仁爱版七年级英语上册Unit2Topic3Whosejacketisthis优质教案.docx

1、仁爱版七年级英语上册Unit2Topic3Whosejacketisthis优质教案备课内容执教人随笔Topic3Whosejacketisthis?第21课时SectionATeachingperiods:2Themainactivitiesare1aand2a.【Teachingaimsanddemands】1.Learningnounpossessivepronoun.2.Learningtotalkabouttheowner.3.Continuetolearnthepluralformofnouns【Teachingprocess】StepOne:Review1.Reviewdescr

2、iptionofcharactersdress.Forexample:Mariaisinred.2.Reviewofthepossessivepronounadjective.Forexample:Thisisyourpen.Theyaretheirbooks.3.Integratedlessoncontent,byguidingpeopletolearnpossessivepronounlesson1aand2a.s(1)teacherspickuptheirbooks,saidThisismybook.WentontosayThisbookismine.Writingontheblackb

3、oardwithcoloredchalkmine.(2)Theteacherpickedupastudentspencil,saidThisishis/herpencil.WentontosayThispencilishis/hers.Blackboardwithcoloredchalkhers/his.(3)pickedupthepenwithtwootherclassmatesaskedWhosepensarethese?Writingontheblackboardandteachanewwordwhose.TohelpstudentsanswerTheyaretheirpens.They

4、aretheirs.Andthewritingontheblackboardthesentence,usingcoloredchalktowritetheirs.(4)derivedthesamewayandunderstandShengci:yours,hers,ours,theirs.(5)teachingnewwords:mine,whose,our.(6)teachertousepicturestothestudentstoaskquestions,learnpossessiveform.Whoseeggisthat?IthinkitssTomss.(Itsshis.)Whoseban

5、anasarethose?Theyaremonkeyss.(Theyareits.)Learnanewword:its,banana,think.Steptwo:show1aand2atolistentotherecording,theAcolumnandBcolumnthecontentsoftheconnection.Stepthree:theconsolidationof1.1aand2atolistentotherecording,followstoread,payattentiontopronunciationandintonation.2.Man-machinedialogue.3

6、.Withclothesorschoolsuppliestoreplacetheterm1a,22drilladialogue.Andtoallowseveralgroupsofstudentstoperforminfrontofthepodium,theteachersencouraged.Completed1b4.2bteachingwithchartssothatseveralgroupsofstudentstothepodiumbeforethe22dialogues,thecompletionof2bStepFour:Practice1.Alone.Fillintheblankwit

7、hthewordboxtocompletethethree,teachersmaywishtochecktheanswer,andthendrilledthestudentstoengageindialogue222.KnowledgepointSummary:.(1)nounpossessivepronoun;adjectivepossessivepronoun+noun.(2)thepossessivenounform.Forexample:Tom-Tomss,Kate-Katess,student-studentss,teachers-teacherss,boys-boyssStepfi

8、ve:Project1. GroupActivity:findowneroflostpropertyActionsareproposed:astudentvefoundonething,thestudentswhotalkaboutthings,youcanusethelanguageofstructure:Whose.isthis?Isityours,LiMing?IthinkitssWangLeiss.Oh,itssmine.2.Designgroupactivities,talkingabouttheirownstationery.)(1)teacherstogroupstudentsw

9、eredividedintosixgroups,eachgroupofstudentsputtogetherthestationery.(2)toenablestudentstotalkaboutyourselftogetthestationery.(3)useoflearnedasmuchaspossiblethemainsentence.Suchas:Thisismy/yourpen/ruler/book.Thepen/ruler/book.ismine/his/yours.Mineisbig/blue/long.3.(Groupactivities,talkingaboutclothes

10、.Andtotalkaboutthecontentofcompiledessays.)Theyreblueshoes.TheyrenotS1s.Hisarehere.Theyrenotmine.TheyarentS2s.Hersareyellowandwhite.Thenwhoseshoesarethese?TheyreS3s.4.Homework:(1)towriteanessayofabout40wordstointroducethenewclothes.(2)Reviewpossessivepronoun.(3)preparealessonthenextlessonSectionBcon

