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七上仁爱版英语Unit 2 Topic 3 Whose jacket is this Section D教学设计
The main activities are 1, 2 and 5. 本课重点活动是1,2和5。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn the consonants:
/F/, /V/, /tF/, /dV/
(2)Learn some useful words:
find, man(pl. men), help, us, him
2. Review how to describe a person:
(1)He is tall and he has brown hair.
(2)He has small eyes, a big nose and a wide mouth.
(3)He is in black.
3. Review the possessive pronouns.
4. Review some useful expressions:
(1)—Whose cap is it?
—It’s Sally’s.
(2)—Whose apples are these?
—They’re their apples/theirs.
(3)I think it’s Kangkang’s.
(4)We look the same, but we are in different clothes.
(5)Please help us find him.
Ⅱ. Teaching aids 教具
录音机/小黑板或幻灯片/实物
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (做“物主代词淘汰赛”游戏。)
操作规则:
(1)教师让14名学生上台。
(2)每名学生说一个物主代词,要求后面学生说的不能与前面学生说的雷同,否则被淘汰。
(3)如此循环直到没有错误为止。师生掌声鼓励优胜者。
2. (利用课前从学生那里借来的服装和学习用品等,通过师生互动,复习whose句式和物主代词以及名词所有格。)
(教师拿一顶帽子)
T: What’s this?
Ss: It’s a cap.
T: What color is it?
Ss: It’s yellow.
(接下去转给一个同学)
T: Is this your cap, S1?
S1: No, it’s not mine.
T: Is this yours, S2?
S2: Yes, it’s mine.
T: Here you are.
S2: Thanks.
(以类似的方式复习其他物品,速度要快,物主代词复习面要广,同时学生参与面也要广。)
3. (1)(教师事先把自己的钢笔夹在书里面,然后假装找东西,让学生体会find的含义。)
T: Oh, where is my pen? I can not find it. Is it in the desk? No, it isn’t. Oh, it’s here ,in the book.
find—I find my pen.
(2)(教师运用图片引出man,同时介绍其复数形式men。)
man—men
(3)(利用多媒体展示一个画面:一个男人在水中大喊“Help!”。让学生猜测其含义,然后教师给予相关的解释。)
(4)(利用卡片出示学过的we和he,引出us和him。简单说明它们的用法。)
we he
我们 他
us him
(要求学生复述上面的句子,并用us和him各说一句话。)
(出示1的图片,让学生说出其英语单词,引入1。)
Step 2 Presentation 第二步 呈现(时间:7分钟)
1. (利用幻灯片呈现1的例词,让学生推测词中画线部分的读音。然后听录音,跟读。)
shirt shoes shelf
television measure pleasure
China teacher chicken
jacket message orange
(引导学生归纳总结,板书,让学生给每组音标再举两例,巩固字母的发音规律。)
sh→/F/
s→/V/[
ch→/tF/
/dV/
j
ge]
2. (播放2录音两遍,完成小黑板给出的问题。 )
(1) Where is the man from?
A.China. B.Canada. C.Japan.
(2) How old is he?
A.20. B.21. C.22.
(3) What color is his hair?
A.Red. B.Black. C.Brown.
(核对答案)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (教师再次播放2录音,完成表格,核对答案。)
2. (教师连珠炮式地根据2内容提问,要求每个学生用一句话回答一个问题。)
T: Where is the man from, S1?
S1: He’s from Canada.
T: Is he twenty-one years old?
S2: No, he isn’t.
T: How old is he?
S3: Twenty.
T: Is he tall?
S4: Yes, he is.
T: What color is his hair?
S5: ...
3. (学生根据老师的提问,两人一组对话。)
4. (听3录音,完成练习。)
5. (学生两人一组,运用whose句型谈论3中四幅图画的内容。)
T: Whose pencils are these?
Ss: They are Michael’s.
T: Whose ruler is this?
Ss: It’s Peter’s.
T: Whose knife is this?
Ss: It’s Jane’s.
Step 4 Practice 第四步 练习(时间:10分钟)
1. (听录音3,跟读并模仿。4人一小组,用自己的实物进行对话操练。)
(两分钟后请较好的学生表演对话。)
S1: Excuse me, S2. Is this your book?
S2: No, it isn’t mine.
S1: Whose book is this?
S2: I think it’s S3’s.
S1: Excuse me, S3. Is this book yours?
S3: Yes, it’s mine.
S1: Here you are.
S3: Thank you. Whose pen is this? Is it yours, S4?
S4: No, I think it’s S1’s.
S3: Excuse me, S1. Is it yours?
…
(根据时间决定找多少组学生表演。)
2. (放4a的录音,跟读,然后用幻灯片出示练习。完成4a。)
用适当的物主代词填空。
(1)—Excuse me, Tom. Is this 1 cap?
—No. 2 is blue. I think it’s 3 .
—Kangkang, is this yellow cap 4 ?
—Yes, it’s 5 cap.
(2)—Whose bags are these?
—I think they are 6 .
—Excuse me. Are these bags 7 ?
—Yes, they are 8 . The black one is Lucy’s. The brown one is 9 .
(核对答案)
3. (完成4b,放录音跟读,注意模仿语音语调,然后教师用幻灯片出示练习
从Ⅱ栏中找出Ⅰ栏问句的答语。
Ⅰ Ⅱ
1. Is this cap yours? a. They are ours.
2. Whose eraser is this? b. Yes, it’s mine.
3. What color is this jacket? c. No, they aren’t.
4. Which one? d. I think it is Kangkang’s.
5. What does he look like? e. It’s black.
6. Are these her apples? f. He has a round face.
7. Whose apples are these? g. The green one.
(核对答案)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生拿出上节课布置要带的画画工具,按要求做:(1)在白纸上画出一个你喜欢的人,最好是全身像,然后涂上颜色;(2)5分钟内完成作品,然后四人一小组,谈论你所画的
人以及这个人的服装和长相;(3)小组谈论之后选出一部分图画贴在黑板上,通过和教师或同学之间的对话来让学生拿回自己的作品。完成5。)
Example:
T: Is he/she your classmate?
S1: Yes, he/she is.
T: Does he/she have a round face/long hair?
S1: Yes, he/she does.
T: What color are his/her pants/shoes?
S1: They are ...
T: Oh. Is this picture yours?
S1: Yes, it’s mine.
T: Oh, it’s very beautiful. You’re clever.
S1: Thanks.
2. (设计活动,听词造句比赛。操作形式:(1)以组为单位;(2)链条式进行;(3)教师给出一个词,要求学生在一分钟之内完成一个句子,在规定时间内完成的学生坐下;(4)哪一个组坐下的人多哪一组获胜。通过竞赛活动进一步巩固本单元的词汇及句式,融入竞争意识,调动学习情绪,培养学生捕捉信息、拓展思维的能力。)
T: OK, class. Are you ready? Now begin!
T: Jacket. (从第一组的竖排第一名学生开始。)
S1: My jacket is blue. / This jacket is mine.
T: Yours.
S2: Is this pen yours?
T: Whose.
S3: Whose book is this?
T: Tall.
S4: Is he tall or short? / I’m tall.
T: …
S5: ...
3. Homework:
(1)进行1的发音练习。
(2)仿照2写一篇“寻人启事”。
板书设计:
Whose jacket is this?
Section D
Important sentences: Useful expressions:
1. He is tall and has brown hair. 5.—Whose cap is it?
2. He has small eyes, a big nose and a wide mouth. —It’s Sally’s.
3. He is in black. 6.—Whose apples are these?
4. Please help us find him. —They’re their apples/theirs.
7. I think it’s Kangkang’s.
8.We look the same, but we are
in different clothes.
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