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

Unit2 Looking Different
Topic3 Whose jacket is this
【教学目标】
一、知识与技能
1. 词汇：
mine, whose, bike, cat, banana, its, our, their, theirs, baby, bag, jacket, think, classmate, clothes, find, man, help, us, him, hers
2. 句型：
--Whose cap is it --It’s Sally’s.
--Whose shoes are those --They are our shoes /ours.
I think it’s Kangkang’s/Li Ming’s.
We look the same, but we are in the different clothes.
Please help us find him.
3. 语法：
1. 学习物主代词的用法。
2. 名词所有格。
3. 继续学习可数名词的单、复数的变化。
二、过程与方法
1. 能听懂有关相貌、身高、穿着等简单的会话及日常生活描述。
2. 能用英语描述人物的特征及物品的所属。
3. 能用短语或句子描述分列图片，编写简单的故事。
三、情感态度与价值观；
通过学习对人的外貌、服装、特征的描述，培养学生热爱生活、热爱美的情感，并注意培养他们的观察能力和概括能力。
【教学重、难点】
1. 学习物主代词的用法。
2. 名词所有格。
3. 可数名词的单、复数的变化及特殊疑问句。
4.音标学习
【教学过程】
Section A
【教学目标】
一、知识与技能
1. Learn the new words and phrases.
mine, whose, bike, cat, our, hers, bananas, their,
2.Learn the useful sentences
(1)—Hi,Jane !Is this your cap
—No, it’s not mine.
(2)—Whose cap is it,then
—It’s Sally’s.
(3)—It is his bike .
—It is his .
(4)—They are our shoes .
They’re ours.
二、过程与方法
1. Learn possessive pronouns, know about the possessive form of nouns.
2. Learn to talk about possessions.
3. Review plurals.
三、情感态度与价值观
通过学习对人的外貌、服装、特征的描述，培养学生热爱生活、热爱美的情感，并注意培养他们的观察能力和概括能力。
【教学重、难点】
Learn possessive pronouns:
Whose cap is this It’s Sally’s.
Whose bike is this It’s his bike. / It’s his.
Whose cat is this It’s her cat. / It’s hers.
Whose bananas are these They are their bananas. / They are theirs.
Whose shoes are those They are our shoes. / They are ours.
【教学过程】
Step 1 Review
1. Sentence-making competition. Review how to describe people's clothing.
For example: ... is in a red...
2. Review possessive pronouns of adjectives; my, your, his, her.
For example: This is your pen. They are my books...
3. Integrate the contents. Begin this section with possessive pronouns and learn la and 2a.
(1)Pick up a book and say "This is my book. " Then say "This book is mine. " Write down "mine" with colored chalk, then teach it.
(2)Pick up a student's pencil and say "This is her/his pencil. " Then say "This pencil is hers/his. " Write down "hers" with colored chalk and help students understand it.
(3)Pick up another two students' pens and say "Whose pens are these " Write down and learn the new word "whose". And help the students answer "They are their pens. They are theirs. " Write down"their" and "theirs" with colored chalk. Teach "their" , and help students understand "theirs".
(4) Help the students understand the following new words in the same way: ours, yours. And teach" our".
(5) Use pictures or use real objects to teach words: then, bike, cat, banana, its, baby, bag, shirt.
Step 2 Presentation
Listen to la and 2a. Match column A with column B.
A B
1. cap a. Sally's
2. bike b. hers
3. cat c. his
4. bananas d. yours
5. shoes e. its
6. apples f. theirs
7. toys g. ours
Step 3 Consolidation
1. Listen to la and 2 and read after the tape, pay attention to the pronunciation and intonation.
2. Work in pairs. Practice the conversation of la with some other clothes or school things. Then ask several pairs to act it out in the front of the class, and the teacher gives them praise. Finish lb.
3. Read 2and try to find out their common points in the answers and encourage the students to report their results. Summarize the usage of the possessive pronouns of adjectives and nouns. Finish 3.
Step 4 Practice
1. Do 2b according to the examples in 2b. Check the answers. Pay attention to the plurals of "baby" and "knife". Finish 2b.
2. Work 3 alone. Fill in the blanks using the words in the box. Check the answers and practice the conversation in pairs. Finish 3.
