七年級（上）教案U2T3SD (2)

1、Unit 2 Looking DifferentTopic 3 Whose jacket is this?Section DThe main activities are 1, 2 and 5. 本課重點活動是1，2和5。. Teaching aims and demands 教學(xué)目標(biāo)1. (1)Learn the consonants:/F/, /V/, /tF/, /dV/(2)Learn some new words:find, help, us, him2. Review how to describe a person:(1)He is tall and he has brown h

2、air.(2)He has small eyes, a big nose and a wide mouth.(3)He is in black clothes.3. Review the possessive pronouns:(1)Whose cap is it?Its Sallys.(2)Whose bananas are these?Theyre their bananas/theirs.4. Review some useful expressions:(1)I think its Kangkangs/Li Mings.(2)We look the same, but we are i

3、n different clothes.(3)Please help us find him. Teaching aids 教具白紙/實物/幻燈片/教學(xué)掛圖/錄音機(jī)/小黑板/彩筆. Five-finger Teaching Plan 五指教學(xué)方案Step 1 Review 第一步 復(fù)習(xí)(時間:9分鐘)通過游戲表演，復(fù)習(xí)上節(jié)課所學(xué)語言點，創(chuàng)設(shè)情境，以師生對話形式導(dǎo)入本課生詞和話題，激發(fā)學(xué)生的學(xué)習(xí)興趣。1. (做“物主代詞大接龍”游戲。學(xué)生六人一組，每組發(fā)一張白紙。每名學(xué)生用上一個物主代詞造句并和組員審定，句子說對了，就請這個學(xué)生把句子寫在白紙上。后面的學(xué)生依次輪流造句和記錄，要求后面學(xué)生說的物品

4、和物主代詞都不能與前面學(xué)生說的一致。五分鐘內(nèi)記錄正確句子最多的小組獲勝，發(fā)糖果給予獎勵。)2. (利用課前從學(xué)生那里借來的服裝和學(xué)習(xí)用品等，通過師生互動，復(fù)習(xí)whose句式和物主代詞以及名詞所有格。)(教師拿出一頂帽子。)T:Whats this?Ss:Its a cap.T:What color is it?Ss:Its yellow.(接下去詢問個別學(xué)生。)T:Is this your cap, S1?S1:No, its not mine.T:Is this yours, S2?S2:Yes, its mine.T:Here you are.S2:Thanks.(以類似的方式復(fù)習(xí)其他物品

5、的詢問，速度要快，物主代詞復(fù)習(xí)面要廣，同時也需要學(xué)生積極廣泛參與。)3. (1) (利用幻燈片展示一個畫面：一個男孩在水中大喊“Help! ”。讓學(xué)生猜其含義，然后教師給予相關(guān)的解釋。) (板書并要求學(xué)生掌握。)help T: I think we can help him. And later he will help us, too. (板書并要求學(xué)生掌握。)him, us (2) (教師事先把自己的鋼筆夾在書里，然后假裝找東西，讓學(xué)生體會find的含義。) T:Oh, where is my pen? I cant find it. Can you help me? (板書并要求學(xué)生掌握

6、。)find Ss:Yes. Is it in your desk? T:No. Ss:Is it in your jacket? T:No. Oh, its here. Its in my book. Thank you all the same. (3) (出示2圖片，師生對話導(dǎo)入新課。) T:Look at the picture in 2. The policeman cant find the man in the picture. Can you help him? Ss:Yes. T:Good. Thank you. Now, lets learn more informatio

7、n about the man.Step 2 Presentation 第二步 呈現(xiàn)(時間:10分鐘)通過閱讀獲取短文全面信息，然后運用所學(xué)功能用語進(jìn)行問答復(fù)述，培養(yǎng)學(xué)生的綜合語言運用能力。1. (閱讀短文，讓學(xué)生完成小黑板給出的問題。) T: Read 2. Choose the right answers.(1) Where is the man from?A.China.B.Canada.C.Japan.(2) How old is he?A.20.B.21.C.22.(3) What color is his hair?A.Red.B.Black.C.Brown. (核對答案。)2.

8、(讓學(xué)生仔細(xì)閱讀2，對文章內(nèi)容有較詳細(xì)了解，完成表格并核對答案。) T:Please read 2 carefully. Then fill out the table in 2.3. (教師連續(xù)不斷地根據(jù)2內(nèi)容提問，學(xué)生用一句話回答每個問題，訓(xùn)練學(xué)生的反應(yīng)速度。)T:Where is the man from, S1?S1: Hes from Canada.T:Is he twenty-one years old?S2: No, he isnt. T:How old is he?S3: Twenty.T:Is he tall?S4: Yes, he is.T:What color is hi

9、s hair?S5: .4. (讓學(xué)生根據(jù)2中的表格復(fù)述短文。) T: Please retell the passage according to the table in 2.Step 3 Consolidation 第三步 鞏固(時間:6分鐘)通過講解語音和訓(xùn)練學(xué)生的聽力，培養(yǎng)其語感和歸納推理能力。1. (利用幻燈片呈現(xiàn)1中的例詞，讓學(xué)生注意畫線部分的讀音。學(xué)生聽錄音，體會畫線字母的讀音。)shirtshoesshelftelevisionmeasurepleasureChinateacherchairjacketmessageorange(引導(dǎo)學(xué)生歸納總結(jié)。板書并鼓勵學(xué)生嘗試著給每組音

