湖南省地质中学 英语 高珊 教学设计
地质中学+英语+郭超+教学设计新部编版
I like your name.
（2）T: Hi!I’mLily. / Myname’sLily.
S: (引导学生回答)Hi! Lily. I’m Alan.
T: Nice to meet you!5
S: Nice to meet you!
（3）Practice the expressions on the blackboard. Tell the Ss to
（2）Encourage the Ss to leave their seats, move around and
greet other classmates.（3）Get some pairs to come to the front of the class and
act out the dialogue after they have practiced several times.
T: Hello! / Hi!
S: Hello! / Hi!
T: You are very beautiful/cool/…
S: Thank you.
2. Presentation（呈现新知识）
（1）T: Hello!Myname is Lily.What’syourname?
S: (引导学生回答) My name is Tom.
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Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
(1)Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.
湖南省地质中心初中英语组李硕教学设计
Unit 5 Why do you like pandas?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of, Australia, south, Africa, South Africa, pet, leg, cat, sleep2) 能掌握以下句型：① What animals do you/does she/ does he like?②Let’s see the …?③ Why do you/does she/ does he want to see …?④ Because they are ….2. 水平目标：① To observe and describe animals.② To talk about their preferences③ To know the implied meaning of some animals2. 情感态度价值观目标：动物和人类都生活在同一地球上，动物是我们的朋友。
我们人类应该与动物和谐相处，共同生存。
我们理应学会关爱动物，保护动物。
二、教学重难点1. 教学重点：1) 学会描述动物的性格及特点。
2) 学会表达喜欢某类动物及说明喜欢的原因。
2. 教学难点：名词的复数形式表示一类事物；第三人称单数形式三、教学过程Ⅰ. Warming-up and lead inTo create an English environment, the teacher shows the class some pictures of a zoo. And ask some questions about animals：Do you like to go to the zoo?There are lots of different kinds of animals in the zoo.Do you like animals?Listen to a voice ,and guess what the animal it is .tiger. read after me .tiger tiger And ask a student what it is. And say tigers are scary ,aren’they?yes.They are scary. Sacar scary. They are scary.Listen to a voice .guess what the animal it is.learn it like this：It is an elephant . elephant ,elephant. An elephant.elephants are our friends.so they are very friendly. Friendly,friendly. Elephants are friendly.Do you like elephants? Yes,I do. No,Idon’t.( e.g. animals---lions, koalas, giraffe, dog,… )Ⅱ. Presentation1.Ask them to talk with their partners about the animals they like using the words theyknow (Four students a group)Do you like animals?Yes, I do.What animals do you like?I like lions.Why do you like them?Because they are very cool.And then ask some groups of students to show it in class..2. Then show the class some pictures of animals and present other animals. And ask them:What’s this in English?It's a tiger. (Then lion, panda, elephant, koala, giraffe)Ss look at the picture and try to remember the new words of the animals.3. Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards. Other students turn to page 25 and finish 1a.4. Check the answers with the class.Show the whole class a world map. According to the map and say here is China.read after me China,China Where are pandas from?They are from China.And ues the map,learn South Africa,Australia.Where are ____from?They are from____.Use the map ,and ask students some questions.Do you like pandas?Why do you like pandas?Where are they from?Do a pairwork,work with your partner to practice with your partners.Ⅳ. ListeninWork on 1b.Tell Ss to listen to the tape and check the animals they hear in 1a.Play the recording again and check the answers with the class.Ⅴ. Pair work1. Ask the students to imagine “ We are in the zoo, there are many kinds of animals here.”Then ask a student to do the model with you:—Let’s see the lions first.—Why? (why do you /does she /does he like lions?)—Because they are interesting.2. Ss work with their partners practice the conversation using the animal in 1a.Ⅵ. Listening1. Work on 2a;T: Listen to the conversation carefully. Then write the names of the animals you hear on these lines.Play the recording the first time. Students only listen.Play the recording a second time. This time students write in the names of the animals. Check the answers.Point out the adjectives and countries listed on the right. Ask a student to say the words. Say, Now I will play the recording again. This time draw a line between each animal and the adjective and countries you hear.Play the recording and have students match each animal with an adjective and a country. Correct the answers.2. Work on 2bT: Listen again and complete the conversation with the words in 2a.Play the recording for the Ss to listen and write the answers.Check the answers with the class.Ⅶ. Pair work1. Ask two students to read the conversation in 2b to the class.2. Ss practice the conversation in pairs.3. Then show the transcription on the big screen and practice the other two conversations in 2a.4. Ss practice the conversations in pairs.1. 语言知识目标：1) 继续练习运用如何做描述动物及表述自己对动物的喜好。
湖南省地质中学英语教学设计
T: Good morning!/ Hello!/ Hi!
