仁爱英语七年级Unit 2 Looking Different Topic 3 Is he tall or short?

Unit 2
Topic 3
Section A
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some possessive pronouns:
yours, mine, hers, its, our, ours, theirs.
(2)Learn other useful words and expressions:
whose, think, bike, cat, banana food, bag.
2. Learn special questions with “whose”:
(1)—Whose bike is this
—It’s his bike.
—It’s his.
(2)—Whose shoes are those
—They’re our shoes.
—They’re ours.
(3)—Whose apples are these
—They’re their apples.
—They’re theirs.
Ⅱ. Teaching aids 教具
小黑板/班上学生的衣服和文具/录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (1)(利用班上学生的衣服、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: They’re red.
(指着一男生上衣提问。)
T: What color is his coat
Ss: It’s blue.
(指着一女生头发提问。)
T: Is her hair long
Ss: Yes, it is.
(拿出猪的图片，指着它的大耳朵来提问。)
T: Are its ears big
Ss: Yes, they are.
(提问穿有同一颜色鞋的两同学。)
T: S2、e here please. What color are your shoes
S2、S3: Er ...
T: Our shoes are black. (帮助回答)
(板书形容词性物主代词)
your my their his her its our
(2)(看黑板朗读这些词后，让学生们同桌间互相问答，然后让学生作连锁操练，注意手势使用。)
T: Use the words on the blackboard, ask and answer one by one.
S4: What color is your pen
S5: It’s white. What color is his hair
S6: It’s black. What color are her shoes
S7: They’re green. What color are their books
S8: They’re red. ...
S9: …
…
2. (老师可以到学生当中借用他们的东西，如书包、上衣、铅笔或者鞋子等等。然后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: What’s this
Ss: It’s a bag.
T: What color is it
Ss: It’s yellow.
(请一位学生回答。)
T: Huang Yue, please. Is this your bag
Huang Yue: No, it isn’t.
(再请书包的主人来回答。)
T: Lin Bin, please. Is this your bag
Lin Bin: Yes, it is.
T: Here you are. (运用肢体语言)
Lin Bin: 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: S10. Look, what’s this
S10: It’s a pen.
T: Whose pen is this
S10: It’s my pen. (帮助回答It’s mine.。)
T: Oh, the pen is yours. (强调). Here you are.
(重复问答)
T: Whose pen is this
S10: It’s my pen. It’s mine.
T: Here you are.
S10: Thank you.
(另外用一把男生的尺子和S11进行问答，引出his。)
T: Whose ruler is this
S10: It’s my ruler. It’s mine.
T: OK. Sit down please. S11. Whose ruler is this
S11: It’s not my ruler. It’s ... (帮助回答)
It’s his ruler.
T: It’s his ruler. It’s his. (强调)
(反复操练，利用学生的文具等实物演示对话来明确物主代词的意义，相对应地板书出来。)
yours mine theirs his hers its ours
3. (挂出小黑板，学生朗读新句型和新单词，加深理解。)
① This is our classroom.It’s ours.② This is my book. It’s mine.③ That is his pencil. It’s his.④ These are her shoes.They’re hers.⑤ Those are your books. They are yours.⑥ These are their books. They are theirs.
Step 2 Presentation 第二步 呈现(时间:6分钟)
1. (利用学生的尺子来进行师生互动问答。引出whose问题，导入1a。)
T: What’s this, Li Kai
Li Kai: It’s a ruler.
T: Is this ruler yours
Li Kai: Yes, it is.
(问另一个学生)
T: Is this ruler yours
S1: No, it’s not mine. (帮助回答)
T: Whose ruler is it then
S1: It’s hers. (帮助回答)
T: Good. We can say like this: I think it’s Li Kai’s.
(板书两个句子，跟读)
Whose ruler is it then I think it’s Li Kai’s.
