牛津英語(yǔ)5BM1U1

1、5BModule 1Using my five sensesUnit 1 What a mess!I. Unit 1教學(xué)內(nèi)容1、Using the key words in context e.g.school bag,brush,glue,paints,crayon,notebook,tape2、Using wh-questions to ask about the possession of objects. e.g.Whose school bag is this?3、Using possessive pronouns to identify the pessession of obje

2、cts. e.g.Its mine/yours/his/hers/ours/theirs.4 Identifying the pronunciation of the sounds/ei/ and/ai/ in words e.g. baby,grade,rain,May,eight,pilot,line,fly,light,dieII. 學(xué)情分析本單元的主題是“What a mess!”,通過(guò)教室、房間的混亂來(lái)教育學(xué)生要放好自己的物品。主要的教學(xué)內(nèi)容是Whose的特殊疑問(wèn)句以及回答。Whose 句型的提問(wèn)對(duì)于五年級(jí)的學(xué)生來(lái)說(shuō)并不難，他們?cè)谌哪昙?jí)的時(shí)候已經(jīng)接觸過(guò)該句型，并且已經(jīng)掌握形容詞性物

3、主代詞的回答。本單元在此基礎(chǔ)上教學(xué)名詞性所有格的回答，難度就降低了不少。教師還可以教授名詞性所有格和形容詞性所有格兩種回答方式的互換。III. 教學(xué)目標(biāo)知識(shí)與技能1、能用whose的句型來(lái)詢問(wèn)物體的主人。2、能用mine,yours,his,hers來(lái)回答whose的句型。3、能運(yùn)用教材中的對(duì)話，分角色進(jìn)行表演，表達(dá)流暢，提高語(yǔ)言的交際能力和表演能力。4、能運(yùn)用教材中的故事及歌曲來(lái)演繹故事，讓學(xué)生在演演說(shuō)說(shuō)玩玩中加深知識(shí)。5、掌握Whose 句型的兩種提問(wèn)方式，以及Whose句型的兩種回答方法。過(guò)程與方法1、通過(guò)多媒體為學(xué)生創(chuàng)設(shè)情境，使學(xué)生理解所學(xué)單詞和句型，學(xué)會(huì)在情景中運(yùn)用句型。2、通過(guò)扮演

4、、游戲、兒歌、歌曲等方法來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣，使學(xué)生在愉快的氛圍中操練句型。3、利用教室里的各種實(shí)物來(lái)進(jìn)行句型的操練和對(duì)話的表演，達(dá)到語(yǔ)用目的。情感態(tài)度、價(jià)值觀1、 從教學(xué)主題“多么混亂”來(lái)教育學(xué)生自己的東西要自己收拾好，做一個(gè)生活有條理的學(xué)生。2、 通過(guò)第三課時(shí)的教學(xué)教育孩子，要幫助父母主動(dòng)整理房間，做個(gè)熱愛(ài)勞動(dòng)和助人為樂(lè)的孩子。民族精神教育：教育孩子，要幫助父母主動(dòng)整理房間，做個(gè)熱愛(ài)勞動(dòng)和助人為樂(lè)的孩子。生命教育：鼓勵(lì)孩子主動(dòng)整理自己的東西，做個(gè)生活有條理的學(xué)生。重點(diǎn)、難點(diǎn)分析重點(diǎn)：1、Whoseis this? 以及它的兩種回答方式。 2、能用名詞性所有格his,hers,ours,th

5、eirs,yours來(lái)回答whose的句型。 3、可以利用祈使句Puton/in her desk,please.來(lái)請(qǐng)別人把物體放歸到合適的地方。難點(diǎn)：1、學(xué)會(huì)教室里的一些學(xué)習(xí)用品的準(zhǔn)確表達(dá)方法notebook, paints, crayons 2、可以利用祈使句Puton/in her desk,please.來(lái)請(qǐng)別人把物體放歸到合適的地方。 3、利用whose句型來(lái)詢問(wèn)物體的主人。 4、能用名詞性所有格his,hers,ours,theirs,yours來(lái)回答whose的句型。 M1 U1 Period 1I Unit 1 Period 1教學(xué)內(nèi)容Using the key words i

