教学设计
Period 2 Section A 2a3c
Ⅰ.教学准备
1．教师：录音机和录音磁带、多媒体课件、图片和物品实物。
2．学生：关于学习用品的图片以及学习用品实物。
Ⅱ.教学目标
1．让学生进一步了解如何确认物主关系。
2．使学生能够利用所学物品进行完整的英语对话。
3．学习本课的知识点。
(1)词汇：excuse，me，thank，teacher，about，yours，for，help，welcome
(2)句型：—Excuse me.Is this your pencil？—Yes，thank you.
—Are these your pencils？—No，they're Bob's.
—What about this dictionary？—It's Helen's.
—Thank you for your help.—You're welcome.
4．训练学生在听录音时听懂基本的英语会话的能力。
5．帮助学生来确认其他同学的物品。
Ⅲ.教学重点
(1)词汇：excuse，me，thank，teacher，about，yours，for，help，welcome
(2)句型：—Are these your pencils？—No，they're Bob's.
—What about this dictionary？—It's Helen's.
—Thank you for your help.—You're welcome.
Ⅳ.教学难点
1．培养学生运用所学知识进行完整的对话练习的能力。
2．让学生能够正确的确认物主关系。
Ⅴ.教学步骤
Step 1：Greetings and talking
建议1：学生小组成员之间对话表演
学生利用自己的学习物品，以及上节课所学语言知识进行小组成员之间的对话。
(要求表演的学生到教室前面来表演，训练学生对语言知识掌握的熟练程度，激发学生的兴趣，培养他们的自信。)
For example：
S1：Is this your dictionary?
S2：No，it isn't.It's his.Is that her eraser?
S3：Yes，it is.It's hers.Are these your rulers?
S4：No，they aren't.They are hers.Are those your pens?
S1：Yes，they are.They're mine.
建议2：值日生报告
让值日生利用上节课所学的物主代词，对同学的学习用品进行简单的物主确认，并做成报告形式向同学们汇报。教师根据值日生报告的内容进行简单的提问，目的是检查学生的家庭作业，同时也训练学生听短文获取关键信息的能力，从而提高学生的听力能力。(也可让值日生自己设计与报告有关的问题，并在作报告前板书到黑板上，让其他学生带着问题听报告，如能坚持使用此方法，效果很好。)
For example：
S：Hello，everyone！I'm Li Lei.This is my book.That is my eraser.And these pencils are mine.This is Tom's dictionary.The pens are his，too.That is Lucy's schoolbag.And those rulers are hers.
T：Now I will ask you some questions.Is this Li Lei's book?
S1：Yes，it is.
T：Are those Lucy's pens?
S2：No，they aren't.They are Tom's.
T：Are these Li Lei's pencils?
S3：Yes，they are.
...
建议3：复习单词和句型
教师在黑板上写出几个学生的名字，并在名字旁边贴上学习用品的图片，来复习所学的单词和句型。
For example：
T：Is this your schoolbag？(Point to Picture 1.)
S1：No，it isn't.
T：Is this her schoolbag？(Point to Alice.)
S2：Yes，it is.It's hers.
T：Are those your erasers？(Point to Picture 2.)
S3：No，they aren't.
T：Are those his erasers？(Point to Bob.)
S4：Yes，they are.They're his.
(Get the students to ask the questions in turn.)
Step 2：Present the new words
教师主动选择一位学生与其作对话，在对话中侧重于：学生说出上节课所学的句型，教师说出本课的新词汇，让学生在情境中理解新词汇的意思。
For example：
T：Excuse me，Wang Tao.Is this your pencil?
S：No，it isn't.It's his.
T：And is this his book?
S：No，it isn't.It's hers.
T：What about this dictionary？Is this yours?
S：Yes，it's mine.
T：Thank you for your help.
The teacher helps the student say：You're welcome.
让学生在对话中猜测新词汇的意思，并学会使用这些词汇。(First ask the students to read the new words by themselves.Then ask them to read after the teacher.)
Step 3：Practice the new words
建议1：训练学生拼读单词
具体操作建议：先让学生跟着听力磁带读，然后让学生进行操练：先让学生齐读，再分组齐读，最后单个学生试读。通过这种从整体到部分再到个体的机械操练，让学生熟练掌握本课所学词汇。
建议2：单词拼读竞赛
把学生分成若干小组，让学生先在小组内竞赛拼读单词，然后教师给出单词的汉语意思，学生以抢答的形式拼读单词，回答出最多的为获胜组。(通过抢答，不仅可以帮学生记忆单词，更调动了学生学习单词的积极性。)
Step 4：Listening
1．课本2a的处理。
建议1：练习听力之前，先让学生说出图片中物品的英文名称，进一步强化重点单词。
For example：
T：Please look at the pictures in 2a.Can you say their English names？(The teacher asks the students to name each one individually.)
S1：This is...
S2：This is...
...
然后让学生看着课本听并在2a中选出所听到的物品。
建议2：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容易引起学生的兴趣。
For example：
T：Now please take out the objects in 2a and put them on the desk.You will listen to a dialogue and please pick out the things you hear.
(Play the recording for the students to listen.)
T：Now let's check the answers.Please hold the things you hear and say their English names.
(Make sure the students hold the things to show them to the other students.)
2．让学生再听一遍录音，完成2b的对话。教师也可以把对话用多媒体课件展示出来。
Tom：Excuse me，Grace.Is this your pencil?
Grace：Yes，thank you.And those are my ______
Tom：And Jane，is this your ______？
Jane：No，it isn't.It's hers.
