英语七年级上册Topic 3 Whose jacket is this?教学设计

这是一份英语七年级上册Topic 3 Whose jacket is this?教学设计，共13页。
Unit 2 Looking DifferentTopic 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第五课时 (Section D-Grammar and Functions, 1, 2, Project, Section C-3)教学设计思路：本课时为复习课。整节课承担了复习本话题乃至整个单元的任务。首先老师邀请同学上台朗读昨天所写的短文。学生在此活动中复习描述人物外貌、衣着特征的表达法以及培养认真倾听的习惯。老师分别设置寻找物品主人的活动、总结形容词性物主代词、名词性物主代词的转化规则并抢答等活动在小组竞争和合作的活动中完成Grammar and Functions。经过之前的活动复习1中听力任务听一遍就能够完成。2中的阅读老师首先呈现课本上的图片要求学生根据图片推测文章内容并完成表格。最后project寻找名人的活动建议改为寻找同学父母的活动。这样学生准备照片的过程简单又可以增进同学间的了解，通过问答寻找照片主人的活动综合复习整个单元所学的语法和功能句。
Ⅰ. Teaching aimsKnowledge aims：（1） 学习新词 us, find, help, police。（2） 复习形容词性物主代词和名词性物主代词之间的转换。（3） 复习Whose...is it? Whose...are these/ those? What does she/he look like? What color is his...?Skill aims:（1）能够听懂询问物品所属的表达,听清名词的单复数形式。（2）能运用所学句型表达物品所属。（3）能够在图画和问题的帮助下预测阅读内容，提高阅读效率。（4）能够围绕某个话题综合使用所学句型。Emotional aims:   培养学生热爱英语、乐于从生活中学习英语的良好学习习惯。Culture awareness: Ⅱ. The key points and difficult pointsKey points:（1）Words and expressions: us, find, help, police（2）Sentences:                Whose...is it?               Whose...are these/ those?                What does she/he look like?                What color is his...?（3）在活动中综合使用本话题所学的句型。Difficult points：  能够自信流畅地进行问答，完成寻找物品所属的活动。Ⅲ. Learning strategies1. 通过复习检测自己已学的知识，及时弥补没有学好的部分。2. 给自己一个熟悉的话题，围绕话题回忆所学句型。Ⅳ. Teaching aids录音机/多媒体/小黑板/图片V. Teaching proceduresStage 1（5mins)：Getting students ready for learning and revisionStepTeacher activityStudent activityDesigning purpose(Class activity)Greet and warm up. T：How are you today?  T: I am OK.T: Look , here are some passages. I think they are very beautiful. I will invite the writers to read them.                T: Is it good? T: I think so. She can use different sentences to describe people. And she describes them in order. (Chinese)I like her passage. But here “Is he a handsome?” right? T: That’s right. The next one Tracy. Her handwriting is very beautiful. Greet and warm up. Ss: I am fine, thank you. And you?     S1: Hello! I am Sally. I have 2 new classmates. They are boys. They are Tom and Dick. Look, the boy in a purple cap is Tom. His coat is blue and white. He is in blue pants. His  shoes are white. He is tall. He has a round face and brown hair. Is he cool? This boy is Dick. He has yellow hair. His face is long. He is in a yellow shirt. His pants are brown. His shoes are red. Is he a handsome? Ss: Yes.     Ss: Is he a handsome boy?   Tracy: 通过展示学生的优秀作品为学生树立良好的榜样，并通过倾听复习所学内容。Remark：老师抽同学示范他们的短文，选亮点进行点评，也可抽同学用中文进行点评。Stage 2（10mins)：Finish Grammar﹠FunctionsStepTeacher activity  Student activity Designing purpose    1 (Group work)  Guide the Ss to play a game. T: Now, we will play a game. I will take something from you and put them on my desk. You should find the owners. The more the better. Understand? T: If you need help,tell me. I will show you some structures.         T: Yes, group1 finds a owner. I will give the chance to others. Hands up. I will count the hands.           T: Clever.  T: At last, Group 2 finds 3 owners. Group 1,3,6 finds 2 owners. Others find 1 owner. So group 2 gets 3 stars. Group1, 3, 6 gets 2 stars. Other groups get 1 star. Come on. You have more chances.Play a game and PK with other groups.     Ss: Yes.  Group1:S1: Is this pencil yours, Owen?S2: No, it’s not mine. S1: Whose pencil is this?S2: I think it’s Tom’s.S1: Tom, is this pencil yours?S3: Yes.   Group2:S1: Whose book are they?Ss: I think they are Sally’s. I think they are his. I think they are theirs.S1: Is this book boy’s or girl’sSs: It is a girl’s.S1: Is this your book,Sally?S2: Yes. Group3:... 学生在完成活动的过程中复习本话题所学的句子。             2.（Group work） Guide students to review the possessive pronouns.T: Work in groups and make a conclusion like this: my +n.=mineUnderstand? T: Group 4, you speak the more the better.      T: Good. How about group 5?       T: Yes, group1?     T: Your stars. Stick them on the Bb.Work in pairs. Make a conclusion.   Ss: Yes.  Group4:mine=my+n.his=his+n.  yours=your+n.hers= her+n.Ours=our+n. Group5:my+n.=mineyours=your+n.his + n.=hisher+n.=hersour+n.=ourstheir+n.=theirs Group1:my+n.=mineyours=your+n.his + n.=hisher+n.=hersour+n.=ourstheir+n.=theirs        3.(Individual work)Show Grammar  and Functions to students.T: Fill in the table in grammar by yourselves. I think it is easy for you.  T: OK. Read grammar and functions aloud.Finish Grammar and Functions.   Ss: mine, your, our, ours, your, yours, their Remark：鼓励学生当堂背诵Grammar and Functions。