外研英语七下1Unit 1 whose bag [杨老师]【市一等奖】优质课

教学目标Teaching objectives:By the end of the session, most students will be able to understand conversations about looking for the owners of lost items and ask and answer questions about lost items and their owners. This will be achieved byteaching students to make conversations referring to a model:A: Hello, everyone. Come and look in the lost and found box. Whose… is it?B:A: Is this...?C:A: Are these...?D:A: Here's/Here're... Is this/Are these...?B:C: Look at.... Whose...D:A: Everyone, please be careful with your things from now on.2. a. teaching students the key vocabulary and structures: eraser, crayon, tape, watch, wallet, glove, purple, mine, yours, hers, his;b. teaching students the key structures:Whose...is this/are these?It’s /They’re mine.Is this...yours?Are these... yours?3. helping students to fulfill some relevant language tasks: listening, asking and answering questions, pair work and group work to practice conversations, making conversations to talk about lost items and their owners.Culture awareness:It’s very common to see the lost and found box in western countries. Students will be aware of the benefit to have a lost and found box in the class.2新设计Collecting the things from the students, presenting the target language and ask them to find the owner by asking "Is this/Are these... yours?" Students will learn in a real situation, which can help them better understand and use the target language.3学情分析Analysis of the students:Year 7 students tend to have strong desire for new things and they are more likely to participate in the class activities to learn things that are closely concerned with their own life experience. Students may take an interest in the activities to ask and answer questions about lost items by using the things of their own.These students performed differently in listening and speaking, so I designed the activities from a low level to a higher one to meet most students’ actual language and cognitive ability. PPT slides with vivid illustrations can help students to understand the new words and structures better. Some methods which are highly recommended in cooperative approach, such as pair work and group work are employed as well. In this way, students can learn from their peer. For those students with sufficient learning ability and English proficiency, the increasing difficulty of activities can awake their English potential.It’s very important for students to listen and follo w the tape over and over again to gain fluent and idiomatic English. However, some improper habits of speaking that the students gained from their primary school may have bad influence on them. So the activity is designed to help the students to imitate the pronunciation and intonation. Thus, students are more likely to speak better in the last activity.4重点难点Learning &teaching focus:1. language structures: Whose...is this/are these?It’s /They’re mine.Is this...yours?Are these... Yours?2. vocabulary: eraser, crayon, tape, watch, wallet, glove, purple, mine, yours, hers, his.Anticipated difficulties:Students may find it difficult to use possessive pronouns like yours, mine. It may be also difficult for students to make long conversations with fluent English.Solutions:1. Relevant practice as shown in the teaching procedure are designed to help students to overcome difficulties.Taking the students’ things as examples to make it clear for the students to understand the possessive pronouns.Students will learn to imitate the pronunciations and intonations of the conversation to achieve fluency in the following step.5教学过程5.1 第一学时5.1.1教学活动活动1【导入】Warming－up＆leading－inStep 1 Greetings and lead-inT: Good morning/afternoon, everyone. How are you today? We’ve got somethingnew for the new term. I’ve got a new bag. Can you guess what’s in my bag?[purpose]: This is an activity for students to get mentally prepared for learning. Atthe same time, the topic is led in.活动2【活动】Step2 Presentation1. Guessing.T: This is Tom. He likes English. He likes drawing and he rides to school. Can you guess what's in his bag?S: …T: …There is a tape, erasers, crayons, gloves, a watch and a wallet. But some thing s are lost. What are lost?S: …2. Looking for the owner.T: What can he do? Where can he look for the lost things?S: …T: …We can go to the lost and found office. There are a lot in some western count ries. Today I’ve got one too. Guess what’s in the lost and found box.S: …T: These are from some of your classmates. Whose…is this/are these?S: I think it’s/they’re…T: I have found the owner. Can you?S: (To a student) Is this/Are these… yours?T: Is this/ Are these…? S: Yes, it’s/they are hers/his.