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《Clothes》教案

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《Clothes》教案（精选20篇）由网友“江汇源果汁”投稿提供，以下是小编整理过的《Clothes》教案，希望能够帮助到大家。

《Clothes》教案

篇1：《Clothes》教案

《Clothes》教案

教学目标：

teach tell a storylanguage

重点难点：

using modeled phrases to communicate with other learner.

教学准备：

tape recorder, word cards.teaching

教学过程：

pre-task preparation

1. greetings:

t: hello, boys and girls.

ss: hello, teacher.

t: how are you?

ss: fine, thank you. and you?

t: very well. thanks.

2. warming up:

sing the song, and review the words with gesture.……

3. free talk:

1.revise the words. i would put up the pictures, and let students say the words.

2 .revise the letters from a-l.

3.revise the pronunciation of the letters in the words. greetings in the class.

say and do together.

revise the letters 互相问候，创造英语气氛。

激跃课堂气氛。复习以往知识。

while-taskprocedure

1. open the student’s book to page 41. discuss with students what new clothes they need and what colour they like.

2 .put up the wallchart for page 41. tell a story something like this:may’s birthing was near. she went shopping with her mum. she needed a new dress for her birthday party. may was looking through all the dresses on the rack when mum found a pretty green dress for her. but she didn’t like it. she liked pink dresses. at last she found one herself. it was beautiful. she thanked mum for buying her the new dress she liked.

3. tell the story in english by reading out the words in each speech bubble.

4. play the cassette tape. students listen carefully and follow the sequence of the story. when they listen again, have them say the expressions with the tape.

i need a new dress.i don’t like green.i like pink.….

act the model dialogue for the class.

tell the story in english by reading out the words in each speech bubble.

performing the role-play通过教授歌曲来渲染一下气氛

1.比较有趣味性，

2.学生积极性提高，

听录音再次纠正部分学生的错误发音。锻炼学生的认读能力。

post-taskactivities

get students to pretend that they are going shopping to buy a new item of clothing. they should work in groups of three, one being the shopkeeper, the other two the customers. work in groups of three, one being the shopkeeper, the other two the customers.通过表演加深他们的印象。assignment read page.

板书设计：

unit8 clothesi like…i don’t like…

教学后记：

让学生分角色来进行对话表演学生的兴趣十分浓厚。

篇2：3BM2U3 Clothes教案

3BM2U3 Clothes教案

Aims: 1. 能够听说读写单词：king, sandals, boots, honest 2. 能够理解并会运用句型I like wearing … 和 I like … best. 3. 能用新老句型以语段的形式表述出不同季节需要的服装和自己最喜欢的服装 4. 能从故事中体会到诚信做人的道理 Language focus: 1. 能正确运用新授单词和新授句型 2. 能理解故事的内容并理解出其中的`意义 Difficult point: 1. 能综合运用所学句型来表述不同季节的服装 Material: Multi-media Procedures Contents Methods Purposes Pre-task preparations 1.Warming up A song: I love my clothes. 增加趣味性，令学生快速进入学习状态 2.Daily talk Questions of clothes 复习上一课时内容 While-task procedures 1. 引入 1. T：What are they? S: They are books. T: Today we will read a book together. The books name’s ‘The King’s New Clothes’ 引出本课故事 2.The King’s introduction 1. Show a paragraph 2. Read together 3. Make a new paragraph 整体理解，引入故事在模仿中培养学生的学习兴趣培养学生的语言组织能力 3. spring 1. Show a paragraph Elicit: wear Read the word. 2.Elicit:I like wearing… Practice the sentence 3. Read the paragraph together 4. Make a new paragraph 能够正确读出并理解单词训练新授句型通过熟读语段操练新授句型通过去除衣服相关的内容来复习上一课时知识和进一步操练新句型，同时培养学生的语言组织能力 4. summer 1. Listen and fill in the blanks 2.Elicit: sandals Read the word. 3.Elicit:I like … best. Practice the sentence. 4.Read the paragraph 5. Make a new paragraph 训练学生的听力能力能够正确读出并理解单词操练新授句型在齐读语段中操练新授单词和句型通过去除衣服相关的内容来复习上一课时知识和进一步操练新句型，同时培养学生的语言组织能力 5. autumn 1. A dialogue 2. Make a paragraph according to the dialogue 师生表演对话，训练学生的语用能力 6. winter 1. Make a paragraph about the clothes for winter 2.Show a paragraph Elicit:boots 3. Read together 训练学生的语用能力，同时操练了新授句型在语段中学习新授单词进一步巩固新授单词和句型 Post-task activities 1. Make a paragraph Talk about the clothes for different seasons 模仿故事中的语段，挑一个季节叙述一个语段，综合训练学生语用能力 2. To be honest 1. Show the rest parts of the story 2. To be honest 欣赏故事，培养兴趣诚信做人

篇3：一下Unit11《Clothes》教案

北师大版一下Unit11《Clothes》教案

教学内容：

1.单词：dress、shirt、sweater、pants、socks、shoes

2.复习句型：What do you like？ I like …。并能运用所学单词进行替换练习。

教学目标：

1.复习巩固表述喜欢的句型I like…。及其问句：”What do you like?

