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:

1. 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.

2. 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.

3. 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

4. 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。

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