初中英语Topic 3 Whose jacket is this?教案设计

这是一份初中英语Topic 3 Whose jacket is this?教案设计，共7页。

Tpic 3 Whse cap is it?
Sectin C
Ⅰ. Material analysis
本节课是一节读写课，主要活动是1a, 2和5a。借助图画和表格对文章进行预测，并学习运用所学词汇描述本课人物和他人的外貌特征，如：He has black hair and black eyes. Is this /Are these …? Yes. It’s /They’re … N. It’s /They are… ; Whse … is this/ are these? I think it’s/ they are…；语音板块培养学生根据音标及图片拼读和拼写单词的能力；此外，为了丰富学生的课余活动，本课安排了一个chant内容，通过英语小诗训练学生的朗读技巧，同时复习、巩固颜色类单词。
Ⅱ. Teaching aims
1. Knwledge aims
能够掌握并应用新学习的单词: new, classmate, clthes;
能够用英语熟练描述人物外貌特征及询问物品所属：He has black hair and black eyes. Is this /Are these…? Yes. It’s /They’re…N. It’s /They are…; Whse …is this/ are these? I think it’s/ they are…
能够掌握由whse引导的特殊疑问句来询问物品所属；
能够根据图片及音标拼写单词。
2. Skill aims
能听懂有关描述人物外貌特征及询问物品所属的表达方式；
能运用表示有关描述人物外貌特征及询问物品所属的表达方式进行简单的交流；
能够在图画和问题的帮助下预测阅读内容，提高略读、理解图表等能力；
能理解阅读文章进行信息的加工、转化；
能运用简单的词汇来描述人的外貌、穿着特征。
3. Emtinal aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真，规范书写单词；
能够培养学生善于观察周围人或物的能力。
Ⅲ. The key pints and difficult pints
1. Key pints
正确使用表示描述人物外貌特征及询问物品所属的表达方法：He has black hair and black eyes. Is this /Are these…? Yes. It’s /They’re…N. It’s /They are…; Whse …is this/ are these? I think it’s/ they are…；
正确使用be动词：is, are;
能够掌握拼读单词的规律。
2. Difficult pints
正确使用be动词：is, are;
能够辨认名词的单复数；
能够根据所提供的内容编写短文。
Ⅳ. Learning strategies
学唱chant能帮助学生学好英语。
Ⅴ. Teaching aids
录音机、教学挂图和黑板。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin patterns
Student activity
Teacher activity
Intrductin
(7minutes)
1.The whle class
Wrk.
2.Individual wrk.
3.The whle class wrk.
4.The whle class wrk.
1.Students greet with the teacher: Hell! Miss Chen. Nice t meet yu, t.
2.The student respnds the teacher:
T: Is this yur pen?
S1: Yes, it is.
The student answers:
T: Is this yur pen?
S2: N, it isn’t. I think it’s smebdy’s.
3.Students answer: It’s smebdy’s; Then students answer the questin:They are smebdy’s.
4.D 4. Fllw the tape; And d the actins accrding t the chant.
1.The teacher greets with students: Hell! Bys and girls. Nice t meet yu.
2.Walk t ne student and ask: Is this yur pen? Let the student answer the questin;
Then walk t next student and pint ut the same pen, then ask: Is this yur pen?
3.Pint ut ne student’s bject and ask: Whse … is this? Let students answer the questin; Then pint ut sme bjects f ne student and ask: Whse … are these? Let students answer the questin.
4.Play the tape f the chant and ask students t try t sing it; play the tape again and let students d the actins accrding t the chant.
Presentatin
(12minutes)
1.Pair wrk and individual wrk.
2.The whle class wrk and individual wrk.
3.Individual wrk.
1.D 1a. Students try t describe the tw bys in pairs; and sme students describe the tw bys.
2.Read the passage f 1a and explain the passage. Then pint ut the new wrds in the passage and
underline them by themselves;
Sme students pint ut the wrds.
3.Clr the tw pictures and read the passage by themselves.
1.Shw the picture f 1b and give students 1 minute t try t describe the tw bys first in pairs; Chse sme students t describe the tw bys.
2.Let students read the passage f 1a by themselves;
Give students sme time t explain the passage by themselves, then let students pint ut the new wrds in the passage; Then ask students t underline the descriptin wrds in the passage; Chse sme students t pint ut the wrds.
3.Let students clr the tw bys accrding t the passage; Then read the passage again by themselves.
Cnslidatin (10minutes)
1.Individual wrk and pair wrk.
2.Individual wrk.
1.D 1b. Fill in the table by themselves;
One student shares the answer with the whle class; Then make shrt dialgues with the sentences: What clr is…? What clr are …? accrding t the table in pairs;
Sme pairs share their dialgues with the whle class.
2.D 1c. Describe Kangkang and his classmate by themselves in their ntebk; Sme students read their descriptin ut.
1.Shw the table f 1b, then let students fill in the table accrding t the passage f 1a; Chse ne students t shw the answers;
Then give students 1 minute t make shrt dialgues accrding t the table; Chse sme pairs t shw their dialgues.
2.Let students describe Kangkang and his classmate based n 1b by themselves; chse sme students t describe them.
Practice
(11minutes)
1.Individual wrk and pair wrk.
2.Individual wrk and the whle class wrk.
3.Individual wrk and the whle class wrk.
1.D 2. Students describe the tw bys themselves;
And check it in pairs.
2.D 5a. Try t read the sunds and fill in the blank; Check the answers in pairs. Fllw the teacher t read the wrd.
3.D 5b. Try t read the sentences by themselves; Sme students read the sentences; Then read after the tape and pay attentin t the underlined parts.
1.Shw the pictures f Tm and Dick, then let students describe the tw bys rally;
Then ask students t crrect the mistakes they make.
2.Let students fill in the blanks and help check the answer. Read all the wrds.
3.Give students 1 minute t read the sentences in 5b and pay attentin t the underlined parts; chse sme students t read the sentences and then play the tape and let students listen and repeat.
Prductin
(5minutes)
1.Grup wrk.
1.Wrk in grups. Mix things tgether and find ut the wners. Use the fllwing expressins.
S1: Is this / Are these …?
S1: Yes. It’s / They’re … / N. It’s / They’re …
S2: Whse … is this / are these?
S2: I think it’s / they’re ...
Sme grups share the game with the whle class.
1.Let students mix the things tgether and find ut the wners within 2 minutes.
Chse sme grups t shw in frnt f the whle class.
2. Assign hmewrk:
Review the wrds and expressins in Sectin C; Write a passage abut Tm and Dick;
Preview Sectin D—Grammar and Functins;
Teaching reflectin:
语音的学习和应用是一个循序渐进的过程，学生只有靠平时的积累和应用才能掌握读音规则，因此，同学们要善于总结和积累知识，才能把它学好。
Whse cap is it?
Sectin C
1. —A: Is this / Are these…? new
—B: Yes. It’s / They’re… N. It’s /They are… classmate
2. —A: Whse … is this/ are these? clthes
—B: I think it’s/ they are…