Unit 3 Is this your pencil(教案)..

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1、Unit 3 – Is this your pencil? Learning Objectives In this unit, students will learn to identify ownership of personal belongings. They will also be able to spell the name of the object for confirmation. 一、Topics（話題）: Things in the classroom 二、Functions (功能) Identify ownership 三、Structures (結(jié)

2、構(gòu)) Possessive pronouns mine, yours, his, hers Yes/no questions and short answers Lost and found 四、Target Language (目標語言) Is this your pencil? Yes, it is. It’s mine. Are these your books? No, they aren’t. They’re hers. 五、Vocabulary （詞匯） Pencil, pencil box, schoolbag, book, easer, notebo

3、ok, dictionary, bag, baseball, computer game, ID card, watch, ring, mine, your, his, hers Thank you for..., ask ...for..., a set of 六、Skills (技能) Listening and read for specific information 七、Recycling （復習鞏固） What’s this? It’s... How do you spell it? 八、教材分析 本單元以school things為話題，主題是“確認物品

4、的所有權(quán)”，物品主要圍繞著教室內(nèi)學生身邊的常用物品，在教學時老師能夠使用實物進行教學，增強學生的學習效果。事實表明，如果將真實的語言材料引入學習環(huán)境，并與社會的語言活動結(jié)合起來，學生的學習效果將是事半功倍的。也就是說，作為授課的老師，我們要結(jié)合所授內(nèi)容，努力為學生創(chuàng)造真實的、貼近生活的情境。通過單元教學使學生學會辨認物品的所有者，學會根據(jù)場景詢問物品的所屬，以及學會寫尋物啟事和招領啟事。 與其他單元一樣，本單元共六頁（6 pages），其中包括Section A，Section B和Self check。 Section A (Pages13&15) 學會詢問物品的所屬。提供了本單元教學的

5、基本詞匯和語言結(jié)構(gòu)，為本單元的目標句型提供示例和指導性練習，通過簡單的語言活動進行操練和鞏固；Page13,14有聽、說、讀。 1a, 1b, 1c 重點學習一些表示學習用具的詞，學會詢問物品的所屬。 2a, 2b, 2c,2d繼續(xù)學習表示學習用具的詞。重點學習運用詢問物品所屬的句型。 3a, 3b, 3c 學會用英語詢問物品的名稱，進一步鞏固詢問物品所屬的句型。 Section B (Pages16&17) 學會寫招領啟事和尋物啟事。在已有的基礎上開展的，Grammar focus, Page3是語言運用。許多知識點都是以舊帶新，但學習任務的難度在逐漸遞升，口頭訓練也過度到筆頭訓練

6、，通過這部分的學習，使學生能夠?qū)σ褜W過的目標句型運用自如。 1a, 1b, 1c, 1d, 1e學會判斷物品的所屬。 2a, 2b, 2c學會寫招領啟事和尋物啟事。 Self check 檢測本單元所學詞匯知識，學會詢問物品的所屬，學會詢問物品的名稱。課后自我檢測和評價，包括對本單元所學詞匯的檢測，詞匯擴展訓練，以及語言運用能力的檢測和評價。通過這部分內(nèi)容的訓練，使學生對本單元的語言目標的掌握程度有較為明確的認識。 九、學情分析 1）初一學生心理特點：對中學生活既好奇又擔憂；希望在新班集體里得到他人的承認；主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價；自我認識較模糊、片

7、面，但自我意識卻不斷增強；開始步入青春期生理、心理劇變階段。 2）初一學生學習英語的特點：初一學生對英語既感到新鮮又有所畏懼，他們希望在新的環(huán)境中通過學好英語這門新科目來獲得他人的認可。但隨著小學英語的實施，很多學生新鮮感減少，畏懼感增加，兩極分化從一開學就凸現(xiàn)出來。分層次教學，因材施教迫在眉睫。 3）思維能力： 該年齡段的學生有很強的記憶力和模仿能力，有待培養(yǎng)知識的擴展和運用的能力。 十、課時安排 Period 1 （Section A：1a-2d）Listening Period 2 （Section A：Grammar focus, 3a, 3b, 3c）Listenin

