初中英语仁爱科普版七年级上册Unit 2 Looking differentTopic 3 Whose jacket is this?教案

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这是一份初中英语仁爱科普版七年级上册Unit 2 Looking differentTopic 3 Whose jacket is this?教案，共13页。

Unit 2 Looking Different

Topic 3 Whose cap is this?

教学内容分析及课时分配建议：

本话题是本册书的第二个单元第三个话题，在学生学习谈论人物的外貌、着装等话题的基础之上，继续学习谈论物品所属的话题，总结名词性物主代词和whose的用法。本话题主要句型和语法有 “Whose cap is it?”, “ It’s Sally’s.” “ Is this cap yours?” “ I think it’s...” 本话题还将通过模仿、练习、归纳总结等方式学习形容词性物主代词和名词性物主代词 mine, yours, hers, Li Ming’s 等。并借助身边的物体进行实际操练，做到学以致用。语音方面将通过听、模仿、总结、合作学习等方式完成/ɑː/ /ɔː/ /θ/ /ð/ /ts/ /ds/。

本话题建议用5课时完成：

第一课时：Section A-1a, 1b, 1c, 4a 中元音字母组合的发音

第二课时：Section A-2, 3, 4a, 4b Section B-3, 4

第三课时：Section B- 1a, 1b, 2a, 2b, 5 Section C-5a,5b

第四课时：Section C-1a, 1b, 1c, 2, 3,4

第五课时：Section D-Grammar and Functions, 1, 2, Project, Section C-3

第一课时 (Section A-1a, 1b, 1c, 4a /ɑː/ /ɔː/)

教学设计思路：

本课时主要学习形容词性物主代词、名词性物主代词mine, yours, hers以及名词所有格形式。主要句型有Whose cap is it? Is this your cap? No, it’s not mine. 本课时将从复习描述人物的外貌特征入手，通过同义句转换的形式引入复习形容词性物主代词 his, her,my, its等。在听前的准备活动中，老师利用身边的书、文具、桌子等物品在真实情景中教授句型“This/That is my/ your/ his/ her...” “Whose... is it?” “It’s ...和名词性物主代词mine, your, hers, Sally’s.为听力部分做好准备。听力部分分三步进行。第一步老师呈现1b里面的四幅图，要求同学认真看图片，养成预测和审题的习惯。再播放1a录音。第二步，听1a完成1b中的任务。第三步学生听1a模仿录音跟读。最后通过根据实物做对话的活动完成对所学知识的应用，完成1c。语音方面学生将通过归纳、听、模仿、正音等方式进行学习。

Ⅰ. Teaching aims

Knowledge aims：

（1）学习新词 mine, whose, then, yours, hers。

（2）学习“This/That is my/ your/ his/ her...” “Whose... is it?” “It’s ...等句型。

（3）学习语音/ɑː/ /ɔː/。

Skill aims:

（1）能够听懂询问物品所属的表达。

（2）能够读准所学音标，并能借助音标拼读简单的词汇。

（3）能运用所学句型表达物品所属。

（4）能够正确朗读对话，注意语音语调。

Emotional aims:

能够坚持进行单词的拼读练习。

Culture awareness:

Ⅱ. The key points and difficult points

Key points:

（1）Words and expressions: mine, whose, then, yours, hers

（2）Sentences:

This/That is my/ your/ his/ her...

Whose... is it?

It’s ...

