Lesson 9 Whose Coat Is This?多媒体教案及点评

冀教版英语七年级上册Unit2 Lesson9: Whose Coat Is This?教学设计

铜川市印台中学

李永胜

一．教材分析：

本课选自冀教版英语七年级上册第二单元的第三节课，本单元的语言功能是谈论物主关系，语法功能是针对物品主人进行问答。本课内容具体是寻找物品主人的四组对话。根据新课程标准的要求，通过本课学习，学生应该具有初步谈论物主关系的综合语言运用能力，以达到提高学生综合文化素养的要求，从而促进学生的心智发展。

二．学情分析：

七年级学生正处于青春发育期，他们有着强烈的好奇心和求知欲，因此，应该设计具有一定趣味性的课堂活动，并做到每个学生都能参与其中。

七年级学生在小学已经学习了一些有关谈论物主关系的内容，但学习内容比较简单，而本课则从听、说、读、写、练各个方面进一步学习谈论物主关系这一话题。因此，我在课堂教学中设计了灵活多样的课堂活动，以便提高学生综合运用英语的能力。

三．教学目标：

1.知识与技能：

1）Students can master the new words: scarf, glove, maybe, just. Students can know the words: Bob, Lynn. 2）Students can use the useful expressions:

a: too big，too small，just right.

b: 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.

3）Students can talk about the items in the “Lost and Found” using the structures “Is this / Are these your…?

No, it’s not / they’re not.

Whose … is this/ are these?

It’s / They’re xx’s…”

2.过程与策略：

1）通过完成结对活动任务，学会与他人合作，并能把学到的语言运用到真实的语境中去。

2）通过参与课堂活动，提高学生学习英语的积极性和自信心。

3.情感态度与价值观：

1）通过与他人合作学习，培养学生的合作意识。

2）通过谈论物品主人，教育学生妥善保管好自己的物品，养成良好日常生活习惯，以体现学生的情感态度和价值观念。

四．教学重点：

1）Students can master the new words: scarf, glove, maybe, just

2）Students can use the useful expressions:

a: too big，too small，just right. b: 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.

3）Students can talk about the items in the “Lost and Found” using the structures “Is this / Are these your…?

No, it’s not / they’re not.

Whose … is this/ are these?

It’s / They’re xx’s…”

五．教学难点: Students can differentiate the structures “Is this your…?

No, it’s not.

Whose … is this?

It’s xx’s…” and the structures “Are these your…? No, they’re not.

Whose … are these? They’re xx’s…”

六、教学策略选择与设计：

我以衣物为线索，通过介绍衣物名称、谈论衣物特征和衣物主人，逐步展现本课的新单词、新词组和新句型。在介绍新知的过程中，我尽量将学习内容与实际生活相结合，使学生产生对学习内容的好奇和兴趣，从而加强他们对所学新知的记忆和对所学新知的运用欲望。

在处理教材的过程中，我根据语言学习的规律，对教材进行了整合，从听、说、读、写、练各个方面，由简单到复杂设计教学活动，并把知识与技能、过程与方法、情感态度与价值观融入到了教学活动中，从而全面提高学生综合运用语言的能力，以促进学生的心智发展。

七．课前资源准备：

PPT课件（自制）；一件大衣（事先向学生借的）。

八．教学过程：

Step1: Class opening 1. Greetings:

T: Good morning, boys and girls. Ss: Good morning, Mr. Li. T: Nice to meet you.

Ss：Nice to meet you, too. T: How are you today, xx? S: I’m fine. Thanks. And you?

T: I’m fine, too. Thank you. 2. Lead-in:

Show a coat to the class.

T: What’s this?

Ss: It’s a coat. T: I find the coat outside our classroom. Whose coat is this? Let me guess first. Maybe it’s xx’s coat.

T: Is it your coat? S1: No, it isn’t. T: Is it your coat? S2: Yes, it is.”

T: Here you are. S2: Thank you. T: You’re welcome. And then I lead in the topic in this class: Lesson9 Whose Coat Is This?

(设计思路：本节课的话题是谈论物主关系，因此在师生互致问候之后，我设计了一段与学生表演寻找大衣主人的对话，从而导入新课，以激发了学生的学习兴趣和好奇心。)

Step2: New concepts 1.

Teaching new words, phrases and structures. Show ppt to the class. T: What’s this?

Ss: It’s a closet. T: What can you see in the closet?

Ss: I can see some clothes. T: What’s this?

Ss: It’s a scarf.

T: What are these? Ss: They’re scarfs/scarves. T: What’s this?

Ss: It’s a glove.

T: What are these? Ss: They’re gloves. T: What’s this?

Ss: It’s a blouse. T: Is it big or small? Ss: Big/Small.

T: it’s big. T: What’s this?

Ss: It’s a blouse, too. T: Is it big or small? Ss: Small. T: It’s small.. T: Look at the girl. She’s Kim. Look at the blouse. Is it Kim’s blouse? Ss: No. T: You’re right. It’s too big for her. Look at the blouse. Is it Kim’s blouse? Ss: No. T: You’re right. It’s too small for her. Look at the blouse. Is it Kim’s blouse? Ss: Yes. T: You’re right. It’s just right for her.