2. (放1a录音，学生跟读。注意语音和语调。)
T: Listen to 1a and repeat. Pay more attention to your pronunciation and intonation.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (学生扮演1a的角色表演对话。)
T: Ask some pairs to act it out.
S1: Is this cap yours, S2
S2: No, it’s not mine.
S1: Whose cap is it
S2: I think it’s S3’s.
…
2. (利用班上学生的衣服或文具等来进行模仿对话，巩固新内容并完成1b。)
T: Practice the conversation with your clothes or school things.
S3: It this pencil yours, S4
S4: No, it’s not mine.
S3: Whose pencil is it
S4: I think it’s S5’s.
…
Step 4 Practice 第四步 练习(时间:11分钟)
1. (用方框里的单词填空，核对答案后操练，完成3。)
T: OK, let’s do some exercises, fill in the blanks with the words in the box.
(校对答案)
A: Whose shirt is this
B: It’s yours.
A: Is it my shirt But mine is white.
B: I know. Your shirt is white. But my pants are blue. Now your shirt is blue and white.
(让学生两人一组进行对话练习。)
S1: …
S2: …
…
2. (利用香蕉和自行车图片来呈现新单词，然后把这两张图送给两位学生，再进行师生互动
问答。)
(教师出示多根香蕉的图片，指着香蕉问。)
T: Look at the picture. What are these
Ss: 香蕉。
T: Right. They’re bananas. OK. S1, here you are. Now they are yours.
(用同样的方式完成自行车的学习)
(然后让获得这两张图的学生起立并手举着图，老师利用这两张图用whose进行提问)
T: S1, whose bananas are these
S1: They’re mine.
(转向其他学生)
T: Whose bananas are those
Ss: They’re his.
(同样的练习自行车)
T: S4. Whose bike is this
S4: It’s mine.
T: Whose bike is that
Ss: It’s hers.
3. (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.
4. (在小黑板上出示事先准备好的练习题，当堂完成并核对答案。)
①This is (我的) pen. That is (你的).②Whose bag is this It’s (他的).③This isn’t (我的) book. (我的) is red. I think it is (她的).④This is (我们的) teacher. That is (他们的).⑤ (你们的) bags are white. (我们的) are green.
5. (让学生模仿示范，完成2b，核对答案。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (设计小组活动，谈论自己的文具。)
(1)教师把学生分成6个小组，把每组同学的文具放在一起。
(2)让学生谈论一下自己拿到的文具。
(3)尽可能地使用所学过的主要句式。如：
①This is my/your pen/ruler/book …
②The pen/ruler/book … is mine/his/yours.
③Mine is big/blue/long …
2. (小组活动，谈论衣服等。并把谈论内容编成短文。)
They’re blue shoes. They’re not S1’s. His are here. They’re not mine. They aren’t S2’s. Hers are yellow and white. Then whose shoes are these They’re S3’s.
3. Homework:
(1)写一篇40词左右的短文，介绍新衣服。
(2)复习物主代词。
(3)预习下一课Section B的内容。
板书设计：
Whose jacket is this Section A1. Possessive pronouns: 3.—Whose bike is this your my their his her its our —It’s his bike.yours mine theirs his hers its ours —It’s his.2.① This is my book. 4.—Whose bananas are those It’s mine. —They’re his bananas.② These are her shoes. —They’re his.They’re hers.
Section B
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
jacket, think.
2. Talking about possessions:
(1)Whose jacket is this
(2)Is this jacket yours
(3)No, it’s not mine. Mine is here.
(4)I think it’s Kangkang’s.
Ⅱ. Teaching aids 教具
小黑板/本课1a的教学挂图/录音机/多媒体
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. 方案一：(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 ② her his its ⑥ ⑦ their
① yours ③ ④ ⑤ ours yours ⑧
(核对答案。)
2. 方案二：(教师也可利用小竞赛的形式来复习形容词性和名词性物主代词。具体方法是：让英语课代表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，让学生们抢答其名词性物主代词或形容词性物主代词。)
S1: my
S2: mine
S1: yours
S2: your
…
3. (学生两人一组，利用身边的物品进行对话，复习Section A 1a和2a。)
S1: Is this … yours, … /Are these … yours, … /Whose … is this
S2: No, it isn’t mine./No, I think it’s/they’re …’s.
