七年级上册 Unit 3 Is this your pencil Section B 2a-3b 教案

Go For It 7A Unit 3 Section B 2a-3b
Analysis of teaching material What: The material is about four notices on the board including three found notices and one lost notice. Tom lost his school ID card and must find it. Mike found a computer game in the school library and considered it might belong to Lin Hai. John found a watch and someone found some key in classroom. Why: Four notices describe some needed information which should be mentioned in lost and found notices. It can help students understand language expression of a lost and found notice, and lead them to grasp a new way to find their lost things and return other’s lost things, and enhance their awareness of returning the things they found in daily life. How: Four notices are typical lost and found notices and introduce relative words and language expressions that students should use in their notices. In a lost notice, it mentions “the lost things, contact and thanks”. In the found notices, they mentions “the found things, contact and place”. These two kinds of notice are close to students’ daily life and easy for them to understand and use.
Teaching objectives By the end of the session, most students will be able to: In the process of reading, distinguish between lost and found notices and grasp some basic information of these two kinds of notices including the lost items, contact, the place and polite expressions. (learning and understanding) Under the guidance of teachers, describe language expression form and basic structures of a lost and found notice and complete two notices with the words in the box, and apply them to the daily life. (applying and practicing) Reason briefly the feelings of the people who lost their items and the value orientation behind it, and use the knowledge and methods they have learned to creatively solve the problems of returning other people's lost items which they found. (transferring and creating) Through group cooperation or peer communication, in real life, transfer the knowledge and skills you have learned to help them complete the task of finding the item they lost and returning things they found. (transferring and creating)
Teaching focus Reading: Understand the main idea, specific information and structures of four notices. Vocabulary: lost, found, phone number, call, mail and so on. Sentences: Is this your ___ Yes, it is./No, it isn’t./ Are they your___ Yes, they are./No, they aren’t.
Anticipated difficulties Students may feel it difficult to summary and transfer the structures of a lost and found notice.
Teaching procedure Teaching objective 1: In the process of reading, distinguish between lost and found notices and grasp some basic information of the four notices including the lost items, contact, the place and polite expressions. (learning and understanding) Learning Activity1:brainstorm Students put in the situation which the teacher’s sister lost her school ID card and they needed help her. Through brainstorming, they could share with their suggestions to find the school ID card or their own experiences of finding lost items. (perceiving and noticing) Learning Activity2: predict After given a new way of asking Lost and Found Office for help to find sister’s school ID card, students should predict the content of the notices on the board of Lost and Found Office. Then read the four notices quickly to check their predictions. (perceiving and noticing) Learning Activity3:read and check Students read the four notices carefully divide four notices into two kinds and write down the items mentioned in the notices and check whether these items belong to Lost or Found. (generalizing and synthesizing) Learning Activity4:read and summarize Students read four notices for the third time, and extract the needed information of lost and found notices and summarize their structures. Then exchange their findings with partners. (retrieving and summarizing) Justification: In A1, creating a situation in Lead-in can arouse students’ interests and connect with their real life. Asking them to brainstorm how to solve the problem in the context can help students activate their prior knowledge. In A2, prediction gets students’ minds closer to the theme of the text to be read and cultivate their reasoning capacity by using contextual cues. In A3, fast and careful reading can develop students’ ability to obtain information accurately. In A4, asking them to find the structures of notices can improve their ability to summarize. Teaching objective 2: Under the guidance of teachers, describe language expression form and basic structures of a lost and found notice and complete two notices with the words in the box, and apply them to the daily life. (applying and practicing) Learning Activity1: With the help of four notices, students sort out the details of lost and found notices and them describe the basic structure of notices with their partners, then share with the whole class. (describing and interpreting) Learning Activity2: Students read the structures together, then use and internalize them to finish an exercise that is to complete lost and found notices with the words or phone number in the box.(internalizing and judging) Justification: The activities lead students to analyze key information of the notices and retell them to the partners. It can also help them internalize key language knowledge and basic structure of the notices, and to pave the way for further application of what they have learned in real life. Teaching objective 3: Reason briefly the feelings of the people who lost their items and the value orientation behind it, and use the knowledge and methods learned to creatively solve the problems of finding lost items and returning other people's lost items. (transferring and creating) Learning Activity1: Under the guidance of teachers, students analyse and discuss what Tom said, "I must find it." to infer his feelings when he lost school ID card.