Unit+3+大单元教学教学设计英文版 人教版英语七年级上册

学科网（北京）股份有限公司

Unit3Isthisyourpencil?

I.Analysisofunitcontent

Thethemeofthisunitis'PeopleandSelf'andispartofthe'LivingandLearning,BeingandDoing'thematiccluster,whichcoversthesub-themesof'Thingsaroundyouandtheenvironment'.Thisunitisbasedonthetopic"Isthisyourpencil?SectionAfocusesonthecoresentencepatternsandkeyvocabularyforaskingabouttheownerofanobject,usinggeneralquestionswithindicativepronounstoaskabouttheownerofanobject,andusingbasicvocabularyforcommonobjectsofstudyandnounpossessivepronounstoidentifytheownerofanobject.Howdoyouspellit?andlearnhowtowriteaboutlostandfoundobjects.

Throughthestudyofthisunit,studentswilllearnhowtoaskfortheownershipoflearningobjectsandusethemflexiblyinreallife;theywillbeabletoidentifyobjectsamongclassmates,cherishtheirpersonalbelongingsanddevelopaspiritofhelpfulness.Intermsoflanguageskills,studentswillbeabletointroducetheirownbelongings;beabletowritealostandfounditemaboutsomethingtheyhavelostorfound;beabletousewhattheyhavelearnedtofindtheownerofanitem.Theywillbeabletousetheeverydaylanguagetheyhavelearnedtocommunicatewithothersinasimpleway,tointroducethecharacteristicsofobjects,toaskabouttheownershipofobjectsandtowriteaboutlostandfoundobjects.

II.Thematiccontentstructureoftheunit

=3\*ROMAN

III

.Teachingphilosophyandmethods

Thisunitfocusesonthecharacteristicsofobjectsandtheidentificationoftheirownership.Afterlearningthisunit,studentswillbeabletousegeneralquestionstoaskquestionsabouttheownershipofobjectsandtousenounpossessivepronounstoanswerthemcorrectly.ThelanguagematerialispracticalandprovidesstudentswithaninitialunderstandingofhowtowriteaboutLostandFoundwhiletrainingtheirlistening,speaking,reading,readingandwritingskills,developingaspiritofhelpfulnessandsensitivitytoculturaldifferencesbetweenChinaandtheWest,andenablingthemtolearntouselanguageappropriatelyandflexiblyinpracticalsituations,reflectingtheinstrumental,communicativeandculturalaspectsoflanguage.

=4\*ROMAN

IV

.AnalysisofLearningSituation

1.Agecharacteristics

Seventhgradersstillhavemanycharacteristicsofelementaryschoolstudents,butatthesametimetheyareinadolescence.Theylackself-controlandjudgmentandareeasilydisturbedbytheoutsideworld.Theyarelively,activeandhaveastrongdesiretoparticipateandexpressthemselves,butsomeofthemarelazyandplayful,andtheirlearningpurposeisnotclear.

2.Cognitivecharacteristics

Thecognitiveabilityofmiddleschoolstudentsisimproving,andthecorecomponentofcognition-thinkingabilityismaturing.Theirabstractlogicalthinking,dialecticalthinkingandcreativethinkinghavedevelopedgreatly.Thestabilityoftheirattentionhasincreasedcomparedtoelementaryschool,buttheyareeasilydistractedbyboredomwithdull,boringandmechanicalteachingandexercises.Theirpowersofobservation,consciousmemory,andintentionalimaginationarealsodeveloping,andthepurposeanddirectionofthinkingareclearer.

3.Emotionalperformance

ThemajorityofstudentsareinterestedinEnglish,haveahighenthusiasmforlearningEnglish,andarewillingtoparticipateinvariousEnglishpracticeactivities.Also,theycanactivelycooperatewithothersintheactivitiesandhelpeachotherandcompletethelearningtaskstogether.However,individualstudentsarelessenthusiasticandlessactiveinlearning.

