外研版七年级英语下册M1U1教学设计
外研版七年级下册英语教案设计Moudle1Unit1教案设计
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。
外研版七年级下册英语Module 1 教学设计
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, first of 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。
外研版七年级英语下册教案：Module1Unit1Whosebagisthis
（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。
Module1Unit1教学设计2023-2024学年外研版英语七年级下册
A. 课堂小结：
- 教师简要回顾本节课的学习内容，包括词汇、短语、语法和案例分析。
- 强调运用英语描述学校生活的重要性，鼓励学生在实际中应用所学知识。
- 提醒学生关注课后作业，巩固学习效果。
B. 当堂检测：
- 教师设计一个关于学校主题的小测试，包括选择题、填空题和简答题。
- 测试内容涵盖本节课的重点词汇、短语、语法和案例分析。
- What do you do in the classroom/schoolyard/library...?
- I usually/stuat does your teacher do in the classroom?
- He/She always/teaches/asks questions...
- 时间管理：学生对课堂时间的分配不够合理，容易在小组活动中拖延时间，影响课堂进度。
针对以上学情分析，以下教学策略和建议有助于提高本节课的教学效果：
1. 针对学生知识层面的差异，教师在教学中要注意分层教学，关注基础薄弱的学生，确保他们能够跟上教学进度。
2. 在能力培养方面，教师应注重提高学生的听力、口语、阅读和写作能力，特别是加强听力训练和口语表达指导。
1. 学生在小组讨论时，部分学生参与度不高，依赖性强。这表明我需要在未来的教学中更加注重培养学生的合作精神和自主学习能力。
Module1Unit1教学设计2023-2024学年外研版英语七年级下册
课题：
科目：
班级：
课时：计划1课时
教师：
单位：
一、课程基本信息
1. 课程名称：Module 1 Unit 1 《My School》教学设计
2. 教学年级和班级：七年级（7年级）下册
外研七下M11 U1 教案
核心板书 Unit1 What did you you ?arrive This morning we took a walk. relax I n the evening we had dinner in….. sell-soldtopwonderful“熟知必真知〞，教师理解教材要追求一种陌生化的境界。
Step 1 Warming-up1. Show some pictures of school things. Say what they are.2. Read the words after the teacher.3. Introduce the new words.Step 2 Work in pairs.1. Ask the students to read the places in Activity 1.a ) California b) Hollywood c) Los Angelesd) Pacific Ocean e) Santa Monica f) Disneyland2. Look at the map carefully in Activity 1.3. Ask the students to find the places on the map.4. Play the recording and ask the students to listen to the recording carefully.5. Listen and number the places as you hear them.6. Check their answer with a partner.7. 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.5. Ask the students to remember the past tense verbs form in the conversation. go —went enjoy —enjoyed do —did take —tookget —got fly —flew meet —met drive —droveis —was stay —stayed see —saw swim —swam6. Learn “Everyday English〞Guess what?Wow!It was great!Step 4 Answer the questions.1. Read the conversation again.2. Now answer the questions.1) How did Betty get to Los Angeles?2) How did Betty get to her friends’ home?3) Why was Betty excited at Disneyland?4) How long did she stay in Disneyland?5) Where did she go swimming?3. Ask the students to check with a partner.4. Play the recording again .Check the answers:课堂教学中有意识地留下一点“缺口〞也是给学生一种体会与体验的时机。
外研版英语七年级下册：Module 1 Unit 1 whose bag is this？ 教案设计
Module1. Lost and foundUnit1. Whose bag is this?I. Teaching aimsa. Knowledge aims: Students can get familiar with the words and expressions related to lost and found offices, such as crayon, eraser, glove, wallet, be careful with, from now on, etc as well as the sentence structures of asking and answering the owners: ---Whose bag is this? --- It’s mine. ---Is it yours? --- I think it’s Betty’s.b. Ability aims: Students will learn how to listen to the specific information when listening;Students are able to understand the listening material related to lost and found;Students can talk about or look for the owners using possessive pronounsc. Moral aims: Students realize the importance of being careful with their things;Students develop the virtue of being helpful and returning what they have found. II. Teaching key and difficult pointsStudents can talk about what belongs to whom in English;Students get to know the use of nominal possessive nouns.III. Teaching methodsa. Communicative teaching method;b. Audio-visual teaching method;c. Task-based teaching method;IV. Teaching proceduresStep1. Lead inPut the school things borrowed from the students ahead into a lost and found box. I pretend thatI can’t find my pen, and act out the procedure that I find it. After that, I take out an eraser, invitea student and ask him/her: “What’s this? Is it your eraser? Is it A’s? …” Then ask other 2 or3 students the similar questions. By doing this, I can make the students active. On the other hand, the students will be elicited to get to know the vocabulary as well as the key structures in a realcontext.Step2. Pre-listening1.Ask the students to match the words which have been presented above with the pictures so that to consolidate the vocabulary learned above.2.Ask the students to think: if you find a wallet, what will you do? By asking this question, appeal to everybody to be helpful like Lei Feng. Then ask: how can they find the owners? By imitating, the students will get a better understanding of the key sentence structures.Step3. While-reading1. Guide the students to read the 3 questions in Activity 2 first, and then listen and answer the three questions. When answering, warn the students to use the possessive case of nouns to answer Q3, which can prepare for the following dialogue. Play it again if necessary.2. Play the tape, and ask the students to tell what they are talking about? Get the students to sum up the main idea of a listening material.3. Ask the students to listen again, tick out the items they lost. By doing so, the students can practice the listening strategy of listening for key information.4. Tell the students to watch the video, and find the host. That’s because that the students can’t recognize the people only by listening. By watching, the students can recognize them easily. Then ask: Who is the most careless student? Why? By the way, elicit the students to be careful with their things, to make sure that they prepare everything after school or before they go to school.5. Act out the dialogue in pairs so as to practice the students’ pronunciation and intonation.6. Listen and find out the sentences:How to ask: Whose …is this/are these?Is this…?Are these…？How to answer: Oh, sorry. It’s mine.They are mine.No, it isn’t. I think it’s …。
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。
外研版七年级下册Module 1 Unit 1 教案
Unit 1 The first English lesson
课型
Listening and speaking
教材分析
This is the first lesson in this module. The main topic is self-introcution, so improving the students’ abilities of listening and speaking on self-introductions is very important.
