精品資料Period 2 Section A 2a­3c.教學(xué)準(zhǔn)備1教師：錄音機(jī)和錄音磁帶、多媒體課件、圖片和物品實(shí)物。2學(xué)生：關(guān)于學(xué)習(xí)用品的圖片以及學(xué)習(xí)用品實(shí)物。.教學(xué)目標(biāo)1讓學(xué)生進(jìn)一步了解如何確認(rèn)物主關(guān)系。2使學(xué)生能夠利用所學(xué)物品進(jìn)行完整的英語對話。3學(xué)習(xí)本課的知識點(diǎn)。(1)詞匯：excuse，me，thank，teacher，about，yours，for，help，welcome(2)句型：Excuse me.Is this your pencil？Yes，thank you.Are these your pencils？No，they're Bob's.What about this dictionary？It's Helen's.Thank you for your help.You're welcome.4訓(xùn)練學(xué)生在聽錄音時(shí)聽懂基本的英語會話的能力。5幫助學(xué)生來確認(rèn)其他同學(xué)的物品。.教學(xué)重點(diǎn)(1)詞匯：excuse，me，thank，teacher，about，yours，for，help，welcome(2)句型：Are these your pencils？No，they're Bob's.What about this dictionary？It's Helen's.Thank you for your help.You're welcome.教學(xué)難點(diǎn)1培養(yǎng)學(xué)生運(yùn)用所學(xué)知識進(jìn)行完整的對話練習(xí)的能力。2讓學(xué)生能夠正確的確認(rèn)物主關(guān)系。.教學(xué)步驟Step 1：Greetings and talking建議1：學(xué)生小組成員之間對話表演學(xué)生利用自己的學(xué)習(xí)物品，以及上節(jié)課所學(xué)語言知識進(jìn)行小組成員之間的對話。(要求表演的學(xué)生到教室前面來表演，訓(xùn)練學(xué)生對語言知識掌握的熟練程度，激發(fā)學(xué)生的興趣，培養(yǎng)他們的自信。)For example：S1：Is this your dictionary?S2：No，it isn't.It's his.Is that her eraser?S3：Yes，it is.It's hers.Are these your rulers?S4：No，they aren't.They are hers.Are those your pens?S1：Yes，they are.They're mine.建議2：值日生報(bào)告讓值日生利用上節(jié)課所學(xué)的物主代詞，對同學(xué)的學(xué)習(xí)用品進(jìn)行簡單的物主確認(rèn)，并做成報(bào)告形式向同學(xué)們匯報(bào)。教師根據(jù)值日生報(bào)告的內(nèi)容進(jìn)行簡單的提問，目的是檢查學(xué)生的家庭作業(yè)，同時(shí)也訓(xùn)練學(xué)生聽短文獲取關(guān)鍵信息的能力，從而提高學(xué)生的聽力能力。(也可讓值日生自己設(shè)計(jì)與報(bào)告有關(guān)的問題，并在作報(bào)告前板書到黑板上，讓其他學(xué)生帶著問題聽報(bào)告，如能堅(jiān)持使用此方法，效果很好。)For example：S：Hello，everyone！I'm Li Lei.This is my book.That is my eraser.And these pencils are mine.This is Tom's dictionary.The pens are his，too.That is Lucy's schoolbag.And those rulers are hers.T：Now I will ask you some questions.Is this Li Lei's book?S1：Yes，it is.T：Are those Lucy's pens?S2：No，they aren't.They are Tom's.T：Are these Li Lei's pencils?S3：Yes，they are.建議3：復(fù)習(xí)單詞和句型教師在黑板上寫出幾個(gè)學(xué)生的名字，并在名字旁邊貼上學(xué)習(xí)用品的圖片，來復(fù)習(xí)所學(xué)的單詞和句型。For example： T：Is this your schoolbag？(Point to Picture 1.)S1：No，it isn't.T：Is this her schoolbag？(Point to Alice.)S2：Yes，it is.It's hers.T：Are those your erasers？(Point to Picture 2.)S3：No，they aren't.T：Are those his erasers？(Point to Bob.)S4：Yes，they are.They're his.(Get the students to ask the questions in turn.)Step 2：Present the new words教師主動選擇一位學(xué)生與其作對話，在對話中側(cè)重于：學(xué)生說出上節(jié)課所學(xué)的句型，教師說出本課的新詞匯，讓學(xué)生在情境中理解新詞匯的意思。For example：T：Excuse me，Wang Tao.Is this your pencil?S：No，it isn't.It's his.T：And is this his book?S：No，it isn't.It's hers.T：What about this dictionary？