七年级英语下册 Unit 1 Whose bag is this教学设计

外研版七年级下册Module 1 Unit 1 whose bag is this？. 教学设计Learning Objectives:➢Students will be able to identify and use possessive pronouns (e.g., his, her, their) and interrogative pronouns (e.g., whose).➢Students will practice listening and speaking skills through interactive activities.➢Students will engage in a roleplay activity to apply the lesson in a reallife context.Materials:✓Foreign Research Publisher’s Grade 7 English textbook, Module 1, Unit 1.✓Pictures of different bags with name tags.✓Audio recording of the dialogues from the unit.✓Roleplay cards.✓Whiteboard and markers.Lesson Procedure:WarmUp (5 minutes):1)Display pictures of different bags on the board, each labeled with aname.2)Ask students, “Whose bag is this?”encouraging them to respondusing full sentences, e.g., “It’s Tom’s bag.”Introduction to Possessive Pronouns :(1)Introduce possessive pronouns (my, your, his, her, its, our, their) onthe whiteboard.(2)Explain their usage with examples.(3)Conduct a quick fillintheblanks exercise on the board for practice. Listening Activity :1)Play the audio recording of the dialogues from the unit.2)Ask students to listen carefully and identify the possessive pronounsused.3)Discuss the context in which these pronouns were used.RolePlay Activity:(1)Divide students into pairs and distribute roleplay cards.(2)Each card has a scenario related to the theme “Whose bag is this?”(3)Students practice the dialogue, focusing on using possessive andinterrogative pronouns correctly.Group Discussion :1)In groups, students discuss different situations where they mightneed to use these pronouns.2)Encourage them to e up with their own dialogues or scenarios.Game: Possessive Pronoun Hunt:(1)Scatter sentences around the classroom with missing possessivepronouns.(2)Students move around and fill in the blanks with correct pronouns.(3)Review the answers as a class.Homework Assignment:◆Ask students to write a short dialogue using possessive and interrogativepronouns, focusing on an everyday situation.WrapUp:❖Summarize the key points of the lesson.❖Address any final questions or clarifications from students.Assessment:✧Observe student participation in activities.✧Evaluate roleplay performance and homework assignments forcorrect usage of pronouns.。

外研版英语七年级下册Module 1 Unit 1《Whose bag is this》说课稿一. 教材分析外研版英语七年级下册Module 1 Unit 1《Whose bag is this》是一篇以物品归属为主题的对话课文。

本节课主要围绕“Whose … is this? It’s …”的句型展开，让学生学会询问和回答物品的归属。

通过本节课的学习，学生能够掌握基本的交际用语，提高他们的口语表达能力。

二. 学情分析七年级的学生已经具备了一定的英语基础，对于基本的日常交流已经没有太大的问题。

但是，对于一些细节性的知识点，如词汇的准确运用、语法的正确掌握等，还需要进一步的引导和培养。

此外，学生的学习兴趣和积极性是影响教学效果的重要因素，因此在教学过程中，要注意激发学生的学习兴趣，提高他们的学习积极性。

三. 说教学目标1.知识目标：学生能够掌握并熟练运用“Whose … is this? It’s …”的句型，询问和回答物品的归属。

2.能力目标：通过听力、口语、阅读和写作等多种方式，提高学生的英语交际能力。

3.情感目标：培养学生热爱生活，关心他人的品质，以及团结协作的精神。

四. 说教学重难点1.重点：学生能够熟练掌握并运用“Whose … is this? It’s …”的句型。

2.难点：学生能够正确运用所学生词，进行流畅的口语交流。

五. 说教学方法与手段1.采用任务型教学法，通过设置各种真实的任务，让学生在完成任务的过程中，自然地学习和运用所学的知识。

2.运用多媒体教学手段，如图片、音频、视频等，丰富教学内容，激发学生的学习兴趣。

3.采用分组合作的学习方式，培养学生的团队协作能力。

六. 说教学过程1.热身（5分钟）：通过播放英语歌曲，让学生放松心情，调动学习积极性。

2.导入（10分钟）：教师展示一些物品，引导学生用中文描述物品的归属，然后过渡到英文描述，引出本节课的主题。

3.呈现（10分钟）：教师通过展示图片和实物，引导学生用英文询问和回答物品的归属。

Whose bag is this?第一课时教案教学目标1、知识和技能目标1）能对目标语言中的单词达到四会要求，对主要句型达到听、说、读的三会要求，具体如下：词汇：our ,their,doughnut whose，his, her, my , your句型：Whose bag is this? It’s ---.Look out.You can have it.2）能阅读和理解对话。

