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1、 精品資料Lesson 9 Whose Coat Is This?教學設計方案1、詞匯:掌握詞匯：scarf, glove, maybe, just接觸詞匯：Bob, Lynn2、短語和句型：just right 3. 功能意念：談論單數及復數物品的物主關系。 一、教材分析1. 教學目標理解西方文化中和服裝有關系的方面激發(fā)學生英語學習的欲望和興趣，敢于用英語進行交流和表達;幫助學生自主學習、合作學習。學生能詢問并表達單數及 復數事物的物主關系，能用簡單的形容詞修飾服飾的特點、異同。 借助聯想學習和 記憶詞匯；積極創(chuàng)造并充分利用學習英語的機會；對所學內容能主動實踐；根據需要進行預習和復習。2.
2、教學重、難點Whose is this/ are these?Its / Theyre my / his / herIs this / Are these your / his / her?Yes, it is. / they are. / No, its not / theyre not.too big / too small / just right 二、學生學情分析學生對于人稱代詞的主格形式較為熟悉，對于物主代詞比較容易出錯。 三、教學準備教師準備CAI 課件課前向學生借一件校服。（課堂環(huán)節(jié)中需要）學生準備復習小學英語課本中關于顏色和服裝的知識。 四、教學步驟Step 1. Class
3、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)【設計思路】本課內容和之前學習過的衣服知識有關，故在Cl
4、ass Opening 階段以競賽的方式，對本課的recycling 詞匯進行復習并活躍課堂氣氛。同時引入在之后學習中會使用到的修飾性詞匯。Step 2. Introduction. Show the teaching content to Ss, make sure they get the general ideas to the content of this lesson.【設計思路】在每節(jié)課新授課開始前給學生展示本節(jié)課的重難點，有助于學生在學習中做到心中有數，也利于與之后的鞏固總結環(huán)節(jié)相對應。Step 3. Whose Coat Is This?1. Lead in. Take ou
5、t an uniform ( it is borrowed from a student, of course he or she would be the only student who isnt wearing the uniform in the class.) Let Ss guess whose it is to introduce the key structure (Whoseis this?).2. Show some clothes pictures and make Ss guess whose they are to strengthen the key structu
6、re.3. Make Ss finish Activity 1 in Lets Do It! 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. Then finish the Activity 2 in Lets Do It.【設計思路】在復習和開始階段對服裝詞匯和幾個簡單修飾性詞進行復習
7、的基礎上，這一環(huán)節(jié)的實施過程應該為學生提供更為豐富的語言素材。因此在這一部分用兩段材料從聽、說、讀、寫、練的不同層面讓學生對所學知識進行輸入、內化。Step 4.Practice.Group work. Ask Ss to complete Activity 4 in Lets 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 practic
8、e the dialogue. 【設計思路】 這部分設計是在上一步學生對知識“輸入”、“內化”后的“輸出”。學生在活動中練習目標詞匯和結構，老師在必要時給予幫助，并注意記錄學生在表達時的共性錯誤，給予糾正。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.【設計思路】 此部分內容是針對本課以服裝為中心的話題衍生出的文化背景知識。S
9、tep 6. Conclusion.Make Ss evaluate themselves by discussing what they have learnt in this class. Help Ss know the key content of this lesson.【設計思路】幫助學生建立起對自己在每節(jié)課中的學習進行評價和整理的好習慣。也可減少學生間的學習效果的個體差異。Step 7. Feedback.Make Ss do the activity in Lets Do It! Evaluate the understanding of the key structures
10、of this lesson. Step 8. Homework.1. Learn the new words and expressions by heart.2. Collect something from your family members and make them guess whose they are. Write a conversation about it. 3. Prepare for the next lesson. 五、 教學反思教材是教師授課的指導依據和基本材料。教師和學生的個體差異性要求教師在課堂設計的過程中應該根據學情對教材進行一定的整合，不能只是死板硬套教材的各個環(huán)節(jié)，而應以培養(yǎng)學生學習英語的興趣、培養(yǎng)良好的學習習慣為中心。最新精品英語資料
【冀教版】七年級上冊：Unit 2 Lesson 9 Whose Coat Is This教案
