Unit 2 Are they yours?教学设计模板

Module1 Lost and found

来源:@~中^&教网来源@:^%中教网

一、教学内容：Unit 2 Are they yours? 二、课型：Reading and writing

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教学目标：

1、掌握下列单词和词组：camera, phone, mobile phone, lost and found office, in a hurry, leave, plane, taxi, why, airport, hundreds of, look for, thousand, strange, boat, duck. 2、能够读懂有关纽约失物招领处的短文。

3、熟悉名词性物主代词的用法。

4、能写失物招领启事和寻物启事。

四、

教学重难点：

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1、能够读懂有关有关失物招领处的短文，并能在阅读中找出纽约失物招领处相关的细节信息，完成任务。（重点）

2、能写失物招领启事和寻物启事。（难点）

五、

教学准备：

课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、录音机。

六、

预习要求：

1、根据音标自学本课新单词；

2、查找相关资料，找出你认为本课较重要的语言点和短语。

来@源中国教育&出^*%版网七、

教学过程：

教学

步骤

Step One Warming-up (5’)

教师活动

1.Lead in Play a guessing game using the following sentences:

“Is the …yours/hers/his?”

“Whose...is this?”

2．Make dialogues. “Is the …yours/hers/his?”

“Whose...is this?”

学生活动

设计意图

Guess the things and use the 通过游戏引sentences like these: 导学生回顾上节课的内“Is the …yours/hers/his?”

容，巩固询问“Whose...is this?”

物品所属的

语句。

并在无形中“Is the …yours/hers/his?”

培养学生大“Whose...is this?”

胆说英语的

习惯。

Step Two Pre- reading (5’)

Step Three While- reading (18’)

Show students some Watch pictures to say out some pictures of the Lost and new words . Found Offices in New York

city, check or teach the new words. 1. Scanning (1)Ask students to scan the passage. “What things are there at the lost and found office in New York City?”

2. Skimming Ask students to skim the passage.

Activity 2. 3.Careful reading. (1)Paragraph 1: ①Choose the best answers

T: Please read paragraph1 and say “T”

or “F”

to the two sentences in groups.

②Ask some students to come to the blackboard and show out some difficult language points that they found in this paragraph. Then discuss with them.

(2)Paragraph 2: ①Present some sentences to the students and ask them to read paragraph 2 and write “T” or “F” in groups, also correct the wrong sentences after reading Paragraph 2.

(1)

Scan the passage and answer the question：

“What things are there at the lost and found office in New York City?”

Skim the passage and answer the questions in Activity 2.

①Read paragraph1 and choose “T” or “F” to the two sentences in groups. a.

People often leave their things at home when they are travelling. b.

There are lost and found offices at every airport and station. ②Some students come to the blackboard and show out some 引导学生谈论图片,训练学生描述物品物的能力。在描述的同时学习新单词和句型，为学生扫清阅读障碍。

要求学生快速阅文章，回答问题，帮助学生理解课文内容。

通过学生快速阅读，培养学生获取主旨的能力。并进一步理解文章的内容，

为进一步学习做好铺垫。

让学生带着任务（问题）去阅读课文，去找答案，有助于学生更

difficult language points that they found in this paragraph. Then solve them.

①Read Paragraph 2 and choose the best answer to the sentence: Many people come to the New York City Lost and Found Office to _________ every day. A. leave their things

B. look for their things

C. lose their things

D. find their phones ②Some students come to the blackboard and show out some difficult language points that they found in this paragraph .

①

Students answer the two questions about paragraph 3 after reading it. Then check in groups a.

Did anyone leave bikes at the Lost and Found Office? b.

Are there any sausages there?

②Some students come to the blackboard and show out some difficult language points that they found in this paragraph.

1.Retell.

①Let the students fill ①fill in the blanks according

in the blanks according to the passage. (Activity 3)

to the passage.(Activity 3)

②Call back the answers

②Call back the answers then

Step Four from two students then

read the short passage . Post- read the short passage

reading in the whole class .

(10’)

2.Writing ①Let students read the lost ①Read the lost and found notes and found notes and write and write notes for two more notes for two more things.

things.

②Ask some students to say ②Say out their notes. out their notes.

②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph. Then discuss with them.

(3)Paragraph 3:

①Let the students read Paragraph 3 and answer the two questions.

②Organize some students to come to the blackboard and show out some difficult language points that they found in this paragraph. Then discuss with the students. 加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。

复述课文能使学生加深对课文内容的理解。

通过写作，让学生巩固所学，并增强写作能力。适量的口头练习，让学生巩固

1.Get the students to 1.Sum up the language points.

sum up the language points.

Step Five T: What have we learned

Summarytoday?

（1’）

Ss:……

2. Let the students to 2.To choose the best groups. choose the best team in this lesson. Step Six Home- work （1’）

根据下面的汉语提示Finish the homework. 写一篇寻物启事或写一篇

招领启事：

寻物：假如你是小明，在木苏中学读书，昨天早晨在上学的路上丢了书包。

包里面装有很多书，一些笔，一把钥匙和一些钱。

招领：你于今天早上在学校花园拾到手提包一个，内有一些钱及一个笔记本，请失主前来初一（8）班领取。

本课时的语言重点。

引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。

简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。

课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。