Teaching aims
● To learn to use the demonstratives “this, that”
● To learn to use Yes/ No question and short answers
● To learn to use the possessive pronouns
Learning and teaching content
a) New words: pencil, book, eraser, ruler, box, pencil box, dictionary, thank ,English,
schoolbag, his , mine , hers
b) Expressions : What’s this/that in English? It’s a/an…
c) Patterns: Is this your pencil? Yes, it is. It’s mine . / No, it isn’t ’s his .
Is that your schoolbag? Yes, it is. It’s mine . / No, it isn’t . It’s hers .
Are these your books ? Yes, they are . / No, they aren’t are hers .
Important points:
a) the names of the school things
b) Yes/ No question and short answers
c) What questions;
Difficult points: the usage of the possessive pronouns
Learning strategies: using context guessing
Teaching aids: teaching programs word card recording
Learning and teaching procedures
Step 1 Warming up
se and greetings .
2. Listen to a song “Is this your pencil-box?”
3. Ss listen to it and learn to sing it.
Step2. Matching the words
1. Tell Ss that you have many school things here today.
2. Show pictures on CAI and teach the new words:
pen pencil book eraser ruler pencil box schoolbag pencil dictionary
p task :Which school things are the most important?/used most?
4. 1a Looking and matching
Please open your books and turn to Page 13. Look at the picture in 1a and find these things in the picture. Match the words with the things in the picture.
make a list of all the things you know in English.
Step3. Presentation
Ss that there are many things in the box. Ask them whose they are.
T: Excuse me ,SA . Is this your pencil?
SA: Yes , it is. It’s my pencil.( It’s mine .)
T: Here you are.
SA: Thank you.]
h the other sentence and present like this :
Is that your ruler? Is this your pencil? Yes, it is. It’s mine . / No, it isn’t ’s his .
Are these your books ? Yes, they are . / No, they aren’t are hers .
Step4. Listening and numbering
en to Section A 1b and number the conversations. First, just listen carefully. Then, I play the tape again. And this time listen and number the conversations.
k the answers with the whole class and complete the conversations.
Ss to repeat after the tape . Listen and number the conversations.
Step5. Pairwork
ion A 1c :Practice the conversations above in pairs. Then make their own conversations .
2. Ask some pairs to act out the conversations.
Step6. Guessing games
Ask Ss to take something out of the box. Get other Ss guess whose it is/they are . Is this/that your pencil? Yes, it is. It’s mine. No/it isn’t. It’s her/his. Are these your books ? Yes, they are . / No, they aren’t are hers .
work
ect the names of school things. Write them on the exercise books. The more the best.
e down a dialogue using the words and the target languages.
iew the content of the next period.
教學感悟與反思：
本課時新學詞彙較多，因此在課前就讓學生準備了一些圖片或實物，用實物或實物簡圖為學生提供儘可能真實的場景，讓學生產生一定的體驗，並在體驗中學習、探究，課堂氣氛活躍，學生學習興趣高，學習效果也較好。這樣既能激發學生的學習興趣，能使教學形象直觀，便於學生更好地掌握新詞彙。但學生對於人稱代詞形容詞性與名詞性物主代詞的用法容易混餚，未能熟練運用，需進一步操練鞏固。
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