period two课前准备教师:录音机,所学物品的图片,一个书包(里面装着事先收集的学习文具),表格若干张。学生:一张硬纸写上自己的姓名和电话号码,学习的物品。教学设计step one: revision.1. review the drills.(用学生的姓名和电话号码来复习句型:is this (that) your (his/her)…?及简短回答:yes, it is./no, it isn’t.注意教师提问的同时,用手势来帮助学生给出你预想的答案。)(put some paper with the names and telephone numbers on the blackboard.)t: please look at the blackboard. and answer my questions , please . is this your first name?s1: no , it isn’t.t: is that her last name?s2: yes, it is.t: is this his telephone number?s3: yes, it is.t: good. this time, who would like to come to the blackboard and ask questions like me?(students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)2. review the vocabulary.(在黑板的名字旁边贴上学习物品的图片,来复习所学的单词和句型。)(put some pictures of things students have learned in class next to the names of the students.)t: is this your ruler? (point to picture 1.)s4: no,it isn’t.t: is this her ruler? (point to jenny chen.)s4: yes, it is.t: is that your pencil case? (point to picture 2.)s5: no, it isn’t. t: is that his pencil case ? ( point to jim wang.)s5: yes, it is.(get the students to ask the questions in turn, make sure they use the items they like.)step tw listining. 1. listening (2a). (练习听力前,先让学生再一次说出图片中物品的英文,进一步强化重点单词。)t: please look at the pictures in 2a. can you say their english name? (teacher asks the students to name each one individually.)共10页,当前第3页12345678910s6: this is…s7: this is ………t: now please take out the objects in 2a and put them on the desk. you will listen a dialogue and please pick up the things you hear. let’s see who will do fastest and best.( play the recording for the students to listen.) (让学生把听到的物品选出来,放在自己的桌子上,让学生动手去做,比单纯的单词辨听更易引起学生学习的兴趣。)t: now let’s check the answers. please hold the things you hear and say their english names,ok?(make sure students hold the things to show them to the other students.)s8: pencil.s9: ……2. listening (2b). (进一步强化重点词汇后,进行听力练习,要求完成单词的拼写。)t: now please read the words. one holds the things, the others read them aloud one by one.(one student holds the things, and the other students say the words aloud.)t: this time you will listen to the recording again, and you will write one of the words from the box on each blank line.(play the recording. students listen and complete the conversation.)t: let’s check the answers. i’d like to ask three students to read the conversation in role.(three students read the conversation, filling the missing words. the rest of the students check their answers.)step three: new drills.1. present the new drills. (用实物引入新句型,帮助学生用正确的句子来回答。)(the teacher shows students a pencil.)t: what’s this in english?s: it’s a pencil.t: how do you spell it ?s: p-e-n-c-i-l.(change an eraser. ask and answer in the same way.)2. practice the drills. (学生分组练习新句型。)t: now please practice the conversation with your partner. use the words shown in 3a.sa: what’s this in english?sb: it’s a ruler.sa: how do you spell it ?sb: r-u-l-e-r.(as students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)t: i’ll ask some pairs of students to practice the conversations.sa: …sb: …3. play the game : a spelling game. (进行一个拼写游戏比赛,进一步操练新句型 。)t: now let’s play a spelling game. we divide our class into two groups. each team will take turns asking the other group to the spell we learned in class. the team who is the first to get ten points is the winner. let’s start.sa: how do you spell backpack?sb: b-a-c-k-p-a-c-k.t: group b, one point. it’s your turn to ask, please.step four: task 2: find the owner. (此任务主要进行了听、说、写的训练,并复习了一般疑问句及其简短的回答,以及物主代词的用法。)共10页,当前第4页12345678910t: i have some things. but i’m sorry i don’t know whose these are. could you help me find the owers ? let’s see who can find all the owners first and write the owners’ names in the chart.language used for the task:1. is this your math book?yes, it is. it’s my math book.2. is that your ruler?no, it isn’t. it’s her ruler. my ruler is blue.3. kim, is this your dictionary?yes, it is. it’s my dictionary.here you are.thank you.step five: summary and homework.(录音作业,要求学生使用准确的语调来读一般疑问句和特殊疑问句。)in this class, we’ve learned what, how and yes-no questions mainly. and we also revised the possessive adjectives and key words.after class, please practice what, how and yes-no questions using their own possessions with your partner. when you say the conversation fluently, tape records some of them and then play. 2)discuss about the differences between english names and chinese names.(通过小组讨论、总结的方式进行,使学生掌握中英文名字的异同。)teacher: thank you for your job. i think they are all good english names. for example,“susan” is a first name. “brown” is a last name. “susan brown” is a beautiful girl’s name.who wants to have this name?a: i do.t:ok. now you have an english name susan brown. and your chinese name is sun ping.can you find the differences between them? let’s look at the next two pictures and have a discussion about the differences between chinese names and english names. a boy: i'm a chinese boy. my name is zhang nan. zhang is my first name. it's also my family name. nan is my last name. it's also my given name.a girl: i'm mary brown. i'm english. mary is my first name. brown is last name. parents usually call me mary brown. but i like to be called miss brown.3)exchange the information.