七年級（上）教案U2T3SD.doc

Unit 2 Looking DifferentTopic 3 Whose jacket is this?Section DThe main activities are 1, 2 and 5. 本課重點活動是1，2和5。. Teaching aims and demands 教學目標1. (1)Learn the consonants:/F/, /V/, /tF/, /dV/(2)Learn some new words:find, help, us, him2. 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 clothes.3. Review the possessive pronouns:(1)Whose cap is it?Its Sallys.(2)Whose bananas are these?Theyre their bananas/theirs.4. Review some useful expressions:(1)I think its Kangkangs/Li Mings.(2)We look the same, but we are in different clothes.(3)Please help us find him. Teaching aids 教具白紙/實物/幻燈片/教學掛圖/錄音機/小黑板/彩筆. Five-finger Teaching Plan 五指教學方案Step 1 Review 第一步 復習(時間:9分鐘)通過游戲表演，復習上節(jié)課所學語言點，創(chuàng)設情境，以師生對話形式導入本課生詞和話題，激發(fā)學生的學習興趣。1. (做“物主代詞大接龍”游戲。學生六人一組，每組發(fā)一張白紙。每名學生用上一個物主代詞造句并和組員審定，句子說對了，就請這個學生把句子寫在白紙上。后面的學生依次輪流造句和記錄，要求后面學生說的物品和物主代詞都不能與前面學生說的一致。五分鐘內(nèi)記錄正確句子最多的小組獲勝，發(fā)糖果給予獎勵。)2. (利用課前從學生那里借來的服裝和學習用品等，通過師生互動，復習whose句式和物主代詞以及名詞所有格。)(教師拿出一頂帽子。)T:Whats this?Ss:Its a cap.T:What color is it?Ss:Its yellow.(接下去詢問個別學生。)T:Is this your cap, S1?S1:No, its not mine.T:Is this yours, S2?S2:Yes, its mine.T:Here you are.S2:Thanks.(以類似的方式復習其他物品的詢問，速度要快，物主代詞復習面要廣，同時也需要學生積極廣泛參與。)3. (1) (利用幻燈片展示一個畫面：一個男孩在水中大喊“Help! ”。讓學生猜其含義，然后教師給予相關的解釋。) (板書并要求學生掌握。)help T: I think we can help him. And later he will help us, too. (板書并要求學生掌握。)him, us (2) (教師事先把自己的鋼筆夾在書里，然后假裝找東西，讓學生體會find的含義。) T:Oh, where is my pen? I cant find it. Can you help me? (板書并要求學生掌握。)find Ss:Yes. Is it in your desk? T:No. Ss:Is it in your jacket? T:No. Oh, its here. Its in my book. Thank you all the same. (3) (出示2圖片，師生對話導入新課。) T:Look at the picture in 2. The policeman cant find the man in the picture. Can you help him? Ss:Yes. T:Good. Thank you. Now, lets learn more information about the man.Step 2 Presentation 第二步 呈現(xiàn)(時間:10分鐘)通過閱讀獲取短文全面信息，然后運用所學功能用語進行問答復述，培養(yǎng)學生的綜合語言運用能力。1. (閱讀短文，讓學生完成小黑板給出的問題。) T: Read 2. Choose the right answers.(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. (核對答案。)2. (讓學生仔細閱讀2，對文章內(nèi)容有較詳細了解，完成表格并核對答案。) T:Please read 2 carefully. Then fill out the table in 2.3. (教師連續(xù)不斷地根據(jù)2內(nèi)容提問，學生用一句話回答每個問題，訓練學生的反應速度。)T:Where is the man from, S1?S1: Hes from Canada.T:Is he twenty-one years old?S2: No, he isnt. T:How old is he?S3: Twenty.T:Is he tall?S4: Yes, he is.T:What color is his hair?S5: .4. (讓學生根據(jù)2中的表格復述短文。) T: Please retell the passage according to the table in 2.Step 3 Consolidation 第三步 鞏固(時間:6分鐘)通過講解語音和訓練學生的聽力，培養(yǎng)其語感和歸納推理能力。