2024年Unit 3 Is this your pencil.全单元教案

Unit3Isthisyourpencil?LearningObjectivesInthisunit,studentswilllearntoidentifyownershipofpersonalbelongings.Theywillalsobeabletospellthenameoftheobjectforconfirmation.一、Topics（话題）:Thingsintheclassroom二、Functions(功能)Identifyownership三、Structures(构造) Possessivepronounsmine,yours,his,hers Yes/noquestionsandshortanswers Lostandfound四、TargetLanguage(目的語言)Isthisyourpencil?Yes,itis.It’smine.Aretheseyourbooks?No,theyaren’t.They’rehers.五、Vocabulary（詞汇） pencil,pencilbox,schoolbag,book,easer,notebook,dictionary,bag,baseball,computergame,IDcard,watch,ring,mine,your,his,hers Thankyoufor..,ask...for...,asetof六、Skills(技能) Listeningandreadingforspecificinformation七、Recycling（复习巩固） What’sthis?It’s...Howdoyouspellit?八、教材分析本單元以schoolthings為话題，主題是“确认物品的所有权”，物品重要围绕著教室内學生身边的常用物品，在教課時老師可以使用实物進行教學，增强學生的學习效果。事实表明，假如将真实的語言材料引入學习环境，并与社會的語言活動結合起来，學生的學习效果将是事半功倍的。也就是說，作為讲課的老師，我們要結合所授内容，努力為學生发明真实的、贴近生活的情境。通過單元教學使學生學會识别物品的所有者，學會根据場景問询物品的所属，以及學會写寻物启事和招领启事。与其他單元同样，本單元共六页（6pages），其中包括SectionA，SectionB和SelfCheck。SectionA(Pages13–15)學會問询物品的所属。提供了本單元教學的基本詞汇和語言构造，為本單元的目的句型提供示例和指导性练习，通過简朴的語言活動進行操演和巩固；Page13,14有听、說、讀。1a,1b,1c重點學习某些表达學习用品的詞，學會問询物品的所属。2a,2b,2c,2d继续學习表达學习用品的詞。重點學习运用問询物品所属的句型。3a,3b,3cSectionB(Pages16&17)學會写招领启事和寻物启事。在已經有的基础上開展的，GrammarFocus,Page3是語言运用。許多知识點都是以旧带新，但學习任务的难度在逐渐递升，口頭训练也過度到笔頭训练，通過這部分的學习，使學生可以對已學過的目的句型运用自如。1a,1b,1c,1d,1e學會判断物品的所属。2a,2b,2SelfCheck检测本單元所學詞汇知识，學會問询物品的所属，學會問询物品的名称。課後自我检测和评价，包括對本單元所學詞汇的检测，詞汇扩展训练，以及語言运用能力的检测和评价。通過這部分内容的训练，使學生對本單元的語言目的的掌握程度有较為明确的认识。九、學情分析1）初一學生心理特點：對中學生活既好奇又担忧；但愿在新班集体裏得到他人的承认；重要通過他人评价初步形成對自已的评价，因此很在意他人的评价；自我认识较模糊、片面，但自我意识却不停增强；開始步入青春期生理、心理剧变阶段。2）初一學生學习英語的特點：初一學生對英語既感到新鲜又有所畏惧，他們但愿在新的环境中通過學好英語這门新科目来获得他人的承认。但伴随小學英語的实行，诸多學生新鲜感減少，畏惧感增長，两极分化從一開學就凸現出来。分层次教學，因材施教迫在眉睫。3）思维能力：该年龄段的學生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。拾、課時安排Thefirstperiod（SectionA：1a–2d）ListeningThesecondperiod（SectionA：GrammarFocus–3c）Listeningandspeaking(I)Thethirdperiod（SectionB:1a–1e）Listeningandspeaking(II)Thefourthperiod（SectionB:2a–2c）Reading,speakingandwritingThefifthperiod（SelfCheck）RevisionandtestingTheFirstPeriod:SectionA(1a–2d)Teachingaims（教學目的）1．本單元我們将學习物品的所属者是谁？2．根据場景問询英語中對应的体現法。Languagepoints（語言點）规定掌握如下句式：(1)What’sthis/that(inEnglish)?It’sa/an…(2)Isthisyourpencil?Yes,itis.It’smypencil./No,itisn’t.It’shis.2．规定掌握如下詞汇： pencil,pencilbox,schoolbag,book,easer,notebook,dictionary,mine,your,his,hersDifficulties（难點）： HowtoidentifyownershipTeachingsteps（教學环节）Step1:WarmupandPresentation(1a:P13)Goodmorning,everyone!Lastweek,wefinishedUnit2.TodaywearegoingtostartonUnit3.Prepareaboxofschoolthingsbeforeclassandaskthestudentstolearntodemonstratethings.Let’slookatthetitleofUnit3.Isthisyourpencil?Whatistheunitabout?T:(Takeaboxfilledwithschoolthingsandpickoutapencil.Tcanputsomepencils,somepencil-boxes,somerulersandsooninthebox.)Apencil,apencil,thisisapencil.