(完整版)外研版七年级英语下册M1U1教学设计

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外研版七年级下册英语教案设计Moudle1Unit1教案设计

课文学习
1.介绍课文背景并提出观看动画的任务：MsLi的失物招领箱里都有哪些物品？
2.播放M1 U1活动3动画。第一遍观看，要求学生选择课文中出现的物品；第二遍观看，要求学生读出表示物品的新词。
M1U1A3动画
3.用3个活动进行操练：Listen andmatch t角色朗读和同义表达转换活动帮助学生认读、记识新词，并讲解物主代词的用法。
M1U1A1录音
4.通过学习短文听力，将名词性物主代词和疑问词Whose引入，并由此进入课文内容，先让学生自行尝试使用新学的句型sth is one’s.描述自己或其他同学所有的学习用品。
【设计意图】以描述自己或身边的实际情况鼓励学生去发现，并帮助他们感知、整理单词和句型，达到形象记忆的目的。
（三）
三、教学难点
名词性物主代词和形容词性物主代词的差异。
四、教学资源
互动教学系统，PPT
五、教学过程
说明：教学活动具体描述包括教学任务的描述，教师的关键语言，板书呈现，教学资源的使用等。
教学环节
教学活动具体描述
教学资源
（一）
热身导入
1.师生互相问候
2.游戏热身
利用PPT展示图片，教师鼓励学生观察图片，快速说出图中内容：crayon，eraser等；
Yes, it’s my ..../it’s mine.
No, it’s not my ..../
It’s not mine.
（五）
布置作业
利用活动7提供的例文，写一篇对话。
PPT第18页
【设计意图】课后作业既延续本课关于失物招领的话题，又给学生一个拓展的空间，鼓励孩子们大胆的设计。
（六）
板书设计
Module1Unit1Whose bag is this?

外研版七年级英语下册 Module1 Unit1 教案设计

Unit1. What are you going to do at the weekend?教学设计教学目标:知识目标:目标词汇: go over lessons, have a picnic, help with the housework, check one’s email, see a movie, have a piano lesson, on, nobody, at, nothing, silly, fantastic.目标句型: What are you going to do ………?—I’m going to ….技能目标: To understand conversations about weekend plans;To talk about weekend plans with the given information。

情感态度目标: 通过询问他人周末计划情况,培养学生关心他人的好习惯。

通过介绍自己的活动计划,培养学生学会制定计划的良好习惯。

学期情分析：学生在小学时已经接触过将来时的基本用法, be going to 这一结构基本能脱口而出,因此,本节课只需简单解释be going to 的构成和用法,可以把重点放短语和使用be going to 对话这些部分以及学生的口语表达。

因此在教学上,本人注重面向全体学生,力求使学生通过多读、多操练等方式提高英语口语能力。

教学重难点:Key vocabulary: go over lessons, have a picnic, help with the housework, check one’s email, see a movie, have a piano lesson, on, else, nobody, at, nothing, silly, fantastic;Key structures: What are you going to do ………?—I’m going to ….教学过程Step1 warming up1. Do you like playing computer games?2. Are you going to(打算) play computer games this weekend?3. Besides playing games, what are you going to do?展示图片“植物大战僵”,提问全体学生,“Do you like playing computer games? Are you going to(打算) play computer games this weekend?”,引出话题“Besides playing games, what are you going to do?”通过一款流行的电脑小游戏——植物大战僵尸,引起学生的兴趣,引出今日的课题。

外研版七年级英语下册教案：Module1Unit1Whosebagisthis

3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“物主代词在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
2.重点句型：Whose bag is this? It's hers./It's not hers. Is this your book? Yes, it is. No, it isn't.
3.了解并运用物主代词：my, your, his, her, our, your, their
4.能够运用所学词汇和句型，进行物品归属的询问和回答。
-句型结构的记忆：对于一些学生来说，记住句型的结构可能存在难度，例如It格的混淆。
-口语交流中的及时反应：在实际对话中，学生需要快速准确地使用所学知识，这对一些学生来说可能是一个挑战。
举例：
-难点突破：通过对比练习，让学生区分your和yours的用法，例如“Is this your book?”（这是你的书吗？）和“This book is yours.”（这本书是你的。）。
外研版七年级英语下册教案：Module1 Unit 1 Whose bag is this
一、教学内容
外研版七年级英语下册教案：Module 1 Unit 1 Whose bag is this
本节课我们将学习以下内容：
1.重点词汇：bag, book, pen, whose, mine, yours, hers
教学内容与课本紧密关联，旨在帮助学生掌握本单元的关键知识点，提高实际英语运用能力。