1. (利用幻燈片呈現(xiàn)1中的例詞，讓學生注意畫線部分的讀音。學生聽錄音，體會畫線字母的讀音。)shirtshoesshelftelevisionmeasurepleasureChinateacherchairjacketmessageorange(引導學生歸納總結。板書并鼓勵學生嘗試著給每組音標再舉出一兩個例子，鞏固字母的發(fā)音規(guī)律。)sh/F/s/V/ch/tF/dV/jge (讓學生聽1錄音跟讀，練習字母發(fā)音。)2. (聽3錄音，完成練習。核對答案。) T: Listen and match the things with the owners.3. (學生兩人一組，運用whose句型談論3中四幅圖畫的內(nèi)容。)S1:Whose pencils are these?S2:They are Michaels.S1:Whose ruler is this?S2:Its Peters.S1:Whose knife is this?S2:Its Janes.Step 4 Practice 第四步 練習(時間:10分鐘)通過總結本話題的語法和功能用語，使目標語言得以強化，同時培養(yǎng)學生的歸納能力。1. (聽3錄音，跟讀并模仿。四人一組，用自己的實物進行對話操練。)S1: Excuse me, S2. Is this your book?S2: No, it isnt mine.S1: Whose book is this?S2: I think its S3s.S1: Excuse me, S3. Is this book yours?S3: Yes, its mine.S1: Here you are.S3: Thank you. Whose pen is this? Is it yours, S4?S4: No, I think its S1s.S3: Excuse me, S1. Is it yours?(請操練過程中表現(xiàn)較好的學生到講臺前表演對話。)2. (放4a錄音，并讓學生跟讀，然后用幻燈片出示練習。完成4a。)用適當?shù)奈镏鞔~填空。(1)Excuse me, Tom. Is this cap?No. is blue. I think its .Kangkang, is this yellow cap ?Yes, its cap.(2)Whose bags are these?I think they are .Excuse me. Are these bags ?Yes, they are . The black one is Lucys. The brown one is .(核對答案。)3. (完成4b，放錄音讓學生跟讀并注意模仿語音語調。然后教師用幻燈片出示練習。)從欄中找出欄問句的答語。 (1)Is this cap yours?a. They are ours.(2)Whose eraser is this?b. Yes, its mine.(3)What color is this jacket?c. No, they arent.(4)What does he look like?d. I think it is Kangkangs.(5)Are these her apples?e. Its black.(6)Whose apples are these?f. He has a round face. (核對答案。) Step 5 Project 第五步 綜合探究活動(時間:10分鐘)通過游戲和造句，練習本話題所學的目標語言，提高學生的綜合語言運用能力。1. (讓學生拿出上節(jié)課布置要帶的畫畫工具，按要求做：(1)在白紙上畫出一個你喜歡的人的簡筆畫，最好是全身像，然后涂上顏色；(2)三分鐘內(nèi)完成作品，然后四人一小組，談論你所畫的人以及這個人的服裝和長相；(3)小組談論之后，每組選出一幅圖畫貼在黑板上，學生通過和教師或彼此之間的對話，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, its mine.T:Oh, its very beautiful. Youre clever.S1:Thanks.2. (設計活動，聽詞造句比賽。操作形式：(1)以組為單位；(2)鏈條式進行，各組豎排第一位學生，各組豎排第二位學生，依次輪流；(3)教師給出一個詞，要求學生在二十秒鐘之內(nèi)完成一個句子，在規(guī)定時間內(nèi)完成的學生坐下；(4)哪一個組坐下的人多，哪一組獲勝。通過競賽活動，使學生進一步鞏固本單元的詞匯及句式，增強其競爭意識，調動其學習情緒，培養(yǎng)他們捕捉信息、拓展思維的能力。)T:OK, class. Are you ready? Now begin!T:Jacket. (從第一組豎排第一位學生開始。)S2: My jacket is blue. / This jacket is mine.T:Yours. (第二組豎排第一位學生。)S3: Is this pen yours?T:Whose. (第三組豎排第一位學生。)S4: Whose book is this?T:Tall. (第四組豎排第一位學生。)S5: Is he tall? / Im tall.T:His. (第一組豎排第二位學生。)S6:His bike is white.T:S7: .3. Homework:(1)進行1的發(fā)音練習。(2)仿照2寫一篇“尋人啟事”。(3)復習4a和4b。板書設計：Whose jacket is this?Section DImportant sentences:Useful expressions:1. He is tall and he has brown hair.5.Who