1.(1) Learn the phonetics:

/aI/　 /I/

(2) Learn a useful word:

him

3. Homework:

(1)翻译短语:

①一件白色的衬衫　　 ②一件黄色的上衣　　　 ③迈克的夹克衫

④找不到　　　　　　 ⑤三个蓝色的球　　　　 ⑥教师的书

(2)准备绘画工具:

①彩笔　 ②白纸　 ③硬纸板

(第二天带来上课用。)

Section D

The main activities are 1, 2 and 5. 本课重点活动是1，2和5。

2.(编排一个短小的课本剧，以寻找失主为题。剧中人物可以三至五人，剧情参照课文1a。此活动用以帮助学生把书本上的知识运用于生活实际中，让学生有目的地去学习英语，把学习英语变成一种乐趣,一个需要。)

1.(设计小组活动: 谈论自己的文具。)

活动形式:

(1)教师把学生分成几个小组，把每组同学的文具放在一起。

(2)拿出自己的文具，谈论一下自己的文具。

(3)尽可能地使用所学过的主要句式。如:

① This is my/your pen/ruler/book/pencil …

② The pen/ruler/book … is mine/his/yours.

③ Mine is big/long/blue …

(通过此项活动训练学生的口语交际能力，在交流中扩展思路，达到学以致用的目的。)

2.［在上面的活动中同学们都非常积极热情，教师要对学生们的表现给予鼓励表扬，接下来带学生们做一个找东西的游戏，目的是：(1)更充分的练习所学习过的知识点：①选择疑问句；②whose 开头引导的特殊疑问句及物主代词的名词性和形容词性。(2)在活动中培养学生助人为乐和互助互爱的精神。］

T: OK. Let’s play a game. “Help me, please! I can’t find my shoes!”

(给学生们1分钟的准备时间。)

T: Where is my book? I can’t find my book.

Ss: Oh. It’s here.

T: Oh, sorry, it is not mine.

S₁₁: Look, whose book is this? Is it yours?

　 (在窗台上拿起一本书。)

T: Oh, thank you. It’s mine.

(呈现单词can, find及否定: can’t find。)

(学生分组来表演，完成3b。)

(1)S₁₂: Where is my pen? Help me, please！I can’t find my pen.

S₁₃: What color is your pen?

S₁₂: My pen is black.

S₁₄: Whose pen is this? Is this yours?

S₁₂: Oh, it is mine. Thank you.

(2)S₁₅: Whose coat is this?

S₁₆: I think it is SF’s.

S₁₇: No, it’s not mine. I think it’s his.

(2)　　　 S₁₈: Are these your shoes, ×××?

S₁₉: Yes, they are.

S₁₈: Here you are.

S₁₉: Thank you.

Step 5　 Project　 第五步　 综合探究活动 (时间: 8分钟)

1.(1)(师生互动口语练习，复习本节所学习的知识点，为完成3a做准备。)

　　　　 T: Whose ruler is this?

(拿起一个格尺。)

S₁: It’s my ruler.

T: Is it blue or green?

S₁: It’s …

T: What color is your jacket?

(指着一学生的夹克衫。)

S₂: It’s … and …

T: Is … tall or short?

(叫起一名男学生。)

S₃: He is tall.

T: What does he look like?

Ss: He is tall with black hair/a round face.

T: What’s this?

(拿起一学生的上衣。)

S₄: It’s a coat.

(教师帮助学生回答，呈现coat一词。)

T: What color is your coat?

S₅: It’s brown and yellow.

T: What color do you like?

S₆: I like green and white.

T: What’s your favorite color?

S₇: My favorite color is …

T: Are these books yours?

(指着一学生桌上的几本书。)

S₈: Yes, they are.

T: Are those books yours?

(指着旁边桌上的一些书。)

S₈: No, they are not mine.

T: Whose books are those?

S₈: I think they are hers.

(2)(通过上面的口语练习，学生们对一般现在时的一般疑问句、特殊疑问句以及选择疑问句的问答有了一定的理解，接下来把学生分成小组来对每个人的学习用品及衣服、鞋帽进行提问，要求三种问句都要使用。)

S₉: What’s this?

S₁₀: It’s …

S₉: Is this yours?

S₁₀: Yes, it is. / No, it is not mine.

(有5个小组以上的同学表演之后，小组讨论完成3a Work alone。 然后由学生读出答案，教师将正确的答案板书在黑板上。)

2.(1)(用多媒体打出2中的图片，复习巩固名词性和形容词性的物主代词，多媒体课件图文并茂很容易使学生看懂，有利于知识点的再现和巩固，达到教与学的目的。)

　　　　 T:　 OK, look at these pictures, please read after me.