2.初步学习表示衣服的单词dress、shirt、sweater、pants、socks、shoes

教学重点：

能初步运用衣服的单词和喜欢的句型进行替换练习。

教学难点：

1.单词sweater、pants、socks的发音。

2. 运用所学单词进行替换练习。

教具准备：

单词卡片、录音机、实物（一双小鞋的钥匙链、一双袜子、一条纸折的小裤子）

教学过程：

一、Warm-up

拿出几个单词卡片，说：“I like hamburger、I like rabbit、I like my mother”。 What do you like？”学生说几个后，教师继续说：“I like dress。” 同时出现裙子的卡片。培养识图能力

二、Preview

1. 举起裙子的`卡片说：”I like dress.”呈现单词dress，请生跟读，提问单个学生。

2. 同法教授单词：shirt、sweater（学习单词sweater时，要变换多种方式重点练习，直到熟练掌握为止。）

3.复习这3个词，举起不同的卡片，先让全体学生说，再让单个学生说出衣服名称。同时利用What do you like? I like…。的句型进行替换练习。（可以用What’s missing?的游戏进行反馈。）培养模仿朗读能力

4.教授单词pants，首先拿出自己事先折好的小裤子，（也可以多折出几个来，每拿出一个就问：”What color is this pants?” 将所有的裤子都问完以后，同时出示所有的裤子问：”How many pants can you see?” 这样在复习旧知识的基础上进一步熟悉pants的发音，效果更好。）导出单词pants后，全班跟读，分组读，个别读，充分练习。

5.教授单词shoes，拿出事先准备好的小鞋的钥匙链，导出单词shoes，全班跟读，分组读，个别读，充分练习。

6.教授单词socks，拿出一双糖果袜，系成一团，提问：”What’s this?” 导出单词socks，同样采用多种方式进行练习。同时呈现后3个单词，并用What do you like? I like…。的句型进行替换练习。

7. 总结这3个单词，提问：“这3个单词有什么相同点呀？”（每个单词后面都有s，因为这3个东西每一种都是两个。）培养模仿朗读能力，及观察、总结能力

三、Games

1.What’s missing?

2.每组代表一个单词，老师说出哪一个，代表这个单词的组就要以最快的速度站起来并大声说出这个单词。（看谁反应快）培养学生的记忆能力、反应能力

板书设计：

Unit 11 dress shirt sweater pants socks shoes

篇4：《Clothes》Lesson 2 教案

《Clothes》Lesson 2 教案

教学内容：

复习单词：dress、shirt、sweater、pants、socks、shoes

复习句型：What’s this？ It’s…。

新授句型：What are these? They are …。

教学目标：

复习巩固有关衣物的单词。在复习句型What’s this？ It’s…。的基础上，学习句型What are these? 及其回答They are …。并能运用所学的单词进行替换。

教学重点：

掌握句型What are these? They are …。并能运用已学的单词进行替换。

教学难点：

名词单、复数的区分并运用所学单词进行替换练习。

教具准备：

单词卡片、录音机、实物（一双小鞋的钥匙链、一双袜子、一条纸折的.小裤子）

教学过程：

一、Warm-up

Guessing game:老师展示图片的局部，让学生根据局部猜整体（复习所学衣物的单词）并运用所学过的句型What’s this？ It’s…。当展示图片裤子、袜子和鞋的时候，教师放慢语速，导出句型What are these?并引导学生回答They are …。培养识图和模仿能力

二、Preview

1. 举起裙子的卡片说：”It’s a dress.”对比呈现裤子的图片说：”They are pants.”并请学生跟读，提问单个学生。

2.同法对比教授：”It’s a shirt.”和” They are socks.” ；”It’s a sweater.”和”They are shoes.”

3.采用多种方式练习这两个句型：单个说、两人一组或多人一组说、分组说、男女生比赛说等等。培养模仿说话的能力

4.老师拿出上次课用过的小鞋的钥匙链，复习句型They are shoes. 并导出句型What are these?通过抛钥匙链接龙的游戏巩固练习这两个句型。

5. 同样方法学习并练习句型What are these? They are socks.

6. 学习并练习句型What are these? They are pants.时，可以让学生每个人拿出事先折好的裤子，互相问答，练习句型。

7. 总结以上六个句子，让学生观察并找出规律（单复数）。培养观察、总结能力

三、听本课歌曲，为下节课做铺垫。

板书设计：

Unit 11

It’s a dress.

They’re pants.

What’s this?

It’s a sweater.

What are these?

They’re socks.

It’s a shirt.

They’re shoes.

篇5：《Clothes》第一课时教案

《Clothes》第一课时教案

教学目标：

New words: hat, dress, shirt, T-shirt, skirt, coat, scarf…

Sentence patterns: My … has a…

重点难点：

New words: hat, dress, shirt, T-shirt, skirt, coat, scarf…

Sentence patterns: My … has a…

教学准备：

Word cards, picture, tape-recorder

教学过程：

I. Free talk

Ⅱ. Presentation

1. Bring in a doll with the clothes to be taught in the Unit. Alternatively, make a paper loss and cut out clothes to fit it.

2. （ Books closed ） Revise the word doll and then introduce the clothes one by one saying My doll has a … Write the names of the clothes on the board.

3. Pick up the clothes one by one and see if the pupils can tell me the name. Say What’s this? Help the pupils answer It’s a …

4. Ask the pupils, e.g. What colour is the coat? Encourage the pupils to answer, e.g. it’s blue. Reformulate the sentence by saying , e.g. Yes. My doll has a blue coat.

5. Show Transparency and play the Pupil’s Book Cassette. Point to the speech bubbles when the characters speak. Continue to play the cassette and ask the pupils to repeat after the beeps. Do the same with the vocabulary items.

Ⅲ. Practice

1. （ Books open ） Show Transparency. Point to the clothes on the page, asking What’s this? Encourage the pupils to answer it’s a …

2. Read the children’s speech bubbles. Get the pupils to repeat them after me.

3. Put the clothes on the paper doll. Say my doll has a …Ask the pupils to point to the correct word on the page.

4. Ask the pupils What colour is the …？ They answer It’s … Point to the clothes and ask the pupils to make sentences using My doll has a （ colour）

5. Tell the pupils to work in pairs. Encourage them to act the girls on the page and say My doll has a …

IV. Sum up the main point.

1. Copybook 32

2. Workbook 44

3. Write the new words on the notebook.

板书设计：

Unit 9 clothes

words

（picture cards）

Look the pretty clothes.

My doll has a green dress.

