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2019-2020年七年級英語Unit2 Looking Different Topic3 Is he tall or short教案 仁愛版 I. 教學目標 技能目標 Describe somebody’s appearance with “with” structure Special questions with “whose” and “or” questions Learn pronouns: mine, his, her, ours, yours, theirs The pronunciation of letter “I” as /ai/ and /i/ 語言目標 功能句式 Talk about possessions Whose dress is this? It’s my dress/mine. Whose apples are these? They are their apples/theirs. 詞匯 四會詞匯 tall, or, young, man, men, woman, truck, cat, tiger, think, TV, set, puter, doctor, nurse, dear, tomorrow, whose, mine, its, dad, mother, get, new, father, bike, hers, their, toy, our, jacket, either, then, food, ball, coat, find, help, can, can’t, him, police 認讀詞匯 ours, yours, theirs 短語 go shopping. 語法 Alternative question, its answer and intonation Is this/that a (n) n… or a (n)…? It is… Are these/those…or…? They are… Special question with “whose” Whose + n.(pl) + is/are + this(that)/these(those)? Noun possessive pronouns mine, his, hers, its, ours, yours, theirs II. 教材分析 Section A 1a 和1b 主要學習和掌握怎樣用 with 結構來描述某人的兩個外部特征；2 學習選擇疑問句的句式，并通過聽磁帶來學習它的語調；3 進行小組活動，達到復習、鞏固選擇疑問句的目的。 Section B 本內容可以重新整合。先進行名詞性物主代詞的學習，然后再導入1a和1b；1a和1b 通過聽、讀、寫，讓學生掌握怎樣向別人提建議及推測某物屬于誰的方法；2 通過聽錄音，學習名詞所有格；3 通過聽、說、看，復習鞏固含有“whose”的問句及名詞性物主代詞的應用；4 是通過與同伴的交談，讓學生達到掌握“whose”問句和名詞性物主代詞及名詞所有格的方法。 Section C 是對“whose”問句和名詞性物主代詞及名詞所有格的進一步復習鞏固。1a和1b 讓學生了解名詞所有格及形容性物主代詞和名詞性物主代詞的不同用法，是通過聽、說、看及做練習來完成；2 是獨立學習，讓學生仿照例子造句，并總結出：名詞性物主代詞==形容性物主代詞+名詞；3a和3b是做進一步的練習，3a 是在做問與答練習的同時復習詢問某人特征的方法，3b 可以留成家庭作業(yè)，讓學生自己獨立完成。 Section D 1 是學習和掌握元音字母“I”在開、閉音節(jié)的發(fā)音規(guī)則：/ai/ /i/；2 閱讀理解的文章，掌握其主要信息進行填空，并完成表格；3a和3b是對本話題語法重點和一些表達法的總結復習；4 是聽錄音進行圖文搭配的練習；5 是活動步驟，展開班級活動，通過回答問題完成對人物和物品的描述,達到應用本課所學知識的目的。 III. 分課時教案 Section A Target language a. Words and expressions tall, or, young, man, men, woman, truck, cat, tiger, think, TV, set, puter, doctor, nurse b. Key sentences Sb. is ... with ... Is this a/an … or a/an …? Are these … or …? Ability goals Grasp alternative question and its intonation. Enable students to describe someones appearance using with structure. Teaching aids Tape recorder, slides or pictures Teaching procedures and ways Step I New function (1a, 1b) First the teacher show several pictures of people with different features on the screen to the class. Begin to teach the new words (The teacher point at the pictures.) T: He is tall She is short. Is he tall or short? He is tall. Is she tall or short? She is short. This is a man. That is a woman. Is he young or old? He is young. Is she young or old? She is old. Let the class practice after the teacher, again and again. Then the teacher points at the picture of the tall man again and says, T: He is tall. He has a round face. We can change two sentences into one sentence. That is: He is tall with a round face. Then write it on the blackboard. Let students practice the pattern until they speak it out fluently. Then ask them to finish 1b. Note: 1. Man is singular. Its plural is men. 2. Tall is the opposite of short. 