Module1-Lost-and-found教案讲课讲稿
Module1LostandFound教案
二、核心素养目标
《Module1 Lost and Found》教学旨在提升学生以下英语学科核心素养：
1.语言能力：通过学习本模块，学生能熟练运用一般现在时描述失物招领情境，掌握相关词汇和日常交际用语，提高英语表达水平；
2.一般现在时的运用：描述失物招领情况，如：“I lost my book.”、“I found a key.”；
3.日常交际用语：如何询问和回答失物招领相关事宜，如：“What did you lose?”、“I found your phone at the school gate.”；
4.失物招领启事的书写格式和要点。
（3）失物招领启事的书写格式和要点：学生可能对如何书写失物招领启事感到困惑，包括如何组织语言、表达清晰等。
举例：
-教师可以通过对比词汇的用法，帮助学生区分“lose”和“find”等易混淆词汇。
-设计互动游戏，让学生在游戏中练习一般现在时的动词变化，降低学习难度。
-提供失物招领启事的模板，指导学生按照一定格式书写，逐步掌握书写要点。
4.课后布置相关作业，让学生在实践中进一步巩固所学知识。
在教学过程中，教师应针对重点和难点内容，采用多种教学方法，如情景教学、分组讨论、互动游戏等，帮助学生充分理解和掌握本节课的核心知识。同时，关注学生的个体差异，给予有针对性的指导，确保学生能够突破难点，提高英语综合运用能力。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module1 Lost and Found》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过丢失物品的情况？”比如，丢失了钱包、课本或者钥匙等。这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索失物招领的奥秘。
七年级英语外研版下Module1LostandFound说课稿
-学生在实际场景中灵活运用所学知识的能力。
二、学情分析
（一）学生特点
本节课所面向的学生为七年级学生，年龄大约在12-13岁之间。这个年龄段的学生具有以下特征：他们处于青春期早期，对新鲜事物充满好奇，喜欢互动和合作学习。在认知水平上，他们已经具备了一定的英语基础，能够理解和运用简单的英语句型和词汇。在学习兴趣方面，他们对贴近生活的英语学习内容较为感兴趣，对于能够实际应用的英语技能有较高的热情。在学习习惯上，他们可能已经形成了较为固定的学习模式，比如通过记笔记、背诵来学习，但可能需要更多的引导来培养他们的批判性思维和自主探究能力。
五、板书设计与教学反思
（一）板书设计
我的板书设计注重清晰性和逻辑性。布局上，左侧为课程标题和知识点清单，右侧为示例和练习。主要内容将包括本节课的核心词汇、句型结构以及语法点。风格上，我会使用不同颜色的粉笔区分不同类别的内容，如红色用于强调重点，蓝色用于辅助解释。板书在教学过程中的作用是提供视觉辅助，帮助学生理解课程结构和重点。为确保板书清晰简洁，我会提前规划板书内容，避免过度拥挤，并在教学过程中适时更新板书，确保学生能够随时把握知识结构。
4.最后，通过小组讨论和角色扮演，让学生在模拟的情境中运用所学知识，加深对知识点的理解和记忆。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习或实践活动：
1.个人练习：学生在纸上完成填空、改写句子等书面练习，以巩固词汇和语法知识。
2.小组活动：学生分组进行角色扮演，模拟丢失物品的场景，练习目标语言，提高口语交流能力。
3.教师反馈：我会根据学生的表现，给予具体的、建设性的反馈，指出他们的优点和需要改进的地方，并提供改进的建议。
Module1LostandfoundUnit1Whosebagisthis教案
3.培养学生的思维品质：在学习过程中，引导学生运用逻辑思维和批判性思维，分析、解决问题，提高他们的思维品质；
4.提升学生的学习能力：鼓励学生积极参与课堂活动，通过自主、合作、探究的学习方式，培养他们独立思考和合作交流的能力，提高学习效率。
2.教学难点
（1）一般疑问句的语序：对于初学者来说，掌握一般疑问句的语序（如：Whose... is this?）可能存在困难。教师应通过反复示范和练习，帮助学生熟练掌握。
（2）描述性语言的运用：学生在描述物品特征时，可能会出现词汇搭配不当或语法错误。教师应引导学生注意形容词和名词的搭配，并提供示例进行讲解。
2.运用一般疑问句“Whose... is this?”来询问物品的所有者；
3.学会使用描述性语言来描述物品特征，如：It's big / small, black / white, etc.;
4.能够在真实的情境中运用所学知识进行对话交流，提高学生的听说能力和实际运用能力；
5.了解失物招领处的相关文化背景，培养学生的跨文化交际意识。
二、核心素养目标
《Module 1 Lost and found Unit 1 Whose bag is this》
1.提高学生的语言能力：通过学习本课，使学生能够熟练运用一般疑问句“Whose... is this?”进行物品归属的询问，以及使用描述性语言描述物品特征，培养他们的口语表达和听力理解能力；
（2）一般疑问句“Whose... is this?”的构造和用法：这是本节课的重点语法内容，教师应通过示例和练习，使学生熟练掌握并能在实际情境中运用。
M1 Lost and Found讲义
第七课Lost and Found 讲义一、教学内容分析本课的话题为“纽约失物招领中心”，主要内容为失物招领中心的介绍，以及寻物启事和失物招领的书写。
本节课借用游戏，图片，以及音视频等多种方式，让学生掌握课文中的词汇，短语，和句型，使学生能够用英语对生活中的失物招领处进行介绍。
然后，由文章转入到学生的日常生活中，教会学生用写寻物启事的方式以及借助网络来寻找丢失的物品。
二、教学目标1. Students are guided to learn some new words and phrases about this topic.2. Students are able to develop a skill of reading ,understand the structure of the textand then retell according to the main points given in a mind map.3. Students are expected to understand how to introduce a Lost and Found office andknow how to write a note about a lost item.三、教学重点、难点教学重点：1. To help students learn the new words and phrases about the topic.2. To develop the students’ skill of reading and understand the structure of the text.教学难点：Students are able to use the new words and phrases to introduce a local lost and found office and write a note about a lost item.四、教学环节与过程（一）、设疑激趣，导入话题两位老师以日常对话的形式，引出课文中的内容要点，以及部分短语，为学生后面的阅读做铺垫，并激发学生的阅读兴趣。
