仁爱科普版七年级上册Topic 3 Whose jacket is this?教案

Stage 1（10mins)：Getting students ready for learning and revision

Step

Teacher activity

Student activity

Designing purpose

1(Class activity)

Greet and warm up.

T：Nice to meet you.

T: How are you, today?

T: I am fine, too.

T: I will divide our class into two parts. I ask you questions. Group 1 answer my question and group 2 retell the sentence. Whose book is this?

T: Whose ruler is this?

T: Whose desk is this?

T: Whose blackboard is that?

T: Whose schoolbags are these?

T: You did quite well.

Greet and warm up.

Ss: Nice to meet you ,too.

Ss: Fine, thanks. And you?

Group1: It’s hers.

Group2: It’s her book.

Group1: It’s his.

Group2: It’s his ruler.

Group1: It’s theirs.

Group2: It’s their desk.

Group1: That is ours.

Group2: That’s our blackboard.

Group1: They are theirs.

Group2: They are their schoolbags.

复习形容词性物主代词和名词性物主代词的转换。

2.(Class activity)

Show pictures in SC-5a to students and invite students to write the words.

T: Look at this picture. Can you spell this word?

T: Yes, horse. Picture 2?

T: Picture 3?

T: Picture 4?

T: OK. Look at 2 write down the words according to the phonetic symbols.

T: Do you finish them?

T: I want to invite 6 students to write these words on the Bb. The others read these words.

T: Quite well.

Spell words according to the phonetic symbol.

Ss:/hɔːs/

Ss: /dɔː/

Ss: /ðæt/

Ss:/θri:/

Ss: Yes.

S1: horse

S2: door

S3:that

S4: three

S5: beds

S6: those

3.(Group work)

Show 5b to students and play the recorder.

T: Look at these sentences. Can you read them?

T: Read them by yourselves. Pay attention to the underlined parts.

T: Listen to the tape and check your pronunciation.

T: Listen again and repeat.

T: I will divide our class into 4 groups. Let’s have a PK. Which group is the best?

T: Which group is better?

T: OK. Group1 gets 2 stars. Group1 gets 1 star.

T: Which group is better?

T: OK. Group4 gets 2 stars. Group3 gets 1 star. I believe group 2and 3 can do better next time.

Read the sentences in 5b.

Ss: Yes.

Ss: Those three kids are singing in the morning.

Group1:

Those three kids are singing in the morning.

Group2:

Those three kids are singing in the morning.

Ss: Group 1.

Group 3:

This green orange is from China.

Group4:

This green orange is from China.

Ss: Group4

Remark：如果学生基础较好，老师可补充更多的单词要求学生根据所学音标进行拼写。

Stage 2（5mins)：Pre-listening

Step

Teacher activity

 Student activity

Designing purpose

1 (Class activity)

Show some students’ photos to learn new words and new structure.

T: Whose jacket is this?”

T: I think it’s Jon’s. Jon, is this jacket yours?

T: I think it’s Candy’s. Candy, is jacket yours?

T: Whose skirt is this?

T: Let’s have a look. Woo, you are right.

T: Whose shirt is this?

T: Aha, It’s Owen’s.

T: Whose pants are these?

T: Let’s check the answer. You are right.

Learn “jacket, I think...”.

Ss: It’s Candy’s?

  It’s Jon’s

  It’s Martin’s.

J: No, it’s not mine.

C: Yes, it is.

S1: I think it’s Alice’s.

S2: I think it’s Bruce’s.

S3: I think they are Susan’s.

在真实的情景中学习“jacket, I think...”。

Remark：

Stage3（10mins)：While-listening

Step

Teacher activity

 Student activity

Designing purpose

1(Individual activity)

Play the recorder of1a.

T: Listen to 1a and answer the question “ Whose jacket is it?”

T: Kangkang thinks it’s Li Ming’s. Pay attention to the “-s”.

T: Listen to the tape again. Fill in the blanks in 1b. If you can’t finish them, you can read 1a.

T: Yes, good. Listen to 1a the third time, imitate the tone.

Listen to 1a and finish 1b.

S1: Kangkang thinks it’s Li Ming’s.

S2: Michael’s, Kangkang’s, Whose, Li Ming’s.

2.(Class activity)

Play the recorder of 2a.

T: Look at the pictures in 2a. What can you get from the pictures?

T: Yes, good. Anything more?

T: Yes, good. We don’t listen to the tape,but we can get some information.

T: Listen to 2a and match the clothes with the people.

T: Yes, good.

Listen to 2a and finish 2a.

Ss: clothes: skirt, jacket, shirt, pants

Ss: Kangkang, Maria, Michael, Jane.

Ss:B, A, C, D.

通过听力活动完成2a。

Remark：引导学生提取图片信息，帮助学生更好地完成听力活动。

Stage 4（10mins)：Post-listening

Step

Teacher activity

 Student activity

Designing purpose

1.(Group work)

Show the examples in 2b to students.

T: Look at the examples. Can you make a dialog like them?

T: Right.

T: Quite well.

Finish 2b.

Ss: Yes.

Group1:

S1:Whose skirt is this?

S2:It’s Maria’s.

Group 2:

S1: Whose jacket is that?

S2: It’s Kangkang’s.

Group3:

S1: Whose skirt is that?

S2: It’s Michael’s.

Group4:

S1: Whose pants are these?

S2: They are Jane’s.

根据2a 完成对话练习。

2.(Group work)

Guide the Ss to practice more.

T: Let’s play a game. Everyone takes out 1 or 2 things. Put them together. Ask and answers in groups.

T: You help pencil find its owner.

T: Interesting. I like your idea. Help each other.

Take out 1 or 2 things, put them together and help the objects find the owner.

Group1:

S1: Whose pencil is this?

S2: It’s not mine. I think it’s Judy’s.

S1: Hi, Judy! Is this pencil yours?

S3: No, it’s not mine. My pencil is here. I think it’s Sally’s.

S1: Hi, Sally! Is this pencil yours?

S4: Yes, it is mine. Thank you.

Group 2:

S1: Whose erasers are these? Are they yours, Linda?

S2: No, my eraser is pink. They are black. I think they are boy’s.

S1: Hi, Carson! Are these erasers yours?

S3: Yes, thank you. Is the ruler yours, Brave?

S1: Oh, yes. Thank you.

S3: You are welcome.

将目标语用于生活之中。

Remark：老师鼓励学生将所学知识联系起来,大胆地进行创新。

Stage 5（5mins)：Summarizing and assigning homework

Step

Teacher activity

 Student activity

Designing purpose

1（Class activity)

Encourage the Ss to summarize the key points

T: Class will be over soon. We should summarize the key points now. Let’s begin!

T: Sounds great! I hope you will remember them.

Summarize the key points.

jacket, think, I think it’s Li Ming’s. That one is blue.

 Whose... Is this/that?

 It’s..                 Whose... are these/ those?                      They are...

/ɑː/ /ɔː/ /θ/ /ð/ /ts/ /ds/

2 (Class activity)

Assign the HMK.

T: For today’s HMK, I’d like you to

1. Finish part 5.

2. Preview Section C.

3. Help ruler find its owner.

Finish the HMK after class.

适当的家庭作业有助于巩固课堂所学的知识。

Remark：强调预习的重要性。