3. Young is the opposite of old. 4. Is he tall or short? The sentence is an alternative question. Step II Listening and learning (2) Play the tape of 1a and 2 for the class. Then ask students to pay attention to the intonation. Mark the sentences in 2 with pencils and read after the tape. Help students summarize the intonation of alternative questions: First rising and then falling. The answers require falling intonation. Step III Group work (3) First learn the words: cat, tiger, think, TV, set, puter, using slides or pictures Then let students finish 3 alone. Then get the class to practice the dialogue in groups. At last, choose several groups to act it out. Step IV Homework Write 1b and 3 in the exercise books and translate them into Chinese. Section B Target language a. Words and expressions dear, go shopping, tomorrow, whose, mine, its, dad, mother, get, new, father, bike, hers, their, theirs, yours, toy, our, ours b. Key sentences Lets go shopping tomorrow. It looks very nice. Whose dress is this? Whose bananas are these? Ability goals Learn the special question with whose. Learn pronouns: mine, his, hers, theirs, ours, yours Teaching aids Tape recorder and objects Teaching procedures and ways Step I Revision Check the homework. Let the class read 2 of Section A together. Make sure they can read in proper intonation. Step II New function (1a, 1b) Learn the possessive pronouns: whose, mine, yours, his, hers, ours, theirs First the teacher picks up his/her book. T: Whose book is this? It is my book. It is mine. Write mine, whose on the blackboard. And point at a students book. T: Whose book is that? It is his/her book. It is his/hers. Write his, hers on the blackboard, too. In the same way, teach "yours, theirs, ours＂. Let the class read after the teacher. Summarize that: nominal possessive pronoun (名詞性物主代詞)= adjectival possessive pronoun（形容詞性物主代詞）+ n. Open the books. Play the tape of 1a for the class, and ask them to read after it aloud. Then finish 1b according to 1a. Check the answers. Note: 1. get her a new one ═buy a new dress for her 2. New is the opposite of old. 3. father ═ dad, mother=mom “Father” and “mother” are usually used in written language, and “dad” and “mom” are used in spoken language. 4. look + adj. 看起來怎么樣 e.g. You look beautiful. The book looks good. Step III Listening (2) Play the tape of 2 for the class. Ss listen and check the right answer. Help Ss learn how to grasp the key information while listening. Get them read the statement, choices as well as the picture to get the listening point before they listen. Tell Ss that: to talk about a mixture of colors, we use “and”. e.g. black and white Step IV Consolidation (3) This step provides practice with possessives and whose question. Have Ss listen to the tape of 3 and read after it. T: Now underline possessives in each group of sentences. Ss are supposed to underline: his bike, his; her cat, hers; its bananas, its; our shoes, ours; your toys, yours; their apples, theirs Then explain the use of whose questions. The structure is: Whose + n. (single) + is + this/that? It’s … Whose + n. (plural) + are + these/those? They’re … Then let Ss practice the patterns for a few minutes. Step V Pair work (4) This step provides practice with possessives. Ask Ss to discuss with their partner and fill in the blanks. Check the answers. Then let them practice the dialogues in pairs. Section C Target language a. Words and expressions jacket, either, then, food, ball, coat, find, help, can, cant b. Key sentences Whose … is this? I think it’s … I cant + v. ... Ability goals Grasp the special question with whose. More practice about nominal possessive pronoun and adjectival possessive pronoun. Teaching aids Tape recorder and pictures or cards Teaching procedures and ways Step I New function (1a, 1b) Listen to 1a. Students follow the tape. Pick out the key sentence patterns: Whose … is this? I think it’s … Then get the class to finish 1b according to 1a. Get a student to say out his/her answers. Check the answers. The teacher explains the use of either in Chinese. Note: 1. Difference between too and either Too is used in the affirmative sentences, and at the end of the sentence. Either is used at the end of the negative sentences. 