仁爱科普版七年级上册 Unit 2 Topic 3 Whose jacket is this? 教案（表格式）

Unit 2 Looking Different
Topic 3 Whose cap is it
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/ɑ / / / /θ/ / / /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
第三课时 (Section B- 1a, 1b, 2a, 2b, 5 Section C-5a,5b)
教学设计思路：
本课时为听说课。主要复习服装类名词以及形容词性物主代词和名词性物主代词的使用。首先将学生分为两组一组用形容词性物主代词回答老师的问题，另一组则说同义句。在复习的同时活跃课堂气氛。接着老师呈现Section C的5a，学生结合图片和音标写出相应的答案，核对答案之后邀请同学朗读5b，复习语音/θ/ / / /ts/ /ds/。、在听力之前老师将通过学生的生活照，帮助学生复习服装类名词及新句型“ I think it’s...” 为听力活动做好准备。首先学生听1a 录音回答Whose jacket is this 训练学生听关键词、抓大意的能力。再听1a完成1b，复习名词所有格形式。最后听1a跟读，训练语音语调。2a的活动较为简单，迅速完成后进行2b的活动，培养学生的语言运用能力。
Ⅰ. Teaching aims
1. Knowledge aims：
（1） 学习新词 jacket, think。
（2） 复习语音/ɑ / / / /θ/ / / /ts/ /ds/。
（3） 复习 “ Whose... Is this/that ” “ It’s...” “ Whose... are these/ those ” “ They are...”等句型。
1. Skill aims:
（1）能够识别出不同的音标。
（2）能够借助音标拼读单词。
（3）能运用所学单词和句型表达物品所属。
（4）能够正确朗读对话，注意语音语调。
1. Emotional aims:
能够与同学积极合作参与课堂活动，大胆实践。
1. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
（1）Words and expressions: jacket, think, I think it’s Li Ming’s. That one is blue.
（2）Sentences:
Whose... Is this/that
It’s...
Whose... are these/ those
They are...
（3）复习语音/ɑ / / / /θ/ / / /ts/ /ds/
2. Difficult points：
根据音标拼写单词。
Ⅲ. Learning strategies
1. 通过不断地复习巩固所学知识。
2. 主动制定预习、复习计划，监控和评价自己的学习。
Ⅳ. Teaching aids
录音机/多媒体/小黑板/图片
V. Teaching procedures
Stage 1（10mins)：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: I will divide our class into two parts. I ask you questions. Group 1 answer my question and group 2 retell the sentence. Whose book is this T: Whose ruler is this T: Whose desk is this T: Whose blackboard is that T: Whose schoolbags are these T: You did quite well. Greet and warm up.Ss: Nice to meet you ,too.Ss: Fine, thanks. And you Group1: It’s hers.Group2: It’s her book.Group1: It’s his.Group2: It’s his ruler.Group1: It’s theirs.Group2: It’s their desk.Group1: That is ours.Group2: That’s our blackboard.Group1: They are theirs.Group2: They are their schoolbags. 复习形容词性物主代词和名词性物主代词的转换。
2.(Class activity) Show pictures in SC-5a to students and invite students to write the words.T: Look at this picture. Can you spell this word T: Yes, horse. Picture 2 T: Picture 3 T: Picture 4 T: OK. Look at 2 write down the words according to the phonetic symbols.T: Do you finish them T: I want to invite 6 students to write these words on the Bb. The others read these words.T: Quite well. Spell words according to the phonetic symbol.Ss:/h s/Ss: /d /Ss: / t/Ss:/θri:/Ss: Yes.S1: horseS2: doorS3:thatS4: threeS5: bedsS6: those
3.(Group work) Show 5b to students and play the recorder.T: Look at these sentences. Can you read them T: Read them by yourselves. Pay attention to the underlined parts.T: Listen to the tape and check your pronunciation.T: Listen again and repeat.T: I will divide our class into 4 groups. Let’s have a PK. Which group is the best T: Which group is better T: OK. Group1 gets 2 stars. Group1 gets 1 star.T: Which group is better T: OK. Group4 gets 2 stars. Group3 gets 1 star. I believe group 2and 3 can do better next time. Read the sentences in 5b.Ss: Yes.Ss: Those three kids are singing in the morning.Group1:Those three kids are singing in the morning.Group2:Those three kids are singing in the morning.Ss: Group 1.Group 3: This green orange is from China.Group4:This green orange is from China.Ss: Group4
Remark：如果学生基础较好，老师可补充更多的单词要求学生根据所学音标进行拼写。
Stage 2（5mins)：Pre-listening
Step Teacher activity Student activity Designing purpose