篇6：《Clothes》Unit14Lesson2的教案

关于《Clothes》Unit14Lesson2的教案

教学目标：

能够在本单元设计的情景下听懂并说出有关衣服的单词。

能够用颜色形容一幅并能出不表达同伴穿了什么颜色的衣服。

能够借助图画，通过这支活动复习、巩固衣服单词和交际用语。

能够在本单元设计的情景下听懂并说出有关衣服的单词。

能够用颜色形容一幅并能出不表达同伴穿了什么颜色的衣服。

能够表达自己有什么衣服以及自己喜欢的衣服。

重点难点：

学生练习用颜色形容衣服。 I like句型

教学准备：

教学挂图、教学磁带、录音机、一幅图片、本课人物图、手工纸。

教学过程：

A. Greetings.

B. 播放本课录音歌曲，让学生对新歌有一个感性的认识。出示L79单词图片，学生看图听录音，然后说L79的歌谣。

C. 教师指自己穿的衣服，说：“ I’ m wearing a skirt. A red skirt. Who is wearing a skirt, too?” 学生说出人名后，教师接着说：“OH, is wearing a skirt a skirt, a pink skirt.” 教师出示本课人物图，用“Who is wearing a？”帮助学生说出：Bill/ Andy/ is wearing 教师可接着出示小丑图问：“What is the clown wearing?” 并帮助学生说出：She is wearing a dress. A purple dress.

D. 导入新内容后，学生听本课歌曲，并学唱。

E. 多种活动帮助学生巩固所学单词。教师发指令，学生做动作。学生指图或自己的`衣服说单词在小组内进行竞赛活动。一位学生说任命，其他学生说出该学生所穿的衣服。

F. 通过游戏活动来帮助学生练习所学有关衣服的单词。猜一猜游戏。学生三到四人一组，用英语形容班上某一位同学，请大家猜猜他/她是谁。如果学生不能说出完整句子，只能说出单词或词组也应给予鼓励。

G. 跟着教师一起看图片读单词。巩固练习完成后，教师可让学生唱歌曲。并在教材配套的歌曲中开始进行折纸活动。学生作出成品后，以pair work形式活动，指着自己或别人的作品，用He/ She’ s wearing 来表达

H. 组织学生将第一课和第二课中的歌谣和歌曲复习一遍。

I. 学生看教学挂图，教师帮助学生看图说话，说一说图中人物穿什么衣服，这些衣服都是人么颜色。（重点说图中拉成一圈的人物）

J. 播放录音，学生学习本课歌谣。

K. 把三个对话分成三个教学活动来进行。

a. 主要练习Here’ s a new

b. 主要练习is my favorite colour. c. 主要练习I like句型

课后小结

篇7：clothes可数名词吗

1、clothes用法

clothes是复数名词，单复同形。

clothes前可用my, your, his或the,these,those,a few,other,much,a great deal of,a good many修饰(谓语动词用复数)，也可用a pair of clothes,a suit of clothes修饰(谓语动词用单数)，但不可用数词修饰。

2、clothes例句

How do you like this clothes?

你喜欢这件衣服吗？

What clothes do you like?

你喜欢什么服装?。

Everything you have, from toys to clothes.

你所有的东西，从玩具到衣服。

篇8：clothes是什么意思？

clothes的'用法总结

1、clothes的基本意思是“衣服”，是各种衣服、服装的总称，指具体的衣服而不是抽象的着装，可指上衣、裤子、内衣、外衣，也可指特殊场合的服装。

2、clothes是复数名词，单复同形。

3、clothes前可用my, your, his或the, these, those, a few, other, much, a great deal of, a good many修饰，谓语动词用复数；也可用a pair of clothes, a suit of clothes修饰，谓语动词用单数。

篇9：Unit8 Clothes

let’s play

language focus:

using imperatives to give simple instructions: e.g. put on your scarfs.

using nouns to identify people: e.g. boys, girls.

language skills:

listening:

locate specific information in response to simple instructions.

speaking:

use modeled phrases to communicate with other learners.

material:

student’s book 2a page 39. cassette and cassette player.

pre-task preparation:

put some word cards from unit 6-8 up on the broad. ask various students to come up and get the card you say. after all the cards are down, have the whole class read them together.

while-task procedure

put a chair in front of the class and sit down. ask the class to look and listening. say “put on your scarf.” and do the action. repeat several times. do the same with “ take off your scarfs.”

ask two boys to come to the front and sit on two chairs. say “boys, put on the scarfs.” and the boys follow the command. repeat with ‘boys, take off your scarfs.”

repeat step 2 with two girls.

when students are familiar with the commands. say lets play a game. all the boys are in one team and all the girls are in another team. let’s see which team wins!

give commands, e.g. “boys, put on your scarfs.’’girls, take off your scarfs.’ etc.

vary the game by letting students give commands to their own team or to the opposite team.

refer to student’s book page 40. play the cassette tape for students to follow.

post-task activities:

play a game. the whole class stands up. you will touch a student secretly with a “magic wand’ (ruler) and the student who can feel the magic touch must say loudly “i am a boy/girl.” before he/she is allowed to sit down.

篇10：Unit8 clothes

language focus:

1. using verbs to indicate needs.

language skills:

1. using modeled sentence to communicate with other learners.

materials:

cassette 2a and a cassette player. wallcharts 2a. word and picture cards 2a.

iv. pre-task preparation:

1. show pictures of winter scenes and summer scenes cut from magazines. tell students if they see a picture of winter scene, they should say “put on your coat.” if they see a picture of summer scene, they should say ‘take off your coat.’ gradually quicken the pace to add more excitement.

2. say “may is going to shopping with he daddy. they both need some new clothes. let’s learn their new names!”

v.while-task procedure:

1. put up the wallchart for page 378. tell a story something like this:

one day , may’s daddy took her shopping with him. he need to buy a new belt because the buckle on his old one was broken. may promised to help. when they were in the shop , may found something she like very much. it was a pretty dress. she said to her daddy that she needed a new dress. what do you need?

2. introduce the new vocabulary words “the”, “belt”, ‘sock’ “shirt’, ‘dress” and ‘coat” by point to the corresponding items on the wallchart or using the picture cards. carefully pronounce the words and let the students repeat several times. ask “what is this?” then say the word and ask the students to repeat.

3.point to your own coat and say “it’s cold. i need a new coat.” repeat for students to copy.

4.walk around and ask individual students what’s new clothes they need.