(教师挑选两组学生分别表演对话。)
4. (教师事先准备好一个学生的夹克。)
T: What’s this in English Oh, it’s a jacket. S1, is this jacket yours
S1: No, it isn’t. Mine is here.
T: Is this jacket yours, S2 I think it’s yours.
S2: No, it isn’t. I think it’s S3’s.
…
(板书重点句型，导入新课。)
Whose jacket is this Mine is here. I think it’s …’s.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (听录音布置听力任务，完成1a。要求学生在听了第一遍以后回答：Is this jacket Michael’s )
2. (再听录音回答：①What color is Kangkang’s jacket ②Whose jacket is this )
3. (教师出示1a的教学挂图，放录音，学生跟读。并让学生注意语音、语调。)
4. (三个学生一组，操练1a，利用所学过的jacket, bag等物品，结合自己的实际情况进行操练，尽量使用Whose … is this Is it … I think it’s …’s.等句型。)
5. (教师挑选两组比较好的向同学表演。并给予掌声鼓励。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (放1a的录音, 要求大家不看书, 然后完成1b Work alone。)
(核对答案并打分。)
2. (教师出示写有练习题的幻灯片，要求学生根据对话的内容填写所缺的单词。)
——Excuse me. Whose bag is this Xiao Mei, is this bag yours
——No, it’s not mine. Mine is here. I think it’s Li Hong’s.
——Li Hong, is this bag yours
——No, my bag is blue. This one is red. Please ask Zhou Lan.
——Zhou Lan, What color is your bag
——It’s red.
——Is this bag yours
——Yes, it is mine. Thank you.
——You are welcome.
(画线词为学生要填的词。)
Step 4 Practice 第四步 练习(时间:7分钟)
1. (师生互动口语练习，为完成Work alone 3作准备。)
T: (拿S1的书包问S2。) S2, is this bag yours
S2: No, it’s not mine. (教师问另外一个男生S3 。)
T: Whose bag is this, S3
S3: I think it’s S1’s.
T: What does S1 look like
S3: He …
T: What color is his coat
S3: It’s …
2. (学生独立完成3，核对答案。两人一组，操练3。)
3. (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，裤子和帽子展示给学生。学生说对一句得2分，谁得分最高，谁就是“今日英语之星”。)
T: Look, whose shoes are these
S1: They are Maria’s.
4. (做“物归原主”游戏。)
方法：老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 I think it’s …’s.等句式提问和回答。最快找到物品主人的学生为获胜者。完成5。
5. (教师出示小黑板让学生做“选择填空练习”。)
T: Please look at these exercises and choose the best answer.
(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 it’s Li Hong’s.
A.Who B.Who’s C.Whose
(4)—What does she look like
— .
A.She has a bag.
B.She’s short and she has blond hair.
C.She’s twelve.
(让学生口头快速说出答案。然后两人一组互相问答。)
6. (让学生听2录音，标出正确顺序。教师核对答案。完成2。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (鼓励学生探究名词性物主代词和形容词性物主代词的形式以及用法。)
具体方法：
教师在大屏幕上打出材料:
形容词性物主代词 my your her his its our your their
名词性物主代词 mine yours hers his its ours yours theirs
(1)This is my jacket. It isn’t yours.
(2)Your book is over there. Mine is here.
(3)These are their pants. Ours are there.
教师将全班学生分成几大组，先集中讨论，然后各组挑选一名代表向大家述说，其他同学补充，最后教师总结，达成如下一致意见：
①大部分的形容词性物主代词在后面加-s构成名词性物主代词，有3个特殊情况my—mine, his—his, its—its.
