外研版七年级英语下册Module1 Unit 3 Language in use教学设计.docx

1、外研版七年级英语下册Module1 Unit 3 Language in use教学设计Unit 3 Language in use教学目标 1. Tolistenandunderstandconversationsaboutlookingfortheownersoflostitems;2. Tolearntowritelostandfoundnotes;3. Roleplay:toactoutasketchinthelostandfoundofficebyusingpossessivepronouns;学情分析 AfterlearningM1Unit1-3,studentscantalkab

2、outthetopiclostandfound(findoutwhatbelongstowhom).Butforthismoduletaskistoactoutasketchinthelostandfoundofficebyusingpossessivepronouns,itisreallyadifficultpointformystudents.Sobeforethisactivity,Ineedtohelpmystudentstosummarizeandconsolidatepossessivepronouns,andalsotoaskandanswerquestionsaboutlost

3、itemsandtheirowners.Sothatstudentscanperformthesketchbythemselves.重点难点 Learningfocus:Keyvocabulary:1.crayon,eraser,glove,wallet,watch,tape,camera,mobilephone,etc.2.possessivepronouns:I my mineyou your yoursshe her hershe his hisKeystructure:-Is this your _? -Are they your _?- No, it isnt. Its his/he

4、rs. - No, they arent. They are his/hers./ Yes, it is. Its mine. /Yes, they are. Theyre mine.Anticipateddifficulties:1.Tosummarizeandconsolidatepossessivepronouns;2. Toactoutasketchinthelostandfoundofficebyusingpossessivepronouns;教学过程 教学活动 【导入】Step1：WarmingupGame(lookspell)T:Goodmorning,boysandgirls.

5、TodaywearegoingtoreviewModule1. Beforeourclass,letsplayagame.Now,lookandspell.Ss:Bag.B-A-G,bag. Wallet.W-A-L-L-E-T. Camera.C-A-M-E-R-A.设计意图：热身运动，导入主题。温故知新，导入主竞赛，复习本单元的新教授词汇。同时，消除学生课堂的焦虑感，拉近师生的关系，融洽课堂气氛【活动】Step2：Memorychallenge T:Letsdosomethingmoreaboutmemorychallenge.-Is this your _? -Are they your

6、 _?- No, it isnt. Its his/hers. - No, they arent. They are his/hers./ Yes, it is. Its mine. /Yes, they are. Theyre mine.设计意图：通过记忆大挑战的形式，帮助学生复习巩固本单元的重点句型，在活动中复习词汇与重点句型，逐步递进，螺旋上升.【活动】Step3：dosomeexercisesaboutpossessivepronouns 1.Filltheblanks. 2.Findouttherules. 3. Finishthechart,andtrytomakesentence

7、sbyyourselves. 设计意图：通过物主代词挖空填空的形式，让学生自己完成练习。接着让学生通过观察，归纳总结本单元的语法重点。紧接着出示如表，让学生自主完成，归纳总结物主代词的第一、第二以及第三人称的用法，并能够用物主代词进行造句，进行运用。本部分活动由控制半控制完全放开的形式，难度是由易到难，由浅入深，逐步递进，螺旋上升.【活动】Step4：Mylostdog 1. T:Mydogwaslost.WhatcanIdo? Ss:Maybeyoucangotolostandfoundoffice. T:Goodidea.Anydifferentideas? Ss:AskInternetf

8、orhelp. T:Thatsit.Nowletstrythefirstway. 设计意图：本环节通过创设Emily丢失小狗的真实情景，让学生说出在真实的生活中丢失物品应该如何处理的意见。通过头脑风暴的形式，归纳总结出，生活中，除了自我寻找，去失物招领处咨询，还可以通过上网查询的形式来寻找自己丢失的物品。这部分的处理，可以顺便渗透书本中aroundtheworld部分的文化知识点，着实是一个不错的设计！2. Gotolostandfoundoffice.课中任务：TaskI:Listenandfillthechart(听对话，完成信息记录表)Lostthing color size(大小) p

9、lace(地点) Phonenumber _ _ _ IntheJiushan_ 637_21_8设计意图：本环节通过创设Emily丢失小狗去失物招领处咨询的真实对话情景，让学生通过听的方式，记录丢失物品的具体名称、特征（颜色、大小等）、丢失地点和失主的电话号码，在训练学生听力的同时，为下一个步骤的写丢失条做了一个很好的铺垫。很好地做到复习课的听写说几个学习技能的结合，达到本模块复习的效果3. T:ButIstillcannotfindmylostdog.Nowletstrythesecondideagotothelostandfoundwebsitesforhelp.T:Thisisalos

10、t&foundwebsite.Anditsthelostitems. Whatsinpicture_1/2_? Whatcolor/sizeisit? Wherewasitlost? Whatstheownersphonenumber?Ss:Inpicture1,itsacat. Itswhiteandblack. ItisfoundinRenminRoad. Thenumberis21456398.Ss:Inpicture1,itsacamera. Itsblack. ItisfoundatWenzhouAirport. Thenumberis23690381. T:Sowhenwewrit

11、ealostnotice,trytorememberthese4things:lostthings,size/color/placeandname/phonenumber.4.T:NowcouldyoupleasehelpEmilywritealostnotice. 设计意图：本环节通过创设Emily在失物招领处找不到小狗的情况下，选择寻找方式二：上网查询的方法。让学生通过查询网页的方式，观察总结：在写物品的丢失条的时，需要写明具体名称、特征（颜色、大小等）、丢失地点和失主的电话号码。这一步的读与说，为下一个步骤的写丢失条做了一个很好的铺垫。很好地做到复习课的听写说几个学习技能的结合，达到本模

12、块复习的效果评论(0) 活动5【活动】Step5：Groupworkroleplay. 1.Wenzhoulost&foundofficeT:Ilostmydog,Imverysad.Howaboutyou?Didyouloseanythinginyourdailylife?Ss:yes.T:ThisisWenzhoulostandfoundoffice.Trytomakearoleplaywithyourgroupmates.SupposeStudentA=lost&foundofficer;StudentB=peoplewholostthings;StudentC=lostnoticewr

13、iter;StudentD=informationcheckerT:Youcanusetheseusefulexpressionsonthewhiteboard. SA:Hello!WhatcanIdoforyou?SB:Excuseme.Imlookingformy_.SA:Whatdoesitlooklike?SB:Its_.SA:Wheredidyouloseit?SB:In/At/On_.SA:Whatsyournameandphonenumber?SB:Call_at_.2.Findtheowner.设计意图：本环节是本节课的最后一个任务，也是本单元的模块任务要求。因此，学生的产出好

14、坏与否，直接关系到本节复习课的成功与否。本人通过创设“温州失物招领处”真实的信息平台，激发兴趣，让学生扮演生活中的各种真实角色，来完成本单元中的模块任务对话。学生能在活动中，用名词性物主代词来表演寻找丢失物品以及归还的对话，温故知新，掌握记忆.3.T:Becareful,trynottoloseanything.Bekind,trytofindtheownerifyoufindanything.设计意图：本环节是文化渗透环节，活学活用：保管好自己的财物；拾金不昧。评论(0) 活动6【活动】Step6：Summary 评论(0) 活动7【作业】Homework： LevelA:Shareyourconversationswithclassmates.LevelB:Trytosummarymorerulesaboutpronounsinthefollowingchart.主格 形容词性 名词性I my mineyou your yoursshe hers hershe his hisitwethey设计意图：通过本课所学，巩固和回顾本课内容，深化主题；通过课后分层作业，巩固本课所学，发挥各层次学生自主学习的能力，培养学生自主学习的习惯。