Unit 2 Looking Different-Topic 3 Whose cap is it -Section C-ppt课件-(含教案)-省级公开课-仁爱科普版七年级上册(编号：c75c1).zip

Unit 2 Topic 3 乃林蒙古族实验中学 褚文静 Section C Lets chant. If youre wearing RED, Put your hand on your head. If youre wearing BLACK, Put your hand on your back. If youre wearing BROWN, Put your hand on the ground. If youre wearing BLUE, Put your hand on your shoe. If youre wearing YELLOW, Wave your hand at your fellow. A: Whose is this/that? B: I think its A: Whose are these/those? B: I think theyre my his her its your yours ours theirs mine your hishersits our yours their 名词性物主代词名词性物主代词=形容词性物主代词形容词性物主代词+名词名词 我的我的 mine = my + n. 你的你的 yours = your + n. 他的他的 his = his + n. 她的她的 hers = her + n. 它的它的 its = its + n. 我们的我们的 ours = our + n. 你们的你们的 yours = your + n. 他们的他们的 theirs = their + n. Listen and answer the question. What does Kangkangs classmate look like? He has black hair and black eyes. Im Kangkang. I have a new classmate. He is from Japan. He has black hair and black eyes. We look the same, but we are in different clothes. He is in a purple T-shirt and my T-shirt is red. His pants are blue and mine are white. My shoes are blue and his are brown. Guess! Who is he? Read, underline the childrens clothes and circle the colors. (1) Kangkangs new classmate comes from China. ( ) (2) They dont have the same looks. ( ) (3) They are in different clothes. ( ) (4) Kangkangs pants are yellow. ( ) (5) Kangkangs classmates shoes are brown. ( ) Read 1a and mark T (True) or F (False). F F F T T Read 1a again and complete the table. Person Clothes Color Kangkang Kangkangs classmate T-shirt Pants Shoes redpurple white blue bluebrown 阅读短文，根据中文、首字母、音标、及语境提示，在每一个空格阅读短文，根据中文、首字母、音标、及语境提示，在每一个空格 内填上一个适当的单词，要求所填的意义准确，拼写正确。内填上一个适当的单词，要求所填的意义准确，拼写正确。 Im Kangkang. I have a new _ kl:smeit . He is from J_. He has black hair and blue e_. We look the same, but we are in _ clothes. He is _ a purple _ti:t and m_ is red. His _ are blue and my pants are white. _（我的） shoes are blue and his are brown. _（猜）！Who is he? classmate apan yes different in T-shirtine pants My Guess Look at the pictures of Tom and Dick carefully and write a passage to describe them. You can begin like this: I have two new classmates. They are Tom and Dick TomDick Write a passage to introduce your classmates. K: Hello, A. A: Hello, Kangkang. K: I have a new _ in my class. A: Who is he? K: _, please. A: Where is he from? K: He is from _. A: What does he look _? K: He has _ hair and _ eyes. We look the same. A: What color is his T-shirt? K: Its _. A: And what color are his pants and shoes? K: His pants are _ and his shoes are _. A: I know him. His name is Fill in the blanks according to 1a. classmate Guess Japan like blackblack purple bluebrown 1.This is her dress. This dress is hers. 2.Those are your bananas. Those bananas are yours. 3.This is my cat. This cat is mine. 4.That is his jacket. That jacket is his. 5.Those photos are theirs. Those are their photos. 