Is this yours?S：Yes，it's mine.T：Thank you for your help.The teacher helps the student say：You're welcome.讓學(xué)生在對話中猜測新詞匯的意思，并學(xué)會使用這些詞匯。(First ask the students to read the new words by themselves.Then ask them to read after the teacher.)Step 3：Practice the new words建議1：訓(xùn)練學(xué)生拼讀單詞具體操作建議：先讓學(xué)生跟著聽力磁帶讀，然后讓學(xué)生進(jìn)行操練：先讓學(xué)生齊讀，再分組齊讀，最后單個(gè)學(xué)生試讀。通過這種從整體到部分再到個(gè)體的機(jī)械操練，讓學(xué)生熟練掌握本課所學(xué)詞匯。建議2：單詞拼讀競賽把學(xué)生分成若干小組，讓學(xué)生先在小組內(nèi)競賽拼讀單詞，然后教師給出單詞的漢語意思，學(xué)生以搶答的形式拼讀單詞，回答出最多的為獲勝組。(通過搶答，不僅可以幫學(xué)生記憶單詞，更調(diào)動了學(xué)生學(xué)習(xí)單詞的積極性。)Step 4：Listening1課本2a的處理。建議1：練習(xí)聽力之前，先讓學(xué)生說出圖片中物品的英文名稱，進(jìn)一步強(qiáng)化重點(diǎn)單詞。For example：T：Please look at the pictures in 2a.Can you say their English names？(The teacher asks the students to name each one individually.)S1：This is.S2：This is.然后讓學(xué)生看著課本聽并在2a中選出所聽到的物品。建議2：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容易引起學(xué)生的興趣。For example：T：Now please take out the objects in 2a and put them on the desk.You will listen to a dialogue and please pick out the things you hear.(Play the recording for the students to listen.)T：Now let's check the answers.Please hold the things you hear and say their English names.(Make sure the students hold the things to show them to the other students.)2讓學(xué)生再聽一遍錄音，完成2b的對話。教師也可以把對話用多媒體課件展示出來。Tom：Excuse me，Grace.Is this your pencil?Grace：Yes，thank you.And those are my _.Tom：And Jane，is this your _？Jane：No，it isn't.It's hers.Tom：OK，and these are my _.This is your _，Jane.Check the answers in class.3讓學(xué)生跟讀2a/2b部分的聽力材料，目的是讓學(xué)生熟練掌握句型“Excuse me.Is this your pencil？”和“These are my./Those are my.”。4對學(xué)生進(jìn)行由集體到個(gè)人的機(jī)械操練，先讓學(xué)生齊讀，進(jìn)行集體操練，然后再讓學(xué)生三個(gè)人一組進(jìn)行小組操練。Step 5：Practice the sentences1讓學(xué)生根據(jù)2b中的對話，小組之間進(jìn)行對話操練。(選出幾組同學(xué)在班級內(nèi)表演。)2教師可以設(shè)計(jì)一個(gè)表格，并以多媒體課件的形式展現(xiàn)出來，讓學(xué)生根據(jù)表格信息，仿照2b的對話，進(jìn)行對話練習(xí)。物品pencilpencil boxerasersrulerbooks物品主人S2S3S1S2S2For example：S1：Excuse me，S2.Is this your pencil?S2：Yes，thank you.And those are my books.S1：And S3，is this your ruler?S3：No，it isn't.It's hers.S1：OK，and these are my erasers.This is your pencil box，S3.3讓學(xué)生利用教室里的物品編出新的對話并進(jìn)行操練。Step 6：Present the new sentences教師先與一名學(xué)生做示范，然后讓學(xué)生根據(jù)表格所給信息，進(jìn)行對話練習(xí)，并加上新學(xué)的單詞和短語。物品pencilpencil boxerasersrulerbooks物品主人mine(Sam)Bob'sAnna'sHelen'smine (Sam)For example：T：Excuse me，Sam.Is this your pencil?S：Yes，it's mine.T：And is this your pencil box?S：No，it's Bob's.T：What about this ruler?S：It's Helen's.T：And the books？