreadthedialoguesilentlyfor1minuteandunderlineanynewwordsorexpressionstheydon'tunderstand.Then,playtheaudiorecordingofthedialogue.Askstudentstofollowalongintheirbooks,listeningtothepronunciationandintonation.Afterthat,explainthenewordifficultparts.Forexample,"Hownice!"isusedtoshowthatyouthinksomethingisgood.Youcansay"Hownice!"whenyouseeabeautifulpenoracleandesk.Also,explainthesentence"Ihaveanewpencil."toreinforcetheuseof"have".Thisparttakesabout6minutes.

Roleplay:Dividestudentsintogroupsoffour,withtwostudentsplayingeachroleinthedialogue.Givethem3minutestopracticereadingthedialoguewithproperpronunciationandintonation.Encouragethemtoaddgestures,suchasholdingupapencilwhentalkingaboutit.Then,askoneortwogroupstoperformthedialogueinfrontoftheclass.Aftertheirperformance,mentontheirexpressionandpronunciation,e.g.,"Youdidagreatjobactingoutthedialogue!Yourintonationmadeitsoundverynatural."Thisparttakesabout7minutes.

Production

Preparationfor2e:Explaintostudentsthattheyneedtocreatetheirownconversationsusingthevocabularyandsentencepatternsthey'velearned.Theconversationsshouldbeaboutitemsintheirschoolbags,desks,orbedrooms,andtheircolors.Givethemanexample:"A:Whatdoyouhaveinyourschoolbag?B:Ihaveagreenbottle.A:Whatelsedoyouhave?B:Ihaveayelloweraser.A:Wow,they'renice!"Writethisexampleontheboard.Then,askstudentstothinkabouttheitemstheyhaveandnotedowntheirnamesandcolorsintheirnotebooks.Thisparttakesabout5minutes.

PairWorkCreation:Studentsworkinpairstocreatetheirconversations.Theycanrefertotheirnotesandtheexampleontheboard.Walkaroundtohelp,suggestingwordsorsentencestructuresifneeded.Forexample,ifastudentcan'tthinkofanitem,say"Whataboutyourkey?Whatcolorisit?"Givethem7minutestoprepareandpracticetheirconversations.

ClassPerformanceandFeedback:Invite45pairstopresenttheirconversations.Aftereachpresentation,asktheclasstolistencarefullyandthenmentonwhattheyliked.Forexample,"Whatdidyoulikeabouttheirconversation?"Letafewstudentssharetheirthoughts,thenaddyourownfeedback,focusingonbothaccuracyandcreativity.Forinstance,"Ilikedthatyouused'Whatelsedoyouhave?'That'sagoodw