外研版英语七年级下册：Module 1 Unit 1 whose bag is this？. 教案设

1. To understand conversations about looking for the owners of lost items.2. To talk about lost items and their owners.3. To grasp the key words and the key structures.1. Show a pictures of lost and find box. Ask the students t o guess what they are in it.2. Use the structure “Hereis/are...”to teach the new words.3. Ask the students to read them fluently and then match the words from the box with the 1. Look at the picture and guess what they are in it, using the structure “Here is/are...”to learn the new words.2. Read the words after the teacher loudly and flue ntly.3. Match the words from the bopictures.4. According to th e information given and ask the students to guess what it is so that they can review the words.5. Show the pictures to check the answers.1. Show the pictures of the school things. Ask and answer like this:A: Is this your pen?B: Yes, it’s mine./ No, it’s not ... A: Whose pencil is it?C: It’s …2. Ask the students to chant to practise the possessive pronouns.3. Work in groups of three or four. Put four or five school things on the desk. Ask and answer. Then ask the students to circulate and monitor their production.1.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.Ask the students to check theiranswer with a partner.4. Call back the answer from the whole class and check the answer.1. Ask the students to re ad the conversation silently.2. Play the recording.3. Ask the students to match the people with their things and answer two questions.4. Play the recording again. Check the answers.5. Try to act the c onversation out.6. Ask the students to read through the words in the box and the passage in Activity 5, then complete it and check the answers.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，then individual students to repeat..3. Ask the students to practice the sounds in pairs.1. Read through the questions in Activity 2.2. Listening.3. Check the answer, the n group work.1. Listen and read.2. Match and answer, then check with a partner.3. Act it out.4. Complete the passage individually then check in pairs.1. Summarize the key structures with the students. Then let them practice the key structures properly.2. Show the exercises to practise the words, expressions, grammar and structures.Show the homework:1. Talk about lost items and their owners.2. Get ready for Unit 2.。

外研版英语七年级下册教案Unit 1 whosebag is this

6.Act it out (Dubbing)
通过实物教学，让学生更容易记住所学新词，提高兴趣。（实物教学）
(白板练习）
示范句型的练习，引导学生做到句型和单词的准确运用。
示范游戏的做法(PPT)
播放对话内容，给出问题，帮助理解对话。
播放U1对话内容，给出问题，帮助理解对话。
再播放U1对话内容，引导学生完成思维导图，理解细节。
Step 3
Learn the dialogue
1.Learn new words through material objects.
a.What’s this ?
b.What’re these ?
c.Read them again
d.Do exercises about words
2.Ask and answer:
1.What’s it about?
2.What is in the bin?
提出与视频有关的2个问题。（视频教学）
认真看视频后问题后回答问题。
2’设计Biblioteka 意图利用来自“美国国际机场实物招领处”现场报道的视频导入，学生在体会纯正地道的英语同时也让他们体会此话题的真实生活情境，激发学生的学习兴趣和学习内驱力。
2.To listen to the specific information from the reading material and try to speak sentences about Lost and Found Box.
过程与方法：
Interactive approach , reading and speaking
通过利用本单元的Everyday English中的”welcome back to ---”亲切问候学生，使他们感到学校老师的关爱，从情感上为接下来的学习做好铺垫；同时帮助学生激活已有的知识和技能储备，增强学科自信心。

