Unit 3 My School Section B1a - 1d教学设计人教版（2024）七年级英语上册
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| 名称 | Unit 3 My School Section B1a - 1d教学设计人教版（2024）七年级英语上册 |  | |
| 格式 | docx | ||
| 文件大小 | 17.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-07-04 21:15:40 | ||
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Unit 3 Section B 1a - 1d 教学设计
I. Teaching Aims
1. Knowledge Aims
Students can master new words and phrases: baseball, watch, computer game, ID card, notebook, ring, bag, in, library, ask, ask...for, find, some, classroom, e - mail, at, call, lost, must, set, a set of.
Students are able to use the sentence patterns “Is this/that your... Are these/those your... How do you spell it ” and the possessive pronouns (mine, yours, his, hers) correctly and proficiently.
2. Ability Aims
Develop students' listening skills to catch key information about lost items, such as what the item is, who it belongs to, and how to contact the owner.
Improve students' speaking skills by enabling them to have conversations about lost and found in real - life situations.
Train students' writing skills through writing lost and found notices.
3. Emotional Aims
Cultivate students' sense of responsibility for taking care of their own things and helping others find lost items.
Encourage students to communicate actively in English, and enhance their confidence in using the language in daily life.
II. Teaching Key Points and Difficult Points
1. Teaching Key Points
Master the new vocabulary related to lost items.
Strengthen the usage of sentence patterns for asking about ownership and spelling words.
Enable students to write simple lost and found notices.
2. Teaching Difficult Points
Use the target language accurately and fluently in various real - life lost - and - found scenarios.
Improve students' listening comprehension ability, especially in differentiating similar - sounding words and understanding complex information.
III. Teaching Methods
Communicative Teaching Method: Create real - life communication situations like a lost - and - found office in school or on campus to encourage students to communicate in English.
Task - based Teaching Method: Design tasks such as role - playing lost - and - found dialogues, writing lost and found notices, and group discussions about lost items to help students complete learning tasks through cooperation.
Audio - visual Teaching Method: Use multimedia resources, including pictures of lost items, audio materials of lost - and - found conversations, and sample lost and found notices, to make the teaching more vivid and engaging.
IV. Teaching Aids
Multimedia courseware with pictures of lost items, relevant audio for listening, and sample lost and found notices.
Real objects or pictures of items like a baseball, a watch, an ID card, etc.
Cards with new words, sentence patterns, and some short dialogues.
V. Teaching Procedures
Step 1 Warming - up
Greet the students as usual: “Good morning/afternoon, class! How are you today ”
Show some pictures of students looking for things in a messy classroom. Ask students: “What can you see in the pictures Have you ever lost anything How did you feel ”引导学生分享自己丢失物品的经历和感受，自然引出本节课关于失物招领的话题。
Step 2Revision
Review the words of school things and possessive pronouns learned in Section A. Play a quick - response game. Show pictures of school things on the PPT quickly, and students call out the English words and their corresponding possessive pronouns. For example, when showing a picture of a pencil, students say “pencil, mine/yours/his/hers”.
Review the sentence patterns for asking about ownership. Choose some items in the classroom (with permission) and ask students questions like “Is this your eraser Are these your books ”引导学生用 the correct forms 回答。
Step 3 Presentation
New Words Teaching
Show pictures of new items one by one on the PPT: baseball, watch, computer game, ID card, notebook, ring, bag. Read the words aloud, stressing the correct pronunciation, and let students repeat. For example, when teaching “baseball”, show a picture of a baseball game and say, “This is a baseball. We play baseball with a bat.”
Do some word - learning activities. For instance, play a word - matching game. Write the new words on one set of cards and draw the corresponding items on another set, and ask students to match them in pairs.
Sentence Pattern Review and Extension
Review the sentence patterns “Is this/that your... Are these/those your... ” by using the new items. Hold up a watch and ask, “Is this your watch ” Then introduce the new sentence pattern “How do you spell it ” Use an ID card as an example. Point to the ID card and ask a student, “What's this ” After the student answers, ask, “How do you spell it ” Teach the student to answer, “I - D, ID; C - A - R - D, card.”
Do substitution drills. Point to different items and ask different students these questions,让学生熟练掌握这些句型的运用.
Step 4Pre - listening
Work on 1a. Let students look at the pictures in 1a on page 15 of the textbook. Ask them to match the words with the things in the pictures.
