Module 1 Lost and found Unit 1 教學(xué)設(shè)計(jì)2023-2024學(xué)年外研版七年級(jí)英語(yǔ)下冊(cè)

Module1LostandfoundUnit1教學(xué)設(shè)計(jì)2023-2024學(xué)年外研版七年級(jí)英語(yǔ)下冊(cè)課題：科目：班級(jí)：課時(shí)：計(jì)劃1課時(shí)教師：?jiǎn)挝唬阂?、設(shè)計(jì)思路本節(jié)課以“Lostandfound”為主題，旨在幫助學(xué)生掌握Lostandfound場(chǎng)景中的基本詞匯和句型。結(jié)合外研版七年級(jí)英語(yǔ)下冊(cè)Module1Unit1的內(nèi)容，課程設(shè)計(jì)將圍繞尋找失物和報(bào)告失物的實(shí)際情境展開。通過生動(dòng)的情景模擬、互動(dòng)討論、小組合作等方式，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高他們的聽說讀寫能力。同時(shí)，注重培養(yǎng)學(xué)生的觀察力、思維能力和合作意識(shí)，使他們?cè)趯?shí)際生活中能夠運(yùn)用所學(xué)知識(shí)解決問題。二、核心素養(yǎng)目標(biāo)分析本節(jié)課核心素養(yǎng)目標(biāo)聚焦于語(yǔ)言能力、思維品質(zhì)和文化意識(shí)。語(yǔ)言能力方面，學(xué)生將能夠運(yùn)用Lostandfound場(chǎng)景中的關(guān)鍵詞匯和句型進(jìn)行有效溝通。思維品質(zhì)方面，通過分析失物招領(lǐng)的實(shí)際案例，培養(yǎng)學(xué)生的邏輯思維和批判性思維。文化意識(shí)方面，使學(xué)生了解并尊重不同文化中失物招領(lǐng)的禮儀和規(guī)定，增強(qiáng)跨文化交流能力。三、教學(xué)難點(diǎn)與重點(diǎn)1.教學(xué)重點(diǎn)

-掌握Lostandfound場(chǎng)景的關(guān)鍵詞匯，如：lost,found,owner,description,return等。

-學(xué)會(huì)使用詢問和報(bào)告失物的基本句型，例如："Isthisyour...?","I'vefound...","Ilost..."等。

-能夠在真實(shí)場(chǎng)景中運(yùn)用所學(xué)知識(shí)進(jìn)行交流，例如：在學(xué)校的失物招領(lǐng)處進(jìn)行對(duì)話。

舉例：

-在講解關(guān)鍵詞匯時(shí)，通過展示失物招領(lǐng)處的物品圖片，讓學(xué)生匹配物品與相應(yīng)的英語(yǔ)單詞。

-在句型練習(xí)中，設(shè)計(jì)角色扮演活動(dòng)，模擬在失物招領(lǐng)處的對(duì)話，讓學(xué)生在實(shí)際語(yǔ)境中運(yùn)用所學(xué)。

2.教學(xué)難點(diǎn)

-正確使用過去時(shí)態(tài)描述失物經(jīng)過，如："Ilostmybagyesterday."

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

-準(zhǔn)確描述失物的特征，使用恰當(dāng)?shù)男稳菰~和名詞。

舉例：

-對(duì)于過去時(shí)態(tài)的使用，可以通過時(shí)間軸的方式幫助學(xué)生理解失物發(fā)生的時(shí)間，并在句型練習(xí)中強(qiáng)調(diào)過去式的動(dòng)詞形式。

-在描述失物特征時(shí)，可以提供一系列物品的圖片，讓學(xué)生嘗試用英語(yǔ)描述其顏色、大小等特征，教師針對(duì)描述中的錯(cuò)誤進(jìn)行糾正和指導(dǎo)。四、教學(xué)資源準(zhǔn)備1.教材：外研版七年級(jí)英語(yǔ)下冊(cè)，確保每位學(xué)生配備課本。