1 (Class activity) Show some students’ photos to learn new words and new structure.T: Whose jacket is this ”T: I think it’s Jon’s. Jon, is this jacket yours T: I think it’s Candy’s. Candy, is jacket yours T: Whose skirt is this T: Let’s have a look. Woo, you are right.T: Whose shirt is this T: Aha, It’s Owen’s.T: Whose pants are these T: Let’s check the answer. You are right. Learn “jacket, I think...”.Ss: It’s Candy’s It’s Jon’s It’s Martin’s.J: No, it’s not mine.C: Yes, it is.S1: I think it’s Alice’s.S2: I think it’s Bruce’s.S3: I think they are Susan’s. 在真实的情景中学习“jacket, I think...”。
Remark：
Stage3（10mins)：While-listening
Step Teacher activity Student activity Designing purpose
1(Individual activity) Play the recorder of1a.T: Listen to 1a and answer the question “ Whose jacket is it ”T: Kangkang thinks it’s Li Ming’s. Pay attention to the “-s”.T: Listen to the tape again. Fill in the blanks in 1b. If you can’t finish them, you can read 1a.T: Yes, good. Listen to 1a the third time, imitate the tone. Listen to 1a and finish 1b.S1: Kangkang thinks it’s Li Ming’s.S2: Michael’s, Kangkang’s, Whose, Li Ming’s.
2.(Class activity) Play the recorder of 2a.T: Look at the pictures in 2a. What can you get from the pictures T: Yes, good. Anything more T: Yes, good. We don’t listen to the tape,but we can get some information. T: Listen to 2a and match the clothes with the people.T: Yes, good. Listen to 2a and finish 2a.Ss: clothes: skirt, jacket, shirt, pantsSs: Kangkang, Maria, Michael, Jane.Ss:B, A, C, D. 通过听力活动完成2a。
Remark：引导学生提取图片信息，帮助学生更好地完成听力活动。
Stage 4（10mins)：Post-listening
Step Teacher activity Student activity Designing purpose
1.(Group work) Show the examples in 2b to students.T: Look at the examples. Can you make a dialog like them T: Right.T: Quite well. Finish 2b.Ss: Yes. Group1: S1:Whose skirt is this S2:It’s Maria’s.Group 2:S1: Whose jacket is that S2: It’s Kangkang’s.Group3: S1: Whose skirt is that S2: It’s Michael’s.Group4:S1: Whose pants are these S2: They are Jane’s. 根据2a 完成对话练习。
2.(Group work) Guide the Ss to practice more.T: Let’s play a game. Everyone takes out 1 or 2 things. Put them together. Ask and answers in groups. T: You help pencil find its owner.T: Interesting. I like your idea. Help each other. Take out 1 or 2 things, put them together and help the objects find the owner.Group1:S1: Whose pencil is this S2: It’s not mine. I think it’s Judy’s.S1: Hi, Judy! Is this pencil yours S3: No, it’s not mine. My pencil is here. I think it’s Sally’s.S1: Hi, Sally! Is this pencil yours S4: Yes, it is mine. Thank you.Group 2:S1: Whose erasers are these Are they yours, Linda S2: No, my eraser is pink. They are black. I think they are boy’s.S1: Hi, Carson! Are these erasers yours S3: Yes, thank you. Is the ruler yours, Brave S1: Oh, yes. Thank you.S3: You are welcome. 将目标语用于生活之中。
Remark：老师鼓励学生将所学知识联系起来,大胆地进行创新。
Stage 5（5mins)：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.jacket, think, I think it’s Li Ming’s. That one is blue. Whose... Is this/that It’s.. Whose... are these/ those They are.../ɑ / / / /θ/ / / /ts/ /ds/
2 (Class activity) Assign the HMK.T: For today’s HMK, I’d like you to 1. Finish part 5.2. Preview Section C.3. Help ruler find its owner. 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：强调预习的重要性。
VI . Blackboard design
Topic 3 Whose cap is it 第三课时 (Section B- 1a, 1b, 2a, 2b, 5 Section C-5a,5b) Group1: Group2: Group3: Group4: Group5:
jacket, think,
I think it’s Li Ming’s.
That one is blue.
/ɑ / / / /θ/ / / /ts/ /ds/
Whose... Is this/that
It’s.. Whose... are these/ those They are...
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