(Stress“this”and“pencil”.)What’sthisinEnglish?(Writethesentenceontheblackboardandstress“this”.)S:（repeat）Apencil.T:Yes,itisapencil.What’sthisinEnglish?(Stress“this”.)S:Apencil.T:Doyouhaveapencil?(Holdthepencilupandpointtoit.)S:Yes.T:Showittome,OK?(Showtheposeof“OK”andtrytoleadtheSstodoit.)OK?(Stress“OK”.)S:OK.T:Now,holdyourpencilup(Stress“pencil”)andsayafterme“What’sthisinEnglish”?S:What’sthisinEnglish?T:Thisisapencil.(Write“Thisis…”ontheblackboard.)S:Thisisapencil.T:Itisapencil.(Write“Itis…”ontheblackboard.)S:Itisapencil.T:Good.What’sthatinEnglish?(PointtoS1’spencilandwritetheword“that”undertheword“this”ontheblackboardandstressit.)S:Apencil.T:What’sthatinEnglish?(PointtoS2’spencilandstress“that”.)S:Apencil.T:Good.Pointtoyourfriend’spencilandsayafterme“What’sthatinEnglish?”(Stress“that”.)S:What’sthatinEnglish?T:That’sapencil.(Write“Thatis…”.)S:That’sapencil.T:Itisapencil.S:Itisapencil.T:(Putthepencilasideandpickoutapen.)Apen,apen,what’sthisinEnglish?S:Apen.T:Thisisapen.(Pointto“Thisis…”ontheblackboard.)S:Thisisapen.T:Itisapen.(Pointto“Itis…”ontheblackboard.)S:Itisapen.【教學设计阐明】用实物引出新單詞、新句型，分层次处理新單詞。TheteachergoesontotakealltheschoolthingsoutoftheboxandteachthestudentshowtosaythevariousschoolthingsinEnglish.Letoneortwostudents,oriftimepermits,threeorfourtocometothefronttoputtheschoolthingsintotheboxorpickthemoutoftheboxandsaythenamesofthethings.Ifthestudentsgetthemright,Tcangivesomesmallgiftstothem.Step2:SectionA1aOK,let’stakealookattoday’snewunit.Pleaseopenyourbookstopage13andlookatactivity1a.1．LookandfindT:Pleaselookatthepictureinactivity1a.Whatcanyoufind?2．Matchanddiscussa.T:Wouldyoupleasematchthewordswiththethingsinthepicture?b.T:Howmanywordsdoyouknow?Canyousharethewordsyouknowwithyourpartners?c.T:Pleasediscusswithyourpartnersandcheckwhetheryouranswersarethesame.3．ChecktheanswersT:Let’schecktheanswerstogether.4．Reada.T:Pleasereadthewordsafterme.Pencil...b.T:Iwouldlikeyoutoreadthewordstogetherandreadeachwordtwice.Pencil,pencil...c.T:Whowouldliketoreadthewordstotheclass?d.T:Let’sreadthewordsonebyoneagaintogether.【教學设计阐明】采用Usingcontestguessing和Roleplaying的學习方略，运用教學图片或制作多媒体課件来展開課堂Pairwork,Groupwork的口語交际活動，识别物品的所属，体會指示代詞、一般疑問句的使用方法。Step3:SectionA1b1．Listenandnumbera.T:Listentotherecordingforthefirsttime.b.T:Numbertheconversationsfrom1–3whileyoulistentothemforthesecondtime.2．ChecktheanswersT:Let’schecktheanswers.Answers:3213．Reada.T:Iwouldlikeyoutoreadtheconversationstogether.b.T:Wouldyoupleasereadtheminpairs?c.T:Whowouldliketoreadtotheclass?4．