(reasoning and arguing) Learning Activity2: In view of the feelings of the owner and the new knowledge they has learned, students answer the question of what they should do when they find other’s lost items, and find out the good virtue of human beings behind the notices. (imagining and creating) Justification: Two referential questions can help students cultivate correct cultural value and develop a better understanding of Chinese traditional virtue “not pocket the money one picks up”. Teaching objective 4: Through group cooperation or peer communication, in real life, transfer the knowledge and skills students have learned to help them complete the task of finding the item they lost and returning things they found. (transferring and creating) Learning Activity: play a card Students work in groups of four, and use imagination and creativity in the new context, analyze and solve problems by using the language they have learned. The new context: students are given a card which contains key information includes phone number, the lost thing and the found thing. Students follow the content of the card to find the thing they lost and return the thing they found. They can write a notice and read it in front of class or use sentence patterns to ask their classmates directly. Sentence patterns: (imagining and creating) Is this your ___ Are they your___ Yes, it is./No, it isn’t. Yes, they are./No, they aren’t. Justification: Guide students to carry out activities that transcend discourse and connect with real life. It help them cultivate the abilities to transfer the structure of four notices and create the key language they have learned to deal with the problem in their daily life. Introductions (Evaluations) Teaching objective 1: Learning Activity1: Observe students’ behavior when answer the questions, and know their store of vocabulary and experience of finding lost things and returning found things according to their suggestions and experiences. Learning Activity2: Evaluate the students’ ability to infer the content of the notice using situational cues according to the degree to which the content of the four notices is reasonable to guess. Learning Activity3and4:
Observe the items students write down, their classification of lost and found and the key information they extract to judge how comprehensive and accurate the students are in obtaining and recording the information. Analyze the structures of notices can judge students’ ability to summarize. Teaching objective 2: Learning Activity1and2: According to students’ description and the accuracy of answers in the exercise, grasp students' ability to internalize what they have learned and language forms. Teaching objective 3: Learning Activity1and2: According to students’ answers and feedback, lead them to make correct comment and establish good values and virtues, and cultivate the abilities to solve the problems. Teaching objective 4: Activity: Learning Activity: Observe whether students can use all needed contents and correct structures of the notices during the activity, and the accuracy and fluency of using sentence patterns. Then, if necessary, give students some feedback and needed guidance.
Homework Must-do: read the four notices at least three times and review the structure of a lost and a found notice. Optional: write a lost and a found notice about their favorite or important thing and share them with the class in the next lecture.
Blackboard design Unit 3 2a-3b Is this your pencil Call...at... -Is this your blue pen Email...at... -Yes, it is./No it isn’t. -Are they your keys -Yes, they are./No, they aren’t.
Reflection In this reading class, according to detailed analysis of the text and the students’ learning needs, the teacher of this class set operational and detectable teaching objectives and designed various activities. The teacher designed a series of relative reading teaching activities around the teaching objectives and connected with the real life by using open-ended questions. Firstly, the teacher used a perceiving and noticing activity to set a situation that teacher’s sister lost her school ID card and she needed help, and introduce the theme of lost and found. This situation inspired students to connect with their daily life and thought how to solve the problem. Teacher used an open-ended question to lead students to share their experience and activate their prior knowledge, such as asking the teacher for help, searching her schoolbag and desk carefully. Then, teacher shared a new way of asking Lost and Found Office for help and let students to predict the content of the notices here to improve their inferring abilities. After checking the prediction, the teacher led students to retrieve key information of the notices such as the long items, contact, place and polite expressions, and summarize the structure of lost and found notice to apply in solving problems. Students can acquire new knowledge in this retrieving and summarizing activity. Meanwhile, they not only learned the language, but also learned to solve the problems. Under the guidance of norms for English learning activities, the teacher made use of various contexts to design many questions with the aim of solving problems. It not only led students to solve the problems in real life, but also motivate their interests in learning English. Under the guidance of norms for English learning activities, all these contributed to the implementation of the three types of activities: learning and understanding, applying and practicing, and transferring and creating. And helped students have a better understanding of new knowledge and internalize the key language. For example, making use of the key information to summarize the structure of notices and retell it to the partner, and complete two notices with the words in the box in correct structures. The output activity of this lesson was a card game. They should find the things they lost and return the things they found according to the information on the card within the specified time. They could use a complete structure to write a lost or found notice and use key language to solve the problems. The game was let students use what they have learned to solve real life problems in a relaxed and happy atmosphere, and help the process from input to output. The teacher paid attention to the guidance and training of students' reading skills and strategies in student-oriented teaching design. For example, students were asked to predict and infer the content of notices in Lost and Found Office according to the contextual cues, grasp specific information, summarize the structure of notices and retell the structure to others. It helped students have a good command of language and develop relative reading abilities. Also, they learned how to solve problems and understood the feelings of the owner and Chinese traditional good virtue. It embodied the educational value of English courses and showed student-oriented teaching design.