仁爱版英语七年级上册unit2topic3sectiona教学设计讲课讲稿.doc

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Unit 2 Looking Different
Topic 3 Whose cap is it? 教学设计
Section A

The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn some possessive pronouns:
mine, whose, hers, our, ours, their, theirs, yours
(2)Learn other new words:
then, bike, cat, banana, baby, bag, shirt
2. Talk about possessions:
(1)—Is this your cap?
—No, it’s not mine.
—Whose cap is it, then?
—It’s Sally’s.
(2)—Hi, Sally! Is this cap yours?
—Oh, yes. It’s mine. Thanks, Maria.
—That’s ok.
Ⅱ. Teaching aids 教具
班上学生的衣服和文具等，录音机，图片，小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习形容词性物主代词，导入名词性物主代词及其他生词和句型，易于学生理解，激发学生的学习兴趣。
1. (1) (利用学生的衣服、文具及外貌来进行互动问答，对形容词性物主代词进行全面复习。)
T: Hello, S1. What color is your hair?
S1: Hello, Mr. Chen. My hair is black.
(选择两位学生的同一颜色的笔进行问答。)
T: What color are their pens?
Ss: They’re red.
(指着一男生上衣提问)
T: What color is his coat?
Ss: It’s blue.
(指着一女生头发提问)
T: Is her hair long?
Ss: Yes, it is.
(对穿着同一颜色鞋的两个学生提问。)
T: S2&S3. Come here, please. What color are your shoes?
S2&S3: Er...
T: Our shoes are black. (帮助学生回答。让学生猜our词义并讲解。)
(板书形容词性物主代词。)
your, my, their, his, her, our
(2) (看黑板朗读这些词后，让学生间互相问答，进行连锁操练，注意手势的使用。)
T: Ask and answer according to the words on the blackboard.
S4: What color is your pen?
S5: It’s white. What color is his hair?
S6: It’s black. What color are her shoes?
S7: They’re green. What color are their books?
S8: They’re red. ...
S9: Is our school big?
S10: Yes, it is. /No, it’s small.
…
2. (教师可以借用学生的书包、上衣、铅笔等，利用这些物品进行问答，导出新句型和新单词。)
(举起书包，提问)
T: What’s this?
Ss: It’s a bag. (帮助学生回答。)
(板书并要求学生掌握。)
bag
T: What color is it, then?
(板书并要求学生掌握。)
then
Ss: It’s yellow.
(请一位学生回答。)
T: S11, please. Is this your bag?
S11: No, it isn’t.
(再请书包的主人来回答。)
T: S12, please. Is this your bag?
S12: Yes, it is.
T: This bag is yours. Here you are. (运用肢体语言。)
S12: Thank you.
(拿出一支学生的钢笔，提问钢笔的主人，由此导入新的单词和句型。)
T: S13. Look, what’s this?
S13: It’s a pen.
T: Whose pen is this?
S13: It’s my pen. (帮助回答It’s mine.)
T: Oh, the pen is yours. (强调) Here you are.
(板书并要求学生掌握。)
yours
whose
mine
(重复问答)
T: Whose pen is this?
S13: It’s my pen. It’s mine.
T: Here you are.
S13: Thank you.
(另外用一把女生的尺子进行问答，引出hers。)
T: Whose ruler is this?
S14: It’s my ruler. It’s mine.
T: OK. Sit down, please. S15, whose ruler is this?
S15: It’s not my ruler. It’s her ruler. (帮助回答)
T: Yes, it’s her ruler. It’s hers. (强调)
…
(利用学生的文具等实物演示对话，引出其他的物主代词，并明确它们的意义。板书相对应的单词。)
hers, theirs, his, ours
Step 2 Presentation 第二步 呈现(时间:6分钟)
让学生听读1a对话，并操练和模仿，强化目标语言，帮助学生形成正确的语音语调。
1. (出示1a图片，让学生听录音，回答问题，导入1a。)
T: Look at the picture. Is the cap Jane’s? Please listen to 1a, then answer the question.
(板书并讲解。)
Is the cap Jane’s?
2. (听1a录音，学生跟读。注意语音语调，并回答问题。)
Whose cap is this?
T: Listen to 1a and repeat. Pay more attention to your pronunciation and intonation. And find out the answer to this question. (核对答案。)
3. (把全班学生分成两组，互换角色操练对话。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
运用目标语言，创设情境。操练和表演对话，进一步巩固目标语言。
1. (学生根据1a表演对话。)
T: I’ll ask some pairs to act it out.
S1: Is this cap yours, S2?
S2: No, it’s not mine.
S1: Whose cap is it?
S2: I think it’s S3’s.
…
2. (利用学生的衣服或文具等进行模仿对话，巩固新内容并完成1b。)
T: Practice the conversation with your clothes or school things.
S3: Is this pencil yours, S4?
S4: No, it’s not mine.
S3: Whose pencil is it?
S4: I think it’s S5’s.
…
3. (用方框里的单词填空，核对答案后操练，完成3。)
T: OK, let’s look at the picture. Fill in the blanks with the words in the box. Then practice with your partner.
(核对答案。)
T: Nice work. Boys and girls, look at this one. What’s this? (教师指着图片中的衬衫问。)
Ss: It’s a shirt. (教师帮助学生回答。)
(板书并要求学生掌握。)
shirt
(让学生两人一组进行对话练习，然后找两三组同学表演3对话。)
…
Step 4 Practice 第四步 练习(时间:13分钟)
通过对2的练习，师生总结本课所学目标语言，并运用目标语言进行造句，让学生熟练掌握所学知识的同时，培养学生的归纳能力。
1. (利用自行车和猫的图片来呈现新单词，然后把图片递给学生，进行师生互动问答。)
(教师出示自行车的图片，指着自行车问。)
T: Look at the picture. What’s this?
Ss: 自行车。
T: Right. It’s a bike. OK. S1, here you are. Now it’s yours.
(用同样方法教学cat, banana。)
(板书并要求学生掌握。)
bike, cat, banana
(利用图片进行师生问答。)
T: S1, whose bike is this?
S1: It’s mine.
T: Whose bike is that?
Ss: It’s hers.
T: Oh. It’s her bike.
(板书并讲解。)
It’s her bike.
It’s hers.
…
(1)This is (我的) pen. That is (你的).
(2)Whose bag is this? It’s (他的).
(3)This isn’t (我的) book. (我的) is red. I think it is (她的).
(4)This is (我们的) teacher. That is (他们的).
(5) (你们的) bags are white. (我们的) are green.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过小组活动，激发学生学习兴趣，培养学生综合运用语言的能力和合作精神。
1. (设计小组活动，谈论自己的文具。)
(1)教师把学生分成六个小组，把每组同学的文具放在一起。
(2)让学生谈论自己拿到的文具。
(3)尽可能地使用所学过的主要句式。如：
① This is my/his/your pen/ruler/book …
② The pen/ruler/book … is mine/his/yours.
③ Mine is big/blue/long …
S1: Is this your ruler, S2?
S2: No, it’s not mine. Mine is long.
S1: Whose ruler is this?
S2: It is her ruler. It is hers.
…
2. 4a听录音，读方框中的单词。
3. 自己读4b中的单词，熟记于心。
4. Homework:
(1)让学生模仿1a编对话写在作业本上。
(2)复习物主代词。
(3)预习下一课Section B的内容。
板书设计：
Whose cap is this?
Section A
1. Possessive pronouns: 3.—Whose bananas are these?
your, my, their, his, her, our —They’re their bananas.
yours, mine, theirs, his, hers, ours —They’re theirs.
2.—Whose bike is this?
—It’s his bike.
—It’s his.

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