8、g and speaking (I) Period 3 （SectionＢ：1a, 1b, 1c, 1d, 1e）Listening and speaking (II) Period 4 （SectionＢ：2a, 3b, 2c）Reading, speaking and writing Period 5 （Self Check）Revision and testing The 1st period of class: Section A (1a –2d) Teaching aims（教學目標） 1．本單元我們將學習物品的所屬者是誰？ 2．根據(jù)場景詢問英語中對應的表達法。

9、 Language points（語言點） 1. 要求掌握以下句式： (1) What’s this/that（in English）? It’s a/an… (2) Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his. 2．要求掌握以下詞匯： Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, mine, your, his, hers Difficulties（難點）： How to identif

10、y ownership Teaching steps （教學步驟） Step 1: Warming up and Presentation (1a: P13) Good morning, everyone! Last week, we finished Unit 1. Today we are going to learn a new unit, Unit 2. Prepare a box of school things before class and ask the students to learn to demonstrate things. Let’s look at the

11、 title of Unit 2. Is this your pencil? What is the unit about? T: (Take out a box filled with school things and pick out a pencil. T can put some pencils, some pencil-cases, and some rulers and so on in the box.) A pencil, a pencil, this is a pencil. (Stress “this” and “pencil”.) What’s this in Eng

12、lish? (Write the sentence on the blackboard and stress “this”.) S: （repeat）A pencil. T: Yes, it is a pencil. What’s this in English? (Stress “this”.) S: A pencil. T: Do you have a pencil? (Hold the pencil up and point to it.) S: Yes. T: Show it to me, OK? (Show the pose of “OK” and try to lea

13、d the Ss to do it as T.) OK? (Stress “OK”.) S: OK. T: Now, hold your pencil up (Stress “pencil”) and say after me “What’s this in English”? S: What’s this in English? T: This is a pencil. (Write “This is…” on the blackboard.) S: This is a pencil. T: It is a pencil. (Write “It is…” on the blac

14、kboard.) S: It is a pencil. T: Good. What’s that in English? (Point to S1’s pencil and write the word “that” under the word “this” on the blackboard and stress it.) S: A pencil. T: What’s that in English? (Point to S2’s pencil and stress “that”.) S: A pencil. T: Good. Point to your friend’s p

15、encil and say after me “What’s that in English?” (Stress “that”.) S: What’s that in English? T: That’s a pencil. (Write “That is …”.) S: That’s a pencil. T: It is a pencil. S: It is a pencil. T: (Put the pencil aside and pick out a pen.) A pen, a pen, what’s this in English? S: A pen. T: Th

16、is is a pen. (Point to “This is …” on the blackboard.) S: This is a pen. T: It is a pen. (Point to “It is…” on the blackboard.) S: It is a pen. 【教學設計說明】用實物引出新單詞、新句型，分層次處理新單詞。 In this way, the teacher takes all the school things out of the box and teaches the students how to say school things in

17、 English. Let one or two students, if time permits, let more to come to the front to put the school things into the box or pick them out of the box and say the names of the things. If the students don’t make any mistakes, T can give some small gifts to them. Step 2: Section A 1a OK, let’s have t

18、oday’s new unit. Please open your books at page 13 and look at activity 1a. 1．Look and find Please look at the picture in activity 1a. What can you find?　 2．Match and discuss a. Would you please match the words with the things in the picture? b. How many words do you know? Can you share the

19、 words you know with your partners? c. Please discuss with your partners and check whether your answers are the same. 3．Check the answers Let’s check the answers together. 4．Read a. Please read the words after me. Pencil... b. I would like you to read the words together and one word twic

20、e. Pencil one two... c. Who would like to read the words in class? d. Let’s read the words one by one. 【教學設計說明】 采用Using contest guessing和Role playing的學習策略，利用教學圖片或制作多媒體課件來展開課堂Pair work, Group work的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。 Step 3: Section A 1b 1．Listen and number a. Listen to the ta

21、pe for the first time. b. Number the conversations from 1 to 3 while you listen to them for the second time. 2．Check the answers Let’s check the answers. Answers: 3　 2　 1 3．Read a. I would like you to read the conversations together. b. Would you please read them in pairs? c. Who woul

22、d like to read in class? 4．Translate and explain a. Let’s translate the conversations into Chinese. Would you please work in pairs? b. Let’s translate the conversations together now. c. When do you ask the questions like: Is this your ...? or Is that your ...? Can you tell me? 【教學設計說明】制作la部

