1、Unit 2 Looking DifferentTopic 3 Whose cap is it? 教学设计Section AThe main activities are 1a and 2. 本课重点活动是 1a 和 2。. 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.
2、Talk about possessions:(1)Is this your cap?No, its not mine.Whose cap is it, then?Its Sallys.(2)Hi, Sally! Is this cap yours?Oh, yes. Its mine. Thanks, Maria.Thats ok. 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
3、，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: 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.
4、(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?
5、S5: Its white. What color is his hair?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
6、?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。)thenSs: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
7、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 t
8、his?S14: Its my ruler. Its mine.T: OK. Sit down, please. S15, whose ruler is this?S15: Its not my ruler. 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
9、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 answer 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 th
10、e 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: 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。
11、)T: Practice the conversation with your clothes or school things.S3: Is this pencil yours, S4?S4: No, its not mine.S3: Whose 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
12、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 2 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
13、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.(1)This
14、 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.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
15、，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/yours. Mine is big/blue/long S1: Is this your ruler, S2?S2: No, its not mine. Mine is long.S1: Whose ruler is this?S2: It is her ruler. It is hers.2. 4a 听录音，读方框中的单词。3. 自己读 4b 中的单词，熟记于心。4. 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 cap is this?Section A1. Possessive pronouns: 3.Whose bananas are these?your, my, their, his, her, our Theyre their bananas.yours, mine, theirs, his, hers, ours Theyre theirs.2.Whose bike is this?Its his bike.Its his.
