七下Unit 2 Looking Different>>Topic 3 Whose bike is this?

Topic 3 Whose bike is this
Section A
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. 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:
bike, cat, banana, baby, bag, shirt
2. Talk about possessions:
(1)—Is this your cap, Jane
—No, it’s not mine.
—Whose cap is it, then
—It’s Sally’s.
(2)—Whose shoes are those
—They’re our shoes. They’re ours.
Ⅱ. Teaching aids 教具
班上学生的衣服和文具等/录音机/图片/小黑板
Ⅲ. 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. (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: 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.
(对穿着同一颜色鞋的两个学生提问。)
T: S2&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: 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: Is our school big
S10:Yes, it is./No, it’s 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: What’s this
Ss: It’s a bag. (帮助学生回答。)
(板书并要求学生掌握。)
bag
T: What color is it, then
(板书并要求学生掌握。)
then
Ss: It’s yellow.
(请一位学生回答。)
T: S11, please. Is this your bag
S11:No, it isn’t.
(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, what’s this
S13: It’s a pen.
T: Whose pen is this
S13: It’s my pen. (帮助回答It’s 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: It’s my pen. It’s 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: It’s my ruler. It’s mine.
T: OK. Sit down, please. S15, whose ruler is this
S15: It’s not my ruler. It’s her ruler. (帮助回答)
T: Yes, it’s her ruler. It’s 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。板书相应的单词。)
hers, theirs, his, ours
Step 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 Jane’s Please listen to 1a, then answer the question.
(板书并讲解。)
Is the cap Jane’s
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。操练和表演对话，进一步巩固目标语言。
1. (学生根据1a表演对话。)
T: I’ll 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, it’s not mine.
S3: Whose pencil is it
S4: I think it’s S5’s.
…
3. (用方框里的单词填空，核对答案后操练，完成3。)
T: OK, let’s 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. What’s this (教师指着图片中的衬衫问。)
Ss: It’s 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. What’s this
Ss: 自行车。
T: Right. It’s a bike. OK. S1, here you are. Now it’s yours.
(用同样方法教学cat, banana。)
(板书并要求学生掌握。)
bike, cat, banana
(利用图片进行师生问答。)
T: S1, whose bike is this
S1: It’s mine.
T: Whose bike is that
Ss: It’s hers.
T: Oh. It’s her bike.
(板书并讲解。)
It’s her bike.It’s 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。)
S2: Whose pen is this
S3: It’s my pen. It’s 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 It’s (他的).(3)This isn’t (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：
①This is my/his/your pen/ruler/book …
②The pen/ruler/book … is mine/his/yours.
③Mine is big/blue/long …
S1: Is this your ruler, S2
S2: No, it’s not mine. Mine is long.
S1: Whose ruler is this
S2: It is her ruler. It is hers.
…
2. Homework:
(1)让学生模仿1a编对话写在作业本上。
(2)复习物主代词。
(3)预习下一课Section B的内容。
板书设计：
Whose bike is this Section A1. Possessive pronouns: 3.—Whose bananas are these your, my, their, his, her, our —They’re their bananas.yours, mine, theirs, his, hers, ours —They’re theirs.2.—Whose bike is this —It’s his bike.—It’s his.
Section B
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn two new words:
jacket, think
2. Talk about possessions:
(1)Whose jacket is this
(2)Is this jacket yours
(3)No, it’s not mine. Mine is here.
3. Learn the possessives:
I think it’s Kangkang’s/Li Ming’s.
Ⅱ. Teaching aids 教具
小黑板/幻灯片/教学挂图/录音机/多媒体/夹克
Ⅲ. 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 ② her his ⑤ ⑥ their
① yours ③ ④ ours yours ⑦
(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，学生们抢答其相应的名词性物主代词或形容词性物主代词。)
S1: my
S2: mine
S1: yours
S3: your
…
2. (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 it’s time to play a guessing game. Look at the picture. What’s that
Ss: It’s a bike.
T: Whose bike is that We don’t know now. I need four of you to the front. The four students should stand in a row facing to the class and put their hands behind themselves. I’ll put a candy in someone’s hand. This one who gets the candy will be the owner of the bike. What you should do is to guess who has the candy 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、衬衣及小刀的主人。)
(适时帮助学生用I think it’s/they’re … 回答提问。)
3. (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. S4, is this jacket yours
S4: No, it isn’t. Mine is here.
T: Is this jacket yours, S5 I think it’s yours.
S5: No, it isn’t. I think it’s S6’s.
