七年级英语Unit2 Topic3 Section A仁爱版.doc

Unit2 Topic3 Section A
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some possessive pronouns:
yours, mine, hers, its, our, ours, theirs.
(2)Learn other useful words and expressions:
whose, think, bike, cat, banana food, bag.
2. Learn special questions with “whose”:
(1)—Whose bike is this?
—It’s his bike.
—It’s his.
(2)—Whose shoes are those?
—They’re our shoes.
—They’re ours.
(3)—Whose apples are these?
—They’re their apples.
—They’re theirs.
Ⅱ. Teaching aids 教具
小黑板/班上学生的衣服和文具/录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (1)(利用班上学生的衣服、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.
(拿出猪的图片，指着它的大耳朵来提问。)
T: Are its ears big?
Ss: Yes, they are.
(提问穿有同一颜色鞋的两同学。)
T: S2、S3. Come here please. What color are your shoes?
S2、S3: Er ...
T: Our shoes are black. (帮助回答)
(板书形容词性物主代词)
your my their his her its our
(2)(看黑板朗读这些词后，让学生们同桌间互相问答，然后让学生作连锁操练，注意手势使用。)
T: Use the words on the blackboard, ask and answer one by one.
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: …
…
2. (老师可以到学生当中借用他们的东西，如书包、上衣、铅笔或者鞋子等等。然后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.
T: What color is it?
Ss: It’s yellow.
(请一位学生回答。)
T: Huang Yue, please. Is this your bag?
Huang Yue: No, it isn’t.
(再请书包的主人来回答。)
T: Lin Bin, please. Is this your bag?
Lin Bin: Yes, it is.
T: Here you are. (运用肢体语言)
Lin Bin: 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: S10. Look, what’s this?
S10: It’s a pen.
T: Whose pen is this?
S10: It’s my pen. (帮助回答It’s mine.。)
T: Oh, the pen is yours. (强调). Here you are.
(重复问答)
T: Whose pen is this?
S10: It’s my pen. It’s mine.
T: Here you are.
S10: Thank you.
(另外用一把男生的尺子和S11进行问答，引出his。)
T: Whose ruler is this?
S10: It’s my ruler. It’s mine.
T: OK. Sit down please. S11. Whose ruler is this?
S11: It’s not my ruler. It’s ... (帮助回答)
It’s his ruler.
T: It’s his ruler. It’s his. (强调)
(反复操练，利用学生的文具等实物演示对话来明确物主代词的意义，相对应地板书出来。)
yours mine theirs his hers its ours
3. (挂出小黑板，学生朗读新句型和新单词，加深理解。)

① This is our classroom.
It’s ours.
② This is my book.
It’s mine.
③ That is his pencil.
It’s his.
④ These are her shoes.
They’re hers.
⑤ Those are your books.
They are yours.
⑥ These are their books.
They are theirs.
Step 2 Presentation 第二步 呈现(时间:6分钟)
1. (利用学生的尺子来进行师生互动问答。引出whose问题，导入1a。)
T: What’s this, Li Kai?
Li Kai: It’s a ruler.
T: Is this ruler yours?
Li Kai: Yes, it is.
(问另一个学生)
T: Is this ruler yours?
S1: No, it’s not mine. (帮助回答)
T: Whose ruler is it then?
S1: It’s hers. (帮助回答)
T: Good. We can say like this: I think it’s Li Kai’s.
(板书两个句子，跟读)
Whose ruler is it then?
I think it’s Li Kai’s.
2. (放1a录音，学生跟读。注意语音和语调。)
T: Listen to 1a and repeat. Pay more attention to your pronunciation and intonation.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (学生扮演1a的角色表演对话。)
T: 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. (利用班上学生的衣服或文具等来进行模仿对话，巩固新内容并完成1b。)
T: Practice the conversation with your clothes or school things.
S3: It this pencil yours, S4?
S4: No, it’s not mine.
S3: Whose pencil is it?
S4: I think it’s S5’s.
…
Step 4 Practice 第四步 练习(时间:11分钟)
1. (用方框里的单词填空，核对答案后操练，完成3。)
T: OK, let’s do some exercises, fill in the blanks with the words in the box.
(校对答案)
A: Whose shirt is this?
B: It’s yours.
A: Is it my shirt? But mine is white.
B: I know. Your shirt is white. But my pants are blue. Now your shirt is blue and white.
(让学生两人一组进行对话练习。)
S1: …
S2: …
…
2. (利用香蕉和自行车图片来呈现新单词，然后把这两张图送给两位学生，再进行师生互动
问答。)
(教师出示多根香蕉的图片，指着香蕉问。)
T: Look at the picture. What are these?
Ss: 香蕉。
T: Right. They’re bananas. OK. S1, here you are. Now they are yours.
(用同样的方式完成自行车的学习)
(然后让获得这两张图的学生起立并手举着图，老师利用这两张图用whose进行提问)
T: S1, whose bananas are these?
S1: They’re mine.
(转向其他学生)
T: Whose bananas are those?
Ss: They’re his.
(同样的练习自行车)
T: S4. Whose bike is this?
S4: It’s mine.
T: Whose bike is that?
Ss: It’s hers.
3. (放2a录音，学生跟读并注意语音语调。教师引导学生总结形容词性物主代词和名词性物主代词的用法。)
T: Listen to 2a and repeat. Pay attention to the pronunciation and intonation.
4. (在小黑板上出示事先准备好的练习题，当堂完成并核对答案。)
①This is (我的) pen. That is (你的).
②Whose bag is this? It’s (他的).
③This isn’t (我的) book. (我的) is red. I think it is (她的).
④This is (我们的) teacher. That is (他们的).
⑤ (你们的) bags are white. (我们的) are green.
5. (让学生模仿示范，完成2b，核对答案。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (设计小组活动，谈论自己的文具。)
(1)教师把学生分成6个小组，把每组同学的文具放在一起。
(2)让学生谈论一下自己拿到的文具。
(3)尽可能地使用所学过的主要句式。如：
①This is my/your pen/ruler/book …
②The pen/ruler/book … is mine/his/yours.
③Mine is big/blue/long …
2. (小组活动，谈论衣服等。并把谈论内容编成短文。)
They’re blue shoes. They’re not S1’s. His are here. They’re not mine. They aren’t S2’s. Hers are yellow and white. Then whose shoes are these? They’re S3’s.
3. Homework:
(1)写一篇40词左右的短文，介绍新衣服。
(2)复习物主代词。
(3)预习下一课Section B的内容。
板书设计：
Whose jacket is this?
Section A
1. Possessive pronouns: 3.—Whose bike is this?
your my their his her its our —It’s his bike.
yours mine theirs his hers its ours —It’s his.
2.① This is my book. 4.—Whose bananas are those?
It’s mine. —They’re his bananas.
② These are her shoes. —They’re his.
They’re hers.