Module 1 Lost and found Unit 1 教学设计2023-2024学年外研版七年级英语下册

Module1LostandfoundUnit1教学设计2023-2024学年外研版七年级英语下册课题：科目：班级：课时：计划1课时教师：单位：一、设计思路本节课以“Lostandfound”为主题，旨在帮助学生掌握Lostandfound场景中的基本词汇和句型。结合外研版七年级英语下册Module1Unit1的内容，课程设计将围绕寻找失物和报告失物的实际情境展开。通过生动的情景模拟、互动讨论、小组合作等方式，激发学生的学习兴趣，提高他们的听说读写能力。同时，注重培养学生的观察力、思维能力和合作意识，使他们在实际生活中能够运用所学知识解决问题。二、核心素养目标分析本节课核心素养目标聚焦于语言能力、思维品质和文化意识。语言能力方面，学生将能够运用Lostandfound场景中的关键词汇和句型进行有效沟通。思维品质方面，通过分析失物招领的实际案例，培养学生的逻辑思维和批判性思维。文化意识方面，使学生了解并尊重不同文化中失物招领的礼仪和规定，增强跨文化交流能力。三、教学难点与重点1.教学重点

-掌握Lostandfound场景的关键词汇，如：lost,found,owner,description,return等。

-学会使用询问和报告失物的基本句型，例如："Isthisyour...?","I'vefound...","Ilost..."等。

-能够在真实场景中运用所学知识进行交流，例如：在学校的失物招领处进行对话。

举例：

-在讲解关键词汇时，通过展示失物招领处的物品图片，让学生匹配物品与相应的英语单词。

-在句型练习中，设计角色扮演活动，模拟在失物招领处的对话，让学生在实际语境中运用所学。

2.教学难点

-正确使用过去时态描述失物经过，如："Ilostmybagyesterday."

-理解和使用一些固定搭配，如："lookfor","find","turnin"等。

-准确描述失物的特征，使用恰当的形容词和名词。

举例：

-对于过去时态的使用，可以通过时间轴的方式帮助学生理解失物发生的时间，并在句型练习中强调过去式的动词形式。

-在描述失物特征时，可以提供一系列物品的图片，让学生尝试用英语描述其颜色、大小等特征，教师针对描述中的错误进行纠正和指导。四、教学资源准备1.教材：外研版七年级英语下册，确保每位学生配备课本。

2.辅助材料：准备失物招领场景的图片、失物报告表模板、相关词汇卡片；制作失物招领处的视频片段。

3.实验器材：本节课无需实验器材。

4.教室布置：将教室分为几个小组讨论区，每组配备白板和笔，便于学生讨论和记录。五、教学过程1.导入

-Goodmorning,everyone!Todaywearegoingtostartanewmodulecalled"LostandFound."Iwantyoutothinkaboutatimewhenyoulostsomethingimportant.Canyoutellmewhatitwasandhowyoufelt?(让学生分享个人经历，激发兴趣和共鸣)

2.课文主旨内容探究

-Now,let'slookatourtextbook.TurntoModule1,Unit1.Readthetitleandthepictures.Whatdoyouthinkthisunitisabout?(引导学生观察标题和图片，预测课文内容)

-ReadthedialoguebetweenLiMingandtheteachercarefully.WhatdidLiMinglose?Howdidtheteacherhelphim?(让学生阅读对话，找出关键信息)

3.词汇教学

-Let'slearnsomenewwords.Lookatthesepictures.CanyouguesswhattheyareinEnglish?(展示失物图片，让学生猜测并学习新词汇)

-Now,let'ssaythesewordstogether.Repeatafterme:lost,found,owner,description,return.(教师领读，学生跟读，巩固词汇)

-Canyouusethesewordsinsentences?Forexample,"Ilostmy..."or"Thisisnotmy..."(让学生用新词汇造句，加深理解)

4.句型练习

-Now,let'spracticesomesentences.Lookatthesentenceontheboard:"Isthisyourpen?"Howwouldyouanswerifit'syourpen?(引导学生练习回答问题)

-Let'splayagame.Iwillshowyouapictureofanitem,andyouhavetoaskthequestion"Isthisyour...?"inpairs.(分组练习，学生互相提问)

-Now,switchroles.Oneofyouwillbetheownerofthelostitem,andtheotherwillbeaskingthequestions.(角色互换，练习报告失物)

5.文化背景介绍

-Insomecountries,whenyoufindsomething,it'sveryimportanttoturnitintothelostandfoundoffice.Whydoyouthinkthatis?(讨论文化背景，失物招领的重要性)

-Whatshouldyoudoifyoufindsomethingthatdoesn'tbelongtoyou?(引导学生思考正确的行为)