…
(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 think it’s …
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 Kangkang’s 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 1a 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)
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 I’ll 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 Ming
4. (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, it’s not mine. Mine is here. I think it’s S3’s.
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: It’s red.
S1: Is this bag yours
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. We’ll check the answers together.
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 It’s …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”。)
T: Look, whose shoes are these
S1: I think they are Maria’s.
(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 answers.
(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.
(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”，培养学生的综合语言运用能力、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 it’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选两组表演出色的学生上台表演，并给予掌声鼓励。)
2. Homework:
(1)每人按要求制作一幅“物主代词卡”。
要求：
①规格：10cm×5cm
②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。
③两人一组互相看卡片，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 bike is this Section B1.—Whose jacket is this —Mine is here. I think it’s …2.This one is blue.I think it’s Li Ming’s.
Section C
The main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words:
new, classmate, clothes
2. Describe people’s appearances and clothes:
(1)We both have black hair and black eyes.
(2)We look the same, but we are in different clothes.
(3)He is in a purple T-shirt.
(4)His pants are blue and mine are white.
3. Review the possessives.
4. Know about some incomplete plosives:
(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
自制卡片/书包/幻灯片/录音机/彩笔
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过学生表演和师生对话，复习上节课所学主要知识点，导入本课生词，以旧带新，有利于调动学生的学习积极性。
1. (教师请一名学生到台前领大家复习形容词性物主代词和名词性物主代词的形式及用法。具体方法：这个学生利用课外自己制作的小卡片，任意抽取一张向大家展示。指定一名学生说出这个词是哪类物主代词，并说出与之相对应的物主代词，然后用这两个物主代词造句。例如，抽到的是my，先说出对应的名词性物主代词mine，然后造句：This is my bag. This bag is mine. 依次进行连锁操练。)
T: Hello, boys and girls. Let’s review the possessives. I’ll ask a student to the front to show you the cards made by himself/herself. You should say the words correctly and then make sentences.
Ss: Yes.
T: OK. Let’s begin. S1, come here, please.
S1: S2, please.(抽出写有my的卡片。)
S2: My，形容词性物主代词，对应的名词性物主代词mine。This is my bag. This bag is mine.
S1: S3, please.
S3: …
2. (教师请三人表演Section B的1a。)
3. (教师从学生的物品中找一个旧书包和一个新书包。)
T: Whose bag is this (教师指着旧书包问。)
Ss: It’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.(教师指着新书包说。)
(板书并要求学生掌握。)
old—new
(鼓励学生利用身边的新旧物品与同伴对话。)
4. (教师叫一个学生到前面来。)
T: S4, do you have a good friend in our class
S4: Yes, I do.
T: What’s his or her name
S4: His/Her name is …
T: Oh, I see. He/She is your good friend. He/She is your classmate, too.
(板书并要求学生掌握。)
classmate
(引导学生说出We’re classmates. 帮助学生记忆classmate，即class+mate→classmate。)
5. (教师呈现有许多衣物的幻灯片，包括上衣、裙子、鞋、裤子等，下面写clothes，引入新的知识点，导入新课。)
T: What are these They are clothes. Whose are they Guess, please.
Ss: We think they are Kangkang’s.
(板书并要求学生掌握。)
clothes
Step 2 Presentation 第二步 呈现(时间:8分钟)
通过大量的听读训练，培养学生语感，并形成正确的语音语调。
1. (教师播放两遍1a录音，让学生判断幻灯片呈现的句子的正(T)误(F)。)
(1) Kangkang’s new classmate comes from China. ( )(2) They are in different clothes. ( )(3) Kangkang’s pants are yellow. ( )
(再听1a录音并核对答案。)
2. (教师引导学生阅读1a，理解1a内容，并标出关键词。)
T: Now read 1a carefully, and find out the key words.
3. (听1a录音，让学生跟读并注意模仿语音语调。)
T: Please listen to 1a and repeat. Pay attention to the pronunciation and intonation.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过复述和编对话表演等活动，巩固1a目标语言，培养学生灵活运用所学语言点进行交际的能力和合作精神。
1. (让学生再读1a，完成1b表格，并根据表格内容把照片涂上颜色。)
T: Read 1a again and fill out the table. Then color the picture.
2. (根据关键词或1b的表格和照片复述1a。)
T: Please retell 1a according to 1b or the key words.
3. (教师将1a编成一段对话，出示幻灯片让学生根据其内容完成对话。)
K: Hello, S1.
S1: Hello, Kangkang.