Translateandexplaina.T:Let’stranslatetheconversationsintoChinese.Wouldyoupleaseworkinpairs?b.T:Let’stranslatetheconversationstogethernow.c.Canyoutellmewhenweaskquestions“Isthisyour...?”or“Isthatyour...?”【教學设计阐明】制作la部分的插图和人物對话的課件，人物以動画片的形式展現，将听力部分的内容插入，使學生學會問询物品的主人的基本句型；同步复习單詞pencilpenbookeraserrulerpencilbox，學习詞汇schoolbagpencilsharpenerdictionary.Step3:SectionA1c1．Practicea.T:Wouldyoupleasepracticetheconversationwiththethingsyouandyourpartnerhave?b.T:Iwillgiveyouanexamplefirst.Example:T:Mary,isthisyourpen?S:No,itisn’t.It’sherpen.c.Pleasepresentyourconversationtotheclass.Whowouldliketohaveatry?【教學设计阐明】拓展练习“找主人”：課前教師搜集某些學生的物品并展示，問學生這些東西是谁的；先問询几种學生某些物品是谁的，然後把名字填在表格裏，再让學生互相問询。這种活動可练习运用what特殊疑問句和yes/no問句進行物体所属的問答。Step4:SectionA2a1．Listenandchecka.T:Let’smovetoactivity2anow.Therearesixthingsinthepicture.Let’slookatthem.Canyoutellmewhattheyare?b.T:Yes.OK.Let’slistentotherecordingforthefirsttime.c.T:Areyoureadytodoactivity2a?Pleasecheckthemwhilelistening.2．Checktheanswers.Doyouhavetheanswers?Let’scheckthemtogether.Answers:Thethingsthatarechecked:pencilbox;eraser;book;pencil;ruler【教學设计阐明】1.运用插图或实物卡片，让學生将單詞与实物相连复习某些單詞、學某些生詞。然後教師引导學习問询物品的主人的基本句型"Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t．”。2.让學生听對话，练习并模仿對话。识别物品的所属。Step5:SectionA2b1．ListenandcompleteT:Listentotherecordingagainandcompletetheconversationwiththewordsinthebox.2．Checktheanswers.T:Finished?Let’schecktheanswers.Answers:1．pencil2．erasers3．ruler4．books5．pencilbox3．Readtheconversationa.T:Let’sreadtheconversationstogether.b.T:Iwouldlikeyoutoreadthemingroups.c.T:Whowouldliketoreadtheminclass?【教學设计阐明】1.播放2a部分的录音让學生听，引导學生通過听录音熟悉物品名称"pencilpenbookeraserrulerpencilbox”，完毕2a,2b部分的教學任务。2.引导學生反复他們所听到的，模仿對话，识别物品的所属，完毕2c部分的教學任务（Isthis/thatyour/her/hispencil?Yes,itis.No,itisn't.）。Step6:SectionA2c1．ReadT:Let’smovetotheactivity2c.Shallwereadtheconversationtogether?2．Practicea.T:Now,class,let’spracticetheconversationsinpairs.Thenmakeconversationusingthethingsaroundyouintheclassroom.b.T:Whowouldliketopresentyourconversationtotheclass?Step7:SectionA2dT:Role-playtheconversation.分角色演出對话。采用Roleplaying的學习方略，运用教學图片来展開課堂Pairwork的口語交际活動，使學生學會問询物品的主人的基本句型，体會一般疑問句的使用方法。Step8:SummarizeT:Let’ssummarizewhatwelearnedinthisperiod.Writethefollowingontheblackboard.(1)What’sthisinEnglish?(2)Isthisyour/my…?thatthatThis/That/Itis…Yes,itis.No,itisn’t.形容詞性物主代詞我的你的/

