仁爱七上UnitTopicWhosejacketisthisD

仁爱七上UnitTopicWhosejacketisthisD

七上仁爱版英语Unit 2 Topic 3 Whose jacket is this Section D教学设计 The main activities are 1, 2 and 5. 本课重点活动是1，2和5。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. (1)Learn the consonants:‎ ‎/F/, /V/, /tF/, /dV/‎ ‎(2)Learn some useful words:‎ find, man(pl. men), help, us, him ‎2. Review how to describe a person:‎ ‎(1)He is tall and he has brown hair.‎ ‎(2)He has small eyes, a big nose and a wide mouth.‎ ‎(3)He is in black.‎ ‎3. Review the possessive pronouns.‎ ‎4. Review some useful expressions:‎ ‎(1)—Whose cap is it?‎ ‎—It’s Sally’s.‎ ‎(2)—Whose apples are these?‎ ‎—They’re their apples/theirs.‎ ‎(3)I think it’s Kangkang’s.‎ ‎(4)We look the same, but we are in different clothes.‎ ‎(5)Please help us find him.‎ Ⅱ. Teaching aids 教具 录音机/小黑板或幻灯片/实物 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ ‎1. (做“物主代词淘汰赛”游戏。)‎ 操作规则：‎ ‎(1)教师让14名学生上台。‎ ‎(2)每名学生说一个物主代词，要求后面学生说的不能与前面学生说的雷同，否则被淘汰。‎ ‎(3)如此循环直到没有错误为止。师生掌声鼓励优胜者。‎ ‎2. (利用课前从学生那里借来的服装和学习用品等，通过师生互动，复习whose句式和物主代词以及名词所有格。)‎ ‎(教师拿一顶帽子) ‎ T: What’s this?‎ Ss: It’s a cap.‎ T: What color is it?‎ Ss: It’s yellow.‎ ‎(接下去转给一个同学)‎ T: Is this your cap, S1?‎ S1: No, it’s not mine.‎ T: Is this yours, S2?‎ S2: Yes, it’s mine.‎ T: Here you are.‎ S2: Thanks.‎ ‎(以类似的方式复习其他物品，速度要快，物主代词复习面要广，同时学生参与面也要广。)‎ ‎3. (1)(教师事先把自己的钢笔夹在书里面，然后假装找东西，让学生体会find的含义。)‎ T: Oh, where is my pen? I can not find it. Is it in the desk? No, it isn’t. Oh, it’s here ,in the book.‎ find—I find my pen.‎ ‎(2)(教师运用图片引出man，同时介绍其复数形式men。)‎ man—men ‎(3)(利用多媒体展示一个画面：一个男人在水中大喊“Help!”。让学生猜测其含义，然后教师给予相关的解释。)‎ ‎(4)(利用卡片出示学过的we和he，引出us和him。简单说明它们的用法。)‎ we he ‎ 我们 他 us him ‎(要求学生复述上面的句子，并用us和him各说一句话。)‎ ‎(出示1的图片，让学生说出其英语单词，引入1。)‎ Step 2 Presentation 第二步 呈现(时间:7分钟)‎ ‎1. (利用幻灯片呈现1的例词，让学生推测词中画线部分的读音。然后听录音，跟读。)‎ shirt shoes shelf television measure pleasure China‎ teacher chicken jacket message orange ‎(引导学生归纳总结，板书，让学生给每组音标再举两例，巩固字母的发音规律。)‎ sh→/F/‎ s→/V/[‎ ch→/tF/‎ ‎/dV/‎ j ge]‎ ‎2. (播放2录音两遍，完成小黑板给出的问题。 )‎ ‎(1) Where is the man from?‎ A.China. B.Canada. C.Japan.‎ ‎(2) How old is he?‎ A.20. B.21. C.22.‎ ‎(3) What color is his hair?‎ A.Red. B.Black. C.Brown.‎ ‎(核对答案)‎ ‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ ‎1. (教师再次播放2录音，完成表格，核对答案。)‎ ‎2. (教师连珠炮式地根据2内容提问，要求每个学生用一句话回答一个问题。)‎ T: Where is the man from, S1?‎ S1: He’s from Canada.‎ T: Is he twenty-one years old?‎ S2: No, he isn’t. ‎ T: How old is he?‎ S3: Twenty.‎ T: Is he tall?‎ S4: Yes, he is.‎ T: What color is his hair?‎ S5: ...‎ ‎3. (学生根据老师的提问，两人一组对话。)‎ ‎4. (听3录音，完成练习。)‎ ‎5. (学生两人一组，运用whose句型谈论3中四幅图画的内容。)‎ T: Whose pencils are these?‎ Ss: They are Michael’s.