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)
通过听和读，获取短文全面信息，然后运用所学功能用语进行问答复述，培养学生综合运用语言的能力。
1.
(播放2录音，让学生完成小黑板给出的问题。)
T:
Listen
to
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.
(再放2录音并核对答案。)
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.
(让学生听2录音并跟读，注意模仿语音语调。)
T:
Please
listen
to
2
and
repeat.
Pay
attention
to
the
pronunciation
and
intonation.
4.
(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:
...
5.
(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→/??/jge
(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
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，提高学生综合运用语言的能力。
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，融入竞争意识，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
jacket
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.
/??/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.
Show
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
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
look
the
same,
but
we
are
in
different
clothes.Topic
3
Whose
jacket
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?
—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&S3.
Come
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。板书相对应的单词。)
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
jacket
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.
They
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
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
jacket
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.