11、tent.课后反思第22课时SectionBTeachingperiods:1Themainactivitiesare1aand2a.【Teachingaimsanddemands】1.Learningnounspossessive.2.Comparativeadjectivepossessivepronounandthenounpossessivepronoun.3.Reviewofspecialandgeneralinterrogativeinterrogative.【Teachingprocess】StepOne:Review1.Teacher-studentinteraction,ch

12、oosedifferentitemstoengageindialogue,exercisesnounpossessivepronounForexample:T:Whose.isthis/arethese?S1:Itsmine./Theyrehis.T:Isthis.Yours?S2:Yes,itis./No,itisntmine.T:Arethese.yours?S3:Yes,theyare./No,theyarent.Theyaretheir.2.Toenablestudentstoperformthedialogueinpairs.Forexample:(1)S4:Whosepencili

13、sthis?S5:Itsmine.(2)S6:Isthisruleryours?S7:NO,itisntmine.S6:Whoseruleristhis?S7:Ithinkitshis.3.Teacherstoproduceajacketpicture,teachingthewordjacket.Steptwo:show1.Teachers,studentsproduceajackettopracticequestionsandanswers,payattentiontotheuseofsentence:Whosejacketisthis?Its.Andtoexplainthenounposs

14、essive.2.Otheritemsandthenshowthestudentsdothesamequestionandansweractivities.3.1alistentorecordingstoenablestudentstoanswerquestions.IsthisjacketKangkangs?Stepthree:theconsolidationof1.1alistentorecordings,studentfollowstoread,markedwithapencilvoiceandintonation.Thenwipeoffthesloganssustainandtone,

15、sothatstudentshearthefirstsentencebysentencereading,checkingpronunciationandintonation.2.Thethreecomponentsofrole-playadialoguewiththecompletionof1a.3.Accordingtoconversationsfillintheblank,teachersmaywishtochecktheanswertocomplete1b.StepFour:Practice1.Tolistentotworecordings,markedthecorrectserialn

16、umber,checktheanswertocompletethetwo.2.Toenablestudentstoindependentlycompletedthefirstthreeoftheconnection,afterthecompletionofthreeWesternersdialogue.3.Doubleevents,withthestudentsforquestionsandanswersofclothingtocompletethefour.Forexample:Sl:Whosecoatisthis/that?S2:IthinkitsHuangBins.S1:Whosesho

17、esarethese/those?S2:IthinktheyreHuangXins.4.Toenablestudentstoperform4.Goodperformersandteacherstogivepraise.5.Twoeventsatthesametabletodiscusswitheachothertocomplete5,teachersmaywishtochecktheanswer,some22drillingadialogue.Stepfive:Project1. (Encouragestudentstoexplorethenounpossessivepronounandadj

18、ectivepossessivepronounintheformof,aswellasusage.)Specificmethods:Teachersplayalargescreenmaterials:AdjectivepossessivepronounmyyourherhisitsouryourtheirNounpossessivepronounmineyourshershisitsoursyourstheirs(1)Thisismyjacket.Itisntyours.(2)Yourbookisoverthere.Mineishere.(3)Thesearetheirpants.Oursar

19、ethere.Teachersofthewholeclassisdividedintoseveralgroups,tofocusdiscussion,andtheneachgroupselectarepresentativetotellyoutelltheotherkidstoaddthefinalsummingupofteachers,andreachedthefollowingconsensus:mostoftheadjectivepossessivepronounplustheback-sconstituteanounpossessivepronoun,therearethreespec

20、ialcircumstancesmy-mine,his-his,its-its.adjectivepossessivepronounfollowedbyanoun,nounpossessivepronounwithanounmeaning.nounpossessivepronounassubject,ifthemeaningissingular,thelatterbetheverbshouldbeusedis,ifthemeaningisplural,thentheverbshouldbepluralare.TeacherscanalsouseasmallGejueorbesummarized

21、intheformofdoggerel.2.ArrangedashortKeBenjutofindowneroflostpropertyasthetitle,plotreferencetexts1a.Requiretheuseofthefollowingsentence:Whose.isthis?Isityours/.?Mineishere.Ithinkits.s.Whatcoloris.?Thisoneis.Whatdoes.looklike?He/Shehas.(Teacherclassroomtourguide,tobepickedafterthetwogroupsofstudentsp