②形容词性物主代词后面跟名词，名词性物主代词包含有名词的含义。
③名词性物主代词作主语时，如果含义是单数，后面的be动词应该用is，如果含义是复数，那么be动词应该用复数形式are。教师还可用小歌诀或顺口溜的形式加以总结。
2. (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 it’s …’s.
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两组表演出色的学生到台前表演。大家
给予掌声鼓励。)
3. Homework:
(1)(每人按要求制作一幅“物主代词卡”。)
要求：
①规格：10cm×5cm
②正面写出汉语，反面用英语写出它的两种形式：名词性物主代词和形容词性物主代词。
③两人一组互相看卡片，说出(或读出)与之相对应的汉语或英语。
(2)三人一组，利用自己的物品，表演1a。
(3)抄写1a和3在作业本上。
板书设计：
Whose jacket is this Section B1.—Whose jacket is this 3.This is my jacket.—Mine is here. I think it’s…’s. It isn’t yours.2.This one is blue.I think it’s Li Ming’s.
Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
new, classmate, clothes.
2. Describe people’s appearances and clothes:
(1)We both have black hair and black eyes.
(2)We look the same.
(3)We are in different clothes.
(4)He is in a purple T-shirt.
(5)His pants are blue and mine are white.
3. Review the possessives.
4. Learn incomplete plosive:
(1)I don’t know the boy.
(2)He has a big head.
(3)Does she have a round face
(4)He has short black hair.
Ⅱ. Teaching aids 教具
录音机/幻灯片/印刷品
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (教师请一名学生到台前领着学生复习名词性物主代词和形容词性物主代词的形式。具体方法是：这个学生利用课外自己制作的小卡片向学生们展示，随便抽取一张向大家呈现。学生们轮流读出或说出与卡片相对应的汉语或英语。)
2. (教师请三人表演Section B 1a。)
3. (教师到学生中间找一个旧书包和一个新书包。)
T: Whose bag is this
Ss: It’s …’s.
T: What color is it
Ss: It’s ...
T: Is it old
Ss: Yes, it is.
T: Yes, you’re right. It’s old, not new. This is a new one.
(板书)
old—new
4. (鼓励学生利用身边的新旧物品与同伴进行对话，可以在上面示范的基础上有所发挥。)
5. (教师鼓励学生用old和new各说一句话，按座位轮流说出，不得重复。)
T: I have a new ruler. ××× has an old one.
6. (教师叫一个学生S1到前面来。)
T: S1, do you have a good friend in our class
S1: Yes, I do.
T: What’s his or her name
S1: His/Her name is …
T: Oh, I see. He/She is your good friend. He/She is your classmate, too.
(板书)
classmate
(引导学生说出We’re classmates. 帮助学生记忆classmate，即class+mate→classmate。)
7. (教师呈现幻灯片，内容是许多衣物，包括上衣，裙子，鞋，裤等，下面写着clothes.引
入新的知识点，导入新课。)
T: What are these They are clothes. Whose are they Please guess.
Ss: I think they are Kangkang’s.
(板书)
clothes, guess
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (教师播放两遍1a的录音，同时利用幻灯片在黑板上呈现“判断正(T)误(F)”。)
1. Kangkang’s new classmate comes from China. ( )2. Kangkang’s pants are yellow. ( )3. Kangkang’s classmate’s shoes are black. ( )
(核对答案。)
2. (教师引导学生阅读1a, 边阅读边划出本节课所学的生词。)
3. (学生再读1a，然后完成1b。核对答案。)
4. (教师利用幻灯片呈现2的内容，让学生轮流说出每道小题的答案，对有困难的学生进行鼓励引导，然后让学生书面完成。)
(核对答案。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (教师将1a Read and understand编成一段对话，让学生根据其内容完成对话。)
K: Hello, S1.