初一下外研版Module 1 unit 1 教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Module 1 Lost and foundUnit 1 Whose bag is this?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 Lingling’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?Ⅰ Teaching modelListening and speakingⅡ Teaching 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 andfound 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, videoⅥ 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.Keys:1. bag2. crayons3. eraser4. football5. watch6. wallet7. gloves3. 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.Lingling crayonsDaming glovesTony tapesBetty walletMs Li watch2. Ask the students to check with a partner.3. Play the recording again .Check the answers:Keys:Lingling: crayons Daming: tapes Tony: wallet Betty: watch Ms Li: gloves4. Lear n “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.Ms L i: Lingling’s bag is in the lost and found box. The crayons are (1)_________ too. Daming’s (2)_________ and T ony’s (3)_________ wallet are here. Is the watch (4)_________, Daming? Please be (5)_________ with your things! And whose gloves are these? Oh sorry. They’re (6)_________.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:Keys: 1.hers 2. tapes 3. purple 4. yours 5. careful 6. mineStep 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 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.4. Circulate and monitor their production.Step 10 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。

外研版七年级英语下册教案：七下M11U1教案

外研版英语七年级下册编号：课题Unit 1They touch noses! 课型Listeningandspeaking课时Thefirst三维目标知识与技能1.功能：道歉和提建议；2.语法：祈使句；3.词汇：bow, kiss,shake, smile, British, German, Japanese, Russian, visitor,what, nod, head, hug, each other, India, together, touch, nose；4.句型：How do I do that? No, I didn’t know that. What dopeople do when they…? 5.语音：识别并正确朗读/t∫/ /∫/ /pl//fr/ /br/ ；6.听：能听懂身势语的描述；7.说：能用祈使句给对方提出指示和建议；8. 运用：能正确使用祈使句，让他人准确理解所表达的意思并照做.过程与方法1.Interactive approach, enable Ss to understand and talkabout body language people use when they meet in somecountries2.To learn by listening, speaking and discussing情感态度与价值观通过阅读关于不同国家身势语的文章，提高对英语的学习兴趣教学重点1.To listen and understand what is talked about in the conversation2.To learn the key words and structures about body language3.To talk briefly about the body language people use when they meet in some countries教学难点各种身势语在听力与口语中的正确运用教学手段Tape recorder, handouts,pictures, OHP教学方法Interactive approach教学准备PPT, E-book教学过程教学环节教师活动学生活动备注Step1. Prepa- ration. 1. Write “body language ” on theBb and tell Ss everyone in theworld communicates using it.2. Ask Ss to show what they dowhen they do following things:1. Do the actions T askswelcome sb, say yes, say hello, saygoodbye, have a headache etc.教学环节教师活动学生活动备注3. Do the following actions, say thewords and expressions, and ask Ssto repeat and do: wave, shakehands/ head, smile, nod your head,touch your head etc.4. Elicit and write the words andexpressions on the board.2. Repeat and do the actions.Step2 . Lead-in. 1. Ask Ss to find the words andexpressions in t he box to describethe pictures in A1.2. Elicit answers from the wholeclass.1. Describe the pictures andcheck the answers in pairs.Step3 . Liste ning. Activity 21. Go through the nationalities inthe box in A2 with Ss. Ask wherethey are from.2. Ask Ss to describe the pictures inpairs with their own words andguess their nati onalities and elicitSs’ predictions.3. Tell Ss to listen.4. Play the tape again.5. Elicit answers from the class.6. Go through the example sentenceswith the whole class.7. Check several pairs.Activity 31. Show Ss a world map.2. Mime kissing on cheeks, touchingnoses, putting hands together andnodding with another student.3. Tell Ss that they are going to listen1. Repeat for pronunciation.2. Describe the pictures withtheir own words.3. Listen and decide whichpicture is being described.4. Listen and check theanswers.5. Answer why questions.6. Work in pairs.7. Demonstrate theirconversations.1. Find out where theseplaces are: Russia, India, theUS and New Zealand.2. Guess in which countriespeople do them.for what people do when they greet each other in different countries and play the recording twice.4. Ask Ss to read the table.5. Ask Ss to fill in the blanks on the board. 3.Listen and read the conversation to underline key information.plete the missing information individually.5.Check t he answers in pairs.教学环节教师活动学生活动备注Step4 . Pron uncia tion and speak -ing Step5 . Sum- mary and home -wor k. Activity 41.Play the recording withoutstopping.2. Play the recording again and stopat the end of each line.3.Play again and pause.Activity 51.Ask Ss if they would alway s dothe same when meeting thesedifferent people.2.Put Ss into groups of 4. Have themtell each other what to do whenmeeting.3.Ask Ss to do a role-play in pairs.1.Guide the Ss to sum up what wehave learned in this lesson.2.Assign the homework1)Listen to the tape and repeat inPart 2,3, 5.2)To practise the new vocabularyand learn by heart the new wordsand expressions in this class.3)Recite the dialogue in Part3.4)Finish the after-class Exs.5)To preview Unit2 in Module 111.Listen to the words and payspecial attention to the lettersin the different colo ur.2.Repeat after the recording.3.Repeat the words chorallyand individually.1.Look at the list and telltheir ideas.2.Talk about what they doand what they say in thesesituations.3.One plays a student whilethe other plays one of thepeople on the list.1.Look at the Bb andsum marize what theylearned in this lesson.2.Finish the homework theteacher assigned.板书设计附件1：律师事务所反盗版维权声明附件2：独家资源交换签约学校名录（放大查看）学校名录参见：h ttp://ww w.zxxk.co m/wxt/list.a spx?C lassID=3060。

