Unit 2 Are they yours?教学目标设计

课题名称：Module1

Lost and found

Unit

2

Are they yours?

教材版本：外研2011课标版

教师姓名：陈萍

学校：

广东省茂名市第十一中学

教师年龄：

44

教龄：

22年

职称：副高

教学指导思想与理论依据

指导思想：

1. 本课努力将中外合作的教学理念及新课程的理念融入教学之中，将语言知识与学生的现实生活紧密联系；将课堂教学放在具体的情景之中，让学生通过具体的情景感悟知识，领悟思想。

2. 本课倡导任务型教学模式，让学生在教师的指导下，通过感知、体验、实践、参入和合作的方式，实现任务目标，感受成功的乐趣。

3. 通过分层练习让不同层面的学生都能有不同程度的提高。

3. 重视学生交际能力及责任意识的培养。

理论依据：

1. 著名的教育心理学家布鲁姆说过：“成功的外语课堂教学应当在课内创设更多的情境，让学生有机会运用已学到的语言材料。”

2. 《初中英语新课程标准》中指出英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。

教学内容分析

本课是一节阅读课，是模块一中的第二单元。文章主要介绍了位于纽约的失物招领处。课文的文字浅显但不失幽默，作者用列举数据和事实的方法为我们展现出失物招领处的拥挤、繁忙景象，凸显了它在人们生活中重要性和便利性。全文向读者展示了纽约为游客、市民提供的一种服务，是一种介绍性质的短文，起宣传说明的作用。在本课中，老师通过展示图片，引导学生讨论应该如何寻找丢失的物品，如何处置捡到的物品，同时，老师还设置了语境帮助学生操练使用目标词汇。

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学生情况分析

班上一共有46名学生，学生大多是来自农村，学习习惯不好，自我意识不够强。学生对英语学习不太感兴趣，但是大部分学习基础比较薄弱，所以在课堂中老师从他们的兴趣点着手，通过设置情景等与实际生活关联紧密的活动来激起他们的学习热情和求知欲望。

教学目标

知识目标：

1. 掌握本单元教学目的和要求中要求掌握的单词和词汇。如：whose,find,lose,mine,yours,hers,leave,plane,why,hundred,hundreds of, look for, strange. 2. 帮助学生了解西方国家失物招领的现状，增进学生对中西方文化差异的理解。

3. 复习物主代词的用法。

能力目标：

1).By the end of this lesson, students will have practiced their gist and detailed reading skills by completeing two comprehension activities based on a “lost and found” article.

2).By the end of this lesson, students will be able to describe an item’s appearance and who it belongs to by completing a lost and found office role-play and a lost item poster.

情感目标：

培养学生助人为乐、拾金不昧的美德，督促学生爱惜并保管好自己的物品，养成良好的生活习惯。

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教学重、难点

（一）教学重点

1. 能阅读关于失物招领的文章；

2. 能表演寻找失物及归还失物的对话。

（二）教学难点及突破方法

教学难点：

Key words:

in a hurry, look for, hundreds of, kilos of

Key strucure: They are looking for……

Hundreds of people come here……

Whose are they? possessive pronouns （物主代词）

突破方法： 运用图片，设置情景，采取任务型教学及合作性教学方式进行。 教学流程图

Module1 Unit2 Lost and found office

Before reading

Warm-up/lead in

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While- reading Post-reading Gist-reading task Follow-on productive activity Pre-teach vocabulary Reading for specific information Time dependent:

Extension activity/homework Pre-reading task

教学过程

教学环节

教师活动

学生活动

教学资源

设计意图

Warm-up/ Lead-in

5mins

T1 nominates a confident S to come to the front. Ts continue with vocab appropriate for the Ss’ levels.

Class plays hot seat using T1+T2 clarify any issues vocabulary from prior with meaning and lessons. Ss change.

pronunciation. Final words ‘lost’ and ‘found’. T2 introduces this as the theme for the class.

Blackboard

to get students interested in the topic and speaking English

Pre-teach Vocabulary

5mins

T2 elicits meaning of vocabulary from Ss. T1 mimes where appropriate (‘in a Students answer questions hurry’, ‘look for ___’)

and read after teacher. T1 corrects any pronunciation issues with chorusing.

T1 asks the class what people sometimes lose and writes a couple of examples on the board.

T1+T2 monitor and help with ideas. Ss work in groups to brainstorm other items people lose.

Class feedback on board to create longer list. Blackboard teach Key words that Ss will need to complete the reading tasks

Pre-reading Task

5mins

Blackboard To allow Ss to speculate on the content of the story and generate further interest 4

Gist reading Task

5mins

T2 tells Ss to quickly read the article in the textbook and find out which items on the Students read the article board are mentioned in and discuss their answers the story. T1+T2 in group. monitor.

Feedback on board.

Blackboard, textbook to practise and develop Ss ability to Skim for general meaning of a text.

T1+T2 hand out Reading for differentiated specific worksheets (stronger information students

comprehension Qs, 10mins weaker students

matching exercise)

T1 displays lost and found office picture on the PPT and elicits the name from Ss. T2 nominates 4 confident Ss to be L&F office workers, gives them 4 ‘found’ cards each and has each S stand in one corner of the room. T1 gives all other Ss one ‘lost’ card each.

T1 +T2 model going to the different office workers and asking about the items using expressions from the PPT (‘What colour is it?’ ‘Is it small?’ etc.).

T1 explains task (creating a ‘Lost Item’ poster) and gives an example using the PPT, encouraging Ss to give

Ss complete worksheets

then group check. T1+T2 Handouts, monitor and support. PPT Feedback/correction on PPT. to practice and develop Ss ability to scan for specific information in a text.

Follow-on productive activity (speaking)

10mins

Ss give answers and 4 students will be the “lost and found “office workers. The other Ss stand up and visit each L&F office to ask about and find their item.

PPT, lost/found item cards To give Ss (16 lost, 16 opportunity to found) practice speaking and using the TL in a meaningful context. Time Dependent: Extension activity/Homework

Ss give as much details as possible.

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PPT, Lost Item worksheet

To summarize the lesson and do error correction.

5mins

as much detail as possible. T1+T2 hand out differentiated worksheets (with more/less support given and more/less detail expected).

T1+T2 monitor providing correction/support where needed.

Ss complete the task for h/w.

Assign homework. 学习效果评价设计

通过这节课的学习，学生能够锻炼自己阅读中提取信息的能力，并且能够通过真实的场景和具体的活动了解失物招领的基本流程，也知道了如何描述自己丢失的物品。通过参入小组活动，扮演一定的角色，学生找到了自己的位置也能意识到小心谨慎对待自己物品及帮助他人找回失物的重要性。

教学设计的特点

本课教学强调从学生实际情况出发，从学生生活经验出发，而不是从教材出发。以学生为中心，让学生成为课堂中的主角，教师成为教学活动的组织者，合作者和参与者。在设置任务的过程中，考虑到了生生互动，师生互动。学生在教师特意创设的教学情境如直观情境，合作情境和活动情境等中去感悟文本，体会英语语言的特点，使学习能在一种真实的环境中轻松愉快地进行。通过发现，体验自然习得语言知识,取得良好的教学效果。

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Blackboard design Module1 Unit2 Lost and found office

Key words: key structure: In a hurry/look for/ hundreds of/ kilos of Whose book is it? It’s not mine. Is it yours?

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