22、repareforthefulloutstandingstudentstothefrontofthestageshowperformances.WeEncouragedtogiveapplause.)3.Homework:(1)(perpersonrequiredproductionofapossessivepronouncards.)Requirements:Size:10cm5cmpositivetowriteinChinese,English,towritetheoppositeofitstwoforms:nounpossessivepronounsandadjectivesposses

23、sivepronoun.asetoftwocardswitheachother,speak(orread)correspondingtotheChineseorEnglish.(2)agroupofthreepeople,usingtheirowngoods,performing1a.(3)copying1aand3intheJobBook.课后反思第23课时SectionCTeachingperiods:1Themainactivitiesare1aand2a.【Teachingaimsanddemands】1.Continuetolearnpossessivepronounusage.2.

24、Reviewdescribingpeoplesappearanceanddressofthesentence.3.Reviewindicatedthatthecolorword.【Teachingprocess】StepOne:Review1.Allowastudenttothefrontofthepodium,pointingtoherbodyparts,alongwithteachersandstudentsspeakEnglishinvariouspartsofthename,andthenaskedonestudentdescribedtheappearanceofthestudent

25、s.Forexample:He/Shehasasmallhead,shortblackhairandblackeyes.2.Within-kindorapicturereviewlearnedaboutclothingandthecolorwords.Forexample;T:Whatsthis/Whatarethose?Ss:Itsashirt./theyareshoes.T:Whatcoloris/are.Ss:Its/Theyreyellow/blue.T:Whatdoeshe/shelooklike?3.Teacherspickupstudentsinajacket,said:This

26、isajacket.Wentontosay:Mineisblue.Andthewritingontheblackboard.Steptwo:show1.Studentspickupapencil,said:Thisishis/herpencil.Goesontosay:Thispencilishis/hers.His/Herpencilisyellow.2.1alistentotherecording,toanswerquestions.(1)WhatdoesKangkanglooklike?(2)WhereisKangkangsclassmatefrom?(3)Dotheylookthesa

27、me?TeachingShengci:new,classmate,clothes.Stepthree:theconsolidationof1.Listen1arecordingfollowstoread,andtoimitatepronunciationandintonation.Thenfillinaform1b,checkanswers,complete1b.2.Accordingtothecontenttoenablestudentstocompileashortdialogue,andperformadialogue.StepFour:Practice1.Independentexer

28、cisestoenablestudentstoreadtwosentencesin,andfillintheblankwiththepossessivepronoun.Checktheanswer.Thenadialoguegrouppractice.Completionof2.2.Tolistentothreerecordings,pictureswith,andchecktheanswer.3.Listento4recording,studentfollowstoread,payattentiontothepronunciationoftheletterspaintedlines.Notf

29、ullyexplaintheexplosion,writingontheblackboardexamples.Forexample:(1)Sitdown.(2)Looklike(3)IhaveagoodfriendStepfive:ProjectDescribenewfriends.(1)canbedescribedinseveralways,suchasappearance,height,clothingandsoon.(2)canbeappliedtothesentencestructure:His/Hernameis.He/Shecomesfrom.He/Shehasabignose.H

30、e/Sheisshort/tall.His/Herhairisblack.He/Sheisinared.1. 2.Playgames,findowneroflostpropertytocompletethefive.Teacherscollectstudentstationery,suchasrulers,pensandsoon,andthenaskstudentsthefollowingsentenceuntilyoufindtheowneroflostproperty.Andthenletthestudentsdointhisgame,theconsolidationofthesenten

31、cesinthislesson.3.Homework:(1)recite1a.(2)completionofaclassmateintroducedthebasicsituationoftheessay,50wordsorso.(3)topreparepaintingtools:brush,White.(Thelessononly.)课后反思第24课时SectionDTeachingperiods:2Themainactivitiesare1aand2a.3.4【Teachingaimsanddemands】1.Learningandmasteringthefourconsonantpronunciation.2.Describethepersonssentencereview.3.Reviewpossessivepronoun.4.Reviewwhoseguidanceinterrogative.【Teachingprocess】StepOne:Review1.Pair.Theydescribedagroupofteachersappearance.F