2.To give a brief self-introduction concerning name, age and hometown.
情感态度
Learn to respect others when we talk with others.
Learn to introduce youself to your friends in the right way.
2.Play the recording once without stopping.
3.Play it again and ask the students to repear.
4.Practise the sounds in paris.
5.Listen to part 7 and answer the teacher’s questions.
教学方法
Interactive approach
教具
Tape recorder, OHP, handout
教学过程
Step 1: Warming up and listening
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。
七年级英语外研版下Module1LostandFound教学设计
四、教学内容与过程
（一）导入新课（500字）
1.教师出示一张失物招领处的图片，引导学生观察并提问：“What can you see in this picture? Do you know where it is?”
5.教师运用多媒体教学手段，创设真实语境，提高学生的学习兴趣和参与度。
（三）情感态度与价值观
1.培养学生关爱他人、乐于助人的品质，让学生学会在现实生活中主动帮助他人。
2.培养学生遇到问题积极寻求解决方法的意识，增强学生的自信心和自我价值感。
3.培养学生珍惜物品、爱护公共财物的观念，提高学生的道德素养。
1.编写一段关于失物招领的场景对话。要求学生运用本模块所学的词汇和句型，描述物品丢失和寻找的过程，对话中需包含一般过去时和一般现在时的运用。
2.完成课后练习题。针对本节课所学的知识点，设计相关的练习题，包括填空、选择、改错等，帮助学生巩固所学知识。
3.拓展阅读。要求学生阅读一篇关于失物招领的英文文章，提高阅读理解能力，并注意文章中出现的与本模块相关的词汇和语法现象。
2.作业质量：要求学生认真完成作业，注意书写规范，提高作业的整洁度和美观度。
3.家长监督：请家长关注学生的学习进度，协助学生完成作业，鼓励学生积极参与课堂活动。
4.同伴互助：鼓励学生之间相互交流、讨论，共同完成作业，提高合作能力。
4.阅读理解：学生对寻找失物的方法和过程理解不够深入，需要在阅读课文的过程中，引导学生分析、推理和总结。
5.团队合作：学生在小组合师引导和培养。
针对以上学情分析，教师在教学过程中应注重因材施教，关注学生的学习需求，创设丰富的教学情境，激发学生的学习兴趣，提高学生的英语素养。同时，教师应关注学生的情感态度，鼓励学生积极参与课堂活动，培养学生的自信心和团队精神。
外研版英语七下Module 1 Unit1教案设计
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。
外研版七年级英语下册module1教案
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：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。
外研版初中英语七年级下册：M11U1教学设计
Module 11 Body languageUnit 1 They touch noses.【学习目标】1. 能掌握本单元重点词汇：bow, kiss, shake hands, smile, nod, hug, visitor, each other, touch, nose，并能听辨British, German, Japanese, Russian, Russia, India, Maori等专有名词或形容词。
2. 能听懂对身势语的描述，并能根据描述做出相应的动作。
3.通过学习不同国家的身势语，了解世界不同地方的风俗习惯，关注世界文化差异。
【学习过程】I. 新知导入：（导入话题，激发学生的兴趣）II. 词汇学习：bow, kiss, shake hands, smile, nod, hug；British, German, Japanese, Russian, Russia, India, Maori. （通过图片将学生带入主题，为学习对话做好词汇铺垫。
）Ⅲ.听力训练（1☆）（为学习对话提供背景知识并巩固词汇。
）1．Listen and match the pictures with the nationality.BritishFrenchGermanJapaneseRussian2. Work in pairs and check.•A: Are they_______? B: Yes, they are.•A: What are they doing? B: They are _______.Ⅳ.对话学习（1☆）1. Listening. （训练学生的听力能力，掌握一些听力技巧，让学生能获得更多的身势语的相关信息，了解世界不同地方的风俗习惯，关注世界文化差异。
）1)总听：Listen and finish：①What are they talking about？A. Different food in different countries.B. Different ways to welcome the visitors.C. How to travel to different countries.②Listen and number the countries.□China □Russia □New Zealand □India □the US2)2.Read the dialogue quickly and silently，translate the phrases and find out the difficultiesand ask others for help .要求：（1）先自主学习，独立完成。
外研社七年级下册Module1Unit1教案
.授课人班级7上课时间学科英语课题Whose bag is备课人this ?学习目标1. Key vocabulary :crayon eraser glove wallet watch whose first of all lose find lost and found office mine yours tape purple hers be careful with on here is/are from now on2.Key structuresWhose ⋯ is this?It’s mine.Is this⋯ yours?Are these⋯yours?重点Possessive pronouns学习The new words难点教方法学The key structureBottom — up approach手段Multimedia教学过程教学程序教师活动学生活动1页Step 1. 