的他(她，它)的我們的你們的/您們的他們/她們/它們的myyourhis,her,itsouryourtheirStep9:Homework1．Copythewordsinactivity1aandthesentencesinthegrammarbox.2．Readthetapescriptofactivities2aand2b. TheSecondPeriod:(SectionAGrammarfocus–3c)Teachingaims（教學目的）語言知识目的：詞汇：pencil,pen,book,eraser,ruler,pencilbox,dictionary,schoolbag,baseball,watch,key,computergame,notebook,ring.句型：Isthisyour…?Yes,itis./No,itisn’t. What’sthisinEnglish?It’sa… Howdoyouspellit?P-E-N.語言技能目的：通過多种活動，培养學生灵活运用語言知识和创新的能力。情感目的：A)激发學生學习英語的愛好，发挥學生學习英語的积极性。B)通過小组活動、组间竞赛等，培养學生的合作意识和团体精神。C)學习文明礼貌的問询和回答方式，拾金不昧的做人原则和助人為乐的优良品质。4．學习方略：A）认知方略：為完毕學习任务而自覺采用某些适合自已的學习措施和手段。B）交际方略：學會与他人合作交流，并能把語言材料用到真实的生活情景中去。C）资源方略：學會运用一切可运用的學习资源，如學习用品，字典，录音机和网络等获取更多的信息。D）调控方略：在學习的過程中，通過自我评价和反思，不停调整自已的學习措施。Languagepoints（語言點）1.詞汇：pencil,pen,book,eraser,ruler,pencilbox,dictionary,schoolbag,baseball,watch,key,computergame,notebook,ring.2.語言构造：指示代詞this&that,Whatquestions,Yes/Noquestionsandshortanswers,Howdoyouspellit?3.語言功能：問询物品属性What’sthis/that…?和辨别物品所有者Isthisyour/her/his…?”Difficulties（难點）： 詞汇的教和學，多种語言构造的综合运用。Teachingsteps（教學环节）Leadin:T:Yesterdaywelearnedhowtoaskaboutownership.Doyoustillrememberhowdothat?OK.Let’sreviewitfirst.Step1:Revision1．Askandanswera.T:Wouldyoupleasemakesomeconversationswith“Isthis/that...?”b.T:Whowouldliketohaveatryinclass?2．DictationT:Readthesentencesingrammarbox.3．Pointoutthenotes物主代詞的使用方法；this与that的区别；Isthis/that...?的答語用itis。【教學设计阐明】用游戏的形式复习上一节課的新單詞和句型。将所要复习的單詞物品放入一种布袋子中，让學生伸手進去摸，由一种學生或全班學生发問，该學生猜。使用的句型是：What'sthisinEnglish?It’sa...Howdoyouspellthat?Isthisyourpencil?值得注意的是:假如學生在小學没有學习過這些英語單詞，他們将根据什么来完毕老師布置的這一任务？我們可以让學生分析如下他們的思索過程，進而加以归纳，對有奉献的學生加以鼓励及表扬。我想這就是對學生學习措施或方略的指导，學生定會非常喜欢。SectionA3a1．Explaina.T:Let’sgotoactivity3onpage15.Pleasefillintheblankstocompletetheconversations.2．Checktheanswers.a.T:Haveyoufinished?Pleasecheckyouranswerswithyourclassmates.Answers:1.A:Isthatyourbook?B:No,itisn’t.A:Arethesemypencils?B:Yes,theyare.A:Isthathisruler?B:Yes,itis.A:Arethoseherpens?B:No,theyaren’t.3．Reada.T:Let’sreadtheconversationstogether.b.T:Whowouldliketoreadthemfortheclass?【教學设计阐明】老師将學生的某些物品搜集上来，放在一种箱子裏，請一种學生上前来，蒙上眼睛，從箱子裏取出同样物品，全班學生一同发問，“What'sthisinEnglish?”，這名學生猜，使用句型為“Isita/an...?”猜到之後，可以回座位，每位學生有两次机會猜，否则就视為失败。Step3:SectionA3ba.T:Let’splayagamenow.Getintogroupsofthreeorfour.b.T:Everygroupmemberputoneschoolthingintoabox.c.T:Afterthat,pleasetakeonethingoutoftheboxandaskyourgroupmembers“Isthisyour...?”Ifhe/sheanswers“Yes,itis.”thatmeansyouwin.Ifhe/sheanswers“No,itisn’t.”thatmeansyouloseandhaveanothertry.Rememberyoujusthavetwoguesses!d.T:Areyouclearabouttherules?Let’sstart!【教學设计阐明】1.以小组為單位，做SectionB1b的對话练习。2.口頭检查學生所练的對话。【教學设计阐明】老師搜集某些學生的學习用品，請學生到前边来发問，找到用品的主人，給两次机會。Let’ssummarizewhatwelearnedinthisperiod.Step5:HomeworkTrytomemorizetheconversationsin3a.【教學设计阐明】1．對初學者应重视愛好的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活動方式。2．重视因材施教，對基础不一样的學生，在開始阶段应有不一样层次的规定，多鼓励，少批评，甚至不批评，以充足调動每個學生學习英語的积极性。3．本教材一种很大的特點就是詞汇丰富，教師应教會學生记忆單詞的基本措施，同步，在教學中宜采用多种方式再現，协助學生巩固记忆。