Tom：OK，and these are my ______.This is your ______，Jane.
Check the answers in class.
3．让学生跟读2a/2b部分的听力材料，目的是让学生熟练掌握句型“Excuse me.Is this your pencil？”和“These are my.../Those are my...”。
4．对学生进行由集体到个人的机械操练，先让学生齐读，进行集体操练，然后再让学生三个人一组进行小组操练。
Step 5：Practice the sentences
1．让学生根据2b中的对话，小组之间进行对话操练。(选出几组同学在班级内表演。)
2．教师可以设计一个表格，并以多媒体课件的形式展现出来，让学生根据表格信息，仿照2b的对话，进行对话练习。
物品
pencil
pencil box
erasers
ruler
books
物品主人
S2
S3
S1
S2
S2
For example：
S1：Excuse me，S2.Is this your pencil?
S2：Yes，thank you.And those are my books.
S1：And S3，is this your ruler?
S3：No，it isn't.It's hers.
S1：OK，and these are my erasers.This is your pencil box，S3.
3．让学生利用教室里的物品编出新的对话并进行操练。
Step 6：Present the new sentences
教师先与一名学生做示范，然后让学生根据表格所给信息，进行对话练习，并加上新学的单词和短语。
物品
pencil
pencil box
erasers
ruler
books
物品主人
mine(Sam)
Bob's
Anna's
Helen's
mine (Sam)
For example：
T：Excuse me，Sam.Is this your pencil?
S：Yes，it's mine.
T：And is this your pencil box?
S：No，it's Bob's.
T：What about this ruler?
S：It's Helen's.
T：And the books？Are these yours?
S：Yes，they are.
T：Thank you for your help，Sam.
S：You're welcome.
Then let the students practice the dialogue in pairs.
Step 7：Roleplay the conversation
1．教师可以把2d的信息设计成表格，通过多媒体课件的形式展示给学生，让学生根据表格信息分角色表演对话。
2．学生根据2d的对话，利用实际物品编写出自己的对话并进行表演。
Step 8：Grammar Focus
让学生把课本Grammar Focus表格中的内容进行熟练朗读，再一次区分this与that，these与those，区分形容词性物主代词和名词性物主代词。
注意三个缩写词：it's ＝ it is，isn't ＝ is not，aren't ＝ are not。
Step 9：Task
1．让学生完成课本3a的表格，进一步操练所学的语言项目，也是对Grammar Focus的再次熟悉和巩固。
教师可以通过多媒体课件把3a的表格展现给学生。
(斜体字为课件中鼠标点击后出现的内容)
Is thisyour book？
Yes，it is.
No，it isn't
Are these my pencils？
Yes，they are.
No，they aren't.
Is that his ruler？
Yes，it is.
No，it isn't.
Are those her pens？
Yes，they are.
No，they aren't.
2.教师也可让学生利用身边的实际物品进行问答。
3．让学生阅读问句并补全答语。(处理3b)
教师可以通过多媒体课件把3b的内容展现给学生。
(画线部分为课件中鼠标点击后出现的内容)
1．Is this her ruler？ Yes，it is.It's hers.
2．Is that Eric's schoolbag？ No，it isn't.It's Sally's.
3．Are these his pencils？ Yes，they are.They're his.
4．Are those Anna's books？ No，they aren't.They're mine.
Step 10：Play a game
教师在盒子里放入学生的一些物品，然后让学生任意取出一件物品并找到物品的主人。每个学生只能猜两次。
For example：
T：I have some things.But I'm sorry I don't know whose these things are.Could you help me find the owners？Let's see who can find all the owners first and write the owners' names in the chart.
Object
math book
red pen
green ruler
...
Owner
Step 11：Homework
利用所学语句编写寻找物品主人的对话，并在小组内分角色表演。下节课在全班进行评比，表演最精彩的小组为获胜组。
(要求：注意读一般疑问句的语音语调)
Unit 3 Is this your pencil？
Section A 2a3c
Words
Sentences
excuse
me
thank
teacher
about
yours
for
help
welcome
—Excuse me.Is this your pencil？—Yes，thank you.
—Are these your pencils？—No，they're Bob's.
—What about this dictionary？—It's Helen's.
—Thank you for your help.—You're welcome.
知识讲解
1．—Excuse me，Grace.Is this your pencil？打扰了，格雷丝，这个是你的铅笔吗？
—Yes，thank you.是的，谢谢你。
(1)Excuse me！是用于询问别人事情之前的礼貌用语，意思是“打扰了”或“请原谅”。
(2)Thank you.意思是“谢谢你”，只要对方帮助了你，常要说“Thank you.”，它的回答是“You're welcome.”(不用谢。)
“因为……而感谢你”要用“Thank you for...”。
例如：谢谢你的帮助。Thank you for your help.
在英语中，如果对方夸奖、赞美、祝福了你，也要说“Thank you”。
例如：——你的书包真漂亮。——谢谢。—Your schoolbag is very beautiful.—Thank you.
2．—What about this dictionary？这本字典呢？
—It's Helen's.它是海伦的。
(1)“What about...？”意思是“……呢”或者“……怎么样”，相当于“How about...？”。
例如：我是一名学生，你呢？I'm a student.What about you?
(2)“Helen's”意思是“海伦的”，其中“'s”是名词所有格，翻译成“……的”，用于名词的后面；当名词是单数时，直接在其后加“'s”，若名词是复数且以s结尾，则在其复数后加“'”即可。
例如：这是汤姆的铅笔。This is Tom's pencil.
这是我父母的房间。 This is my parents' room.
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