5.open the student’s book to page 38. ask the students to listen to the cassette tape. then, join in to practice the pronunciation when you play the tape again.

vi. post-task activity:

1. show any of the vocabulary picture cards to individual students. have them say : i need a new.

篇11：Unit8 Clothes

let’s act

language focus:

1.using imperatives to give simple instructions.

language skills:

listening:

1.locate specific information in response to simple instructions.

speaking:

1.use modeled phrases to communicate with other learners.

materials:

cassette. cassette player. a puppet.

i.pre-task preparation:

1.ask student to recite the rhyme on page 35 pr have groups of students stand in front of the class to recite and mime the rhyme together.

2.write a list of words about winter on the board. next to it list some words about transport. also make a list of food items students have learned. say “who can read the first list”? the second? the third? let’s read them together.’

ii.while-task procedure:

1.hold up a puppet and say “are you cold? “you only have a shirt. you must wear more clothes. put a coat on the puppet and say “put on your coat.” repeat for students to follow.

2.continue putting toy clothes on the puppet until it has a coat, a scarf, a hat and a pair of gloves. the puppet says “i’m not cold. i’m hot.” start taking off the toy clothes from the puppet and say “take off your hat. take off your scarf. take off your gloves.” repeat for the students to follow.

3.say “put on your coat’and ‘take off your coat.” and ask individual students to follow your instructions.

4.explain the difference between “put on’ and “take off”.

5.open the student’s book to page 37. play the cassette tape to practice the pronunciation. students listen and follow in their books.

6.play the cassette tape again. students listen and repeat several times.

7.ask pairs of students to role-play the twp commands.

iii.post-task activity:

1.extend the task by having the students practice using the two phrasal verbs, but substituting ‘coat’ and “shoes” with other clothing items.

2.select pairs to say and act the modified command to the class.

unit8 clothes(3) 来自本网。

篇12：Unit8 Clothes

let’ s learn

language focus:

using nouns to identify clothing items: e.g. belt

language skills:

listening:

identifying key words in an utterance by recognizing stress.

speaking:

pronounce words properly

learn the names and sounds of the letters “m,m

material:

student’s book 2a page 39. cassette and cassette player.

pre-task preparation:

put up some picture cards from the previous units. under each picture card write three words including the correct one. ask students to come up and circle the right word.

while-task procedure:

introduce the words “tie”, “belt’, “socks”, “shirt”, “dress” and “coat” using the picture and word cards.

play the cassette tape for student’s book page 39.students listen first and then join in to practise the pronunciation when you play the tape again.

on the left side of the broad put up the word cards for all the new words and on the right sight their picture cards but in a different order. ask some students to come up and draw lines between the right pairs.

ask individual students to choose one clothing item on the broad they need and say “i need “

show students the picture card for “moon’ and say moon begins with the sound “m”. show the word card for “moon” and say “m ’moon”. repeat. show alphabet cards “m” and “m”. have students compare the capital letter “m” with the small letter “m”. play the tape for the students to follow in their books.

post-task activities:

show any one of the word cards to a pairs of students. ask one to read the word and the other to find its picture card.

hide any one of the word cards at your back and ask individual students to guess which word?

unit8 clothes(1) 来自本网。

篇13：《Clothes》英语教案

《Clothes》英语教案

教学内容：

Unit 11 Clothes Lesson Two

教学目标：

1. Review the new words about clothes: dress, shirt, sweater, pants, socks, shoes, What are these? They’re?

2.Do some exercises

教学目标的.检测途径 1.通过小练习来检验。2.改编歌谣顺利表达。

重点难点：

Teaching importance: Review the words and structures..

Teaching difficulty：use the structure: I like the yellow one.

突破教学难点的方法边做练习边巩固；通过创设情景鼓励学生融入角色。

教具准备：

VCD,pictures

教学过程：

一、Warm-up

1．Greeting. HiHello！Are you a boy What dou you like?What’s the weather like?......Ss：HiHello！Yes, I amNo ,I’m not.I like pizza.It’s rain. Touch and say Ask one student says words, other students touch the right pictures on their books.

S1:I like a red dress.

S2: I like a red shirt.

S3: I like shoes.

2. Review the words about colors and review the structures: What do you like?

二、新课呈现（Presentation）

1.Put the pictures on the board and review the words. T: I like the red dress? What do you like? Elicit: I like the ? work:I like the ?

2.Pair work.Point to his or her sweater and say, It’s a sweater.students do actions.

3.Let’s play a game. Touch your nose? Touch your shoes/socks/? Who’s faster? Please put on your sweater?

4.Listen to the tape and act it.

三、巩固和延伸（Consolidation and extension）

1. Several groups to act the dialogue. Ask a confident child to come to the front of the class. Point to items of clothing that he or she is wearing for which children have learned. For example, point to his or her shoes and say, They are shoes. Point to his or her sweater and say, It’s a sweater.

2.Listen and act. I give orders .

3.Let’s sing. It’s a dress.

4.Do some exercises.

四、作业布置

Listen to the tape and sing the song.

Draw some pictures about clothes.

板书设计：

dress, shirt, sweater, pants, socks, shoes,

What are these? They’re..

篇14：clothes可数吗

clothes词语用法：

clothes是可数名词，基本意思是“衣服”,是各种衣服、服装的总称,指具体的衣服,而不是抽象的着装,可指上衣、裤子、内衣、外衣,也可指特殊场合的服装。

clothes是复数名词,单复同形。

clothes前可用my, your, his或the, these, those, a few, other, much, a great deal of, a good many修饰(谓语动词用复数),也可用a pair of clothes, a suit of clothes修饰(谓语动词用单数)，但不可用数词修饰。

clothes英语例句：

1. Her bed was crisply made, her clothes put away.

她的床收拾得很整洁，衣服也收起来了。

2. Many of the clothes come from the world's top fashion houses.

这些服装中有很多出自世界顶级时装设计公司。

3. His work clothes, having become saturated with oil, had to be cleaned.

他的工作服已经被油浸透，该洗洗了。

4. He'd put his dirty laundry in the clothes basket.

他会把自己的脏衣服扔进洗衣篮里。

5. Clothes were thrown in the luggage in an untidy heap.

衣服被乱糟糟地扔进旅行箱里。

6. She put in some clothes, odds and ends, and make-up.

她将一些衣服、化妆品和零碎物品放了进去。

7. The front room was strewn with books and clothes.

起居室里到处都是书和衣服。

8. “Such lovely clothes. I'd no idea Milan was so wonderful,” she raved.