S: Good morning!/ Hello!/ Hi!
Step 2 Practice(5 min)
1.Workinpairs.
2. Practice by themselves.
Step 6 2e(2 min)
HB:hard black
CD:Compact Disk
BBC:British Broadcasting Corporation
Step 7 Consolidation(5 min)
1.问候语Good morning!/ Hello!/ Hi!
Step 2 Lead-in(5 min)
T: Good morning / Hello/ Hi,××！
S:Good morning / Hello/ Hi, Miss Leng!
T: Then, how to say“下午好、晚上好”?
Step 3 Presentation(10 min)
Good afternoon! Good evening!
情感、态度与价值观
利用该课培养学生们对英语的兴趣，学会有礼貌地问候别人。
教材分析
1. Words and expression:HB, CD, BBC
2. Key sentences:Good morning!Hi!Hello!
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Step 1 Greeting and introduction(3min)
3. Write down the names in the pictureanddistinguishboy’s name and girl’s name.
湖南省地质中学-英语学科-陈建兰-教学设计-形容词和副词最高级
2、规则变化：
(1)单音节和部分双音节形容词和副词,在原级的后面加上 er,est 实 构成比较级和最高级。
施
a)直接加 er,est ：
b) 以 重 读 闭 音 节 结 尾 的 , 要 双 写 最 后 一 个 辅 音 字 母 , 后 加
教
er,est：
学
c)以辅音字母+y 结尾的,先把 y 改为 i 再加上 er,est：
☆ 表示第一个人比不上第二个人时,使用句型： 主语(第一个人物) + 谓语动词(否定式) + as / so + 形容
词/副词原级 + as + 第二个人物+…. 如：He is not so / as excited as his younger sister.(他没他妹 妹那么兴奋) / Lily did not ride her bike so / as slowly as an old lady. (莉莉骑车不像老太太那样慢) / They didn’t pick so / as many apples as the farmers (did). (他 们摘的苹果不如农民多)
句型是：
主语(‘A’) + 谓语动词 + less+ (多音节形/副)比较级 +
than + 第二个人物(‘B’) +…. 如：I think English is less difficult than maths.(我认为英语 不比数学难)/ Do you think it less important to learn a foreign language?(你认为学外语不那么重要吗？)
4、关于比较等级的重要注释： 1、以上六个句型中,如果动词是及物或不及物动词,则后面用副词； 如果后面是连系动词,则后面用形容词。如：This car is the fastest of the four.(形容词)(这辆汽车是四辆之中最快的)/ This car runs (the) fastest of the four.(副词)(这辆汽车是四辆之中跑得最快的) 2、“比较级+and+比较级”表示“越来越……”。如：The weather is getting warmer and warmer.(天越来越温暖了) 3、“the+比较级…,the+比较级…”表示“越…就越…”。如：The more trees we plant,the better it will be.(我们栽的树越多,情况就会越好)/ The harder you try,the greater your progress is.(你越是努力,进步 就越大)
湖南省地质中学高二下学期期末考试 英语试卷 word版 无答案
2019~2019 学年湖南省地质中学高二下学期期末考试英语命题人：曾东升审题人：钟亚萍时量：120 分钟满分：150 分第一部分听力（共两节，满分30 分）做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共5小题；每小题1.5 分，满分7.5 分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C 三个选项中选出最佳选项。
听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1． What was the man doing when the phone rang?A．Taking a shower. B．Cleaning the floor. C．Doing thelaundry.2． How long can the man keep the book?A．For three weeks. B．For two weeks. C．For one week. 3． What will the speakers do first?A．Have a cup of tea,B．Watch the dolphinshow.C．See theelephants.4． Why is the man happy?A．He got a good evaluation.B．He received an award forhis work.C．He learned someinterpersonal skills.5． What are the speakers talking about in general?A．A CD of Johnny Holden. B．A present for Molly. C．A musician第二节（共15 小题；每小题1.5 分，满分22.5 分）听下面 5 段对话或独白。
每段对话或独白后有几个小题，从题中所给的 A、B、C 三个选项中选出最佳选项，并标在试卷的相应位置。
湖南省地质中学初中英语冬芬教学设计