Module-1-Lost-and-found-教(学)案
Module 1 Lost and found一. Teaching Aims1. Function: Finding out what belongs to whom2. Structure: Possessive pronouns3. Skills: 1) Listening and understanding familiar topics (school life)2) Talking about familiar topics (school life)3) Reading and understanding simple passages, grasping the general ideas.4) Using notes to convey messages一、Learning Aims:A.words and expressions：crayon, eraser, glove, wallet, watch, whose, first of all, lose, lost, find, found, lost and found box, mine...B.sentences：1. Is the football Tony’s?2. Are these crayons yours?3. Whose gloves are these?4. Welcome back!5. Please be careful with…from now on.二、重点及难点:1、名词所有格；2、名词性物主代词的用法三、分课时教案:Unit 1 Whose bag is this?ⅠTeaching modelListening and speakingⅡTeaching methodBottom-up approach to listeningⅢTeaching aims1. To understand conversations and find out what belongs to whom.2. To talk about school things.ⅣTeaching Objectives1. Key vocabulary: crayon, eraser, glove, wallet, watch, whose, lose, lost,find, found, lost and found box, mine, yours, tape,purple, hers, careful, on2. Key phrase: first of all, be careful with, from now on, here is / are3. Key structures:1) — Is this your pen? — Yes, it’s mine.2) — Whose pencil is it? — It’s …ⅤTeaching aidsTape recorder, pptⅥ Teaching StepsStep 1 Warming-up1. Show some pictures of school things. Say what they are.2. Look at the pictures. Match the words from the box with the pictures.3. Read the words after the teacher.4. Introduce the new words.Step 2 Listening practice1. Ask the students to read through the questions in Activity2.2. Ask the students to listen to the recording carefully.3. Play the recording again, then check the answer.Step 3 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.Step 4 Match.1. Ask the students to match the people with their things.2. Ask the students to check with a partner.3. Play the recording again .Check the answers:Step 5 Work in pairs.Ask and answer like this:—Are the crayons Betty’s?—No, they’re not hers. They’re Llingling’s.Step 6 Complete the passage.1. Ask the students to read the words in the box in Activity 5.2. Read through the passage.3. Complete the passage with the correct form of the words from the box.4. Check the answers:Step 7 Listen and repeat.1. Play the recording again and stop at the end of each line. Ask the whole class to repeat.2. Ask the students to practice the sounds in pairs.Step 8 Do exercises:Ⅰ.根据句意及所给图片和首字母提示补全句中所缺单词。
外研新版Module1 Lost and found
5. hundreds of________ 6.many other things_________
7.打电话456-253___________ 8.跟他谈话_________
9.到达飞机场___________ 10.在失物招领出__________(1)around the world环球，世界各地
五、用适当的人称代词填空：
1. __________ is my aunt. We often visit __________. ( she )
2. China is a developing country. _________is in the east of Asia. ( its )
3. What day is __________ today? — __________ is Thursday. (its)
A．be careful withB.be carefulC.be careless ofD.be careless
5.Don’t let me down, study hard _______.
