Unit 3 Language in use优质课教学设计

Module 1

Lost and foundUnit 3 Language in use ⅠTeaching model Revision and application

ⅡTeaching method

Formal and interactive practice

ⅢTeaching aims 1. Function: Finding out what belongs to whom 2. Structure: Possessive pronouns 3. Around the world: The Internet lost and found 4. Task: Acting out a sketch in the lost and found office ⅣTeaching Objectives

Key structures: Are these crayons yours? Whose bag is this? It’s mine.

ⅤTeaching aids Tape recorder, OHP, handouts ⅥTeaching Steps

Preparation

教师指出，前两个单元主要学习了School life这一话题的语言，现在要求学生两人一组就这一话题对话，并给出例子：

A: Hello, B. B: Hello, A. A: Can I ask you some questions about school? B: Sure. A: How many...? B: ... 两人小组回答后，叫几对学生上台演示，然后要求大家评价。

教师说:有一位学生Susan 也对她的朋友谈了她的学校生活。他们谈了些什么呢？

1．Listen and say. Susan talks to her friend. Listen to what they say and repeat. 1）教师说:请同学们听下面的对话，然后回答：Is Susan’s class big? How many students are there in her class? 2）学生听一遍对话录音，然后回答上列问题。

3）学生带着以下问题听第二遍对话录音：

Does Susan like her class? Are Susan’s teachers nice?

How does Susan go to school? Is it a long journey from Susan’s home to her school?

学生回答完以上问题后,跟读对话录音一遍。

学生跟读完对话后，教师组织两人小组操练这些对话，然后要求他们演示和评价。

2．Listen to what Sam (a student in America) says and fill in the gaps. 教师说:有一位学生叫Sam ,他介绍了自己的情况。他说了些什么呢？请学生们听下面一段独白并回答问题：What is Sam’s favourite lesson?

学生回答问题后，要求他们听第二遍独白并填空。

3．Write sentences about your school life and Sam’s school life.

在教这一小节时，教师可以先要求学生口头造句，然后再笔头造句。

第4小节的教学可参考“教师用书”的建议进行。

教学反思：本节课帮助学生系统的进行知识的构建，对技能的训练也是由简到繁，先输入后产出。教学环节环环相扣，坡度不大。所以，绝大部分学生能达成学习目标。