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Book 2 Module1 Lost and found一、教课内容：Unit 1 Whose bag is this?二、课型：Listening and speaking三、教课目的：1、能够正确使用以下单词和词组： 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、辨识物件的全部者;3、依据不一样场景 , 能用英语对物件的所属进行发问和回答;4、学习英语文明礼貌的咨询和回答方式，拾金不昧的做人原则和乐于助人的优秀质量。
四、教课重难点：1、正确使用单词和词组： crayon, eraser, glove, wallet, watch, whose, first of all, lose andfound box, mine, yours tape, purple, hers, be careful with, from now on.2、能够读懂对物件的所属，进行发问和回答。
3、能够正确使用特别疑问句“Whose is this/that?及其回答。
五、教课准备：本课指导学生经过听力获守信息，培育学生听力技术。
讲堂上采纳多媒体手段协助教课，在轻松快乐的氛围中，在较真切的语境下，并联系学生生活实质，联合已有的知识和经验，运用所学的语言基础知识自我学习、相互学习，让学生在语言实践中相互启迪、生成，体验成功。
培育学生的合作精神 , 发展其思想和想象等能力。
在教课过程中，采纳多媒体手段协助教课，利用各样图片和习题任务贯串整个教课过程。
所以，本节课需准备： PPT 课件、挂图、录音机、讲堂练习表格、奖品。
六、预习要求：1、依据音标自学本课新单词；2、查找有关资料，找出你以为本课较重要的语言点和短语。
Module 1 Lost and foundUnit 3 Language in use教学设计教学目标：1. 名词性物主代词和形容词性物主代词的用法。
2. 能利用名词性物主代词和形容词性物主代词解决一些问题。
教学重难点：1. 能够询问及表达物体的归属。
2. 能够运用本模块所学的知识谈论失物招领。
教学过程：Step 1 Lead-inShow some things and pictures and ask the students to make dialogues like these:Whose … is it? Is this … yours?Step 2 PracticeActivity 11. Ask the students to read the words in Activity 1.2. Ask and answer questions in pairs.Activity 21. Ask Ss to read the words in the box in Activity2.2. Ss read through the sentences and complete the sentences with the correct form of the words from the box.3. Ask Ss to check with a partner.4. Checks the answers.2. Ask and answer questions in pairs.Activity 31. Ask Ss to match the words from Box A with the words from Box B in Activity 3.2. Ask Ss to check with a partner.3. Call back the answers from the whole class.Around the worldRead through the passage with the whole class.Step 3 ProductionModule task: Acting out a sketch in the lost and found office.Activity 4Work in pairs.Student A: Think of three or four things you have lost. Try to describe them.Student B: Think of five or six things you have in your lost and found office. Try to describe them. Now ask and answer questions.Student A: Ask Student B if they’ve got the things you have lost.Student B: Answer questions about the things Student A has lost. Ask questions about details. Activity 5Act out your sketch to the class.Your classmates make a list of the things you have found in your sketch.Step 4 PresentationGrammar1. 物主代词2. 物主代词的用法(1) 人称代词的主格在句子中作主语。
Module1 Lost and found一、教学内容：Unit 1 Whose bag is this?二、课型：Listening and speaking三、教学目标：1、能够正确使用下列单词和词组：crayon, eraser, glove, wallet, watch, whose, firstof all, lose and found box, mine, yours tape, purple, hers, be careful with, from now on.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、寻找失物主人。
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。
四、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。
五、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。
六、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。
达标训练题一、选择填空。
1. — _______ bag is it? —I think it’s Aunt Li’s.A. WhoseB. WhoC. Who’sD. What2. Can I use your ________ eraser? _______ isn’t here.A. your; IB. you; MyC. yours; MineD. your; Mine3. Those crayons are _________.A. hisB. ourC. yourD. Tony4. Please be careful ______ your things.A. ofB. withC. fromD. at5. Welcome back ____ our hotel.A. toB. in C of D. for6. Here ________ some nice watches.A. beB. isC. amD. are7. It’s cold outside. Please wear your ________.A. bagB. watchC. glovesD. T-shirt二．根据中文提示补全句子。
