1、仁爱版初中英语七年级上册Unit 2Topic 3 Whose jacket is this优质课教案备课内容执教人随笔Topic 3 Whose jacket is this ?第21课时Section ATeaching periods: 2The main activities are 1a and 2a. 【Teaching aims and demands】1. Learning noun possessive pronoun.2. Learning to talk about the owner.3. Continue to learn the plural form of nou
2、ns【Teaching process】 Step One: Review1. Review description of characters dress. For example: Maria is in red .2. Review of the possessive pronoun adjective. For example: This is your pen. They are their books.3. Integrated lesson content, by guiding people to learn possessive pronoun lesson 1a and 2
3、a. s (1) teachers pick up their books, said This is my book. Went on to say This book is mine. Writing on the blackboard with colored chalk mine. (2) The teacher picked up a students pencil, said This is his / her pencil. Went on to say This pencil is his / hers. Blackboard with colored chalk hers /
4、 his. (3) picked up the pen with two other classmates asked Whose pens are these? Writing on the blackboard and teach a new word whose. To help students answer They are their pens. They are theirs. And the writing on the blackboard the sentence, using colored chalk to write theirs. (4) derived the s
5、ame way and understand Shengci: yours, hers, ours, theirs. (5) teaching new words: mine, whose, our. (6) teacher to use pictures to the students to ask questions, learn possessive form. Whose egg is that? I think itss Tomss. (Itss his.) Whose bananas are those? They are monkeyss. (They are its.)Lear
6、n a new word: its, banana, think. Step two: show 1a and 2a to listen to the recording, the A column and B column the contents of the connection. Step three: the consolidation of1. 1a and 2a to listen to the recording, follows to read, pay attention to pronunciation and intonation.2. Man-machine dial
7、ogue.3. With clothes or school supplies to replace the term 1a, 22 drill a dialogue. And to allow several groups of students to perform in front of the podium, the teachers encouraged. Completed 1b4. 2b teaching with charts so that several groups of students to the podium before the 22 dialogues, th
8、e completion of 2b Step Four: Practice1. Alone. Fill in the blank with the word box to complete the three, teachers may wish to check the answer, and then drilled the students to engage in dialogue 222. Knowledge point Summary:. (1) noun possessive pronoun; adjective possessive pronoun + noun. (2) t
9、he possessive noun form. For example: Tom-Tomss, Kate-Katess, student-studentss, teachers-teacherss, boys-boyss Step five: Project 1. Group Activity: find owner of lost propertyActions are proposed: a studentve found one thing, the students who talk about things, you can use the language of structur
10、e: Whose . is this? Is it yours, Li Ming? I think itss Wang Leiss. Oh, itss mine.2. Design group activities, talking about their own stationery.) (1) teachers to group students were divided into six groups, each group of students put together the stationery. (2) to enable students to talk about your
11、self to get the stationery. (3) use of learned as much as possible the main sentence. Such as: This is my / your pen / ruler / book . The pen / ruler / book . is mine / his / yours. Mine is big / blue / long .3. (Group activities, talking about clothes. And to talk about the content of compiled essa
12、ys.) Theyre blue shoes. Theyre not S1s. His are here. Theyre not mine. They arent S2s. Hers are yellow and white. Then whose shoes are these? Theyre S3s.4. Homework: (1) to write an essay of about 40 words to introduce the new clothes. (2) Review possessive pronoun. (3) prepare a lesson the next les
13、son Section B content.课后反思第22课时Section BTeaching periods:1The main activities are 1a and 2a. 【Teaching aims and demands】1. Learning nouns possessive.2. Comparative adjective possessive pronoun and the noun possessive pronoun.3. Review of special and general interrogative interrogative.【Teaching proc
14、ess】 Step One: Review1. Teacher-student interaction, choose different items to engage in dialogue, exercises noun possessive pronoun For example: T: Whose . is this / are these? S1: Its mine. / Theyre his. T: Is this . Yours? S2: Yes, it is. / No, it isnt mine. T: Are these . yours? S3: Yes, they ar
15、e. / No, they arent. They are their.2. To enable students to perform the dialogue in pairs. For example: (1) S4: Whose pencil is this? S5: Its mine. (2) S6: Is this ruler yours? S7: NO, it isnt mine. S6: Whose ruler is this? S7: I think its his.3. Teachers to produce a jacket picture, teaching the w
16、ord jacket. Step two: show1. Teachers, students produce a jacket to practice questions and answers, pay attention to the use of sentence: Whose jacket is this? Its .And to explain the noun possessive.2. Other items and then show the students do the same question and answer activities.3. 1a listen to
