冀教版七上英语Unit 2 Colours and Clothes Lesson 9 Whose Coat Is This?教案

Lesson _9____Whose Coat Is This ?
一、教学目标分析：（知识与技能、过程与方法、情感态度与价值观、教学重点与难点）（详备）
(一)、教学目标:
知识与技能
1、掌握单词：scarf, glove, maybe, just接触单词：Bob, Lynn 及Bob ’s , Lynn’s名词所有格。
2、掌握短语和句型：just right， too big / too small及 Whose … is this/ are these?问与回答
3. 功能意念：谈论单数及复数物品的物主关系。
过程与方法
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。
情感态度与价值观
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。
(二)教学重、难点
1、掌握本课重点单词和短语，熟练运用句型Whose … is this/ are these? It’s … / They’re… ， Is it… ？Are they… ？问与答。
2、掌握词汇too big /too small / just right，并熟练运用。
3、通过自主学习，合作探究，操练对话，掌握用英语询问物主的表达方式。
课时：1课时
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二、教学过程设计：
Step1: Class opening and review
1. Greetings (Warm-up)
Show Ss some pictures of clothes.For example，shirt，dress，skirt，etc. 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。
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学习目标和重难点，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。
3.Lead-in
Take out an uniform ( it is borrowed from a student, of course he or she would be the only student who isn抰 wearing the uniform in the class.) Let Ss guess whose it is to introduce the key structure (Whose卛s this?).
Show some clothes pictures and make Ss guess whose they are to strengthen the key structure.
Step2: New concepts（详备）
1. Learn new words in this lesson.
Then ask Ss to read aloud the dialogue and translate into Chinese .Pay attention to Whose … is this/ are these? too … for… Bob ’s , Lynn’s
2. Look at the flash and learn Language points. Read them loudly together and learning Owner pronoun.
3. Listen to the tape and do EX1.Read the lesson and do
EX 2
4. 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.
【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。
Step3: Practice（在规定或现实场景中将新学的内容学以致用）（详备）
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。
Step4: Extension
1、It ’s too big for me . 对我来说它太大了
too在句中作副词，意为“ 太…，过分”，修饰形容词或副词。例如： You speak too fast .
The book is too hard for me.
另外 too 可意为 “也”，常放在句末，之前用逗号隔开。
同义词有 also，either。
2、They’re just right for me！它们对我来说正合适。
just right 意为“刚刚好，正合适”，just作副词，表示“正好，恰好”之意。例如：
It’s just 12 oclock now.
I have just five pens.
Step5: Summary
重点单词：scarf, glove, maybe, just ， Bob, Lynn
重点句子：1 Whose coat is this? It’s Bob’s coat. Whose gloves are these? They’re Lynn’s gloves.
2 Is it your scarf,Jenny？No,it’s not my scarf.
3 Are they your shorts ,Danny？
Yes,they are.
4 It ’s too big for me .
5 They’re just right for me！
Step6: Homework
1. Remember the new words and expressions by heart.
2. Collect something from your family members and make them guess whose they are.
3. Prepare for the next lesson.
三、达标训练：（可结合练习册或其他资料）
根据汉语提示填写单词
1 I want to buy a new _____(围巾）
2 These ____(手套）are just right for my father.
3 ______ （或许）you are right .
4 It ’s too _____（ 太大） for me.
5 _______ （谁的）pants are these ?
They are her pants.

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四、Board-writing：
Lesson 9 Whose Coat Is This ?
单词：scarf, glove, maybe, just ， Bob, Lynn
Bob ’s , Lynn’s表示名词所有格 … 的
句型：Whose … is this/ are these?
It’s … / They’re ….
Is it… ？Are they… ？
just right 正好
too big / too small 太大，太小
It’s too + 形容词 + for + sb 对 …来说太…

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五、Homework:
1、 Finish the exercise-book of lesson 9;
2、 Preview lesson 10.
六、Education introspection