外研版英语七年级下册Module 1 Unit 1 教案教学设计

Whose bag is this教学目标：1、学会询问和回答东西的主人是谁。

2、学会单词“whose,know,his”及名词所有格的表达。

3、培养学会的语言交际能力，及继续学习英语的兴趣。

重点难点：学会询问和回答东西的主人是谁。

课程资源：录音机，录音带，单词卡片，图片。

教学过程：一、Greetings:T: Good morning,class.Ss: Good morning,teacher.T: Nice to meet you.Ss: Nice to meet you,too.T: I’m happy today. I want to sing a song. Do you want to sing a song?Ss: Yes.T: Let’s sing together.二、Revision:T:(与一生交流)Hello. Nice to meet you.Ss: Nice to meet you,too.T:(拿同桌书)What’s this?S1: It’s a book.T: Is it your book?S1: No,it’s not.T: Is it your book?S2: Yes, it is.T: Here you are.S2: Thanks.T: You’re welcome.T:(拿铅笔)Is this your pencil?S3: Yes ,it is.T: Here you are.S3: Thanks.T: You’re welcome.T:(指一生书包)What’s this?S4:It’s a bag.T: Is it your bag?S4:No,it’s not.T:Is it your bag?S5:Yes ,it is.T: Here you are.S5: Thanks.T: You’re welcome.T:(出示书包)I have a bag,too. What color is it?Ss: It’s yellow.T: It’s a yellow bag. Is this your bag?Ss:No,it’s not.T: Whose bag is it? 这是谁的书包?This lesson we’ll learn Lesson 3 Whose Bag Is This?(partⅠ) 板书课题。

外研版英语七下Module 1 Unit1教案设计

2.Here is a purple w_____(钱包)
3. Is the watch y_______(你的)？
4. Please be c________ with your things.
5. And whose g_______ (手套)are these?
Step3.Free talkand lead--in.
Whose bag is this? It’s Betty’s.
Step5.Match the words with the pictures.
Step6.Learnthe dialogue.
1．Listen and choose the correct answer.
学法指导：听前先让学生读下面句子，明白句子的意思后，带着问题去听
2.To understand and act out（表演）the dialogue
3.培养学生拾金不昧、乐于助人的优秀品质。
Show some pictures of objects on PPT.Then get students to ask and answer like this.
Are the crayons yours?Yes, they are.They are mine./No, they aren’t.They are Lingling’s.
过程与方法目标
通过自主学习，小组合作操练及课堂展示等方法达到学习目标
情感、态度与价值观目标
通过本单元的学习，使学生明白要尊重并管理好自己和他人的物品，
培养学生拾金不昧、乐于助人的优秀品质。
教学重点
理解对话并区分出文中的名词性物主代词和形容词性物主代词。
教学难点
对话的理解与记忆。

