仁爱科普版七年级上册 Unit 2 Topic 3 Whose jacket is this? 第四课时教案（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
1. 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。
1. 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。
1. 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。
1. Culture awareness:
Ⅱ. The key points and difficult points
1. 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。
2. 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.
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 classmateSs: 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.
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, purplewhite , blueblue, 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 passageT: 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, clothesWe 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:
new classmate, clothes
We look the same, but in different clothes.
He is in a purple T-shirt.
His pants are blue.
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