仁爱科普版七年级上册 Unit 2 Topic 3 Whose jacket is this? 第一课时教案（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
第一课时 (Section A-1a, 1b, 1c, 4a /ɑ / / /)
教学设计思路：
本课时主要学习形容词性物主代词、名词性物主代词mine, yours, hers以及名词所有格形式。主要句型有Whose cap is it Is this your cap No, it’s not mine. 本课时将从复习描述人物的外貌特征入手，通过同义句转换的形式引入复习形容词性物主代词 his, her,my, its等。在听前的准备活动中，老师利用身边的书、文具、桌子等物品在真实情景中教授句型“This/That is my/ your/ his/ her...” “Whose... is it ” “It’s ...和名词性物主代词mine, your, hers, Sally’s.为听力部分做好准备。听力部分分三步进行。第一步老师呈现1b里面的四幅图，要求同学认真看图片，养成预测和审题的习惯。再播放1a录音。第二步，听1a完成1b中的任务。第三步学生听1a模仿录音跟读。最后通过根据实物做对话的活动完成对所学知识的应用，完成1c。语音方面学生将通过归纳、听、模仿、正音等方式进行学习。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）学习新词 mine, whose, then, yours, hers。
（2）学习“This/That is my/ your/ his/ her...” “Whose... is it ” “It’s ...等句型。
（3）学习语音/ɑ / / /。
1. Skill aims:
（1）能够听懂询问物品所属的表达。
（2）能够读准所学音标，并能借助音标拼读简单的词汇。
（3）能运用所学句型表达物品所属。
（4）能够正确朗读对话，注意语音语调。
1. Emotional aims:
能够坚持进行单词的拼读练习。
1. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
（1）Words and expressions: mine, whose, then, yours, hers
（2）Sentences:
This/That is my/ your/ his/ her...
Whose... is it
It’s ...
（3）学习语音/ɑ / / /
2. Difficult points：
对所学知识的灵活运用。
Ⅲ. Learning strategies
1. 能够清楚大声地朗读。
2. 逐渐养成归纳总结的习惯。
Ⅳ. Teaching aids
录音机/多媒体/小黑板/图片
V. Teaching procedures
Stage 1（5mins)：Getting students ready for learning and revision
Step Teacher activity Student activity Designing purpose
1(Class activity) Greet and warm up. T：Good morning, boys and girls!T: I will invite a handsome boy to be our model. Who wants to try T:OK. Boy, you come here. Can you describe the handsome boy T: Yes, good. Now I want to invite a beautiful girl. Who wants to try T: Well done. Greet and warm up.Ss: Good morning, Miss Li!Ss: Yes.S1: He has a wide mouth, two black eyes. He has short black hair. He is in a yellow T-shirt.S2: She is my good friend. Her name is Wendy. She has a small head. She has two big black eyes. She has a small mouth. She is in a read T-shirt, blue pants and a pair of white shoes. 复习描述人物外貌特征的句子。
2.(Class activity) Guide students to review possessive adjectives.T: Look at Wendy. She has a small mouth. Can you speak this sentence in another way T: She has long black hair.T: Good. Look at Boy. He has a big head.T: I have a small nose.T: Yes, good. Review possessive adjectives.Ss: Yes, her mouth is small.Ss: Her hair is long and black.Ss: His head is big.Ss: Your nose is small. 通过描述学生的外貌特征复习形容词性物主代词。
Remark：老师尽量变换等多种人称帮助学生复习形容词性物主代词。
Stage 2（10mins)： Pre-listening
Step Teacher activity Student activity Designing purpose
1 (Group work) Teach new structures and sentences with the help of real objects.T: Look, this is my book.T: This book is mine. my book, mineT: That is my cup. That cup is mine.T: Is this your book T: Yes, it is mine.T: Is this yours T: Is this your schoolbag T: Is this yours T: No, it is not mine.T: Is that your book T: Yes, that is not your book. Is this book yours T: Boys and girls, is this her book T: Yes, it’s hers. T: Is that her book T: Is that his book T: Yes, it’s his. It’s his book. Learn new structures and sentences.Ss:That is my cup. That cup is mine.S1: Yes, it is mine.S2: Yes, it is mine.S3: Yes, it is mine.S4: No, it is not mine.S5: No, it is not mine.S5: Yes, it is mine.Ss: Yes, it is.Ss: No, it isn’t hers.Ss: Yes, it is.
