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1、个人教学设计课题名称：Unit 2 Topic 3 Whose cap is it? Section B姓名工作单位年级学科七年级英语上册教材版本仁爱版一、教学难点内容分析教学重点：让学生掌握本节课的重点单词和“Whose is this/ that? Its Whose are these/ those? They are句型结构。教学难点：掌握形容词性物主代词和名词性物主代词之间的转换关系。二、教学目标1. 知识目标： （1）核心词块I think （2）功能句型Whose is this/ that? Its Whose are these/ those? They are（3）其他生词
2、jacket, think, schoolbag, baby2.技能目标：（1）能听懂有关询问物品所属的表达方式；（2）能运用表示询问物品所属的表达方式进行简单的交流；（3）能正确地朗读对话，并能注意语音语调；（4）能根据图文正确书写和使用新学习的单词。3.学习策略目标：能够掌握并应用新学习的单词: jacket, think, schoolbag, baby;能够运用询问物品所属的表达法进行交流Whose is this/ that? ItsWhose are these/ those? They are初步了解辅音字母组合th/ ts/ ds 的读音规则并能较熟练地根据发音规则进行单词的拼
3、读和拼写；掌握指示代词this/that/these/those的用法。4.文化意识及情感态度目标：能够与同学积极合作，参与课堂活动，大胆实践；能够认真、规范地书写单词；培养借助图片帮助听说和阅读理解的习惯。三、学习者特征分析本节课的授课对象是七年级学生，学生已经初步掌握了如何用简单的形容词去描述人或事物，也知道单复数与be动词的搭配使用，为这节课的学习做好了铺垫。而且由于学生是刚上七年级的孩子，学生们都很活泼、好动，所以教师应设计多种多样的教学活动，以此来引起学生对英语学习的兴趣。四、教学过程Pre-listeningStep1.Warming-up and revision（5）1.The
4、 teacher greets with students: Good morning, class!2. Walk to one student, and point his book and ask: Is this your book? Then walk to another student and ask: Is this your book?Step2. presentation and practice（5）Point the book and ask the whole class: Whose book is this? Then draw a blue jacket on
5、the blackboard and ask: Whats this? Help students answer: Its a jacket. Then teach the word for several times.Step3.Prediction（5）Show the picture of 1a, then let students describe the picture in pairs.While-listeningStep4. Language Input with books closed（5）Do 1a. Students listen to the tape and try
6、 to find the answer to the question; One student says the answer.Whose jacket is this? Do you know?Step5. Language Focus with books open.（5）1.Follow the tape; Then read the dialogue in roles; Some groups act out the dialogue; Students listen to the teacher carefully and remember “I think ”2. Do 1b.
7、Students do 1b by themselves; check the answer.Post-listeningStep6. Language Practice.（10）1.Do 2a. Look at the pictures, listen and match the clothes with the people;Then check the answer and read after the tape.2.Do 2b. Make short dialogues with the sentences in pairs;A: Whoseis this/that? B: Its A
8、: Whoseare these/those? B: They areSome pairs make new dialogues.Step7. Language use.（3）1. Do 4. Read the sentences by themselves; Rewrite the sentences by themselves; And one student checks the answer.2. Do 3 by themselves in pairs; Some pairs check the answers; Then boys ask and girls answer and r
9、ead the dialogues.Step 8. Homework（2）Make a dialogue like 1a and copy new words.五、教学策略选择与信息技术融合的设计教师活动预设学生活动设计意图1.The teacher greets with students: Good morning, class!2. Walk to one student, and point his book and ask: Is this your book? Then walk to another student and ask: Is this your book?Stude
10、nts answer teachers questions.教师指着书问学生：这是你的书吗？来复习上节课学习的句子和形容词性物主代词，并将这些形容词性物主代词写到黑板上。Point the book and ask the whole class: Whose book is this? Then draw a blue jacket on the blackboard and ask: Whats this? Help students answer: Its a jacket. Then teach the word for several times.Students finish pa
11、rt 2 on textbook with the help of teacher and summarize the regular change between possessive adjectives and possessive pronouns.教师利用多媒体，图片和同桌对话的形式与学生共同完成书中第二部分，并在PPT上呈现关键的句子，让学生归纳总结形容词性物主代词和名词性物主代词之间的转换关系。这样做能吸引学生的注意力。而且师生共同对书中第二部分的学习，不仅能够促进学生积极主动的思考，而且还能培养他们的归纳总结能力。Do 1a. Students listen to the ta
12、pe and try to find the answer to the question; One student says the answer.Whose jacket is this? Do you know?Students listen to the tape and answer the questions, and imitate the tone of the tape, and then read the dialogue.教师用“我们的老朋友Maria也捡到一个帽子，让我们一起看看是谁的吧”引入到课本1a部分。首先给出2个问题，让学生带着问题去听对话，以此锻炼学生的理解能
13、力。之后再听一遍，让学生边听边模仿语音语调，注重学生语音语调的培养。最后再找几组学生分角色朗读，锻炼学生说的能力。 1.Do 2a. Look at the pictures, listen and match the clothes with the people;Then check the answer and read after the tape.2.Do 2b. Make short dialogues with the sentences in pairs;Students use the sentence patterns to make dialogue.因为有了先前教学的输
14、入，所以本环节主要是学生的输出。在上节课，老师会让学生们准备一些属于自己但是别的同学都不知道的东西带到本节课上来，然后用本节课学习的重点句型在小组内作对话，之后教师找几组学生进行展示。这样做能够很好的锻炼学生使用whose引导的特殊疑问句。六、教学评价设计本课的评价主要有教师评价和生生评价构成。在每位学生回答之后，教师要根据学生本身的不同情况和回答的内容做出及时的，正向的评价，而且教师还可以将评价交给学生，让学生对同学的回答进行评价，这样一方面可以督促学生上课认真听讲，另一方面，学生会从一个不同于教师的角度给出不同的，新颖的评价。7、 教学板书Unit 2 Topic 3 Whose cap is it?Section B 1.Whose jacket is this? I think its Kangkangs. 2.A: Whose is this/ that? Its 3.A: Whose are these/ those? They are4.Those are our bikes. = Those bikes are ours.5.That is his schoolbag. = That schoolbag is his.