6、n contexte.g. school bag, brush, glue, paints, crayon, notebook, tapeUsing possessive pronouns to identify the possession of objectse.g., Its mine. II 學(xué)情分析這是學(xué)生第一次接觸名詞性物質(zhì)代詞。III 教學(xué)目標(biāo)知識(shí)與技能1、能掌握名詞性物主代詞和所有格的轉(zhuǎn)換。2、能用名詞性物主代詞來(lái)介紹物品的歸屬性。方法與過(guò)程1、通過(guò)多媒體為學(xué)生創(chuàng)設(shè)情境，使學(xué)生理解所學(xué)單詞和句型，學(xué)會(huì)在情景中運(yùn)用句型。2、通過(guò)歌曲、圖片等方法來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣，使學(xué)生在愉快的

7、氛圍中操練句型。情感態(tài)度、價(jià)值觀學(xué)會(huì)整理自己的物品，在語(yǔ)言交流的過(guò)程中，促使學(xué)生能關(guān)注到物品的主人，養(yǎng)成整理物品的習(xí)慣。IV 重點(diǎn)、難點(diǎn)分析重點(diǎn)：名詞性物主代詞：mine, his, hers, ours, theirs, yours難點(diǎn)：1、能運(yùn)用生活中的材料，分角色進(jìn)行介紹，表達(dá)流暢ProceduresContentsMethodsPurposesPre-task preparations1.Sing a song .2. Ask and answer1.Song “Happy New year”2. Ask and answer.Collect some stationery items

8、 from the students. Then have the students answer the questions to find out the owners of these items. e.g., T: (pick up a pencil) Whose pencil is this ? Is it your pencil,(S1s name) S1: Yes, its my pencil. 課前唱歌渲染氣氛，調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性。 通過(guò)問(wèn)答復(fù)習(xí)所有格While-task Procedures1.Look and learn(school bag, brush, glue, p

9、aints, crayon, notebook, tape)1. Point to objects in the classroom and have the students name them. Then ask them to repeat and spell the words (school bag, brush, glue, paints, crayon, notebook, tape) one by one. e.g.,T: Whats on your desk?S1: There is a notebook on my desk. T: Whats near the noteb

10、ook?S1: There are some crayons. 運(yùn)用舊句型引出新單詞，操練新單詞師生問(wèn)答練習(xí)單詞和句型2.Say and act3. Play a game. 4. Look and learn.( mine, yours, his, hers, ours, theirs)5. Say the chant. 5. Say the chant:2. Flash the cards for the words in Look and learn on page 3 of the book. Have the students identify the objects. Then a

11、sk them to write the words down as fast as they can. 3. Have the students play a matching game. Put the pictures of different stationery items and different people on the blackboard. Then say the following sentences and ask the students to match the pictures of the people to the things belonging to

12、them. 4. Point to the objects on the desk and have the students answer the questions belonging to them. e.g.,T: Is this your notebook, S1?S1: Yes, its my notebook.T: Oh, the notebook is yours. T: Is that S2s school bag?S1: No, its S3s schoolbag.T: Oh, its hers. 5. Write some pronouns such as mine, y

13、ours, his, hers, ours, theirs on the blackboard. Have the students say the chant together. e.g.,My book, your book. They are our books. They are ours. His book, her book. They are their books. They are theirs.Write some pronouns such as mine, yours, his, hers, ours, theirs on the blackboard. Have th

14、e students say the chant together. e.g., My book, your book. They are our books. They are ours. His book, her book.They are their books. They are theirs. 通過(guò)游戲的方式，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。通過(guò)師生之間的問(wèn)答學(xué)習(xí)新知識(shí)。通過(guò)chant，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。Post-task activities1. Make a dialogue. 2. Do the exercises. 1. Divide the students into gr

15、oups of four. Have the students make a new dialogue talking about the objects belonging to them in groups. 2. Have the students fill in the blanks with some nouns they have learnt. e.g., 1. I have some _ and _ in my pencil.2. There is a _, some _ and many _ on the desk. 3. Its Kittys brush. Its _. 4

16、. This is Toms schoolbag. Its _. 分組練習(xí)增加說(shuō)的機(jī)會(huì)Assignment1. Copy the new words and phrases. 2. Read and recite the text. 3. Workbook.Boarding writing Module 1Using my five sensesUnit 1 What a mess!notebook, brush, schoolbag, glue, paints, crayon, brush, tapemine, yours, his, hers, ours, theirsThe _is/ar