(需要在课前有所准备的情况下进行。)teacher: now everyone can choose an english name.but you must pay attention to its meaning.for example,susan means molihua in chinese. do you know the meanings of your names? if you do, please exchange the information in your group.4)report the result to the class.(some students are asked to give a report to the class.)example:sa: i'm rose white. rose is my first name. white is my last name. rose is a kind of beautiful flower. in chinese it means meigui. i like my name because i like roses very much. and maybe parents call me rose because they want me to be beautiful.homework.ask the students to sum up the meanings of english names after 共10页,当前第5页12345678910class. they can read books or search the internet.period three课前准备教师:录音机,图片,实物。学生:实物。教学设计step one: revision.(让学生放录音作业,选择两个最好的,给予奖励,从而帮助学生树立学习的信心。)t: let’s listen to the tapes you recorded. who is the best? ok, let’s start.(select the best two. award a prize to their work.)step tw new words.1. present the new words. (运用多媒体或图片,教新的重点词汇,同时复习了本单元重点句型;在教学新单词的同时,注意复习刚学过的单词。)t: look at the picture.(show students a picture of a watch.)t: what’s this in english? it’s a watch.(ask a student) what’s this in english?s1: it’s a watch.t: good. (ask another student.) what’s this in english?s2: it’s a watch.t: how do we spell watch? (show students the spelling.)w-a-t-c-h, watch. read after me, please.s3: w-a-t-c-h, watch. (teach the other words “baseball, computer game, key, notebook, ring and id card” in the same way.)t: let’s say the words again. what’s this in english?(show the words random. ask questions like this.)s4: it’s a key.t: how do you spell it?s4: k-e-y.2. practice the new words.(此活动练习了学生们的口语,同时又进一步巩固了新单词和已学句型。)t: good. please look at the pictures in 1a. match the words with the things in the picture. do it by yourself.(students find them in the pictures and objects in the picture.)t: well, let’s check the answers. who can tell us the answers?s5: …t: now please work with your partner, say the conversation in 1b. use the pictures in 1a.(students practice the conversation. as students work, the teacher moves around and help them.)step three: listening.1. listening (2a).(通过听力练习,加深对所学单词的记忆。)t: listen to the conversation. pay special attention to the names of objects. you will hear some of the names, not all of them. circle on the picture each item whose name is mentioned in the conversations.(play the recording twice. students listen and circle the items.)t: let’s check the answers, ok?s6: …t: who would like to say the circled words again?s7: …2. listening(2b).(通过听力练习,强化学生对单词和句型的理解,同时训练学生写的技能。)t: please look at the two pictures in 2b. one is kelsey, and the other is mike. listen to the conversations again. this time you will pay attention to the things kelsey and mike are looking for. then write down the names of the things under each person’s pictures.(play the recording for the students to write down the words.)共10页,当前第6页12345678910t: well, what is kelsey looking for?s8: …t: what about mike? what is he looking for?s9: …step four: pair work.(这个活动运用信息差,训练了学生用重点词汇和句型进行听、说、写的练习。)t: now let’s play a game. you are student a and your partner is student b. student a looks at page 81, while student b looks at page 82. each student has only part of the information needed to complete the activity. first student a asks student b questions, using the words in the box; student b answers the questions and writes the words in the chart below.(students practice in pairs, asking and answering questions and filling the charts. and the teacher moves around explaining the procedure and of fering help.)a sample:sa: is this her pencil case ?sb: no, it isn't. it's his pencil case.sa: is this his key?sb: yes, it is. it's his key.sa: is this his backpack?sb: no, it isn't. it's her backpack. (students practice in pairs.)t: this time student b asks student a questions, using the words in the box; student a answers the questions and writes the words in the chart below.(students practice in pairs, asking and answering questions and filling the charts. and the teacher moves around explaining the procedure again and providing help.)sb: is this her pen?sa: no, it isn't. it's his pen.sb: is this her book?sa: yes, it is. it's her book.sb: is this his computer game?sa: no, it isn't. it's her computer game.t: let’s check the answers. one from group a and the other from group b come to the blackboard to fill in the chart.step five: summary and homework. in this case, we’ve learned the names of some possessions. after class, please use some of these words to write out a conversation and practice with your partner.period four课前准备教师:录音机,图片,录好的磁带,教学课件。学生:收集一些英文的失物招领。教学设计step one: revision.(检查学生的作业,找几组学生表演,训练学生的口语表达能力。)t: first i’ll check your homework. practice the dialogue you made. and you should use the pictures or the objects that are mentioned in your dialogue. i’ll invite some of you to come to the front to say the dialogue.dialogue one:sa: what’s this in english?sb: it’s a …sa: how do you spell it?sb: …dialogue twsa: is this your…?sb: no,it isn’t. it’s not my …sa: is this her…?sb: yes, it is. it’s her…step tw new words.1. present the new words.t: please look at the pictures and learn the new words.