初一下外研版M1教案1unit1

Chief designer:ZhangChaoranChecked by:Bu ChanTime:2014.3
Content:Module 1 Lost and Found
Unit1: Whose bag is this?（1）
A common lesson plan.
Type of lesson:
2.Recite the words and expressions.
3. Finish the study plan.
Design on the blackboard.
Module1 Lost and found小组评价
Unit1 Whose bag is this?（1）T1 T2 T3
A: Is this…yours/hers/his/our?
1.Isthe footballTony’s?
2.Arethe crayons Betty’s ?
3.Whosegloves are these?
Play the recording again, then they can check their answer with a partner. Call back the answer from the whole class and check the answer.
Listening and speaking.
Objectives.
Knowledge＆skills.
一．Knowledge:
Words:
crayon, eraser, glove, wallet, watch, whose, lose, lost, find, found, mine, yours, tape, purple, hers, careful, on

外研版英语七年级下册教案Unit1whose bag is this

Module1 Unit1 Whose bag is this?教学设计一、设计思路在本课的教学设计中，我充分利用丰富的课堂活动与信息资源，循序渐进地推进教学目标，在内容的深度上，体现了对不同学习水平的学生的尊重与理解；教学任务实现了由浅入深，由已知到未知、由知识向能力的过渡，让学生在活动中锻炼和提升英语听说能力，同时也注重了思维的拓展。

在传授语言知识、培养语言技能的同时，还关注对学生情感态度的培养，使学生在贴近生活的语言材料中感知生活、感知英语，在课堂上享受学习的快乐。

二、教材分析（一）教学内容分析本课是外研版七年级下册Module1Unit1Whose bag is this? 本课是一节听说课，由失物招领这样一个场景引出的，学生们发现失物招领箱中有很多遗失的物品，并一一认领回自己的失物，对话通过这样一个故事，轻松地导入了名词性物主代词这一语法项目以及相关句型。

教学内容简单且富有生活情趣，有利于激发学生的参与意识和好奇心。

（二）教学对象分析七年级是初中英语学习的基础阶段，七年级学生有着极强的求知欲和表现欲，这一阶段的重要任务在于激发并保持学生学习英语的兴趣。

因此在设计本课时，我有步骤地采用了一系列活动让学生合作学习，结合实例模仿探究，提高学生用英语表达的兴趣，培养学生的创新精神，鼓励他们大胆说、积极做！同时，培养学生养成良好的学习习惯，提高课堂学习效率。

（三）教学环境分析根据教学内容的实际需要，本课需要在多媒体教室进行。

三、教学目标（一）语言知识目标1.巩固下列单词和短语：crayon, eraser, glove, wallet, tape, be careful with, from now on2.掌握下列句型：Whose…is this ?Whose…are these?Here’s a/an…Here are some…Look at...3.掌握名词性物主代词的用法。

（二）语言技能目标1.能听懂有关失物招领的简单对话。

外研版英语七年级下册Module 1 Unit 1《Whose bag is this》教学设计

外研版英语七年级下册Module 1 Unit 1《Whose bag is this》教学设计一. 教材分析外研版英语七年级下册Module 1 Unit 1的主题是“Whose bag is this”，主要教学内容是学习如何询问和回答物品的所有者。

本节课的主要目标是通过介绍不同物品的所有者，让学生掌握和运用核心句型“Whose … is this? It’s …”进行交流。

教材中包含了丰富的图片和练习，有助于激发学生的学习兴趣，提高他们的语言实践能力。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。

