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1、Unit 3 Section A (la-2d)一、教学目标：1 .语言知识目标:1）能掌握下歹II词汇：pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, Youre welcome.2）能掌握以下句型：一Excuse me. Is this/that.? Yes, it is. / No, it isnt.一 Excuse me. Are these/those.? Yes, they are. / No, they arent.
2、What about.?3）能初运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在 用法上的区别。2 .情感态度价值观目标：通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的 好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论 的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。二、教学重难点.教学重点：I）能口头应用以下句型： 一 Excuse me. Is this/that .? 一 Yes, it is. / No, it isnt.一 Excuse me.
3、 Are these/those .? Yes, they are. / No, they arent. What about .?2）能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在 用法上的区别。2.教学难点：能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在 用法上的区别。三、教学过程I , Warming-up and revision1. Greeting the Ss. Good morning! /Hello!/ Hi! .2. Let some Ss show
4、their family photo. Ask:Is this your.? Yes, she/he is. /No, she/he isn.一 Are these/those your.? 一 Yes, they are./ No, they arent.3. Collect some items (pen, ruler, cup, book, pencil.) from the students and ask:Whats this in English?Whats that in English?(Help them answer like this: a/an .)Have them
5、work in pairs to practice the questions.4. Provide more words by showing the students the picture in la.T: What can you see in the picture? Collect their answers. Also ask them to finish la by themselves. Check their answers.4. Let Ss read the new words aloud after the teacher. Then try to remember
6、the new words.II , Presentation1. Pretend that you dont know whose these things are and ask A:tlIs this your book?” And lead him/her to answer: Yes, it is. Its mine.”Then take another one and ask its owner: Is this your schoolbag? Help him/her to answer: No, it isnt. Its his.”Have the students ask a
7、nd answer in pairs. (Maybe when they do this, theyll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out.一 Is this your book?一 Yes, it is. Its mine.- Is this your schoolbag?No, it isnt. Its his/hers.2. Tell Ss: my book = mine; his boo
8、k = his; her book = hersIH. ListeningT: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape an
9、d students listen to it and finish lb.)T: Lets check the answers, OK?Ss: . (from left to right)T: Thank you.IV. Pair work1. Get the students to work in pairs to practice these conversations.2. Ask them to practice in groups. Walk around the classroom to check pronunciation and intonation.Then call s
10、ome groups to perform their conversations in front of the class.V. Listening1. Work on 2a.T: Please look at the pictures in 2a. Can you say their English name?(Teacher asks the students to name each one individually.)This is .51: This is .52: .T: Now please take out the objects in 2a and put them on
11、 the desk. You will listen to a dialogue and please pick up the things you hear. Lets see who will do fastest and best.(Play the recording for the students to listen.)(让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起 学生学习的兴趣。)T: Now lets check the answers. Please hold the things you hear and say their Eng
12、lish names, OK?(Make sure students hold the things to show them to the other students.)2. Work on 2b.T: Now please read the words. One holds Ihe things, the others read them aloud one by one.(One student holds the things, and the other students say the words aloud.)T: This time you will listen to th
13、e recording again, and you will write one of the words from the box on each blank line.(Play the recording. Students listen and complete the conversation.)T: Lets check the answers. Td like to ask three students to read the conversation in role.(Three students read the conversation, filling the miss
14、ing words. The rest of the students check their answers.)Pair work1. T: Now please practice the conversation with your partner.2. Ask some pairs to act out the dialogue in front of the class.3. T: Now collect some more school things from your classmates. Then make a new conversation with your partne
15、r. Then practice your conversation.4. Ask some pairs stand up and act out their dialogue using the school things they collected.VI. Presentation1. Take a pen and a dictionary from S1. Then ask another S2. (Sl= Li Ming, S2= Sun Tao)T: Is this your pen, Li Ming?SI: No, it isnt. Its his.T: This is not
16、Li Mings pen. Its Sun Taos pen.(Write Li Mings, Sun Taos on the blackboard. Tell Ss this knowledge is ”名词所有格”,It is the same as my, his, her, your .)T: Then what about this dictionary? Is this your dictionary, Li Ming?S2: No, it isnt. Its Sun Taos. (This time help S2 answer the question with Sun Tao
17、s)2. Let Ss understand the using of ”名词所有格”, and repeat the sentences:This is not Li Mings pen. It*s Sun Taos.What about this dictionary? Its Sun Taos.VH. Role-play1. Read the conversation and underline the school things in the dialogue.(Ss read the dialogue and underline the school things. Check th
18、eir answers with their partner.)2. Now look at the screen. Read the conversation again and match the things with its owner.(Ss read the conversation and match the things with its owner. Check their answers with their partner.)3. Let Ss read the dialogue after the teacher. Then let Ss practice the co
19、nversation.4. Ask some pairs to act out the conversation in front of the class.5. 评价：(让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出 最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。)Homework:1. Let Ss collect their school things and try to say them in English.2. Collect some things from your classmates. And make a conversation with your partner.