七年級(jí)英語上冊(cè)u(píng)nit2-topic3-sectiona教學(xué)設(shè)計(jì)-仁愛版

1、Unit 2 Looking DifferentTopic 3 Whose cap is itSection AI . Material analysis本節(jié)課是第三話題的第一節(jié)課，主要活動(dòng)是la, 2和4a。通過詢問物品所屬的情境 呈現(xiàn)教學(xué)內(nèi)容，主要學(xué)習(xí)詢問物品所屬的表達(dá)方式Whose cap is it，“It sSally s. , Is this your cap, No, it s not mine. , “Is this cap yours同時(shí)還將學(xué)習(xí)形容詞性物主代詞，名詞性物主代詞和名詞所有格：此外，語音板塊將學(xué) 習(xí)字母組合ar, or, 00r的讀音規(guī)則。IL Teaching

2、 aimsKnowledge aims能夠初步了解字母組合ar /or /oor的讀音規(guī)則，并能根據(jù)發(fā)音規(guī)則進(jìn)行單詞的拼讀;能夠掌握并應(yīng)用新學(xué)習(xí)的單詞:mine, whose, yours, hers, ours, their, bike, then 等；能夠運(yùn)用詢問物品所屬的表達(dá)法進(jìn)行交流，如：What color is it能夠正確運(yùn)用特殊疑問詞whose引導(dǎo)的特殊疑問句來詢問物品所屬，如:whose cap is it能夠正確使用名詞性物主代詞和形容詞性物主代詞：mine, yours, hers, ours,his, theirs, their 等。Skill aims能聽懂有關(guān)詢問物

3、品所屬的簡(jiǎn)單的對(duì)話或敘述：能運(yùn)用物主代詞描述物品所屬：能運(yùn)用所學(xué)的單詞和句型來談?wù)撐锲匪鶎伲荒苷_地朗讀對(duì)話，并能注意語音語調(diào)；能根據(jù)己學(xué)音標(biāo)的初步知識(shí)拼讀單詞：Emotional aims能夠與同學(xué)積極合作，參與課堂活動(dòng)，大膽實(shí)踐；能夠認(rèn)真并堅(jiān)持進(jìn)行單詞的拼讀練習(xí)；能有興趣用所學(xué)的功能句進(jìn)行口頭對(duì)話；引導(dǎo)學(xué)生關(guān)注生活中人物的細(xì)節(jié)。The key points and difficult pointsKey points正確使用表示詢問物品所屬的表達(dá)方式：正確使用特殊疑問詞whose引導(dǎo)的特殊疑問句來詢問物品所屬:掌握字母組合ar /or /oor的讀音規(guī)則。Difficult points特

4、殊疑問詞whose引導(dǎo)的特殊疑問句來詢問物品所屬;能夠正確運(yùn)用名詞性物主代詞和形容伺性物主代伺：mine, yours, hers, ours, his, theirs 等;字母組合ar /or /oor的讀音規(guī)則。Learning strategies培養(yǎng)學(xué)生善于發(fā)現(xiàn)的習(xí)慣有利于學(xué)生的學(xué)習(xí)。Teaching aids錄音機(jī)、教學(xué)掛圖、學(xué)生的文具、黑板。Teaching proceduresStep)InteractionStudent activityTeacher activitypatternsIntroductiowhole classreply to students：n(6minu

5、tes)work.Good morning, MissQien!teachergreetswithstudents： Good morning,(student answersclass!work.the question： Yes, It is.to one student (a girl) and point out her pen, thenthe teacher forask: Is this your penwhole classseveral times.her pen and say： This isWork.her pen. Also I can say：This pen is

6、 hers. Then teachthe word “ hers forseveral times and studentswhole classWork.followtheteacherforseveral times.follow the teacher.out the pen and ask the girl： Is this your pen Also I can ask： Is this pen yours Teach the word , yours for several times. The teacher can help the girl answer ： Yes, it

7、s mine. Then teach the word “ mine ” for several times.Presentatio n（12minutes）work.wholeclass.la. Students use some objects to make sentences one by one;answertheteacher squestion：It ssomebody s.students make sentences with the words： yours, hers, mine one by one.out one student s book and ask： Who

8、se book is this （老師解釋：這是誰的書）Then help students answer： It s somebody s.（老師解釋： somebody s 表示 的） Point out some students objects and ask the question： Whose is this Let students answer： It s somebody * s.students 2 minutes to practice the sentences in pairs using the objectswork.whole class work.whole

9、 class work.whole class work and group work.the sentences in pairs;Two pairs share their dialogues.to the tape carefully and one student answers the question： It s Sally s.listen and follow the tape again.listen to the teacher carefully and then read the dialogueingroups; At last, some groups act ou

10、t the dialogue.they have; Then choose two pairs to show their dialogues.the tape of la and ask the question： Whose cap is thisdown the words： Sally s, mine, yours, and play the tape, and then let students listen and follow the tape again.out the sentence： Is this your cap = Is this cap yours Give st

11、udents 1 minute to read the dialogue in roles in groups;Then choose some groups to act out the dialogue.Consol idat io n (lOminutes)whole classwork.wholeclass work.1wholeclass work.2. Students answer the question： It is his ruler;Read the sentence for three times.the word after the teacher for sever

12、al times.the teacher and read after the teacher.(do it by themselves; Thenout one boy s ruler and ask: Whose ruler is this Let studentsanswerthequestion;Repeat: It is his ruler.It s his. Let students read the sentence for three times.：This is our classroom.This classroom is ours; Then teach the word

13、 ours” for several times.at one desk and ask: Whose desk is this Help students response the teacher： It s theirs. Then teach the word “theirs for several times.at the pictures of 2, and let students complete the sentences with the given words in the box; Choose five students to check thework, the wh

14、ole class work and pair work.check the answers; Read the phrases and words together; Then students talk about the character of the words and phrases in pairs; Finally, students listen to the teacher carefully.answers in 2; Then write down the phrases and words on the blackboard, let students read th

15、em together;Give students some time to make a summary about the words and phrases; Finally, the teacher makes a summary about it.(老師可用漢語總 結(jié)名詞性物主代詞和形容詞 性物主代詞的區(qū)別)Practice(12minutes)work.work.1. Do lb. Students (listen and number the pictures bythemselves; Some students check the answers in lb.lc. Make

16、 up new conversations in pairs; Some pairs sharetheirconversations with the wholestudents look at the pictures in lb, then listen and number the pictures; Play the tape; Then Choose some students to check the answers.?students make up new conversations, using the sentence patterns： Whose is this Is

17、this Let students work in pairs; Choose some students to show their conversations towork and pair work.whole class work.workand the whole class work.class.3. Students do it by themselves; Two students check the answer.4a. Read the word together. the words one by one; Then read the words together; Fi

18、nally, listen to the tape and read after the tape in 4a.4b. Students readthe whole class.the picture of 3 and let students do it by themselves; Choose two students to check the answer.a flashcard with the word： car on it, then let students read it together.out the next flashcards： arm, hard, park, l

19、et students try to read the words one by one; Then let students read the words together;（老師可采用同樣 的方法教學(xué)字母組合。oor 的讀音規(guī)則）Then show the table of 4a to students and let students listen to the tape, then read after the tape.students read the words from park to fork by themselves, then choose some students to read the words. After that, play thework.the words, first bythemselves,then read after the tape.tape and let students read after the tape.Production(5minutes)work.the game in groups; Some groups share the game with the wh