T：“too big” means very big or so big. “too small” means very small or so small. “just right” means not too big or too small.

T: What’s this?

Ss: It’s a lab. T: What can you see on the table in the lab? Ss: A T-shirt. T: Whose T-shirt is this? First, let me guess. Maybe it’s Lynn’s T-shirt.

Lynn is a girl. She is Jenny’s sister. What’s the meaning of maybe? Can you guess?

Ss: 也许，

大概。

T: What’s this?

Ss: It’s a playground. T: What can you see on the playground? Ss: Shorts. T: Whose shorts are these? First, let me guess. Maybe they’re Bob’s shorts. Bob is a boy. He is Jenny’s brother. T: What’s this?

Ss: It’s a bedroom of Jenny’s family.

T: What clothes can you see in the bedroom?

T: What’s this?/ What are these? Ss: It’s a coat/scarf/T-shirt/blouse./ They’re shorts/gloves. T: Now work in pairs. Make up dialogues using the structures “Whose …

is this? Maybe it’s xx’s …. Whose …

are these? Maybe they’re xx’s …” , the clothes and the names “Lynn, Bob and Jenny”.

After two minutes, ask six pairs to show their dialogues to the class. (设计思路：以衣物为线索，通过展现衣柜、介绍衣物名称、谈论衣物特征和衣物主人,进行重难点知识的教学。这种方式既生动、直观、形象，学生又易于接受，巩固了本课所学重点单词、短语和句型,为后面的听力和结对活动做好铺垫。)

2.

Listening

1) T: Listen and match the people with their clothes. After listening, check the students’ answers.

2) T: Look at the pictures. Listen again and fill in the blanks. After listening, ask four students to read the dialogues and say out their answers. And then ask the class to read the dialogues together. (设计思路：这部分听力，我对教材进行了一些整合，首先让学生听对话大意匹配人物与衣物，然后让学生再听对话完成其中所缺的词，这样不仅复习和检测了学生对目标语言知识的掌握情况，同时也为后面的结对活动做了一定的铺垫。)

3. Pairwork

T:

Look at the items in the “Lost and Found”. Whose items are they? Make up a dialogue.

Give the students two examples using the two different types of structures.

After four minutes, ask eight pairs to show their dialogues to the class.

(设计思路：让学生在创设的失物招领环境中表演寻找物品主人的对话，是学生对本课重点目标句型的实际运用。通过这一结对活动的开展，既培养了学生运用知识的能力，同时也培养他们合作学习的能力。) Step3: Class closing

1.

Summary Ask the students to remember the following. T: Take good care of our things. We should have a good habit in our daily life. 2. Homework T: Use the items in the “

Lost and Found”

or add some items to the “

Lost and Found”

to make up two or more dialogues and write them down. (设计思路：希望学生们在日常生活中养成良好的生活习惯，并让学生编写两三组招领失物的对话。) 九．板书设计：

Lesson9: Whose Coat Is This?

A: Whose … is this?

scarf B: Maybe it’s

xx’s ... .

glove

Maybe A: Whose … are these?

too big B: Maybe they’re xx’s ... .

too small

just right

Lynn

Jenny’s sister

Bob

Jenny’s brother

十、作业设计：

Use the items in the “

Lost and Found”

or add some items to the “

Lost and Found”

to make up two or more dialogues and write them down.

十一．教学反思：

本节课我以衣物为线索，首先与学生表演了寻找大衣主人的对话，从而导入新课，然后通过生动、直观、形象的方式展现衣柜、介绍衣物名称、谈论衣物特征和衣物主人，以激发学生的学习兴趣和好奇心，既复习了一些衣物单词又学习了本课新知，在这一过程中我以演示和对比的方式，既突出了教学重点（新单词、新词组、新句型），又突破了教学难点（区别单复数句型），并通过小组活动的方式进行了加强和巩固。接着我对教材进行了一些整合，通过听力活动，既检测了学生对前面所说新知的掌握情况，又加深了学生课文内容的理解，由于前面环节的铺垫，学生顺利地说出了听力答案；朗读课文是为了培养学生的英语语感，在这一过程中我特别加强对学生正确语音语调的指导。运用不同句式开展招领失物活动对学生有一定的难度，但是为了让学生有一个充分展示自己的机会，我对课本上的失物招领活动进行了拓展，不仅添加了失物的数量，而且还展示了活动运用的两种不同句型，这样既增加了活动的内容，又降低了难度，学生在这一环节表现积极，对前面所学的内容进行了充分的巩固和提高。课后作业让学生进一步书写课堂上的对话或运用其它物品编写对话。通过对作业的检测，课堂教学效果良好。

总之，整节课我以衣物为线索，始终以激发学生的兴趣为基础，形式多样地开展活动，以进行知识和能力的教学；在课堂教学中，我始终以学生为主体，帮助他们参与活动，展示自我，以培养他们的思维能力和创新能力。在今后的教学中，我还要不断地学习和探索，取本节课之所长，不断改进不足，力争成为一名受每一位学生喜爱的英语教师。