七年级英语上册Unit3第五课时.doc

Unit 3 第五课时教学设计
Period 5
Teaching aims
学完本课后，学生应能：
1. 运用library, ask, find, some, call, lost, must,
2. 复习所学过的名词
3. 运用所学的单词来写一篇应用文：Lost and Found.
4. 能熟练运用所学过的代词
5. 能熟练运用句子Is that your…? Is that your…?
Teaching procedures
Step 1 Preparation
1. Ask Ss to say the nouns we have learned as many as possible：We have learned many nouns. Now I’ll ask six of you to come to the Bb and write down the words you’ve learned as many as possible. Let’s see who is the best.
2. Brainstorm
Collect many school things from Ss and ask Ss to practise the drills:
Is this your…? Is that your…?
Is this his …? Is that her …? And so on.
This activity will review these sentences and we can collect more words.
Step 2 Presentation& Practice
Presentation 1
Ask some questions.
Do you always lose sth?
Are you worried when you lose sth?
Ss will give their answers.
Then the third question.
What would you do when you have lost your things?
After Ss give their answers, teacher can tell them your solutions. One is Lost and Found Notice.
Please turn to Page 17 and look at Section B 2b. Read the notices on the board and circle the lost things.
Give your answers.
Listen to the recorder and follow it.
Read it again and finish 2c. Then Ss read the notices one by one.
Presentation 2
Look at 3a,finish it and think about how to write Lost and Found.
Check the answer and tell them how to write Lost and Found.
Step 3 Group work
Ask Ss to check their school things and then close their eyes. Teacher will take one away and put it on a student’s desk secretly. After opening their eyes, the one who have lost the school thing will go to the Bb and write a Lost notice , the one who have found a school thing on his desk will go to the Bb and write a Found. notice.
Ask 5 pairs to practise the composition.
Step 4 Progress
Summary.
Let’s go over what we’ve learned this period.
2. Homework
1. 3a. After you go home, write your own lost or found notice with your name and phone number.
2. Finish Self check.
Feedback:
个人认为本堂课教学目标达成度较高，基本上属于一堂应用作文课。本堂课教学步骤循序渐进，铺垫有序，体现了单元的整体性。学生热情参 与，积极配合，课堂氛围好，从一开始的情景导入，任务布置，再过渡到自己写作文，设计的每一个步骤都是层层递进，给了他们展示的机会，增强他们的信心和成就感。让学生们在愉快、轻松的氛围中达到初步运用英语应用文的能力。学以致用，收效很好。