4.ExistingLanguageknowledgeandskills

Afterthepreparatoryunitandthefirsttwounits,studentshaveagoodgraspofgeneralquestionsguidedbyBeverbs.Inthisunit,studentshavestudiedthewordsforlearningobjectsinprimaryschoolandareabletogivesimpledescriptionsoftheseobjects.

5.Predictionsofstudents'learningdifficulties

(1)Thedifficultyinthislessonisthedistinctionbetweenadjectivepossessivepronounsandnounpossessivepronounsandtheircorrectuse.

(2)Studentsarenotyetproficientintheuseofnounpossessivepronouns.

SectionA(1a-1c)TeachingDesign

=1\*ROMAN

I

.Studyofthetext

What:Thislessonispartofthe'LivingandLearning,BeingandDoing'thematicclusterwithinthe'PeopleandSelf'thematicarea,andcoversthesub-themeof'Thingsaroundusandtheenvironment'.Thislessonisadailyconversationforsecondaryschoolstudents,whichisbasedonaskingaboutschoolsupplies.Studentsaskeachotheriftheseareeachother'sschoolsupplies.Thelessonpresentskeywordsandsentencepatternsfortalkingaboutpreferencesthroughthematicpicturesanddialogues.1aThepicturesshowthenamesofeightschoolsuppliesbyaskingaboutthem.1bListeningtrainingtocorrectlysequencethedialoguesthroughthetext.1cPracticethedialoguesthroughoralcommunicationwithpeersandthencreatedialoguestodeveloplanguageskills.

Why:Thislessonshowsrealschoolscenesthroughthememapstostimulatestudents'interestinlearningthesubjecttopic;listeningexercisesandconversationexercisespresentthekeysentencepatternsandwordsinthislessonsothatstudentscanlearntoaskforschoolsuppliesandmasterthetargetlanguageinthecontext.

How:Thislessonisaneverydayconversationinwhichyouasksomeoneifthisistheotherperson'sschoolsupplies,usingthequestionandanswerpatternofthegeneralquestion,andcananswercorrectly.

=2\*ROMAN

II

.TeachingObjectives

Bytheendofthislesson,studentswillbeableto:

①Beabletousethegeneralquestioncorrectlytoconfirmthesubject-objectrelationship:Isthis/that...?Arethese/those...?

②Usethenounpossessivepronounshis,hersandminecorrectlyandgainaninitialunderstandingofthedifferencebetweennounpossessivepronounsandadjectivepossessivepronouns.

②Spellthewordspencil,pen,pencilbox,book,eraser,ruler,schoolbag,dictionaryaccuratelyandalsomastertheirpluralforms.

④Turbinatethephoneticsymbols.

⑤Learntotidyuptheirdesksandlearningmaterials,keeptheclassroomcleanandtidyandgainthejoyofbeinghelpful.

=3\*ROMAN

III

.Teachingprocess

TeachingObjectives

LearningActivities

EffectivenessEvaluation

Listentoandrecognizethefollowingvocabularyinthecontextofthetopic:pencil,pen,pencilbox,book,eraser,ruler,schoolbag,dictionary(learningtounderstand)

1.Introducebyguessingwhatschoolsuppliesareinthelittlegirl'sschoolbag,andleadstudentstowatchthevideoofthelittlegirlopeningherschoolbagtorecognizethetargetwords.

2.IntroducethesentencepatternIsthis...?andtheanswerYes,itis./No,it,isn't.Letstudentspracticetheexpressions.

3.Consolidatethesubjectnounsthroughthe"wordcollection".

Observestudents'performancetounderstandtheirvocabularyreserveaboutthesubject

DesignIntention:Introducethethemeandcreateacontext.ThisphaseoftheactivityaimstohelpstudentslearnthetargetvocabularyincontextanddrillthewordsandsentencepatternsthroughactivitiessuchasMagicBoxGuessingandWordRally.

2.Throughlearningthelanguageofthetheme,guidestudentstoputinorderandlearntoorganize.(Emotionalsublimation,disciplineeducation)

4.Perceivethebenefitsoforderlyorganizationthroughtheactivityoffindingtheowneroftheitems.