4．采用“任务型”教學措施，遵照“任务”的递進原则，把“任务链”的各個环节合理分置于各個課時當中；在设计任务型教學活動時，活動要有明确的目的和可操作性。5．從实际出发，选择不一样的教學辅助工具和手段，但任何一种教法，都应考虑怎样创设語言情景，让學生尽量在真实的語言环境中學习和体會語言。 TheThirdPeriod:SectionB(1a–1f)Teachingaims（教學目的）1．學习SectionB的新單詞；2．深入巩固Isthisyourpencil?Yes,itis.It’smypencil./No,itisn’t.It’shis.句型。Languagepoints（語言點）规定掌握如下句式：Isthisyourpencil?Yes,itis.It’smypencil./No,itisn’t.It’shis.2．规定掌握如下詞汇： baseball,IDcard,ring,bag,watch,key,computergame,notebook.Difficulties（难點）： HowtoidentifyownershipTeachingsteps（教學环节）Leadin:T:Goodmorning,boysandgirls.Shallwecontinueourlessons?CouldyoupleasetellmewhatwelearnedinSectionA?Yes.Welearnedtoasaboutownership.Step1:Revision1．Reviewsomeschoolthingsa.T:Iwillshowyousomepictures.Pleaseanswermyquestionsbylookingatthem.Questions:1．What’sthisinEnglish?2．What’sthatinEnglish?3．Howdoyouspellit?b.T:Iwouldlikesomeofyoutoaskthequestionsandtheothersanswerthemaccordingtothepictures.2．ReviewmakingconversationsaboutownershipT:Canyoumakeconversationsusingthethingsyouandyourfriendshave?Example:Isthisyour...?Yes,/No,...It’s...Isthatyour...?Yes,/No,...It’s...Step2:SectionB1a1．Lookandmatcha.T:Openyourbookstopage16.Wouldyoupleaselookatthepictureinactivity1a?b.T:Therearesomethingsinit.Canyoumatchthewordswiththethingsinthepicture?OK.Let’sstart.2．ChecktheanswersT:Finished,everyone?Let’schecktheanswersnow.Answers:1．baseballa 2．watchb 3．computergameh 4．IDcarda5．keyi 6．notebookg 7．ringc 8．pend3．IntroducethemtoyourclassmatesT:Couldyoupleaseintroducethethingstoyourclassmateswiththesentencelike:Thisisa...Example:Thisisaring.ThisisanIDcard....【教學设计阐明】在游戏中检查學生對已學單詞的掌握状况。此活動带来的快乐感受能让學生积极地投入到接下去的學习中。師生互動，活跃課堂气氛，加强學习效果，學生從中掌握單詞。Step3:SectionB1b1．Reada.T:Pleaselookattheconversationin1b.b.T:Shallwereadittogether?c.T:Verygood.Let’sreaditagain.Butthistime,boysreadasAandgirlsreadasB.!2．Askandanswera.T:Justnowwereadtheconversationtwice.Iwantyoutoaskandanswerquestionsaboutthethingsinthepicturein1a.b.T:Whowouldliketopresentyourquestionsandanswerstotheclass?【教學设计阐明】 學生用英語在真实的情景中進行交际，使語言在完毕任务的過程中得到运用和巩固。教師应鼓励學生大胆開口，不怕出錯。Step4:SectionB1c1．Listenandcirclea.T:Let’smovetoactivity1cnow.Itisalisteningexercise.Forthefirsttime,Iwouldlikeyoutolistenonly.b.T:Now,forthesecondtime,pleaselistenagainandcirclethethingsinthepicturein1a.2．ChecktheanswersT:Ithinkmostofyouhavefinished.Let’schecktheanswerstogether.Answers:circleditems:watch,IDcard,pen,baseball【教學设计阐明】 通過此活動，发展學生的听、写技能，使學生能對已學過的知识运用自如，從而调動积极性，提高自信心。Step5:SectionB1d1．ListenT:Listentotheconversationsagain.Justlisten.2．Listenandfillthecharta.T:Listentotheconversationsandfillinthechart.b.T:Listentotheconversationsandchecktheanswersbyyourselves.3．