1、1Section BThe main activity is 1a. 本课重点活动是 1a。 . Teaching aims and demands 教学目标1. Learn two new words:jacket, think2. Talk about possessions:(1)Whose jacket is this?(2)Is this jacket yours?(3)No, its not mine. Mine is here.3. Learn the possessives:I think its Kangkangs/Li Mings. Teaching aids 教具小黑板/
2、幻灯片/教学挂图/录音机/ 多媒体/夹克. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间 :10 分钟)通过练习或竞赛及游戏的形式，复习上节课所学重难点，自然导入本课生词和句型。1. (方案 1) (出示小黑板，让学生快速完成“填写形容词性物主代词和名词性物主代词”的表格。)my her his their yours ours yours (核对答案。)(方案 2) (教师也可利用竞赛的形式来帮助学生复习形容词性物主代词和名词性物主代词。具体方法：学生代表 S1到台前随便说一个形容词性物主代词或名词性物主代词，学生们抢答其相应
3、的名词性物主代词或形容词性物主代词。)S1: myS2: mineS1: yoursS3: your2. (做猜谜游戏。)(用幻灯片依次展示“a bike”,“apples”,“a shirt”和“knives”的图片。请四个学生上台，面向全班学生，手背到身后握紧。教师在其中一个学生手里放一个糖果，这个学生就被假定为图片中物品的主人。其他学生则通过不断提问把物品的主人找出来。然后换一幅图片，另请四个学生上台，继续游戏。)T: Now its time to play a guessing game. Look at the picture. Whats that?Ss:Its a bike.2
4、T: Whose bike is that? We dont know now. I need four of you to the front. They should stand in a row facing to the class and put their hands behind themselves. Ill put a candy in someones hand. This one who gets the candy will be the owner of the bike. What you should do is to guess who has the cand
5、y and find the owner as soon as possible.(板书句型，并提醒学生注意单、复数的不同以及形容词性物主代词和名词性物主代词的用法。)Is this/that your ? = Is this/that yours?Are these/those your ? = Are these/those yours?Whose is this/that then? = Whose is this/that then?Whose are these/those then? = Whose are these/those then?(以同样的方式猜测并找出苹果、衬衣及小刀
6、的主人。)(适时帮助学生用 I think its/theyre 回答提问。)3. (教师事先准备好一个学生的夹克。)T: Whats this in English? Oh, its a jacket. S4, is this jacket yours?S4: No, it isnt. Mine is here.T: Is this jacket yours, S5? I think its yours.S5: No, it isnt. I think its S6s.(板书并要求学生掌握重点句型及生词。导入新课。)Whose jacket is this?Mine is here. I t
7、hink its Step 2 Presentation 第二步 呈现(时间:10 分钟)创设情境，针对本课目标语言进行听、读强化训练，培养学生的语感，形成正确的语音语调。1. (出示 1a 图片，让学生看图听录音，回答问题。)T: Look at the picture, listen to 1a and answer the questions.(1) What color is Kangkangs jacket?(2) Whose jacket is this?(再放 1a 录音，核对答案。)2. (学生听 1a 录音并跟读，注意模仿语音语调。)T: Please listen to 1
8、a and repeat. Pay attention to the pronunciation and intonation.3. (学生三人一组，应用 1a 所学，就 cat, bag 等物品进行替换练习。)T: Practice a conversation according to 1a in groups of three.Step 3 Consolidation 第三步 巩固(时间:8 分钟)3通过反复练习，让学生熟悉语言规则，提高学生运用语言的能力。1. (让学生分组表演对话 1a，挑选两组上台表演，并给予表扬和鼓励。 )T: Please act out 1a, then Il
9、l ask two groups to act it out in front of the class.2. (学生根据 1a，完成 1b。)T: Complete the passage according to the conversation in 1a.(核对答案。)3. (学生根据 1a 图片及关键词复述 1b。)Please retell 1b according to the picture in 1a. The key words may help you.jacket, mine, Michael, Kangkang, blue and white, whose, Li M
10、ing4. (教师出示写有练习题的幻灯片，要求学生根据对话内容填写所缺的单词，并核对答案。)S1: Excuse me, whose bag is this? S2, is this bag yours?S2: No, its not mine. Mine is here. I think its S3s.S1: S3, is this bag yours?S3: No, my bag is blue. This one is red. Please ask S4.S1: S4, what color is your bag?S4: Its red.S1: Is this bag yours?
11、S4: Yes, it is mine. Thank you.S1: You are welcome.(画线词为学生要填的词。)Step 4 Practice 第四步 练习(时间:10 分钟)通 过 大 量 的 分 层 次 练 习 ， 达 到 “学 中 用 ， 用 中 学 ”的 目 的 ， 同 时 提 高 学 生 的 听 ， 说 ， 读 的 能力 。1. (学生听 2 录音，标出正确顺序。核对答案。完成 2。)T: Listen to the conversations in 2 and number the pictures. Well check the answers together.
12、2. (看图完成 3 中的对话，然后分组练习。 )T: Fill in the blanks. Then practice with your partner.3. (做“物归原主”游戏。)方法：教师从学生那儿借来一些物品，并使用下列语句：May I have your ? Please give me 然后把这些物品交给其他若干学生，要求他们在规定的时间内找到物品的主人。在游戏过程中使用 Is this your ? Whose is this? Its 等句式问答。最快找到物品主人的学生为获胜者。4. (教师设计一个抢答训练，并记分。完成 4。具体操作：教师利用幻灯片依次将鞋、T 恤衫、裤
13、子和帽子展示给学生。学生说对一句得两分，得分最高者为“今日英语之星” 。)4T: Look, whose shoes are these?S1: I think they are Marias.(让学生两人一组练习，并表演对话。)5. (学生独立完成 5，核对答案。两人一组，操练 5。)T: Match the questions with the right answers in 5. Then practice in pairs.6. (教师出示幻灯片，让学生做选择填空练习。)T: Please look at these exercises and choose the best ans
14、wers.(1)Is this jacket , Jim?No, mine is here.A.your B.yours C.you(2) They are pink.A.What color is your shirt?B.What does he look like?C.What color are their pants?(3) bag is this?I think its Li Hongs.A.Who B.Whos C.Whose(4)What does she look like? A.She has a bag.B.Shes short and she has blond hai
15、r.C.Shes twelve.(核对答案。然后学生两人一组互相问答。)Step 5 Project 第五步 综合探究活动(时间:7 分钟)通过编演课本剧“寻找失主” ，培养学生综合运用语言的能力、创造力及小组合作精神。1. (编排一个短小的课本剧，以“寻找失主”为主题。剧中人物可以是三至五人。)要求运用下列句式：Whose is this?Is it yours ?Mine is here.I think its What color is ? This one is What does look like?He/She has (教师在教室内巡回指导，待学生准备充分之后挑选两组表演出色的学
16、生上台表演，并5给予掌声鼓励。)2. Homework:(1)每人按要求制作一幅“物主代词卡” 。要求：规格：10cm5cm正 面 写 上 形 容 词 性 物 主 代 词 ， 反 面 写 上 相 应 的 名 词 性 物 主 代 词 。两人一组互相看卡片，说出其汉语及其背面的那个物主代词并拼读。(2)三人一组，利用自己的物品，用 1a 中的物主代词表演对话。板书设计：Whose jacket is this?Section B1.Whose jacket is this?Mine is here. I think its 2.This one is blue.I think its Li Mings.