Are these yours?S：Yes，they are.T：Thank you for your help，Sam.S：You're welcome.Then let the students practice the dialogue in pairs.Step 7：Role­play the conversation1教師可以把2d的信息設(shè)計(jì)成表格，通過多媒體課件的形式展示給學(xué)生，讓學(xué)生根據(jù)表格信息分角色表演對話。2學(xué)生根據(jù)2d的對話，利用實(shí)際物品編寫出自己的對話并進(jìn)行表演。Step 8：Grammar Focus讓學(xué)生把課本Grammar Focus表格中的內(nèi)容進(jìn)行熟練朗讀，再一次區(qū)分this與that，these與those，區(qū)分形容詞性物主代詞和名詞性物主代詞。注意三個(gè)縮寫詞：it's it is，isn't is not，aren't are not。Step 9：Task1讓學(xué)生完成課本3a的表格，進(jìn)一步操練所學(xué)的語言項(xiàng)目，也是對Grammar Focus的再次熟悉和鞏固。教師可以通過多媒體課件把3a的表格展現(xiàn)給學(xué)生。(斜體字為課件中鼠標(biāo)點(diǎn)擊后出現(xiàn)的內(nèi)容)Is thisyour book？Yes，it is.No，it isn't.Are these my pencils？Yes，they are.No，they aren't.Is that his ruler？Yes，it is.No，it isn't.Are those her pens？Yes，they are.No，they aren't.2.教師也可讓學(xué)生利用身邊的實(shí)際物品進(jìn)行問答。3讓學(xué)生閱讀問句并補(bǔ)全答語。(處理3b)教師可以通過多媒體課件把3b的內(nèi)容展現(xiàn)給學(xué)生。(畫線部分為課件中鼠標(biāo)點(diǎn)擊后出現(xiàn)的內(nèi)容)1Is this her ruler？ Yes，it is.It's hers.2Is that Eric's schoolbag？ No，it isn't.It's Sally's.3Are these his pencils？ Yes，they are.They're his.4Are those Anna's books？ No，they aren't.They're mine.Step 10：Play a game教師在盒子里放入學(xué)生的一些物品，然后讓學(xué)生任意取出一件物品并找到物品的主人。每個(gè)學(xué)生只能猜兩次。For example：T：I have some things.But I'm sorry I don't know whose these things are.Could you help me find the owners？Let's see who can find all the owners first and write the owners' names in the chart.Objectmath bookred pengreen ruler.OwnerStep 11：Homework利用所學(xué)語句編寫尋找物品主人的對話，并在小組內(nèi)分角色表演。下節(jié)課在全班進(jìn)行評比，表演最精彩的小組為獲勝組。(要求：注意讀一般疑問句的語音語調(diào))Unit 3 Is this your pencil？Section A 2a­3cWordsSentencesexcuse methankteacheraboutyoursfor help welcomeExcuse me.Is this your pencil？Yes，thank you.Are these your pencils？No，they're Bob's.What about this dictionary？It's Helen's.Thank you for your help.You're welcome.知識講解1Excuse me，Grace.Is this your pencil？打擾了，格雷絲，這個(gè)是你的鉛筆嗎？Yes，thank you.是的，謝謝你。(1)Excuse me！是用于詢問別人事情之前的禮貌用語，意思是“打擾了”或“請?jiān)彙薄?2)Thank you.意思是“謝謝你”，只要對方幫助了你，常要說“Thank you.”，它的回答是“You're welcome.”(不用謝。)“因?yàn)槎兄x你”要用“Thank you for.”。例如：謝謝你的幫助。Thank you for your help.在英語中，如果對方夸獎、贊美、祝福了你，也要說“Thank you”。例如：你的書包真漂亮。謝謝。Your schoolbag is very beautiful.Thank you.2What about this dictionary？這本字典呢？It's Helen's.它是海倫的。(1)“What about.？”意思是“呢”或者“怎么樣”，相當(dāng)于“How about.？”。例如：我是一名學(xué)生，你呢？I'm a student.What about you?(2)“Helen's”意思是“海倫的”，其中“'s”是名詞所有格，翻譯成“的”，用于名詞的后面；當(dāng)名詞是單數(shù)時(shí)，直接在其后加“'s”，若名詞是復(fù)數(shù)且以s結(jié)尾，則在其復(fù)數(shù)后加“'”即可。例如：這是湯姆的鉛筆。This is Tom's pencil.這是我父母的房間。 This is my parents' room.