23、分的插圖和人物對話的課件，人物以動畫片的形式呈現(xiàn)，將聽力部分的內(nèi)容插入，使學生學會詢問物品的主人的基本句型；同時復習單詞pencil pen book eraser ruler pencil case，學習詞匯backpack pencil sharpener dictionary. Step 3: Section A 1c 1．Practice a. Would you please practice the conversation with the things you and your partner have? b. I will give you an example

24、 first. Example: T: Mary, is this your pen? S: No, it isn’t. It’s her pen. c. Please practice in class. Who would like to have a try? 【教學設計說明】 拓展練習“找主人”：課前教師收集一些學生的物品并展示，問學生這些東西是誰的；先詢問幾個學生某些物品是誰的，然后把名字填在表格里，再讓學生互相詢問。這種活動可練習運用what特殊疑問句和yes/no問句進行物體所屬的問答。 Step 4: Section A 2a 1．Listen and

25、 check a. Let’s move to activity 2a now. There are six things in the picture. Let’s look at them. Can you tell me what they are? b. Yes. OK. Let’s listen to the tape for the first time. c. Are you ready to do the activity 2a? Please check them while listening. 2．Check the answers Have you

26、got your answers? Who would like to tell us the answers? What have you checked? Answers: The things that are checked: pencil case; eraser; book; pencil; ruler 【教學設計說明】 1.利用插圖或?qū)嵨锟ㄆ?，讓學生將單詞與實物相連復習一些單詞、學一些生詞。然后教師引導學習詢問物品的主人的基本句型"Is this/that your/her/his pencil? Yes, it is. No, it isn’t．”。 2.讓學生

27、聽對話，練習并模仿對話。識別物品的所屬。 Step 5: Section A 2b 1．Listen and complete Listen to the conversations again and complete the conversation with the words in the box. 2．Check the answers Finished? Let’s check them. Answers: 1．pencil　 2．eraser　 3．ruler　 4．book　 5．pencil case 3．Read the conversation

28、 a. Let’s read the conversations together. b. I would like you to read them in groups. c. Who would like to read them in class? 【教學設計說明】 1. 播放2a部分的錄音讓學生聽，引導學生通過聽錄音熟悉物品名稱"pencil pen book eraser ruler pencil case”，完成2a,2b部分的教學任務。 2. 引導學生重復他們所聽到的，模仿對話，識別物品的所屬，完成2c部分的教學任務（Is this/that your/her

29、/his pencil? Yes, it is. No, it isnt.）。 Step 6: Section A 2c 1．Read Let’s move to the activity 2c. Shall we read the conversation together? 2．Practice a. Now, class, we can see some things in the picture on the right. Let’s practice the conversations in pairs with them. Then make the studen

30、ts’ conversations using the things in the classroom. b. Who would like to practice in class? Step 7: Section A 2d Role-play the conversation.分角色表演對話。采用Role playing的學習策略，利用教學圖片來展開課堂Pair work的口語交際活動，使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法。 Step 8: Summarize Let’s summarize what we learnt in this period.

31、Show the following on the blackboard. Writing on the blackboard (1) What’s this in English? (2) Is this your / my…? that that This /That / It is… Yes, it is. No, it isn’t. 形容詞性物主代詞 我的 你的/您的 他(她，它)的 我們的 你們的/您們的 他們 / 她們 / 它們的 my your

32、his, her, its our your their Step 9: Homework 1．Copy the words in activity 1a and the sentences in grammar box. 2．Read the tape script of activity 2a and 2b. The 2nd period of class: Section A (Grammar focus – 3c) Teaching aims（教學目標） 1． 語言知識目標： A) 詞匯：pencil, pen, book, eraser, ru

33、ler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring . B) 句型：Is this your…? Yes, it is./ No, it isn’t. What’s this in English? It’s a… How do you spell it? P-E-N. 2． 語言技能目標：通過各種活動，培養(yǎng)學生靈活運用語言知識和創(chuàng)新的能力。 3． 情感目標： A) 激發(fā)學生學習英語的興趣，發(fā)揮學生學習英語的主動性