(书包图)

These are our bags.

They are ours.

(鞋子图)

Those are your shoes.

They are yours.

(小狗图)

This is his food.

It’s his.

(猫图)

These are her balls.

They are hers.

(2)(在课件巩固练习之后,给学生两分钟完成书上的2, 教师巡视检查完成的情况。)

Step 4　 Practice　 第四步 练习 (时间：12分钟)

1.(1)(学生不看书听录音1a，训练学生的听力及记忆力，然后完成1b Work alone，培养学生的知识整合、语言运用和口语表达的能力。)

T: Listen to the dialog, then complete the sentences.

(板书答案让学生来核对。)

(2)T: Role-play the dialog.

S₁: …

S₂: …

S₁: …

S₃: …

1.［听录音布置听力任务，完成1a。学生在听的过程中(1)要模仿语调跟读；(2)要用铅笔标出语调。］

T: Listen to the tape and read after it. Then answer the following questions:

(1)Is this jacket Michael’s?

(2)Is this jacket Kangkang’s?

(3)What color is Kangkang’s jacket?

(4)Whose jacket is this?

(听完录音找学生来完成这些问题，同时学习jacket，板书问题答案，加在问题的下面，为下一步的复述做好铺垫。)

Step 3　 Consolidation　 第三步　 巩固 (时间：10分钟)

3.(师生互动，使用不同的物品对话。目的: 复习物主代词，呈现新知识导入新课。)

T: You acted very well just now. OK. Let’s review some words of adjective and possessive pronouns.

T: Whose pencil is this?

S₆: It’s my pencil. It’s mine.

T: Are these your books?

S₇: Yes, they are. They are mine.

T: Is this your ruler?

S₈: No, it is not mine. I think it is his.

T: Is this cap yours?

S₉: No, it is not mine. I think it is Wang Li’s.

T: Is this eraser yours?

S₁₀: No, it’s not mine. My eraser is black. I think it is Wang Lan’s.

(教师帮助学生做名词所有格的回答。)

(教师感觉这些句子练的比较上口了，可以引出新的内容。)

(教师指着一名学生的夹克衫，问另一名学生：)

T: What’s this?

(学生会迟疑地望着教师，教师要放慢语速，发音清晰地读出答语，这时学生们会跟你一起读出答语。)

T: It’s a jacket.

Ss: It’s a jacket.

　 (反复读几遍，教师再发问，学生就能回答出来)

T: What’s this?

Ss: It’s a jacket.

(学习新词jacket。)

T: What color is this?

Ss: It’s …

T: Is this jacket yours?

(教师转向另一名学生提问。)

S₁₁: No, it’s not mine.

(因为不是他的夹克衫。)

T: Whose jacket is this?

(教师面对全班发问。)

T: Is this yours, …?

　 (问某一个学生。)

S₁₂: No, it’s not mine. Mine is here.

(指着自己身上穿着的。)

I think it’s …’s.

T: …, is this your jacket?

(问上一位同学所指的学生。)

S₁₃: No, my jacket is … and …　 This one is …

I think it is …’s.

T: Oh, this jacket is not …’s. It isn’t …’ s, either.

(教师拿起王××的夹克衫，向全班提问。)

T: Whose jacket is this?

Ss: It's Wang …’s.

T: Whose book is this? (教师拿起自己的书来问。)

Ss: It's yours. / It’s teacher’s.

(呈现生词在黑板上，引出新的教学内容。)

(师生互动复习物主代词，目的是让学生来比较形容词性和名词性物主代词在使用时的区别。)

T: Whose book is this? (教师拿起自己的书。)

Ss: It’s your book. It’s yours.

T: It’s my book. It’s mine.

T: Whose pencil is this? (拿起一位学生的铅笔。)

Ss: It’s his pencil. It’s his.

T: Whose ball is this? (拿起地上的足球。)

Ss: It’s our soccer. It’s ours. (教师指导学生说出来。)

T: OK. You are very clever.

(下面同学们用两种物主代词的形式来叙述自己的物品，以横排为序依次展开，进行链条式问答。这一活动为下面的呈现、巩固做准备。)

S₁₄: This is my eraser. It’s mine.

S₁₅: That is his eraser. It’s his.

S₁₆: This is my book. It’s mine.

S₁₇: That is her book. It’s hers.

S₁₈: These are my shoes. They are mine.

S₁₉: Those are his shoes. They are his.

S₂₀: This is our classroom. It’s ours.

(呈现生词，并注意形容词性物主代词和名词性物主代词的对应。)

(※ 形容词性物主代词后面要跟名词)

Step 2　 Presentation　 第二步 呈现 (时间：5分钟)