3）能够正确理解、运用所学的单词和句型询问事物。

2、情感和文化目标1）能够积极参与课堂活动，能与他人进行合作完成学习任务，感受到对话的乐趣并喜欢用英语来进行交流。

2）通过对课文的延伸，让学生意识到保护环境的重要性。

爱护环境，从身边做起。

教学过程Teaching Procedure Teaching aimsTime 1. Warm up------Greeting--- Have Ss introduce his/her name, then present the key words: my, your, his, her 吸引学生的注意力，激发兴趣，创造良好的学习氛围。

2m2. Pre-reading------ Ask and answer ,Can I borrow/have your ---?------ T shows many things and then teaching the new sentence:Whose --- is this? It’s---.--- Say and act in pairs.------Pair work: Look at the circle, then make a new sentence . 利用情景教学，让学生在情景中理解掌握新句型，为下一步的阅读对话作铺垫。

5m3. While-reading------ Have Ss guess what’s in thetoys shop?-----Look at the picture, read andmatch :whose --- is this?eg. Student A:Whose toy car is this?S tudent B:It’s their toy car.------Think about one question: Whose bag is this?and then listen to the conversation.------ Have Ss read the story quietly and find out: whose boat is this?/whose car is this?------ Practice reading: Say and act.------Fill in the forms : according to the conversation, then check the answers.------Watch a video , follow it ,ask and answer in pairs. 提前预知,帮助学生解决新单词。

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 …。

Module 1 Unit 1 Whose bag is this 教案(外研版七年级下册)Sorry。

but I cannot see the rest of the article。

Please provide the full text so I can assist you better.list with their meanings.2.Listening practice.1) XXX 2.2) Check the answers with the XXX.3) Listen to the dialogue in Part 3 and read along.4) XXX.5) Complete Part 5 in the book and have a student read it aloud in class.3.Reading and n.1) Read the dialogue in Part 3 and discuss any problems witha partner.2) XXX.3) Act out the XXX.4.Vocabulary review.1) Review the new words from this unit.2) Use the XXX.3) Match the words from the list with their meanings.theirplete the exercises in Unit 1 on the paper provided.2.Read and memorize the dialogue.3.Copy down the new vocabulary words.1.Students should summarize what they have learned in this class.e the n provided to ask and XXX.XXX:Is this your pen?Yes。

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。

七年级下册Module 1 Lost and foundUnit 1 Whose bag is this?课型：新授课、听说课学习目标：1.知识与技能（1）理解并记住单词和短语crayon, eraser, glove, wallet, watch, whose, first of all, lose, find, lost and found box, mine, yours, tape, purple, hers, be careful with, from now on, here is/are，并且学会运用。

（2）区分并记住句型Whose bag is this?/Whose is this bag?/ Is this yours?/ Is this your bag?（3）学会区分并运用形容词性物主代词和名词性物主代词。

2.过程与方法通过自主学习与归纳，教师引导与梳理，小组互助与合作，构建关于分析问题及解决问题的方式。

3.情感态度与价值观帮助学生们形成保管好自己物品的好习惯，并且培养学生们乐于助人的好品质，当别人寻求自己的帮助时，要主动热情的去帮助别人。

学习过程目标教学激起智慧（温故知新）Step 1: Warm-up1.Answer the questions according to the pictures.（抢答）2.Guessing game.The teacher show some students’ things and ask the students to find out the owner of them. （引出本节课所学whose 句型）合作交流共享智慧（交流反馈、精讲归一）Step 2: Listening.1.Listen to the passage and answer the questions.1)Is the football Tony’s?2)Are the crayons Betty’s?3)Whose gloves are these?2.Listen to the dialogue and choose the best answer.1)Whose is the purple wallet?A. Lingling’sB. Tony’sC. Daming’s2)Whose watch is it?A. Betty’sB. Tony’sC. Daming’s3)Whose gloves are they?A. Lingling’sB. Tony’sC. Ms Li’sStep 3: Listening and reading.1.Watch the flash and read after it. Pay attention to the tone of words andsentences.2.Read the dialogue and make a role play. And try to remember the blanks.(Group work)3.Think（情感升华）: Why did they lose their things?What should we do?Step 4: Language points.1.Sentence structures.2.名词性物主代词与形容词性物主代词的关系Step 5: Dialogue practice.1. Work in pairs and practice the dialogue with whose.总结提升拓展智慧（达标检测、总结迁移）Step 6: Summary.Step 7: Exercise.1.That is not kite. ( I )That kite is very small, but is very big. ( I )2.The dress is . Give it to . ( she )3.Is this watch? (you) No, it's not . ( I )4.is my brother. name is Jack. Look! These maps are . ( he )5.dresses are red (we). What color are ? ( you )6.Here are two pens, which one is ? ( she )7.I can find my toy, but where’s(you)?8.Show9.I have a cat. your kite, OK? (they)name is Mimi( it ). These cakes are .10.Are these tickets? ( they )No, are not theirs. aren't here. ( they ) Step 8: Homework.1.Finish the test in the exercise book.2.Practice the sentences we have learnt in this unit.。