初中英语冀教版七年级上册Unit 2 Colours and ClothesLesson 9 Whose Coat Is This?测试题

冀教版　七年级上册

Lesson 9 Whose Coat Is This?

           一、教材分析

1. 教学目标

2. 教学重、难点

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.

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 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. Feedback.

 Make Ss do the activity in Let’s Do It! Evaluate the understanding of the key structures 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。