17、e _. It is/They are _. Teaching introspection andsummary Period 2I Unit 1 Period 2教學(xué)內(nèi)容1、Using wh-questions to ask about the possession of objectse.g., Whose school bag is this ?2、Using possessive pronouns to identify the possession of objectse.g. Its mine.II. 學(xué)情分析這是學(xué)生第二次接觸whose的句型，重點(diǎn)要求掌握whose引導(dǎo)的兩種句型

18、。III 教學(xué)目標(biāo)知識(shí)與技能1、能用whose的句型來(lái)詢問(wèn)物品的歸屬。2、能用名詞性物主代詞來(lái)紹物品的歸屬性。方法與過(guò)程1、通過(guò)多媒體為學(xué)生創(chuàng)設(shè)情境，使學(xué)生理解所學(xué)單詞和句型，學(xué)會(huì)在情景中運(yùn)用句型。2、通過(guò)歌曲、圖片對(duì)話等方法來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣，使學(xué)生在愉快的氛圍中操練句型。情感態(tài)度、價(jià)值觀學(xué)會(huì)整理自己的物品，在語(yǔ)言交流的過(guò)程中，促使學(xué)生能關(guān)注到物品的主人，養(yǎng)成整理物品的習(xí)慣。IV重點(diǎn)、難點(diǎn)分析重點(diǎn)：1、whose school bag is this? Whose is this school bag? 等句型 2、能用名詞性物主代詞來(lái)紹物品的歸屬性難點(diǎn)：1、能運(yùn)用教材中的對(duì)話，分角色進(jìn)行

19、表演，表達(dá)流暢 2、Whose school bag is this? Whose is this school bag? 等句型V. 教學(xué)準(zhǔn)備： Students book, p.3, flashcards 5B( school bag, brush, glue, paints, crayon, notebook, tape)ProceduresContentsMethodsPurposesPre-task preparationsAsk and answer1. Have the students answer the questions about the objects belongi

20、ng to them. e.g., T: Whose pencil is this ?S1: Its my pencil. Its mine. T: Is that his/her book?S2: Yes, its his/her book. Yes, its his/hers. 利用師生問(wèn)答復(fù)習(xí)句型和詞匯， 為今天的教學(xué)做好鋪墊?！癢hile-task Procedures1. Learn the key patterns.1. Put some books on the desk. Then write the key patterns:Whose book is this? Its m

21、y/his/her book. Its mine/his/hers.Ask the students to practice the pattern in pairs.一問(wèn)一答訓(xùn)練學(xué)生運(yùn)用知識(shí)的能力和他們的拓展思維。2. Practise the senences. 3.Listen to the recording and answer the questions.4. AAct out the dialogue. 2. Have the students ask and answer questions in groups of boys and girls according to th

22、e given words: mine, yours, theirs.e.g.,Bs: Whose pencils are these?Gs: Theyre ours. Bs: Whose rulers are these?Gs: Theyre yours. 3. .Have the students listen to the recording for Look and say and repeat after it . Then ask them some questions to check their understanding. e.g., T: Whose school bag

23、is this?S1: Its Peters.T: Whose notebook is that? Is it Kittys?S2: Yes, its hers. 3.Write the key patterns Whens your birthday and Its onon the blackboard. Ask the students to repeat after you. Then ask several students about their birthdays.4.Ask the students why Peter wants to have an orange party

24、 to elicit the theme party.Have the students role-play the dialogue in pairs. Then invite several pairs to role play it in front of the class. 通過(guò)師生之間的問(wèn)答練習(xí)新知識(shí)。通過(guò)小組對(duì)話活動(dòng)培養(yǎng)學(xué)生的實(shí)際運(yùn)用能力Post-task activities1.Make a new dialogue Divide the students into groups of four. Give each group a picture of a messy cla

25、ssroom. Have the students discuss how to tidy up the classroom. Then ask them to make a dialogue about it. You may also ask the students to draw pictures by themselves and then make dialogues. Finally, invite some groups to act out their dialogue in front of the class. e.g.,S1: Look at the classroom

26、. What a mess! Whose notebooks are these? Are they yours? S2: Yes, theyre mine. S1: Please put them in your school bag. S2: OK. S1: Whose brushes are these?S2: Theyre hers. I think.S1: Are these crayons yours?S2: No, theyre not mine. They are his. 讓學(xué)生改編對(duì)話，對(duì)本課重點(diǎn)進(jìn)行回顧和操練，鞏固所學(xué)的知識(shí)。達(dá)到學(xué)以致用的目的 Assignment1.

27、Read the text.2. Workbook. 3. Make a short dialogue. