仁爱版七年级英语上册教案 Unit 2 Looking different Topic 3.doc

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1、Unit2 Topic3 SectionB 教学设计. Material analysis本节课主要活动是1a, 2b 和4。在Section 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 its sbs”来推测物品的所属者；还将学习同义句的转换，“Those are our bikes. = Those bikes are ours.”，“That is his schoolbag. = That schoolbag 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。. Teaching ai

2、ms Knowledge aims 能够掌握并应用新学习的单词: jacket, think, schoolbag, baby; 能够运用询问物品所属的表达法进行交流: Whose is this/ that? Its Whose are these/ those? 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/those的用法。 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

3、文正确书写和使用新学习的单词。 Emotional 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。. The key points and difficult points Key points 正确使用描述物品所属的表达法进行推测：I think its ;正确使用表示询问物品所属的表达法： Whose is this/ that? Its Whose are these/ those? They are掌握并应用同义句: Those are our bikes. = Those bikes are ours. Th

4、at is his schoolbag. = That schoolbag is his. Difficult points 能够掌握由Whose引导的询问人物外貌特征的表达法；同义句的转换: Those are our bikes. = Those bikes are ours. That is his schoolbag. = That schoolbag is his. 辅音字母组合th/ ts/ ds的读音规则。. Learning strategies 多做挖空练习能培养学生的逻辑思维能力。. Teaching aids 录音机、教学挂图、闪卡和黑板。. Teaching proce

5、duresStepInteractionpatternsStudent activityTeacher activityIntroduction(5 minutes)1.The whole class work.2.Individual work.3.The whole classwork.1.Students reply to students: Good morning, Miss Chen!2.Answer the teachers question: T:Is this your book?S1:Yes, its mine.T:Whose book is this?S2:No, its

6、 not mine. Its xxxs.3.Students answer: Its xxxs; Then follow the teacher to read the word jacket for several times.1The teacher greets with students: Good morning, class!2.Walk to one student, and point his book and ask: Is this your book? Then walk to another student and ask: Is this your book?3.Po

7、int the book and ask the whole class: Whose book is this? Then draw a blue jacket on the blackboard and ask: Whats this? Help students answer: Its a jacket. Then teach the word for several times.Presentation(12minutes)1.The whole classwork and individual work.2.The whole classwork and group work.3.I

8、ndividual work.1.Do 1a. Students listen to the tape and try to find the answer to the question; One student says the answer.2.Follow the tape; Then read the dialogue in roles; Some groups act out the dialogue;Students listen to the teacher carefully and remember “I think ”3.Do 1b. Students do 1b by

9、themselves; check the answer.1.The teacher asks: Whose jacket is this? Do you know? Then let students listen to the tape and find the owner; choose one student to find the answer.2.Let students listen to the tape again and follow the tape; Give students 1 minute to read the dialogue in roles; Choose

10、 some groups to act out the dialogue; Point out the sentence: I think its Kangkangs. Let students pay attention to the sentence.3.Let students listen to the tape again and do 1b by themselves; Then check the answer in 1b.Consolidation (12minutes)1.Individual work.2.Pair work.3.Individual work.1.Do 2

11、a. Look at the pictures, listen and match the clothes with the people;Then check the answer and read after the tape.2. Do 2b. Make short dialogues with the sentences in pairs;A: Whoseis this/that? B: Its A: Whoseare these/those? B: They areSome pairs make new dialogues.3.Do 4. Read the sentences by

12、themselves; Rewrite the sentences by themselves; And One student checks the answer.1.Let students look at the pictures, then listen and match the clothes with the people; Play the tape and let students follow the tape.2.Let students make short dialogues with the sentences in pairs; Then choose some

13、pairs to make new dialogues.3.Show the first pictures in 4, and let students read the sentences by themselves; Then show the picture with dogs in it and let students change the sentence pattern; Choose one student to check the answer. (老师可采用相同的方式进行同义句转换)Practice(11minutes)1.Pair work and group work.

14、2.The whole class work and individual work.3.The whole class work and individual work.1.Do 3. Do 3 by themselves in pairs;Some pairs check the answers; Then boys ask and girls answer and read the dialogues.2.Do Section A-4a. Read the word together. Then read the words one by one and find the rule of

15、 the pronunciation of “th”;Finally, students read after the tape together;3.Do Section A - 4b. Read the words by themselves; Some students read the words; All students read after the tape.1.Let students do 3 by themselves in pairs; Choose some pairs to practice the passages and check the answers Div

16、ide students into two groups: boys and girls and let them read the dialogues in roles.2.Point out the flashcard with the word thank on it and let students read it together; Then point out the other three flashcards with three, thing, think and let students try to read the words one by one;(老师可采用相同的方

17、式教授其余字母组合的读音规则) Finally, show the table and let students read after the tape.3.Let students read the words from thank to cats by themselves; Choose some students to read the words;Play the tape and let students read the words after the tape.Production(5minutes)1.Individual work and group work.1.Do 5

18、 by themselves; Make up short dialogues in groups; Some groups share their dialogues with the whole class.1.Let students do 5 by themselves; Divide students into five groups then let them make up short dialogues; Choose some groups to show their dialogues in front of the class.2.Assign homework:Revi

19、ew the words and expressions in Section A; Preview the new words and 1a in Section C.Teaching reflection: 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。. Blackboard designWhose jacket is this?Section B Sounds:1.Whose jacket is this? I think its Kangkangs. /F/; /N/2.A: Whose is this/ that? Its /ts/; /dz/3.A: Whose are these/ those? They are4.Those are our bikes. = Those bikes are ours.5.That is his schoolbag. = That schoolbag is his.6