Unit 2 Are they yours?优质课教案设计

A lesson plan for NSE SB 7B Module 1 Lost and found Unit 2 Are they yours?

Background information

Students: Grade 7, Junior Class duration: 40 minutes The analysis of the teaching materials The teaching material is taken from New Standard English 7B Module 1 Lost and found Unit 2 Are they yours? This unit focuses on the topic of lost and found. The reading material is talking about the Lost and Found Office in New York City. The analysis of the learners The students for this lesson are from Grade Seven. There are some new words in this unit. With the limited vocabulary, the students may lack of rich words to show their ideas. It may be a little difficult to write with the possessive pronouns correctly. However, most students have mastered the use of possessive pronouns in unit 1. So it is possible for them to grasp some key information from reading. Teaching objectives: 1. Knowledge objectives 1) Students will be able to express themselves with the key words in given situations or their daily life: mobile phone, lost and found office, in a hurry, leave, plane, taxi, why, airport, hundred…

2) Most of the students will be able to understand the following words and expressions in a given situation: leave something in some place, two thousand, in taxis…

2. Ability objectives 1) Students will be able to get specific information from the reading material about the Lost and Found Office in New York City by using the reading strategies. 2) Most students will be able to learn more expressions about writing lost and found notice by using the possessive pronouns, and then they will be able to finding out what belongs to whom. 3. Moral objectives 1) Students will be able to learn to help others. 2) Students will be able to write lost and found notice to ask for help or help others in daily life. Teaching contents: See P. 4~5

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Teaching key points:

1) Students master the key words and structures. 2) Students learn the reading skills and learn to write with the key words and the possessive pronouns.

Anticipated difficult points:

1) Students are able to grasp the general idea and some specific information in reading. 2) Students can write lost and found notice with the possessive pronouns correctly.

Lesson type: Reading

Teaching methods: PWP, Group Work, Discussion, Bottom-up approach. Teaching aids: PPT, Video, OHP, Pictures etc. Teaching procedures: Teaching steps

Warming-up (5 mins)

Pre-reading

(8 mins)

Teacher’s activities ◆Activity 1 Watching a video

Ask the students to watch a video about whose puppy is it and sing following the tape.

◆Activity 2 Free talk

Show some pictures and ask the students to talk about losing things freely.

Q: Do you often lose things? What do you/people often lose? Where do they lose things?

◆Describe the picture

Show two pictures and ask the students to talk about the things people lose.

Where should he go?

Where is he?

◆Activity 1 Fast reading

Ask the students to read the passage quickly and answer the questions.

Q: What is the passage about?

◆Activity 2 Careful reading

Ask the students to read paragraph one and answer two questions:

When do people often lose things? 2 Students’

activities ◆Enjoy the video and review what they have learnt in unit 1.

◆Look at the pictures and talk about losing things.

◆Learn some new words and expressions with a given situation.

◆Skim the passage and answer the question.

◆Read the passage in detail and answer the two questions.

Teaching purposes ◆To arouse the students’

interest and get involved in the topic.

◆To practice spoken English by using the known words about losing things and get ready for the study.

◆To master the key words and prepare for the passage they will learn next.

◆To develop the students’

ability of catching information quickly.

◆To use the improve reading skills.

While-reading

Why are there lost and found offices at airports and stations? (13 mins)

◆Activity 3 Fill in the blanks

Read para.2 and para.3 and then fill in the

blanks about the table.

◆Activity 1 Retelling

Ask the students to work in groups and

retell the passage with the given information.

◆Activity 2 Matching

Ask the students to match the lost note to

the found note and then underline some key

information. Post-reading (12 mins)

Homework (2 mins)

◆Activity 3 Writing

Ask the students to look at the lost notice and find out what should be written in the notice. Then students try to write a lost and a found notice. Finally, students make a summary with the questions given.

◆Oral work

Level A: Try to retell the whole passage with the help of the mind map.

Level B: Read the conversation and express how to write a lost or found notice. 3

◆Read each paragraph carefully and complete the table about the Lost and Found Office in New York City.

◆Retell the whole passage with the expressions and pictures.

◆Match the lost notice to the found notice.

◆Answer the questions and write the notice with their partners.

Make a summary.

◆Do the homework.

◆To improve the ability of grasping the key information and understand the whole passage by finishing the table.

◆To check whether students know the four parts of the tour.

◆To know about notice and find out things to improve their speaking

◆To put knowledge into practice and improve the students’

writing skills.

◆To consolidate what they have learnt in this class.

◆Written work

Level A:

Mr. Bean lost his Teddy bear but found a cat at his home, please write a lost note and a found note for him.

Blackboard design:

M1U2 Are they yours?

mobile phone

Lost/Found camera

What? What is it like? Computer

When and where do you lose/find it? in taxi

Ways to contact you. (who? number?) airport plane After class reflection:

To sum up, I adopted students-centered principle in this class. I tried to limit teacher’s talking time and carry out a variety of learning activities to involve most students to participate. About the PWP method, I helped students learn how to transform knowledge into practice effectively and understand the whole passage wholly. During pair work and group work, I tried to help students learn cooperatively. All in all, students were the real communicators in learning and using the language. However, I should pay more attention to the ways of asking and focus on some detailed problems.

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