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1、教学课题Unit3 Is this your pencil?SectionB la-le指导思想与理论依据义务教育英语课程标准（2023版）实施建议指出，学习英语能帮助学生形成开放、包容的 性格，发展跨文化交流的意识与能力，促进思维发展，形成正确的人生观、价值观和良好的人文素 养。王蔷教授提出，英语学科的首要任务是育人，教师需要思考学科价值是什么，如何通过教授这 门学科实现育人的目标（王蔷，2023） o课程标准倡导实践英语学习活动观，教师应设计具有综合 性、关联性和实践性特点的英语学习活动，使学生在主题意义的引领下，通过学习理解、应用实践、 迁移创新等一系列融语言、文化、思维为一体的活动，获
2、取、阐释和评判语篇意义，表达个人观点、 意图和情感态度，发展多元思维和批判性思维，提高英语学习能力和运用能力（教育部，2023） o 王蔷教授强调，教育要回归原点，关注人的发展；教学要走向服务学生学科核心素养的发展，从意 义出发，推动深度学习；研读文本、重视情境、梳理主线、构建结构化知识、关注内化提升、迁移 创新，是实现培养学生学科核心素养的重要条件（王蔷，2023） o教学内容分析本节课为人教版教材七年级上册第三单元的SectionB部分第一课时。在Se在onA的基础上拓展 了话题情境，加大了语言输入。其中，la-lb强调词汇学习及询问拼读单词的句型，lc-le则是对目 标语言的综合运用。首
3、先la-lb通过辨识学校失物招领处的常见物品，拓展了词汇baseball, watch, computer game, ID card, notebook, ring,并自然引出句型 How do you spell it? 1c-Id 的听力活动分层设 计，由浅入深，让学生进一步体会目标语言在展示情境中的运用。le是一个角色扮演活动，学生需 要运用本单元目标句型组织自己的对话。因为学生基础较好，教师在le的基础上额外设计了另一个 情景对话，所用句型更为丰富，并且更加贴近学生生活。学生情况分析授课学生为数学高起点班的孩子们。1.知识储备：（预估）大部分孩子有良好的知识储备，但可能会因教学进度的
4、问题，知识略有遗忘。 2.心理特点：（预估）这是进入初中的第一学期，加之年龄特征，课堂非常活跃。3.文化知识：（预估）孩子对失物招领常识有所了解，但对其名称Lost&Found不是特别清楚。教学目标 Language Objectives：are expected to recognize the target vocabulary and sentence pattern in a different context. Vocabulary: key, notebook, ring, watch, baseball, computer game, bag, ID card Sentence
5、pattern: How do you spell it?are expected to learn some new expressions and use them in the conversations.Expressions: Here you are./Here s your. All right.令 Ability Objectives：are able to recognize the new words and expressions in listening with the target language.are able to practice their speaki
6、ng with the target language and make their own conversations.。Emotional Objectives：Ss will learn that they should be honest and polite at the Lost & Found.令 Strategy Objectives:1. Catching the key words in listening practice.2. Using cooperative learning strategy.3. Summarizing and applying.令 Cultur
7、al Awareness:Lost & Found is commonly seen in pubic places, like schools, parks in the US. Ss will learn what to do and what to say when they lose things in real life.教学重点和难点Keys:1. Ss learn to use the target vocabulary and new expressions.2. Ss improve their speaking and listening skills.Difficulti
8、es:1. How to talk at the Lost & Found.2. How to find questions by students themselves.教法Situational teaching approach. Communicative teaching method. Task-based teaching method.教学流程图Warming up & leading in JVocabulary Drill & Sentence pattern Drill JListening JSpeaking&Role-plav JSummarizing教学过程教学阶段
9、教学活动设置意图时间 安排Stepl Warming upLead-inSs will be asked “Harry lost his bag, where should he go to?” (Harry is my student who actually lost his bag a few weeks ago.) Ss might give different answers like asking the teacher for help or going to the Lost & Found.1. To arouse Ss interest.2. To lead in the
10、topic.2，Step2 Vocabulary Drill and Sentence Pattern DrillPresentation1. Ss will see the lost things in the picture and learn the new words by reading and repeating.2. Ss will play a game called “Remember the picture!” to check if they remember all the things in the picture.3. Ss will be asked to mat
11、ch the words with thethings in the picture in activity la. Its easy for1. To help Ss recognize all the things in the picture.2. To encourage Ss to read the new words loudly and clearly.3. To achieve the cultural awareness: If you lose something, you can go to the8，them based on the previous steps.Lo
12、st & Found.Pair workSs work in pairs, talk about the things in the picture by using the target language in lb. “Whats this?” Its a watch How do you spell it?” W-A-T-C-H”To help Ss remember the spelling of the new words and learn the new sentence pattern.5，Step 3 ListeningBefore listeningSs will list
13、en to the conversations in 1c with their books closed and try to find out who are talking in the conversations.To help Ss have a general understanding of the listening material and be prepared to get more details later.2，While-listening1. Ss open the books this time and they will be required to circ
14、le the things they hear in 1c. 一 “What things are they looking for?”2. Ss will listen to the conversations one more time and write the things that belong to Linda or Mike.1. To enable Ss to learn the strategy-catching the key words while listening.2. To encourage Ss to check the answers in full sent
15、ences.5，After-listening1. Ss turn to Page 70 and read the tapescript loudly and dramatically.2. Ss are expected to find out the sentences that they dont understand and try to figure them out by themselves.1. To get Ss be familiar with the expressions and get prepared for making new conversations lat
16、er.2. To help Ss find out the language points by themselve3，Step 4 Speaking & Rolepla)fSpeaking and Role-play1. Ss will be asked to play the roles of Linda and Mike and make conversations about the things in le with the target language.2. Ss will be given another scene, which happens between a stude
17、nt and the teacher. Then theyll make new conversations by using their own stuff.1. To encourage Ss to speak out bravely by using the target language.2. To improve their spoken English by using what theyve learned in real life.Step 5 SummarizingSummaryTo summarize the words, phrases and sentences lea
18、rned in this period.To help Ss review what theyve learned in this period and improve their summarizing ability.2，Homework1. Write four conversations.2. Finish the exercise of this part.3. Recite the listening material of Id.板书设计Unit 3 Is this your pencil? Section B la-leWords:Lost and Foundkeynotebookringwatch - watchesbaseballan ID cardcomputer game= video gamePhrases & Sentences: at the lost and foundSpell it, please.= How do you spell it? look for belong toHere you are.Heres your.All right=OK