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

这是一份仁爱科普版七年级上册Topic 3 Whose jacket is this?教案设计，共7页。

Tpic 3 Whse cap is it?
Sectin B
Ⅰ. Material analysis
本节课主要活动是1a, 2b 和4。在Sectin A的基础上，进一步学习物品所属的表达法，并结合之前学过的颜色词语描述物品以及学会使用“I think it’s sb’s”来推测物品的所属者；还将学习同义句的转换，“Thse are ur bikes. = Thse bikes are urs.”，“That is his schlbag. = That schlbag is his.”此外，语音板块将学习th/ ts/ ds字母组合的读音规则，并尝试拼读新单词。
Ⅱ. Teaching aims
⒈ Knwledge aims
能够掌握并应用新学习的单词: jacket, think, schlbag, baby;
能够运用询问物品所属的表达法进行交流: Whse … is this/ that? It’s…
Whse … are these/ thse? They are…
初步了解辅音字母组合th/ ts/ ds 的读音规则并能较熟练地根据发音规则进行单词的拼读和拼写；
掌握指示代词this/that/these/thse的用法。
⒉ Skill aims
能听懂有关询问物品所属的表达方式；
能运用表示询问物品所属的表达方式进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能根据图文正确书写和使用新学习的单词。
⒊ Emtinal aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真、规范地书写单词；
培养借助图片帮助听说和阅读理解的习惯。
Ⅲ. The key pints and difficult pints
⒈ Key pints
正确使用描述物品所属的表达法进行推测：I think it’s …
正确使用表示询问物品所属的表达法： Whse … is this/ that? It’s…
Whse … are these/ thse? They are…
掌握并应用同义句: Thse are ur bikes. = Thse bikes are urs.
That is his schlbag. = That schlbag is his.
⒉ Difficult pints
能够掌握由whse引导的询问人物外貌特征的表达法；
同义句的转换: Thse are ur bikes. = Thse bikes are urs.
That is his schlbag. = That schlbag is his.
辅音字母组合th/ ts/ ds的读音规则。
Ⅳ. Learning strategies
多做挖空练习能培养学生的逻辑思维能力。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡和黑板。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin
patterns
Student activity
Teacher activity
Intrductin
(5 minutes)
1.The whle class wrk.
2.Individual wrk.
3.The whle class wrk.
1.Students reply t the teacher: Gd mrning, Miss Chen!
2.Answer the teacher’s questin: T:Is this yur bk?
S1:Yes, it’s mine.
T:Whse bk is this?
S2:N, it’s nt mine. It’s smebdys’s.
3.Students answer: It’s smebdys’s; Then fllw the teacher t read the wrd jacket fr several times.
1The teacher greets with students: Gd mrning, class!
2.Walk t ne student, and pint his bk and ask: Is this yur bk? Then walk t anther student and ask: Is this yur bk?
3.Pint the bk and ask the whle class: Whse bk is this? Then draw a blue jacket n the blackbard and ask: What’s this? Help students answer: It’s a jacket. Then teach the wrd fr several times.
Presentatin
(12minutes)
1.The whle class wrk and individual wrk.
2.The whle class wrk and grup wrk.
3.Individual wrk.
1.D 1a. Students listen t the tape and try t find the answer t the questin; One student says the answer.
2.Fllw the tape; Then read the dialgue in rles; Sme grups act ut the dialgue;
Students listen t the teacher carefully and
remember “I
think …”
3.D 1b. Students d 1b by themselves; check the answer.
1.The teacher asks: Whse jacket is this? D yu knw? Then let students listen t the tape and find the wner; Chse ne student t find the answer.
2.Let students listen t the tape again and fllw the tape; Give students 1 minute t read the dialgue in rles;
Chse sme grups t act ut the dialgue; Pint ut the sentence: I think it’s Kangkang’s. Let students pay attentin t the sentence.
3.Let students listen t the tape again and d 1b by themselves; Then check the answer in 1b.
Cnslidatin (12minutes)
1.Individual wrk.
2.Pair wrk.
3.Individual wrk.
1.D 2a. Lk at the pictures, listen and match the clthes with the peple;
Then check the answer and read after the tape.
2.D 2b. Make shrt dialgues with the sentences in pairs;
A: Whse…is
this/that?
B: It’s …
A: Whse…are
these/thse?
B: They are…
Sme pairs make new dialgues.
3.D 4. Read the sentences by themselves; Rewrite the sentences by themselves; And One student checks the answer.
1.Let students lk at the pictures, then listen and match the clthes with the peple;
Play the tape and let students fllw the tape.
2.Let students make shrt dialgues with the sentences in pairs; Then chse sme pairs t make new dialgues.
3.Shw the first pictures in 4, and let students read the sentences by themselves; Then shw the picture with dgs in it and let students change the sentence pattern; Chse ne student t check the answer. (老师可采用相同的方式进行同义句转换)
Practice
(11minutes)
1.Pair wrk and grup wrk.
2.The whle class wrk and individual wrk.
3.The whle class wrk and individual wrk.
1.D 3. D 3 by themselves in pairs;
Sme pairs check the answers; Then bys ask and girls answer and read the dialgues.
2.D Sectin A-4a. Read the wrd tgether. Then read the wrds ne by ne and find the rule f the prnunciatin f “th”;
Finally, students read after the tape tgether;
3.D Sectin A - 4b. Read the wrds by themselves; Sme students read the wrds; All students read after the tape.
1.Let students d 3 by themselves in pairs; Chse sme pairs t practice the passages and check the answers; Divide students int tw grups: bys and girls and let them read the dialgues in rles.
2.Pint ut the flashcard with the wrd thank n it and let students read it tgether; Then pint ut the ther three flashcards with three, thing, think and let students try t read the wrds ne by ne;
(老师可采用相同的方式教授其余字母组合的读音规则) Finally, shw the table and let students read after the tape.
3.Let students read the wrds frm thank t cats by themselves; Chse sme students t read the wrds;
Play the tape and let students read the wrds after the tape.
Prductin
(5minutes)
1.Individual wrk and grup wrk.
1.D 5 by themselves; Make up shrt dialgues in grups; Sme grups share their dialgues with the whle class.
1.Let students d 5 by themselves; Divide students int five grups then let them make up shrt dialgues; Chse sme grups t shw their dialgues in frnt f the class.
2.Assign hmewrk:
Review the wrds and expressins in Sectin A;
Preview the new wrds and 1a in Sectin C.
Teaching reflectin:
本节课学生在做挖空题时，不能正确使用代词的适当形式，尤其是形容词性物主代词和名词性物主代词还存在混淆现象，今后在做题中逐步提高学生应用的能力。
Whse cap is it?
Sectin B Sunds:
1.—Whse jacket is this? —I think it’s Kangkang’s. /F/ /N/
2.—A: Whse …is this/ that? —It’s… /ts/ /dz/
3.—A: Whse …are these/ thse? —They are…
4.Thse are ur bikes. = Thse bikes are urs.
5.That is his schlbag. = That schlbag is his.