K: I have a new ① .
S1: Where is he from
K: He is from ② .
S1: What does he look ③
K: He has ④ hair and ⑤ eyes. We look the same.
S1: What color is his T-shirt
K: It’s ⑥ .
S1: And what color are his pants and shoes
K: His pants are ⑦ and his shoes are ⑧ .
S1: I know him. His name is …
(核对答案。)
4. (两人一组操练对话，然后挑优秀组进行表演。)
5. (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，并有所发挥。)
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)各小组再共同描述本班其他组的一个学生。
(3)教师请每一组的组长将组内有关Who is he/she 的描述向全班学生宣读，让其他组学生猜出Who is he/she
Step 4 Practice 第四步 练习(时间:7分钟)
通过大量听音、模仿和实践，教学六个爆破音在不完全爆破情况下的发音，帮助学生养成良好的发音习惯。
1. (放录音，要求学生完成2，核对答案。)
T: Listen and match the things with the right people in 2。
2. (教师利用幻灯片呈现六个爆破音并领读。)
//, //, //, //, //, //
(再用幻灯片，呈现几个含有不完全爆破现象的单词和短语，让学生跟读并体会其发音。)
blackboard /'l()/ sit down /() / doctor /'()/ that book /() / a red car / () /
(教师讲解不完全爆破需要注意的情况。)
3. (教师放4录音，要求学生认真听，注意单词下面画线字母的不完全爆破情况。再听录音，跟读。)
T: Listen to 4 carefully. Pay attention to the pronunciation of the underlined letters. Then listen again and follow.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过游戏，在虚拟情境中运用目标语言，培养学生综合运用语言的能力。在轻松愉快的气氛中结束本课，有利于激发学生的学习兴趣。
1. (做游戏。设计小组活动：谈论自己的文具。完成3。)
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.
②Is this/Are these …
Yes. It’s/They’re …/No. It’s/They’re …
③Whose … is this/are these
I think it’s/they’re …
④The pen/ruler … is mine/yours …
⑤Mine/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，逐一拿起物品询问，如：Whose … is this Is it yours, S1 要求学生尽量用mine, yours等物主代词作答，直到“失物”领完为止。
3. (听录音，学唱歌曲，完成5。)
4. Homework:
(1)熟读并复述1a。
(2)完成一篇介绍同班同学基本情况的短文，五十个单词左右。
(3)准备绘画工具：彩笔、白纸。(下节课用)
板书设计：
Whose bike 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 look the same, but 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 new words:
find, 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 clothes.
3. Review the possessive pronouns:
(1)—Whose cap is it
—It’s Sally’s.
(2)—Whose bananas are these
—They’re their bananas/theirs.
4. Review some useful expressions:
(1)I think it’s Kangkang’s/Li Ming’s.
(2)We look the same, but we are in different clothes.
(3)Please help us find him.
Ⅱ. Teaching aids 教具
白纸/实物/幻灯片/教学挂图/录音机/小黑板/彩笔
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:9分钟)
通过游戏表演，复习上节课所学语言点，创设情境，以师生对话形式导入本课生词和话题，激发学生的学习兴趣。
1. (做“物主代词大接龙”游戏。学生六人一组，每组发一张白纸。每名学生用上一个物主代词造句并和组员审定，句子说对了，就请这个学生把句子写在白纸上。后面的学生依次轮流造句和记录，要求后面学生说的物品和物主代词都不能与前面学生说的一致。五分钟内记录正确句子最多的小组获胜，发糖果给予奖励。)
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。)
(教师拿出一顶帽子。)
T: What’s this
Ss: It’s a cap.
T: What color is it
Ss: It’s yellow.
(接下去询问个别学生。)
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的询问，速度要快，物主代词复习面要广，同时也需要学生积极广泛参与。)
3. (1) (利用幻灯片展示一个画面：一个男孩在水中大喊“Help! …”。让学生猜其含义，然后教师给予相关的解释。)
(板书并要求学生掌握。)
help
T: I think we can help him. And later he will help us, too.
(板书并要求学生掌握。)
him, us
(2) (教师事先把自己的钢笔夹在书里，然后假装找东西，让学生体会find的含义。)
T: Oh, where is my pen I can’t find it. Can you help me
(板书并要求学生掌握。)
find
Ss: Yes. Is it in your desk
T: No.
Ss: Is it in your jacket
T: No. Oh, it’s here. It’s in my book. Thank you all the same.
(3) (出示2图片，师生对话导入新课。)
T: Look at the picture in 2. The policeman can’t find the man in the picture. Can you help him
Ss: Yes.