A. from then on B. just now. C.until now D.from now on
(2)online在线，在网络上
(3)such as例如，比方说
(4)your favourite watch你最喜欢的手表
(5) help sb (to) do sth帮助某人做某事
(6) think of考虑，想起，认为
(7)three or four things三四件事情
（8）make a list (of)做一个清单
外研版七年级LostAndfound教案教学文稿
外研版七年级LostAndfound教案教学文稿Lost And found教学设计一、教材分析本模块以学生日常学习生活中丢失的物品和寻找物品为出发点就形容词展开教学教学会学生如何运用形容词描述物品和表达感情学习在学习过程中结合以前学过的表示方位的介词进一步描述物品所在位置和特征。
二、教材处理因本模块的学习内容比较集中所以我将本模块的内容进行了整合，将其设计成为四课时,力图环环相扣，意在为学生搭建自主学习的平台，为他们提供真实的语境，培养学生在日常生活中的综合语言运用能力。
三、教学目标语言知识目标：1、寻找丢失物品；2、描述性形容词，名词所有格的用法；3、掌握词汇和句型。
语言能力目标：1、在语境中，能听懂所描述丢失物品的特征；2、能读懂寻物启事和招领广告等相关短文；3、能为自己或别人丢失的物品写一份寻物启事。
情感态度：通过本单元的学习，培养学生乐于助人、拾金不昧、礼貌待人的好品德。
四、教学重点：寻找丢失物品；描述性形容词，名词所有格的用法；掌握词汇和句型。
五、教学难点：能为自己或别人丢失的物品写一份寻物启事。
六、教学过程及操作Step 1. Free talkHave some students to talk something about colors.[设计意图：复习所学的关于颜色的词汇，以引出新课的学习。
] Step 2. Pre-task.Tell the students to place their school bags on their desks.Tellthem to look inside their bags. Get some of the students to describe to the class the things they have in their bags.[设计意图：利用实物进行描述，目的是复习学过的有关颜色和物品的词汇。
为下一步完成任务奠定基础。
Module1 Lostandfound教学设计2023-2024学年外研版英语七年级下册
a.学生通过学习“Lost and found”主题，了解和感悟到帮助他人、珍惜物品的重要性，增强其社会责任感和公民意识。
b.学生能够理解和尊重他人的财产权，学会在现实生活中正确处理丢失和找到物品的情况。
3.思维品质：
a.学生通过听力、口语、写作等实践活动，训练其逻辑思维、创新思维和批判性思维能力，提高其分析和解决问题的能力。
d.听力理解：学生可能会对听力材料中的信息提取和理解存在困难，需要教师进行提示和复述。例如，学生可能听不懂对话中的细节信息，如物品的描述或者人物的身份。
e.口语表达：学生可能会在口语交流中出现紧张或者语言组织困难的情况，需要教师进行鼓励和引导。例如，学生可能在口语交流中不知道如何表达自己的想法或者组织语言。
c.听力练习：播放相关的听力材料，让学生回答问题，提高其听力理解能力。
d.写作练习：让学生以“Lost and found”为主题写一篇小短文，提高其写作能力。
3.教学媒体和资源的用：
a.多媒体课件：使用PPT等多媒体课件，展示生词、句型和语法知识，直观生动，易于学生理解和记忆。
b.视频：播放相关的视频材料，让学生更直观地了解“Lost and found”的场景，提高其语言运用能力。
d.听力理解：学生需要能够听懂对话并能够回答相关问题，是学生进行英语交流的基础。例如，学生需要能够听懂对话并回答问题，如"Where is the lost thing?", "Who is the owner of this thing?"等。
e.口语表达：学生需要能够运用关键词和句型进行日常交流，是学生进行英语交流的关键。例如，学生需要能够运用关键词和句型进行日常交流，如询问物品丢失和找到的情况，请求帮助寻找物品等。
七下 Module 1 Lost and found 教案
新学期开学第一课3月2日教学目标：1. 强调新学期课堂和作业纪律，规范英语学科的学习习惯。