SECTION AGoals●To learn to use How questions, affirmative and negative statements●Lean to talk about how to get to places, how long it takes to go to places, and how far theplaces areTo talk about kinds of transportationProceduresWarming up by talkingHello, everyone! What’s the weather like today? It’s a sunny day with a gentlebreeze. It’s comfortable. So this morning I come to school by bike. It took menearly 50 minutes. You know I live far from school. I often take buses to comehere. But it takes me more than an hour. What about you? Today, let’s talkabout how you go from one place to another. And wewill talk about the time it takes to get to places and how far it is between twoplaces.1a Looking and writingOpen your book. Look at the picture carefully and read the dialogue. Thenplease write how the students in the picture get to school in the morning in1b Listening and writingLook at the picture again. How do students get to school? Let’s listen toa conversation between two people talking about this. Listen carefullyand write the number of the name in the white box next to the student.Please do it individually. Then let’s check the answer.Answers:1. Bob takes the train.2. Mary takes the subway.Now read the tapescript, shadow the how questions and underling the expressions.1c Doing pairworkPlease read the dialogue in the box. And make your own conversations about how the people in the picture get to school with their partner. Then I’ll ask some pairs to say their dialogue.No. He takes the bus.And Yang Lan walks, does she?2a Listening and repeatingListen to these numbers and repeat. Please pay attention to the pronunciation.Tapescript32, 40, 50, 60, 70, 80, 90, 100Now please look at the five transportation pictures. And we’ll listen to two conversations. The people are talking about how students get to school and how long it takes. Listen carefully and put a checkmark to show the kinds of transportation they talk about. Check your answer.Listen carefully again and match the time with the kinds ofThey take the train. It takes about forty minutes.”“Take the train” means to ride the train. And we also use “take” to talk about a length of time. For example, it takes me 20minutes to get to school. So we use the same word, take, in two different ways. Now read the tapescript, shadow the how questions and underling the expressions.。
湖南省地质中学+初中英语+叶巧巧+教学设计
Unit 5 Do you have a soccer ball? 教案I Lead-in (2’)Step 1 Warm-up (28’’)教师向学生播放2016年里约热内卢奥运会宣传片截屏。
让学生直观感知球类运动。
Step 2 Watch and think (32’’)学生观看的同时思考问题：What balls can you see in this video?II New words (7’)Step 1 Read the new words (4’)从ping-pong ball入手，导入到ping-pong bat. 重读bat.从baseball入手，导入到baseball bat.Tennis ball和soccer ball一组。
Basketball和volleyball一组。
并板书。
Step 2 Quick Response (1’)快速闪现一张图片，学生迅速反应并站起来回答。
Step 3 What is missing? (2’)学生站起来回答消失的图片所代表的球类单词。
Step 4 Finish 1b (2’)喊一个学生回答。
III Do you have a soccer ball? (9’)Step 1 新授(2’)老师拿着足球实物。
I have a soccer ball.递给一个学生，问：Do you have a soccer ball?引导他回答：Yes, I do.问另一个没有拿到球的学生：Do you have a soccer ball?引导他回答：No, I don’t.板书。
带领学生齐读2遍。
Step 2 Train Game (3’)学生逐一操练句型。
老师问第一小组第一个学生：Do you have a soccer ball?鼓励他回答：Yes, I do. / No, I don’t.鼓励他继续提问下一个同学：Do you have ...?Step 3 Pair Work (2’)师生互动示范一次。
湖南地质中学初中英语教学设计
B: Why do you like ____?
A: Because they’re cute/……
B：But I like____. Do you like ___?