2.（Group work） Guide students to practice in pairs..T: Work in pairs. Ask and answer like before.T: Good, but I hope more students can join in.T: Yes, good. Work in pairs. Ask and answers.Group1:S1: Is this your pen S2: No, it isn’t mine.S1: Is this yours S2: Yes, it is.Group2:S1: Is this your pen S2: Yes, it is.S1: Is this your ruler S3: No, it is not mine.S1: Is this yours S4: No, it’s not mine.Group3:... 通过实物操练新句型和单词。
3.（Group work） Guide students to learn new structure.T: Whose ruler is it T: It’s Susan’s.T: Whose book is this T: Whose pencil is it T: Whose book is this T: Whose eraser is it Learn “ Whose ...is it？.Ss: It’s Owen’s.Ss: It’s Jon’s.Ss: It’s Shirley’s.Ss: It’s his.
4.(Class activity) Lead students to find rules.T: Can you find some rules Such as mine= my + book, pen, pencil...T: book, pen, eraser are nouns.T: Yes, good. We will learn more in next classes. Students work in groups and find rules.Ss: hers= her+ book, pen, eraser.Ss: his=his+n. yours=your+n.
Remark：学生自己总结规则，老师可以进行适当的引导。
Stage 3（5mins)：While-listening
Step Teacher activity Student activity Designing purpose
1(Individual activity) Play the recorder of 1a.T: Look at these pictures carefully and then listen to the tape carefully.T: Do you finish it T: Who can share your answers T: Is she right T: Good. Listen to 1a and number the pictures in 1b.Ss: Yes.S1:2,4,1,3Ss: Yes.
2.(Individual work) Play the recorder of 1a.T: Listen to 1a and answer the question: Whose cap is it T: Yes, good. Listen to 1a again and read after the tape. Can you read 1a now T: Now let’s read 1a together.T: Good. Let’s listen to 1a the last time and check your pronunciation. Listen to 1a and answer the teacher’s question.S1: It’s Sally’s.Ss: Yes.
Remark：听录音之前，认真阅读题目，进行听力预测。
Stage 4（7mins)：Post-listening
Step Teacher activity Student activity Designing purpose
1.（Group work) Get the Ss to practice 1a in groupsT: Which group can read 1a for us T: You read well. But If you add more gestures, it will be better. Act out 1a.Group1:S1: Hi,Jane! Is this your cap S2: No, it’s not mine.S1: Whose cap is it, then S2: It’s Sally’s.S1: Hi,Sally! Is this cap yours S3: Oh, yes. It is mine. Thanks ,Maria.S1: That’s OK.Group 2:...
2.(Group work) Get the Ss to finish 1c.T: Can you make a conversation like 1a T: Good. I hope you can use your own objects.T: You did a good job. Your voice is aloud enough. But if you can make the dialog without the help of the book will be better.T: Wow, perfect. Make a conversation like 1a.Ss: Yes.Group1:S1: Hello, Smile!S2: Hello, Susan!S1: Is this your book S2: No. It’s not mine.S1: Whose book is it, then S2: It is Jon’s S1: Hello, Jon! Is this your book S3: Oh, yes, it is mine. Thank you.S1: You’re welcome.Group 2:S1: Hi, Tracy! Is this your pencil box S2: Let me see. No, it’s not mine. S1: Whose is it, then S2: It’s Carson’s. They look the same.S1: Hi, Carson! Is this your pencil box S3: Yes, it is. Thank you.S1: That’s OK.
Remark：老师鼓励学生将所学知识联系起来大胆地改编。
Stage 5（10mins)：Pronunciation
Step Teacher activity Student activity Designing purpose
1( Class activity) Write “ar” on the Bb. T: Look at the Bb. Which words include “ar”.T: Yes, good. Card, arm, car, which is the same sound T: Yes, listen to the tape and follow the sound.T: Look at the form. Read the first three words. Who wants to try T: Yes, good.T: Good. Learn the English sound /ɑ / Ss: card, arm, carSs:/ɑ / Ss: /ɑ / /ɑ / /ɑ / S1: arm, hard, parkS2:arm, hard, park
2( Class activity) Show the phonetic symbol of / /T: Look at the card. Read the word.T: Yes, morning. “or” / /T: Who can read these words T: Listen to the tape and check your pronunciation. Learn the sound / /.Ss: morning.S1: horse north, door\
Remark: 强调标准音的重要性。
Stage 6（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.mine, whose, then, yours, hersThis/That is my/ your/ his/ her... Whose... is it It’s .../ɑ / / /his=his+n. yours=your+n.mine=my+n.
2 (Class activity) Assign the HMK.T: For today’s HMK, I’d like you to 1. Recite 1a..2. Read the words in 4a.3. Write a conversation like 1a. 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：强调按要求完成口头作业。
VI. Blackboard design
Topic 3 Whose cap is it 第一课时 (Section A-1a, 1b, 1c, 4a /ɑ / / /) Group1: Group2: Group3: Group4: Group5:
This/That is my/ your/ his/ her... Whose... is it It’s ...
/ɑ / / /
Whose cap is it
It’s Sally’s.
his=his+n. yours=your+n.
mine=my+n.
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