(用多媒体展示新单词效果较好。)1.at prep. 在(里面或附近);在(点刻);共10页,当前第7页123456789102.the art. 表示特指的人、物、事或群体 3.lost adj. 丢失的;遗失的4.found adj. (find的过去式、过去分词)找回的5.lost and found 失物招领6.please adv. 请7.school n. 学校8.a set of 一套;一副 (teach students to read the words.)2. practice the new words. (事先录制一段短的听力,让学生通过听的训练来强化所学的新单词,并为学习写寻物启示和失物招领作好准备。)t: please listen to a short passage twice then fill the blanks using the words we learned.(show students a short passage and play the recording for the students to listen.)there are many things in (1)_____________________in my (2)__________. look, here’s (3)_________keys. is this yours? (4)__________call jim (5)___________753-2289.typescript:there are many things in the lost and found in my school. look, here’s a set of keys. is this yours? please call jim at 753-2289.t: well, who would like to tell us the answers?s: …t: good. let’s read the passage together.(students read the passage and the teacher pays more attention to their pronunciation.)step three: reading.1. present “lost and found”. (设置情景,激发学生的思维。从学生生活中常发生丢失物品的现象出发,引导学生学会处理这种问题方法。)t: have you ever picked up others’ things or lost anything?what are they?s1: i lost a backpack.s2: i picked up a pen.t: good. what will you do with these things? how did you return or find them? have a discussion with your partner.(students discuss the problem. maybe you will get the answer, “we’ll learn how to write a lost and found.”)t: if you lost something, what should you do ? you can answer it in english or chinese.s1: call “110”.s2: tell the teacher about it.s3: ask my classmate to help me look for it.s4: tell my parents.s5: 寻物启事。t: all of you are right. today we are going to learn how to write “lost”.look at “lost” below and find out the important information about it.(让学生通过教师展示的失物启示,发现写失物启示的要点。)lost:my baseball.yellow and red.call tom at 405-6678共10页,当前第8页12345678910lost:my school id card.my name is mike.please call 843-9096s6: the lost thing.s7: name.s8: color.s9: telephone number.s10: picture.t: yes. you have done very well. if we write “lost”, we must write the lost thing, the person’s name, telephone number and color, we can also put a picture of the thing on it. next, if you pick up something, what should you do? (通过和学生的交流,探讨拾到物品时,应如何处理。)s11: give it to our teacher.s12: 交给警察。s13:找到失主。t: how to find the owner of the thing? i think we can write “found”, can you guess the meaning of “found”?ss: 失物招领。t: good. how to write “found”? look at “found” and then tell me the way to write “found”.(让学生通过教师展示的失物招领,发现写失物招领的要点。)found: backpackis this your backpack?please call mana.phone # 556-0203.david, is that your pencil case in the lost and found case? alice.s14: the found thing.s15: telephone number.s16: 联系人。s17: place.t: excellent. all of you are very clever. if we write “found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.2. practice. (这个活动目的在于训练学生的阅读能力。)t: please look at the notices on the bulletin board in 3a. who would like to read it ?(ask four students in turn to read the notices.)s: …t: it’s time for you to read the notices yourself and circle the words from activity 1a.(students finish the work alone.)t: who would like to give us your answer? please read the words.s7: …step four: make a message.(show students a message.)( ) at 529-6403( ) call david( ) a set of keys. please( ) found:t: this is a bulletin board message. but they are in the wrong order. you should make it clearly by putting them in the right order. the first one is done for you. (show students the first part with the word “found”) this is the first part of the message. write number 2, 3, and 4 in the boxes to complete the message.(students complete the message and write the numbers in the boxes in 3b.)t: well, who would like to read the message?s8: …step five: writing.(用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示,便于修改和提供写作案例。)t: ok.now let’s try to write it. you may use the one in 3a or the one in 3b as a model.共10页,当前第9页12345678910(students write their bulletin board messages and the teacher moves around the room offering language support as needed.)t: let’s read some of your messages.(ask some students read their message aloud. and others to help correct their work.)stepp six: self-check.1. key words.(此活动帮助学生复习本单元所学过的重点词汇。)t: please read the words in the box. if you don’t know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.(students check all the words they know.)2. writing.(训练学生用目标语言写和说的能力。)t: look at the picture please. what are they talking about in picture 1? who would like to read it?sa: is that your backpack?sb: no, it isn’t.t: ok, now what may other people talk about in picture 2, 3 and 4? complete the chart using is this/that…? yes, it is./ no, it isn’t.(students fill in the chart.)t: now please read the conversation with your partner.sa: is that your notebook?sb: yes,it is.sa: is that your key?sb: no, it isn’t.共10页,当前第10页12345678910