2024七年级英语下册Module1Lostandfound教学设计新版外研版

Module1Lostandfound教学内容：Unit1Whosebagisthis?课型：Listeningandspeaking教学目标：1、能够正确运用下列单词和词组：crayon,eraser,glove,wallet,watch,whose,firstofall,loseandfoundbox,mine,yourstape,purple,hers,becarefulwith,fromnowon.2、能够听懂有关失物招领的简短对话;3、能用名词性物主代词来谈论、找寻失物主子。4、学习英语文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。教学重难点：1、能够听懂有关失物招领的简短对话。2、能够正确运用特殊疑问句“Whose…isthis/that?对物品的所属进行提问及其回答。教学准备：本课指导学生通过听力获得信息，培育学生听力技能。课堂上接受多媒体手段帮助教学，在轻松快乐的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的学问和阅历，运用所学的语言基础学问自我学习、相互学习，让学生在语言实践中相互启发、生成，体验成功。培育学生的合作精神,发展其思维和想象等实力。在教学过程中，接受多媒体手段帮助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。预习要求：依据音标自学本课新单词；查找相关资料，找出你认为本课较重要的语言点和短语。教学过程：教学步骤老师活动学生活动设计意图StepOneWarming-up(3’)Leadin1.OrganizetheSstoenjoyandsingthesong“Whosepenisit?”2.Freetalk:Isthis…?Whose…isit?1.Listentothesongandtrytosingwiththevideo..2.Talkwiththeteacherandpartners.让学生在听歌和freetalk的过程中感受新的语言项目，通过这个环节，既可以活跃课堂气氛，还调动了学生的学习爱好。StepTwoPre-task(5’)Task:Checkthenewwords.1.Showsomepicturesandthingstogetthestudentstosayoutthenewwords.e.g.T:What’sthis?T:Isthisabag,too?T:Isthiswalletyours?T:Whosewalletisthis?2.Organizethestudentstoaskandanswerwiththeirownthings.3.AsktheSstomatchthewordsfromtheboxwiththepictures.(Activity1)1.Seethepicturesandthingstosayoutthenewwords.S:It’sabag.S:No,itisn’t.It’sawallet.S:No,itisn’tmine.(Yes,itis.)S:It’s…（板书重点句型）2.Askandanswerwiththeirownthingsinpairs.e.g.S1:Whosearethesecrayonsyours?S2:They’remine.S3:Isthiswatchyours?S4:No,itisn’t.S3:Whosewatchisit?S4:It’s…3.Matchthewordsfromtheboxwiththepictures.引导学生谈论实物及ppt上的图片,检查学生对词汇的驾驭程度，训练学生的表达实力，通过图片、情景学单词，做到词不离句。然后结合所学的词汇用学生的物品进行口头操练重点句型。StepThreeWhile-task(20’)Task1:Listening(1).Playthetape,askstudentstolistenandanswerthequestions,thencheck.(Activity2)(2).GuidethestudentstolistentotheconversationinActivity3.Task2:Reading(1)Organizethestudentstoreadtheconversationwiththevideo.(2).AsktheSstoworkwiththeirgroupstoreadtheconversation.(3).Organizethestudentstomatchthepeoplewiththeirthings.(4).Organizethestudentstochecktheiranswersonebyone.Task3:Solvethelanguagepoints(1).Organizestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfound.(2).Helpthestudentstosolvethedifficultpoints.Task4:Retellthedialogue(1)Askstudentstocompletethepassage.（Activity5）（2）Asktwoofthestudentstoretellthedialogue.(1).Listentothetapeandanswerthequestions.(2).ListentotheconversationinActivity3andanswerthequestions:①What’sinthelostandfoundbox?②Whosewatchisit?(A.It’sDaming’s.B.It’sBetty’s.)(1)Readtheconversationwiththevideo.(2)Readtheconversationingroups.(3).Readtheconversationagainandmatchthepeoplewiththeirthings.(4).Checktheanswersonebyone.(1).Studentscometotheblackboardtoshowoutsomelanguagepoints,theotherstudentslistentothemcarefullyandnote.(2).solvethedifficultpoints.withtheteacher’shelp.Studentscompletethepassage.(2)Twostudentsretellthedialogue,theotherslisten.利用听读,练习的方式加强学生对课文的理解，培育学生微小环节听力的技巧,能够听取信息，训练和培育学生微小环节听力技巧。通过看视频听读对话，帮助学生进一步理解课文内容。小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并培育团结合作精神。通过让学生上台展示他们所找的语言点，既培育了学生的胆识，又培育了他们自主学习的实力。老师点拨、补充语言点，让学生进一步理解学问点。通过复述对话，加深对课文的驾驭，同时也熬炼了口语。StepFourPost-task(9’)Task:Dosomespeaking(1)Showsomepicturesandthingstoorganizethestudentstotalkaboutthemlikethis:A:Isthis…his/hers/ours?B:Yea/No.A:Whose…isit?B:It’s…(2).HavetheSsactouttheirnewdialogues.AskstudentstodosomeExercisesandthencheck.