仁爱版初中英语七年级上册Unit 2 Topic 3 Section D 教案
句子汉译英
1.我有一名新同学。
I have a new classmate.
2.我认为它是康康的。
I think it's Kangkang's.
3.我们看起来一样，但是我们穿着不同的衣服。
We look the same, but we are in different clothes.
当堂训练：单选
1.—Is this your cap?
—Yes, it is ____.
A. your B. my C. mine D. yours
2. —_____ book is this?
—It’s his.
A. What B. Whose C. Where D. Who
3. —Whose is that skirt?
4、针对目标4，让学生对本堂课所学进行锻炼巩固，做到反复操练。
四、教学过程
学习目标
教学活动
评价要点
要点归纳
目标1：复习物主代词用法
自学指导1
1.自学内容: 物主代词
2.自学方法: 先自己复习，再同桌互相提问
3.自学时间:3分钟
4.自学要求:熟练掌握物主代词的用法，并完成表格
自学检测一：
plete Grammar
基于“课程标准、中招视野、两类结构”
七（上）Unit2 Topic3 Section D教案设计
（新授课）
一、学习目标确定的依据：
1、课程标准相关要求:《英语课程标准》（2011年版）要求学生能够会读会写知汉意的单词和短语
单词：us find him police
短语：help sb (to) do sth.
1、针对目标1，通过对物主代词的用法进行复习，使学生再次巩固相关知识，熟练说出其用法，并熟练做题。
2、针对目标2，通过对本话题重点交际用语的复习，使学生熟悉英语交际用语的句式结构，能够对物品的归属问题用英语问答交流。
3、针对目标3，让学生借助听力或从老师的叙述中分辨出物品的归属，并能相互之间交流沟通。
3.自学时间:3分钟
4.自学要求:能够读懂并完成表格
自学检测4
1.Finish the table
2.Guess the meaning of the words.
Wanted find him us
help sb (to) do sth
__________________________________________
4.他穿一件紫色的T恤，我的T恤是红色的。
He is in a purple T-shirt and my T-shirt is red.
5.他的裤子是蓝的，我的裤子是白的。
His pants are blue and mine are white.
6.我的鞋是蓝的，他的鞋是棕色的。
My shoes are blue and his are brown.
2.自主总结物主代词的有关知识点
3.完成下列练习
（1）It has eight apples.
The apples are _____.
（2）He has a gray car. _____car is gray.
The gray car is ___.
（3）Whose bike is this?
This is ________.
This is ________ bike.
（4）The big classroom is ours.
_____ desks are new.
That old classroom is theirs.
______ desks are old.
What about yours?
针对目标1，通过对物主代词的用法进行复习，使学生再次
A. our B. ours C. her D. Their
改写下列句子，要求意思不变
1.It’s her dress.
2.T.This is my cat.
4.That is his jacket.
5.The photos are theirs.
6.These schoolbags are ours.
巩固相关知识，熟练说出其用法，并熟练做题。
Words：
him, us, help, find, police
目标2. 复习本话题重点交际用语
目标
3. 能够听懂物品所属的对话
自学指导2
1.自学内容: 本话题重要交际用语
2.自学方法: 快速读A-C部分课文，找出你认为重要的交际用语
3.自学时间:3分钟
4.自学要求:能够完成相关句子的汉译英，并将其正确运用到对话或写作中
自学指导3
1.自学内容: 课本49页1
2.自学方法: 看图猜测并认真听材料
3.自学时间:3分钟
4.自学要求:能够听懂有关物品归属的听力材料
自学检测3
Finish the listening task.
针对目标2，通过对本话题重点交际用语的复习，使学生熟悉英语交际用语的句式结构，能够对物品的归属问题用英语问答交流。
—It’s___.
A. Han Mei’s B. my C. your D. her
4. —Whose bananas are these?
—They are _____ bananas.
A. our B. it C. it’s D. ours
5. —Whose shoes are those?
—They are______.
句子： Please help us find him.