1.take out items out of schoolbag,use them to learn lead-in:new vocabularr(crayon eraser glove wallet watch etc.)2.show some pictures and get students topractice.Individual work:Students learn the new words Pair work: practiceStep 2 1.Match the words from the box with thepictures2.Listen to the tape and answer thequestions.3.Play the recording about Activity3andstudents match the people with theirthings.4.let them find out the language points S:Read the dialogue, and practice the dialogue in roles in groups.Step 3. Step 4S: Do activity 5.1. Ask the students to work in pairs.Ask and answer2. Do activity 5.1. Work in pairs. Use some schoolthings to askS: do some exercises and answer.2.Do some exercises2页.1.Match the wordsplete the passage with the correct form of the words from the box.课内练习达标检测课外Go over the new words and expressions.练习教学Students work in groups, they can help each other and they become interested in learning 反English.思学案设计知识梳理知识Use some school things to learn the new vocabulary准备3页.1. Key vocabulary:crayon eraser glove wallet watch whose first of all losefind lost and found office mine yours tape purple hers be careful 本on here is/are from now onwith课时2. Key structuresWhose ⋯ is this?知It ’s mine.识Is this ⋯ yours?点Are these⋯ yours?课内训练I.选择括号中所给的代词填空。
(完整版)外研版七年级英语下册M1U1教学设计
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
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。
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学生自学可以学会的知识
名词性物主代词与形容词性物主代词的书写
自学的重点
单词的正确性
教师重点讲解内容
名词性物主代词与形容词性物主代词的用法区别
课型
Listening and speaking
授课方法
Five steps Module
教具准备
Multi-Media Tape, recorder
教与学的设计
Ms Li: Let me see.…Oh,they’remine. Thank you!
4. Activity 4 and activity 5
5. Making the dialogue (Activity 7)
Work in groups of three, put four or five school things on the desk, ask and answer.
Learn the new words
Activity1 Match the words from the box with the pictures
同步练习：
用方框中所给词组的适当形式填空，使句子完整、通顺。
First of all, from now on, here is/are, be careful with, match…with…
Daming: They’re mine.
Ms Li: Here’s purple wallet!
Tony:It’s mine. Look! Here’s my name“Tony”! Thank you.
Ms Li: You’re welcome! Look atthisnice watch. Is it yours too, Daming?
4. I’m your new English teacher ______________.
5. Everyone, please _______________ the pictures ____________ the right things
Step 3 Precise explanation（精讲点拨）
课题
Module1 Unit 1
共1课时
主备教师
薛印发
使用教师
薛印发
备课日期
2015.2.22
上课日期
2015.3.2
教材分析
教学目标
i.Knowledge aim:学习和掌握名词性物主代词
ii.Ability aim:能听懂有关失物招领的对话并表演在失物招领处发生的事情
iii.Emotion aim:学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢
Step 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
1.Listen and read
Listen to the tape and read the dialogue
2.Match the people withthethings
3.Explain the language points
Ms Li: Welcome back to school, everyone! First of all, come and look in the lost and found box! There are a lot of things in it. Whose bag isthis?
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
1.–How much is the book?
--20 yuan.
--__________________ the money.
2. ______________, finish your homework after you get home.
3. Everyone, please ______________ your thingswhenyou take a bus.
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?
--No. __________ is in my schoolbag.
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?
我的修改
Step 1Lead-in（导入）
Use a pen that was lost last term and ask whose pen is this?
Purpose: Make the students interested in the topic
Step 2 Autonomous learning (自主学习）
Daming:No, it isn’t.Ithink it’s Betty’s.
Lingling: Yes, it’s ห้องสมุดไป่ตู้ers.
Ms Li: Everyone, please be careful with your things from now on.
Daming: Here are some nice gloves. Whose gloves are they?