SA: Is this his backpack?
SB: No, it isn't. It's her backpack.YiZ5iS0otA (Students practice in pairs.>
T: This time Student B asks Student A questions, using the words in the box。 Student A answers the questions and writes the words in the chart below.ceZdOCupIh (Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing help.>paYlkmXqXX SB: Is this her pen?
SA: No, it isn't. It's his pen. SB: Is this her book?
SA: Yes, it is. It's her book. SB: Is this his computer game?
SA: No, it isn't. It's her computer game.D6XuQ6rrbE T: Let’s check the answers. One from Group A and the other from Group B come to the blackboard to fill in the chart.R2XCmPVsqk Step Five: Summary and homework.
In this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner.5YWKSzptF1 Period Four
课前准备
教师：录音机，图片，录好的磁带，教案课件。 学生：收集一些英文的失物招领。 教案设计
Step One: Revision.(检查学生的作业，找几组学生表演，训练学生的口语表达能力。> T: First I’ll check your homework. Practice the dialogue you made. And you should use the pictures or the objects that are mentioned in your dialogue. I’ll invite some of you to come to the front to say the dialogue.jUWTojTuUI Dialogue One:
Sa: What’s this in English? Sb: It’s a …
Sa: How do you spell it? Sb: …
Dialogue Two:
Sa: Is this your…?
Sb: No,it isn’t. It’s not my … Sa: Is this her…?
Sb: Yes, it is. It’s her… Step Two: New words.
1. Present the new words.
T: Please look at the pictures and learn the new words.<用多媒体展示新单词效果较好。）xQV1U3mv8o 1．at prep. 在<里面或附近）；在<点刻）； 2．the art. 表示特指的人、物、事或群体 3．lostadj. 丢失的；遗失的 4．Foundadj. 8．a set of 一套；一副 (Teach students to read the words.> 2. Practice the new words. <事先录制一段短的听力，让学生通过听的训练来强化所学 的新单词，并为学习写寻物启示和失物招领作好准备。）LLU9qNQwn5 T: Please listen to a short passage twice then fill the blanks using the words we learned.ZHUiWwkxCM (Show students a short passage and play the recording for the students to listen.>dDTqsgOyQs There are many things in (1>_____________________in my (2>__________. Look, here’s (3>_________keys. Is this yours? (4>__________call Jim (5>___________753-2289. Typescript: There are many things in the Lost and Found in my school. Look, here’s a set of keys. Is this yours? Please call Jim at 753-2289.rzSyY0iz59 T: Well, who would like to tell us the answers? S: … T: Good. Let’s read the passage together. (Students read the passage and the teacher pays more attention to their pronunciation.>FvSHuKLAkP Step Three: Reading. 1. Present “Lost and Found”. <设置情景，激发学生的思维。从学生生活中常发生丢 失物品的现象出发，引导学生学会处理这种问题方法。）SrRPZufBzw T: Have you ever picked up others’ things or lost anything?6nRXvdJCNd What are they? S1: I lost a backpack. S2: I picked up a pen. T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.kjQ61XdD2T (Students discuss the problem. Maybe you will get the answer, “we’ll learn how to write a lost and found.”>yfPexHHEhA T: If you lost something, what should you do ? You can answer it in English or Chinese.MbPm3raFvh S1: Call “110”. S2: Tell the teacher about it. S3: Ask my classmate to help me look for it. S4: Tell my parents. S5: 寻物启事。 T: All of you are right. Today we are going to learn how to write “Lost”. Look at “Lost” below and find out the important information about it.<让学生通过教师展示的失物启示，发现写失物启示的要点。）07OvzbEGKX Lost: My baseball. Yellow and red. Call Tom at 405-6678 Lost: My school ID card. My name is Mike. Please call 843-9096 S6: The lost thing. S7: Name. 17 / 51 S8: Color. S9: Telephone number. S10: Picture. T: Yes. You have done very well. If we write “Lost”, we must write the lost thing, the person’s name, telephone number and color, we can also put a picture of the thing on it. Next, if you pick up something, what should you do? <通过和学生的交流，探讨拾到物品时，应如何处理。）e3ND5V8IZE S11: Give it to our teacher. S12: 交给警察。 S13：找到失主。 T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?sYNLBECJdk Ss: 失物招领。 T: Good. How to write “Found”? Look at “Found” and then tell me the way to write “Found”.<让学生通过教师展示的失物招领，发现写失物招领的要点。） GUMU7o6Ks1 Found: Backpack Is this your backpack? Please call Mana. Phone # 556-0203. David, Is that your pencil case in the lost and foundcase? Alice. S14: The found thing. S15: Telephone number. S16: 联系人。 S17: Place. T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.UQM2D8zLHI 2. Practice. <这个活动目的在于训练学生的阅读能力。） T: Please look at the notices on the bulletin board in 3a. Who would like to read it ?7MLa9S3MWo (Ask four students in turn to read the notices.