语法：（1）能够掌握物主代词的用法。
（2）学习有关物品所属的对话
2、教材分析：
通过引导学生复习完成第一部分内容，发现学生存在的问题，及时进行练习，巩固本话题重点。
3、中招考点：
物主代词是中考中的常考点，但学生易将名词性物主代词与形容词性物主代词混淆。
3、针对目标3，让学生借助听力或从老师的叙述中分辨出物品的归属，并能相互之间交流沟通。
phrases :
help sb (to) do sth
Sentences：
Please help us find him.
目标
4：能够独立阅读并完成2中任务
自学指导4
1.自学内容: 课本49页2
2.自学方法: 先读题，再从文章中找出问题答案
4、学情分析：
通过前面的学习，学生对物主代词有了一定的了解，但学生掌握情况不是很好，故在本课要引导学生自主总结形物代和名物代的用法，加深其印象，达到进一步巩固，查漏补缺的效果。
二、学习目标
1.复习物主代词用法
2.复习本话题重点交际用语
3.能够听懂物品所属的对话
4.能够独立阅读并完成2中任务
三、评价任务
写一篇描述英语老师外貌和穿着的短文，不低于60字
4、针对目标4，让学生对本堂课所学进行锻炼巩固，做到反复操练。
We can:
1.掌握物品代词用法
2.掌握本话题重点句子
3.能够正确描述人物外貌特征
七年级英语仁爱版上册Unit3_Topic2_SectionD_教学设计
Unit3 Topic2 SectionD 教学设计I. Material analysis本课是话题二的最后一个课时，主要活动是Grammar和Functions。
引导学生复习构词法、实义动词一般现在时的特殊疑问句及其回答，以及通过对话、听力训练、阅读训练、综合探究等活动复习和巩固Sections A~C学习的打招呼、询问职业、家庭成员、工作场所等信息的表达方式。
另外，学生将在学完本话题后，学会自行总结和归纳构词法的规律以及实义动词一般现在时的特殊疑问句及其回答，学会在实际的句子中发现语法错误并改正错误，同时还将锻炼他们听并判断、听再填空、读前猜测、读后总结的能力，提高他们用所学的词汇、句型、功能、话题进行综合探究活动的能力。
此外，在project的综合探究活动中，借助全家福，让学生以实践体验等方式来综合运用本话题所学知识，学会用英语做事情。
II. Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：cute, play, its, love能根据本话题已学知识，自行总结和归纳构词法、实义动词一般现在时的特殊疑问句及其回答：teach—teach er, act—act or在教师的帮助与指引下，通过对话操练、听力训练、阅读训练、综合探究等活动复习和巩固有关打招呼、询问职业、家庭成员、工作场所等信息的表达方式，如：（1）—Glad to meet you.—Glad to meet you, too.（2）—What does your father do?—He is a doctor.（3）—Where does he work?—He works in a hospital.（4）—Who is the man in yellow?—He is my uncle.2. Skill aims能听懂有关询问职业、家庭成员等简单对话或叙述并完成相应的任务；能根据图文就职业、工作场所、家庭成员等基本情况的话题进行交流；能够在图片的帮助下进行阅读，理解大意、细节等，并按要求进行语言活动；能根据提示书面介绍自己或同伴的家庭成员的工作情况。
仁爱版七年级英语上册 Unit 2 Topic 3 Section D 课件
们老师”｡其实,其中的“我”､“你们”的实际意义是 “我的”､“你们的”｡所以, 在译成英语时,必须使用 相应的形容词性物主代词,因而“我妈妈”和“你们老 师”应分别译成my mom, your teacher, 而不能译成 I mom, you teacher
They're my mother's.
Whose gloves are these? A:_A_r_e these y_o_u_r__ ( yogulo)ve_s__________
B: No, theyar_e_n_’___. They’re nmoitne
(I)_____. t
my mother's
Unit 2 Looking different
Topic 3 Section D
Video time
Watch a video.
Revision
Whose dress is
A: Is thiysou_r_____(yodur)ess this?
_______?it
mine
It’s
B: Yes, i_s___ ____. It’s (I)
4.W’_h_os_se(It’s/Its) as dog . __ (It’s/Itosu)rnsame is Peter.