Check the answers together. Then, ask students to discuss in pairs: “If you lost one of these things, what information would you need to provide when asking for it back ”
Step 5While - listening
1b Listening
Tell students they will listen to a conversation between a boy and a girl in the lost - and - found office. Before listening, let them look at the pictures in 1b and predict what items they will hear.
Play the recording for the first time. Students listen and circle the things they hear.
Play the recording again. This time, students listen carefully and pay attention to the pronunciation and intonation, especially the spelling parts. Check the answers together.
1c & 1d Listening
Let students look at the blanks in 1c. Explain that they will listen to two more conversations and fill in the blanks.
Play the recording for the first time. Students listen and try to fill in some of the blanks.
Play the recording again. Students complete the blanks.
After that, let students work in pairs to practice reading the conversations in 1d according to the filled - in information. Then, check the answers by asking several pairs to read the conversations aloud.
Step 6 Post - listening
Pair Work
Ask students to work in pairs. One student acts as the person who lost something, and the other acts as the person in the lost - and - found office. They use the conversations in 1b - 1d as examples to create a new conversation. They can choose any of the items in 1a or other things they can think of. Walk around the classroom to offer help and guidance.
After a few minutes, ask several pairs to come to the front of the class and act out their conversations.
Group Work
Divide the students into groups of four. Each group creates a short skit about a more complex lost - and - found situation, such as multiple people coming to the lost - and - found office at the same time, or the item being a very unusual one. They need to use the target language, including asking about ownership, spelling the item name, and so on.
Select one or two groups to perform their skits for the whole class. After the performance, let other students give comments and ask questions.
Step 7Writing
Show a sample lost notice on the PPT. Analyze the structure and key elements of a lost notice, including what was lost, when and where it was lost, and how to contact the owner.
Let students write a lost notice for one of their lost items (real or imagined). They can use the new words and sentence patterns they have learned.
After they finish writing, ask them to share their notices in groups. Group members can give suggestions and help to improve the notices. Then, select some good examples to share with the whole class.
Step 8 Summary
Summarize the new words and sentence patterns learned in this class with the students. Write the key points on the blackboard again, including the new words related to lost items, the sentence patterns for asking about ownership and spelling, and the structure of a lost notice.
Ask students to share what they have learned and what they think is the most difficult part in this class.
Step 9: Homework (布置作业环节)
Ask students to write a found notice. They can imagine they found an item and write the notice with all the necessary information.
Encourage students to pay attention to the lost and found notices in real life (if there are any in their school or community) and try to read and understand them in English.
I. Teaching Aims
1. Knowledge Aims
Students can master new words and phrases: baseball, watch, computer game, ID card, notebook, ring, bag, in, library, ask, ask...for, find, some, classroom, e - mail, at, call, lost, must, set, a set of.
Students are able to use the sentence patterns “Is this/that your... Are these/those your... How do you spell it ” and the possessive pronouns (mine, yours, his, hers) correctly and proficiently.
2. Ability Aims
Develop students' listening skills to catch key information about lost items, such as what the item is, who it belongs to, and how to contact the owner.
Improve students' speaking skills by enabling them to have conversations about lost and found in real - life situations.
Train students' writing skills through writing lost and found notices.
3. Emotional Aims
Cultivate students' sense of responsibility for taking care of their own things and helping others find lost items.
Encourage students to communicate actively in English, and enhance their confidence in using the language in daily life.
II. Teaching Key Points and Difficult Points
1. Teaching Key Points
Master the new vocabulary related to lost items.
Strengthen the usage of sentence patterns for asking about ownership and spelling words.
Enable students to write simple lost and found notices.
2. Teaching Difficult Points
Use the target language accurately and fluently in various real - life lost - and - found scenarios.
Improve students' listening comprehension ability, especially in differentiating similar - sounding words and understanding complex information.
III. Teaching Methods
Communicative Teaching Method: Create real - life communication situations like a lost - and - found office in school or on campus to encourage students to communicate in English.
Task - based Teaching Method: Design tasks such as role - playing lost - and - found dialogues, writing lost and found notices, and group discussions about lost items to help students complete learning tasks through cooperation.
Audio - visual Teaching Method: Use multimedia resources, including pictures of lost items, audio materials of lost - and - found conversations, and sample lost and found notices, to make the teaching more vivid and engaging.
IV. Teaching Aids
Multimedia courseware with pictures of lost items, relevant audio for listening, and sample lost and found notices.
Real objects or pictures of items like a baseball, a watch, an ID card, etc.
Cards with new words, sentence patterns, and some short dialogues.