5.Observethepicturesof1a,feelandcomparetheverydifferentfeelingsgivenbymessyandtidy.

Guidingstudentstodevelopproperstudyandlifehabitsanddisciplineeducation.

Designintent:Toletstudentsunderstandtheemotionalmoralbehindthesubject,whichcanhelpstudentsconfirmthebelongings,promotecommunicationamongstudents,anddevelopgoodhabitsoforganizingobjects.

3.Usethetargetlanguage.

--Isthisyour...?--Yes,itis./No,it,isn't.

Askingothersabouttheownershipofobjectsandbeingabletoanswercorrectlywhenasked(applicationpractice)

6.1a:Usingthemainpicture,describetheschoolsuppliesyouseeandmatchthewordswiththepictures.

7.1b:Listening,listentothesoundstoorderthedialogues.

8.1b:Listentothesoundsagainandfollowalong,payingattentiontotheintonationofthequestions.

9.1c:Roleplay:

Workinsmallgroupstocompletethedialoguesandactthemoutinrolesbyfindingthelittlemasterplan.

10.Summaryclasssummary

Observestudents'abilitytouselisteningskillstocompletelisteningtasks,givingnecessaryguidanceandfeedbackasneeded

Observewhetherstudentsusethetargetlanguagecorrectlyandgrasphowwelltheyinternalizethecontentandlanguagetheyhavelearned

DesignIntention:Tofurtherconsolidatethetargetlanguageandmastertherelatedphoneticknowledgethroughaseriesoflisteningactivities.Studentswillbeguidedtousethelanguagetheyhavelearnedtoaskabouttheownershipofobjects,toimprovetheirunderstanding,tocompletethecommunicativetasks,toapplywhattheyhavelearned,andtopromotetransferandinnovation.

=4\*ROMAN

IV

.Blackboarddesign

=5\*ROMAN

V

.Assignmentdesign

Basicassignments:

Writeandrecitethewordsin1aandwritethreesetsofdialoguesmodelledon1b.

Practicalassignments:

Collectsomeofyourclassmates'learningobjectsandworkinsmallgroupstohaveaconversationtoidentifywheretheobjectsbelong.Refertotheexamplesentences:

--Isthis/thatyour...?

--No,...It’shis/hers./Yes,…They’remine.

--Arethese/thoseyour...?

--No,…Theyarehis/hers./Yes,…Theyaremine.

Extendedassignments:

Lookupinformationandtrytodrawamindmapofpossessivepronouns.

=6\*ROMAN

VI

.TeachingReflection

SectionA(2a-2d)TeachingDesign

=1\*ROMAN

I

.Studyofthetext

What:Thislessonispartofthe'LivingandLearning,BeingandDoing'thematicclusterwithinthe'PeopleandSelf'thematicarea,andcoversthesub-themeof'Thingsaroundusandtheenvironment'.Thislessonisbasedonthedailyconversationsofsecondaryschoolstudentsandisbasedonschoollife.2aand2barebasedonlisteningconversationstotalkaboutaskingifitissomeoneelse'sschoolsupplies;2cand2darebasedonpractisingandcreatingconversationsandroleplaytofurtherusethetargetlanguage.

Why:Thislessonhelpsstudentsconsolidateandextendthetargetlanguageandimprovetheirlisteningskillsthroughlisteningandspeakingexercisesin2a-2c;2c-2dmovefromimitating,creatingandthenactingoutthedialoguesinroles,allowingstudentstoconsolidatethetargetlanguagethroughreal-lifecontextualusesothattheycanuseitproficiently.

How:Thelisteningandconversationtextsinthislessondeveloponsituationsthatstudentsarefamiliarwithandoftenencounterinschool.Usegeneralquestionstoaskifafoundobjectistheotherperson'sandtobeabletoansweryesornotoanotherperson'squery.

II.TeachingObjectives

Bytheendofthislesson,studentswillbeableto:

①Beabletomasterthefollowingvocabulary:pencil,book,eraser,box,pencilbox,schoolbag,dictionary,his,hers,mine,yours,teacher,excuseme.

