仁爱科普版七年级上册Topic 3 Whose jacket is this?教学设计
展开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
第四课时 (Section C-1a, 1b, 1c, 2, 3,4)
教学设计思路：
本课时为读写课，主要活动为1a和2。首先老师播放4中的chant, 学生跟唱并作出相应的反应，活跃课堂气氛，复习有关颜色的词。老师利用chant中含有颜色的词提问Is this red coat yours? Are those black shoes Li Ming`s？引入对3的操练。老师利用图片教授新词 new classmate, clothes。扫清阅读障碍。呈现1b中的图片要求学生预测图片中服装的颜色，学生快速阅读1a找出其中表示颜色的词，培养学生寻读的能力。再出示1b表格，学生认真阅读1a之后填表，并根据表格里的内容给图片着色。接着通过根据1b表格邀请同学复述文章，完成1c。最后通过2中的写作任务将所学知识综合运用。
Ⅰ. Teaching aims
- Knowledge aims：
（1） 学习新词 new classmate, clothes。
（2） 复习 “ We look the same, but in different clothes.” “He is in a purple T-shirt.” “His pants are blue.”等句型。
（3） 通过阅读的方式巩固询问物品所属的表达和描述人物特征的表达，培养学生的阅读能力。
- Skill aims:
（1）能够运用物主代词表示物品所属。
（2）能运用所学单词和句型表达物品所属。
（3）能理解阅读文章并进行信息的加工、转化。
（4）能够正确运用名词性物主代词和形容词性物主代词。
- Emotional aims:
培养学生喜欢阅读，善于从阅读中提取信息为写作服务的良好学习习惯。
- Culture awareness:
Ⅱ. The key points and difficult points
- Key points:
（1）Words and expressions: new classmate, clothes
（2）Sentences:
We look the same, but in different clothes.
He is in a purple T-shirt.
His pants are blue.
（3）从阅读中提取信息，为写作做准备。
- Difficult points：
将所学的描述人物外貌、衣着特征、形容词性物主代词、名词性物主代词进行综合使用。
Ⅲ. Learning strategies
1. 学会从图片中提取信息，帮助阅读或听说。
2. 在写作之前理清思路，根据某一线索进行写作。
Ⅳ. Teaching aids
录音机/多媒体/小黑板/图片
V. Teaching procedures
Stage 1（7mins)：Getting students ready for learning and revision | |||||
Step | Teacher activity | Student activity | Designing purpose | ||
1(Class activity) | Greet and warm up. T：Nice to meet you.
T: How are you, today?
T: I am fine, too. T: Look at the chant, try to read it by yourselves. Pay attention to the colors.
T: Listen to the tape and act. T: You did quite well. | Greet and warm up.
Ss: Nice to meet you ,too.
Ss: Fine, thanks. And you?
Ss: If you are wearing red, put your hand on your head...
| 复习颜色的名词、活跃课堂气氛。 | ||
2.(Class activity) | Guide students to finish 3. T: Is this red coat yours, Sally?
T: Is this red coat Sally`s?
T:Are those black shoes Li Ming`s?
T: Ck. I will give you 2 minutes to discuss in groups and hen I will invite you to show your dialogues.
T: Yes, quite well. Which group wants to try?
T: Good. I hope you can practice after class. | Practice 3 in groups.
S: Yes, it is mine.
S: Yes,it`s hers.
Ss: No, It`s Owen`s.
Group1: S1: Are these pants yours, Lisa? S2: Yes. They are mine. S1: Whose coat is this? S2: It’s Ben`s.
Group 2: S1: Is this I-shirt yours? S2: No, it’s his. S1: Are these yours? S2: Yes, they are.
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Remark： | |||||
Stage 2（5mins)： Pre-reading | |||||
Step | Teacher activity | Student activity | Designing purpose | ||
(Class activity)
| Show a photo to students.
T: Look at the picture. Whose jacket is this? Can you guess?
T: Oh, it`s his. He is our new classmate.
T: I have a new classmate.
T: Look at the picture. Can you describe her?
T: Yes, right.
T: Quite well. You are in the same shoes, but in different clothes. | Learn new words: new, classmate, clothes.
S1: It`s Jon`s. S2: Boy`s. S3: Lisa`s.
