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1、2020年精编冀教版英语资料Lesson 9 Whose Coat Is This?教学设计方案1、词汇:掌握词汇：scarf, glove, maybe, just接触词汇：Bob, Lynn2、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。 一、教材分析1. 教学目标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
2、预习和复习。2. 教学重、难点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、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
3、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
4、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
5、. Take out 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 ke
6、y structure.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.【设计思路】在复习和开始阶段对服装词汇和几个简
7、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 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, an
8、d 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
9、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 Lets Do It! Evaluate the understanding of the key st
10、ructures 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。
