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

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仁爱版初中英语七年级上册Unit2Topic3WhosejacketisthisC1优质课教案

Topic3Whosejacketisthis

SectionC

Ⅰ.Materialanalysis

本节课是一节读写课，主要活动是1a,2和5a。

借助图画和表格对文章进行预测，并学习运用所学词汇描述本课人物和他人的外貌特征，如：

Hehasblackhairandblackeyes.Isthis/Arethese…?

Yes.It’s/They’re…No.It’s/Theyare…;Whose…isthis/arethese?

Ithinkit’s/theyare…；语音板块培养学生根据音标及图片拼读和拼写单词的能力；此外，为了丰富学生的课余活动，本课安排了一个chant内容，通过英语小诗训练学生的朗读技巧，同时复习、巩固颜色类单词。

Ⅱ.Teachingaims

1.Knowledgeaims

能够掌握并应用新学习的单词:

new,classmate,clothes;

能够用英语熟练描述人物外貌特征及询问物品所属：

Hehasblackhairandblackeyes.Isthis/Arethese…?

Yes.It’s/They’re…No.It’s/Theyare…;Whose…isthis/arethese?

Ithinkit’s/theyare…

能够掌握由whose引导的特殊疑问句来询问物品所属；

能够根据图片及音标拼写单词。

2.Skillaims

能听懂有关描述人物外貌特征及询问物品所属的表达方式；

能运用表示有关描述人物外貌特征及询问物品所属的表达方式进行简单的交流；

能够在图画和问题的帮助下预测阅读内容，提高略读、理解图表等能力；

能理解阅读文章进行信息的加工、转化；

能运用简单的词汇来描述人的外貌、穿着特征。

3.Emotionalaims

能够与同学积极合作，参与课堂活动，大胆实践；

能够认真，规范书写单词；

能够培养学生善于观察周围人或物的能力。

Ⅲ.Thekeypointsanddifficultpoints

1.Keypoints

正确使用表示描述人物外貌特征及询问物品所属的表达方法：

Hehasblackhairandblackeyes.Isthis/Arethese…?

Yes.It’s/They’re…No.It’s/Theyare…;Whose…isthis/arethese?

Ithinkit’s/theyare…；

正确使用be动词：

is,are;

能够掌握拼读单词的规律。

2.Difficultpoints

正确使用be动词：

is,are;

能够辨认名词的单复数；

能够根据所提供的内容编写短文。

Ⅳ.Learningstrategies

学唱chant能帮助学生学好英语。

Ⅴ.Teachingaids

录音机、教学挂图和黑板。

Ⅵ.Teachingprocedures

Step

Interactionpatterns

Studentactivity

Teacheractivity

Introduction

（7minutes）

1.Thewholeclass

Work.

2.Individualwork.

3.Thewholeclasswork.

4.Thewholeclasswork.

1.Studentsgreetwiththeteacher:

Hello!

MissChen.Nicetomeetyou,too.

2.Thestudentresponsestheteacher:

T:

Isthisyourpen?

S1:

Yes,itis.

Thestudentanswers:

T:

Isthisyourpen?

S2:

No,itisn’t.Ithinkit’sxxx’s.

3.Studentsanswer:

It’sxxx’s;Thenstudentsanswerthequestion:

Theyarexxx’s.

4.Do4.Followthetape;Anddotheactionsaccordingtothechant.

1.Theteachergreetswithstudents:

Hello!

Boysandgirls.Nicetomeetyou.

2.Walktoonestudentandask:

Isthisyourpen?

Letthestudentanswerthequestion;

Thenwalktonextstudentandpointoutthesamepen,thenask:

Isthisyourpen?

3.Pointoutonestudent’sobjectandask:

Whose…isthis?

Letstudentsanswerthequestion;Thenpointoutsomeobjectsofonestudentandask:

Whose…arethese?

Letstudentsanswerthequestion.

4.Playthetapeofthechantandaskstudentstotrytosingit;playthetapeagainandletstudentsdotheactionsaccordingtothechant.

Presentation

（12minutes）

1.Pairworkand

individualwork.