Ss: new classmate, new classmate, new classmate
Ss: I have a new classmate.
Ss: Yes. S1: She is Carry. She has a small head. She has black eyes and black hair.
S2: Her coat is pink. Her pants are blue. The white shoes are hers. She is my new classmate. |
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Remark：在活动中引导学生使用new, classmate, clothes。 | |||||
Stage3（10mins)：While-reading | |||||
Step | Teacher activity | Student activity | Designing purpose | ||
1(Individual activity)
| Guide the Ss to read 1a for the first time. T: Look at the boy. What color is his T-shirt? What color are his pants and shoes? Can you guess?
T: Yes, maybe like you.
T: Maybe. Read 1a quickly and circle the words of colors.
T: Yes. You find the colors. You can fill in the table very quickly. | Circle the words of colors in 1a.
S1: His T-shirt is white. His pants are blue. His shoes are black.
S2: His T-shirt is yellow. His pants are black. His shoes are blue.
S1: black, purple, red, blue, white, blue, brown
| 训练学生的寻读能力, 为填空做准备。 | ||
2.(Individual work) | Read 1a again to finish 1b. T: Read 1a carefully. Finish the table. The words you circled may help you a lot.
T: Yes, right. Then color the pictures. Make the pictures more beautiful. | Read 1a and finish 1b.
S1: red, purple white , blue blue, brown
| 阅读，提取文中信息完成任务。 | ||
3.（Group work) | Guide the Ss to finish 1c.
T: Look at the pictures and try to retell the passage.
T: Quite well. You describe the 2 boys very well.
T: Woo, you change the passage into a dialog. Perfect. | Describe the 2 boys according to pictures.
Group 1: S1: I am Kangkang. I have a new classmate. He is from Japan. He has black hair and black eyes,like me. We look the same, but in different clothes. S2: He is in a purple T-shirt. But mine is red. His pants are blue but mine are white. He has brown shoes, but mine is blue.
Group 2: S1: I’m Kangkang. S2: I am his new classmate. S1: I am from China. S2: I am from Japan. S1: I have black hair and black eyes. S2: I have black hair and black eyes, too. S1: We look the same. S2: We are in different clothes. S1: My T-shirt is red. S2: Mine is purple. S1: My pants are white. S2: Mine is blue. S1: My shoes are blue. S2: Mine are brown. | 借助图片复述文章。 | ||
Remark：可以用中文给学生讲阅读技巧。 | |||||
Stage 4（15mins)：Post-reading | |||||
Step | Teacher activity | Student activity | Designing purpose | ||
1.(Group work)
| Show the pictures in 2 to students.
T: Look at the 2 boys. Can you describe them?
T: I hope you can describe them in order.
T: Quite well.
| Describe the 2 boys orally.
Ss: Yes.
S1: Tom has a round face. His hair is brown. He is in a purple cap. He is in a white and blue coat. He is in blue pants. His shoes are white. He is handsome. S2: I have a new classmate. He is Dick. He has yellow hair. He is in a yellow shirt. His pants are brown. He is in red shoes.
| 口头描述人物，为写作做铺垫。 | ||
2.(Individual work) | Guide students to write a short passage T: I know you can describe them well. But can you write them down?
T: Let’s write a short passage to describe them. You can read 1a again. Make sure you can write the words.
| Write a passage.
Ss: Yes.
| 从口头表达到书面表达，训练学生的写作能力。 | ||
3.( Group work) | Encourage students to revise their passage each other. T: Read your partner’s passage. Try to learn from others. Mark the passages with red pen. | Revise passages in groups. | 通过修改他人的作文发现自己的不足，取长补短。 | ||
Remark：老师要求成绩较好的同学在作文中体现自己的思想，变换句式。对于较差的同学鼓励其改写1a。 | |||||
Stage 5（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.
new classmate, clothes We look the same, but in different clothes. He is in a purple T-shirt. His pants are blue. | 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. Revise your passage. 2. Review Section A-C. 3. Finish your exercise book Section C.
| 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：鼓励学生课后就身边的事物用英语交流。 | |||||
VI. Blackboard design
Topic 3 Whose cap is it? 第四课时 (Section C-1a, 1b, 1c, 2, 3,4) Group1: Group2: Group3: Group4: Group5: |
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