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2011-2012外研版英语七下Module 1：Unit 1教案【方案一】We’re having a great time!Unit 1, Module 1(Book I, Junior I)一．教材内容分析本模块以旅游为话题，运用现在进行时态介绍世界各地的时差, 并且让学生了解在不同的时间,不同的国家人们做些什么事情.是学生感兴趣的话题. 教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。
适当进行拓展，以丰富学生知识，拓展学生视野.二．学情分析本单元是7下的第一单元.在经过一个学期的学习之后, 学生也积累了一定的词汇量.教师在教学时尽量用游戏,图片或flash动画的多种媒体来引起学生的学习兴趣,引导学生在交际中动态生成，学生有话可说，乐于合作分享。
这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。
三．教学目标1．语言知识目标2．语言技能目标3．学习策略目标4．文化意识目标：在中外对比中，了解不同国家生活情况.5．情感态度目标培养学生热爱自己家园的意识。
参加各种英语活动，克服困难，在新环境中进一步树立正确的语言学习观。
四．重点难点1. 教学重点[1] 重点句型:现在进行时态句子的肯定，疑问与否定形式[2] 重点话题: 用现在进行时态叙述正在发生的事情.2. 教学难点[1] 动词-ing形式的构成规则.[2] 掌握现在进行时态的句型和结构.3. 突破途径以话题为核心，通过游戏、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。
五. 教学设计：The first English lesson Module1 unit1 (book1) Teaching Aims and Demands:1. Language KnowledgeKey vocabulary:buy call drive enjoy lie shop take photos tell wait for postcard the Great Wall really a good time a lot anywayKey structure:What are you doing? I’m taking photos.2. Listening skill:To understand conversations involving the present Continuous Tense in listening. Improve the students’ listening ability. 3．Teaching Aids:Multi-Media (or Tape recorder, OHP)..4. Teaching Procedures:Step 1 Play a guessing gameShow students some photos of famous persons and get them to guess who they are.设计意图: 从学生熟悉并且感兴趣的名人着手, 玩猜猜看的游戏, 由美国总统布什的滑稽造型引出本单元的重点句子: He is running.Step 2 Lead inShow students a picture of Yao Ming and ask them “what is he doing?” and get them to answer “He is playing basketball.” Then do the same with pictures of Bill Gates, Li Yuchun and Yang Liping.设计意图: 从学生所熟悉的名人出发, 用现在进行时态的句子进行问答, 不必要求学生说得非常正确,只是让学生对现在进行时态的句子有一个初步的认识.Step 3 PracticeShow more pictures and get students to practice the pattern: what is he/she doing? He/She is …. And at the same time teach some new words.设计意图:在这一步骤中, 要尽量引导学生说正确的现在进行时态的句子, 在不断的操练中熟悉句型.Step 4 Listen and readListen to the dialogue in Activity 3, and before they listen ask them to think about 2 questions. 1) Where is Betty calling? 2) Why is she there? After answering the 2 questions, get them to read the dialogue in pairs.Step 5 MatchMatch the people and the actions. Then get them to write full sentences using names. For example: Betty is talking to her mother.设计意图: 在这一步骤中,让学生从说转移到写上, 这对以后的两个单元的学习会起到很好的帮助.Step 6 Play a game把全班学生分成3大组分别写一些短语, 第一组写主语,第二组写正在做什么, 第三组写地点. 然后每组分别叫一个同学上来, 把他们的短语组合成一句句子.这样组合起来的句子肯定非常滑稽, 让同学们在轻松愉快的氛围下把当天所学的知识加以巩固.在游戏中结束了第一单元的学习. Step 7 HomeworkChoose one of your favourite pictures and write a short passage like Betty.We’re having a great time!Unit 1, Module 1(Book I, Junior I) 一．教学设计：Step1 Warming-upT: Now I will show you some pictures .You should say some words with V-ing. And then use the words to make some sentences.S:Dancing. The pig is dancing.S…T; Look at the picture. What are the boys doing?S: They are singing.T; What are the girls doing?S They are dancing.T Now please work in pairs,ask and answer. Then I will ask some students to say.T: Now look at the four pictures in part one.And look at the words in the screen.Please match the words with the pictures in Activity 1 .I will give you two minutes.T: Have you finished? Let’s check the answers.T: Now please read the words and phrases after me. Talk, take… Now please read together.T; Next I say them in Chinses.And you say them in English. Who can say them quickly and correctly.T; 拍照。
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。
Module 1 Lost and foundUnit l 第1课时自主学习方案1.学生自学新词汇(见教材P104)。
2.学生自学教材(P2)，找出课文中重点词组和句子。
课堂学习方案Step 1情景导入情景导入搜集几个实物向学生展示。
如：书包、手表、橡皮擦，然后向学生提问：What’s this? Is this yours?….环节说明：教师的问题开门见山轻松地导入本节的教学目标。
Step 2完成教材1~2的任务1.将方框里的单词与图片匹配，完成任务1。
2.学生大声朗读课本1的单词为听力做准备。
3.听录音，回答问题。
(1)Is this football Tony’s?(2)Are the crayons Betty’s?(3)Whose gloves are these?完成任务2。
4.小结训练。
汉译英。
（1）Are the crayons Betty’s(贝蒂的)?（2）Whose gloves (手套) are these?（3）Welcome back(欢迎回来) to school!环节说明：熟记单词和听力训练，向学生传达语言目标，小结练习巩固所学语言目标。
Step 3完成教材3的对话理解1.大声朗读3，找出重难点句子。
2.教师详细讲解，学生熟记语言重点。
3.放录音，学生跟读。
4.小结训练。
同义句改写。
(1)This is my seat. This seat is mine.(2)That is her dress. That dress is hers.(3)Is this your chair? Is the chair yours?(4)Are these his shorts?Are these shorts his?环节说明：通过教师讲解，学生熟记以及听力和小结训练来提高学生阅读理解能力和口语。
Step 4 问题探究1.Welcome back to school，everyone! 欢迎大家回到学校！welcome back to…欢迎回到……welcome to…欢迎到……如: Welcome to Beijing.欢迎来北京。
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 …。
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。
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。
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。