(1).Makedialoguesingroupswiththeteacher’shelp.(2).Actoutthenewdialogues.(3)Dotheexercises,thencheck.通过做对话训练学生说的实力，能使学生加深对课文内容的理解，适量的口头练习，让学生巩固本课时的语言重点。通过笔头练习，进一步巩固所学。StepFiveSummary（2’）1.Getthestudentstosumupthelanguagepoints.T:Whathavewelearnedtoday?Ss:……2.Letthestudentstochoosethebestteaminthislesson.1.Sumupthelanguagepoints.2.Tochoosethebestgroups.引导学生对这节课的总结，让学生做自由发言，培育学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到确定并且可以激励学生的学习爱好，树立学习英语的信念。StepSixHome-work（1’）MakedialogueswithpartnersafterclasslikeActivity7.Finishthehomework.课后作业有助于学生巩固已学的学问，补充其他方面的熬炼。板书设计Module1Lostandfound小组评价Unit1Whosebagisthis??T1T2T3A:Isthis…yours/hers/his/our?B:Yes,itis./No,itisn’t.A:Whose…isit?B:It’s…达标训练题选择填空。1.—_______bagisit?—Ithinkit’sAuntLi’s.A.WhoseB.WhoC.Who’sD.What2.CanIuseyour________eraser?_______isn’there.A.your;IB.you;MyC.yours;MineD.your;Mine3.Thosecrayonsare_________.A.hisB.ourC.yourD.Tony4.Pleasebecareful______yourthings.A.ofB.withC.fromD.at5.Welcomeback____ourhotel.A.toB.inCofD.for6.Here________somenicewatches.A.beB.isC.amD.are7.It’scoldoutside.Pleasewearyour________.A.bagB.watchC.glovesD.T-shirt二．依据中文提示补全句子。1.Weshouldstudyhard_________________(从现在起先)。2.____________（欢迎回到）ourhometown.3.____________（首先），youcanwriteyournamehere.4.Canyouseethe_________________（失物招领箱）.5.He_________________（当心对待）hisnewcar.6.—Doyouhavea______________（紫色的蜡笔）?—Yes,Ido.Module1Lostandfound教学内容：Unit2Aretheyyours?课型：Readingandwriting教学目标：1、能够正确运用下列单词和词组：camera,phone,mobilephone,lostandfoundoffice,inahurry,leave,plane,taxi,why,airport,hundredsof,lookfor,thousand,strange,boat,duck.2、能够读懂有关纽约失物招领处的短文。3、熟悉名词性物主代词的用法。4、能写失物招领启事和寻物启事。教学重难点：1、能够读懂有关纽约有关失物招领处的短文，并能在阅读中找出纽约失物招领处相关的微小环节信息，完成任务。（重点）2、能写失物招领启事和寻物启事。（难点）教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获得信息，培育学生阅读技能。在教学过程中，接受多媒体手段帮助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品.预习要求：1、依据音标自学本课新单词；2、查找相关资料，找出你认为本课较重要的语言点和短语。教学过程：教学步骤老师活动学生活动设计意图StepOneWarming-up(5’)1.LeadinPlayaguessinggameusingthefollowingsentences:“Isthe…Tom’s/hers/his?”“Whose...isthis?”2．Makedialogues.Askthestudentstomakedialogueswithpartnerssuingthethingstheyhave,andtrytosuethesentenceslikethese:“Isthe…yours/hers/his?”“Whose...isthis?”Guessthethingsandusethesentenceslikethese:“Isthe…Tom’s/hers/his?”“Whose...isthis?”Makedialogueswiththeirpartnerssuingthethingstheyhave,andusethefollowingsentences:“Isthe…yours/hers/his?”“Whose...isthis?”通过游戏引导学生回顾上节课的内容，巩固询问物品所属的语句。通过这个环节，既可以活跃课堂气氛，.也能从说句子中考验学生对Unit1学问的驾驭程度，还训练了学生的反应。并在无形中培育学生大胆说英语的习惯。StepTwoPre-reading(5’)ShowstudentssomepicturesoftheLostandFoundOfficesinNewYorkcity,checkorteachthenewwords.Watchpicturestosayoutsomenewwords.引导学生谈论图片,训练学生描述物品物的实力。在描述的同时学习新单词和句型，为学生扫清阅读障碍。StepThreeWhile-reading(18’)1.Scanning(1)Askstudentstoscanthepassage.T:ThereisabigLostandFoundofficeinNewYork.Therearemanythingsinit.Pleasescanthepassageandanswerthequestion:“WhatthingsarethereatthelostandfoundofficeinNewYorkCity?”2.SkimmingAskstudentstoskimthepassage.T:TherearemanylostthingsintheLostandFoundOffice,manypeoplecomeheretofindtheirthings.Doyouwanttolearnmoreaboutit?Now,pleaseskimthepassageandanswerthequestionsinActivity2.3.Carefulreading.