【文章內(nèi)容簡(jiǎn)介】 me famous person’ s pictures and students guess their names and give their answers.) 2. Collect useful information. Teacher:These persons are very it’ s better for us to know something else about them. Before class you’ ve been asked to collect some information. Now let’ s exchange it together. Inf ormati on c ardName:_ ____ ____ Sex: ____ _ Age: ____ _Nati ona lit y:_ ____ __ Lan guag e:_ ____ __Birthp lac e:_ ____ ____ ___ __ Job :__ ____ ___ ____ __W orkpla ce: ____ ____ ____ _Hobb ies :__ ___ ____ ____ ____ ___ ____ ___ ____ ____T el: ____ ____ ____ _ 3. Report it to class. Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class. Example: S1:This is Michael ’ s years ’ s... He speaks...His birth place is ... He is a famous ...player. He’ s a member of six Chicago Bulls championship teams. People like to call him “ Air Jordan” . S2:Do you like Michael Jordan? Why or Why not? S1:Yes, I like him very much because he’ s so ... S2:Do you want to be a basketball player like him? S1:Of course I do. That’ s my dream. Step Three:Make a poster about yourself. Teacher: Do you want to be famous all over the world? First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about your poster you should try to introduce yourself. (Students can write a passage about themselves. They can give some personal can alse design the poster as well as they can.) Homework Students are asked to sun up this unit,especially about how to talk with others politely. Unit 2 Is this your pencil? 教學(xué)內(nèi)容 本單元圍繞著“ Is this your pencil?”這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)等多種教學(xué)活動(dòng)，其教學(xué)核心內(nèi)容是“確認(rèn)物主”。通過(guò)本單元的教學(xué)，使學(xué)生學(xué)會(huì)辨認(rèn)物品的所有者，學(xué)會(huì)根據(jù)場(chǎng)景詢(xún)問(wèn)物品的所屬，以及英語(yǔ)中對(duì)應(yīng)的表達(dá)法，學(xué)會(huì)寫(xiě)尋物啟事和失物招領(lǐng)。教師應(yīng)著力培養(yǎng)學(xué)生能在日常交際交往中有效地使用語(yǔ)言進(jìn)行表達(dá)，與他人溝通信息，為今后學(xué)習(xí)打下堅(jiān)實(shí)的語(yǔ)言基礎(chǔ) . 教學(xué)目標(biāo) 1） 知識(shí)目標(biāo)： : this、 that； What引導(dǎo)的特殊疑問(wèn)句； Yes/No問(wèn)句及其簡(jiǎn)單回答 ； ： How do you spell pen? PEN. 2)能力目標(biāo)： 。 ,能用英語(yǔ)對(duì)物品的所屬進(jìn)行提問(wèn)和回答 。 (陳述句 ,疑問(wèn)句 )。 、說(shuō)、讀、寫(xiě)的能力及創(chuàng)新思維能力 . 3）情感目標(biāo)： ,培養(yǎng)學(xué)生拾金不昧的良好的品德及健康向上的人格 。 ,指導(dǎo)學(xué)生積極與他人合作 ,相互學(xué)習(xí)、相互幫助 ,共同完成學(xué)習(xí)任務(wù) . 教學(xué)重點(diǎn)、難點(diǎn) 重點(diǎn)： this、 that用法； Yes/No問(wèn)句及其簡(jiǎn)單回答 . 難點(diǎn)：學(xué)會(huì)寫(xiě)尋物啟事和失物招領(lǐng) . 課時(shí)安排 第一課時(shí) Section A 1a1c 第二課時(shí) Section A 2a4b 第三課時(shí) Section B 1a2c 第四課時(shí) Section B 3a4 Selfcheck 13 Period One 課前準(zhǔn)備 教師：錄音機(jī)，圖片，物品實(shí)物 . 學(xué)生 :實(shí)物 (學(xué)習(xí)用品 ). 教學(xué)設(shè)計(jì) Step One: Warming up.（通過(guò)復(fù)習(xí)形容詞性物主代詞，把學(xué)生引入學(xué)習(xí)英語(yǔ)的 情境中。） Learn the chant. T:Let’ s sing the chant together. my 是我的 ,your 是你的 ,男他的是 his,女她的是 her。 名詞前面常站崗 ,限定所 屬有功勞 . Step Two: New words.（利用實(shí)物教學(xué)，使得教學(xué)過(guò)程自然、形象。） 