V. Teaching Procedures
Step 1 Warming - up
Greet the students as usual: “Good morning/afternoon, class! How are you today ”
Show some pictures of students looking for things in a messy classroom. Ask students: “What can you see in the pictures Have you ever lost anything How did you feel ”引导学生分享自己丢失物品的经历和感受，自然引出本节课关于失物招领的话题。
Step 2Revision
Review the words of school things and possessive pronouns learned in Section A. Play a quick - response game. Show pictures of school things on the PPT quickly, and students call out the English words and their corresponding possessive pronouns. For example, when showing a picture of a pencil, students say “pencil, mine/yours/his/hers”.
Review the sentence patterns for asking about ownership. Choose some items in the classroom (with permission) and ask students questions like “Is this your eraser Are these your books ”引导学生用 the correct forms 回答。
Step 3 Presentation
New Words Teaching
Show pictures of new items one by one on the PPT: baseball, watch, computer game, ID card, notebook, ring, bag. Read the words aloud, stressing the correct pronunciation, and let students repeat. For example, when teaching “baseball”, show a picture of a baseball game and say, “This is a baseball. We play baseball with a bat.”
Do some word - learning activities. For instance, play a word - matching game. Write the new words on one set of cards and draw the corresponding items on another set, and ask students to match them in pairs.
Sentence Pattern Review and Extension
Review the sentence patterns “Is this/that your... Are these/those your... ” by using the new items. Hold up a watch and ask, “Is this your watch ” Then introduce the new sentence pattern “How do you spell it ” Use an ID card as an example. Point to the ID card and ask a student, “What's this ” After the student answers, ask, “How do you spell it ” Teach the student to answer, “I - D, ID; C - A - R - D, card.”
Do substitution drills. Point to different items and ask different students these questions,让学生熟练掌握这些句型的运用.
Step 4Pre - listening
Work on 1a. Let students look at the pictures in 1a on page 15 of the textbook. Ask them to match the words with the things in the pictures.
Check the answers together. Then, ask students to discuss in pairs: “If you lost one of these things, what information would you need to provide when asking for it back ”
Step 5While - listening
1b Listening
Tell students they will listen to a conversation between a boy and a girl in the lost - and - found office. Before listening, let them look at the pictures in 1b and predict what items they will hear.
Play the recording for the first time. Students listen and circle the things they hear.
Play the recording again. This time, students listen carefully and pay attention to the pronunciation and intonation, especially the spelling parts. Check the answers together.
1c & 1d Listening
Let students look at the blanks in 1c. Explain that they will listen to two more conversations and fill in the blanks.
Play the recording for the first time. Students listen and try to fill in some of the blanks.
Play the recording again. Students complete the blanks.
After that, let students work in pairs to practice reading the conversations in 1d according to the filled - in information. Then, check the answers by asking several pairs to read the conversations aloud.
Step 6 Post - listening
Pair Work
Ask students to work in pairs. One student acts as the person who lost something, and the other acts as the person in the lost - and - found office. They use the conversations in 1b - 1d as examples to create a new conversation. They can choose any of the items in 1a or other things they can think of. Walk around the classroom to offer help and guidance.
After a few minutes, ask several pairs to come to the front of the class and act out their conversations.
Group Work
Divide the students into groups of four. Each group creates a short skit about a more complex lost - and - found situation, such as multiple people coming to the lost - and - found office at the same time, or the item being a very unusual one. They need to use the target language, including asking about ownership, spelling the item name, and so on.
Select one or two groups to perform their skits for the whole class. After the performance, let other students give comments and ask questions.
Step 7Writing
Show a sample lost notice on the PPT. Analyze the structure and key elements of a lost notice, including what was lost, when and where it was lost, and how to contact the owner.
Let students write a lost notice for one of their lost items (real or imagined). They can use the new words and sentence patterns they have learned.
After they finish writing, ask them to share their notices in groups. Group members can give suggestions and help to improve the notices. Then, select some good examples to share with the whole class.
Step 8 Summary
Summarize the new words and sentence patterns learned in this class with the students. Write the key points on the blackboard again, including the new words related to lost items, the sentence patterns for asking about ownership and spelling, and the structure of a lost notice.
Ask students to share what they have learned and what they think is the most difficult part in this class.
Step 9: Homework (布置作业环节)
Ask students to write a found notice. They can imagine they found an item and write the notice with all the necessary information.
Encourage students to pay attention to the lost and found notices in real life (if there are any in their school or community) and try to read and understand them in English.
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