S4: No,it isn’t.
T: Is this her ruler? (Point to Jenny Chen.> S4: Yes, it is.
T: Is that your pencil case? (Point to Picture 2.>vfB1pxanfk S5: No, it isn’t.
T: Is that his pencil case ? ( Point to Jim Wang.> S5: Yes, it is.
(Get the students to ask the questions in turn, make sure they use the items they like.>JbA9VhEou1 Step Two: Listining.
1. Listening (2a>. <练习听力前，先让学生再一次说出图片中物品的英文，进一步强化
重点单词。）X7Ahr18pJI T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.>b3zqXLCqXo S6: This is… S7: This is … ……
T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.pZyytu5rc5 ( Play the recording for the students to listen.> <让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）
DVyGZezsrM T: Now let’s check the answers. Please hold the things you hear and say their English names,OK?RQxPvY3tFs (Make sure students hold the things to show them to the other students.>5MxX1IxuU9 S8: Pencil. S9: ……
2. Listening (2b>. <进一步强化重点词汇后，进行听力练习，要求完成单词的拼
写。）
T: Now please read the words. One holds the things, the others read them aloud one by one.jIw5xs0v9P (One student holds the things, and the other students say the words aloud.>xEve2buwnw T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.KAvmyVYxCd (Play the recording. Students listen and complete the conversation.>Ywuu4FszRT T: Let’s check the answers. I’d like to ask three students to read the conversation in role.cstDApWA6A (Three students read the conversation, filling the missing words. The rest of the students check their answers.>qotL69pBkh Step Three: New drills.
1. Present the new drills. <用实物引入新句型，帮助学生用正确的句子来回答。） (The teacher shows students a pencil.> T: What’s this in English? S: It’s a pencil.
T: How do you spell it ? S: P-E-N-C-I-L.
(Change an eraser. Ask and answer in the same way.>EksTCSTCzX 2. Practice the drills. <学生分组练习新句型。）
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T: Now please practice the conversation with your partner. Use the words shown in 3a.Sgs28CnDOE SA: What’s this in English? SB: It’s a ruler.
SA: How do you spell it ? SB: R-U-L-E-R.
(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.>6craEmRE2k T: I’ll ask some pairs of students to practice the conversations.k8qia6lFh1 SA: … SB: …
3. Play the game : A spelling game. <进行一个拼写游戏比赛，进一步操练新句
型 。）y3qrGQOGwI T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.MZpzcAiHKo SA: How do you spell backpack? SB: B-A-C-K-P-A-C-K.
T: Group B, one point. It’s your turn to ask, please.0VoHIjMIZ5 Step Four: Task 2: Find the owner. <此任务主要进行了听、说、写的训练，并复习了一般疑问句及其简短的回答，以及物主代词的用法。）dRoQe3gJeM T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owers ? Let’s see who can find all the owners first and write the owners’ names in the chart.rNnYJNKKts Language used for the task: 1. Is this your math book?
Yes, it is. It’s my math book. 2. Is that your ruler?
No, it isn’t. It’s her ruler. My ruler is blue. 3. Kim, is this your dictionary?
Yes, it is. It’s my dictionary. Here you are. Thank you.
Step Five: Summary and homework.<录音作业，要求学生使用准确的语调来读一般疑问句和特殊疑问句。）FJn6fxdLH9 In this class, we’ve learned what, how and yes-no questions mainly. And we also revised the possessive adjectives and key words.TFmfLhHMWP After class, please practice what, how and yes-no questions using their own possessions with your partner. When you say the conversation fluently, tape records some of them and then
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First name(女名)(男名) (男名) (男名) (男名) (女名)(女名)(女名)(女名)(男名) (男名) (男名) (男名) last nameMiller HandGreenGreenSmithBrown BrownHandGreenSmithMiller BrownHandplay.7Blnh0bNbw 2>Discuss about the differences between English names and Chinese names.<通过小组讨论、总结的方式进行，使学生掌握中英文名字的异同。）lxlvNKFOpd Teacher: Thank you for your job. I think they are all good English names. For example,“Susan” is a first name. “Brown” is a last name. “Susan Brown” is a beautiful girl’s name.Who wants to have this name?ztkEju9PET A: I do.
T:OK. Now you have an English name Susan Brown. And your Chinese name is Sun Ping.Can you find the differences between them? Let’s look at the next two pictures and have a discussion about the differences between Chinese names and English names. NpjMPeCQTA A boy: I'm a Chinese boy. My name is Zhang Nan. Zhang is my first name. It's also my family name. Nan is my last name. It's also my given name.1ljUlY6R8h A girl: I'm Mary Brown. I'm English. Mary is my first name. fhi3RIASmX Brown is last name. Parents usually call me Mary Brown. But scibnr4TBE I like to be called Miss Brown.