6.小组活动

-Now,let'sdoagroupactivity.Inyourgroups,createashortdialogueaboutalostandfoundsituation.Onepersonwillbetheownerofthelostitem,andtheotherswillbehelpingtofindit.(小组合作，创作失物招领对话)

-Eachgroupwillhave10minutestoprepare,andthenwewillshareyourdialogueswiththeclass.(给予准备时间，然后分享对话)

7.课堂小结

-Okay,let'swrapupourlesson.Today,welearnedaboutthekeyvocabularyandsentencesforlostandfoundsituations.Wealsodiscussedtheimportanceofturninginlostitemsandrespectingotherpeople'sproperty.(总结本节课重点内容)

-Cananyonetellmeonethingtheylearnedtoday?(鼓励学生分享学习心得)

8.作业布置

-Forhomework,Iwantyoutowriteashortpassageaboutatimewhenyoulostorfoundsomething.Includethedetailsofwhathappenedandhowyoufelt.(布置作业，巩固学习成果)

-Remembertopracticeyoursentencesandnewwords.I'llseeyounextclass!(提醒学生复习)

9.课后反思

-Afterclass,takeamomenttoreflectonwhatwelearnedtoday.Whatdoyouthinkyoudidwell?Whatcouldyouimproveon?Writedownyourthoughtsinyournotebook.(鼓励学生进行课后反思，促进自我学习)六、教学资源拓展1.拓展资源

-故事书：《TheMysteryoftheMissingItem》是一本关于寻找失物的故事书，通过有趣的故事情节，帮助学生复习和巩固失物招领场景的词汇和句型。

-视频资源：《LostandFound》系列视频，包含不同失物招领的情境，让学生在实际语境中学习如何描述失物和使用相关词汇。

-互动游戏：在线互动游戏，如失物招领处的模拟场景，让学生在游戏中练习询问和报告失物的对话。

2.拓展建议

-阅读拓展：鼓励学生阅读《TheMysteryoftheMissingItem》这本书，通过故事中的情境，让学生在轻松愉快的氛围中复习和巩固课堂所学知识。

-观看视频：让学生在家观看《LostandFound》系列视频，注意视频中描述失物的语言和情境，模仿并练习相关句型。

-游戏练习：指导学生登录在线互动游戏平台，参与失物招领处的模拟场景，通过游戏互动提高实际应用能力。

-日常实践：鼓励学生在日常生活中注意观察周围的失物招领情况，尝试用英语描述失物，与同学进行相关对话练习。

-文化了解：引导学生了解不同文化背景下失物招领的规定和礼仪，例如：在英美的学校中，通常会有专门的失物招领办公室，而在一些亚洲国家，可能是由学校的某个部门或老师负责。

-家庭作业：布置学生创作一个关于失物招领的小故事或漫画，要求使用本节课所学的词汇和句型，鼓励创意和想象力。

-小组项目：组织学生进行小组项目，每组设计一个失物招领的海报或宣传册，介绍失物招领的流程和重要性，以及如何正确描述失物。

-角色扮演：在课堂上进行角色扮演活动，模拟失物招领处的场景，让学生在真实的语言环境中运用所学知识，提高口语交流能力。七、教学反思Thislessonon"LostandFound"wasdesignedtohelpmystudentsbecomemorecomfortablewiththevocabularyandsentencestructuresneededtohandlesuchsituations.Ibelievethatthestudentswereengagedandparticipatedactivelythroughoutthelesson.However,therearealwaysareasforimprovementandthingsthatIcanreflectontomakefuturelessonsevenbetter.

Firstly,Ithinktheuseofreal-lifeexamplesandpersonalexperiencesatthebeginningofthelessonwaseffectiveincapturingthestudents'attention.Byallowingthemtosharetheirownstoriesoflosingandfindingitems,theywereabletoconnectwiththetopiconamorepersonallevel.Thisnotonlymadethelessonmorerelatablebutalsoencouragedthemtoactivelyparticipateinthediscussions.

Thevocabularyteachingsessionwentsmoothly,andIwaspleasedtoseethatthestudentswereabletoquicklygraspthenewwords.Thevisualaids,suchaspicturesoflostitems,reallyhelpedinmakingthelearningprocessmorevividandmemorable.However,Inoticedthatsomestudentswerestillstrugglingwithpronunciation.Infuturelessons,Imightincorporatemorepronunciationpractice,perhapsthroughtonguetwistersorotherfunactivitiesthatcanhelpthemimprovetheirspeakingskills.

Thedialoguepracticewasahighlightofthelesson.Thestudentsseemedtoenjoytherole-playingactivity,anditgavethemachancetousethetargetlanguageinapracticalway.Ididnotice,though,thatsomestudentswerehesitanttospeakup.Toencouragethemfurther,Icouldcreateamoresupportiveandlessintimidatingenvironmentbyincorporatingmoregroupworkandcollaborativelearning.