但是，对于描述物品特征和询问所有者的语言表达还不够熟练。

因此，在教学过程中，需要注重引导学生运用目标语言进行实际操作，提高他们的语言运用能力。

三. 教学目标1.能够正确听懂并朗读课文内容，理解课文中的对话和情境。

2.掌握核心句型“Whose … is this? It’s …”，并能够运用该句型询问和回答物品的所有者。

3.能够通过描述物品的特征，正确地表达物品的所有者。

4.培养学生的合作意识和团队精神，提高他们的语言实践能力。

四. 教学重难点1.能够正确地发音和理解核心句型“Whose … is this? It’s …”。

2.学会如何描述物品的特征，并正确地表达物品的所有者。

3.在实际交流中，能够流畅地运用目标语言进行询问和回答。

五. 教学方法1.情境教学法：通过设置不同的情境，让学生在实际交流中运用目标语言。

2.任务型教学法：通过完成小组任务，培养学生的合作意识和团队精神。

3.交际法：鼓励学生积极参与课堂交流，提高他们的语言实践能力。

六. 教学准备1.准备课文中的图片和物品，用于展示和练习。

2.准备录音机或播放器，用于播放课文录音。

3.准备练习题，用于巩固所学内容。

七. 教学过程1.导入（5分钟）通过展示一些物品图片，引导学生猜测物品的所有者。

例如：“Whose bag is this?” “Whose pen is this?”等。

外研版(一起)七年级英语下册精品优质教案Module 1 Unit 1

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。

外研版七年级英语下册Module1Unit1Whosebagisthis教案

Unit 1 Whose bag is this一、教学内容：Unit 1 Whose bag is this?二、课型：Listening and speaking三、教学目标：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。

七、教学过程：教学步骤教师活动学生活动设计意图Step One Warming-up (3’)Lead inanize the Ss to enjoy andsing the song “Whose pen isit?”2. Free talk:Is this…?Whose…is it?1. Listen to the song andtry to sing with thevideo..2. Talk with the teacherand partners.让学生在听歌和free talk的过程中感受新的语言项目，通过这个环节，既可以活跃课堂气氛，还调动了学生的学习兴趣。

Step Two Pre-task (5’)Task: Check the new words.1.Show some pictures and thingsto get the students to say outthe new words.e.g. T: What’s this?T: Is this a bag, too?T: Is this wallet yours?T: Whose wallet is this?anize the students to askand answer with their ownthings.1.See the pictures andthings to say out the newwords.S: It’s a bag.S: No, it isn’t. I t’s awallet.S: No, it isn’t mine.(Yes, it is.)S: It’s …（板书重点句型）2. Ask and answer withtheir own things in pairs.e.g. S1: Whose are thesecrayons yours?S2: They’re mine.S3: Is this watch yours?引导学生谈论实物及ppt上的图片,检查学生对词汇的掌握程度，训练学生的表达能力，通过图片、情景学单词，做到词不离句。

(完整版)外研版七年级英语下册M1U1教学设计

教学重难点
i. Teaching important points: Make the students understand and use the dialogue
ii. Teaching difficult points: Make sure the students can use the dialogue
Lingling: Oh sorry! It’s mine. Are my crayons there too?
Ms Li: Are these crayons yours?
Lingling: Yes, they are andthiseraser too. Thank you.
Ms Li: Whose tapes are these?
2.–What is the time now?
--Let me look at my _________. Oh,it’snineo’clock.
A. number B. plan C. watch D. camera
3.–Isthisyour English book, Amy?
--tep 4 consolidating exercises（巩固练习）
1.--________ car in front of the office is it?
--I think it’s Mr Green’s. He drives the car to work every day.
A. Who B. Whose C. How D. What
Ms Li: Let me see.…Oh,they’remine. Thank you!
4. Activity 4 and activity 5