34、。 B) 通過小組活動、組間競賽等，培養(yǎng)學生的合作意識和團隊精神。 C) 學習文明禮貌的詢問和回答方式，拾金不昧的做人原則和助人為樂的優(yōu)良品質(zhì)。 4．學習策略： A）認知策略：為完成學習任務而自覺采取一些適合自己的學習方法和手段。 B）交際策略：學會與他人合作交流，并能把語言材料用到真實的生活情景中去。 C）資源策略：學會利用一切可利用的學習資源，如學習用品，字典，錄音機和網(wǎng)絡等獲取更多的信息。 D）調(diào)控策略：在學習的過程中，通過自我評價和反思，不斷調(diào)整自己的學習方法。 Language points（語言點） 1. 詞匯： pencil, p

35、en, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring . 2. 語言結(jié)構(gòu)：指示代詞this & that, What questions, Yes/No questions and short answers, How do you spell it? 3. 語言功能：詢問物品屬性What’s this/that…?和辨別物品所有者 Is this your/her/his…?” Difficulties（難點）：

36、詞匯的教和學，多種語言結(jié)構(gòu)的綜合運用。 Teaching steps （教學步驟） Lead in: Yesterday we got to know how to ask the owner of the things. Do you still remember how to say that? OK. Let’s review it first. Step 1: Revision 1．Ask and answer a. Would you please make some conversations with “Is this / that ...? ” b. W

37、ho would like to have a try in class? 2．Dictation Read the sentences in grammar box. 2．Point out the notes 物主代詞的用法；this 與 that 的區(qū)別；Is this / that ...? 的答語用it is。 【教學設計說明】 用游戲的形式復習上一節(jié)課的新單詞和句型。將所要復習的單詞物品放入一個布袋子中，讓學生伸手進去摸，由一個學生或全班學生發(fā)問，該學生猜。使用的句型是：Whats this in English? It’s a ... How do you s

38、pell that? Is this your pencil? 值得注意的是: 假如學生在小學沒有學習過這些英語單詞，他們將根據(jù)什么來完成老師布置的這一任務？我們可以讓學生分析以下他們的思考過程，進而加以歸納，對有貢獻的學生加以鼓勵及表揚。我想這就是對學生學習方法或策略的指導，學生定會非常喜歡。 Section A 3a 1．Explain a. Let’s go into activity 3 on page 15. How many things are there? b. Yes. There are five things. And can you tell me wha

39、t they are? c. Very good! All the things here are school things. That means we use them to study. 2．Read a. Let’s read the conversation in the box together. b. Please translate it into Chinese by yourselves. 3．Practice a. I would like you to practice the conversation with the five things

40、in the picture. b. Who would like to have a try in class? c. Very good! Now this time, I would like you to practice the conversation with the things on the screen. d. First, please work in pairs. e. Now, let’s invite some pairs of you to make the conversation in class. 【教學設計說明】 老師將學生的一些物品

41、收集上來，放在一個箱子里，請一個學生上前來，蒙上眼睛，從箱子里取出一樣物品，全班學生一同發(fā)問，“Whats this in English?”，這名學生猜，使用句型為“Is it a/an ...?”猜到之后，可以回座位，每位學生有兩次機會猜，否則就視為失敗。 Step 3: Section A 3b a. Let’s have a game now. In this unit, we learnt to ask the owner of the things. Now let’s play a game. b. We play the game in groups. Every g

42、roup member put one school thing into a box. c. After that, please take out one thing from the box and ask your group members “Is this your ...?” If he / she answers “Yes, it is.” that means you win. If he / she answers “No, it isn’t.” that means you fail and have another try. Remember you just h

43、ave two guesses! d. Are you clear about the rule of the game? Let’s start the game! 【教學設計說明】 1. 以小組為單位，做 Section B-1b 的對話練習。2. 口頭檢查學生所練的對話。 Step 4: Play games Put some things into the teacher’s box. Then take one thing out of the box and find the owner. You only have two guesses! 【教學設計說明】 老

44、師收集一些學生的學習用品，請學生到前邊來發(fā)問，找到用具的主人，給兩次機會。 Let’s summarize what we learnt in this period. Step 5: Homework Try to memorize the conversation in 3. 【教學設計說明】 1．對初學者應注重興趣的培養(yǎng)，宜采用游戲、唱歌、競賽、小組合作等多種活動方式。 2．注重因材施教，對基礎不同的學生，在開始階段應有不同層次的要求，多鼓勵，少批評，甚至不批評，以充分調(diào)動每個學生學習英語的積極性。 3．本教材一個很大的特點就是詞匯豐富，教師應教會學生