S1: Hello, Kangkang.
K: I have a new 1 in my class.
S1: Who is he
K: Please 2
S1: Where is he from
K: He is from 3
S1: What does he look 4
K: He has 5 hair and 6 eyes. We look the same.
S1: What color is his T-shirt
K: It’s 7 .
S1: And what color are his pants and shoes
K: His pants are 8 and his shoes are 9 .
S2: I know him. His name is Wang Jun.
(以上内容是教师在课外事先准备好的印刷品，在学生完成2之后再发给学生。)
(核对答案。)
2. (两人一组熟悉这个对话，然后表演，教师挑一组比较好的向大家表演。)
3. (小组活动。将学生分为四大组，每个学生在组内描述他/她的一个同班同学的基本情况，模仿1a，但不局限于1a的内容，有所发挥。)
活动规则：(1)包括以下内容：年龄，来自哪里，外貌和服装等。
(2)尽量运用物主代词。
活动形式：(1)每个学生先在组内描述，让其他组员猜Who is he/she
(2)本小组再共同描述本班其他组的一个同学，尽量将材料准备得详细一点，便于在全班发言。
(3)教师请每一组的组长将本组共同创作的Who is he/she 向全班同学宣读，让外组学生猜出Who is he/she
4. (让学生看屏幕或小黑板。先口头说出空白处的英语，然后再书面完成。)
练习： ①—What color are (你的) pants —They’re black. ②—Whose jackets are those —They are (我们的). ③—Is this (康康的) pen —No, (他的) is red. ④—These are (你们的) books. (他们的) are over there. ⑤—This isn’t (我的) eraser. (我的) is yellow.
(核对答案。)
Step 4 Practice 第四步 练习(时间:7分钟)
1. (放录音，要求学生完成3 Work alone.核对答案。)
2. (教师利用幻灯片呈现6个爆破音。)
/p/, /b/, /t/, /d/, /k/, /g/
(教师讲解不完全爆破需要注意的情况，然后再用幻灯片呈现。)
blackboard /'bl(k)bd/ sit down /()/ doctor /'(k)/ that book /()k/ a red car / () k/
(教师领读，学生跟读，体验不完全爆破。)
3. (教师利用幻灯片，再向同学们介绍轻微爆破的现象。)
Plosives：//, //, //, //, //, //Examples：①my best friend / () / ②breakfast /()/ ③Let me see./() /
4. (教师放录音4，要求学生认真听，注意单词下面画线字母的轻微爆破情况。再听录音，跟读。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (做游戏。设计小组活动：谈论自己的文具。完成5 Class activities.)
活动形式：
(1)教师把全班学生分成几组，把每组同学的文具放在一起。
(2)拿出自己的文具，或由小组长挑出发给组员。
(3)谈论文具，尽量运用下列句式：
①This is my … . It isn’t yours.
②Whose … is this
③The pen/ruler … is mine/yours …
④Mine/Yours is big/long …
(教师及时给予鼓励、表扬。)
2. (做“失物招领”小游戏。)
操作方法：
老师从第一个游戏中借一些文具或其他物品，然后开始失物招领。老师逐一拿起物品询问，如：Whose … is this Is it yours, S1 要求学生尽量用mine, your等物主代词作答，直到失物领完为止。
3. (听写活动竞赛。)
操作方法：
男、女生各挑选出一名学生到黑板前听写老师所念的句子，正确无误的为优胜者。
Boy Girl1. … 1. … 2. … 2. ... 3. … 3. … 4. … 4. … 5. … 5. …
教师应说的句子：
(1)Kangkang has a new classmate.
(2)They look the same.
(3)They are in different clothes.
(4)He is in a red shirt.
(5)He has black hair and blue eyes.