2. 让学生尽快了解，适应和喜爱新老师的教学风格。
3. 调动学生学习积极性，加强师生互动，争取在第一节英语课上形成师生默契。
4. 老师尽可能在短时间内记住学生的名字，方便后进教学安排。
1.Lead-inClass begins! (两次，强调上课纪律性) Morning, boys and girls. Good morning, Miss Lin. Sit down, please.2. Ask the students about the homework T left yesterday.Q: How do you introduce yourself? Let the new teacher memorize you.Think about 1 min and put up hands.Q&A: What’s your name? How old are you? What’s your favourite subject? Who’s your favourite teacher? (检查学生口语的情况。
)3.Check the stations Ss prepared for English subject.Englishbook 15English note book 1Marker and red pen 2Paper bag 14.Ask and repeat the moto: Work hard, play harder.5.Ask Ss what kinds of relationship do they want between teacher and students.6.Explain the relationship of being friends and emphasize the rules on class:Being a good student first, then we can make friends.7.The rules for class:1.No talking expect answering questions.2.Focus on the teacher every second.8.The rules for homework.1.No cheating.2.Be strict with your homework.9.Emphasize the things Ss should have for English subject.10.Game over and summarize the points. The winner team can get exception ofholiday homework.反思：第一节课成功吸引了学生的注意力，利用奖励机制强迫学生勇于表现自己让老师记住他的名字。
七年级英语外研版下Module1LostandFound说课稿
课后，我将通过以下方式评估教学效果：
1.收集学生的课堂练习和课后作业，分析错误类型和频率。
2.与学生进行交流，了解他们的学习体验和感受。
反思和改进措施包括：
-根据学生的反馈和学习情况，调整教学方法，如增加小组合作的机会，提供更多的口语练习。
-加强对难点知识点的讲解和复习，确保学生能够扎实掌握。
1.创设情境：通过设计真实、有趣的物品丢失和寻找情境，让学生在角色扮演中自然地运用所学知识，提高他们的学习兴趣。
2.小组合作：组织学生进行小组合作，互相提问、回答，提高学生的参与度和互动性。
3.游戏活动：设计相关词汇和语法点的游戏，如“猜物品”、“接龙”等，让学生在轻松愉快的氛围中学习英语。
4.成功体验：对学生的每一次进步给予及时表扬和鼓励，让他们感受到学习英语的成就感，增强学习动机。
七年级英语外研版下Module1LostandFound说课稿
一、教材分析
（一）内容概述
本节课选自七年级英语外研版下Module 1 Lost and Found的第一单元，此模块在整个课程体系中具有重要地位。它旨在帮助学生掌握与日常生活紧密相关的英语表达方式，特别是在描述物品丢失和寻找的场景中。本节课主要知识点包括：物品名词、描述性形容词、一般现在时态、一般过去时态、疑问词的运用以及简单的对话交流。
4.学会使用疑问词，如：What、Where、When、Who等，来询问物品丢失和寻找的相关信息。
5.能够进行简单的对话交流，如：A：What did you lose？B：I lost my school ID card.