45、記憶單詞的基本方法，同時，在教學中宜采用多種方式再現(xiàn)，幫助學生鞏固記憶。 4．采用“任務型”教學方法，遵循“任務”的遞進原則，把“任務鏈”的各個環(huán)節(jié)合理分置于各個課時當中；在設計任務型教學活動時，活動要有明確的目的和可操作性。 5．從實際出發(fā)，選擇不同的教學輔助工具和手段，但任何一種教法，都應考慮如何創(chuàng)設語言情景，讓學生盡可能在真實的語言環(huán)境中學習和體會語言。 The 3rd period of class: Section B (1a- 1f ) Teaching aims（教學目標） 1．學習Section B的新單詞； 2．進一步鞏固Is this your penci

46、l? Yes, it is. It’s my pencil. /No, it isn’t. It’s his.句型。 Language points（語言點） 2. 要求掌握以下句式： Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his. 2．要求掌握以下詞匯： baseball, ID card, ring, dictionary, watch, key, computer game, notebook. Difficulties（難點）： How to identify ow

47、nership Teaching steps （教學步驟） Lead in: Good morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learnt in section A? Yes. We learnt to find the owner of the things. Step 1: Revision 1．Review some school things a. I will show you some pictures, can you an

48、swer my questions? Questions:　1．What’s this in English? 　 2．What’s that in English? 　 3．How do you spell it? b. I would like some of you to ask the questions and the others answer them according to the pictures. 2．Review the way of asking the owner Can you make conversations with the thi

49、ngs you and your friends have? Example: Is this your ...? Yes, / No, ... It’s ... Is that your ...? Yes, / No, ... It’s ... Step 2: Section B 1a 1．Look and match a. Open your books at page 10. Would you please look at the picture in activity 1a? b. There are some things in it. Can y

50、ou match the words with the things in the picture? OK. Let’s have a try. 2．Check the answers Finished, everyone? Let’s check the answers now. Answers: 1．baseball　a 2．watch　 d 3．computer game　 c 4．ID card b 5．key f 6．notebook　h 7．ring　 g 8．pen e 3．Introduce them to your friends

51、 Could you please introduce the things to your friends with the sentence like: This is a ... Example: This is a ring. This is an ID card. ... 【教學設計說明】 在游戲中檢查學生對已學單詞的掌握情況。此活動帶來的愉快感受能讓學生積極地投入到接下去的學習中。師生互動，活躍課堂氣氛，加強學習效果，學生從中掌握單詞。 Step 3: Section B 1b 1．Read a. Please look at the conversat

52、ion in 1b. b. Shall we read it together? c. Very good. Let’s read it again. But this time, boys read as A and girls read as B. OK. Begin! 2．Ask and answer a. Just now we read the conversation twice. I want you to ask and answer the questions about the things in the picture in 1a. b. Who wo

53、uld like to have a try in class? 【教學設計說明】 學生用英語在真實的情景中進行交際，使語言在完成任務的過程中得到運用和鞏固。教師應鼓勵學生大膽開口，不怕出錯。 Step 4: Section B 1c 1．Listen and circle a. Let’s move to activity 2a now. It is a listening exercise. For the first time, I would like you to listen only. b. Now, for the second time, please

54、 listen to it again and circle the things in the picture in 1a. 2．Check the answers I think most of you have finished it. Let’s check them together. Answers: circled items:　watch,　 ID card,　 pen,　 baseball 【教學設計說明】 通過此活動，發(fā)展學生的聽、寫技能，使學生能對已學過的知識運用自如，從而調(diào)動積極性，提高自信心。 Step 5: Section B 1d 1

55、．Listen Listen to the conversations for the first time. 2．Listen and fill the chart a. Listen to the conversations for the second time and write the things in the chart. b. Listen to the conversations for the third time and check them by yourselves. 3．Check the answers Let’s check the an

56、swers together. Answers: Kelsey: watch, ID card Mike: pen, baseball 4．Read the tape script a. Let’s read the tape script together. b. Would you please read the tape script in pairs? c. Who would like to read in class? Step 6: Section B 1e Task－Whose are they? 【教學設計說明】下面我們來完成一個任務。