> S: … T: It’s time for you to read the notices yourself and circle the words from Activity 1a.lIKjFCxNa5 (Students finish the work alone.> T: Who would like to give us your answer? Please read the words.zEKrbl1OpM S7: … Step Four: Make a message. (Show students a message.> ( > at 529-6403 ( > call David ( > A set of keys. Please ( > Found: T: This is a bulletin board message. But they are in the wrong order. You should make it clearly by putting them in the right order. The first one is 18 / 51 done for you. (Show students the first part with the word “Found”> This is the first part of the message. Write number 2, 3, and 4 in the boxes to complete the message.NAJzG5uPEs (Students complete the message and write the numbers in the boxes in 3b.>1wIIcPYQS9 T: Well, who would like to read the message? S8: … Step Five: Writing.<用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示，便于修改和提供写作案例。）fsIQIzsR7P T: OK.Now let’s try to write it. You may use the one in 3a or the one in 3b as a model.toHYejWSmw (Students write their bulletin board messages and the teacher moves around the room offering language support as needed.>HkG7K3qTBd T: Let’s read some of your messages. (Ask some students read their message aloud. And others to help correct their work.>VgGfgMTUPT Stepp Six: Self-check. 1. Key words.<此活动帮助学生复习本单元所学过的重点词汇。） T: Please read the words in the box. If you don’t know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.9cFnMwnV4A (Students check all the words they know.> 2. Writing.<训练学生用目标语言写和说的能力。） T: Look at the picture please. What are they talking about in Picture 1? Who would like to read it?m7FwigRWjh Sa: Is that your backpack? Sb: No, it isn’t. T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that…? Yes, it is./ No, it isn’t.A3EEO0lXxX (Students fill in the chart.> T: Now please read the conversation with your partner.OZDMkKPYME Sa: Is that your notebook? Sb: Yes, it is. Sa: Is that your key? Sb: No, it isn’t. Unit 3 This is my sister. 教案内容： 本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教案活动。教案核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。2VDVQtiZ1k 教案目标： 1、 知识目标： A、 掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:gRC3mdM0f1 B、 学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及Yes/No问 句及其简单回答；uNBbRXg1uI C、 运用名词的复数形式。 2、 能力目标： A、 运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来； B、 通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中 去，提高学生的交际能力。 19 / 51 3、 学习策略：通过对人物个性化的描述，识别图片。 4、 情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好 地尊重对方，理解家人。 教案难点、重点： 重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答； B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。 难点：能够用写信的形式向朋友介绍自己的家庭。 课时安排： 第一课时 Section A 1a-1c 第二课时 Section A 2a-4 第三课时 Section B 1-2c 第四课时 Section B 3a-Self-check Period One 教师：照片，图片，表格。Step One: New words. ①Present the new words. T: Hello , everyone ! Look ! What’s this ? Ss: It’s a picture . T: Right . Who is the man in the picture ? Ss: It’s you. T: Yes, it’s me . You know me . Please look at this . Do you know them ?IJBknHK2Jo Ss: No , we don’t . T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?WFAsTre3Y5 Ss: Yes . T: OK . Please look at this man ? Is he old ? Ss: Yes . T: He is my “grandfather”. Please read after me , GRANDFATHER G-R-A-N-D-F-A-T-H-E-R ,grandfather .aBAApbH4cM Ss: G-R-A-N-D-F-A-T-H-E-R , grandfather . T: This is my grandfather . (Teach the word “grandmother” in the same way .> T: He is my “grandfather”.He is my “grandmother”. These are my grandparents. Read after me , grandparents. oxzJVUb6rs Ss: Grandparents. (Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.>CtyRrEF7G9 T: I have two brothers, two sisters, I have many friends.PpyZXo98UP (Teach brothers, sisters, and friends.> T: Read these new words together. Ss:… ②Practice the new words. T: Who can match the words with the pictures on the blackboard?3kx8t8D99w Ss: I can. (Textbook P131a> (Ask one student to the front to do it. The other students write down letters on the books. In this way finish1a.>hgwgZS6aod T: Check the answers. Ss:… T: Is he right? 用教师家人的照片呈现新课内容。 教师边介绍，边领读单词。 用匹配的方式巩固单词。 Ss: Yes. (One more student gives the answers.> Step Two: Drill ①Listen and circle. 20 / 51