Whose Coat Is This ?
唐山市第二十中学 刘金玲
教学分析
课标解析：《义务教育英语课程标准》（2022年版）三级（7-9年级）学业质量标准描述：3-9能根据口头交际的具体情境，初步运用得体的语言形式表达自己的情感、态度和观点；3-17积极参与课堂活动，与同伴一起就相关主题进行讨论合作，完成学习任务。
教材分析：本单元的话题是Colours and Clothes。通过本单元的学习，学生不但能够表达自己对颜色及服饰的喜欢和不喜欢，而且能够表达在不同的天气、场合如何选择合适的服装。Lesson 9是本单元的第3课时，通过“clothes”这个话题主线，口语交际为辅线来逐步展开教学活动。学生将学习如何用whose 来询问衣物的所属，并能够根据实际情况用too big/small，just right等描述性短语进行回答。
学情分析：七年级的学生学习英语的热情很高，在课堂上善于表现自我。学生对本节课的话题比较熟悉和感兴趣，因为它与自己的日常生活息息相关，紧密相连。另外，他们已经学过部分关于服饰的词汇及句型表达，所以本节课的学习内容更容易激发其英语学习的主动性和积极性。
学习目标
1.能识记并运用以下词汇、短语及句型：scarf，glove，maybe，just right, too big/small, 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 isn’t./they aren’t. It’s too big/small/just right for me.
2.在日常交际中，能用英语谈论衣物的所属关系。
3.保持学习英语的兴趣和热情，敢于用英语进行交流和表达，乐于自主学习和合作学习。
达成评价
1. More than 90% of the students can recite the important words, phrases and expressions.
2. More than 80% of the students can make up a dialogue according to the dialogue.
3. More than 80% of the students are willing to express themselves in English and work in groups in class.
重难点
重点：用英语谈论衣物的所属关系。
难点：保持学习英语的兴趣和热情，敢于用英语进行交流和表达。
先行组织
观看视频Clothes song。通过两组竞赛识记服饰名称，联系学生已有知识的同时引入新词汇，以此激发学生的学习兴趣和热情。
问题与活动
Step 1. Class Opening
Show Ss some pictures of clothes. Review the vocabulary of clothes in sentences. Ss who can say and spell the words best will get points. Meanwhile, present some adjectives and adverbs that they may use to describe clothes. ( big, small, old, new, too big...)
设计意图：本课内容和之前学习过的衣物知识有关，此环节以竞赛的方式，对一些衣物的词汇进行复习，可以活跃课堂气氛,使学生迅速进入学习状态。
Step 2. Learn vocabulary
Learn the new words with the help of some real items like scarf, jacket, hat, glove, pants, jeans, glasses.
Then learn some phrases and sentences with the help of some pictures step by step. For example: a blue coat, a red scarf, a pair of black pants, Li Ming’s gloves are small…
设计意图：通过实物学习本课新词汇，形象具体便于学生记忆，然后将词汇逐步运用于短语和句型中再学习，循序渐进，做到词不离句，句不离境，有助于学生的理解。同时也为下一步文本的学习做了铺垫。
Step 3. Listen
Listen to the dialogue and finish Activity 1 in Let’s Do It! Listen and match the person with their clothes.
设计意图：此环节的听力任务，是对文本进行初步感知，习题的设定更好地帮助学生理解文本。
Step 4. Read and learn
1. Read Lesson 9 quickly and finish Activity 2 in Let’s Do It! Read the lesson and circle the correct words.
a)The coat is (too big/ too small/ just right) for Danny.
b)The gloves are (too big/ too small/ just right) for Jenny.
c)The shorts are (too big/ too small/ just right) for Danny.
2. Read Lesson 9 carefully and learn it in groups.
a)Ss work in group of four. Find something that they don’t understand well first. Then discuss in groups. Try to master the important phrases such as too small/big/just right ...
b)Ask and answer some questions according to the dialogue in groups. Encourage Ss to ask questions.
Eg: Why isn’t the coat Danny’s?
Whose coat is it?
Is the scarf Jenny’s?
Are the gloves Jenny’s? Why or why not?
Whose shorts are these ?Why?
3. Read Lesson 9 in different roles in pairs. They need to pay attention to their pronunciation and intonation.
设计意图：此环节以学生的自学为主，包括独学和小组合作。学生通过细读文本,找出疑难点，然后小组讨论解决，要求理解重点短语的表达。鼓励学生根据文本提出尽可能多的问题，发散其思维，可以更深入地进行文本解读。此环节旨在培养学生的小组合作精神和创新意识。
Step 5 Practice
Work in pairs. Ss act out the dialogue just with the help of four pictures.
设计意图：此环节对文本进行了再巩固。学生两人一组做对话练习，借助图片可以降低难度，增强学生用英语表达的信心和热情。
迁移运用
Step 6. Play a game Lost and Found
Take out a uniform ( it is borrowed from a student, and of course he or she would be the only student who isn’t wearing the uniform in the classroom.) Let Ss guess whose it is.
Eg：A: Is this your uniform, Zhang Hua?
B:No,it isn’t.It’s too long.
A:Whose uniform is it?
B:Maybe it’s Li Lei’s.
A:Is this your uniform, Li Lei?
C:…
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 in groups.
设计意图：此环节是学生对知识输入及内化后的输出。学生在真实的情境中练习目标词汇和结构，真正做到在生活中解决问题，学以致用。老师记录学生在表达时的共性问题进行纠正并给予帮助。
Step 7. Culture tips
Show a picture of a donation box, and make Ss guess what it is. Tell students some cultural backgrounds in donating clothes in British and China.
设计意图：此环节是针对本课话题衍生出的文化背景常识，以此对学生进行情感教育，捐赠衣物就是一种善举，鼓励学生为社会多做贡献。
成果集成
Step 8. Self-evaluation and summary
Make Ss evaluate themselves by discussing what they have learnt in this class. Ss finish drawing a fishbone diagram like this. It can help them to understand the lesson better. T help Ss make a summary of the lesson.
设计意图：学生完成鱼骨图，使知识结构化、明晰化，养成对每节课的学习进行自我评价和整理的好习惯。学生可以借助鱼骨图再进行口语表达，难度降低，增强自信，同时也可以减小学生间学习效果的个体差异。最后，师生互助共同对本节课进行总结。
作业设计
1. Collect something from their family members or friends and make up a dialogue about it with the key structures of the lesson.（必做）
2. Search for more words about clothes to enlarge their vocabulary，then make a mind map about it. Present the mind map to the class.（选做）
过程性评价量表
1. Say one of the names of the clothes.（+1）
2. Read the new words quickly and correctly（+1）
3. Say one phrase quickly and correctly.（+1）
4. Make one sentence correctly.（+1）
5. Listen and get all the correct answers. (+1)
6. Circle one correct word.(+1)
7. Understand the whole dialogue. (+1)
8. Ask and answer one question. (+1)
9. Read the dialogue fluently.(+1)
10. Read the dialogue emotionally. (+1)
11. Act out one dialogue according to the picture and instructions that the teacher gave them.(+2)
