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1、最新资料推荐Topic 3 Whose jacket is thisSection B. Material analysis本节课主要活动是1a, 2b 和4。在Section A的基础上，进一步学习物品所属的表达法，并结合之前学过的颜色词语描述物品以及学会使用“I think its sbs”来推测物品的所属者；还将学习同义句的转换，“Those are our bikes. = Those bikes are ours.”，“That is his schoolbag. = That schoolbag is his.”此外，语音板块将学习th/ ts/ ds字母组合的读音规则，并尝试拼读
2、新单词。. Teaching aims Knowledge aims 能够掌握并应用新学习的单词: jacket, think, schoolbag, baby; 能够运用询问物品所属的表达法进行交流: Whose is this/ that? Its Whose are these/ those? They are初步了解辅音字母组合th/ ts/ ds 的读音规则并能较熟练地根据发音规则进行单词的拼读和拼写；掌握指示代词this/that/these/those的用法。 Skill aims 能听懂有关询问物品所属的表达方式； 能运用表示询问物品所属的表达方式进行简单的交流； 能正确地朗读
3、对话，并能注意语音语调； 能根据图文正确书写和使用新学习的单词。 Emotional aims 能够与同学积极合作，参与课堂活动，大胆实践； 能够认真、规范地书写单词； 培养借助图片帮助听说和阅读理解的习惯。. The key points and difficult points Key points 正确使用描述物品所属的表达法进行推测：I think its ;正确使用表示询问物品所属的表达法： Whose is this/ that? Its Whose are these/ those? They are掌握并应用同义句: Those are our bikes. = Those b
4、ikes are ours. That is his schoolbag. = That schoolbag is his. Difficult points 能够掌握由Whose引导的询问人物外貌特征的表达法；同义句的转换: Those are our bikes. = Those bikes are ours. That is his schoolbag. = That schoolbag is his. 辅音字母组合th/ ts/ ds的读音规则。. Learning strategies 多做挖空练习能培养学生的逻辑思维能力。. Teaching aids 录音机、教学挂图、闪卡和黑板
5、。. Teaching proceduresStepInteractionpatternsStudent activityTeacher activityIntroduction(5 minutes)1.The whole class work.2.Individual work.3.The whole classwork.1.Students reply to students: Good morning, Miss Chen!2.Answer the teachers question: T:Is this your book?S1:Yes, its mine.T:Whose book i
6、s this?S2:No, its not mine. Its xxxs.3.Students answer: Its xxxs; Then follow the teacher to read the word jacket for several times.1The teacher greets with students: Good morning, class!2.Walk to one student, and point his book and ask: Is this your book? Then walk to another student and ask: Is th
7、is your book?3.Point the book and ask the whole class: Whose book is this? Then draw a blue jacket on the blackboard and ask: Whats this? Help students answer: Its a jacket. Then teach the word for several times.Presentation(12minutes)1.The whole classwork and individual work.2.The whole classwork a
8、nd group work.3.Individual work.1.Do 1a. Students listen to the tape and try to find the answer to the question; One student says the answer.2.Follow the tape; Then read the dialogue in roles; Some groups act out the dialogue;Students listen to the teacher carefully and remember “I think ”3.Do 1b. S
9、tudents do 1b by themselves; check the answer.1.The teacher asks: Whose jacket is this? Do you know? Then let students listen to the tape and find the owner; choose one student to find the answer.2.Let students listen to the tape again and follow the tape; Give students 1 minute to read the dialogue
10、 in roles; Choose some groups to act out the dialogue; Point out the sentence: I think its Kangkangs. Let students pay attention to the sentence.3.Let students listen to the tape again and do 1b by themselves; Then check the answer in 1b.Consolidation (12minutes)1.Individual work.2.Pair work.3.Indiv
11、idual work.1.Do 2a. Look at the pictures, listen and match the clothes with the people;Then check the answer and read after the tape.2. Do 2b. Make short dialogues with the sentences in pairs;A: Whoseis this/that? B: Its A: Whoseare these/those? B: They areSome pairs make new dialogues.3.Do 4. Read
12、the sentences by themselves; Rewrite the sentences by themselves; And One student checks the answer.1.Let students look at the pictures, then listen and match the clothes with the people; Play the tape and let students follow the tape.2.Let students make short dialogues with the sentences in pairs;
13、Then choose some pairs to make new dialogues.3.Show the first pictures in 4, and let students read the sentences by themselves; Then show the picture with dogs in it and let students change the sentence pattern; Choose one student to check the answer. (老师可采用相同的方式进行同义句转换)Practice(11minutes)1.Pair wor
14、k and group work.2.The whole class work and individual work.3.The whole class work and individual work.1.Do 3. Do 3 by themselves in pairs;Some pairs check the answers; Then boys ask and girls answer and read the dialogues.2.Do Section A-4a. Read the word together. Then read the words one by one and
15、 find the rule of the pronunciation of “th”;Finally, students read after the tape together;3.Do Section A - 4b. Read the words by themselves; Some students read the words; All students read after the tape.1.Let students do 3 by themselves in pairs; Choose some pairs to practice the passages and chec
16、k the answers Divide students into two groups: boys and girls and let them read the dialogues in roles.2.Point out the flashcard with the word thank on it and let students read it together; Then point out the other three flashcards with three, thing, think and let students try to read the words one
17、by one;(老师可采用相同的方式教授其余字母组合的读音规则) Finally, show the table and let students read after the tape.3.Let students read the words from thank to cats by themselves; Choose some students to read the words;Play the tape and let students read the words after the tape.Production(5minutes)1.Individual work and
18、group work.1.Do 5 by themselves; Make up short dialogues in groups; Some groups share their dialogues with the whole class.1.Let students do 5 by themselves; Divide students into five groups then let them make up short dialogues; Choose some groups to show their dialogues in front of the class.2.Ass
19、ign homework:Review the words and expressions in Section A; Preview the new words and 1a in Section C.Teaching reflection: 本节课学生在做挖空题时，不能正确使用代词的适当形式，尤其是形容词性物主代词和名词性物主代词还存在混淆现象，今后在做题中逐步提高学生应用的能力。. Blackboard designWhose jacket is this?Section B Sounds:1.Whose jacket is this? I think its Kangkangs. /F/; /N/2.A: Whose is this/ that? Its /ts/; /dz/3.A: Whose are these/ those? They are4.Those are our bikes. = Those bikes are ours.5.That is his schoolbag. = That schoolbag is his.最新精品资料整理推荐，更新于二二二年四月四日2022年4月4日星期一08:46:37