“这些时装太漂亮了。我没想到米兰是如此的精彩，”她赞不绝口。

9. I would love a hot bath and clean clothes.

要是能洗个热水澡、换身干净的衣服就太好了。

10. She had decked him out from head to foot in expensive clothes.

她用昂贵的服装把他从头到脚打扮一新。

11. Her mother had bundled all her Forties clothes up and burnt them.

她母亲把她四十几岁时穿的所有衣服都包起来烧掉了。

12. There is an olde worlde look about the clothes for summer.

这些夏装看上去有复古风范。

13. His clothes were creased, as if he had slept in them.

他的衣服皱巴巴的，好像他是穿着衣服睡的。

14. She came in, rain streaming from her clothes and hair.

她进来时，雨水顺着她的衣服和头发往下流。

15. Your old clothes will be gratefully accepted by jumble sale organisers.

旧货义卖的组织者会感激地领受您捐赠的旧衣物。

篇15：Whose clothes are these

教学目标

物主代词（Possessive pronouns）――形容词性物主代词、名词性物主代词是本单元重点语法教学内容之一，其二是教学生学会询问物品的归属Whose…?能归纳元音字母组合发/a:/，/au/，/R:/，/[:/，/[/的正确发音，及一个辅音发音/F/。

1）掌握词汇：clothes line whose shirt dress skirt dark yours mine hers put on theirs ours about(prep.) beside

2）理解词汇：blouse trousers glove

3）语音：/a:/ar are a，/au/ow ou，/R:/or oor，/[:/er ir，/[/er , /F/sh

4）语法和句型：

Whose hat is this? Whose shoes are these?

Whose is this hat? Whose are these shoes?

my/ mine your/yours his/his her/ hers our/ ours your/ yours their /theirs

Whose is this…? / Whose …is this?

篇16：Whose clothes are these

5）日常交际用语：

Whose is this / that…? Is it yours? Let me have a look, please. No, it’s not mine.

I think it’s his/hers… You must look after your … Put…on… What about…?

Whose …is this? Whose …are these? It’s hers. They’re ours.

教学建议

教学内容分析

该单元核心教学项目是 “找寻物主”(Asking about ownership ), 这就不免牵扯到物主代词(Possessive pronouns)的使用，但要让学生正确区分两种物主代词(形容词性的物主代词、名词性的物主代词)，并不能仅仅从有没有“s”来作为标准，当然可以让学生找到其中小小的规律，即形容词性物主代词(my) +名词(name) = 名词性物主代词（mine）。另外，whose一词也可同法教学，它本身可以说是集形容词性和名词性于一身的一个词：Whose clothes are these? = Whose are these (clothes)? 类似的还有名词的所属格也具备这一特征：Lucy's hat looks like her cat. = Lucy's looks like her cat.本单元是功能（Asking about ownership）、话题（Clothes）和语法项目（Possessive pronouns）的典型结合。

单词教学

本单元重点词汇是以名词居多（8个），其次是代词（6个），其余的还有介词、形容词及两个词组，可见名词和代词占了本单元单词教学的主要部分。在名词中主要是衣物名词的学习，由于接近生活，所以学生还比较容易接受，其中要特别提出重视的是始终以复数形式出现的（clothes, trousers）等词，关键要提醒学生们正确使用与之搭配的be动词。而新学的代词主要是在已学过的形容词性物主代词的基础上稍加注意即可，关键要学生理解两种物主代词之间的区别和联系。在词组方面，可提供给学生put on的反义词take off，What about…?的同意用法How about…?等知识点。

口语教学

重点突出在以问句为主的功能性会话的训练上，让学生准备丰富多彩的实物做口语对话,使学生在逼真的场景下，脱口说出恰当的语句, 即使学生真正理解每一句会话的用处和用法。例如：

1）让学生互相谈论照片中自己的衣物（因为大多数学校要求学生们着装统一校服），以加深学生们对衣物单词的记忆,其中可能用到的语句有：

Is it a nice skirt?/ What's this? / It's a dress. / This coat looks great, isn't it?/ What's on your head? It is my hat, is it looks like a cat? / Yes, it's very cold then, I wear a pair of gloves…

2）也可以让学生制作卡通的衣物图片，老师把所有图片统一装在一个大纸箱里，派学生上讲台参与抽图片，让其他学生提问抽出的图片上的“衣物”是谁的, 问答形式如下：

What's this? / It's a sweater. / What color is it? / It's blue and white. / Whose sweater is this? / X X, is it your sweater? / No, it isn’t. / Whose shoes are these? / Y Y, are these your sweater? / Yes, they are. / Whose is the hat? / Z Z, is it your hat? / Yes, it is. / Whose are these trousers? / A A, are these trousers yours? / No, they’re, not.

3）最后一种方法就是，可以把学生们分成几人一组的若干组，各自编一个接近生活场景的找东西的对话，注意学生们句型语序和物主代词的正确使用，在此提供其中之一，仅供参考之用：

A: Excuse me. Do you see my gloves? I can’t find it.

B: I can see a pair of red gloves on teacher's desk, are they yours?

A: No, mine are blue and yellow. Can you help me to find them?

B: No problem. Let's find them. Look! There are two blue ones under your own chair, are they yours?

A: Oh, dear. I find them. They are just mine. Thank goodness!

B: Don’t thank goodness, thank me.

A: Yes, you are great, thanks a lot.

B: That's OK! Be careful next time, you must look after your things.

A: Yes, thank you again.

句型教学

由于本单元的重点句型可以有两种表达方式，如：

这是谁的书? Whose book is this?

这书是谁的? Whose is this book?