T: Good. Thank you. Now, let’s learn more information about the man.
Step 2 Presentation 第二步 呈现(时间:10分钟)
通过阅读获取短文全面信息，然后运用所学功能用语进行问答复述，培养学生的综合语言运用能力。
1. (阅读短文，让学生完成小黑板给出的问题。)
T: Read 2. Choose the right answers.
(1) Where is the man from A.China. B.Canada. C.Japan.(2) How old is he A.20. B.21. C.22.(3) What color is his hair A.Red. B.Black. C.Brown.
(核对答案。)
2. (让学生仔细阅读2，对文章内容有较详细了解，完成表格并核对答案。)
T: Please read 2 carefully. Then fill out the table in 2.
3. (教师连续不断地根据2内容提问，学生用一句话回答每个问题，训练学生的反应速度。)
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: ...
4. (让学生根据2中的表格复述短文。)
T: Please retell the passage according to the table in 2.
Step 3 Consolidation 第三步 巩固(时间:6分钟)
通过讲解语音和训练学生的听力，培养其语感和归纳推理能力。
1. (利用幻灯片呈现1中的例词，让学生注意画线部分的读音。学生听录音，体会画线字母的读音。)
shirt shoes shelftelevision measure pleasureChina teacher chairjacket message orange
(引导学生归纳总结。板书并鼓励学生尝试着给每组音标再举出一两个例子，巩固字母的发音规律。)
sh→//s→//ch→//j/ ge→//
(让学生听1录音跟读，练习字母发音。)
2. (听3录音，完成练习。核对答案。)
T: Listen and match the things with the owners.
3. (学生两人一组，运用whose句型谈论3中四幅图画的内容。)
S1: Whose pencils are these
S2: They are Michael’s.
S1: Whose ruler is this
S2: It’s Peter’s.
S1: Whose knife is this
S2: It’s Jane’s.
…
Step 4 Practice 第四步 练习(时间:10分钟)
通过总结本话题的语法和功能用语，使目标语言得以强化，同时培养学生的归纳能力。
1. (听3录音，跟读并模仿。四人一组，用自己的实物进行对话操练。)
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
…
(请操练过程中表现较好的学生到讲台前表演对话。)
2. (放4a录音，并让学生跟读，然后用幻灯片出示练习。完成4a。)
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4b，放录音让学生跟读并注意模仿语音语调。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 Ⅱ(1)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)What does he look like d. I think it is Kangkang’s.(5)Are these her apples e. It’s black.(6)Whose apples are these f. He has a round face.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过游戏和造句，练习本话题所学的目标语言，提高学生的综合语言运用能力。
1. (让学生拿出上节课布置要带的画画工具，按要求做：(1)在白纸上画出一个你喜欢的人的简笔画，最好是全身像，然后涂上颜色；(2)三分钟内完成作品，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，每组选出一幅图画贴在黑板上，学生通过和教师或彼此之间的对话，拿回自己的作品。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，各组竖排第一位学生，各组竖排第二位学生，……依次轮流；(3)教师给出一个词，要求学生在二十秒钟之内完成一个句子，在规定时间内完成的学生坐下；(4)哪一个组坐下的人多，哪一组获胜。通过竞赛活动，使学生进一步巩固本单元的词汇及句式，增强其竞争意识，调动其学习情绪，培养他们捕捉信息、拓展思维的能力。)
T: OK, class. Are you ready Now begin!
T: Jacket. (从第一组竖排第一位学生开始。)
S2: My jacket is blue. / This jacket is mine.
T: Yours. (第二组竖排第一位学生。)
S3: Is this pen yours
T: Whose. (第三组竖排第一位学生。)
S4: Whose book is this
T: Tall. (第四组竖排第一位学生。)
S5: Is he tall / I’m tall.
T: His. (第一组竖排第二位学生。)
S6: His bike is white.
T: …
S7: ...
3. Homework:
(1)进行1的发音练习。
(2)仿照2写一篇“寻人启事”。
(3)复习4a和4b。
板书设计：
Whose bike is this Section DImportant sentences: Useful expressions:1. He is tall and he has brown hair. 5.—Whose cap is it 2. He has small eyes, a big nose and a wide mouth. —It’s Sally’s.3. He is in black clothes. 6.—Whose bananas are these 4. Please help us find him. —They’re their bananas/theirs. 7. I think it’s Kangkang’s/Li Ming’s. 8.We look the same, but we are in different clothes.