1、1Section DThe main activities are 1, 2 and 5. 本课重点活动是 1，2 和 5。 . Teaching aims and demands 教学目标1. (1)Learn the consonants:/, /, /, /(2)Learn some new words:find, help, us, him2. 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)H
2、e is in black clothes.3. Review the possessive pronouns:(1)Whose cap is it?Its Sallys.(2)Whose bananas are these?Theyre their bananas/theirs.4. Review some useful expressions:(1)I think its Kangkangs/Li Mings.(2)We look the same, but we are in different clothes.(3)Please help us find him. Teaching a
3、ids 教具白纸/实物/幻灯片/教学挂图/录音机/小黑板/ 彩笔. 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
4、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: Whats this?Ss: Its a cap.2T: What color is it?Ss: Its yellow.(接下去询问个别学生。)T: Is this your cap, S1?S1: No, its not mine.T: Is this yours, S2?S2: Yes, its 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) (
5、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。)helpT: 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 cant find it. Can you help me?(板书并要求学生掌握。)findSs: Yes. Is it in your desk?T: No.Ss: I
6、s it in your jacket?T: No. Oh, its here. Its 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 cant find the man in the picture. Can you help him?Ss: Yes.T: Good. Thank you. Now, lets learn more information about the man.Step 2 Presentation 第二步 呈现(时
7、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.3(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
8、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: Hes from Canada.T: Is he twenty-one y
9、ears old?S2: No, he isnt. 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
10、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/ /4s/ /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
11、are these?S2: They are Michaels.S1: Whose ruler is this?S2: Its Peters.S1: Whose knife is this?S2: Its Janes.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 isnt mine.S1: Whose book is this?S2:
12、I think its S3s.S1: Excuse me, S3. Is this book yours?S3: Yes, its mine.S1: Here you are.S3: Thank you. Whose pen is this? Is it yours, S4?S4: No, I think its S1s.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 cap?No.
13、 is blue. I think its .Kangkang, is this yellow cap ?Yes, its cap.(2)Whose bags are these?/5I think they are .Excuse me. Are these bags ?Yes, they are . The black one is Lucys. The brown one is .(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。)从栏中找出栏问句的答语。 (1)Is this cap yours? a. They are ours.(2)Whos
14、e eraser is this? b. Yes, its mine.(3)What color is this jacket? c. No, they arent.(4)What does he look like? d. I think it is Kangkangs.(5)Are these her apples? e. Its 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
15、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: Ye
16、s, he/she does.T: What color are his/her pants/shoes?S1: They are .T: Oh. Is this picture yours?S1: Yes, its mine.T: Oh, its very beautiful. Youre 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
17、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6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 b
18、ook is this?T: Tall. (第四组竖排第一位学生。)S5: Is he tall? / Im 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. Its Sallys.3. He is in black clothes. 6.Whose bananas are these?4. Please help us find him. Theyre their bananas/theirs.7. I think its Kangkangs/Li Mings.8.We look the same, but we are in different clothes.
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