七年级上U1T3教学设计.docx

Topic 3 Whose cap is it?
Section A
Ⅰ. Material analysis
本节课是第三话题的第一节课，主要活动是1a，2和4a。通过询问物品所属的情境呈现教学内容，主要学习询问物品所属的表达方式“Whose cap is it?”，“It’s Sally’s.”，“Is this your cap?”，“No, it’s not mine. ”，“Is this cap yours?”同时还将学习形容词性物主代词，名词性物主代词和名词所有格；此外，语音板块将学习字母组合ar，or，oor的读音规则。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够初步了解字母组合ar /or /oor的读音规则，并能根据发音规则进行单词的拼读；
能够掌握并应用新学习的单词: mine, whose, yours, hers, ours, their, bike, then等；
能够运用询问物品所属的表达法进行交流，如：What color is it?
能够正确运用特殊疑问词whose引导的特殊疑问句来询问物品所属，如：whose cap is it?
能够正确使用名词性物主代词和形容词性物主代词：mine, yours, hers, ours, his, theirs, their等。
⒉ Skill aims
能听懂有关询问物品所属的简单的对话或叙述；
能运用物主代词描述物品所属；
能运用所学的单词和句型来谈论物品所属；
能正确地朗读对话，并能注意语音语调；
能根据已学音标的初步知识拼读单词；
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真并坚持进行单词的拼读练习；
能有兴趣用所学的功能句进行口头对话；
引导学生关注生活中人物的细节。
Ⅲ. The key points and difficult points
⒈ Key points
正确使用表示询问物品所属的表达方式；
正确使用特殊疑问词whose引导的特殊疑问句来询问物品所属；
掌握字母组合ar /or /oor的读音规则。
⒉ Difficult points
特殊疑问词whose引导的特殊疑问句来询问物品所属;
能够正确运用名词性物主代词和形容词性物主代词：mine, yours, hers, ours, his, theirs等；
字母组合ar /or /oor的读音规则。
Ⅳ. Learning strategies
培养学生善于发现的习惯有利于学生的学习。
Ⅴ. Teaching aids
录音机、教学挂图、学生的文具、黑板。
Ⅵ. Teaching procedures
Step
Interaction patterns
Student activity
Teacher activity
Introduction
(6minutes)

1.The whole class work.

2.Individual work.

3.The whole class
Work.

4.The whole class
Work.
1.Students reply to students: Good morning, Miss Chen!
2.The student answers the question: Yes, It is.
3.Follow the teacher for several times.

4.Students follow the teacher for several times.
1.The teacher greets with students: Good morning, class!
2.Walk to one student （a girl）and point out her pen, then ask: Is this your pen?
3.Hold her pen and say: This is her pen. Also I can say: This pen is hers. Then teach the word “hers” for several times and students follow the teacher.
4.Point out the pen and ask the girl: Is this your pen? Also I can ask: Is this pen yours? Teach the word “yours” for several times. The teacher can help the girl answer: Yes, it’s mine. Then teach the word “mine” for several times.
Presentation
(12minutes)
1.Individual work.

2.The whole
class.

3.Pair work.

4.The whole class work.

5.The whole class work.

6.The whole class work and group work.

1.Do 1a. Students use some objects to make sentences one by one;
2.Students answer the teacher’s question: It’s somebody’s.

3.Practice the sentences in pairs;

Two pairs share their dialogues.
4.Listen to the tape carefully and one student answers the question: It’s Sally’s.
5.Students listen and follow the tape again.

6.Students listen to the teacher carefully
and then read the dialogue in groups; At last, some groups act out the dialogue.
1.Let students make sentences with the words: yours, hers, mine one by one.

2.Point out one student’s book and ask: Whose book is this? (老师解释：这是谁的书？) Then help students answer: It’s somebody’s. (老师解释：somebody’s 表示 … 的) Point out some students’ objects and ask the question: Whose … is this? Let students answer: It’s somebody’s.
3.Give students 2 minutes to practice the sentences in pairs using the objects they have;
Then choose two pairs to show their dialogues.
4.Play the tape of 1a and ask the question: Whose cap is this?