这是我的书. This is my book.

这本书是我的. This book is mine.

这是你的书. This is your book.

这本书是你的. This book is yours.

但在中文里无论是形容词性的 (whose, my, your)还是名词性的(whose, mine, yours), 译成中文都是同一个词(谁的, 我的, 你的),这正是初学者容易混淆不清之处, 所以要让学生们一定用英文的思维去处理这种情况，类似的还有名词的所属格，如：莉莉的猫Lily's cat/ Lily's, 老师的房间 the teacher's room/ the teacher's, 父母的工作 parents’ jobs/ parents’, 甚至可用职业代替说明工作场所, the doctor's（医生门诊）, the butcher's（肉店）, the barber's（理发店）, the tailors（裁缝店） etc.

词组教学

1.put…on是教师要提醒学生们注意的，如果＂穿上＂的宾语是名词，则该名词可以随便放置，即＂穿．．．上(put…on)＂和＂穿上．．．(put on…)＂均可，而如果宾语是个代词，则只能放中间，即＂穿．．．上＂(put it on)．

2.must是情态动词，要注意它所含的情态，是＂必须＂的意思，其后应跟动词原形，同类还有can, may, could, will, would, shall, should, need, have to, ought to, dare等词．

3.Look after是又一个常用词组，注意look与after是不可拆开的词组，其后接名词做宾语。提醒学生们联想与look有关的所有词组：look at, look for, look like, look the same, 并拓展知识外延look out(小心，向外看), look up(查字典，向上看), look over(仔细检查)etc.

语音教学方面

本单元在语音方面教学五个元音发音/a:/, /au/, /R:/, /[:/, /[/其中/a:/与/au/，不少学生容易把/a:/发成“阿”，主要是忽视了音长和口腔共鸣，教师多做口型夸张表演，而学生则多做模仿和练习。还有的学生区分不了/R/与/R:/,/[:/与/[/的长短音，甚至有人把/R:/读作“凹”，把/[:/读成“儿”，因而失去了长音的特点，所以要求学生注意听音，加强模仿是当务之急。

辅音/∫/在同学们朗读模仿时，不存在大困难，大部分同学都能正确掌握其发音。

情感教学

1．通过“找寻物主”这一课题的学习，要教育学生养成好的生活习惯。对于自己的东西不能随便丢放。“你必须照看你的东西。You must look after your things.”另外，还要让学生学会关心爱护别人，帮助别人寻找丢失的物品和照看好他人的物品。班级同学要互相关心、互相爱护、友好相处、共同进步。

2．当我们得到别人的帮助时，要及时表示谢意。如：

A: You must look after your clothes.

B: Yes, thank you, Mr. Mu.

背景材料分析

1．在英语当中，有一些词的用法和我们汉语的习惯是不同的，例如，我们汉语可说一条裤子，做为单数。而在英语当中，如trousers做主语，谓语必须用复数形式。

2．在英语里表示一家人可以在姓前面加the, 后面加family. 如the Green family. 除了这种表达方法之外，比较常用的还可表示为the Greens. 即在姓氏前面加the, 在后面加s.

形容词性物主代词和名词性物主代词用法上的区别

（1）形容词性物主代词相当于形容词，在句中只可作定语，修饰名词。如：Their teacher is Miss Gao.

（2）名词性物主代词相当于一个名词短语，在句中可作主语、宾语等成分。如：

This is your bike, mine is under the tree. （作主语）

这是你的自行车，我的在树下。

I like my pen, I don’t like hers（作宾语）

我喜欢我的钢笔，我不喜欢她的。

That bag isn’t mine, it's yours. (作表语)

那个书包不是我的，是你的。

（3）名词性物主代词作主语时，谓语动词的单、复数形式取决于它所替代的名词的数。如：

My trousers are long, hers are short. 我的裤子长，她的裤子短。

Your school is big, ours is small. 你们的学校大，我们的学校小。

（4）形容词性物主代词不可单独使用，其后必须有被修饰的名词。如：

那是他的椅子，我的在那儿。

误 That's his chair, my is over there.

正That's his chair, mine is over there.

正That's his chair, my chair is over there.

Whose用法

whose不等于who's。Whose是who的所有格形式，意为“谁的”，而who's是who is的缩略形式，意为“谁是”。但whose与who's同音，都读作[hu:z]。

whose在句中可作表语、定语等。如：

Whose is that computer? 那台电脑是谁的？（作表语）

Whose sweaters are these? 这些是谁的毛衣？（作定语）

whose用来对物主代词及名词所有格进行提问：

1．提问形容词性的物主代词。如：

These are my bananas. →Whose bananas are these?

2．提问名词性的物主代词。如：

That bedroom is mine. →Whose is that bedroom?

Hers are in the classroom. → Whose are in the classroom?

3．提问名词所有格（不包括of构成的所有格）。如：

Those are the twins’ bags. → Whose bags are those?

Tom's mother is a good teacher. → Whose mother is a good teacher

课文“淘金”

1. clothes是穿在身上的各种服装的总称.包括上衣、裤子和内衣等。它不单指一件衣服，不能与数词连用，所以无单数形式。例如：

What color are your clothes? 你的衣服是什么颜色的？

2. trousers通常用作复数。trousers作主语时，谓语动词也用复数。要表示“一条裤子”可用a pair（双、对）of trousers，此时谓语动词用单数。

3. shoes常用作复数。用法同trousers，但也可以单数形式shoe出现，表示“一只鞋”。

4. the Green family指“格林一家”，表示“一家人”除此种表示方法外，还可表示为the Greens。

5. Whose 可针对my, your, our, their, Kate's等形容词性物主代词提问，其语序为：

These are their sweaters. 这些是他们的运动衫。

Whose sweaters are these? 这些是谁的运动衫？

（针对定语提问）

whose 也可针对mine, yours, ours, theirs, Kate's等名词性物主代词或名词所有格提问。

This shirt is his. 这件衬衫是他的。

Whose is this shirt? 这件衬衫是谁的？

（针对表语提问）

对画线部分提问

Those are her trousers.

Whose trousers are those? （提问表语的定语）

That cup is mine.

Whose is that cup?（提问表语）

Lesson 53-54 教学设计方案

Teaching Objects

1.Learn new words about clothes.

2.Teaching the expression of objects’ possession by using possessive pronouns.

Teaching Aids

objects, record, cards, clothes

Teaching Procedures

Step I Revision:

First revise the content about last unit, like ask and answer What color is your pencil-box? It is white. What color is your bag? It is black. What about your hat? It is black, too. The teacher can lead the Ss to the topic of this unit clothes.

Step II Presentation:

Go on with the question about color of the clothes, like ask the Ss What color is the dress by pointing to a picture of a dress, the Ss can answer the right color, and get the meaning of the word dress, other new words of clothes as sweater, shirt , skirt, blouse, trousers and gloves can also be taught in this way.

Step III Practice:

Let the students practice in pairs upon the easy sentence structure: What color is A’s sweater? It’s light brown. What color are B’s trousers? They are dark blue. Remind the students pay attention to the using of light and dark.

Step IV Act

Let the Ss act before the class about the color of their clothes, like Part 2, lesson 53 in pairs. Be sure they can use the possessives correctly, and encourage them as much as possible. In this way the Ss practice the new words and can keep them in mind easily at the same time.

Step V Presentation

The teacher practice with the Ss on dialogues first about clothes then discuss about the possession of the clothes like:

T: Hello A, what color is your shirt?

S: It’s white.

T: Then what color is B’s blouse?

S: It’s yellow.

T: Whose blouse is red?

S: C’s (blouse) is red…

And the other Ss begin to practice this dialogue in pairs, teacher can check them by acting in front of the class.

Step VI Presentation

After the practice of the key sentences, the teacher change the sentence Whose is this shirt into Whose shirt is this. Tell the Ss Whose can be either followed with a noun or nothing, but the meanings are the same, that is to say it is used first as an adjective or then a noun.

Step VII Listen, read and say

Play the tape about Part 2, make the Ss repeat and after that, let them answer some easy questions about the dialogues, like Whose is this shirt? Is it Li Lei’s? Whose shirt is this on earth? Be sure the Ss grasp the point view of the dialogue, and let them practise it in pairs, then get several groups of the Ss to act before the class. Encourage the Ss who act well.

Step VIII Listen, read and say

SB Page 67, Part 2, do the same as Step VII. Add a new content, that is the use of the phrase put … on, a noun can be use either before on or after on, but a pronoun can only be used before the word on

Step IX Practice and act

Divide the class in half. Let the Ss in one of the class work in pairs to practise the dialogue in Part 1. The Ss in the other half can practise the dialogue in Part 2. After they have had a few minutes to prepare, get some pairs from each half to present to the class, without books this time. Encourage them to put expression in their voices, to use appropriate actions and to use real items for props. They should act, not just say!

Step X Listening

Listening Cassette Lesson 54. Name the four characters in the dialogue for the Ss- Mr. Wang, Jim, Li Ming, and Lucy. Play the tape twice. The Ss listen and then answer the questions in Wb Lesson 54, Ex1.

Homework

Assign Ex.2and 3 as homework. Lesson 55 教学设计方案

一、教学目的

1．掌握四会句型Whose sweaters are these ?

2．学习掌握名词物主代词的复数形式ours, theirs, yours.

二、本课重点

1．继续巩固Whose句型的单数形式，进一步展开本句型的复数形式。

2．学习形容词性物主代词和名词性物主代词。

三、本课难点

能够区别使用形容词性物主代词和名词性物主代词。

四、学法引导

1．教师教法：运用实物，创设情景教学，把重点句型Whose的'特殊疑问句和两种物主代词放入对话中加以训练巩固。

2．学生学法：做练习时，兼顾名词性物主代词和形容词性物主代词两种用法，注意加以比较。

五、教具

1．让学生准备两、三支铅笔、钢笔，几本书。

2．学生身着各色服装。

3．录音机。

六、教学过程

Step 1 Revision

1．Free talk

记斜对角的两人以第54课的内容为题谈论3分钟。然后让2~3组站起来表演。

2．听写。让A在黑板右边写：

my mine your yours his his her hers our your their

Step 2 Presentation

1．教师展示一件羊色衫和一件外衣说：

T：Whose is this sweater? It’s my sweater. It’s mine.

Whose coat is this? It’s my coat. It’s mine.

教师指出：Whose is this…? T Whose… is this? 表达的意思相同；my sweater 可以用名词性物主代词mine代替。

教师指着黑板上学生听写的内容，说明形容词性物主代词与名词性物主代词的对应关系，并领读一遍。

让学生用Whose is this sweater和Whose sweater is this两种形式做对话练习，找2~3组学生到前面示范表演。然后教师归纳在黑板上。

形容词性物主代词＋n.=名词性物主代词。

2．教学名词性物主代词的复数形式。应利用班级的物品，如football, blackboard, desk等教师示范举例。并把句子写到黑板上领读。

（1）This is our blackboard. It’s ours.

（2）This is their desk. It’s theirs.

（3）This is your football. It’s yours.

教师利用学生的学习用品和服装进行师生对话。

T：Are these your books?

S：No, they aren’t. They’re theirs.

篇17：Whose clothes are these

S：They are ours.

让学生两人一组做类似的对话练习。让2~3组学生表演。

Step 3 Listen and read

1．听朗读带录音，注意语音、语调，然后放领读带，学生听录音跟读。

2．前后桌4人一组分角色朗读对话，并交换角色。

3．让学生合上书，前后桌4人分别扮演teacher, Meimei, the twins进行演练。然后找2~3组学生表演。

Step 4 Consolidation

1．让学生以同桌形式就教室看到的物品进行交谈，然后找2~3组表演。做WB Page161 Ex.4。

2．听写

A：Whose sweater are these? Are these yours?

B：No, they aren’t. They are theirs. Ours are on the chair.

3．句型转换

1. Whose blouse is this?（改为复数形式）

2.These are our desks.（用改写）

3. These sweaters are mine.（改为一般疑问句）

4. That is her bike.（对一回事线部分提问）

5. There pens are his.（同上）

6.They’re the twins’ sweaters（同上）

Step 6 Homework

1．背写本课课文。

2．做书后习题。WB Page 161 Ex. 1, 2, 3, 5。

Step 7 Summary

让学生以表演对话的形式总结出本课的重点句型和单词。

七、板书

Lesson 56 教学设计方案

一、教学目的

1．复习（1）blouse, dress, skirt, shirt, trousers.

（2）Whose…is this? Whose…are these?

（3）形容词性物主代词和名词性物主代词

2．教音标[a:][au][C:][[:][[][F]

二、本课重点

1．继续巩固Whose 句型。

2．What about…?

三、本课难点

1．区别形容词性物主代词和名词物主代词及用法。

2．区分本单元五个音标的发音，注意长、短音的不同。

四、学法引导

1．教师教法：运用学生的学习用品和服装继续演练本单元重点句型。

2．学生学法：大声朗读语音项目中的单词，注意元音发音要到位，尤其是[a:][au][C:]三个音要饱满；第三部分的连锁练习要单复数兼顾，不要为了图省事只用单数或只用复数。第四部分填空的答案依次为：mine, hers, your, ours, Whose, hers, theirs, Its.

注意：第四题是复数，第五题和第七题要大写。

学完第五部后，要能根据实际情况编写自己的对话，然后按照CHECKPOINT14将本单元所涉及到的语法和用语加以总结，消化，转化为自己的知识。

五、教具

实物：学习用品、服装、幻灯片。

六、教学过程

Step 1 Revision

1．让学生分别扮演角色表演第55课Part 3的对话（2~3组）。

2．把学生的学习用品和服装，包括coat, sweater等拿到教室前教师的讲桌上，让学生表演，在内容中反复呈现Whose句型、形容词性物主代词的和名词性物主代词。2~3组的学习中应包括学习较差的学生，学习较好的学生和学习较差的学生同在一组表演。激发学生的学习积极性。

Step 2 Listen, read and say

1．教师用幻灯片显示单词：car are class father让学生朗读，找出他们所含有的共同音素，并观察是哪一个字母或哪一些字母，即字母组合发此音，教师总结，板书并领读：[a:]―ar a （s），a

用同样的方法教学[C:][[:][[][F]并板书总结，也可用幻灯片代替板书。让学生看书跟录音读音标及单词。做Ex.1，教师领读，学生齐读，并找出2~3名学生朗读。

Step 3 Find the words!

1．教师提问：What can you see in the picture?（I can see a shirt.）

Whose is it? （I think it’s Li Ming’s.）

学生不知衣服属于谁，他们可以猜想，没有固定答案。

2．给学生2~3分钟，让他们按顺序填上单词，然后找学生说出答案，教师纠正。因为学生以前做过类似的字谜，不会有太多困难，然后大家齐读两遍。

Step 4 Play games

首先学习What about…？可由教师开始，面对一名学生，T：My coat is black. What colour is yours? What about yours?（两个句子紧跟，让学生感觉What about…？的含义，并写到黑板上，让他们译成汉语。用What about…？分别提问几名学生，然后让学生回答教师的问题。My coat （Mine）is blue （red, yellow, dark brown, light purple, etc.）

Action chain.操练课本第三，第四部分。

Step 5 Practice

做WB Page162 Ex.1, 2.

Step 6 Summary

1．用幻灯片打出代词一览表，让大家朗读，包括代词的主格、宾格、形容词性的物主代词，空出名词性物主代词，让学生填空，进一步强调名词性物主代词。学生齐读2~3遍。

2．让学生总结本单元的重点句型、实用型短语、表达方法并造句：Whose…？Let me have a look, please. Put on…I think…You must…Whose? Jim’s? the twins’, Come here, please. Here you are. It looks like yours. On Mrs. Green’s clothes line. What about…?

Step 7 Exercises

Ⅰ．选出画线部分读音与其他三个不同的单词。

（）1．A. car B. father C. that D. are

（）2．A. how B. window C. brown D. trousers

（）3．A. ruler B. brother C. sister D. skirt

（）4．A. kite B. fine C.light D.his

（）5．A. put B.us C. cup D.plus

Ⅱ．完成下列各句

1．My coat is black. What colour is_______（你的）？

2．Her gloves are green________ ________ ________（他的呢）？

3．__________（谁的）shoes are these?

4．The coat is yours. _______ it _______（穿上），please.

5．Please _______（拿走）them to the classroom.

Step 8 Homework

1．做课堂未做的书后习题。

2．WB Page 162 Ex 3, 4, 5, 6.

探究活动

找东西

将几位学生的衣物收集，并让他们回避一会，然后将衣物交给其他学生藏起来，接着让第一拨学生回班，让这两部分学生自由组成对话，并完成找到自己衣物的“任务”贯彻始终，从而练习了“寻物”对话。当然，除了对新学的衣物单词进行训练使用，也可“寻找”其他生活中用具，如：“钱包purse”或将要学到的“手表watch”等。

调查韩日世界杯各参赛队的队服颜色

目的：联系实际，激发学生的兴趣，扩展知识面，丰富学生的课余生活。

过程：

1．教师组织复习各种表示颜色的词汇。

2．在教师的指导下，学生自愿组成3～5人的小组，利用课外时间从网络、图书馆、报刊杂志、电视或电台等信息渠道收集并整理相关材料。

3．各小组统计后填写表格，并向全班汇报。

比一比，看谁造的句子长

让学生接力造句，看谁能说到最后，造的句子最长，如：甲学生说“a coat”，乙学生则说“a blue coat”，甲又说“an old blue coat”，乙再说“My old blue coat.”…一直到谁先说不下去，停下来，谁便败下阵来，胜者可以再开始新一轮的竞赛，此项活动非常刺激学生积极参与的欲望。

听录音选择

放一端录音，让学生根据录音内容找到相应人物的正确穿着，此活动主要用于考察学生对新学衣物单词的熟悉程度。