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 .It’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 .They 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
1.Revise 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
3.Group 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.
5.Now make a list of all the things you know in English.
Step3. Presentation
1.Tell 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.]
2.Teach 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 .It’s his .
Are these your books ? Yes, they are . / No, they aren’t .They are hers .
Step4. Listening and numbering
1.Listen 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.
2.Check the answers with the whole class and complete the conversations.
3.Get Ss to repeat after the tape . Listen and number the conversations.
Step5. Pairwork
1.Section 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 .They are hers .
Step7.Homework
1.Collect the names of school things. Write them on the exercise books. The more the best.
2.Write down a dialogue using the words and the target languages.
3.Preview the content of the next period.
教學(xué)感悟與反思：
本課時(shí)新學(xué)詞匯較多，因此在課前就讓學(xué)生準(zhǔn)備了一些圖片或?qū)嵨�，用�?shí)物或?qū)嵨锖唸D為學(xué)生提供盡可能真實(shí)的場景，讓學(xué)生產(chǎn)生一定的體驗(yàn)，并在體驗(yàn)中學(xué)習(xí)、探究，課堂氣氛活躍，學(xué)生學(xué)習(xí)興趣高，學(xué)習(xí)效果也較好。這樣既能激發(fā)學(xué)生的學(xué)習(xí)興趣，能使教學(xué)形象直觀，便于學(xué)生更好地掌握新詞匯。但學(xué)生對于人稱代詞形容詞性與名詞性物主代詞的用法容易混肴，未能熟練運(yùn)用，需進(jìn)一步操練鞏固。