1、Module 1 Lost and found Unit 1 Whose bag is this? 一、教学目标一、教学目标 1. 能够掌握新词汇：whose, lose, find, mine, yours, hers, careful, be careful with, on 2. 能够掌握重点句型： (1) Whose bag is this? Its mine. (2) Are these crayons yours? (3) Everyone, please be careful with your things from now on. (4) Here are some nice
2、 gloves. (5) Is this your pen? 3. 能够听懂有关失物招领的简短对话。 4. 能用名词性物主代词来谈论、寻找失主。 5. 培养助人为乐、拾金不昧的高尚品格。 二、教学重点及难点二、教学重点及难点 重点：重点： 1. 掌握 whose, lose, find, mine, yours, hers, careful, be careful with, on 等词汇的用法。 2. 能够运用名词性物主代词进行提问和应答。 难点：难点：区分名词性物主代词和形容词性物主代词的差异。 三、教学准备三、教学准备 教师准备： 1. 多媒体设备和课件(或录音机与磁带)。 2. 设计课
3、后巩固练习。 3. 收集课本中所涉及的图片。 学生准备：预习课文 四、教学过程四、教学过程 Step I Warming-up 1. T asks Ss to put the prepared items on the teachers desk, such as a magazine, a pair of shoes, or a T-shirt, etc. Then T shows them to Ss and asks “Whose. is this / are they?”. T guides Ss to answer “Its / Theyre mine / his / hers.”
4、. 2. T asks Ss to make conversations in pairs with the following structures. A: Whose. is this / are they? B: Its / Theyre mine / his / hers. A: Is it / Are they yours? B: Yes, its / theyre mine. No, its / theyre his / hers. 设计意图：实物导入，既能激发学生的兴趣，又能引入本课的重点猜测物品的归属。 Step Pre-listening Activity 1 1. T sh
5、ows some pictures about what are in his/her own bag and in Toms schoolbag? Then asks Ss to guess whats in Toms schoolbag and what are lost. 2. T shows how to pronounce the new words. 3. Play a guessing game: T asks Ss to guess what items they are according to the information given, so that they can
6、remember the new words. 4. T shows the items to check the answers. 5. T corrects mistakes that Ss make. 6. T asks Ss to do the exercise in Activity 1. 设计意图：通过物品展示学习新词汇，通过猜词游戏让学生记住新词汇，并注意读音及其中 文意思。 Activity 2 1. T tells Ss to read the questions first. 2. T plays the recording for the first time. Ss l
7、isten and try to understand the dialogue. 3. T plays it again for Ss to find the answers and then asks them to check their answers with their partner. 4. T checks the answers with Ss. 设计意图：通过听力对名词所有格进行复习和巩固，锻炼学生的理解能力和听力技巧。 Step While-listening Activity 3 1. T asks Ss to read the dialogue silently. 2
8、. Ss listen to the recording in Activity 3. 3. T shows pictures of the items and asks Ss “What is this? Whose is this?” or “What are they? Whose. are these?” Ss answer, “Its” or “They are.” 4. Listen again and ask Ss to match the people with their things. 5. T gives the answers. 设计意图：以问答形式练习新句型，来检测学
9、生听读对话的情况。 Step IV Post-listening Language points 1. First of all come and look in the lost and found box! 首先，过来看看失物招领箱吧！ first of all 的意思是“首先” ，常用于句首。 2. Whose bag is this? 这是谁的书包？ whose 代词，意为“谁的” ，用于询问物品的归属。whose 既可用在可数名词单数、复数或 不可数名词前作定语，也可单独使用。 3. I think its Bettys. 我想它是贝蒂的。 名词所有格的用法 Bettys 是名词所有
10、格形式，意为“贝蒂的” 。名词所有格可放在名词前作定语，也可单独使 用。一般情况下在名词词尾加“s”。 4. Everyone, please be careful with your things from now on. 从现在开始， 请每个人小心保管自 己的物品。 be careful with 的意思是“小心（对待）” 。 设计意图：呈现本单元重要的语言点讲解，帮助学生掌握相关知识。 Activity 4 1. T asks Ss to work in pairs, and talk about lost items and their owners with the possessi
11、ve pronouns correctly. 2. When Ss work, T goes around the classroom offering help when needed. Make conversations Divide the Ss into some groups. Each group has two Ss to make conversations according to the example. Finally, invite several pairs to act out for the class. 设计意图： 让学生在不同形式的对话中练习使用名词所有格以
12、及如何在失物招领处认领物品 的有关表达。 Activity 5 1. T asks Ss to read the passage in activity 5, then look at the gaps and the words in the box to find what are missing. 2. T asks Ss to complete the passage individually, then checks the answers. Activity 6 1. T plays the recording once without stopping. 2. T plays t
13、he recording again and stops at the end of each line. Ask the whole class to repeat， then individual S to repeat. 3. T asks Ss to practise the sounds in pairs. 4. T shows the rules of pronunciation of letter “a” and ask Ss to read the tongue twisters. 设计意图：通过拼读单词，总结字母 a 在单词中的发音规律，为学习语音做准备。 Activity
14、7 1. T divides Ss into four groups, asks Ss to put some of their school things on their desks and role play. 2. T asks some groups to present their conversations to the class. 设计意图：在真实情景中巩固目标语言，能够学以致用。 Exercise Ss do some exercises. 设计意图：通过习题，巩固复习课堂内容。 Step V Summary Key structure: 1. Whose bag is t
15、his? 2. Are these crayons yours? 3. Whose tapes are these? 4. Heres a purple wallet. 5. Look at this nice watch. Is it yours too? 6. Here are some nice gloves. Whose gloves are they? 7. Everyone, please be careful with your things from now on. 设计意图：带领学生梳理所学知识，方便学生课后巩固复习。 Step VI Homework 1. Recite the conversations in Activity 3. 2. Preview the passage The Lost and Found Office in New York City on Page 4. 设计意图：课后作业巩固课上所学, 并预习新课。 五、板书设计五、板书设计 Module1 Unit 1 Whose bag is this? A: Whose pencil is it? B: Its A: Is this your pen? C: Yes, its mine. / No, its not.