1. Present the new words. T:Boys and girls, look at this please. What’ s this in English? (Teacher holds a pen in the English.) S1:A pen.(Ss may say it in English.) T:’ s a what’ s this? (The teacher holds an eraser in the hand.) S2:It’ s an eraser. (Teach the other words such as “ pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.) 2. Practice the new words. T:Now,please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.) T:OK,let’ s check the can tell us the answers? S2:? Step Three: Present the drills. 1. Present the drill “ Is this? ?Yes/No,it is/isn’ t.” （利用實(shí)物引入句型，使用不同人的物品來(lái)引入形容詞性物主代詞和名詞的搭配的用法。） (Hold the teacher’ s pen.) T:This is my this your pen? S1:No,it isn’ ’ s your pen. T:(Hold the student’ s pen.) This is your pen. Is this your pen? S1:Yes,it is. It’ s my pen. T:(Hold a girl’ s pen.) This is her pen. Is this your pen? S1:No,it isn’ ’ s her pen. T:(Hold a boy’ s pen.) This is his pen. Is this your pen? S1:No,it isn’ t. It’ s his pen. T:Thank you. 2. Practice the drill “ Is this your? ?” in pairs with your own school attention to the use of my, your,his or her.（利用學(xué)習(xí)用品操練句型，并加深對(duì)物主代詞的理解。） S3:Is this your? ? S4:? It’ s my? S3:Is this? ? S4:? It’ s his/her? (The teacher asks a few pairs to practice.) 3. Present the drill “ Is that ? ? Yes/ No, it is/isn’ t.” （利用教師所站位置的不同來(lái)引入批示代詞 that的用法，并從位置關(guān)系上讓學(xué)生準(zhǔn)確理解 this ， that的區(qū)別。） T:That is my book. Is that my book? (Put a book on the teacher’ s table so that the Ss can see it clearly, and the teacher stands a little far from the table.) S5:Yes, it is .It’ s your book. T:That is his that your book? (Put a boy’ s book on the table and the teacher in the same place.) S5:No, it isn’ ’ s his book. T:That is her that your book? (Put a girl’ s book on the table and the teacher in the same place.) S5:No,it isn’ ’ s her book. (Teach and practice the drill “ Is that ? ?” and its answer.) 4. Practice the drill “ Is that your? ?” in pairs with your own school things.（通過(guò)練習(xí)，區(qū)別兩個(gè)批示代詞的用法。） S6:Is that your? ? S7:? It’ s my ? . S6:Is that your? ? S7: ? It’ s his/her? (The teacher asks some pairs to practice.) 5. Listening.（進(jìn)行聽(tīng)力練習(xí)，鞏固所學(xué)的句型。） T:Now please listen to the three conversations,the first time you only 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 plays the tape and students listen to it and finish 1b.) T:Let’ s check the answers, OK? S8:(from left to right) T:Thank you. 6. Practice the drills according to the pictures using“ his or her” .（設(shè)置情景，使學(xué)生在情景中準(zhǔn)確運(yùn)用物主代詞 his或 her。） (Show students four pictures like the 。 ) Step Four: Task “ Have a contest” .（把兩個(gè)學(xué)生的文具混在一起，然后請(qǐng)他們分別 挑 出自己和同伴的物品，用的時(shí)間少者為勝者。挑選物品的同時(shí)，要求學(xué)生用英語(yǔ)說(shuō)出： This is my? That is her/his? ） T:I’ ll put your things and your friends’ things want to see if you can identify which is yours and which is hers or his. (Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a r