物主代词的注意事项
1.形容词性物主代词修饰名词时,不能和冠词或 指示代词一起使用.
This is my pencil. 不能说成: This is my a pencil.
Owners
Who is the winner?
Presentation
Whose cap is it? ItS’alsl_y_’__s_____. _W_h_o_s_e_bananas are these? They’re their bananatsh/e_i_r_s___.
(完整)仁爱英语七年级上册unit2topic3知识,文档
Unit2 Topic3 Whose jacket is this?一．核心词汇mine whose bike cat our banana their baby bag shirt jacket think newclassmate clothes find help us him二．常用词组help sb do sth三．重点句子-Is this your cap,Jane?-No, it ’snot mine.-Whose cap is it,then?-It’s Sally’s.-Whose banana are these?-They’re their bananas/theirs.I think it ’s Kangkang’s/Li Ming ’s.We look the same, but we are in different clothes.His pants are blue and mine are white.This man is from Canada.四．交际用语Guess！ Who is he ?Please help us find him.五．语法精华形容词性物主代词和名词性物主代词They are our shoes. They are ours.‘s 表示名词的所有格This is Li Ming ’s shirt.六．其他学习辅音音标////////七．重点知识讲解1-Whose bike is this? 这是谁的自行车？ -It ’s his bike./ It’s his.是他的〔自行车〕。
第一个 his 是形容词性物主代词，相当于形容词。
置于名称从前，用来修饰，限命名词；第二个his 等于 his bike,是名词性物主代词，以后不加名词。
如：Our books are new.= The new books are ours.His bag is green.=The green bag is his.Their desks are all here.= The desk here are all theirs2 –Whose cat is that?那只猫是谁的？ -It is her cat./It’s hers是.她的〔猫〕。
(课件)仁爱英语七年级上Unit2Topic3SectionD教学文案
Read the passage and underline the man’s look.
WANTED
This man is from Canada. He is
twenty years old. He is tall and he
has brown hair. He has small eyes,
a big nose and a wide mouth. He is
in black. Please help us find him.
The police telephone number is
(902)877-3641.
帮助我们找到他
Complete the table according to 2.
4. —Whose bananas are these?
—They are ___A__ bananas.
A. our B. it C. it’s D. ours
5. —Whose shoes are those?
—They are___B___.
A. our B. ours C. her D. their
改写下列句子，要求意思不变。 Practice
1.It’s her dress. __T_h_e__d_r_e__ss__i_s_h__e_r_s.
2.Those are your bananas.
_T_h_o__s_e_b__a_n_a_n__a_s_a__r_e_y_o__u_r_s_. 3.This is my cat. __T_h_i_s__c_a_t_i_s__m__ine. 4.That is his jacket. _T__h_a_t__j_a_c_k_e_t__is__his.