A:……
设计意图：在句型操练中巩固知识。
Step 9: Make a survey and give a report:
names
Animals he/she likes
why
Animals he/she dislikes
why
Student 1
Student 2
Student 3
设计意图：培养学生的知识综合运用能力。
Step 10: Homework
Make a survey: What’s your best friend’s favorite animal？Why?
beautiful, clever, intelligent, lovely, strong, tall, shy
Step 7:listening
Section A 1b
Step 8:Make a dialogue
If you and your friend go to the zoo. What animal do you want to see first? Make a dialogue.
设计意图：巩固知识
Step 6:guessing game
What animal is it?
The one who guesses out is the lucky dog and can get one score
引出形容词：
small,big,large,interesting,fun,scary,friendly,smart,cute,lazy,ugly,
地质中学高中英语黄利华M3-U2reading教案
M o d u l e3Unit 2 LanguagePeriod 2 ReadingDizhi Middle School Huang Lihua地质中学高中英语黄利华Teaching Aims:1. Have Ss enhance their reading abilities.2. Get Ss to know more about the language English and its history.3. Have Ss gain an overall understanding of the article and learn to adopt different reading strategies.Teaching Focus:1.Help Ss know some knowledge about English language and its history with the help of time chart or timeline.2.Help Ss learn some language items.Teaching Procedures：Step 1 Lead-in1.Ask students to look at the map and national flag of the united kingdom of Great Britain and Northern Ireland then introduce the language “English”.2. Ask students the following questions.①As we all know, we Chinese students learn English as our foreign language. What do you think is the most difficult part of studying English—pronunciation, grammar, vocabulary or anything else?②Do you think English has always stayed the same?Step 2 Skimming and reading strategyThe students may be very eager to know what the text is about. Thus I ask Ss to observe the title, subtitle quickly and try to find answers to the three questions in Part A.Check the answers with the class and tell them the strategy of reading is to observe the title, subtitle, the first paragraph and the last paragraph so that they can find the answers to the questions easily.T: Now we know that English does not always stay the same. I think everything develops in the history. So English has a developing history. In our text book there is a history passage about it. But how shall we read a history article? Let’s go through the Reading strategy and find it out.Answer: 1. Notice the dates and years2. Make a time chart, listing relevant information such as times, places and events, etc.Get the students to make clear the people who got into Britain in different times and the development of language with the help of some maps and charts.Go through the examples of words in the text together.Summarize the text with the help of a time line.Step 3 Careful readingWith Part A finished, they may know the topic and structure of the text. This is very useful for them to further understand the text. During this period, the students will read the article carefully to get detailed information about the article.Middle EnglishIn 1066, the Normans conquered England and took control of the country. However, throughout the 250 years, French didn’t replace English as the first language. By the later half of the 14th century, English had come into widespread use among all classes in England .In 1399,English was used for all official events.French’s impact on English:1.More words with similar meanings2. Words for meat: mutton/ beef/ pork3.French ways of making pluralsModern EnglishWhen did modern English begin?Modern English began during the Renaissance in the 16th century.What changes had happened during this period of time?Many Latin and Greek words were added to English and pronunciation also went through huge changes .Is Modern English the end of all these changes?No , English is a living language and is forever changing.Step 4 ConsolidationEnglish has many c_________ rules because it is _____ ___ of the rules and vocabulary each group of people b_______ to Britain with them.At the very beginning, British people spoke C_____. Then, two Germanic tribes:_________ _________ and V_____ from the European Mainland occupied Britain and brought with them their languages. The language they created is the_____ English. Old English c_________of an Anglo-Saxon base _____ words from the languages of Denmark and Norway.Old English was the ______ language of England until the 12th century when Normans d________ England and _____ ______ of the Country. The Normans spoke F_____ which had an e____ on English although it did not r____ English as the first language. In 1399, H_________ became King of England and he used English (Middle English) for all o________ events.Modern English began during the R__________ in the 16th century. Pronunciation w_________ huge changes during this period. However, this is not _______ of the changes. It’s certain that this p________ will continue.Step 5 DiscussionLanguage borrows words from each other. Please list some of them.Chinese word s from English: Coffee(咖啡), sofa(沙发), model(模特儿), modern(摩登),Sandwich(三明治), hamburger(汉堡), cartoon(卡通)English words from Chinese:Pingpong, kongfu, tofu, lose faceStep 6 Homework1.Finish the exercises on P242.Rewrite the history of English into your own words.( less than 200 words)。