2.Thewholeclass

workandindividualwork.

3.Individualwork.

1.Do1a.Studentstrytodescribethetwoboysinpairs;andsomestudentsdescribethetwoboys.

2.Readthepassageof1aandexplainthepassage.Thenpointoutthenewwordsinthepassageand

underlinethembythemselves;

Somestudentspointoutthewords.

3.Colorthetwopicturesandreadthepassagebythemselves.

1.Showthepictureof1bandgivestudents1minutetotrytodescribethetwoboysfirstinpairs;Choosesomestudentstodescribethetwoboys.

2.Letstudentsreadthepassageof1abythemselves;

Givestudentssometimetoexplainthepassagebythemselves,thenletstudentspointoutthenewwordsinthepassage;Thenaskstudentstounderlinethedescriptionwordsinthepassage;Choosesomestudentstopointoutthewords.

3.Letstudentscolorthetwoboysaccordingtothepassage;Thenreadthepassageagainbythemselves.

Consolidation（10minutes）

1.Individualwork

andpairwork.

2.Individualwork.

1.Do1b.Fillinthetablebythemselves;

Onestudentsharetheanswerwiththewholeclass;Thenmakeshortdialogueswiththesentences:

Whatcoloris…?

Whatcolorare…?

accordingtothetableinpairs;Somepairssharetheirdialogueswiththewholeclass.

2.Do1c.DescribeKangkangandhisclassmatebythemselvesintheirnotebook;Somestudentsreadtheirdescriptionout.

1.Showthetableof1b,thenletstudentsfillinthetableaccordingtothepassageof1a;Chooseonestudentstoshowtheanswers;

ThenGivestudents1minutetomakeshortdialoguesaccordingtothetable;Choosesomepairstoshowtheirdialogues.

2.LetstudentsdescribeKangkangandhisclassmatebasedon1bbythemselves;choosesomestudentstodescribethem.

Practice

（11minutes）

1.Individualwork

andpairwork.

2.Individualworkandthewholeclasswork.

3.Individualwork

andthewholeclasswork.

1.Do2.Studentsdescribethetwoboysthemselves;

Andcheckitinpairs.

2.Do5a.Trytoreadthesoundsandfillintheblank;Checktheanswersinpairs.Followtheteachertoreadtheword.

3.Do5b.Trytoreadthesentencesbythemselves;Somestudentsreadthesentences;Thenreadafterthetapeandpayattentiontotheunderlinedparts.

1.ShowthepicturesofTomandDick,thenletstudentsdescribethetwoboysorally;

Thenaskstudentstocorrectthemistakestheymake.

2.Letstudentsfillintheblanksandhelpchecktheanswer.Readallthewords.

3.Givestudents1minutetoreadthesentencesin5bandpayattentiontotheunderlinedparts;choosesomestudentstoreadthesentencesandthenplaythetapeandletstudentslistenandrepeat.

Production

（5minutes）

1.Groupwork.

1.Workingroups.Mixthingstogetherandfindouttheowners.Usingthefollowingexpressions.

S1:

Isthis/Arethese…?

S1:

Yes.It’s/They’re…/No.It’s/They’re…

S2:

Whose…isthis/arethese?

S2:

Ithinkit’s/they’re...

Somegroupssharethegamewiththewholeclass.

1.Letstudentsmixthethingstogetherandfindouttheownerswithin2minutes.

Choosesomegroupstoshowinfrontofthewholeclass.

2.Assignhomework:

ReviewthewordsandexpressionsinSectionC;WriteapassageaboutTomandDick;

PreviewSectionD—GrammarandFunctions;

Teachingreflection:

语音的学习和应用是一个循序渐进的过程，学生们只有靠平时的积累和应用才能掌握读音规则，因此，同学们要善于总结和积累知识，才能把它学好。

Ⅶ.Blackboarddesign

Whosejacketisthis?

SectionC

1.—A:

Isthis/Arethese…?

new

—B:

Yes.It’s/They’re…No.It’s/Theyare…classmate

2.—A:

Whose…isthis/arethese?

clothes

—B:

Ithinkit’s/theyare…