(1)Paragraph1:①ChoosethebestanswersT:Pleasereadparagraph1andsay“T”or“F”tothetwosentencesingroups.②Organizesomestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.Thendiscusswiththem.(2)Paragraph2:①Presentsomesentencestothestudentsandaskthemtoreadparagraph2andwrite“T”or“F”ingroups,alsocorrectthewrongsentencesafterreadingParagraph2.②Organizesomestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.Thendiscusswiththem.(3)Paragraph3:①LetthestudentsreadParagraph3andanswerthetwoquestions.②Organizesomestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.Thendiscusswiththestudents.Scanthepassageandanswerthequestion：“WhatthingsarethereatthelostandfoundofficeinNewYorkCity?”SkimthepassageandanswerthequestionsinActivity2.①Readparagraph1andchoose“T”or“F”tothetwosentencesingroups.Peopleoftenleavetheirthingsathomewhentheyaretravelling.Therearelostandfoundofficesateveryairportandstation.②Somestudentscometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.Thensolvethem.①ReadParagraph2andchoosethebestanswertothesentence:ManypeoplecometotheNewYorkCityLostandFoundOfficeto_________everyday.A.leavetheirthingsB.lookfortheirthingsC.losetheirthingsD.findtheirphones②Somestudentscometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.Studentsanswerthetwoquestionsaboutparagraph3afterreadingit.ThencheckingroupsDidanyoneleavebikesattheLostandFoundOffice?Arethereanysausagesthere?②Somestudentscometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.要求学生快速阅文章，回答问题，帮助学生理解课文内容。通过学生快速阅读，培育学生获得主旨的实力。并进一步理解文章的内容，为进一步学习做好铺垫。让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加精确地获得信息，提高阅读效果和技能。学生通过分层次阅读文章，获得具体信息，把学问点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创建性思维的发展。StepFourPost-reading(10’)1.Retell.①Letthestudentsfillintheblanksaccordingtothepassage.(Activity3)②Callbacktheanswersfromtwostudentsthenreadtheshortpassageinthewholeclass.2.Writing①Letstudentsreadthelostandfoundnotesandwritenotesfortwomorethings.②Asksomestudentstosayouttheirnotes.①fillintheblanksaccordingtothepassage.(Activity3)②Callbacktheanswersthenreadtheshortpassage.①Readthelostandfoundnotesandwritenotesfortwomorethings.②Sayouttheirnotes.复述课文能使学生加深对课文内容的理解。通过写作，让学生巩固所学，并增加写作实力。适量的口头练习，让学生巩固本课时的语言重点。StepFiveSummary（1’）1.Getthestudentstosumupthelanguagepoints.T:Whathavewelearnedtoday?Ss:……2.Letthestudentstochoosethebestteaminthislesson.1.Sumupthelanguagepoints.2.Tochoosethebestgroups.引导学生对这节课的总结，让学生做自由发言，培育学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到确定并且可以激励学生的学习爱好，树立学习英语的信念。StepSixHome-work（1’）依据下面的汉语提示写一篇寻物启事或写一篇招领启事：寻物：假如你是王利，在惠东中学读书，昨天早晨在上学的路上丢了书包。包里面装有很多书，一些笔，一把钥匙和一些钱。招领：你于今日早上在学校花园拾到手提包一个，内有一些钱及一个笔记本，请失主前来初一（8）班领取。Finishthehomework.课后作业有助于学生巩固已学的学问，补充其他方面的熬炼。写作是阅读的拓展，让学生最终完全驾驭语言，实践运用语言。板书设计：Unit2Aretheyyours?losethingsleavesomethingsomewherehundredsofgetonlookforlostandfoundoffice达标训练题一、依据中文提示完成句子：1._________（成百上千）studentsareplayontheplayground.2.Look!Thelittleboys________________（上公共汽车）.3.Therearemany________________(失物招领处)inNewYork..4.Peopleoftenlosethingswhentheyare___________（匆忙忙忙）.5.WewillmeetTony_____________（在机场）.二、选择填空()1.Therearetwo_______teachersinourschool.Mostofthemarewomenteachers.A.hundredB.hundredsofC.hundredofD.hundreds()2.Look!Thechildren________thecolourfuleggsonthegrass.A.lookingB.arelookingforC.findingD.arefinding()3.Peopleoften_______theirthingsonbuses,ontrainsandintaxiswhentheyaretraveling.A.forgetB.leaveC.forgetsD.leaves()4.