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1、Unit 2 Looking DifferentTopic 3 Whose jacket is this?Section AThe main activities are 1a and 2a. 本课重点活动是1a和2a。. Teaching aims and demands 教学目标1. (1)Learn some possessive pronouns:mine, whose, hers, our, ours, their, theirs, yours(2)Learn other new words:then, bike, cat, banana, baby, bag, shirt2. Ta
2、lk about possessions:(1)Is this your cap?No, its not mine.Whose cap is it, then?Its Sallys.(2)Whose shoes are those?Theyre our shoes. Theyre ours. Teaching aids 教具班上学生的衣服和文具等/录音机/图片/小黑板. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)通过复习形容词性物主代词，导入名词性物主代词及其他生词和句型，易于学生理解，激发学生的学习兴趣。1. (
3、1) (利用学生的衣服、文具及外貌来进行互动问答，对形容词性物主代词进行全面复习。)T:Hello, S1. What color is your hair?S1:Hello, Mr. Chen. My hair is black.(选择两位学生的同一颜色的笔进行问答。)T:What color are their pens?Ss:Theyre red.(指着一男生上衣提问)T:What color is his coat?Ss:Its blue.(指着一女生头发提问)T:Is her hair long?Ss:Yes, it is.(对穿着同一颜色鞋的两个学生提问。)T:S2&S3. Com
4、e here, please. What color are your shoes?S2&S3: Er .T: Our shoes are black. (帮助学生回答。让学生猜our词义并讲解。)(板书形容词性物主代词。)your, my, their, his, her, our(2) (看黑板朗读这些词后，让学生间互相问答，进行连锁操练，注意手势的使用。)T:Ask and answer according to the words on the blackboard.S4:What color is your pen?S5:Its white. What color is his ha
5、ir?S6:Its black. What color are her shoes?S7:Theyre green. What color are their books?S8:Theyre red. .S9:Is our school big?S10:Yes, it is./No, its small.2. (教师可以借用学生的书包、上衣、铅笔等，利用这些物品进行问答，导出新句型和新单词。)(举起书包，提问)T:Whats this?Ss:Its a bag. (帮助学生回答。)(板书并要求学生掌握。)bagT:What color is it, then?(板书并要求学生掌握。)thenS
6、s:Its yellow.(请一位学生回答。)T:S11, please. Is this your bag?S11:No, it isnt.(再请书包的主人来回答。)T:S12, please. Is this your bag?S12:Yes, it is.T:This bag is yours. Here you are. (运用肢体语言。)S12:Thank you.(拿出一支学生的钢笔，提问钢笔的主人，由此导入新的单词和句型。)T:S13. Look, whats this?S13: Its a pen.T:Whose pen is this?S13:Its my pen. (帮助回
7、答Its mine.)T:Oh, the pen is yours. (强调) Here you are.(板书并要求学生掌握。)yourswhosemine(重复问答)T:Whose pen is this?S13: Its my pen. Its mine.T:Here you are.S13: Thank you.(另外用一把女生的尺子进行问答，引出hers。)T:Whose ruler is this?S14:Its my ruler. Its mine.T:OK. Sit down, please. S15, whose ruler is this?S15:Its not my ru
8、ler. Its her ruler. (帮助回答)T:Yes, its her ruler. Its hers. (强调)(利用学生的文具等实物演示对话，引出其他的物主代词，并明确它们的意义。板书相对应的单词。)hers, theirs, his, oursStep 2 Presentation 第二步 呈现(时间:6分钟)让学生听读1a对话，并操练和模仿，强化目标语言，帮助学生形成正确的语音语调。1. (出示1a图片，让学生听录音，回答问题，导入1a。)T: Look at the picture. Is the cap Janes? Please listen to 1a, then a
9、nswer the question.(板书并讲解。)Is the cap Janes?2. (听1a录音，学生跟读。注意语音语调，并回答问题。)Whose cap is this?T:Listen to 1a and repeat. Pay more attention to your pronunciation and intonation. And find out the answer to this question.(核对答案。)3. (把全班学生分成两组，互换角色操练对话。)Step 3 Consolidation 第三步 巩固(时间:8分钟)运用目标语言，创设情境。操练和表演对
10、话，进一步巩固目标语言。1. (学生根据1a表演对话。)T: Ill ask some pairs to act it out.S1:Is this cap yours, S2?S2:No, its not mine.S1:Whose cap is it?S2:I think its S3s.2. (利用学生的衣服或文具等进行模仿对话，巩固新内容并完成1b。)T:Practice the conversation with your clothes or school things.S3:Is this pencil yours, S4?S4:No, its not mine.S3:Whose
11、 pencil is it?S4:I think its S5s.3. (用方框里的单词填空，核对答案后操练，完成3。)T:OK, lets look at the picture. Fill in the blanks with the words in the box. Then practice with your partner.(核对答案。)T:Nice work. Boys and girls, look at this one. Whats this?(教师指着图片中的衬衫问。)Ss:Its a shirt.(教师帮助学生回答。)(板书并要求学生掌握。)shirt(让学生两人一组
12、进行对话练习，然后找两三组同学表演3对话。)Step 4 Practice 第四步 练习(时间:13分钟)通过对2a的练习，师生总结本课所学目标语言，并运用目标语言进行造句，让学生熟练掌握所学知识的同时，培养学生的归纳能力。1. (利用自行车和猫的图片来呈现新单词，然后把图片递给学生，进行师生互动问答。)(教师出示自行车的图片，指着自行车问。)T:Look at the picture. Whats this?Ss:自行车。T:Right. Its a bike. OK. S1, here you are. Now its yours.(用同样方法教学cat, banana。)(板书并要求学生
13、掌握。)bike, cat, banana(利用图片进行师生问答。)T:S1, whose bike is this?S1:Its mine.T:Whose bike is that?Ss:Its hers.T:Oh. Its her bike.(板书并讲解。)Its her bike.Its hers.2. (放2a录音，学生跟读并注意语音语调。教师引导学生总结形容词性物主代词和名词性物主代词的用法。)T:Listen to 2a and repeat. Pay attention to the pronunciation and intonation.3. (让学生利用实物模仿2a进行对话
14、。) S2:Whose pen is this? S3:Its my pen. Its mine.4. (在小黑板上出示事先准备好的练习题，完成后核对答案。)(1)This is (我的) pen. That is (你的).(2)Whose bag is this? Its (他的).(3)This isnt (我的) book. (我的) is red. I think it is (她的).(4)This is (我们的) teacher. That is (他们的).(5) (你们的) bags are white. (我们的) are green.5. (教师利用图片讲解2b中出现的生词baby及其复数形式babies，让学生模仿例句造句，完成2b，核对答案。)Step 5 Project 第五步 综合探究活动(时间:8分钟)通过小组活动，激发学生学习兴趣，培养学生综合运用语言的能力和合作精神。1. (设计小组活动，谈论自己的文具。)(1)教师把学生分成六个小组，把每组同学的文具放在一起。(2)让学生谈论自己拿到的文具。(3)尽可能地使用所学过的主要句式。如： This is my/his/your pen/ruler/book The pen/ruler/book is mine/his/your
