仁爱版初中英语七年级上册Unit 2Topic 3 Whose jacket is thisB 1优质课教案.docx

仁爱版初中英语七年级上册Unit 2Topic 3 Whose jacket is thisB 1优质课教案.docx

《仁爱版初中英语七年级上册Unit 2Topic 3 Whose jacket is thisB 1优质课教案.docx》由会员分享，可在线阅读，更多相关《仁爱版初中英语七年级上册Unit 2Topic 3 Whose jacket is thisB 1优质课教案.docx（7页珍藏版）》请在冰豆网上搜索。

仁爱版初中英语七年级上册Unit2Topic3WhosejacketisthisB1优质课教案

Topic3Whosejacketisthis

SectionB

Ⅰ.Materialanalysis

本节课主要活动是1a,2b和4。

在SectionA的基础上，进一步学习物品所属的表达法，并结合之前学过的颜色词语描述物品以及学会使用“Ithinkit’ssb’s”来推测物品的所属者；还将学习同义句的转换，“Thoseareourbikes.=Thosebikesareours.”，“Thatishisschoolbag.=Thatschoolbagishis.”此外，语音板块将学习th/ts/ds字母组合的读音规则，并尝试拼读新单词。

Ⅱ.Teachingaims

⒈Knowledgeaims

能够掌握并应用新学习的单词:

jacket,think,schoolbag,baby;

能够运用询问物品所属的表达法进行交流:

Whose…isthis/that?

It’s…

Whose…arethese/those?

Theyare…

初步了解辅音字母组合th/ts/ds的读音规则并能较熟练地根据发音规则进行单词的拼读和拼写；

掌握指示代词this/that/these/those的用法。

⒉Skillaims

能听懂有关询问物品所属的表达方式；

能运用表示询问物品所属的表达方式进行简单的交流；

能正确地朗读对话，并能注意语音语调；

能根据图文正确书写和使用新学习的单词。

⒊Emotionalaims

能够与同学积极合作，参与课堂活动，大胆实践；

能够认真、规范地书写单词；

培养借助图片帮助听说和阅读理解的习惯。

Ⅲ.Thekeypointsanddifficultpoints

⒈Keypoints

正确使用描述物品所属的表达法进行推测：

Ithinkit’s…;

正确使用表示询问物品所属的表达法：

Whose…isthis/that?

It’s…

Whose…arethese/those?

Theyare…

掌握并应用同义句:

Thoseareourbikes.=Thosebikesareours.

Thatishisschoolbag.=Thatschoolbagishis.

⒉Difficultpoints

能够掌握由Whose引导的询问人物外貌特征的表达法；

同义句的转换:

Thoseareourbikes.=Thosebikesareours.

Thatishisschoolbag.=Thatschoolbagishis.

辅音字母组合th/ts/ds的读音规则。

Ⅳ.Learningstrategies

多做挖空练习能培养学生的逻辑思维能力。

Ⅴ.Teachingaids

录音机、教学挂图、闪卡和黑板。

Ⅵ.Teachingprocedures

Step

Interaction

patterns

Studentactivity

Teacheractivity

Introduction

（5minutes）

1.Thewholeclasswork.

2.Individualwork.

3.Thewholeclass

work.

1.Studentsreplytostudents:

Goodmorning,MissChen!

2.Answertheteacher’squestion:

T:

Isthisyourbook?

S1:

Yes,it’smine.

T:

Whosebookisthis?

S2:

No,it’snotmine.It’sxxx’s.

3.Studentsanswer:

It’sxxx’s;Thenfollowtheteachertoreadthewordjacketforseveraltimes.

1Theteachergreetswithstudents:

Goodmorning,class!

2.Walktoonestudent,andpointhisbookandask:

Isthisyourbook?

Thenwalktoanotherstudentandask:

Isthisyourbook?

3.Pointthebookandaskthewholeclass:

Whosebookisthis?

Thendrawabluejacketontheblackboardandask:

What’sthis?

Helpstudentsanswer:

It’sajacket.Thenteachthewordforseveraltimes.

Presentation

（12minutes）

1.Thewholeclass

workand

individualwork.

2.Thewholeclass

workandgroupwork.

3.Individualwork.

1.Do1a.Studentslistentothetapeandtrytofindtheanswertothequestion;Onestudentsaystheanswer.