[purpose]: To arouse the students’ interest to learn new words. Illustrations of proper and clear pictures can help students understand and remember the new words better. Presenting the phonetic symbols and grouping the words with /ei/ and /o/ sounds together can help students learn the pronunciation better. Crayons, wallet, and gloves are the lost items. These four words may be more difficult for students to learn. This activity is designed to check the students’ understanding of these four words. Be aware of one way to look for the lost things-the lost and found office. And meanwhile, key structures “Whose...isthis/are these?” are presented, and students’ will to speak is raised as well. The possessive pronouns “yours, mine, his, her” as well as the key structures “Isthis/Ar e these...Joe’s?” are presented. Students will learn in a real situation, which can help them better understand and use the target language. Furthermore, without the obstacles, students can get well-prepared for the following step.活动3【活动】Step3 Listen and answerT: Betty, Tony and Lingling lost something. There's a football, some crayons and apair of gloves in the lost and found box. Guess the owner of them. What questionscan you ask? Listen and answer the three questions.[purpose]: Getting the students to guess by asking questions before listening canmake it easier to do the listening task. The listening material is also a model forthe students to ask and answer about the lost items. By listening to theconversations, students know how to ask and answer more clearly. Thus, getbetter ready for pair work in the following steps.活动4【练习】Step 4 Pair workT: Now please take out the handout and ask and answer like this. Please use thewords and structures.Model:A: Is this ... yours?B: Yes, it's mine./No, it's not mine.A: Are these ...?B: ...A: Whose ...is this/are these?B: ...[purpose]: By working in pairs, students not only practice the conversations, butalso learn to cooperate with others. In this way, students can do better in theproduction part.活动5【活动】Step 5 Listening1. Listen and answerT: What can you see? Some of them are in the lost and found box. Listen andanswer what are in the lost and found box.2. Listen again and answerT: Whose bag is this? Whose eraser is this? Whose tapes are these?T: Listen again and find out the owner. …What do you think of Lingling? Is shecareful?[purpose]: This activity is d esigned to check the students’ understanding of thenew words and structures. And students can learn how to ask and answerquestions from this material by fulfilling the task. This listening material is moredifficult than the previous one. It is a good model, which offers students withchances to learn to make longer and more complex conversation. It may alsostimulate mid-leveled students to learn and reach a higher goal.活动6【活动】Step 6 Listen and readT: You can speak beautiful English. It' very important to follow the tape. Now Let'slisten and read. Please mark the tones like me.[purpose]: By listening to and repeating the conversations, students know how toask and answer more clearly. Students will get aware of the different sounds “a”makes in different words. And students will pay more attention to theirpronunciation and intonation. Thus, they’ll get better ready for the role play in theproduction part.活动7【活动】Step 7 SummaryWhat does Ms Li say when she finds the bag/crayons/tapes/wallet/watch? Whatdoes Tony say when he finds the gloves? What advice does Ms Li give?[purpose]:Summary makes students have deep impressions on what they’velearned.活动8【活动】Step 8 Group workT: Do you think it’s a good idea to have a lost and found box in the classroom? So let’s get a lost and found box in the classroom. There are many things in it. Work ingroups of four. Make your own conversation. "A" can be a teacher or the monitor. You can make it longer and better. Please use these words “yours, mine, his hers”.Model:A: Hello, everyone. Come and look in the lost and found box. Whose… is it?B: A: Is this...?C: A: Are these...?D:A: Here's/Here're... Is this/Are these...?B:C: Look at.... Whose...D:A: Everyone, please be careful with your things from now on.[purpose]: Role play can build students’ confidence in using English to communicate with others in the real situations and raise students’ interests in learning English as well. It also helps the teacher know how well students have learned. Studentsare encouraged to make the conversation longer and better than the given model.活动9【讲授】Step9 SummaryT: Look at the blackboard. This is what we’ve learned today. Read after me.[purpose]: Summary makes students have deep impressions on what they’ve learned in this class.活动10【作业】Step10 HomeworkA (for the whole class):Listen and read the conversation on page 2.Review the words and expressions on the blackboard.Finish part 5 on page3.B (optional选做):Polish the conversation you made in class and write it down.[purpose]: Homework helps students consolidate new structures and words andgo on practicing using them after class. Meanwhile, encourage students withhigher levels to polish the conversation and write it down.。