（二）教学目标
本节课的三维教学目标如下：
1.知识与技能：
外研版七年级下册Module1 Lost and Found教学案(适合教育机构课外辅导)
Module 1 Lost and Found语法：复习名词所有格的用法：英语中的名词所有格表示一种所属关系, 's所有格多用于有生命的名词。
构成:①在单数名词的末尾加’s构成名词的所有格,表示“……的”。
Tony’s mother 托尼的妈妈Tom’s pen 汤姆的钢笔②在以-s 或-es结尾的复数名词后只需加’, the girls’ bags 女孩们的书包③在不以-s 或-es 结尾的复数名词后，加’s 构成所有格。
Women’s Day 妇女节④表示时间、距离的名词所有格与有生命的名词所有格构成方法相同。
today’s class 今天的课★注意:如果并列名词各自所拥有某物，每个名词后都加’s; 若表示两人共同拥有的物品, 在最后一个名词后加’s。
Linda’s and Jim’s mothers琳达和吉姆的妈妈Lucy and Lily’s room露西和莉莉的房间Grammar名词性物主代词的用法表示所有关系的代词叫物主代词, 也可叫作代词所有格。
可分为两种: 名词性物主代词和形容词性物主代词。
请看下面表格:人称代词I you he she it we you they t hey人称代词（宾格）me you him her it us you them them形容词性物主代词my your his her its our your their their名词性物主代词mine yours his hers i ts ours y ours theirs theirs名词性物主代词起名词的作用。
为了避免重复使用名词，我们经常用名词性物主代词来代替“形容词性物主代词+名词”的形式。
如：My pen is missing. May I borrow yours (= your pen)?—Is this bag yours?—No, it’s hers.语法总结It’s my book. = It’s mine.It’s your hat. = It’s yours.It’s his jacket. = It’s his.It’s her ruler. = It’s hers.It’s our football. = It’s ours.It’s their notebook. = It’s theirs.注意：形容词性的物主代词+名词名词性的物主代词后不跟词Key words and expressions1. first of allfirst of all 首先, 最重要的,强调次序。
Module1LostandfoundUnit1教学设计2023-2024学年外研版七年级英语下册
（1）导入：教师通过向学生展示一些丢失和找到物品的真实情境图片，引导学生谈论相关话题，激发学生的学习兴趣。
（2）新课内容学习：教师运用讲授法，向学生介绍本节课的基本词汇和句型，如“lose”，“find”，“excited”，“thank you”等，并通过举例和情景模拟的方式，让学生理解和掌握这些词汇和句型的用法。
四、教学方法与策略
1. 选择适合教学目标和学习者特点的教学方法：本节课将采用讲授法、互动讨论法和任务型教学法相结合的方式进行教学。讲授法用于向学生传授丢失和找到物品的基本词汇和句型；互动讨论法用于激发学生的思维，培养他们的合作和交流意识；任务型教学法则通过实际操作让学生在实践中运用所学知识，提高他们的语言能力。
阅读材料：
a. "Lost and Found: Real-Life Stories"，这本书收录了多个真实的丢失和找到物品的故事，让学生在阅读中了解如何在现实生活中运用所学知识解决问题。
b. "The Power of Gratitude: How to Express Thanks in Different Situations"，这篇文章介绍了在不同情境下表达感激之情的方式，帮助学生学会如何向他人表示感谢。
4.教学时数：1课时（45分钟）
二、核心素养目标
1. 语言能力：通过本节课的学习，学生能够听懂、会说、会读、会写与丢失和找到物品相关的基本词汇和句型，如“lose”，“find”，“excited”，“thank you”等，并能够在实际情境中运用。
2. 文化意识：通过学习本节课，学生能够了解和感知到在丢失物品时，向他人寻求帮助和表示感谢的重要性，培养他们的合作和交流意识。
Module_1_Lost_and_found_教案
Module_1_Lost_and_found_教案Module 1 Lost and found⼀、学习⽬标:A.单词和短语：crayon, eraser, glove, wallet, watch, whose, first of all, lose, lost, find, found, lost and found box, mine, yours, tape, purple, hers, careful, be careful with, on, from now on, here is / are, camera, phone, mobile phone, lost and found office, in a hurry, leave, plane, taxi, why, airport, hundred, hundreds of, look for, thousand, strange, boat, duck, pig, sausageB.交际⽤语：1. Is the football Tony’s?2. Are these crayons yours?3. Whose gloves are these?4. Welcome back!5. Please be careful with…from now on.6. —Are the crayons Betty’s?—No, they’re not hers. They’re Llingling’s.7. — Is this your pen?— Yes, it’s mine.— Whose pencil is it?— It’s …8. —Whose bag is this?—It’s mine.9. —Whose bag is this? Is it yours?—No, it’s not mine. It’s his.C. 教学⽬标1. Function: Finding out what belongs to whom2. Structure: Possessive pronouns3. Skills: 1) Listening and understanding familiar topics (school life)2) Talking about familiar topics (school life)3) Reading and understanding simple passages, grasping the general ideas.4) Using notes to convey messages4. Around the world: The Internet lost and found5. Task: Acting out a sketch in the lost and found office⼆、重点及难点:1、名词所有格；2、名词性物主代词的⽤法三、教学设计:Unit 1 Whose bag is this?ⅠTeaching modelListening and speakingⅡTeaching methodBottom-up approach to listeningⅢTeaching aims1. To understand conversations and find out what belongs to whom.2. To talk about school things.