②Furtherlearnthefollowingsentencestoaskandidentifytheownerofanobject:

Isthis/that...?Yes,itis./No,itisn't.

Arethese/those...?...?Yes,theyare./No,theyaren't.

④Beabletousethenounpossessivepronounsmine,yours,his,hers;understandthedifferenceinusagebetweennounpossessivepronounsandadjectivepossessivepronouns.

⑤Throughlearningtoidentifytherelationshipsbetweenschoolsupplies,studentswilllearntotakecareoftheirownschoolsuppliesanddevelopthehabitoftakinggoodcareoftheirownbelongings,andtoreturnitemsthatdonotbelongtothemtotheirownersintime.

III.Teachingprocess

TeachingObjectives

LearningActivities

EffectivenessEvaluation

1.Learnandcorrectlyusethewordsforlearningobjectsandconsolidatethegeneralquestioningsentencesforaskingobjects.(Learntouse)

2.LearnanduseExcusemeindifferentcontexts(learntounderstand)

1.ReviewthegeneralquestioningsentencesofaskingitemsthroughthesituationthatTom,aboy,islateforschoolbutcannotfindanythingandhisclassmateshelphimfindit.

2.Throughthelisteningtraininginpart2a,studentscanconsolidatethevocabularyoflearningsupplies.

3.listentoandcompletethedialoguesinpart2btodevelopstudents'informationretrievalskillsandawarenessofpartsofspeech.

4.watchthevideotounderstandhowtouseExcusemeindifferentsituations.

5.listenandanalyzethetextcloselyandfollowalongtolearnthemultiplemeaningsofwordsandthemultipleusesofwordsandtheintonationofsentences.

Observestudents'performancetounderstandtheirvocabularystockandsentencemasteryregardingschoolsupplies.

DesignIntention:Thisstageoftheactivityaimstohelpstudentslearnthetargetvocabularyincontext,andtoaccumulateandexpandvocabularyandconsolidatewhattheyhavelearnedthroughactivitiessuchasintensivelisteningandanalysisandwatchingvideos.

2.Beabletousegeneralquestionstoaskandanswerproficiently,andbeabletocooperateincompletingconversationsabouttherelationshipofitemsbelongingtothem.(ApplicationPractice)

1.Groupwork:Groupsoffourmixtheirschoolthingstogetherandcarryoutaconversationtoidentifytherelationshipbetweenthem.2.

2.2d:Readtheconversation,underlinetheschoolthingsinthepicture.Readthetextcarefully,retrieveandmarkthewordsandsentencestructuresandvariantsofthelearningobjects,andconsolidatetheknowledgeagain.

3.LetstudentsconsolidatesentencepatternsandvocabularythroughtheMemorychallengefunactivity.

Observewhetherstudentscanusethesentencepatternstheyhavelearnedtocompletethedialogueinterpretationtask,andgivenecessaryguidanceandfeedbackasneeded

Listenforcorrectuseoflanguageandgrasphowwellstudentsinternalizethecontentandlanguagetheyhavelearned.

DesignIntent:Todevelopstudents'abilitytoaccuratelyacquire,sortandrecordkeyinformation,toguidethemtomasterthecorecontent,tolearnandinternalizekeysentencepatternsandkeylanguage,andtoenablethemtoexperienceapplyingwhattheyhavelearnedinreal-lifesituations.

Summarizethetheme:studentsshouldlearntotakecareoftheirschoolsuppliesandreturntheitemsthatdonotbelongtothemtotheirownersintime.

4.TIPS：

Inourdailylife,weshouldtreatourschoolthingsasourfriends.

Weshouldreturnthethingsthatwefindorborrowtotheownerassoonaspossible.

Guidestudentstodrawtheirownconclusionsbysummarizing.