湖南省师范大学附属中学高中英语Unit4EarthquakesPeriod3教案新人教版必修1
湖南省师范大学附属中学高中英语Unit4EarthquakesPeriod3教案新人教版必修1AimsTo read and speak about travelingTo write a letter describing feeling about travelingProceduresI. Warming upWarming up by discussingHave you ever written a speech? What is a speech? Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writinga speech? Please discuss it in pairs. (1. Who is the audience? 2. How can we express ourselves clearly?)Warming up by readingWhat should you include in your speech when you try to write one? Read the letteron page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.II. Reading and underliningRead the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework. Collocati ons from the lettercon gratulations, be pleased to do sth., win the high school speaking competition, gro up of five judges, all of whom, agree, be proud of, open a new park, honour thos who died in the terrible disaster, would like to do, have you do sth., as you know, invit sb.to do sth., on that special day, at the beginning of, thank sb, for doing sth., honour sb. for sth., be known as, encourage sb. to do sth., be happy to do sth., collect stam ps, lose one’s lifeIII. ListeningTurn on your books at page 30. We’ll listen to a story about a person who experiencedthe 1906 San Francisco earthquake. I’ll play the tape three times. First listenand try to get some detail s that exercises 1 and 2 request. Second listen againand try to finish the exercises. Third listen and check your answers.IV. Guided writing (SB. page 31)1. Making a intr oductionHave you ever read a newspaper story? Now turn on your books to page 31 and lookat Writing.Read the brief description about how to write a newspaper story. Comparea newspaper story to a short story and answer the following questions.1) Wh at should you write before writing a newspaper story? (outline)2) What should a newspaper outline have? (a headline; a list of main ideas; a listof important details)3) Why a headline is needed? (It can tell the readers what the topic is; it canalso attract the readers’ attention)4) How can you finish a newspaper story? (First, you should write a headline, thenorganize your main ideas into paragraphs, and then put some details into each paragraph.)5) Have you found out the difference between a newspaper story and a short story?(Usually a short story begins with small details and includes big details later.A newspaper story does just the opposite. Both kinds of stories use paragraphswith main ideas. In a good newspaper story, the point-of-view is objective (i.e.it has no point-of-view) while a short story is subjective (i.e. it has apoint-of-view). A newspaper story has no conclusion; a short story generallydoes.)Now I’ll show you a new spaper story to find out the headline, main idea and detailsof each paragraph.THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State lastweek. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes.Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handfulof people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.2. WritingNow prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.3. UnderlingRead the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.Collocations from Writinga list of, put some details into each paragraph, a team of, raise money, thousands of plan to do sth., in early June, hope to do sth., be interested t o do sth.IV. Closing DownClosing down by summaryWe have learned a lot about earthquakes. Now let’s have a su mmary about what we have learned. Look at the following questions.(1) Have you ever experienced an earthquake?(2) Can you describe an earthquake in English?(3) What do you know about the cause of an earthquake?(4) What new information about earthquakes have you learned now?(5) What words and expressions can you use to describe an earthquake?Closing down by finding informationGo to the library to read or get online to search in order to find more in formation about natural disasters.。
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长沙市中（小）学教师统一备课用纸科目英语年级七年级班级C1501，C1502 时间
课题Unit 3 Is this your pencil?Period 3（Section B 1a-2c）
教学目标
1．让学生继续了解如何确认物主关系。
2．使学生能够看懂寻物启事和失物招领启事。
3．学习本课的知识点。
(1)词汇：baseball，watch，computer，game，card，notebook，ring，bag，in，library，ask，find，some，classroom，e-mail，at，call，lost，must
(2)句型：—What's this？—It's a watch.—How do you spell it？—W-A-T-C-H.
Ask the teacher for it.
I lost my school ID card. I must find it. Call me at 685-6034.