NameJenny AlanJimTomMikeLinda Kim Gina Mary Tony Bob Jack Nickfirst nameEnglish name:Mary (given name)Chinese name:Zhang (family name)Last nameBrown (family name)Nan (given name)
3>Exchange the information.<需要在课前有所准备的情况下进行。）
Teacher: Now everyone can choose an English name. But you must G8hjTbyUQk pay attention to its meaning. For example, Susan means Molihua U4gspV1V41 in Chinese. Do you know The meanings of your names? If you do, 80gAVFvXjI please exchange the information in your group.
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BoysFirst nameLast nameMeaningFirst nameGirlsLast nameMeaning
4>Report the result to the class.
(Some students are asked to give a report to the class.>mWfIqpZYyo Example:
Sa: I'm Rose White. Rose is my first name. White is my last name. ASeRW8tZM5 Rose is a kind of beautiful flower. In Chinese it means Meigui. OOeZsSX01M I like my name because I like roses very much. And maybe parents 2Kd7YCq1gs call me Rose because they want me to be beautiful. Homework.
Ask the students to sum up the meanings of English names after gGcgumU2v9 class. They can read books or search the internet.
Period Three
课前准备
教师：录音机，图片，实物。 学生：实物。 教案设计
Step One: Revision.(让学生放录音作业，选择两个最好的，给予奖励，从而帮助学生树立学习的信心。>uCco06o3JP T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start.IybwwQS4Yw (Select the best two. Award a prize to their work.>VubF2zm5dd Step Two: New words.
1. Present the new words. <运用多媒体或图片，教新的重点词汇，同时复习了本单元
重点句型；在教案新单词的同时，注意复习刚学过的单词。）9paNyjP6rT T: Look at the picture.
(Show students a picture of a watch.>
T: What’s this in English? It’s a watch. (Ask a student> What’s this in English? S1: It’s a watch.
T: Good. (Ask another student.> What’s this in English?nl9V43j7GA S2: It’s a watch.
T: How do we spell watch? (Show students the spelling.>Bh94ANN8Vh W-A-T-C-H, watch. Read after me, please. S3: W-A-T-C-H, watch.
(Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.>Pd8c6xh9aX T: Let’s say the words again. What’s this in English?397kCgKaoE 14 / 51
(Show the words random. Ask questions like this.> S4: It’s a key.
T: How do you spell it? S4: K-E-Y.
2. Practice the new words.<此活动练习了学生们的口语，同时又进一步巩固了新单词
和已学句型。）h57t70ebDk T: Good. Please look at the pictures in 1a. Match the words with the things in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.>v16BDKIcS1 T: Well, let’s check the answers. Who can tell us the answers?JX6J9ucd6I S5: …
T: Now please work with your partner, say the conversation in 1b. Use the pictures in 1a.XT5SFeGelo (Students practice the conversation. As students work, the teacher moves around and help them.>aP40bY9fA5 Step Three: Listening.
1. Listening (2a>.<通过听力练习，加深对所学单词的记忆。）
T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.oL48HHDgOM (Play the recording twice. Students listen and circle the items.>CH3hdr7h3s T: Let’s check the answers, OK? S6: …
T: Who would like to say the circled words again? S7: …
2. Listening(2b>.<通过听力练习，强化学生对单词和句型的理解，同时训练学生写的技
能。）
T: Please look at the two pictures in 2b. One is Kelsey, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Kelsey and Mike are looking for. Then write down the names of the things under each person’s pictures.QC2pJbBii9 (Play the recording for the students to write down the words.>4y2xfV5jxP T: Well, what is Kelsey looking for? S8: …
T: What about Mike? What is he looking for? S9: …
Step Four: Pair work.<这个活动运用信息差，训练了学生用重点词汇和句型进行听、说、写的练习。）iu1GLFylLw T: Now let’s play a game. You are Student A and your partner is Student B. Student A looks at page 81, while Student B looks at page 82. Each student has only part of the information needed to complete the activity. First Student A asks Student B questions, using the words in the box。 Student B answers the questions and writes the words in the chart below.wq1Oho2m0d (Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering help.>Km0WN8wnfT A sample:
SA: Is this her pencil case ?
SB: No, it isn't. It's his pencil case. SA: Is this his key?
SB: Yes, it is. It's his key.
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