ChecktheanswersT:Let’schecktheanswerstogether.Answers:Linda:watch,IDcardMike:pen,baseball4．Readthetapescripta.T:Let’sreadthetapescripttogether.b.T:Wouldyoupleasereadthetapescriptinpairs?c.T:Whowouldliketoreaditfortheclass?Step6:SectionB1eTask–Whosearethey?【教學设计阐明】下面我們来完毕一种任务。任务是两人一组来進行。請A同學翻開書第81页，B同學翻開書第82页。同學們都看各自的那一页，書上有三样東西，但你們不懂得這三样東西属于Sally還是Tony。請用上面的對话来問询這三样東西的所属人是谁。同學們再看每页下面尚有一种表格，表格中显示的是另一种同學問询你的物品的所属者是谁，請根据表格内容告诉對方他(她)的問询對的与否。例如：請同學們看同學A和我做的示范。Example:A:Isthisherpencilbox?T:No.It’shispencilbox.下面請同學們開始完毕這個任务。Step7:SummarizeT:Let’ssummarizewhatwelearnedinthisperiod.Step8:HomeworkT:CopytheconversationinsectionB1b.TheFourthPeriod:SectionB(2a–2c)Teachingaims（教學目的）灵活使用Isthisyourpencil?Yes,itis.It’smypencil./No,itisn’t.It’shis.Languagepoints（語言點）纯熟掌握如下句式：(1)What’sthis/that（inEnglish）?It’sa/an…(2)Isthisyourpencil?Yes,itis.It’smypencil./No,itisn’t.It’shis.2．规定會写“失物招领或寻物启示”。Difficulties（难點）： 會写“失物招领或寻物启示”。Teachingsteps（教學环节）Leadin:T:WehavefinishedmostofUnit3.Andinthisperiod,wewillcontinuetofinishSectionB.Butbeforethat,Iwouldlikeyoutoreviewwhatwelearnedbefore.Step1:Revision1．Makeconversationsa.T:Canyoumakeconversationswithschoolthings?Example:Isthishis/your...?Yes,itis./No,itisn’t.b.T:Iwouldlikeyoutomakeanotherconversationwithhis/her?Example:Isthis/thathis/her...?Yes,itis./No,itisn’t.2．DictationT:Let’shaveadictation.Step2:SectionB2a1．Writethethingsyouloseeasilya.T:Let’sgotoactivity2ab.T:Whowouldliketotelltheclassaboutthethingsyouloseeasily?Step3:SectionB2breadthenoticesonyourown.b.T:DoyouknowwhatthewordnoticesmeaninChinese?Justmakeaguess.c.T:Yes.Noticesmeans“告知”。2．ReadT:Let’sreadthenoticestogethernow.c.Iwouldlikefourofyoutoreadeachnoticetotheclass.3．Circlea.T:Circlethelostthings.b.T:Let’schecktheanswerstogether.Answers:Circlethesewords:watch,computergame,keys,IDcardc.T:Pleasereadthewordsyoucircledtogether.4．Explaina.請同學們看這些告知，它們都是失物招领启事。請同學們观测，失物招领启事有什么特點？b.對。它們都比较短，比较简朴。都留有联络方式。拣到東西可以用Found開頭，丢失東西用Lost開頭。請同學們注意失物招领启事的写法。【教學设计阐明】老師給每一组學生一张碎字条（這些碎片是老師提前写好的“失物招领”“寻物启示”，让學生以小组為單位拼好，并可以理解紙条上的意思，然後将字条粘好并张贴在黑板上，看哪一组拼得快，快者為胜）老師在黑板上字条的上方写上“失物招领”或“寻物启示”。小组活動，合作探究，充足体現“做中學”的原则。Step4:SectionB2c1．a.T:Fillinthechartwiththelostthings.b.T:Checkifthelostthingsarestilllostoriftheyhavebeenfound.2．Checktheanswersa.T:Finished,everyone?Wouldyoupleasechecktheanswerswithyourpartners?b.T:Let’scheckthemtogether.Answer:ItemLostFoundcomputergamewatchkeysIDcard【教學设计阐明】情景编演剧“LostandFound”,该任务需要學生综合运用本單元語言知识，需要小组做出尽快反应，能提高學生的合作意识，反应能力和发散思维，培养學生拾金不昧，助人為乐的优良品质。培养學生自主學习能力和探究精神。請學生派出代表讲解所拼出的通告之意思，有不明白的地方學生們已經在小组范围内分析。然後将注解中中的多种通告，在理解的基础上，圈出P17-2b中的物品。（學生只要明白该通告的意思，可以仿照写，不需朗诵。）【教學设计阐明】請學生仿照写“失物招领”或“寻物启示”，老師巡视，抽查出有代表性的作品進行全班范围内订正普遍性的錯误。課後让學生将自已的作品進行更改。St