仁爱版英语七年级上册 Unit2 Topic3 SectionD 教学设计
Unit2 Topic3 SectionD 教学设计Ⅰ. Material analysis本节课是本话题的最后一课。
主要活动是Grammar和Functions。
Grammar 部分引导学生自主总结形容词性物主代词和名词性物主代词的用法。
Functions 引导学生总结Sections A-C所学的询问和回答关于物品所属等的表达法。
最后，通过综合探究活动谈论收集人物的外貌和穿着等信息以操练描述他人的表达法。
Ⅱ. Teaching aims⒈ Knowledge aims引导学生复习本话题所学习的单词: us, find, him, police等；引导学生复习特殊疑问词whose引导的询问物品所属的表达法：Whose … is this/ are these? I think it’s/ they are…；引导学生复习本话题所学的知识：描述人物的外貌特征及询问物品所属。
⒉Skill aims能听懂有关询问人物外貌特征及询问物品所属的表达方式；能运用表示询问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；能对听到的课堂用语做出适当的反应；能在老师的指导下进行简单的角色表演；能正确地朗读对话，并能注意语音语调；能正确书写和使用新学习的单词；能根据图片及音标拼读单词；能理解阅读文章并进行信息的加工、转化；能运用所学表达进行段落写作、描述人物外貌特征及询问物品所属。
⒊Emotional 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 points and difficult points⒈Key points引导学生总结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…No. It’s /They are…; Whose … is this/ are these? I think it’s/ they are…；引导学生巩固be动词：is, are。
(完整word版)仁爱英语七年级上册unit3-topic2教案
Teaching plan for Section C, Topic 2Unit 3 Getting TogetherI. Learning Objectives:1.learn and practice the words about family members:aunt, uncle, brother, grandparent, cousin, daughter, son2. Learn other new words and a phrase:family, sofa, tree, family tree3. Learn sentences for introducing and identifying family members:This is a photo of my family.Who’s the man in black?The man in a green T-shirt is his uncle.4. Talk about and introduce the family members in the photos.II. Teaching process:Step I Lead-in and presentation1.Teacher plays the flash in 3 to lead in the topic—family members.Students learn the word “family”.2.Teacher shows a photo of her family to introduce her family members.A family tree is drawn at the same time. Students learn the new words,“grandparent”, “son”, “uncle”, “brother”, “aunt”, “daughter”,“cousin”and “family tree”.3.According to the family photo, asks and answer between the teacherand the students. For example:T: Who is the man in a black jacket?Ss: He is your father.T: Who is the man in a red jacket?Ss: He is your uncle.…Step II Practice1.Show the photo of Kangkang’s family and ask the students to tell whois Kangkang. Learn the new word “sofa”.2.Ask the students to listen to 1a, and then finish Kangkang’s familytree.3.Ask students to make up conversations in pairs after the example.4.Ask the students to finish 1b. Students are asked to read the passage in1b aloud together when the answers are checked.Step III Production1.Students take out the family photos they prepared before the class andwork in groups to discuss how to introduce the family members in the photos.2.Ask several students to show the photos they have discussed in thegroups and introduce the family members to other students.Step IV HomeworkAsk the students to write a letter to their pen friends to introduce their family.。
Unit2-Topic3课件-仁爱版七年级英语上册
看图写话：
1.hair
2.that ,jacket 3. these ,black 4. look, same white,sister
1.The boy's hair is short./The boy has short hair. 2. That is his jacket./That jacket is his. 3. These shoes are black. 4.They look the same. 5.The girl in white is his sister.
Whose + 东西 +are these/ those ?
这/这些 是谁的……？
1. 那么, 它是谁的帽子? --是萨莉的。 1.Whose cap is it, then? —It’s Sally’s.
2.这些香蕉是谁的?
2.Whose bananas are these?
–-是他们的。
—They’re their bananas/ They are theirs.
• 1. blue and white • 2. I think • 3. a new classmate • 4. in different clothes • 5. I see • 6. help sb do sth • 7.you are right
Whose + 东西 + is this/ that ?
__ . this, hers
语法梳理
名词所有格(表示某人的什么东西或人时，我们要使用所有格形式。)
名词所有格的形式有两种，凡表示有生命的名词(人和动物)通常加“s”来构成 所有格，作定语，放在被修饰的名词之前。 e重.点g句. 型K：a以te疑’问s词twehaosceh为e句r首凯的特特殊的疑问老句及师答，语. my teacher’s brother我老师的兄弟，Lily’s chearst 莉C．莉His的； 猫， 注JWohho意n iasny以doTuirsmfa结vBo.r尾ite a的ctor名? 词其后只能加’表示所有格。e.g. Teachers’Day 教师节 另bAl．ue外Mainnde，；wh若ite 要表示分别所有，则需在每一个名词后均加’s。 K“ea那t.eg些’s.香teJa蕉cah是en我r凯e们特’s的的,a老这n师些d，是m他Ly们itne的adc苹hae果’rs’s。bfraothther我e老rs师简的兄的弟爸，Li爸ly’s c和at 莉琳莉达的猫的， 爸爸 如其余果变化表规律示化共, 形容同词所(性)有后加，尾巴只(s)需在最后一个名词后加’s。 e—.Tghe.y’Lreuthceiyr baannandas/LThileyy’asreftahetirhs.er 露西和莉莉的爸爸
仁爱版英语七年级上册Unit 2 Topic 3《Is he tall or short》(Sect
仁爱版英语七年级上册Unit 2 Topic 3《Is he tall or short》（SectionD）教案一. 教材分析本课选自仁爱版英语七年级上册Unit 2 Topic 3《Is he tall or short》（Section D），主要讲述描述人物外貌和身高的话题。
通过本节课的学习，学生能够掌握一般现在时态的疑问句和简短回答，以及形容词短语来描述人的外貌和身高。
本节课的内容贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。
但部分学生在发音和听力方面还存在困难，需要老师在课堂上给予关注和指导。
此外，学生对本节课的话题感兴趣，有利于提高他们的学习积极性。
三. 教学目标1.知识目标：学生能够掌握一般现在时态的疑问句和简短回答，以及形容词短语来描述人的外貌和身高。
2.能力目标：学生能够熟练运用本节课所学内容进行日常交流，提高听、说、读、写的能力。
3.情感目标：培养学生热爱生活、关爱他人的品质，学会用英语描述身边的人。
四. 教学重难点1.重点：一般现在时态的疑问句和简短回答，形容词短语的运用。
2.难点：一般现在时态疑问句的构成和发音，形容词短语的搭配。
五. 教学方法1.情境教学法：通过设定情境，让学生在实际环境中运用英语，提高语言实践能力。
2.交际教学法：引导学生进行pr work、group work等互动活动，培养学生的团队协作能力和口语表达能力。
3.游戏教学法：运用趣味游戏，激发学生的学习兴趣，巩固所学知识。
六. 教学准备1.教师准备：提前录制身高和外貌相关的视频，准备图片、卡片等教学辅助材料。
2.学生准备：预习本节课内容，熟悉单词和句子。
七. 教学过程1.导入（5分钟）教师播放一段关于身高和外貌的视频，引导学生关注本节课的话题。
然后展示一张班级同学的合影，询问学生是否能用英语描述照片中的人物。
2.呈现（5分钟）教师展示一张图片，上面有一对父子，父亲问儿子“Is your father tall or short?”，儿子回答“He is tall.”。
仁爱版英语七年级上册 Unit 2 Topic 3 Whose cap is it？Section
Task 2: Fast Reading 快速阅读 Underline
the children’s clothes and circle the colors.
I’m 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?
Task 4: Read the passage
carefully (仔细）and mark T (True)
or F (False).
(1) Kangkang’s new classmate comes from China. ( F ) (2) They don’t have the same looks. ( F ) (3) They are in different clothes. ( T )
I’m 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?
仁爱版英语七年级上册unit 2 topic 3《is he tall or short》sectionc优秀教案(重点资料).doc
Unit2 Topic 3 SectionC参考教案Section CThe main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ.Teaching aims and demands 教学目标1. Learn some new wordsnew, classmate, clothes2. Describe people’s appearances and clothes(1)We both have black hair and black eyes.(2)We look the same, but we are in different clothes.(3)He is in a purple T-shirt.(4)His pants are blue and mine are white.3. Review the possessives.4. Know about some inplete plosives(1)I don’t know the boy.(2)He has a big head.(3)Does she have a round face?(4)He has short black hair.Ⅱ. Teaching aids 教具自制卡片/书包/幻灯片/音频设备/彩笔Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间10分钟)通过学生表演和师生对话，复习上节课所学主要知识点，导入本课生词，以旧带新，有利于调动学生的学习积极性。
1. (教师请一名学生到台前领大家复习形容词性物主代词和名词性物主代词的形式及用法。
具体方法：这个学生利用课外自己制作的小卡片，任意抽取一张向大家展示。
指定一名学生说出这个词是哪类物主代词，并说出与之相对应的物主代词，然后用这两个物主代词造句。
例如，抽到的是my ，先说出对应的名词性物主代词mine ，然后造句：This is my bag. This bag is mine. 依次进行连锁操练。