资源简介

Unit 3 Is this your pencil Section B 1a-1e（教学设计）
教材分析 What：The text are two short dialogues between the students and the charger in Lost and Found. The content of the dialogue mainly includes finding lost things at the Lost and Found. Why：Let students know how to rightly read and write the words about bout some objects that are lost frequently and know how to use English to find lost things at the Lost and Found. How：The sentences in these two dialogues provide a good situation for students and some words can prepare them for the next reading class, so teacher must use the conversations in listening tasks to let students to practice more and teaches them some key words like lost and find.
教学目标 By the end of this lesson, students will be able to: 语言能力： know how to write and read the new words about some objects that are lost frequently and master some sentence patterns about finding your things at the Lost and Found. 学习能力: have daily communication with others about finding your things at the Lost and Found by learning words and sentence patterns and judge the listening content according to the keywords. 文化意识: realize the similarities and differences of Lost and Found between Chinese and foreign, deepen their recognition of their own culture and understanding of foreign culture, and help students to understand the pragmatic functions and features of English, and cultivate their cross-cultural communication ability 思维品质： summarize the important information of the text according to the key words in the text, and make innovations in communication after learning the relevant sentence patterns.
教学重与 难点 Teaching important points: know how to write and read the new words about some objects that are lost frequently and master some sentence patterns about finding your things at the Lost and Found. Predicted parts of difficult points: have daily communication with others about finding your things at the Lost and Found by learning words and sentence patterns and judge the listening content according to the keywords.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method 2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (2’)
Step 1 T creates a situation where Linda and Mike lost their things and then ask T for help. T tells them that they can find their things at Lost and Found.After that, T leads Ss to watch the things at Lost and Found. Ss listen carefully to T’s created situation. A situation can provide a natural lead-in for the whole class.
效果评价 学生是否能认真听老师创造情景;是否表现积极。
Pre-listening (10’)
Step 2 T shows Ss the objects at Lost and Found, then teaches them how to pronounce the eight words. After that, T will play a game called “打地鼠” with Ss to strengthen the words. Ss firstly know the objects in the situation Then Ss followed and imitate T’ s pronunciation of words and try to memorize them. After that, Ss play a game with T. The situation T created in Lead-in part to firstly know the eight words so that the learning of word can be more smoothly. Games can attract Ss and give Ss a interesting knowledge input.
Step3 T asks Ss to finish 1a and leads Ss to familiarize the conversation in 1b. After that, T asks to play a Big-wheel game to practice the conversation by using the new words in 1a and the sentence pattern in 1b. Ss finish 1a and familiarize the conversation in 1b. After that, Ss play a Big-wheel game to practice the conversation Games can attract Ss and give Ss a interesting knowledge output.
效果评价 学生在操练1b部分的对话时，是否表现积极主动；学生的发音和语调是否准确；学生是否能准确无误的完成练习。
While-listening (15’)
Step 4 T plays the recording in 1b for the first time to ask Ss to finish 1c and the second time to ask Ss to finish 1b Ss listen to the record two times, finishing 1a and 1b. It can help Ss improve their ability of listening.
Step 5 T plays the recording in for the third time to ask Ss to read, retell and try to imitate the tone and pronunciation of the recording. Ss listen to the recording for the third time and read, retell and try to imitate the tone and pronunciation of the it. It can help Ss improve their ability of listening. Imitation and repeating can strengthen their tone and pronunciation .
效果汇总 学生是否能在听录音时抓住关键词，并猜测出对话大意并在教室的帮助下复述出原文；学生是否能模仿和跟读录音并在多次跟读后与同学进行对话。
Post-listening (10’)
Step 6 T asks Ss to do a role play by using the conversation in 1d. And T invites two groups of students to shows in front of the whole class. Ss do a role play by using the conversation The task is very interesting and can attract Ss a lot. Moreover, it provides many chances for all Ss to practice conversation so they can be more confident in speaking English.
效果汇总 学生是否能积极的参与活动；在与同学沟通交流时，是否能交流顺畅，发音和语调是否符合标准。
Exercise (5’)
Step 7 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (2’)
Step 8 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (1’) Copy the words five times. Practice the conversation in 1c with your desk mate after class. Homework can help students strengthen the knowledge which they have learned.
Unit 3 Is this your pencil Section B 1a-1e
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