Section A1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握下列词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, You're welcome.   

2) 能掌握以下句型：

① — Excuse me. Is this/that…?     — Yes, it is. / No, it isn’t.

② — Excuse me. Are these/those…? — Yes, they are. / No, they aren't.

③ What about …?

3) 能初运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。

2. 情感态度价值观目标：

通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。

二、教学重难点

1. 教学重点：

1) 能口头应用以下句型：

① — Excuse me. Is this/that …?      — Yes, it is. / No, it isn’t.

② — Excuse me. Are these/those …?  — Yes, they are. / No, they aren’t.

③ What about …?

2) 能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。

2. 教学难点：

能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。

三、教学过程

Ⅰ. Warming-up

1. Show some pictures of items (pen, ruler, cup, book, pencil…) and ask:

   What’s this in English?

   What’s that in English?  

   How do you spell it?

   Have them work in pairs to practice the questions.

2. Work on 1a. 

T: What can you see in the picture? Collect their answers.

Ask them to finish 1a by themselves. Check their answers.

3. Let Ss read the new words aloud after the teacher. Then try to remember the new words.

Ⅱ. Presentation

1. Pretend that you don’t know whose these things are and ask A:

“Is this your book?” And lead him/her to answer: “Yes, it is. It’s mine.”

Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isn’t. It’s his.”

Have the students ask and answer in pairs. (Maybe when they do this, they’ll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out.

— Is this your book?

— Yes, it is. It’s mine.

— Is this your schoolbag?

— No, it isn’t. It’s his/hers.

2. Tell Ss: my book = mine;       his book = his;       her book = hers

Ⅲ. Listening

T: Now please listen to the three conversations, the first time you only listen. Then 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 conversations. Teacher plays the tape and students listen to it and finish 1b.)

T: Let’s check the answers, OK?

Ss: … (from left to right)

T: Thank you. 

Ⅳ. Pair work

 1. Get the students to work in pairs to practice these conversations.

 2. Ask them to practice in pairs. Walk around the classroom to check pronunciation and intonation. Then call some pairs to perform their conversations in front of the class.

Ⅴ. Listening

1. Work on 2a.

T: Please look at the pictures in 2a. Can you say their English name?

 (Teacher asks the students to name each one individually.)

S1: This is …

S2: This is …

S3: …

T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.

(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。）

T: Now let’s check the answers. Please hold the things you hear and say their English names, OK?

(Make sure students hold the things to show them to the other students.)

2. Work on 2b.

T: Now please read the words. This time you will listen to the recording again, and you will write one of the words from the box on each blank line.

(Play the recording. Students listen and complete the conversation.)

T: Let’s check the answers. I’d like to ask three students to read the conversation in role.

(Three students read the conversation, filling the missing words. The rest of the students check their answers.)

Ⅵ. Pair work

1. T: Now please practice the conversation with your partner.

2. Ask some pairs to act out the dialogue in front of the class.

3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.

4. Ask some pairs stand up and act out their dialogue using the school things they collected.

Ⅶ. Role-play

  1. T: Look at the picture and tell me the school things in the picture.

    (Ss look and say the school things. Check their answers with their partner.)

2. Now look at the screen. Read the conversation again and match the things with its owner.

  (Ss read the conversation and match the things with its owner. Check their answers with their partner.)

3. Let Ss practice the conversation.

4. Ask some pairs to act out the conversation in front of the class.

5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）

Ⅷ. Language points

1. Is that/this …? 那/这是……？这是个一般疑问句句型，是用来确认物主关系的。肯定回答：Yes, it is. 否定回答：No, it isn’t.

  注意：答语不用this或that。

  e.g. Is that your jacket?  那是你的夹克吗？

      ___________.  不，不是。

2. Are these/those …?

  这些/那些是……吗？   

  在这种句型中名词要用复数形式。不用 不可数名词。

  肯定回答：Yes, they are. 是的。

  否定回答：No, they aren’t. 不是。

  注意：

  不能用these或those来做简略回答。

e.g. ___________ your rulers?

      这些是你的尺子吗？

      ______________ 不是。

      __________ his erasers?

      那些是他的橡皮吗？

      ____________ 是。

3. Excuse me，Grace. Is this your pencil?

  excuse me是英语口语中打扰他人或咨询信息时的礼貌套话, 相当于汉语中的“劳驾; 打扰了”等, 主要用于与陌生人搭话、打断别人说话等场合。如：

  Excuse me. Are you Mr. Smith?  

  Excuse me, Mike. Can I use your pen? 

此外, excuse me还可以表示歉意, 意为“对不起”, 相当于语气较弱的I’m sorry。如：

Oh, excuse me. I stepped (踩) on your foot.   

写出下列句子中划线部分的含义。

1) Excuse me. What’s this in English? 

2) Excuse me. I didn’t see you here. 

4. Teacher: What about this dictionary?

  Anna: It’s Helen’s.

  本句中的What about …?(How about …?) 用于询问消息,意为“……怎么样？”。此外它还可用于提出建议，意为“……怎么样？……好吗？”  如：

  This pencil is Paul’s. What / How about the ruler? (询问)

  It is hot. What / How about a drink of water?  (提出建议)

  根据汉语意思完成英语对话, 每空一词。

——这个铅笔盒不是她的。

——那个书包呢？

—This pencil box isn’t hers. 

—__________ ______ that schoolbag?

Helen’s表示“海伦的”。’s是“名词所有格”, 用于名词的后边, 表示“……的 ”。

e.g. my _________ name

      我兄弟的名字

      Jack’s father and _______ uncle

      杰克的爸爸和约翰的叔叔

5. Thank you for your help, Anna.

  Thank you for … 和Thanks for…, 都是表达感谢的方式, 在for后面加上感谢的原因。如：

  Thanks for your books.

  多谢你的(那几本)书。

  = Thank you for your books.

IX. Exercises

I. 根据句意及所给图片提示, 写出句中所缺单词。

1. These are my ________.

2. Here are Mr. Green’s _______.

3. It is a purple ______.

4. What color are the ________?

5. It is Lingling’s __________.

II. 根据句意及括号内所给单词的提示填空。

1. Those ______(be) red cups.

2. That isn’t your ruler. It’s ____(he).

3. These are my pens. ______(they) are blue.

4. This black jacket is _____(she).

III. 根据句意及所给汉语提示, 写出句中所缺单词。

1. Lucy’s parents are English ________(老师) in a middle school.

2. The lecture (讲座) is ________(关于) colors.

3. Are these dogs _______(你的)?

4. Can you ______(帮助) Lucy?

IV. 根据汉语意思完成英语句子或对话, 每空一词(含缩略形式)。

1. 劳驾，这是你的钥匙吗？

  _______ _____. Is this your key?

2. 这张照片是林丹的。那张照片呢？

  This photo is Lin Dan’s. ___________ _______ that photo?

3. — 感谢你(送给我)的精美图画。

  — 别客气。

  — _______ ______ _____ your nice pictures.

  — ________ ________.

X. Homework

Make your own conversations using the things in your classroom.