4．使学生在听录音时听懂基本的英语对话。
5．帮助学生来确认其他同学的物品。
教材分析
教学重点
(1)词汇：baseball，watch，computer，game，card，notebook，ring，bag，in，library，ask，find，some，classroom，e-mail，at，call，lost，must
(2)句型：—What's this？—It's a watch.—How do you spell it？—W-A-T-C-H.
Ask the teacher for it.
I lost my school ID card. I must find it. Call me at 685-6034.
教学难点
1．让学生能够熟练运用所学知识进行完整的对话练习。
2．让学生能够看懂寻物启事和失物招领启事。
实施教学过程设计
Step 1：Greetings and talking
通过学生互相问答进行自由交际。
让学生之间互相提问问题，训练他们的口语交际能力。
For example：
S1：What's this?
S2：It's a pencil.
S1：How do you spell it?
S2：P-E-N-C-I-L.
S1：Is this yours?
S2：Yes，it is. It's mine.
Step 2：Present the new words
利用多媒体图片或实物复习上节课的语言项目，并导入新课。
教师出示表格，根据表格信息进行提问，对上节课的语言项目进行复习，并导入新课。
物品pencil watch computer baseball ...
物品主人mine Bob's Anna's Helen's ...
For example：
T：Excuse me，S1.Is this your pencil?
S1：Yes，it's mine.
T：And is this your watch?
S1：No，it's Bob's.
T：What about this baseball?
S1：It's Helen's.
T：Thank you for your help，S1.
S1：You're welcome.
Step 3：Practice the new words
通过处理课本1a部分来练习新单词。
教师可以让学生直接在课本上完成，也可以通过多媒体课件把1a部分展现出来，让学生一起来做。
Step 5：Listening
1．课本1c的处理。
练习听力之前，先让学生说出1a中图片中物品的英文名称，进一步强化重点单词。
For example：
T：Please look at the picture in 1a.Can you say their English names？(The teacher asks the students to name each one individually.)
S1：This is...
S2：This is...
...
然后让学生看着课本听并在1a中圈出所听到的物品。
2．让学生再听一遍录音，完成1d的卡片。
教师也可以把卡片用多媒体课件展示出来。
T：Please look at the two pictures in 1d.One is Linda，and the other is Mike. Listen to the conversation again. This time you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things beside each person's picture.
(Play the recording for the students to write down the words.)
T：Well，what is Linda looking for?
S1：...
T：What about Mike？What is he looking for?
S2：...
Step 5：Practice the new sentences
根据1d中卡片的信息，让学生分别扮演琳达和迈克，编写对话并表演出来，然后交换角色。
(教师可先和一名学生做示范)
For example：(L＝Linda，T＝Teacher)
L：I'm looking for my watch.
T：Is this your watch?
L：No，it isn't. That is my watch.
T：Here you are.
L：Oh，and that is my notebook.
T：What's your name?
L：Linda.
T：OK. Here you are.
L：Thank you.
T：You're welcome.
Step 6：Task
小组内同学互相查看2a的完成情况，一是检查单词的拼写，二是了解彼此的信息。
同时把物品放在课桌上，利用所学语言项目进行对话练习。
For example：
S1：What's this?
S2：It's a pencil.
S1：How do you spell it?
S2：P-E-N-C-I-L.
S1：Is this yours?
S2：No，it isn't. It's hers. Is this pencil yours?
S3：Yes，thank you.
...
Step 7：Rea d the notices
1．设置情景，激发学生的思维。
从学生生活中常丢失物品的现象出发，引导学生学会处理这类问题。
For example：
T：Most of us may pick up others' things or lost something. If you pick up or lost something，what should you do？You can discuss with your partners.
(The students discuss the problem.)
S1：Tell the teacher about it.
S2：Ask my friends to help me look for it.
S3：Tell my parents.
...
T：All of you are right. Maybe we should learn how to read the notices on the board.
From Lost and Found，we can find out lots of important information.
2．寻找重要信息。
给学生展现出课本2b的公告栏信息，让学生圈出丢失的物品。
Step 8：Practice
让学生再读一遍2b的信息公告栏启事，写出丢失的物品，并在课本2c的Lost 或Found下打勾。
教
学
反
思。