Unit 2 Colours and ClothesLesson 9 Whose Coat Is This 教案

冀教版　七年级上册
Lesson
9
Whose
Coat
Is
This
一、教材分析
1.
教学目标
2.
教学重、难点
Whose
…
is
this/
are
these
It’s
/
They’re
my
/
his
/
her…
Is
this
/
Are
these
your
/
his
/
her…
Yes,
it
is.
/
they
are.
/
No,
it’s
not
/
they’re
not.
too
big
/
too
small
/
just
right
二、学生学情分析
学生对于人称代词的主格形式较为熟悉，对于物主代词比较容易出错。
三、教学准备
教师准备
CAI
课件
课前向学生借一件校服。（课堂环节中需要）
学生准备
复习小学英语课本中关于颜色和服装的知识。
四、教学步骤
Step
1.
Class
Opening
and
Review.
Show
Ss
some
pictures
of
clothes.
Review
the
clothes
vocabulary
in
sentences.
Ss
who
can
say
and
spell
the
words
best
will
get
a
small
present.
Meanwhile,
present
some
adjectives
and
adverbs
they
may
use
to
describe
clothes.
(
big,
small,
old,
new,
too…)
【设计思路】本课内容和之前学习过的衣服知识有关，故在Class
Opening
阶段以竞赛的方式，对本课的recycling
词汇进行复习并活跃课堂气氛。同时引入在之后学习中会使用到的修饰性词汇。
Step
2.
Introduction.
Show
the
teaching
content
to
Ss,
make
sure
they
get
the
general
ideas
to
the
content
of
this
lesson.
【设计思路】在每节课新授课开始前给学生展示本节课的重难
点，有助于学生在学习中做到心中有数，也利于与之后的巩固总结环节相对应。
Step
3.
Whose
Coat
Is
This
Lead
in.
Take
out
an
uniform
(
it
is
borrowed
from
a
student,
of
course
he
or
she
would
be
the
only
student
who
isn’t
wearing
the
uniform
in
the
class.)
Let
Ss
guess
whose
it
is
to
introduce
the
key
structure
(Whose…is
this ).
Show
some
clothes
pictures
and
make
Ss
guess
whose
they
are
to
strengthen
the
key
structure.
Make
Ss
finish
Activity
1
in
Let’s
Do
It!
Play
the
flash
of
this
lesson
and
make
Ss
listen
and
fill
in
the
blanks.
Play
the
flash
again
and
make
Ss
read
aloud,
making
sure
they
understand
the
key
language
in
this
part.
Then
finish
the
Activity
2
in
Let’s
Do
It.
【设计思路】在复习和开始阶段对服装词汇和几个简单修饰性词进行复习的基础上，这一环节的实施过程应该为学生提供更为丰富的语言素材。因此在这一部分用两段材料从听、说、读、写、练的不同层面让学生对所学知识进行输入、内化。
Step
4.Practice.
Group
work.
Ask
Ss
to
complete
Activity
4
in
Let’s
Do
It!
Decide
who
owns
each
of
the
items
in
the
square.
Create
a
dialogue
about
the
items
in
the
“
Lost
and
Found”,
which
is
similar
to
the
example,
and
practice
the
dialogue.
【设计思路】
这部分设计是在上一步学生对知识“输入”、“内化”后的“输出”。学生在活动中练习目标词汇和结构，老师在必要时给予帮助，并注意记录学生在表达时的共性错误，给予纠正。
Step
5.
Culture
tips.
Show
a
picture
of
a
donation
box,
make
Ss
guess
what
it
is.
Tell
students
some
culture
behaviors
in
donating
clothes
in
British
and
China.
【设计思路】
此部分内容是针对本课以服装为中心的话题衍生出的文化背景知识。
Step
6.
Conclusion.
Make
Ss
evaluate
themselves
by
discussing
what
they
have
learnt
in
this
class.
Help
Ss
know
the
key
content
of
this
lesson.
【设计思路】帮助学生建立起对自己在每节课中的学习进行评价和整理的好习惯。也可减少学生间的学习效果的个体差异。
Step
7.
Feedback.
Make
Ss
do
the
activity
in
Let’s
Do
It!
Evaluate
the
understanding
of
the
key
structures
of
this
lesson.
Step
8.
Homework.
Learn
the
new
words
and
expressions
by
heart.
Collect
something
from
your
family
members
and
make
them
guess
whose
they
are.
Write
a
conversation
about
it.
Prepare
for
the
next
lesson.
五、
教学反思
教材是教师授课的指导依据和基本材料。教师和学生的个体差异性要求教师在课堂设计的过程中应该根据学情对教材进行一定的整合，不能只是死板硬套教材的各个环节，而应以培养学生学习英语的兴趣、培养良好的学习习惯为中心。
1、词汇:
掌握词汇：scarf,
glove,
maybe,
just
接触词汇：Bob,
Lynn
2、短语和句型：
just
right
3.
功能意念：谈论单数及复数物
品的物主关系。
理解西方文化中和服装有关系的方面
激发学生
英语学习的欲望和兴趣，敢于用英语进行交流和表达;帮助学生自主学习、合作学习。
学生能询问并表达单数及
复数事物的物主关系，能用简单的形容词修饰服饰的特点、异同。
借助联想学习和
记忆词汇；积极创造
并充分利用学习英语的机会；对所学内容能主动实践；根据需要进行预习和复习。