—Mymobilephoneis_______,Mum.—Becareful_______yourthings,Kate.A.lose;ofB.lost;withC.lost;toD.lose;with()5.There_______alotoftimeleft.Pleasedon’tbe_________ahurry.A.is;toB.are;inC.is;inD.are;with三、阅读下面短文并完成选择题：LostandFoundLost:Ilostmyschoolbagonthewaytoworkthismorning.Thereisapen，akeytothedoorandalotofmoneyinit.Iwishthefindertoreturnittomeverysoon.Willthefinder（发觉者）pleasecometotheNO.15MiddleSchoolorcallme?Mytelephonenumberis8675331.MynameisWangLi.I’llpayhimorherforit.Thankyou!Found:Ahandbagwithacomputerandanotebookwasleftintheschoollibrarythismorning(Nov.18th).Willtheowner（物主）pleasecometoRoom301，Building14andgetit?Whatareintheschool?________.A.AcomputerandanotebookB.Manymoney,apenandakeyC.AnotebookandalotofmoneyC.Akey,manymoneyandacomputer2.WheredoesWangLiwork?______.A.TheschoollibraryB.Room301，Building14C.TheNO.15MiddleSchoolD.Wedon’tknow3.Thehandbagwaslostinthe___________thismorning.A.NO.15MiddleSchoolB.schoollibraryC.Room301，Building14D.schoolgardenModule1LostandFound教学内容：Unit3Languageinuse课型：Revisionandapplication教学目标：1.正确运用本模块的词汇及物主代词2.能运用一般疑问句及特殊疑问句询问及表达物体的归属。3.能够运用本模块所学的学问谈论失物招领。4.提高学习英语爱好，树立信念，培育其主动主动参与各种语言实践活动的学习看法。教学重难点：能够询问及表达物体的归属。2.能够运用本模块所学的学问谈论失物招领。教学准备：本节课型为Revisionandapplication，依据新课标的要求，结合教材和学生特点，主要接受任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验快乐学习。本节课所需教具及资料：幻灯、图片、调查表等。教学过程：教学步骤教师活动学生活动活动目的1.Leading-in（8’）1.Showsomethingsandpicturesandaskthestudentstomakedialogueslikethese:Whose…isit?Isthis…yours?2.Giveinstructionsofguessinggame.1.Thestudentsactoutthedialoguesinpairssuingthefollowingsentences:Whose…isit?Isthis…yours?2.Playaguessinggame.Reviewandconsolidatethesentenceswhichtheyhavelearn.2.While-task(20’)1.AskthestudentstodoActivity3:matchthewordsfromtheboxAwiththewordwiththeboxB.1.MatchthewordsfromtheboxAwiththewordwiththeboxB.Riviewthewords.2.LetthestudentsdoActivity2andthenchecktheanswers.3.Askstudendstoread“Aroundtheworld”,andthenanswerthequestionsafterreading.2.DoActivity2,：Completethesentenceswiththecorrectformofthewords.Thenchecktheanswerswiththepartners.3.Read“Aroundtheworld”,andanswerthequestionsafterreading.Reviewandconsolidatethevocabularyjustlearnedinthefirsttwounits.Enlargetheknowledgeabouttheworld.3.Post-task(10’)1.Askstudentstoworkinpairs:Actingoutasketchinthelostandfoundoffice.2.Askthestudentstoactoutthesketchtotheclass.3.Letstudentsdosomeexercisesandthencheck.1.Workinpairs:Actingoutasketchinthelostandfoundoffice.1.Actoutthesketchtotheclass.3.Dosomeexercisesandthencheck.1.Topracticetheskillofspeaking.2.Enablestudentstotalkaboutlostandfoundoffice.Practicethelanguagepoints.4.Summary(1’)Askthestudentstosayoutwhattolearn.Studentsconcludetheknowledgethattheylearn.Letthestudentsinternalizethegrammarthey’velearnedinthismodule.5.Homework（1’）FindsomeinformationabouttheLostandFoundOfficesintheworldandwritethemdown.板书设计Unit3LanguageinuseWhoseeraser/…isit?It’smine/his/hers/ours.Isthisbag/…yours/his/hers/…?Yes,itis./No,itisn’t.达标训练题一、选择填空()1.Thisismybook._______areoverthere.A.YourB.YoursC.YouD.Mine()2.Whosepenisit?It’s_________.A.herB.hersC.sheD.his()3._______bagisnewand_______isnew,too.A.Our,heB.Our