ⅣTeaching Objectives1. Key vocabulary: crayon, eraser, glove, wallet, watch, whose, lose, lost, find, found, lost and found box, mine, yours, tape, purple, hers, careful, on2. Key phrase: first of all, be careful with, from now on, here is / are3. Key structures:1) — Is this your pen? — Yes, it’s mine.2) — Whose pencil is it? — It’s …ⅤTeaching aidsTape recorder, OHP, videoⅥTeaching StepsStep 1 Warming-up1. Show some pictures of school things. Say what they are.2. Look at the pictures. Match the words from the box with the pictures.3. Read the words after the teacher.4. Introduce the new words.Step 2 Listening practice1. Ask the students to read through the questions in Activity2.1) Is the football Tony’s?2) Are the crayons Betty’s?3) Whose gloves are these?2. Ask the students to listen to the recording carefully.3. Play the recording again, then they can check their answer with a partner.4. Call back the answer from the whole class and check the answer.Step 3 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.4. Act it out.Step 4 Match.1. Ask the students to match the people with their things.2. Ask the students to check with a partner.3. Play the recording again .Check the answers:4. Learn “Everyday English”Welcome back! Please be careful with…from now on.Step 5 Guessing game.1. Show some pictures of school things.2. According to the information given and ask the students to guess what it is.3. Show the pictures to check the answers.Step 6 Work in pairs.1. Show some pictures of school things. Say what they are.2. Ask the students to talk about the pictures.3. Ask and answer like this:—Are the crayons Betty’s?—No, they’re not hers. They’re Llingling’s.Step 7 Complete the passage.1. Ask the students to read the words in the box in Activity 5.2. Read through the passage.3. Complete the passage with the correct form of the words from the box.4. Ask the students to check with a partner.5. Check the answers:Step 8 Listen and repeat.1. Play the recording once without stopping.2. Play the recording again and stop at the end of each line. Ask the whole class to repeat.3. Play the recording again and stop at the end of each line. Ask individual students to repeat.4. Ask the students to practice the sounds in pairs.Step 9 Do exercises:Step 10 Pair workWork in groups of three or four. Put four or five school things on the desk. Ask and answer.The students choose the school things. Ask and answer like this:A: Is this your pen?B: Yes, it’s mine.A: Whose pencil is it?C: It’s …Step 11 HomeworkRemember the words of Unit 1 and prepare the text of Unit 2.Unit 2 Are they yours?ⅠTeaching modelReading and writing.ⅡTeaching methodTop-down approachⅢTeaching aims1. To get information from the reading material about the Lost and Found Office in New York City.2. To write something about the Lost and Found..ⅣTeaching ObjectivesKey vocabulary: camera, phone, mobile phone, lost and found office, in a hurry, leave, plane, taxi, why, airport, hundred, hundreds of, look for, thousand,strange, boat, duck, pig, sausageⅤTeaching aidsRecorder, OHP, videoⅥTeaching StepsStep 1 Warming-up1. Show some pictures to review the words of school things.2. Review the text of Unit 1.3. Read the words after the teacher.4. Introduce the new words.Step 2 Complete the sentences.1. Ask the students to read the words in the box in Activity 1.2. Look at pictures in Activity 1 carefully.3. Read through the sentences.4. Complete the sentences with the correct words and expression from the box5. Ask the students to check with a partner.6. Check the answers:Step 3 Reading.1. Play the recording.2. Ask the students to read through the passage.3. Read the passage and