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1、整理文本.Unit2 Topic3 SectionB 教学设计.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，并尝试拼读新单词。.Teaching ai
2、ms 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?ItsWhose 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。E
3、motional aims整理文本.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?ItsWhose are these/those?They are 掌握并应用同义句:Those are our bikes.=Those bikes are ours.That is his schoolbag.=That
4、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。.Teaching proceduresStepInteractionStudent activityTeach
5、er activity整理文本.patternsIntroduction(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 teacher s question:T:Is this your book?S1:Yes,it s mine.T:Whose book is this?S2:No,its not mine.Its xxxs.3.Students answer:It
6、s 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 this your book?3.Point the book and ask the whole class:Whose book
7、is this?Then draw a blue jacket on the blackboard and ask:Whats this?Help students answer:It s a jacket.Then teach the word for several times.Presentation(12minutes)1.The whole classwork and individual work.1.Do 1a.Students listen to the tape and try to find the answer to the 1.The teacher asks:Whos
8、e jacket is this?Do you know?Then let students listen to the tape and find the owner;choose one 整理文本.2.The whole classwork and group work.3.Individual work.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 t
9、eacher carefully and remember“I think”3.Do 1b.Students do 1b by themselves;check the answer.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 in roles;Choose some groups to act out the dialogue;Point out the sentence:I
10、think its Kangkang s.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.1.Do 2a.Look at the pictures,listen and match the clothes with the people;1.Let students look at the p
11、ictures,then listen and match the clothes with the people;整理文本.2.Pair work.3.Individual work.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 are Some pairs make new dialogues.3.Do 4.Read th
12、e sentences by themselves;Rewrite the sentences by themselves;And One student checks the answer.Play the tape and let students follow the tape.2.Let students make short dialogues with the sentences in pairs;Then choose some pairs to make new dialogues.3.Show the first pictures in 4,and let students
13、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)整理文本.Practice(11minutes)1.Pair work and group work.2.The whole class work and individual work.3.The whole class work and indiv
14、idual 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 find the rule of the pronunciation of“th”;Finally,students read after the tape together;3.Do Se
15、ction A-4b.Read the words by 1.Let students do 3 by themselves in pairs;Choose some pairs to practice the passages and check 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 i
16、t together;Then point out the other three flashcards with three,thing,think and let students try to read the words one 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 studen
17、ts to read the words;Play the tape and let students 整理文本.themselves;Some students read the words;All students read after the tape.read the words after the tape.Production(5minutes)1.Individual work and group work.1.Do 5 by themselves;Make up short dialogues in groups;Some groups share their dialogue
18、s 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.Assign homework:Review the words and expressions in Section A;Preview the new words and 1a in Section C.T
19、eaching 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 S整理文本.ounds:1.Whose jacket is this?I think its Kangkang s./F/;/N/2.A:Whose is this/that?Its/ts/;/dz/3.A:Whose are these/those?They are 4.Those are our bikes.=Those bikes are ours.5.That is his schoolbag.=That schoolbag is his.