3. Summarize language points
(1) possessive pronouns of nouns = possessive pronouns of adjectives + nouns.
(2) possessive form of nouns. For example:
Tom—Tom's Kate—Kate's student—student's teachers—teachers' boys-boys'
Step 5 Project
Play a game in two groups. Divide the whole class into two groups. They begin to play the game like this:
SA, : This is her bag.
SB, : It's hers. / The bag is hers.
SA2: Those are their books.
SB2; They are theirs. / The books are theirs.
Change the roles to continue the game.
【当堂训练】
（A）用所给代词的适当形式填空：
1. This is __________ shirt. This shirt is _______________.(I)
2. The man under the tree is ______________ father.(he)
3. That desk over there is ______________. _________ desk is over there.(you)
4.The new pants are _______________. ___________pants are new.(they)
5.Are these dresses ______________ Are these __________ dresses (we)
6.That’s ________ skirt. That skirt is ______________.(she)
(B)按照例子来改写下列句子：
Example: This is my shirt.-------This shirt is mine.
1.Those are my shoes.----_________________________________________________
2.This is his bike.----_____________________________________________________
3.These are their apples.----________________________________________________
【Homework】
【教学反思】
Section B
【教学目标】
一、知识与技能
1. Learn the new words and phrases.
Jacket, shirt, think, blue and white,
2.Learn the useful sentemces
(1)—I think it’s Kangkang’s /Li Ming’s..
(2)— Kangkang, is this jacket yours
—No , my jacket is blue and white
(3)—Whose boxes are they
二、过程与方法
1. Go on learning the possessive form of nouns.
2. Go on learning the special questions of "whose".
3. Go on talking about the owner of the objects.
三、情感态度与价值观
通过学习对人服装、特征的描述，培养学生爱惜自己东西、热爱美的情感，并注意培养他们的观察能力和概括能力。
【教学重、难点】
Talking about the owner of the objects；
--Whose... is this/are these
--It's mine. / They're his.
--I think they are yours. Are these... yours
--Yes, they are. / No, they aren't. They are theirs.
--Whose jacket is this
-- It's ...'s.
Is this jacket Kangkang's
【教学过程】
Step 1 Review
1. Practice between teacher and students. Make a dialog with different things, using as many possessive pronouns of nouns as possible. For example;
T: Whose... is this/are these
S1 : It's mine. / They're his.
T; Is this... yours
S2;Yes, it is. / No, it isn't.
T; I think they are yours. Are these... yours
S3 ;Yes, they are. / No, they aren't. They are theirs.
Write down the new word" think "and teach it.
2.Let students act the dialog out in pairs. Using the sentences pattern “whose …is this ” “whose …are these ”
3. Show a picture of a jacket and learn the new word "jacket".
Step 2 Presentation
1. Point to a student's jacket and have class activities. Don't forget to use the sentence patterns " Whose jacket is this " " I think it's ...'s." Explain the possessive form of nouns and the new word “think”.
2. Then make similar dialogs using other things.
3. Listen to la. Let the students answer this question: Is this jacket Kangkang's
Step 3 Consolidation
1. Listen to la again and let the students follow the tape and mark the pronunciation
and intonation with pencils. Then rub off the marks and listen again and repeat sentence by sentence. Check the pronunciation and intonation.
2. Act out the dialog in la in groups of three. Finish la.
3. Fill in the blanks according to la. Check the answers. Finish lb.
Step 4 Practice
1. Listen to 2. Mark the right order, then check the answers.
Finish 2.
2. Work in pairs. Let the students discuss with their deskmates and finish 3, then the teacher checks the answers and lets students practice in pairs.
3. Work in pairs. Ask and answer the questions using the students' clothes. Finish 4. For example;
S1,: Whose coat is this/that S2: I think it's Huang Bin's. S1,: Whose shoes are these/those S2: I think they are Huang Xin's.
4. Let students act 4 out in the front of the class. Then teacher gives praise to the best actors.
5. Let students finish 5 alone, then make a conversation in pairs.
Step 5 Project
1. Talk about one's own stationery.
(1) Divide the students into several groups. Put their stationery together in each group.
(2) Pick out his/her own stationery and talk about them. Use main sentences that we have learned as many as possible. For example:
This is my/your pen/ruler/book...