2.輔助材料：準(zhǔn)備失物招領(lǐng)場(chǎng)景的圖片、失物報(bào)告表模板、相關(guān)詞匯卡片；制作失物招領(lǐng)處的視頻片段。

3.實(shí)驗(yàn)器材：本節(jié)課無(wú)需實(shí)驗(yàn)器材。

4.教室布置：將教室分為幾個(gè)小組討論區(qū)，每組配備白板和筆，便于學(xué)生討論和記錄。五、教學(xué)過程1.導(dǎo)入

-Goodmorning,everyone!Todaywearegoingtostartanewmodulecalled"LostandFound."Iwantyoutothinkaboutatimewhenyoulostsomethingimportant.Canyoutellmewhatitwasandhowyoufelt?(讓學(xué)生分享個(gè)人經(jīng)歷，激發(fā)興趣和共鳴)

2.課文主旨內(nèi)容探究

-Now,let'slookatourtextbook.TurntoModule1,Unit1.Readthetitleandthepictures.Whatdoyouthinkthisunitisabout?(引導(dǎo)學(xué)生觀察標(biāo)題和圖片，預(yù)測(cè)課文內(nèi)容)

-ReadthedialoguebetweenLiMingandtheteachercarefully.WhatdidLiMinglose?Howdidtheteacherhelphim?(讓學(xué)生閱讀對(duì)話，找出關(guān)鍵信息)

3.詞匯教學(xué)

-Let'slearnsomenewwords.Lookatthesepictures.CanyouguesswhattheyareinEnglish?(展示失物圖片，讓學(xué)生猜測(cè)并學(xué)習(xí)新詞匯)

-Now,let'ssaythesewordstogether.Repeatafterme:lost,found,owner,description,return.(教師領(lǐng)讀，學(xué)生跟讀，鞏固詞匯)

-Canyouusethesewordsinsentences?Forexample,"Ilostmy..."or"Thisisnotmy..."(讓學(xué)生用新詞匯造句，加深理解)

4.句型練習(xí)

-Now,let'spracticesomesentences.Lookatthesentenceontheboard:"Isthisyourpen?"Howwouldyouanswerifit'syourpen?(引導(dǎo)學(xué)生練習(xí)回答問題)

-Let'splayagame.Iwillshowyouapictureofanitem,andyouhavetoaskthequestion"Isthisyour...?"inpairs.(分組練習(xí)，學(xué)生互相提問)

-Now,switchroles.Oneofyouwillbetheownerofthelostitem,andtheotherwillbeaskingthequestions.(角色互換，練習(xí)報(bào)告失物)

5.文化背景介紹

-Insomecountries,whenyoufindsomething,it'sveryimportanttoturnitintothelostandfoundoffice.Whydoyouthinkthatis?(討論文化背景，失物招領(lǐng)的重要性)

-Whatshouldyoudoifyoufindsomethingthatdoesn'tbelongtoyou?(引導(dǎo)學(xué)生思考正確的行為)

6.小組活動(dòng)

-Now,let'sdoagroupactivity.Inyourgroups,createashortdialogueaboutalostandfoundsituation.Onepersonwillbetheownerofthelostitem,andtheotherswillbehelpingtofindit.(小組合作，創(chuàng)作失物招領(lǐng)對(duì)話)

-Eachgroupwillhave10minutestoprepare,andthenwewillshareyourdialogueswiththeclass.(給予準(zhǔn)備時(shí)間，然后分享對(duì)話)

7.課堂小結(jié)

-Okay,let'swrapupourlesson.Today,welearnedaboutthekeyvocabularyandsentencesforlostandfoundsituations.Wealsodiscussedtheimportanceofturninginlostitemsandrespectingotherpeople'sproperty.(總結(jié)本節(jié)課重點(diǎn)內(nèi)容)

-Cananyonetellmeonethingtheylearnedtoday?(鼓勵(lì)學(xué)生分享學(xué)習(xí)心得)