2.Followthetape;Thenreadthedialogueinroles;Somegroupsactoutthedialogue;

Studentslistentotheteachercarefullyand

remember“I

think…”

3.Do1b.Studentsdo1bbythemselves;checktheanswer.

1.Theteacherasks:

Whosejacketisthis?

Doyouknow?

Thenletstudentslistentothetapeandfindtheowner;chooseonestudenttofindtheanswer.

2.Letstudentslistentothetapeagainandfollowthetape;Givestudents1minutetoreadthedialogueinroles;Choosesomegroupstoactoutthedialogue;Pointoutthesentence:

Ithinkit’sKangkang’s.Letstudentspayattentiontothesentence.

3.Letstudentslistentothetapeagainanddo1bbythemselves;Thenchecktheanswerin1b.

Consolidation（12minutes）

1.Individualwork.

2.Pairwork.

3.Individualwork.

1.Do2a.Lookatthepictures,listenandmatchtheclotheswiththepeople;

Thenchecktheanswerandreadafterthetape.

2.Do2b.Makeshortdialogueswiththesentencesinpairs;

A:

Whose…is

this/that?

B:

It’s…

A:

Whose…are

these/those?

B:

Theyare…

Somepairsmakenewdialogues.

3.Do4.Readthesentencesbythemselves;Rewritethesentencesbythemselves;AndOnestudentcheckstheanswer.

1.Letstudentslookatthepictures,thenlistenandmatchtheclotheswiththepeople;

Playthetapeandletstudentsfollowthetape.

2.Letstudentsmakeshortdialogueswiththesentencesinpairs;Thenchoosesomepairstomakenewdialogues.

3.Showthefirstpicturesin4,andletstudentsreadthesentencesbythemselves;Thenshowthepicturewithdogsinitandletstudentschangethesentencepattern;Chooseonestudenttochecktheanswer.（老师可采用相同的方式进行同义句转换）

Practice

（11minutes）

1.Pairworkandgroupwork.

2.Thewholeclassworkandindividualwork.

3.Thewholeclassworkandindividualwork.

1.Do3.Do3bythemselvesinpairs;

Somepairschecktheanswers;Thenboysaskandgirlsanswerandreadthedialogues.

2.DoSectionA-4a.Readthewordtogether.Thenreadthewordsonebyoneandfindtheruleofthepronunciationof“th”;

Finally,studentsreadafterthetapetogether;

3.DoSectionA-4b.Readthewordsbythemselves;Somestudentsreadthewords;Allstudentsreadafterthetape.

1.Letstudentsdo3bythemselvesinpairs;ChoosesomepairstopracticethepassagesandchecktheanswersDividestudentsintotwogroups:

boysandgirlsandletthemreadthedialoguesinroles.

2.Pointouttheflashcardwiththewordthankonitandletstudentsreadittogether;Thenpointouttheotherthreeflashcardswiththree,thing,thinkandletstudentstrytoreadthewordsonebyone;

（老师可采用相同的方式教授其余字母组合的读音规则）Finally,showthetableandletstudentsreadafterthetape.

3.Letstudentsreadthewordsfromthanktocatsbythemselves;Choosesomestudentstoreadthewords;

Playthetapeandletstudentsreadthewordsafterthetape.

Production

（5minutes）

1.Individualworkandgroupwork.

1.Do5bythemselves;Makeupshortdialoguesingroups;Somegroupssharetheirdialogueswiththewholeclass.

1.Letstudentsdo5bythemselves;Dividestudentsintofivegroupsthenletthemmakeupshortdialogues;Choosesomegroupstoshowtheirdialoguesinfrontoftheclass.

2.Assignhomework:

ReviewthewordsandexpressionsinSectionA;

Previewthenewwordsand1ainSectionC.

Teachingreflection:

本节课学生在做挖空题时，不能正确使用代词的适当形式，尤其是形容词性物主代词和名词性物主代词还存在混淆现象，今后在做题中逐步提高学生应用的能力。

Ⅶ.Blackboarddesign

Whosejacketisthis?

SectionB

Sounds:

1.—Whosejacketisthis?

—Ithinkit’sKangkang’s./F/;/N/

2.—A:

Whose…isthis/that?

—It’s…/ts/;/dz/

3.—A:

Whose…arethese/those?

—Theyare…

4.Thoseareourbikes.=Thosebikesareours.

5.Thatishisschoolbag.=Thatschoolbagishis.