‎ T: Whose ruler is this?‎ Ss: It’s Peter’s.‎ T: Whose knife is this?‎ Ss: It’s Jane’s.‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ ‎1. (听录音3，跟读并模仿。4人一小组，用自己的实物进行对话操练。)‎ ‎(两分钟后请较好的学生表演对话。)‎ S1: Excuse me, S2. Is this your book?‎ S2: No, it isn’t mine.‎ S1: Whose book is this?‎ S2: I think it’s S‎3’‎s.‎ S1: Excuse me, S3. Is this book yours?‎ S3: Yes, it’s mine.‎ S1: Here you are.‎ S3: Thank you. Whose pen is this? Is it yours, S4?‎ S4: No, I think it’s S‎1’‎s.‎ S3: Excuse me, S1. Is it yours?‎ ‎…‎ ‎(根据时间决定找多少组学生表演。)‎ ‎2. (放4a的录音，跟读，然后用幻灯片出示练习。完成‎4a。)‎ 用适当的物主代词填空。‎ ‎(1)—Excuse me, Tom. Is this 1 cap?‎ ‎—No. 2 is blue. I think it’s 3 .‎ ‎—Kangkang, is this yellow cap 4 ?‎ ‎—Yes, it’s 5 cap.‎ ‎(2)—Whose bags are these?‎ ‎—I think they are 6 .‎ ‎—Excuse me. Are these bags 7 ?‎ ‎—Yes, they are 8 . The black one is Lucy’s. The brown one is 9 .‎ ‎(核对答案)‎ ‎3. (完成4b，放录音跟读，注意模仿语音语调，然后教师用幻灯片出示练习 从Ⅱ栏中找出Ⅰ栏问句的答语。‎ ‎ Ⅰ Ⅱ ‎1. Is this cap yours? a. They are ours.‎ ‎2. Whose eraser is this? b. Yes, it’s mine.‎ ‎3. What color is this jacket? c. No, they aren’t.‎ ‎4. Which one? d. I think it is Kangkang’s.‎ ‎5. What does he look like? e. It’s black.‎ ‎6. Are these her apples? f. He has a round face.‎ ‎7. Whose apples are these? g. The green one.‎ ‎ (核对答案) ‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ ‎1. (让学生拿出上节课布置要带的画画工具，按要求做：(1)在白纸上画出一个你喜欢的人，最好是全身像，然后涂上颜色；(2)5分钟内完成作品，然后四人一小组，谈论你所画的 人以及这个人的服装和长相；(3)小组谈论之后选出一部分图画贴在黑板上，通过和教师或同学之间的对话来让学生拿回自己的作品。完成5。) ‎ Example:‎ T: Is he/she your classmate?‎ S1: Yes, he/she is.‎ T: Does he/she have a round face/long hair?‎ S1: Yes, he/she does.‎ T: What color are his/her pants/shoes?‎ S1: They are ...‎ T: Oh. Is this picture yours?‎ S1: Yes, it’s mine.‎ T: Oh, it’s very beautiful. You’re clever.‎ S1: Thanks.‎ ‎2. (设计活动，听词造句比赛。操作形式：(1)以组为单位；(2)链条式进行；(3)教师给出一个词，要求学生在一分钟之内完成一个句子，在规定时间内完成的学生坐下；(4)哪一个组坐下的人多哪一组获胜。通过竞赛活动进一步巩固本单元的词汇及句式，融入竞争意识，调动学习情绪，培养学生捕捉信息、拓展思维的能力。)‎ T: OK, class. Are you ready? Now begin!‎ T: Jacket. (从第一组的竖排第一名学生开始。)‎ S1: My jacket is blue. / This jacket is mine.‎ T: Yours.‎ S2: Is this pen yours?‎ T: Whose.‎ S3: Whose book is this?‎ T: Tall.‎ S4: Is he tall or short? / I’m tall.‎ T: …‎ S5: ...‎ ‎3. Homework:‎ ‎(1)进行1的发音练习。‎ ‎(2)仿照2写一篇“寻人启事”。‎ 板书设计：‎ Whose jacket is this?‎ Section D Important sentences: Useful expressions:‎ ‎1. He is tall and has brown hair. 5.—Whose cap is it?‎ ‎2. He has small eyes, a big nose and a wide mouth. —It’s Sally’s.‎ ‎3. He is in black. 6.—Whose apples are these?‎ ‎4. Please help us find him. —They’re their apples/theirs. ‎ ‎ 7. I think it’s Kangkang’s.‎ ‎ 8.We look the same, but we are ‎ in different clothes.‎