57、任務是兩人一組來進行。請A同學翻開書第81頁，B同學翻開書第82頁。同學們都看各自的那一頁，書上有三樣東西，但你們不知道這三樣東西屬于Sally還是Tony。請用上面的對話來詢問這三樣東西的所屬人是誰。同學們再看每頁下面還有一個表格，表格中顯示的是另一個同學詢問你的物品的所屬者是誰，請根據(jù)表格內(nèi)容告訴對方他(她)的詢問正確與否。例如：請同學們看同學A和我做的示范。 Example: A: Is this her pencil case? T: No. It’s his pencil case. 下面請同學們開始完成這個任務。 Step 7: Summarize Let’s

58、summarize what we learnt in this period. Step 8: Homework Copy the conversation in section B 1b. The 4th period of class: Section B (2a- 2c ) Teaching aims（教學目標） 靈活使用Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his. Language points（語言點） 1. 熟練掌握以下句式： (1) What’s th

59、is/that（in English）? It’s a/an… (2) Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his. 2．要求會寫“失物招領或?qū)の飭⑹尽薄? Difficulties（難點）： 會寫“失物招領或?qū)の飭⑹尽薄? Teaching steps （教學步驟） Lead in: We have finished most part of Unit 2. And in this period, we will continue to finish section B. B

60、ut before that, I would like you to review what we learnt before. Step 1: Revision 1．Make conversations a. Can you make conversations with the school things? Example: Is this his / your ...? Yes, it is./ No, it isn’t. b. I would like you to make another conversation with his / her? Exa

61、mple: Is this / that his / her ...? Yes, it is./ No, it isn’t. 2．Dictation Let’s have a dictation. Step 2: Section B 2a 1．Write the things you lose easily a. Let’s go into activity 2a on page 11. First let’s look at the title please. b. Do you know what the word notices mean in Chinese

62、? Just guess. c. Yes. Notices means “通知”。 2．Read a. Read the notices by yourselves. b. Let’s read them together now. c. I would like four of you to read in class. 3．Circle a. Circle the words from activity 1a. b. Check the answers. Answers: Circle these words: watch,　computer gam

63、e,　notebook,　ID card c. Please read the words you circled together. 4．Explain a. 請同學們看這些通知，它們都是失物招領啟事。請同學們觀察，失物招領啟事有什么特點？ b. 對。它們都比較短，比較簡單。都留有聯(lián)系方式。揀到東西可以用Found開頭，丟失東西用Lost開頭。請同學們注意失物招領啟事的寫法。 【教學設計說明】 老師給每一組學生一張碎字條（這些碎片是老師提前寫好的“失物招領”“尋物啟示”，讓學生以小組為單位拼好，并能夠理解紙條上的意思，然后將字條粘好并張貼在黑板上，看哪一組拼得快，快者為

64、勝）老師在黑板上字條的上方寫上“失物招領” 或“尋物啟示”。 小組活動，合作探究，充分體現(xiàn)“做中學”的原則。 Step 3: Section B 2b 1．Put these pieces in order to make a message. a. Let’s move to the activity 3b. b. Would you please write numbers in the boxes? 2．Check the answers a. Finished, everyone? Would you please check the answers with y

65、our partners? b. Let’s check them together. Answer: Found: A set of keys. Please call David at 529-6403. 3．Read a. Let’s read the message together. b. Who would like to read it in class? 【教學設計說明】 情景編演劇 “Lost and Found”,該任務需要學生綜合運用本單元語言知識，需要小組做出盡快反應，能提高學生的合作意識，反應能力和發(fā)散思維，培養(yǎng)學生拾金不昧，助人為樂的優(yōu)良品質(zhì)

66、。培養(yǎng)學生自主學習能力和探究精神。 請學生派出代表講解所拼出的告示之意思，有不明白的地方學生們已經(jīng)在小組范圍內(nèi)分析。然后將注解中中的各種告示，在理解的基礎上，圈出 P17-2b 中的物品。（學生只要明白該告示的意思，可以仿照寫，不需朗讀。） Step 4: Section B 2c 1．Write a. Would you please write a message on your notebooks? b. Please follow the examples in 3a and 3b. 2．Read a. I think most of you have finished the message. Would you please read it to your partner? b. I would invite some of you to read your messages in class. Who would like to have a try? 【教學設計說明】請學生仿照寫“失物招領”或“尋物啟示”，老師巡視，抽查出有代表性的作