The pen/ruler/book... is mine/his/yours.
Mine is big/long/blue...
2. Make a short play about "Find the owner".
How to play the game: A student finds something. He/She is looking for the owner of it. You can use the following sentences:
--Excuse me, is this your...
--No, it's not mine.
--Whose is it
--I think it's Li Ming's.
--Excuse me, is this yours, Li Ming
【当堂训练】
（A）用括号内适当的词填空
1.The gloves aren’t ________________.(my, mine)
2. The new bike is _____________. __________ likes it very much.( he, his)
3. It’s not ________ shirt. ________ is over there.( your, yours)
4._________ is that blue dress ( who’s, whose)
5.This is ________ English teacher. ( theirs, their) He is not ____________.( our, ours)
6.The girl is Peter’s sister. ________ name is Linda.( hers, her)
(B)翻译下列句子
1．这是谁的帽子？是我的。
_______________ cap is this It’s __________________.
2.那些是谁的玩具？是他们的。
_____________ toys ___________ _______________ They’re _________________.
3.这裤子是玛利亚的吗？不，不是她的
___________ the _____________ _______________ No, they aren’t ____________.
4.我的T恤衫是红白相间的，这件是杰克的。.
My T-shirt ______ __________ __________ ___________. This ________is _______.
【Homework】
【教学反思】
Section C
【教学目标】
一、知识与技能
1. Learn the new words and phrases.
new , classmate, clothes, look the same , different clothes
2. Learn the useful sentences
(1)—He has black hair and black eyes.
(2)— We look the same, but we are in different clothes.
(3)—He is in a purple T-shirt.
(4)—Who is he
二、过程与方法
1. Go on learning the usage of possessive pronouns.
2. Review the sentence patterns of how to describe a person's native place, appearance and clothes.
3. Know about the incomplete plosion.
三、情感态度与价值观
通过学习对人服装、外貌特征的描述，培养学生热爱生活、热爱美的情感。
【教学重、难点】
How to describe a person's native place, appearance and clothes:
【教学过程】
Step 1 Review
1.. Review the sentence structure learned to talk about possession with real objects or pictures For example:
“Whose …is this ” “Is this your… ”
“Whose …are these ” “Are these … yours ”
2. Listen to 2. Match the pictures, then check the answers.Finish2.
3. Pair work..Look at the pictures in 2, and describe the colors of the children’s clothes,
Step 2 Presentation
1. Present an old pencil-box and a new one to the class to teach the new word "new".
2. Point to two students and say " You are in the same class. So you are classmates. But you are not new here. " And encourage the students to guess the meaning of "classmate . Then teach it.
3. Listen to la. And then answer the following questions;
(1) What does Kangkang’s classmate look like
(2)What color are his classmate’s clothes
(3) Do they look the same
Step 3 Consolidation
1. Listen to 1 a again and read after the tape, then imitate the pronunciation and intonation.
2. Read la again and fill in the blanks in lb. Check the answers.
3. Color the pictures in lb according to the information. Finish lb.
Step 4 Practice
1. Work in groups. Ask the students to read the instruction in 3 and make sure every student can understand it, then begin the game. Finish 3.
2. listen to 4 and read after the tape, pay attention to the pronunciations of the underlined letters. Explain the incomplete plosion and write down examples on the blackboard.
For example:
(1) sit down (2) look like (3) I have a good friend.
Step 5 Project
1. Work in chains. Let students try to say as many sentences as they can according to the following examples. For example:
S1: This ruler is mine.
S2: This ruler is his. This pen is mine.
S3: This ruler is his. This pen is hers. This eraser is mine.
2. Describe new friends and write a composition.
(1)Describe new friends' appearance( look, height, clothes, etc. ). (2)Useful sentence patterns:
His/Her name is...
He/She comes from...
He/She has a big nose.
He/She is short/tall.
His/Her hair is black.
He/She is in a red.
【当堂训练】
(A). 选择填空：
（　）１.”Whose is this shirt ” “It’s ___________ ”
A.my B. mine C. me D. I
( ) 2.“Whose shoes are these ” “They are ____________.”
A. he B . he’s C .his D. him
( ) 3“Is that Kate’s cat ” “Yes, It’s _______________”.