Designintent:studentsthroughthewholelessoncontextualpulse,andthendialogueinterpretationexperience,sothatstudentscanlearntoloveschoolsupplies,protecttheschoolsupplies,foundthatdoesnotbelongtotheirownitems,shouldbereturnedinatimelymanner,toachievethepurposeofdisciplineeducation.

=4\*ROMAN

IV

.Blackboarddesign

V.Assignmentdesign

Basicassignments:

1.Copy2d,andsummariseforyourselfwhatyouhavelearnedinthislessonaccordingtothesummary.

Practicalassignments:

Mockconversation-setupaclasslostandfoundcorner,recordwhatyouhavefoundorlostinthelostandfoundnotesandmimicthe2dconversation.

Extendedassignments:

Avideowasmadetoconfirmtheownershipoftheitemsandtopromote"Don'tforgettofindthings".

VI.TeachingReflection

SectionA(GF-3c)TeachingDesign

I.Studyofthetext

What:Thislessonispartofthe'LivingandLearning,BeingandDoing'themegroupwithinthe'PeopleandSelf'themearea,andcoversthesub-themeof'Thingsaroundusandtheenvironment'.ThislessonfocusesonthetargetlanguageinSectionA.Itsummarizesthesentencepatternsusedtoidentifytheownerofanobjectandlearnstomasterthegeneralquestionwiththebeverb,thepossessivepronounsandtheindicativepronouns.Inthislesson,studentswilllearntocooperatewithothers,learnfromeachotherandhelpeachothertocompletetheirlearningtasks.

Why:GrammarFocusguidesstudentstoobservegrammaticalphenomena,explorethebasicgrammaticalrulesofgeneralinterrogativesentencescontainingbeverbs,possessivepronounsandindicativepronouns,summarizethesentencepatternstheyhavelearntattherighttime,anddeveloptheirlearninghabitofsummarizingtheirknowledgeintimeandtheirabilityofindependentlearning;3a-3bhelpsstudentslearntousethecorrectquestionandanswerstructuresofgeneralinterrogativesentencescontainingbeverbsthroughcontrolledandsemi-controlledgrammartraining;3cenablesstudentstoflexiblyusethesentencepatternsoftheunitforlanguagepracticethroughasmallactivityofextractingobjectstofindtheirowners.

How:Inthislesson,grammaticalknowledgeisexplainedinordertofurtherstudythetargetlanguageofaskingandansweringquestionsabouttherelationshipstowhichlearningobjectsbelong,andtwoexercisesandanoralcommunicationactivityareusedtoconsolidatetheuseofsentencepatternsinthequestionandanswerstructuresofgeneralquestionscontainingbeverbs.

II.TeachingObjectives

Bytheendofthislesson,studentswillbeableto:

1.summarizethesentencepatternsusedtoidentifytheownerofanobject:

Excuseme.Isthis/that...?Yes,itis./No,itisn't.Excuseme.

Excuseme.Arethese/those...?Yes,theyare./No,theyaren't.

2.studentscanmasterthegeneralquestionwithbeverbs,possessivepronounsandindicativepronouns

3.throughgroupactivities,studentsareinstructedtoactivelycooperatewithothers,learnfromeachotherandhelpeachothertocompletethelearningtaskstogether

III.TeachingProcess

TeachingObjectives

LearningActivities

EffectivenessEvaluation

1.Learnnounpossessivepronounssuchasmine,hers,hisandconsolidatethestructureofgeneralinterrogativesentencescontainingbeverbs.(Learningtounderstand)

2.Cultivatestudents'activethinking,activeinquiry,grasptheimportantanddifficultpointsinthelearningprocess,developthelearninghabitofcarefulobservation,timelysummaryandindependentlearningability(learningcomprehension,applicationpractice)

1.Introducetheclassthroughaquestion-and-answersituationbetweentheteacherandTom'sclassmates,whichisclosetothestudents'life.

2.BypresentingIsthis/that...?Arethese/those...?ThenwewillexplaintheusageofBeverb-ledgeneralquestionsandhavestudentstakenoteswithdifferentcoloredpens.

3.ObservethesentencesofGrammarFocus

①UnderstandthepronunciationpatternofIt's/Isn't/aren't.