4. Homework:
(1)背诵1a。
(2)完成一篇介绍同班同学基本情况的短文，50个单词左右。
(3)准备绘画工具：彩笔、白纸。(下节课用。)
板书设计：
Whose jacket is this Section C1. I have a new classmate. 4. He is in a purple T-shirt.2. We both have black hair and black eyes. 5. His pants are blue and mine are white.3. We are in different clothes.
Section D
The main activities are 1, 2 and 5. 本课重点活动是1，2和5。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn the consonants:
//, //, //, //
(2)Learn some useful words:
find, man(pl. men), help, us, him.
2. Review how to describe a person.
(1)He is tall and he has brown hair.
(2)He has small eyes, a big nose and a wide mouth.
(3)He is in black.
3. Review the possessive pronouns.
4. Review some useful expressions:
(1)—Is this your cap, Jane —No, it’s not mine.
(2)—Whose eraser is this —It’s his eraser/his.
(3)—Whose apples are these
—They’re their apples/theirs.
(4)I think it’s Kangkang’s.
Ⅱ. Teaching aids 教具
录音机/小黑板/幻灯片/多媒体
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (做“物主代词淘汰赛”游戏。)
操作规则：
(1)教师让14名学生来到大家的前面。
(2)每一名学生说出一个物主代词，不能与前面学生说的相同，如果有相同的被淘汰。
循环此游戏。
(3)如果最后剩几名学生，则一直循环。直到没有错误为止。师生鼓励优胜者。
2. (利用课前从学生那里借来的服装和学习用品等，通过师生互动复习whose句式和物主代词以及名词所有格。)
(教师拿一顶帽子。)
T: What’s this
Ss: It’s a cap.
T: What color is it
Ss: It’s yellow.
(接下去转向一个同学。)
T: Is this your cap, S1
S1: No, it’s not mine.
T: Is this yours, S2
S2: Yes, it’s mine.
T: Here you are.
S2: Thanks.
(以类似的方式复习其他物品，速度要快，物主代词复习面要广，同时学生参与的面也要广。)
3. (教师事先把自己的钢笔夹在书里面，然后装作找东西的样子，让学生体会find的含义。)
T: Oh, where is my pen I can not find it. Is it in the desk No, it isn’t. Oh, it’s here ,in the book.
find—I find my pen.
4. (教师运用以前学过的snowman引出man，同时介绍其复数形式men。)
man—men
(教师用幻灯片展示姚明的图片。)
T: Do you know this man
Ss: Yes. He is Yao Ming.
(学生两人一组操练对话。)
5. (利用多媒体展示一个画面：一个男孩在水中大喊“Help!”。让学生猜测其含义，同时告诉学生help的多种含义。)
6. (利用学过的we和he来引出us和him。简单说明它们的用法。)
we he 我们 他us him
T: Where is Li Ping We can’t find him. He often helps us.
(要求学生复述上面的句子，并且用us和him各说一句话。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (利用幻灯片将1的例词打在黑板上，让学生体验词中画线部分的读音。然后听录音，跟读。)
shirt shoes shelftelevision measure pleasureChina teacher chickenjacket message orange
(引导学生归纳总结，板书，让学生给每组音标再举两例，巩固字母的发音规律。)
sh→//s→//ch→//jge
2. (播放2录音两遍，边听边完成小黑板给出的问题。 )
1. Where is the man from A.China B.Canada C.Japan2. How old is he A.20 B.21 C.223. What color is his hair A.Red B.Black C.Brown
(核对答案)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (教师再次播放2录音，让学生完成表格，核对答案。)
2. (教师连珠炮式地根据2内容提问，要求每个学生用一句话回答一个问题。)
T: Where is the man from, S1
S1: He’s from Canada.
T: Is he twenty-one years old
S2: No, he isn’t.
T: How old is he
S3: Twenty.
T: Is he tall
S4: Yes, he is.
T: What color is his hair
S5: ...
3. (学生根据老师的提问，两人一组对话。)
4. (听4录音完成练习。)
5. (学生两人一组，运用whose句型谈论4中四个图画的内容。)
T: Whose pencils are these
Ss: They are Michael’s.