17、 recordings to enable students to answer questions.Is this jacket Kangkangs? Step three: the consolidation of1. 1a listen to recordings, student follows to read, marked with a pencil voice and intonation. Then wipe off the slogans sustain and tone, so that students hear the first sentence by sentenc
18、e reading, checking pronunciation and intonation.2. The three components of role-play a dialogue with the completion of 1a.3. According to conversations fill in the blank, teachers may wish to check the answer to complete 1b. Step Four: Practice1. To listen to two recordings, marked the correct seri
19、al number, check the answer to complete the two.2. To enable students to independently completed the first three of the connection, after the completion of three Westerners dialogue.3. Double events, with the students for questions and answers of clothing to complete the four. For example: Sl: Whose
20、 coat is this / that? S2: I think its Huang Bins. S1: Whose shoes are these / those? S2: I think theyre Huang Xins.4. To enable students to perform 4. Good performers and teachers to give praise.5. Two events at the same table to discuss with each other to complete 5, teachers may wish to check the
21、answer, some 22 drilling a dialogue. Step five: Project 1. (Encourage students to explore the noun possessive pronoun and adjective possessive pronoun in the form of, as well as usage.)Specific methods:Teachers play a large screen materials:Adjective possessive pronoun my your her his its our your t
22、heirNoun possessive pronoun mine yours hers his its ours yours theirs(1) This is my jacket. It isnt yours. (2) Your book is over there. Mine is here.(3) These are their pants. Ours are there.Teachers of the whole class is divided into several groups, to focus discussion, and then each group select a
23、 representative to tell you tell the other kids to add the final summing up of teachers, and reached the following consensus: most of the adjective possessive pronoun plus the back-s constitute a noun possessive pronoun, there are three special circumstances my-mine, his-his, its-its. adjective poss
24、essive pronoun followed by a noun, noun possessive pronoun with a noun meaning. noun possessive pronoun as subject, if the meaning is singular, the latter be the verb should be used is, if the meaning is plural, then the verb should be plural are. Teachers can also use a small Gejue or be summarized
25、 in the form of doggerel.2. Arranged a short Ke Benju to find owner of lost property as the title, plot reference texts 1a.Require the use of the following sentence:Whose . is this? Is it yours / .? Mine is here. I think its . s. What color is .? This one is .What does . look like? He / She has .(Te
26、acher classroom tour guide, to be picked after the two groups of students prepare for the full outstanding students to the front of the stage show performances. WeEncouraged to give applause. )3. Homework: (1) (per person required production of a possessive pronoun cards.)Requirements: Size: 10cm 5c
27、m positive to write in Chinese, English, to write the opposite of its two forms: noun possessive pronouns and adjectives possessive pronoun. a set of two cards with each other, speak (or read) corresponding to the Chinese or English.(2) a group of three people, using their own goods, performing 1a.(
28、3) copying 1a and 3 in the Job Book.课后反思第23课时 Section CTeaching periods:1The main activities are 1a and 2a. 【Teaching aims and demands】1. Continue to learn possessive pronoun usage.2. Review describing peoples appearance and dress of the sentence.3. Review indicated that the color word.【Teaching pro
29、cess】 Step One: Review1. Allow a student to the front of the podium, pointing to her body parts, along with teachers and students speak English in various parts of the name, and then asked one student described the appearance of the students. For example:He / She has a small head, short black hair a
30、nd black eyes .2. With in-kind or a picture review learned about clothing and the color words. For example;T: Whats this / What are those?Ss: Its a shirt. / they are shoes.T: What color is / are .Ss: Its / Theyre yellow / blue.T: What does he / she look like?3. Teachers pick up students in a jacket,
31、 said: This is a jacket. Went on to say: Mine is blue. And the writing on the blackboard. Step two: show1. Students pick up a pencil, said: This is his / her pencil. Goes on to say: This pencil is his / hers. His / Her pencil is yellow.2. 1a listen to the recording, to answer questions.(1) What does Kangkang look like?(2) Where is Kangkangs classmate from?(3) Do they look the same?Teaching Shengci: new, classmate, clothes. Step three: the consolidation of1. Listen 1a recording follows to read, and to imitate pronunciation and intonation. Then fill in a fo
