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1、 精品資料 Lesson 9 Whose Coat Is This? 教學(xué)設(shè)計(jì)方案 1、詞匯: 掌握詞匯：scarf, glove, maybe, just 接觸詞匯：Bob, Lynn 2、短語和句型： just right 3. 功能意念：談?wù)搯螖?shù)及復(fù)數(shù)物 品的物主關(guān)系。 一、教材分析 1. 教學(xué)目標(biāo) 理解西方文化中和服裝有關(guān)系的方面 激發(fā)學(xué)生 英語學(xué)習(xí)的欲望和興趣，敢于用英語進(jìn)行交流和表達(dá);幫助學(xué)生自主

2、學(xué)習(xí)、合作學(xué)習(xí)。 學(xué)生能詢問并表達(dá)單數(shù)及 復(fù)數(shù)事物的物主關(guān)系，能用簡單的形容詞修飾服飾的特點(diǎn)、異同。 借助聯(lián)想學(xué)習(xí)和 記憶詞匯；積極創(chuàng)造 并充分利用學(xué)習(xí)英語的機(jī)會(huì)；對(duì)所學(xué)內(nèi)容能主動(dòng)實(shí)踐；根據(jù)需要進(jìn)行預(yù)習(xí)和復(fù)習(xí)。 2. 教學(xué)重、難點(diǎn) Whose … is this/ are these? It’s / They’re my / his / her… Is this / Are these your / his / her…? Yes, it is. / they are.

3、 / No, it’s not / they’re not. too big / too small / just right 二、學(xué)生學(xué)情分析 學(xué)生對(duì)于人稱代詞的主格形式較為熟悉，對(duì)于物主代詞比較容易出錯(cuò)。 三、教學(xué)準(zhǔn)備 教師準(zhǔn)備 CAI 課件 課前向?qū)W生借一件校服。（課堂環(huán)節(jié)中需要） 學(xué)生準(zhǔn)備 復(fù)習(xí)小學(xué)英語課本中關(guān)于顏色和服裝的知識(shí)。 四、教學(xué)步驟 Step 1. Class Opening and Review. Show Ss some pictures of clothes. R

4、eview 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(shè)計(jì)思路】本課內(nèi)容和之前學(xué)習(xí)過的衣服知識(shí)有關(guān)，故在Class Opening 階段以競(jìng)賽的方式，對(duì)本課的recycling 詞匯進(jìn)行復(fù)習(xí)并活躍課堂氣氛。同時(shí)

5、引入在之后學(xué)習(xí)中會(huì)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(shè)計(jì)思路】在每節(jié)課新授課開始前給學(xué)生展示本節(jié)課的重難 點(diǎn)，有助于學(xué)生在學(xué)習(xí)中做到心中有數(shù)，也利于與之后的鞏固總結(jié)環(huán)節(jié)相對(duì)應(yīng)。 Step 3. Whose Coat Is This? 1. Lead in. Take out an uniform ( it is borrowed from a s

6、tudent, 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

7、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. 【設(shè)計(jì)思路】在復(fù)習(xí)和開始階段對(duì)服裝詞匯和幾個(gè)簡單修飾性詞進(jìn)行復(fù)習(xí)的基礎(chǔ)上，這一環(huán)節(jié)的實(shí)施過程應(yīng)該為學(xué)生提供更為豐富的

8、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(xué)生對(duì)所學(xué)知識(shí)進(jìn)行輸入、內(nèi)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. 【設(shè)

9、計(jì)思路】 這部分設(shè)計(jì)是在上一步學(xué)生對(duì)知識(shí)“輸入”、“內(nèi)化”后的“輸出”。學(xué)生在活動(dòng)中練習(xí)目標(biāo)詞匯和結(jié)構(gòu)，老師在必要時(shí)給予幫助，并注意記錄學(xué)生在表達(dá)時(shí)的共性錯(cuò)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(shè)計(jì)思路】 此部分內(nèi)容是針對(duì)本課以服裝為中心的話題衍生出的文化背景知識(shí)。 Step 6. Co

10、nclusion. Make Ss evaluate themselves by discussing what they have learnt in this class. Help Ss know the key content of this lesson. 【設(shè)計(jì)思路】幫助學(xué)生建立起對(duì)自己在每節(jié)課中的學(xué)習(xí)進(jìn)行評(píng)價(jià)和整理的好習(xí)慣。也可減少學(xué)生間的學(xué)習(xí)效果的個(gè)體差異。 Step 7. Feedback. Make Ss do the activity in Let’s Do It! Evaluate the understanding of the key structure

11、s 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(xué)反思 教材是教師授課的指導(dǎo)依據(jù)和基本材料。教師和學(xué)生的個(gè)體差異性要求教師在課堂設(shè)計(jì)的過程中應(yīng)該根據(jù)學(xué)情對(duì)教材進(jìn)行一定的整合，不能只是死板硬套教材的各個(gè)環(huán)節(jié)，而應(yīng)以培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣、培養(yǎng)良好的學(xué)習(xí)習(xí)慣為中心。 最新精品英語資料