answer the questions.1) When do people often lose things?2) Why are there lost and found offices at airports and stations?3) What do people do at the lost and found office?4) What strange things are there at the New York City Lost and Found Office?4. Check with a partner.5. Call back the answers from the whole class.6. Read the text together.7. Learning to learn.Reading passages with interesting facts can help you understand and remember English. Try to find passages with facts to read.Step 4 Do exercises.1. Ask the students to the words in the box in Activity 3.2. Ask the students to read through the passage in Activity3.3. Complete the passage with the correct from of the words and expression from the box..4. Check with a partner.5. Call back the answers from the whole class.6. Read the passage together.Step 5 Guessing game.1. Show some pictures.2. According to the information given and ask the students to guess what it is.3. Show the pictures to check the answers.Step 6 Writing.4. Read the lost and found notes. Write notes for two more things.2. Check with a partner.3. Call back the answers from the whole class.Step 7 Do exercises:Step 8 HomeworkWrite a Lost or Found note.Unit 3 Language in use ⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢTeaching aims1. Function: Finding out what belongs to whom2. Structure: Possessive pronouns3. Around the world: The Internet lost and found4. Task: Acting out a sketch in the lost and found office ⅣTeaching Objectives Key structures: Are these crayons yours?Whose bag is this?It’s mine.ⅤTeaching aidsTape recorder, OHP, handoutsⅥTeaching StepsStep 1 RevisionStep 2 Language practice1. Read through the example sentences in the box with the whole class.2. Ask the students to repeat the sentences in the box.Step 3 Work in pairs1. Ask the students to look at the pictures in Activity 1.2. Ask the students to the words in the box in Activity 1.3. Read through the sentences.—Whose bag is this? Is it yours?—No, it’s not mine. It’s his.4. Ask and answer questions in pairs.Step 4 Grammar.代词表格⽤法1）⼈称代词的主格在句⼦中作主语，2）⼈称代词的宾格在句⼦中作宾语或在介词后、be动词后宾语，3）名词性物主代词=形容词性物主代词+名词，例：My bag is yellow, her bag is red, his bag is blue and your bag is pink. 可写成My bag is yellow, hers is red, his is blue and yours is pink.Step 5 Match.1. Ask the students to read the words in the box in Activity2.2. Match the words from Box A with the words from Box B in Activity 2.3. Ask the students to check with a partner.4. Call back the answers from the whole class, check the answers .Step 6 Complete the sentences.1. Ask the students to read the words in the box in Activity 3.2. Read through the sentences.3. Complete the sentences with the correct form of the words from the box.4. Ask the students to check with a partner.5. Check the answers:Step 7 Do exercisesStep 8 Module task: Acting out a sketch in the lost and found office.1. Work in pairs.2. Act out your sketch to the class.Perform the sketch.Your classmates make a list of the things you have found in your sketch.Step 9Do exercises.Step 10 Homework我的⼩狗不见了，你能帮我写⼀份寻狗启事吗？我的电话是139********。
外研版七年级下册英语Module 1Lost and found全单元教案教学设计(3课时)
Module 1 Lost and found教案Unit 1 Whose bag is this?一、教学目标 :1. 语言知识目标：1) 能正确使用下列单词和短语：crayon, eraser, glove, wallet, watch, whose, first of all, lose and found box, mine, hers, be careful with, from now on...2) 掌握first of all及be careful with的用法。
2. 情感态度价值观目标：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。
二、教学重难点:1、能够听懂有关失物招领的简短对话。
2、能够正确使用特殊疑问句“Whose…is this/that? 对物品的所属进行提问及其回答。