外研版初中英语七年级下册：Module 1 Unit 1(教学设计

Step5(5’)
Step6(5’)
Step7(3’)
检测（5’）
课堂上要求背诵的句子组内或同桌之间一定要落实检查，组长要做好记录
对于检测题中出现的错误，要求学生记录到纠错本上，进行复习并在下节课上课之前落实掌握情况
Step 1.
展示学习目标并作简要说明，并指出重点和难点。
过渡任务或启动任务或warming up（从学习目标过渡到step1）
学生根据平时容易丢失的物品进行情景模拟，尽可能多的使用课文中的句型。
Step7
小组讨论最后推选一人展示全体同学参与评价。
Step8检测
根据情况写出预见性问题。
Step 9.
作业布置
写明分层作业的要求
Step 10.教学反思
学习目标：
1.识记并运用词汇：crayon,eraser,glove,wallet,mine,hers等.
Whose tapes are these?
Please be careful with your things from now on.
3.人称代词（某人）：主格做主语，宾格做宾语，宾语置于动词和介词之后。
物主代词（某人的）：物主代词有两类，形容词性名词性，单独用来名物代，形物代后跟名词。
Step8、巩固并检测
4. Mike is my classmate. ____ is good at Engliush . ( his )
5. Is this pencil-box Li Lei’s? No，________ is very new. ( he )
三．完成句子1.欢迎回到学校。____________________ school.
Step 2.
听录音要求学生回答三个问题。

外研社七年级下册Module1Unit1教案

- I can't find it.
3. This is not my pencil. _____ is purple but this one is brown.
4. - Where is _____ English book, mum?
- It's on your bed.
5. That is my PE teacher. ____ name is Tony Green.
综合训练
I.根据句意，用适当的词(组)填空，完成句子。
1. - _____ book is it? Do you know?
- I don't know but I think it is Sally's.
2. - _____ do you want to go to the shop?
- Because I want to buy a bag.
2. Key structures
Whose …is this?
It’s mine.
Is this…yours?
Are these…yours?
学习
重点
Possessive pronouns
难点
The new words
The key struc
手段
one is dark blue. I think it’s Lingling’s.
A: Excuse me, is this your bag?
C: Oh, yes, it’s 3.__________.
A: You should put 4. _______ in your room.
C: 5.______ are right.
5. - _____ do you want to go this afternoon?

外研版英语七年级下册探究式教学(教学设计)Module 1 Unit 1

Module 1 Unit 1 Whose bag is this? 教学模式介绍探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作〞为特征的学习方式对当前教学内容中的主要知识点进展自主学习、深入探究并进展小组合作交流，从而较好地到达课程标准中关于认知目标与情感目标要求的一种教学模式。

其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标那么涉及思想感情与道德品质的培养。

探究式课堂教学模式的教学环节：创设情境——启发思考——自主〔或小组〕探究——协作交流——总结提高设计思路说明【创设情境】教师首先用英语问好，营造良好的英语气氛，然后在真实具体的语境中进入新课的学习，主要目的是解决对话中出现的词汇障碍，深度感知词汇。

通过归纳单词发音规律，使学生加深对新词汇的理解，也为更顺利地继续学习做好铺垫。

【启发思考】在上一环节的根底上，教师积极引导学生思考问题，逐步引出本节课教学内容，让学生在思考中获得知识点，养成勤于思考的习惯。

从谈论失物招领箱内物品的主人到抓住物品特征进展描述，从听懂他人对物品所属关系的表述到准确介绍不同物品的主人，加速了所学知识内化的过程，变语言知识为语言交际的工具。

【自主或小组探究】自主探究环节先让学生初步感知语言材料，听完全文后答复有关对话主题的问题，考察学生归纳信息的能力，加深对新语言知识的理解，为稍后的语言运用打下扎实的根底。

合作探究环节让学生反复朗读课文，体会其中表示物品所属关系的名词性物主代词，理解对话的内容。

四人小组分角色朗读课文，在这一活动中，学生们小组配合，使朗读课文变得鲜活有趣，提高了练习的积极性，而且使得每个学生都有了参与的时机，并且能够相互帮助、相互合作，最终到达人人都张嘴，人人都敢说的效果。

【协作交流】通过前面环节的学习，学生已根本掌握本节课的内容，教师让学生找出课文的语言点并积极完本钱课的测验，既培养了学生的胆量，又培养了他们自主学习的能力，同时也对本课的学习成效进展检测。

(完整版)外研版七年级英语下册M1U1教学设计

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外研版英语七年级下册教案Unit1whose bag is this

外研版英语七年级下册Module 1 Unit 1《Whose bag is this》教学设计

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