Stage 3（5mins)：Finish Task 1StepTeacher activity  Student activity Designing purpose    1(Class activity) Help students to review by asking and answering.T: Whose pencil is it? T: Whose pencils are they? T: Whose book is this? T: Whose books are they? T: Is this knife yours?  T: Are these erasers yours?Answer questions.  Ss: It’s hers. Ss: They are theirs. Ss: It’s his.  Ss: They are theirs. Ss: No, it’s not mine. It’s yours. S1: Yes, it is mine.复习名词的单复数以及询问物体所属的句型，为听力做准备。2.(Individual work)Play the recorder of 1.T: Listen to the tape carefully. And match the things with the owners.T: I will invite someone to share her answers. T: Is she right?Listen to 1a and fill in the blanks.    S1: A,D,B,C Ss: Yes. Remark：经过前面的练习做铺垫，只听一遍学生几乎能做出答案。Stage 4（7mins)： Finish 2StepTeacher activity  Student activity Designing purpose    1(Class activity)          Show the picture in 2 to students and invite someone to describe the man.T: Look at the picture, who wants to describe him?    T: Do you like him? T: Why? T: So, the title of the passage is “WANTED”. What’s the passage talking about?  T: How about the man on the horse?Describe the man and predict the passage.   S1: He has a big head. His nose is big. He has two big ears. He has short brown hair. Ss: No. Ss: He is not handsome.   S1: The passage is about the man.   通过老师的引导，对文章进行预测。2(Class activity)Teach new words help, him, find, police.T: Do you think the man on the horse is handsome?  T: He is a police. Look, this man is also a police. T: Let’s help the police. T: We help him find the man.  T: We help the police find him.      Learn new words.  Ss: Yes. /No.  Ss: police, police, police Ss: help, help, help Ss: find, find, find, him him, him Ss: We help the police find him. We help the police find him. We help the police find him.  3(Individual work)Show the table to students. T: Let’s read the passage and fill in the blanks. At first, we read the table. T: Do you finish it?        T: Right. OK. Close your books. Look at the table. Try to retell the passage.         T: Well done.Read the passage and fill in the blanks.    Ss: Yes.S1: He is from Canada.He is twenty years old.S2: He is tall, he has brown hair. He has small eyes, a big nose and a wide mouth.S3: Police’s   S1:The man is from Canada. He is twenty years old. He is tall, he has brown hair. He has small eyes, a big nose and a wide mouth. Police’s telephone number is 877-3641. Let’s help him. 从文章中获取信息，填空。Remark：在教授新词的过程中老师可用图片线等方式帮助学生理解。Stage 5（10mins)：ProjectStepTeacher activity Student activity Designing purpose1( Class activity)Stick some photos on the Bb and guide students to finish the activity.T: Look at these photos. They are your parents. I hope you can help the photos find the owners. T: Who wants to try? Don’t be nervous. I can show you some structures.            T: What a pity! But your performance is interesting. Any other students?               T: Woo. Excellent. You can get one star. Stick it after your group. Who wants to try? It is interesting.Find out the owners of the photos.   Ss: Ok.  S1: Hi, Ben. Who is on the photo?S2: My mom.S1: Is she tall?S2: No, she isn’t.S1: What does she look like?S2: She has short black hair. She has a small mouth. She has big eyes.S1: Oh, I Know. This is your mother.S2: No, she isn’t.   S3: Hello, Susan! Is a man or a woman on your photo?S4: A man.S3: Is he tall?S4: Yes. He is tall.S3: Does he have a long face?S4: Yes. You are right.S3: What color is his coat?S4: It’s brown.S3: Is this picture yours?S4: Oh, yes. You know my father.                    Remark: 尽可能将生活中的事物带进教室，将课堂真实化。Stage 6（3mins)：Summarizing and assigning homeworkStepTeacher activity  Student activity Designing purpose1（Class activity)Encourage the Ss to summarize the key points      T: Sounds great! I hope you will remember them. Summarize the key points.us, find, help, policeWhose...is it? Whose...are these/ those? What does she/he look like? What color is his...?归纳总结本课的知识点。2 (Class activity)Assign the HMK.T: For today’s HMK, I’d like you to 1. Review Topic 3.2. Remember the possessive pronouns.3. Write a conversation according to the project.  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。 VI .  Blackboard designTopic 3 Whose cap is it?第一课时 (Section A-1a, 1b, 1c, 4a /ɑː/ /ɔː/)                                                              Group1:                                                              Group2:                                                              Group3:                                                              Group4:                                                              Group5: