教學(xué)目標(biāo) 1）知識目標(biāo)： A.學(xué)習(xí)并掌握指示代詞: this、that； B.學(xué)習(xí)What引導(dǎo)的特殊疑問句； C.學(xué)會Yes/No問句及其簡單回答； D.學(xué)會句型：---How do you spell pen? P-E-N. 2)能力目標(biāo)： A.能辨認(rèn)物品的所有者; B.根據(jù)不同場景,能用英語對物品的所屬進(jìn)行提問和回答; C.能識別不同句式的語調(diào)(陳述句,疑問句); D.培養(yǎng)學(xué)生聽、說、讀、寫的能力及創(chuàng)新思維能力. 3）情感目標(biāo)： A.通過尋找主人的游戲和失物招領(lǐng)等活動,培養(yǎng)學(xué)生拾金不昧的良好的品德及健康向上的人格; B.通過開展小組活動,指導(dǎo)學(xué)生積極與他人合作,相互學(xué)習(xí)、相互幫助,共同完成學(xué)習(xí)任務(wù). 教學(xué)重點(diǎn)、難點(diǎn) 重點(diǎn)：A.掌握批示代詞this、that用法； B.掌握特殊疑問句和Yes/No問句及其簡單回答. 難點(diǎn)：學(xué)會寫尋物啟事和失物招領(lǐng). 課時安排 第一課時Section A 1a-1c 第二課時Section A 2a-4b 第三課時Section B 1a-2c 第四課時Section B 3a-4 Self-check 1-3 Period One 課前準(zhǔn)備 教師：錄音機(jī)，圖片，物品實(shí)物. 學(xué)生:實(shí)物(學(xué)習(xí)用品). 教學(xué)設(shè)計(jì) Step One: Warming up.（通過復(fù)習(xí)形容詞性物主代詞，把學(xué)生引入學(xué)習(xí)英語的 情境中。） Learn the chant. T:Let’s sing the chant together. my 是我的,your是你的,男他的是his,女她的是her; 名詞前面常站崗,限定所屬有功勞. Step Two: New words.（利用實(shí)物教學(xué)，使得教學(xué)過程自然、形象。） 1. Present the new words. T: Boys and girls, look at this please. What’s this in English? (Teacher holds a pen in the English.) S1:A pen.(Ss may say it in English.) T: Yeah. It’s a pen. And what’s this? (The teacher holds an eraser in the hand.) S2:It’s an eraser. (Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.) 2. Practice the new words. T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.) T: OK,let’s check the answers. Who can tell us the answers? S2:… Step Three: Present the drills. 1. Present the drill “Is this…?Yes/ No,it is/isn’t.”（利用實(shí)物引入句型，使用不同人的物品來引入形容詞性物主代詞和名詞的搭配的用法。） (Hold the teacher’s pen.) T:This is my pen.Is this your pen? S1:No,it isn’t.It’s your pen. T:(Hold the student’s pen.) This is your pen. Is this your pen? S1:Yes,it is. It’s my pen. T:(Hold a girl’s pen.) This is her pen. Is this your pen? S1:No,it isn’t. It’s her pen. T:(Hold a boy’s pen.) This is his pen. Is this your pen? S1:No,it isn’t. It’s his pen. T: Thank you. 2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your, his or her.（利用學(xué)習(xí)用品操練句型，并加深對物主代詞的理解。） S3:Is this your…? S4:…It’s my… S3:Is this…? S4:…It’s his/her… (The teacher asks a few pairs to practice.) 3. Present the drill “Is that …? Yes/ No, it is/isn’t.”（利用教師所站位置的不同來引入批示代詞that的用法，并從位置關(guān)系上讓學(xué)生準(zhǔn)確理解this ，that的區(qū)別。） T:That is my book. Is that my book? (Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.) S5:Yes, it is .It’s your book. T:That is his book.Is that your book? (Put a boy’s book on the table and the teacher in the same place.) S5:No, it isn’t.It’s his book. T:That is her book.Is that your book? (Put a girl’s book on the table and the teacher in the same place.) S5:No,it isn’t.It’s her book. (Teach and practice the drill “Is that …?” and its answer.) 4. Practice the drill “Is that your…?” in pairs with your own school things.（通過練習(xí)，區(qū)別兩個批示代詞的用法。） S6:Is that your…? S7:… It’s my …. S6:Is that your…? S7: …It’s his/her… (The teacher asks some pairs to practice.) 5. Listening.（進(jìn)行聽力練習(xí)，鞏固所學(xué)的句型。） T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations. (Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.) T: Let’s check the answers, OK? S8:(from left to right) T: Thank you. 6. Practice the drills according to the pictures using“his or her”.（設(shè)置情景，使學(xué)生在情景中準(zhǔn)確運(yùn)用物主代詞his或her。） (Show students four pictures like the followings.見課件。) Step Four: Task “Have a contest”.（把兩個學(xué)生的文具混在一起，然后請他們分別 挑 出自己和同伴的物品，用的時間少者為勝者。挑選物品的同時，要求學(xué)生用英語說出：This is my…That is her/his…） T:I’ll put your things and your friends’ things together. I want to see if you can identify which is yours and which is hers or his. (Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.) Languages used for the task: 1. This is my… 2. That is her/his… Step Five: Summary.（編一個Chant ，便于學(xué)生進(jìn)一步識記本節(jié)課所學(xué)的重點(diǎn)詞匯和語言項(xiàng)目。注意應(yīng)強(qiáng)調(diào)Chant 的節(jié)奏和一般疑問句的語調(diào)。） Chant. T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant. Is this my book? Yes, it is. Is that your ruler? No,it isn’t. Is this her pencil? Yes, it is. Is that his erase r? No,it isn’t. Homework. Read the new words and the target languages presented in this class and say the chant to improve your spoken English. Period Two 課前準(zhǔn)備 教師：錄音機(jī)，所學(xué)物品的圖片，一個書包（里面裝著事先收集的學(xué)習(xí)文具），表格若干張。 學(xué)生：一張硬紙寫上自己的姓名和電話號碼，學(xué)習(xí)的物品。 教學(xué)設(shè)計(jì) Step One: Revision. 1. Review the drills.（用學(xué)生的姓名和電話號碼來復(fù)習(xí)句型：Is this (that) your (his/her)…?及簡短回答：Yes, it is./No, it isn’t.注意教師提問的同時，用手勢來幫助學(xué)生給出你預(yù)想的答案。） (Put some paper with the names and telephone numbers on the blackboard.) T: Please look at the blackboard. And answer my questions , please . Is this your first name? S1: No , it isn’t. T: Is that her last name? S2: Yes, it is. T: Is this his telephone number? S3: Yes, it is. T: Good. This time, who would like to come to the blackboard and ask questions like me? (Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.) 2. Review the vocabulary.(在黑板的名字旁邊貼上學(xué)習(xí)物品的圖片，來復(fù)習(xí)所學(xué)的單詞和句型。) (Put some pictures of things students have learned in class next to the names of the students.) T: Is this your ruler? (Point to Picture 1.) S4: No,it isn’t. T: Is this her ruler? (Point to Jenny Chen.) S4: Yes, it is. T: Is that your pencil case? (Point to Picture 2.) S5: No, it isn’t. T: Is that his pencil case ? ( Point to Jim Wang.) S5: Yes, it is. (Get the students to ask the questions in turn, make sure they use the items they like.) Step Two: Listining. 1. Listening (2a). （練習(xí)聽力前，先讓學(xué)生再說出圖片中物品的英文，進(jìn)一步強(qiáng)化重點(diǎn)單詞。） T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.) S6: This is… S7: This is … …… T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best. ( Play the recording for the students to listen.) （讓學(xué)生把聽到的物品選出來，放在自己的桌子上，讓學(xué)生動手去做，比單純的單詞辨聽更易引起學(xué)生學(xué)習(xí)的興趣。） T: Now let’s check the answers. Please hold the things you hear and say their English names,OK? (Make sure students hold the things to show them to the other students.) S8: Pencil. S9: …… 2. Listening (2b). （進(jìn)一步強(qiáng)化重點(diǎn)詞匯后，進(jìn)行聽力練習(xí)，要求完成單詞的拼寫。） T: Now please read the words. One holds the things, the others read them aloud one by one. (One student holds the things, and the other students say the words aloud.) T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line. (Play the recording. Students listen and complete the conversation.) T: Let’s check the answers. I’d like to ask three students to read the conversation in role. (Three students read the conversation, filling the missing words. The rest of the students check their answers.) Step Three: New drills. 1. Present the new drills. （用實(shí)物引入新句型，幫助學(xué)生用正確的句子來回答。） (The teacher shows students a pencil.) T: What’s this in English? S: It’s a pencil. T: How do you spell it ? S: P-E-N-C-I-L. (Change an eraser. Ask and answer in the same way.) 2. Practice the drills. （學(xué)生分組練習(xí)新句型。） T: Now please practice the conversation with your partner. Use the words shown in 3a. SA: What’s this in English? SB: It’s a ruler. SA: How do you spell it ? SB: R-U-L-E-R. (As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.) T: I’ll ask some pairs of students to practice the conversations. SA: … SB: … 3. Play the game : A spelling game. （進(jìn)行一個拼寫游戲比賽，進(jìn)一步操練新句型 。） T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start. SA: How do you spell backpack? SB: B-A-C-K-P-A-C-K. T: Group B, one point. It’s your turn to ask, please. Step Four: Task 2: Find the owner. （此任務(wù)主要進(jìn)行了聽、說、寫的訓(xùn)練，并復(fù)習(xí)了一般疑問句及其簡短的回答，以及物主代詞的用法。） T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owers ? Let’s see who can find all the owners first and write the owners’ names in the chart. Language used for the task: 1. Is this your math book? Yes, it is. It’s my math book. 2. Is that your ruler? No, it isn’t. It’s her ruler. My ruler is blue. 3. Kim, is this your dictionary? Yes, it is. It’s my dictionary. Here you are. Thank you. Step Five: Summary and homework.（錄音作業(yè)，要求學(xué)生使用準(zhǔn)確的語調(diào)來讀一般疑問句和特殊疑問句。） In this class, we’ve learned what, how and yes-no questions mainly. And we also revised the possessive adjectives and key words. After class, please practice what, how and yes-no questions using their own possessions with your partner. When you say the conversation fluently, tape records some of them and then play.