（3）学习语音/ɑː/ /ɔː/

Difficult points：

对所学知识的灵活运用。

Ⅲ. Learning strategies

1. 能够清楚大声地朗读。

2. 逐渐养成归纳总结的习惯。

Ⅳ. Teaching aids

录音机/多媒体/小黑板/图片

V. Teaching procedures

Stage 1（5mins)：Getting students ready for learning and revision
Step	Teacher activity	Student activity		Designing purpose
1(Class activity)	Greet and warm up. T：Good morning, boys and girls! T: I will invite a handsome boy to be our model. Who wants to try? T:OK. Boy, you come here. Can you describe the handsome boy? T: Yes, good. Now I want to invite a beautiful girl. Who wants to try? T: Well done.	Greet and warm up. Ss: Good morning, Miss Li! Ss: Yes. S1: He has a wide mouth, two black eyes. He has short black hair. He is in a yellow T-shirt. S2: She is my good friend. Her name is Wendy. She has a small head. She has two big black eyes. She has a small mouth. She is in a read T-shirt, blue pants and a pair of white shoes.		复习描述人物外貌特征的句子。
2.(Class activity)	Guide students to review possessive adjectives. T: Look at Wendy. She has a small mouth. Can you speak this sentence in another way? T: She has long black hair. T: Good. Look at Boy. He has a big head. T: I have a small nose. T: Yes, good.	Review possessive adjectives. Ss: Yes, her mouth is small. Ss: Her hair is long and black. Ss: His head is big. Ss: Your nose is small.		通过描述学生的外貌特征复习形容词性物主代词。
Remark：老师尽量变换等多种人称帮助学生复习形容词性物主代词。
Stage 2（10mins)： Pre-listening
Step	Teacher activity	Student activity		Designing purpose
1 (Group work)	Teach new structures and sentences with the help of real objects. T: Look, this is my book. T: This book is mine. my book, mine T: That is my cup. That cup is mine. T: Is this your book? T: Yes, it is mine. T: Is this yours? T: Is this your schoolbag? T: Is this yours? T: No, it is not mine. T: Is that your book? T: Yes, that is not your book. Is this book yours? T: Boys and girls, is this her book? T: Yes, it’s hers. T: Is that her book? T: Is that his book? T: Yes, it’s his. It’s his book.	Learn new structures and sentences. Ss:That is my cup. That cup is mine. S1: Yes, it is mine. S2: Yes, it is mine. S3: Yes, it is mine. S4: No, it is not mine. S5: No, it is not mine. S5: Yes, it is mine. Ss: Yes, it is. Ss: No, it isn’t hers. Ss: Yes, it is.
2.（Group work）	Guide students to practice in pairs.. T: Work in pairs. Ask and answer like before. T: Good, but I hope more students can join in. T: Yes, good.	Work in pairs. Ask and answers. Group1: S1: Is this your pen? S2: No, it isn’t mine. S1: Is this yours? S2: Yes, it is. Group2: S1: Is this your pen? S2: Yes, it is. S1: Is this your ruler? S3: No, it is not mine. S1: Is this yours? S4: No, it’s not mine. Group3: ...		通过实物操练新句型和单词。
3.（Group work）	Guide students to learn new structure. T: Whose ruler is it? T: It’s Susan’s. T: Whose book is this? T: Whose pencil is it? T: Whose book is this? T: Whose eraser is it?	Learn “ Whose ...is it？. Ss: It’s Owen’s. Ss: It’s Jon’s. Ss: It’s Shirley’s. Ss: It’s his.
4.(Class activity)	Lead students to find rules. T: Can you find some rules? Such as mine= my + book, pen, pencil... T: book, pen, eraser are nouns. T: Yes, good. We will learn more in next classes.	Students work in groups and find rules. Ss: hers= her+ book, pen, eraser. Ss: his=his+n. yours=your+n.
Remark：学生自己总结规则，老师可以进行适当的引导。
Stage 3（5mins)：While-listening
Step	Teacher activity	Student activity		Designing purpose
1(Individual activity)	Play the recorder of 1a. T: Look at these pictures carefully and then listen to the tape carefully. T: Do you finish it? T: Who can share your answers? T: Is she right? T: Good.	Listen to 1a and number the pictures in 1b. Ss: Yes. S1:2,4,1,3 Ss: Yes.
2.(Individual work)	Play the recorder of 1a. T: Listen to 1a and answer the question: Whose cap is it? T: Yes, good. Listen to 1a again and read after the tape. Can you read 1a now? T: Now let’s read 1a together. T: Good. Let’s listen to 1a the last time and check your pronunciation.	Listen to 1a and answer the teacher’s question. S1: It’s Sally’s. Ss: Yes.
Remark：听录音之前，认真阅读题目，进行听力预测。
Stage 4（7mins)：Post-listening
Step	Teacher activity		Student activity	Designing purpose
1.（Group work)	Get the Ss to practice 1a in groups T: Which group can read 1a for us? T: You read well. But If you add more gestures, it will be better.		Act out 1a. Group1: S1: Hi,Jane! Is this your cap? S2: No, it’s not mine. S1: Whose cap is it, then? S2: It’s Sally’s. S1: Hi,Sally! Is this cap yours? S3: Oh, yes. It is mine. Thanks ,Maria. S1: That’s OK. Group 2: ...
2.(Group work)	Get the Ss to finish 1c. T: Can you make a conversation like 1a? T: Good. I hope you can use your own objects. T: You did a good job. Your voice is aloud enough. But if you can make the dialog without the help of the book will be better. T: Wow, perfect.		Make a conversation like 1a. Ss: Yes. Group1: S1: Hello, Smile! S2: Hello, Susan! S1: Is this your book? S2: No. It’s not mine. S1: Whose book is it, then? S2: It is Jon’s S1: Hello, Jon! Is this your book? S3: Oh, yes, it is mine. Thank you. S1: You’re welcome. Group 2: S1: Hi, Tracy! Is this your pencil box? S2: Let me see. No, it’s not mine. S1: Whose is it, then? S2: It’s Carson’s. They look the same. S1: Hi, Carson! Is this your pencil box? S3: Yes, it is. Thank you. S1: That’s OK.
Remark：老师鼓励学生将所学知识联系起来大胆地改编。
Stage 5（10mins)：Pronunciation
Step	Teacher activity		Student activity	Designing purpose
1( Class activity)	Write “ar” on the Bb. T: Look at the Bb. Which words include “ar”. T: Yes, good. Card, arm, car, which is the same sound? T: Yes, listen to the tape and follow the sound. T: Look at the form. Read the first three words. Who wants to try? T: Yes, good. T: Good.		Learn the English sound /ɑː/ Ss: card, arm, car Ss:/ɑː/ Ss: /ɑː/ /ɑː/ /ɑː/ S1: arm, hard, park S2:arm, hard, park
2( Class activity)	Show the phonetic symbol of /ɔː/ T: Look at the card. Read the word. T: Yes, morning. “or” /ɔː/ T: Who can read these words? T: Listen to the tape and check your pronunciation.		Learn the sound /ɔː/. Ss: morning. S1: horse north, door \
Remark: 强调标准音的重要性。
Stage 6（3mins)：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. mine, whose, then, yours, hers This/That is my/ your/ his/ her... Whose... is it? It’s ... /ɑː/ /ɔː/ his=his+n. yours=your+n. mine=my+n.
2 (Class activity)	Assign the HMK. T: For today’s HMK, I’d like you to 1. Recite 1a.. 2. Read the words in 4a. 3. Write a conversation like 1a.		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：强调按要求完成口头作业。