10、標(biāo)再舉出一兩個例子，鞏固字母的發(fā)音規(guī)律。)sh/F/s/V/ch/tF/dV/jge (讓學(xué)生聽1錄音跟讀，練習(xí)字母發(fā)音。)2. (聽3錄音，完成練習(xí)。核對答案。) T: Listen and match the things with the owners.3. (學(xué)生兩人一組，運用whose句型談?wù)?中四幅圖畫的內(nèi)容。)S1:Whose pencils are these?S2:They are Michaels.S1:Whose ruler is this?S2:Its Peters.S1:Whose knife is this?S2:Its Janes.Step 4 Practice

11、第四步 練習(xí)(時間:10分鐘)通過總結(jié)本話題的語法和功能用語，使目標(biāo)語言得以強(qiáng)化，同時培養(yǎng)學(xué)生的歸納能力。1. (聽3錄音，跟讀并模仿。四人一組，用自己的實物進(jìn)行對話操練。)S1: Excuse me, S2. Is this your book?S2: No, it isnt mine.S1: Whose book is this?S2: I think its S3s.S1: Excuse me, S3. Is this book yours?S3: Yes, its mine.S1: Here you are.S3: Thank you. Whose pen is this? Is it

12、 yours, S4?S4: No, I think its S1s.S3: Excuse me, S1. Is it yours?(請操練過程中表現(xiàn)較好的學(xué)生到講臺前表演對話。)2. (放4a錄音，并讓學(xué)生跟讀，然后用幻燈片出示練習(xí)。完成4a。)用適當(dāng)?shù)奈镏鞔~填空。(1)Excuse me, Tom. Is this cap?No. is blue. I think its .Kangkang, is this yellow cap ?Yes, its cap.(2)Whose bags are these?I think they are .Excuse me. Are these ba

13、gs ?Yes, they are . The black one is Lucys. The brown one is .(核對答案。)3. (完成4b，放錄音讓學(xué)生跟讀并注意模仿語音語調(diào)。然后教師用幻燈片出示練習(xí)。)從欄中找出欄問句的答語。 (1)Is this cap yours?a. They are ours.(2)Whose eraser is this?b. Yes, its mine.(3)What color is this jacket?c. No, they arent.(4)What does he look like?d. I think it is Kangkang

14、s.(5)Are these her apples?e. Its black.(6)Whose apples are these?f. He has a round face. (核對答案。) Step 5 Project 第五步 綜合探究活動(時間:10分鐘)通過游戲和造句，練習(xí)本話題所學(xué)的目標(biāo)語言，提高學(xué)生的綜合語言運用能力。1. (讓學(xué)生拿出上節(jié)課布置要帶的畫畫工具，按要求做：(1)在白紙上畫出一個你喜歡的人的簡筆畫，最好是全身像，然后涂上顏色；(2)三分鐘內(nèi)完成作品，然后四人一小組，談?wù)撃闼嫷娜艘约斑@個人的服裝和長相；(3)小組談?wù)撝?，每組選出一幅圖畫貼在黑板上，學(xué)生通過和教師或彼

15、此之間的對話，拿回自己的作品。完成5。) Example:T:Is he/she your classmate?S1:Yes, he/she is.T:Does he/she have a round face/long hair?S1:Yes, he/she does.T:What color are his/her pants/shoes?S1:They are .T:Oh. Is this picture yours?S1:Yes, its mine.T:Oh, its very beautiful. Youre clever.S1:Thanks.2. (設(shè)計活動，聽詞造句比賽。操作形式

16、：(1)以組為單位；(2)鏈條式進(jìn)行，各組豎排第一位學(xué)生，各組豎排第二位學(xué)生，依次輪流；(3)教師給出一個詞，要求學(xué)生在二十秒鐘之內(nèi)完成一個句子，在規(guī)定時間內(nèi)完成的學(xué)生坐下；(4)哪一個組坐下的人多，哪一組獲勝。通過競賽活動，使學(xué)生進(jìn)一步鞏固本單元的詞匯及句式，增強(qiáng)其競爭意識，調(diào)動其學(xué)習(xí)情緒，培養(yǎng)他們捕捉信息、拓展思維的能力。)T:OK, class. Are you ready? Now begin!T:Jacket. (從第一組豎排第一位學(xué)生開始。)S2: My jacket is blue. / This jacket is mine.T:Yours. (第二組豎排第一位學(xué)生。)S3:

17、Is this pen yours?T:Whose. (第三組豎排第一位學(xué)生。)S4: Whose book is this?T:Tall. (第四組豎排第一位學(xué)生。)S5: Is he tall? / Im tall.T:His. (第一組豎排第二位學(xué)生。)S6:His bike is white.T:S7: .3. Homework:(1)進(jìn)行1的發(fā)音練習(xí)。(2)仿照2寫一篇“尋人啟事”。(3)復(fù)習(xí)4a和4b。板書設(shè)計：Whose jacket is this?Section DImportant sentences:Useful expressions:1. He is tall and he has brown hair.5.Whos