8.作業(yè)布置

-Forhomework,Iwantyoutowriteashortpassageaboutatimewhenyoulostorfoundsomething.Includethedetailsofwhathappenedandhowyoufelt.(布置作業(yè)，鞏固學(xué)習(xí)成果)

-Remembertopracticeyoursentencesandnewwords.I'llseeyounextclass!(提醒學(xué)生復(fù)習(xí))

9.課后反思

-Afterclass,takeamomenttoreflectonwhatwelearnedtoday.Whatdoyouthinkyoudidwell?Whatcouldyouimproveon?Writedownyourthoughtsinyournotebook.(鼓勵(lì)學(xué)生進(jìn)行課后反思，促進(jìn)自我學(xué)習(xí))六、教學(xué)資源拓展1.拓展資源

-故事書：《TheMysteryoftheMissingItem》是一本關(guān)于尋找失物的故事書，通過有趣的故事情節(jié)，幫助學(xué)生復(fù)習(xí)和鞏固失物招領(lǐng)場(chǎng)景的詞匯和句型。

-視頻資源：《LostandFound》系列視頻，包含不同失物招領(lǐng)的情境，讓學(xué)生在實(shí)際語(yǔ)境中學(xué)習(xí)如何描述失物和使用相關(guān)詞匯。

-互動(dòng)游戲：在線互動(dòng)游戲，如失物招領(lǐng)處的模擬場(chǎng)景，讓學(xué)生在游戲中練習(xí)詢問和報(bào)告失物的對(duì)話。

2.拓展建議

-閱讀拓展：鼓勵(lì)學(xué)生閱讀《TheMysteryoftheMissingItem》這本書，通過故事中的情境，讓學(xué)生在輕松愉快的氛圍中復(fù)習(xí)和鞏固課堂所學(xué)知識(shí)。

-觀看視頻：讓學(xué)生在家觀看《LostandFound》系列視頻，注意視頻中描述失物的語(yǔ)言和情境，模仿并練習(xí)相關(guān)句型。

-游戲練習(xí)：指導(dǎo)學(xué)生登錄在線互動(dòng)游戲平臺(tái)，參與失物招領(lǐng)處的模擬場(chǎng)景，通過游戲互動(dòng)提高實(shí)際應(yīng)用能力。

-日常實(shí)踐：鼓勵(lì)學(xué)生在日常生活中注意觀察周圍的失物招領(lǐng)情況，嘗試用英語(yǔ)描述失物，與同學(xué)進(jìn)行相關(guān)對(duì)話練習(xí)。

-文化了解：引導(dǎo)學(xué)生了解不同文化背景下失物招領(lǐng)的規(guī)定和禮儀，例如：在英美的學(xué)校中，通常會(huì)有專門的失物招領(lǐng)辦公室，而在一些亞洲國(guó)家，可能是由學(xué)校的某個(gè)部門或老師負(fù)責(zé)。

-家庭作業(yè)：布置學(xué)生創(chuàng)作一個(gè)關(guān)于失物招領(lǐng)的小故事或漫畫，要求使用本節(jié)課所學(xué)的詞匯和句型，鼓勵(lì)創(chuàng)意和想象力。

-小組項(xiàng)目：組織學(xué)生進(jìn)行小組項(xiàng)目，每組設(shè)計(jì)一個(gè)失物招領(lǐng)的海報(bào)或宣傳冊(cè)，介紹失物招領(lǐng)的流程和重要性，以及如何正確描述失物。

-角色扮演：在課堂上進(jìn)行角色扮演活動(dòng)，模擬失物招領(lǐng)處的場(chǎng)景，讓學(xué)生在真實(shí)的語(yǔ)言環(huán)境中運(yùn)用所學(xué)知識(shí)，提高口語(yǔ)交流能力。七、教學(xué)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、課堂課堂評(píng)價(jià)：

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.

作業(yè)評(píng)價(jià)：

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