Theculturalbackgrounddiscussionwasanimportantaspectofthelesson,asithelpedthestudentsunderstandthesignificanceofturninginlostitemsandrespectingothers'property.Ithinkthispartofthelessonopenedtheireyestodifferentculturalpracticesandmadethemmoreawareofthesocialimplicationsoftheiractions.

Thegroupactivitywherethestudentscreatedtheirowndialogueswasagreatwayforthemtoapplywhattheyhadlearned.Theywerecreativeandcameupwithsomeinterestingscenarios.However,Inoticedthatsomegroupswerenotusingthetargetlanguageasmuchastheycouldhave.Inthefuture,ImightprovidemoreguidanceorsetclearerexpectationsfortheamountofEnglishtheyshoulduseintheirdialogues.

OneaspectofthelessonthatIfeelcouldbeimprovedisthehomeworkassignment.Whilewritingashortpassageaboutalostorfounditemisagoodwaytoreinforcethelesson,Ithinkitmightbemoreeffectiveifthestudentsweregivenaspecificpromptorasetofquestionstoguidetheirwriting.Thiscouldhelpthemfocustheirthoughtsandensurethattheyareusingthetargetvocabularyandstructurescorrectly.

Overall,Iamsatisfiedwithhowthelessonwent.Thestudentswereengaged,andtheyseemedtoenjoytheactivities.Ithinkthelessonachieveditsgoalofhelpingthestudentsbecomemoreproficientindiscussinglostandfoundsituations.However,thereisalwaysroomforimprovement,andIwilltakethesereflectionsintoaccountwhenplanningfuturelessons.Ibelievethatbycontinuouslyrefiningmyteachingmethodsandprovidingasupportivelearningenvironment,IcanhelpmystudentsachieveevengreatersuccessinlearningEnglish.八、课堂课堂评价：

Duringthe"LostandFound"lesson,Iemployedvariousmethodstoassessthestudents'understandingandprogress.Ibeganbyaskingquestionstoindividualstudents,whichallowedmetogaugetheircomprehensionofthenewvocabularyandsentencestructures.ThesequestionswerenotonlydesignedtochecktheirknowledgebutalsotoencouragethemtothinkontheirfeetandarticulatetheirthoughtsinEnglish.

Throughoutthelesson,Iobservedthestudents'participationingroupactivitiesandrole-playingexercises.Itwasencouragingtoseemanystudentstakingtheinitiativetospeakupandusethetargetlanguage.However,Ialsonoticedthatsomestudentsweremorereservedandseemedtolackconfidence.Toaddressthis,Imadeapointofprovidingpositivereinforcementandcreatingasupportiveatmospherewhereeveryonefeltcomfortabletoexpressthemselves.

Ialsoconductedinformaltestingbyaskingstudentstowritesentencesusingthenewvocabularyonthespot.Thishelpedmeidentifyanygapsintheirunderstandingandallowedmetoprovideimmediatefeedbackandclarification.Additionally,Ipaidattentiontotheirpronunciationandintonation,offeringgentlecorrectionsandsuggestionsforimprovement.

Anotheraspectoftheclassroomevaluationwasthefeedbackloop.Iencouragedstudentstoaskquestionsiftheydidn'tunderstandsomethingandmadesuretoanswerthemthoroughly.Thistwo-waycommunicationwasessentialinensuringthatthestudentswerefollowingthelessonandfeltsupportedintheirlearning.

作业评价：

Forthehomework,Iaskedthestudentstowriteashortpassageaboutatimewhentheylostorfoundsomething.Whengradingtheirassignments,Ifocusedontheiruseofthetargetvocabularyandtheaccuracyoftheirsentencestructures.Iprovideddetailedfeedbackoneachstudent'swork,highlightingtheirstrengthsandsuggestingareasforimprovement.

Imadesuretocommentontheireffortsaswell,recognizingnotjustthecorrectnessoftheiranswersbutalsotheirengagementwiththetask.Positivecommentswereaimedatencouragingcontinuedeffortandenthusiasmforlearning.Forstudentswhoneededmoreassistance,Iprovidedadditionalexercisesandresourcestohelpthempracticeandimprove.

Inmyfeedback,Ialsoincludedspecificsuggestionsforhowtheycouldimprovetheirwork.Forexample,ifastudentusedasimplesentencestructure,Imightsuggestusingamorecomplexonetoenhancetheirwriting.Iftherewerespellingorgrammarmistakes,Ipointedthemoutandexplainedthecorrectusage.

Moreover,Iencouragedstudentstoreflectontheirownworkandsetgoalsfortheirnextassignment.Thisself-evaluationprocesshelpsthemtakeownershipoftheirlearningandstriveforcontinuousimprovement.

Inconclusion,thecombinationofclassroomobservations,informaltesting,anddetailedhomeworkfeedbackprovidedmewithacomprehensiveunderstandingofthestudent