Teaching Procedures
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Step 1 Lead in
| 引入环节通过，卡通人物小猪的故事，极大地吸引了学生对课堂的兴趣。
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- Ask Ss to see the things the little piggy lost and say their English names. The T can also encourage Ss to spell these words.
T: The little piggy lost many things. Can you talk about them and spell the words?
- Encourage Ss have a free talk. The T can use the following prompts:
- What should the little piggy do?
- Do you often lose things like little piggy?
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Step 2Presentation & Reading
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The activity is to provide writing practice with the target vocabulary.
Teaching tip:Introducing Activities Through Acting
In order to really help Ss understand what they should do for an activity, introduce the activity by acting it out in front of Ss without revealing to Ss that you are acting. For example, as an introduction to activity 2a, the T could walk around the classroom and pretend to be looking for something that he/she has lost(e.g. watch),asking Ss where the missing watch is.
- Then the T can ask Ss to look through the notices on the board in the next activity.
- T: The notices are about the things students lost and found. Let’s have a look. How many notices can you see?
(Ss can easily find out that there are four notices in the pictures so we don't need to spend much time on this part. It’s just a lead in before reading.)
Ask Ss to read the notices quickly on the board and circle the lost
things.
(T tell Ss what skim is: to read fast and find the key words. This passage is very short, so Ss can finish the task very quickly. At the same time T ask Ss to guess the meaning of lost and found. What does lost mean in Chinese and what does found mean in Chinese?)
- Answers: watch, computer game, keys, ID card
The activity is to provide Ss with reading comprehension practice using the target language.
Teaching Tip: Scanning for Clues
Teach Ss to look for key words and phrases to answer questions related to a reading activity. For example,before Ss scan the passage to identify the lost and found items, elicit from Ss key words that will help them to place the items in the correct category. Point out to Ss that two of the notices are clearly labeled “Found” and “Lost.” The questions “Is it yours?” and “Is this your
_?”would be placed in a “Found” notice.“I lost my...” would be placed in a "Lost" notice.
Answers: Lost:ID card
Found:watch,keys,computer game
- Ask Ss to read the notices carefully again and answer the following questions. The T can invite some Ss to share their answers.
Q1: Where is the computer game?
Q2: What’s John’s phone number?
Q3: Who lost a school ID card?
- At last the T can explain the key language points to Ss and play the recording of the passage. Ss can read after the recording and the T can pay attention to their pronunciation and intonation.
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Step 3Language Points
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1. library作可数名词，其复数形式为libraries，in the library意为“在图书馆”。
2. ask作动词，在此处意为“请求；要求”，ask ... for ... 意为“请求······给予······”。ask作动词，还可意为“询问”，其反义词为answer（回答）。
3. lost是动词lose的过去式，意为“遗失；丢失”。其反义词为find（找到; 发现
Lost可表示“寻物启事”，Found可表示“失物招领”，Lost and Found 表示“失物招领处”。
lost还可作形容词，意为“丢失的；失去的”。
4. must是情态动词， 其后接动词原形，没有人称和时态的变化。
must的否定形式为mustn’t，表示禁止，意为“不可以”。
5.call sb. 给某人打电话
call sb. at+电话号码 拨打······号码找某人
6. e-mail v. 给······发电子邮件 n. 电子邮件 复数名词：e-mails
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Step 4 Homework
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Exercises
Step1: Ask Ss to do the exercises on PPT P21-P22.
Step2: T ask Ss to make a summary about what they learned today.
Homework
1. Read and recite the new words and phrases.
2. Do the exercises in students’ book.
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Teaching Reflection
| The class is so smooth and efficient that T can finish the class on time. T should pay more attention to the usage of the language points and let students make enough sentences to master them. Therefore, Ss can master these language points and understand the passage clearly. But some B level students cannot use the language points well. The T can pay more attention to them and try to help them by giving them more exercises.
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