A. she’s B. hers C. her D.she
( )4. “_________ dress is this ” “It’s Mrs Green’s.”
A. What B. What color C. Where D. Whose
( )5. “___________ is over there ” “It’s my car.”
A. What B. Who C. Where D. Which
（B）按要求改写下列句子：
1.This big apple is my brother’s. (划线部分提问)
____________ is this big apple
2.This is my coat.（改为同义句）
This coat is _____________.
3. These are our knives.（改为一般疑问句，并回答）
_______________ ______________ your knives Yes,____________ ____________.
4. This ball is mine.（改为复数形式）
These _________ are ___________.
5. The boy is Tom. The boy is in red.（合并为一句话）
The boy _______________ ________________ ______________ Tom.
【Homework】
【教学反思】
Section D
【教学目标】
一、知识与技能
1. Learn the new words and phrases.
find, help, us, him
2. Learn the useful sentences
(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 .
(4)—Please help us find him,
二、过程与方法
1. Learn and master the pronunciations of consonants.
2. Review the sentence patterns of describing somebody's personal information.
3. Review the possessive pronouns.
4. Review the special questions of "whose".
三、情感态度与价值观
通过学习对人服装、外貌特征的描述，培养学生热爱生活、热爱美的情感。
【教学重、难点】
Learn and master the pronunciations of four consonants.
Describing somebody's personal information:
This man is from Canada.
He is tall and he has brown hair.
He has small eyes, a big nose and a wide mouth.
He is in black clothes.
【教学过程】
Step 1 Review
1. Work in pairs. Make dialogs, using different things to practice. Review the possessive pronouns. For example
(1) S3: Excuse me. Whose pen is this
S4: It's my pen. / It's mine.
(2) S5; Excuse me. Whose books are these
S6 : They are his books. / They're his.
(3) S7; Excuse me. Is this your ruler / Is this ruler yours
Sg: No, it's not mine. I think it's hers/ Lin Pin's.
Step 2 Presentation
1.. Read through sectionsA----C and fill in the blanks with the correct words .
3. Show a picture about a person-seeking notice and learn the new words; find, man.
4. Let students read the person-seeking notice in 2. Ask them to mark the new words and guess the meanings of "help", "us" and "him" according to the context. Then teach them.
5. Read 2 again and fill in the blanks according to the person-seeking notice in 2. Then students check the answers with each other and the teacher checks the answers at last. Finish 2.
Step 3 Consolidation
1. Show another person-seeking notice and ask the students to practice the following sentences:
Where is he from He is from...
Does he have ... Yes, he does. / No, he doesn't.
Is he in ... Yes, he is. / No, he isn't.
2. Ask the students to read the person-seeking notice again and encourage the students to describe him/her orally.
For example;
S1: This boy is from... His name is... He is five years old...
Step 4 Practice
1. Listen to 1 and match the persons with the things, then check the answers.
2. Ask the students to sum up the grammar and the useful expressions in groups, then choose several groups to show their writing.
Step 5 Project
1. Draw a picture of one's favorite person and color it.
2. Work in groups of four and talk about the person's clothes and looks. Choose some pictures and put them on the blackboard. Then get the students to find the owners of the pictures according to dialogs between teacher and students by asking the following questions;
(1) Is your favorite person a boy/girl/man/woman
(2)Is he/she tall
(3) Does he/she have a round face
(4) What color are his/her pants
(5)Is this picture yours
3. Write a short description about the picture.
.
【当堂训练】
(A).用所给单词的适当形式填空：
1.The book isn’t _________(my, mine).It’s _______________________(her, hers)
2. ___________(He,His) name is Jack.___________ (He, His)is a good student.
3.___________ (My, Mine)favorite color is blue and _____ ( their, theirs)is yellow.
4.____________(It’s, Its) a dog.___________ (It’s, Its) name is Peter.
5.-___________(Who, Whose) pants are these –They are ___________(our,ours)
（B）.翻译句子，
1.我们看起来一样，但穿不同的衣服
____________________________________________________________________
2.这些是谁的香蕉？是他们的。
____________________________________________________________________
3.这件大衣是他的吗？ 不是她的。
____________________________________________________________________
4.请帮助我们找到他。
____________________________________________________________________
【Homework】
【教学反思】
PAGE