七年级英语下册 Unit 1 Whose bag is this教学设计
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。
Module1Unit1whosebagisthis？教学设计2023-2024学年英语七年级下册
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教案Unit 1 whosebag is this
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。
外研版英语七年级下册Module1Unit1《Whosebagisthis》说课稿
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。
外研版英语七年级下册Module 1 Unit 1 Whose bag is this？教案
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。
初一英语(外研版)-M1 Unit 1 Whose bag is this-1教案
教学基本信息
课题
M1 Unit 1 Whose bag is this?
学科
英语
学段： 初中
年级
初一
教材
书名：英语七年级下册
出版社：外语教学与研究出版社出版日期：2016年4月
教学设计参与人员
姓名
单位
设计者
实施者
指导者
课件制作者
Байду номын сангаас其他参与者
教学目标及教学重点、难点
教学目标
在本课学习结束时，学生能够：
培养学生听获取关键信息的能力。
大对话听力活动
学生听一遍对话，了解对话情景，谈话者以及他们谈论的主要内容。
学生再听两遍对话，记录他们谈到的物品，判断物品的
主人。
培养学生听记录关键信息的能力。
内化语言活动
学生观看动画，跟读对话内容，并自己朗读对话。学生在教师的引导下总结疑问代词whose及mine, yours, hers的用法。
1.通过听对话，记录失物招领箱中的物品及物品的主人； 2.总结出疑问代词whose及mine, yours和hers的用法；
3.在所给情境中，使用whose及mine,yours和hers来谈论失物的主人。教学重点
1.通过听对话，记录失物招领箱中的物品及物品的主人； 2.总结出疑问代词whose及mine,yours和hers的用法。教学难点
学生看图进行问答。
帮助学生发现和内化语言知识。
迁移创新活动
学生在所给的对话情境中使用whose及mine, yours，hers谈论失物和主人。
引导学生运用本课所
学完成真实交际任务。
作业
1.朗读对话
2.完成任务单上的用所给词补全对话的活动。
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 …。
Module 1 Unit 1 Whose bag is this 教案(外研版七年级下册)
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。
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Unit 1 Whose bag is this
教学过程
教学内容教师活动学生活动效果预测（可能出现
的问题）
补救措施修改意见
1 The new words
2 Warming-up
3Listen and read
4 Ask and answer
5Activity 5 呈现生词，纠正学生的发音，
Walk around the room, point to
things and ask
students,”whose ..is
this?”It’s ..
Ask students to read the
conversation. Play the
recording. Ask students to
listen and tick the items they
hear
Model the question, answer and
repeat it chorally . Put the
students in pairs to ask and
answer.
Tell students to read the
passage first, and then look
自己拼读单词，抽学生示范朗
读，集体齐读
Match the words from the box
with the pictures.
Listen and answer the
questions.
Listen and read the dialogue.
Put the students in pairs to
practice the dialogue.
Ask and answer with their
parter.
Complete the passage
individually, and then check
部分学生部分单词不
会读
对听力材料不能完全
听懂
All the students can
match the people
with their things.
All the students can
do it correctly.
问同学，问老师
平时多听
反复强化训练。