②Summarizethedifferentusagesofgeneralquestionsentencescontainingbeverbs.

③Usechantsothatstudentscaneasilymemorizethegrammar

Observestudents'performancetounderstandtheirknowledgebaseaboutgeneralinterrogativesentencesheadedbyBeverbs.

DesignIntention:Thisstageoftheactivityaimstohelpstudentsconsolidatethetargetlanguageincontext,stimulatetheirinterestinparticipation,activatetheknown,anddeveloptheirlearninghabitsofcarefulobservation,timelysummaryandindependentlearningability.

3.Consolidatewhatyouhavelearnedthroughpracticeproblemsandusethetargetlanguageflexiblyinreal-lifesituations(applicationpractice,transferinnovation)

1.Completethesentenceswiththecorrectindicativepronounquestionword(3a)

2.readingtheinterrogativesentencesandcompletingtheanswersentences(3b)

3.practicetranslatingalltherelevantsentencesofChineseandEnglishnouns.

4.Completethedialogueaccordingtothecontext.

5.Practicecompletingsentencesaccordingtotherequirements.

Observewhetherstudentshavemasteredwhattheyhavelearnedinclassandprovidenecessaryguidanceandfeedbackasneeded

Observewhetherstudentsareusingthelanguagecorrectlyandgrasphowwelltheyareinternalizingthecontentandlanguagelearned

Designintent:toguidestudentstointegratetheuseofrelevantlanguageexpressions,completecommunicativetasks,learntoapply,andtrainstudentstousethelanguagetheyhavelearnedinrealsituations.

=4\*ROMAN

IV

.Blackboarddesign

V.HomeworkDesign

Basicassignments:

Memorizethegrammarfocusandcompletethepost-lessonexercises.

Practicalassignments:

Introduce6itemsownedbyyourfamily.(Requirement:Atleast3sentenceswithpersonalpronounsandnounpossessivepronouns.(Includesingularnounsandpluralnouns.)

Extendedassignments:

Lookuptheinformationandorganizeandsummarizeyournotesonthedifferenceandusageofadjectivepossessivepronounsandnounpossessivepronounsinawayyoulike,andtellthemtoaclassmatewhoneedshelp.Youcanalsoaskyourclassmatesandteacherifyouneedhelp.

VI.TeachingReflection

SectionB(1a-1d)TeachingDesign

I.Studyofthetext

What:Thethemeofthislessonbelongstothe"LifeandLearning,BeingandDoing"themegroupinthe"PeopleandSelf"themecategory,andinvolvesthesub-themeof"Thingsaroundusandtheenvironment".Thislessonispresentedthroughlisteningdialoguessothatstudentscanextractinformationandwriteabouttheobjectstheyhear.

Why:1apresentsmorenounsofcommonobjectsinlifeandallowsstudentstomatchthewordswiththeobjectsonthewaybylookingatthepictures;1bconsolidatesthesentencestructureoftheunitbyaskingandansweringwithpeersabouttheobjectsin1aaccordingtothegivensentencestructure;1c&1ddevelopstudents'abilitytocapturekeyinformationthroughlisteningactivities;1dfurtherexploresthelisteningmaterialstocreateacontextforstudents'languageoutputina1dfurtherexploresthelisteningmaterialstocreatecontextsforstudents'languageoutput,usingthetargetlanguageindiverseandintegratedauthenticlanguageactivitiestohelpstudentsimprovetheirlisteningandspeakingskills.1eallowsstudentstorole-playbasedonthelisteningtext,allowingthemtoconsolidatethetargetlanguageintheirexperiences.

How:ThedialoguesinthislessonrevolvearoundquestionsandanswersaboutinformationaboutitemsbelongingtoLindaandMike.AskwithWh-specialinterrogatives,andHow-ledspecialinterrogatives,whilepresentingmorenounsoflivingobjects.