2. Food is uncountable noun. Finally, ask the class to read 1b together. Step II Practice (2) Work alone. Let students make sentences after the example and have a summary by themselves: 1. Adjective possessive pronoun + noun = nominal possessive pronoun For example: my bag = mine 2. possessive case = noun + s (Write them on the blackboard.) Step III Practice (3a, 3b) Let Ss read and match the questions and answers in 3a. Check the answers. Then let them practice the questions and answers in pairs. Change the roles. Note: Can and cant are modal verbs. They are followed by the original form of verbs. Then let Ss work in pairs and practice making conversations with the target language (3b). Step IV Homework Write 3a and 3b in the exercise books. Section D Target language a. Words him, police b. Vowels "I”: /ai/ and /i/ Ability goals Grasp the pronunciation rules of the letter “I” Review the grammar and useful expressions in this topic. Enable students to read simple articles, catch the main idea and the key information. Teaching aids Tape recorder Teaching procedures and ways Step I Pronunciation (1) Play the tape of 1. Let the class follow it. After reading, help them summarize the pronunciation rules of the letter "I". Step II Reading (2) T: Look at the picture in activity 2. A man is missing. Read the passage about him and fill in the form below. First read for the main idea. Then read the form and scan for information from the passage. After Ss have finished, check the answers by asking questions: T: Where is he from? S: He is from ... T: How old is he? S: He is ... T: What does he look like? S: He ... T: Whats the police phone number? S: Its ... Step III Listening (4) Play the tape. Let students write down the owners of these things after listening to the tape. Play the tape again and check the answers. Check the answers like this: T: Whose pencils are these? S: They are … T: Whose eraser is that? S: Its … Step IV Grammar and expressions review (3a, 3b) Ask the students to review the whole topic by themselves. Then discuss in groups. Each group find out the grammar focus and useful expressions which they think are important. After that, let them pare their results with 3a and 3b. At last, let Ss plete the following form: Adjectival possessive pronouns my your Nominal possessive pronouns theirs Step V Project (5) T: Now draw a picture of your best friend and color it. After that T: Work in groups and talk about your best friend’s clothes and looks, such as: This is my best friend. His name is … He is very tall. He has a round face and small eyes. His shirt is blue and his pants are white. … He looks so cool! Then select some pictures and put them on the Bb. Get Ss to find the owners of the pictures by asking the questions given. Step VI Homework Show Ss a picture of a child let them write an English “child lost” notice. Exercises: A. 用代詞填空 1. This is not ______ bag. ______ is blue. (my) 2. The dog is very big. ______ feet are big, too. (it) 3. We have a very nice school, ______ school is big. (we) 4. _____ is in Class 4, but I don’t know ______ name. (he) 5. These books aren’t ours, _______ are ______. (they) B. 改寫句子 1. Tom is old. He has white hair. (同意句) Tom is old _____ _______ ______. 2. She is in Class 1. (用 in Class 2 改為選擇疑問句) ______ _____ in Class 1 _____ in Class 2? 