三、教学过程Step 1 Warming-up1. Show some pictures of school things. Say what they are.2. Look at the pictures on Page 2. Match the words from the box with the pictures.3. Read the words after the teacher.Step 2 Listening practice1. Ask the students to read through the questions in Activity2.1) Is the football Tony’s?2) Are the crayons Betty’s?3) Whose gloves are these?2. Ask the students to listen to the recording carefully.Step 3 Listen and read.1. Ask the students to read the conversation.2. Act it out.3. Learn “Everyday English”Welcome back! be careful with… from now on.Step 4 Work in pairs.1. Show some pictures of school things. Say what they are.2. Ask the students to talk about the pictures.3. Ask and answer like this:—Are the crayons Betty’s?—No, they’re not hers. They’re Lingling’s.Step 5 Work in pairs.Work in groups of three or four. Put four or five school things on the desk. Ask and answer.1. The students choose the school things. Ask and answer like this:A: Is this your pen?B: Yes, it’s mine.A: Whose pencil is it?C: It’s …2. Read through the example with the class.3. Pair them to ask and answer.Step 6 Language points1. First of all, come and look in the lost and found box! First of all 是在介绍准备讲的几件事情的第一件事情。
Module1LostandFoundUnit1同步教案讲解
2.思维品质：通过学习本节课内容，激发学生的逻辑思维和创造性思维，使其能够运用所学知识解决实际问题，培养其问题分析及解决能力。
3.文化意识：引导学生了解和尊重不同文化背景下失物招领的习惯和礼仪，培养其跨文化交际意识。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了一般过去时态的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对失物招领场景中语言运用的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
2.语言点：本节课将围绕一般过去时态进行讲解，帮助学生掌握描述过去发生的事情。
3.词汇：本节课将学习以下词汇：lose, find, library, schoolbag, ID card, key, mobile phone, earphones。
4.句型：学生将学会使用以下句型描述丢失和找到物品的情况：
Module 1 Lost and Found Unit1同步教案讲解
一、教学内容
《Module 1 Lost and Found Unit1同步教案讲解》针对的是初中英语学科，以人教版新目标英语教材为例。本节课的内容主要包括以下部分：
1.教材章节：Module 1 Lost and Found，Unit 1。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解一般过去时态的基本概念。一般过去时态是用来描述过去发生的事情或状态的时态。它是英语中非常重要的一种时态，因为它帮助我们描述和记录过去的事件。
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M o d u l e1-L o s t-a n d-
f o u n d教案
Module1 Lost and found
Unit 1 Whose bag is this?
一、课型：Listening and speaking
二、教学目标：
1、能够正确使用下列单词和词组： crayon, eraser, glove, wallet, watch, whose, first of
all, lose and found box, mine, yours tape, purple, hers, be careful with, from now on.
2、能够读懂、辨认物品的所有者;
3、根据不同场景,能用英语对物品的所属进行提问和回答;
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。
三、教学重难点：
1、正确使用单词和词组： crayon, eraser, glove, wallet, watch, whose, first of all, lose
and found box, mine, yours tape, purple, hers, be careful with, from now on.
2、能够读懂对物品的所属，进行提问和回答。
3、能够正确使用特殊疑问句“Whose…is this/that?及其回答。
四、教学准备：
本课指导学生通过听力获取信息，培养学生听力技能。
课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。
培养学生的合作精神,发展其思维和想象等能力。
在教学过程中，采用多媒体手段辅助教学，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。
五、预习要求：
1、根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。
Module1 Lost and found
Unit 2 Are they yours?
七、课型：Reading and writing
八、教学目标：
1、能够正确使用下列单词和词组：camera, phone, mobile phone, lost and found office,
in a hurry, leave, plane, taxi, why, airport, hundreds of, look for, thousand, strange, boat, duck.
2、能够读懂有关纽约失物招领处的短文，了解外国文化。
3、能够对询问物品主人进行问答。
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。
九、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
关的细节信息，完成任务。
（重点）
2、能够正确使用一般疑问句和特殊疑问句对物品所属进行问答，能正确使用物主代
词。
（难点）
十、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取信息，培养学生阅读技能。
在教学过程中，采用多媒体手段辅助教学，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.
十一、预习要求：
1、根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。