T: Whose ruler is this
Ss: It’s Peter’s.
T: Whose knife is this
Ss: It’s Jane’s.
…
Step 4 Practice 第四步 练习(时间:10分钟)
1. (听录音4，跟读并模仿。4人一小组，用自己的实物进行对话操练。)
(两分钟后请较好的同学表演对话。)
S1: Excuse me, S2. Is this your book
S2: No, it isn’t mine.
S1: Whose book is this
S2: I think it’s S3’s.
S1: Excuse me, S3. Is this book yours
S3: Yes, it’s mine.
S1: Here you are.
S3: Thank you. Whose pen is this Is it yours, S4
S4: No, I think it’s S1’s.
S3: Excuse me, S1. Is it yours
…
(根据时间来决定找多少组同学表演。)
2. (放3a的录音，跟读，然后教师用幻灯片出示练习。完成3a。)
用适当的物主代词填空。1.—Excuse me, Tom. Is this 1 cap —No. 2 is blue. I think it’s 3 .—Kangkang, is this yellow cap 4 —Yes, it’s 5 cap.2.—Whose bags are these —I think they are 6 .—Excuse me. Are these bags 7 —Yes, they are 8 . The black one is Lucy’s. The brown one is 9 .
(核对答案。)
3. (完成3b，放录音跟读，注意模仿语音语调，然后教师用幻灯片出示练习。)
从Ⅱ栏中找出Ⅰ栏问句的答语。 Ⅰ Ⅱ1. Is this cap yours a. They are ours.2. Whose eraser is this b. Yes, it’s mine.3. What color is this jacket c. No, they aren’t.4. Which one d. I think it is Kangkang’s.5. What does he look like e. It’s black.6. Are these her apples f. He has a round face.7. Whose apples are these g. The green one.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让同学们拿出上一节课布置要带的画画工具，准备按要求做：①在白纸上画出一个你喜欢的人，最好是全身的形象，然后涂上颜色；②5分钟内完成作品，然后四人一小组，谈论你所画的人以及这个人的服装和长相；③小组谈论之后选出一部分图画贴在黑板上，通过和教师或同学之间的对话来让学生拿回他们的作品。完成5。)
Example:
T: Is he/she your classmate
S1: Yes, he/she is.
T: Does he/she have a round face/long hair
S1: Yes, he/she does.
T: What color are his/her pants/shoes
S1: They are ...
T: Oh. Is this picture yours
S1: Yes, it’s mine.
T: Oh, it’s very beautiful. You’re clever.
S1: Thanks.
2. (设计活动，听词造句比赛。操作形式：①以组为单位；②链条式进行；③教师给出一个词，要求学生在一分钟之内完成一个句子，在规定时间内完成的同学就坐下；④看哪一个组坐下的人多哪一组获胜。通过竞赛活动进一步巩固本单元的词汇及句式，融入竞争意识，调动学习情绪，培养学生捕捉信息、拓展思维的能力。)
T: OK, class. Are you ready Now begin!
T: Jacket. (从第一组的竖排第一名学生开始。)
S1: My jacket is blue. / This jacket is mine.
T: Yours.
S2: Is this pen yours
T: Whose.
S3: Whose book is this
T: Tall.
S4: Is he tall or short / I’m tall.
T: …
S5: ...
3. Homework:
(1)背诵2。
(2)运用3b内容自编一个对话。
板书设计：
Whose jacket is this Section DImportant sentences: Useful expressions:1. He is tall and he has brown hair. 5.—Is this your cap, Jane 2. He has small eyes, a big nose and a wide mouth. —No, it’ s not mine.3. He is in black. 6.—Whose eraser is this 4. Please help us find him. —It’s his eraser/his. 7.—Whose apples are these —They’re their apples/theirs. 8. I think it’s Kangkang’s.
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