Module 1 Lost and found Unit 2 Are theyyours?教学设计外研版七年级英语下册Module 1 Unit 2 Are they yours 教学设计一．教学目标：1.引导学生学习写寻物启事和失物招领启事。
2.学生通过典例探究，总结新知；典例赏析，感受新知；活学巧用，巩固新知，从而掌握寻物启事和失物招领启事的正确写法，并能灵活应用。
3.培养学生轻松应对事物的态度，以及关心他人，乐于助人的情怀。
教学重点：教学难点：学写寻物启事和失物招领启事。
三．教法：情境创设法、观察探究法、总结归纳法四．学法：观察法、师生互动、生生互动五．教学过程：Step 1：Leading in【巧设疑问，轻松导入】I lost my watch. I must find it. I want to write a “Lost”,but I can't. Can you help meStep 2：Presentation: Writing“Lost and Found”【典例探究，总结新知】How to write “Lost” Look at the “Lost” below and find out theimportant information about it.Lost: I lost my school ID card.I must find it.Call me at685-6034.Thanks.TomIf we write “Lost”，we must write the lost thing，its color，the person's name，and telephone number.We can also put a picture of the thing on it. 2．If we pick up something，how should we write “Found”？Look at the “Found”below and then find the way to write “Found”.Found:Some keys are in Classroom 7E. Are they yoursCall Mary at 495-3539.If we write “Found”，we should write the thing，telephone number，the person that the owner should call，also the place that the thing is. Step 3：Appreciation:【典例赏析，感受新知】Lost:Is this your watchIs this your notebookPlease call Mary.Phone #235-0285.Found: notebook.My phone number is 495-3539.Call me.JohnStep 4：Writing【活学巧用，巩固新知】你能写一则自己的寻物启事吗？【Lost】This is your school ID card. You lost it. Can you write a lost notice for yourself你能写一则失物招领启事吗？【Found】A watch is in Class One. I found it. I want to find the owner.Step 5：Summary:【我收获，我快乐】In this class,students learn how to write “Lost”＆“Found”,then write them by themselves.Pay attention to the forms of “Lost”＆“Found”.“Lost”includes the lost thing，its color，the person's name，and telephone number.“Found”includes the thing，telephone number，the person that the owner should call，also the place that the thing is.Step 6：HomeworkHelp your parents ,your friends,or people in deed to write “Lost “and “Found”.Step 7：Being a good childIn our life,they are many people in trouble.Let’s give them a hand,our world will becoming more and more beautiful. “予人玫瑰，手留余香”We should help people in deed.教学反思：本节课是一节写作课，主要目标是指导学生学习“Lost “and “Found”的写法。
Module One Lost and foundUnit Two Are they yours?I.Teaching analysisIt is an introduction about Lost and Found office in London. Losing is a general problem in many places. Many people may face such problems. What should we do if we lose something? And what does the Lost and Found office look like in London ?This text can help students enrich knowledge and broaden their horizons. Most students may be interested in this topic but the Grammar is a little difficult for them.II. Teaching goals1. Language goalsa. words and expressions：Lost and Found office, leave, thousand, strange, hundreds of, look for, in a hurry,sausagesb. Sentences: Is this …?/ Are these …?It is mine/theirs/ours…They are his/hers…2．Skill goalsStudent should know the use of nominal possessive pronoun. They should know the differences between “my,his,her…”and “mine,his,hers…”3Emotional goalsStudent should learn how to solve problems when they lose something .Firstly,we should be careful with our things.Then we should learn how to describe our lost things and ask for help.4．