冀教版七年级英语上册教案Unit 2 Lesson 9

Unit 2 Colors and clothes Lesson 9 Whose coat is this?

◆ 教材分析 第9课让学生运用Whose…?句型，为物体寻找主人。 【知识与能力目标】

1. Clothes: coat, scarf, gloves, shots.

2. Sentence structure: Whose..is this? Whose..are those? 3. Understand the meaning of the text. 【过程与方法目标】

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。

◆ 教学目标 【情感态度价值观目标】

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。 ◆ 教学重难点 ◆ 【教学重点】

1. 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。 【教学难点】

Whose … is this / are these? It’s / They’re my / his... ◆ 课前准备 ◆ 图片，PPT ◆ 教学过程 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?

1. 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?).

2. Show some clothes pictures and make Ss guess whose they are to strengthen the key structure. 3. Make Ss finish Activity 1 in Let’s 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 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. Let’s do it.

1. Listen and match the people with clothes. 2. Read the lessons and circle the correct words. 3. Fill in the blanks.

4. Work in pairs. 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.

◆ 教学反思 略。