5.Write down the words: Sally’s, mine, yours, and play the tape, and then let students listen and follow the tape again.
6.Point out the sentence: Is this your cap? = Is this cap yours? Give students 1 minute to read the dialogue in roles in groups;
Then choose some groups to act out the dialogue.
Consolidation (10minutes)
1.The whole class work.

2.The whole
class work.

3.The whole
class work.

4.Individual work, the whole class work and pair work.

1.Do 2. Students answer the question: It is his ruler;
Read the sentence for three times.

2.Read the word after the teacher for several times.

3.Respond the teacher and read after the teacher.

4.Students do it by themselves; Then check the answers; Read the phrases and words together; Then students talk about the character of the words and phrases in pairs; Finally, students listen to the teacher carefully.
1.Point out one boy’s ruler and ask: Whose ruler is this? Let students answer the question;
Repeat: It is his ruler. It’s his. Let students read the sentence for three times.
2.Say: This is our classroom. This classroom is ours; Then teach the word“ours”for several times.
3.Point at one desk and ask: Whose desk is this? Help students response the teacher: It’s theirs. Then teach the word“theirs”for several times.
4.Point at the pictures of 2, and let students complete the sentences with the given words in the box; Choose five students to check the answers in 2; Then write down the phrases and words on the blackboard, let students read them together;
Give students some time to make a summary about the words and phrases; Finally, the teacher makes a summary about it. (老师可用汉语总结名词性物主代词和形容词性物主代词的区别)
Practice (12minutes)
1.Individual work.

2.Pair work.

3.Individual work and pair work.

4.The whole class work.

5.Individual work
and the whole class work.

6.Individual work.
1. Do 1b. Students
listen and number the pictures by
themselves; Some students check the answers in 1b.
2.Do 1c. Make up new conversations in pairs; Some pairs share their conversations with the whole class.

3.Do 3. Students do it by themselves; Two students check the answer.
4.Do 4a. Read the word together.

5.Read the words one by one; Then read the words together; Finally, listen to the tape and read after the tape in 4a.

6.Do 4b. Students read the words. first by themselves, then read after the tape.
1.Let students look at the pictures in 1b, then listen and number the pictures; Play the tape; Then Choose some students to check the answers.
2.Let students make up new conversations, using the sentence patterns: Whose… is this? Is this…? Let students work in pairs; Choose some students to show their conversations to the whole class.
3.Show the picture of 3 and let students do it by themselves; Choose two students to check the answer.

4.Show a flashcard with the word: car on it, then let students read it together.
5.Point out the next flashcards: arm, hard, park, let students try to read the words one by one; Then let students read the words together;(老师可采用同样的方法教学字母组合or/ oor的读音规则)
Then show the table of 4a to students and let students listen to the tape, then read after the tape.
6.Let students read the words from park to fork by themselves, then choose some students to read the words. After that, play the tape and let students read after the tape.
Production
(5minutes)
1.Group work.

1.Play the game in groups; Some groups share the game with the whole class.
1.Ask students to work in groups. Everyone in the group provides one object, then puts them together. Let one student guess: Whose … is it? The student only has two chances; choose some groups to show the game in front of the class. Make a summary about the game.
2. Assign homework:
Review the words and expressions in Section A;
Review the sounds and practice them;
Preview the new words and 1a in Section B.
Teaching reflection:
本节课中的难点是让学生初步掌握名词性物主代词，学生理解起来有些问题，还需在今后的教学中不断渗透和应用，才能达到熟练掌握。

Ⅶ. Blackboard design
Whose cap is it?
Section A Sounds:
1.Is this your cap? = Is this cap yours? hers/her /3/
2.Whose cap is it, then? yours/your /5/
3.It’s Sally’s. mine / my
his / his
ours / our
theirs / their