II.TeachingObjectives

Bytheendofthislesson,studentswillbeableto:

1.Throughcontextualexperience,theywillbeabletomasterthetargetvocabulary,usethetargetlanguagetoconfirmtherelationshipoftheitemsandimprovetheiroralcommunicationskills.

2.Throughgroupwork,theycanunderstandhowtocollectlostitemsandreturnfounditems,andfurtherhelpeachotherwiththeirclassmates.

3.Throughthelearningoftargetvocabularyandlanguage,theywillbeabletounderstandtheexpressionstoidentifytherelationshipofobjectsandexperiencethecharmofdifferentcultures.

4.Throughtheclassroomactivities,studentswillrealizetheimportanceofagoodteachingandlearningenvironmentanddevelopasenseofcarefortheenvironmentandcommunityinpublicplaces.

III.TeachingProcess

TeachingObjectives

LearningActivities

EffectivenessEvaluation

1.Throughcontextualexperiences,theywillbeabletomasterthetargetvocabulary,beabletounderstandhowtocollectlostitemsandreturnfounditems,andfurtherhelpeachotherwiththeirclassmates.

(Learningtounderstand)

1.Introducethethemeofthislesson-lostandfound-throughthesituation,andguidestudentstothinkabouthowtheycanfindthelostthings.

2.Observehowpeoplegotothelostandfoundtogetbacktheirbelongingsandanswerthecorrespondingquestions.

3.observethepicturesandfollowtheteachertolearnhowtoread,write,interpretandusenewwords.

4.Academiceducation:guidestudentstoobservetheobjectsinacertainorder.

Observestudents'performancetounderstandtheirvocabularyreserveaboutobjectsintheirlives

DesignIntention:Thisstageintroducesthetopicofthislesson-lostandfound-throughthecontext,andleadsstudentstothinkaboutrelatedtopicsthroughpicturesandlearnmorewordsforobjectsinlife.

2.Throughthelearningoftargetvocabularyandlanguage,theywillbeabletounderstandtheexpressionstoconfirmtherelationshiptowhichitemsbelong,usethetargetlanguagetoconfirmtherelationshiptowhichitemsbelong,andimprovetheiroralcommunicationskills.(ApplicationPractice)

5.matchingwordswithobjectsontheway(1a).

6.practicingconversationsusingnewwordsbasedonsampleconversations(1b)

7.listening.

①Completethelisteningtaskinpart1cofthebookbycirclingtheitemsyouhear:

②Completethelisteningtaskinpart1dofthebook:listentowhatitemsLindaandMikehavelostandfillintheblanks.

③Listenandfollowthelisteningtextagain.

Observestudents'correctuseoflanguageandgrasphowwelltheyinternalizethecontentandlanguagetheyhavelearned

DesignIntention:Bydifferentiatingbetweenmaleandfemalestudents,studentsareguidedtograspkeywordsforlisteningtasksanddeveloptheuseoflisteningskills.Originaltextdredgingforlisteningtrainingtoraisethedifficultyandexpandthinking.Followthelisteningtexttodevelopstudents'awarenessofphoneticintonation.

3.Throughtheexperienceofclassroomactivities,studentscanrealizetheimportanceofagoodteachingandlearningenvironment,anddevelopasenseofcarefortheenvironmentinpublicplacesandcollectiveconsciousness.

(Learningandunderstanding,emotionalsublimation)

8.Pairwork:Basedonthecontentoftheinformationin1d,twopeoplesharetherolestoexpressthedialogue(1e)

9.Dialoguepresentationsession,givenspecificscoringcriteria,studentsperformdialogueinterpretation.

10.Observethetwosetsofscenes,askstudentstotalkabouttheirfeelingsandaskwhatyouwoulddoifyoupickedupsomeoneelse'sthings.Askstudentstothinkaboutit.

11.Conductathematicstudent-hua:pickingupmoneyisatraditionalvirtueoftheChinesenation,andachievethepurposeofdisciplineeducation.

12:Classroomsummary

Observethekeywordsrecordedbystudentstodeterminehowthoroughlyandaccuratelytheyobtainandrecordinformation

DesignInte