Teaching difficultiesStudent may be confused about the use of possessive case of nouns because there are some differences between Chinese and English expressions.III.Teaching stepsquickly and answer my questions;”Where is the lost and found office?”, ”what’s in the lost and found office this week?”2. Read paragraph1,2 &3. Finish the mind map(when where why what).Step 3. Express 表达[操作方式]分段朗读并根据思维导图复述课文。
Module 1 Lost and foundUnit 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on, eraser, glove, wallet, watch, whose, first ofall, 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。
Unit 2 Are they yours?【教材分析】本单元通过对纽约失物招领箱的描述，让学生了解西方国家的人文情怀，同时进一步掌握名词性物主代词、数词量词等的用法。
【教学目标】知识目标：1 ,掌握重点词汇和短语。
2.能正确掌握数词量词各类物主代词的用法。
1.掌握词汇：基准目标camera, phone, leave, phone, taxi, why, airport, hundred, hundred, thousand, strange, boat, duck,pig,sausage.常考词语：mobile phone, in a hurry, hundreds of, look for能力目标：1、能读懂有关失物招领的文章，从中获取信息。
2、能为自己或他人写失物招领启示。
情感目标：通过对本单元的学习，关心爱护自己及他人的物品，了解西方文化。
【重点难点】重点：掌握知识点难点：写失物招领。
【课时安排】1课时第1课时【教学过程】Stepl warming up: Activity 1设计意图：，谈论一下自己经常丢失的物品，为阅读打好铺垫。
Step 2 Fast-reading:The reason there are lost and found offices in New York.Paragraph 2There are some strange things in New York..paragraph 1The introduction of the lost and found officeparagraph 3Careful reading:Read the passage and answer questions(P5)设计意图：让学生从细节把握信息。
Post-reading:读后学:Language points（对重点内容和疑难问题进行合作探究学习，解决不了的由老师帮助）When连词，当的时候He could drive a car when he was ten .When疑问副词什么时候when do you go to bed?In a hurry匆匆忙忙（在句中做状语）He often goes to school in a hurry.Hurry up 快点（放在句首,单独使用）Hurry up! Or youW be late.Hurry to+地点He hurried to school this morning.【即时即练】当秋天来临时，天气变凉了。
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 talk
Have 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.Tell them 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。
同时，利用学生们自己所熟悉的物品进行说与写的训练比较容易，初步培养学生对物品进行描述的能力。
]
Step 3. Write
Ask students to look at the picture and tell you what they can see, then ask students to read the Los Property form. Tell them to use the words around the picture to complete Hu Shan’s Lost Property form. Then write the Lost Property Form on the board and ask students to come up and fill in the blanks.
[设计意图：通过读、说写对失物招领启事的格式、内容有个清楚的了解，同时训练学生的读、写能力。
]
Step 4. Activities
1.Ask students imagine that they have lost their pencil case /school bag. Look at the table, to write down at least 5 things that are in their bags on page 64.Tell students to write their own Lost Property form, using accrual facts about their own pencil case/school bag.
2.Tell students that Paul has lost his dog. Help him to write a ‘Lost Dog’note. Tell some words about Paul’s dog.(Work in groups.)
[设计意图：这两项任务的设计与上一环节紧紧相扣，突出了本课的教学重点与难点。
通过上两个环节的铺垫，学生们能够很容易地完成第一个任务。
第二个任务是为失主写一个寻狗启事。
我采用了分组学习的方式，让学生通过互相合作来完成这个任务。
这两个任务的设计遵循了由易到难的原则，通过完成这两个任务，能够培养学生的综合语言运用能力，达到语言技能目标中要求的能为自己和别人丢失的物品写一份寻物启事，并从中渗透给学生要做一个乐于助人的人。
Step 5. Show time
Get students to read their Lost Property in the class.
[此处利用视频展示仪,将学生的寻物启示展示出来,利用大屏幕电视能够使所有的学生都在听到启示的同时,看到该启示书写的格式.]
Step 6. Homework :Write a Lost/Found Property。