6.These schoolbags are ours. These are our schoolbags. 改写下列句子，要求意思不变。改写下列句子，要求意思不变。 仁爱版七年级英语上 Unit2 Topic3 Section C 一、教学目标 1、 知识目标：（1）能正确拼读并运用以下单词：new, clothes, classmate （2) 能理解并掌握以下句型： He is in a purple shirt and my T-shirt is red. His pants are blue and mine are white. 2、能力目标：（1）能根据阅读目的运用简单的阅读策略获取 所需信息. (2)在阅读的基础上培养学生的写作能力。 3、学习策略：能够和同伴积极合作，共同完成任务； 4、情感态度：通过多种活动培养学生的英语学习兴趣；通过两 两交流和小组合作，培养学生的合作意识与合作精神。 二、教学重点、难点 1、 能根据阅读目的运用简单的阅读策略获取所需信息； 2、能运用所学知识，写出语句连贯、表意准确的短文。 三、教具：多媒体，录音机 四、教学方法：情景教学 五、教学过程 Step 1:Greetings T: Nice to meet you , everyone! Ss: Nice to meet you, too. T: Im very happy today ,Im your new teacher, Miss Wang ! Ss: 设计意图：该步骤目的在于进行师生间的常规问候，拉近师生 间的距离以及帮助学生做好课前准备，活跃课堂气氛，激发学生兴 趣，让学生在轻松愉悦的环境中自然地进入到本课内容. Step 2: warming-up 教学活动：播放音乐，“Lets chant!” 设计意图：在轻松愉悦的环境下，通过大屏幕展示了学过的有 关颜色及服饰，让学生再次运用所学过的语言知识，既是对知识的 巩固，也是为下一步将在短文中学习目标语言提供口头语言材料。 Step 3: Pre-reading Show the pictures and ask students to look them, guess the colors of the clothes they wear, teach the new words, then lead-in the topic. 教学活动：1、猜猜图片人物服饰的颜色，让学生预测短文内容 。 2、展示图片，呈现本课新单词，引出话题。 设计意图：通过猜猜图片人物服饰的颜色，让学生熟悉描写人 物的话题，使学生学会预测内容，激活学生原有的相关语言知识， 激发学生的阅读兴趣，为下一步的阅读中活动做好铺垫。 Step 4:While-reading 1、 Fast-reading 教学活动：快速阅读短文，回答以下问题。 (1) Who are the boys in the passage? (2) Are they in the same clothes? 设计意图：阅读要从整体语言输入入手，整体感知短文即引导学生 抓住短文的主要内容。 2、 Scanning 教学活动： (1)学生阅读1a,完成表格。 (2)学生细读1a,根据完整内容判断句子正误并改正。 1 Kang kangs new classmate comes from China. ( F ) 2 They dont have the same looks. ( F ) 3 They are in different clothes. ( T ) 4 Kang kangs pants are yellow. (F ) 5 Kang kangs classmates shoes are brown. ( T ) 设计意图：在整体语言输入的基础上进行分层语言输入，即引 导学生深入细致的阅读。目的在于让学生了解短文的主要细节，帮 助学生关注和提取信息，从而使学生更好地理解短文内容。 (3)学生听录音齐声朗读短文。 设计意图：引导学生认真听录音并大声朗读短文，为下一步将 进行的语言输出扫清障碍。 Step 5 Post-reading 教学活动： 1、 根据短文内容，完成对话。（同桌之间，两两完成） K: Hello, S1. A: Hello, Kangkang. K: I have a new _ in my class. A: Who is he? K: _, please. A: Where is he from? K: He is from _. A: What does he look _? K: He has _ hair and _ eyes. We look the same. A: What color is his T-shirt? K: Its _. A: And what color are his pants and shoes? K: His pants are _ and his shoes are _. A: I know him. His name is 2、看图片，进行复述,完成短文。 My name is kang kang. I have _ _ _.He is from _.He has _ _ and _ _. We _ _ _, but we are in _He is in a _ _ _ and my _ _is _. 设计意图：根据学生的水平，通过整合教材，引导学生看相对 应的图片进行复述短文，降低难度。通过看图补全短文，这是阅读 后活动和写作之间的过渡环节是消化半输出的过程，为下环节的写 作活动做好铺垫。 Step 6: Writing 教学活动： 1、 小组讨论“How to describe people？”。 2、根据2中Tom 和Dick的图片及描写人物的思维导图，在小组中分工合作，进行单 词收集、分要点、分步骤共同完成写作活动。 3、 每个小组分别展示自己的作品，选出做得最好的小组。 设计意图：通过讨论、分工，加强小组中成员分享、帮助、合 作的能力，同时发展学生综合运用的能力，通过书面语言的输出， 训练学生的写作能力。 Step 7: Summary and Homework 教学活动： 1 引导学生总结本课的内容。 2 布置作业。 写一篇短文来描述你的同班同学。 板书设计： Unit2 Topic3 Whose cap is it ? Section C(1a-2) classmate class mate His/Her name is . roommate He/She comes from . new old He/She has and clothes He/She is in. His/Her pants/shoes/T-shirt are/is