3. Those shoes are mine. (劃線提問) ______ _______ _______ _______ ? 4. They have TV sets. (用 putes 改為選擇疑問句) ______ they ______ TV sets ______ puters? 5. That is her bag. (同意句) ______ bag ______ ______ . Key: A: 1. my, mine 2. Its 3. our 4. He, his 5. they, theirs B: 1. with white hair 2. Is, she, or 3. Whose shoes are those? / Whose are those shoes? 4. Do, have, or 5. That, is, hers 教學資源庫 重難點解析 1. Who is that boy? 那個男孩是誰？ who是疑問代詞，在這里引起的句子是特殊疑問句。它只能用以指人，主要用于詢問那個人的姓名、身份和職務；而疑問代詞what既可用以指人，又可以指物；指人時，時詢問那個人的職業(yè)（即干哪一行的），試比較： 1） Who is he ? 他是誰？ He is Mr. Bill. 他是比爾先生。 2） What is he ? 他是做什么的？ He is a writer. 他是一位作家。 特殊疑問句有兩種結構 1）與陳述句次詞序相同。如：Who is here? What is on the desk? 2) 疑問詞 + 一般疑問句。如：What is that? Which do you want? 2. Is he American? 他是美國人嗎？ 課本里常出現以下表示“某國人”的名詞：American (美國人), Australian (澳大利亞人), Egyptian (埃及人), Russian (俄羅斯人), Englishman (英國男人), Frenchman (法國男人), German (德國人), Japanese (日本人), Chinese (中國人), Indian (印度人), Englishwoman (英國女人), Frenchwoman (法國女人), Canadian (加拿大人)。為了不記錯它們的復數，可用下面兩句口訣來記它們。 中日不變英法變，其余“s”加后邊。 說明：1）“中國人”、“日本人”單復數為同一種形式。如：Chinese，Japanese 2）“英國人”、“法國人”單數變復數需把man變成men。如：Englishmen，Englishwomen；Frenchmen；Frenchwomen 3） 其余名詞均需在其后加”s”構成復數。如：Americans，Australians，Egyptians， Canadians，Russians，Germans, Indians. 3. Guess again. 再猜一猜。 這是一個祈使句。祈使句用來表示請求、命令等。它的主語是you ( 聽話人)，通常不說出。祈使句肯定結構中的謂語動詞一律用動詞原形；祈使句的否定結構一律在肯定結構前加do not （don’t）。如：e in! Be quick! Don’t move! Don’t be late! 4. I have a round face, a big nose, a small mouth and small eyes. 我長了一張圓臉、大鼻子、小嘴巴、小眼睛。 句中and是個連詞，它連接相等的結構：兩個名詞、兩個動詞、兩個介詞短語、兩個句子等。如： Tom and his brother are here. （兩個名詞） The children dance and sing. （兩個動詞） Look in the kitchen and in the bedroom. (兩個短語) I study English and my brother studies French. （兩個句子） 注意：當and連接兩個以上的相等結構時，通常放在最后兩個相等結構之間，前面所并列的結構之間用逗號隔開。如：Mary likes apples, pears, oranges and bananas. 5. My sister and I look different. 我和我妹妹長得不像。 句中l(wèi)ook是表示感官的連系動詞，意為：“看起來……”；如：The children look very healthy.這類詞還有taste (嘗起來), smell (聞起來), feel (摸起來，感覺到), sound (聽起來)等等。它們通常用形容詞作表語。另外，look常用作動詞、名詞。如： Please look at the blackboard. (v.) Who can look after the little girl? (v.) We have different looks. (n.) 6. What does she look like? 她長得什么樣？ 這個句子用來詢問人的長相?；卮疬@個問題時，要注意兩種結構：1) be + adj. 2) have (has) + n. 如：He is tall. He has brown hair. 7. These are my favorite clothes. 這些是我最喜歡的衣服。 Clothes通指身上的各種服裝，包括上衣、褲子、內衣等；是復數名詞，不能直接與數詞連用；后面要接復數動詞。如：She often wears beautiful clothes. 8. Is he tall or short? 他的個子是高還是矮？ 這是一個選擇疑問句。它提供兩種（有時兩種以上）情況問對方選擇哪一種。這種問句要求對方用完整句子回答。其結構是：一般疑問句+or+一般疑問句（后一問句常用省略結構，省去意義上與前句相同的部分）。朗讀時前一問句用升調，后一問句用降調。如：Do you want tea or milk? Are you an Englishman or an American? 9. My dress is too short. 我的連衣裙太短了。 1) too在句中修飾short，意思是“太……”。如：That’s too bad. 2) too 還用于肯定句的句末，并和前面的句子用逗號隔開。它的意思是“也……”如：He has a round face, and I have a round face, too. 3) Dress作可數名詞時指一件女服、連衣裙；作不可數名詞時，指某種特殊服裝，尤 指在社交場合穿的衣服。如：My sister is wearing a red dress. She had to wear evening dress to go to the pany party. 4) 而另一個常見的、用來指女裙的skirt，則指（女式）短裙。 10. My jacket is blue and white. This one is blue. 我的夾克是藍白相間的。這件是藍色的。 句中one用作代詞代替上文中出現的名詞，但它代替的并非該事物本身，而是上文中所出現的該類事物中的一個。One 既可以代替事物，也可以代替人。如： I have a new watch. Do you have one? 11. I think it is Li Ming’s. 我想它是李明的。 句中的it 常常用來1）指人：代替上文提到或心目中想知道的那個人；如：Who is knocking the door? It’s me. 2) 指物：代替上文出現的指示代詞this, that或名詞。如：What’s this? It’s a pen. Where is my pen? It’s on your desk. 3) 指時間、距離、天氣和溫度。如：What’s the time? It’s seven o’clock. It’s two kilometers to the school from my home. It’s a fine Sunday morning. It is very warm in the room. 4) 作引導詞用時，是形式主語，代替真正主語——動詞不定式；如：It’s not easy to learn English well.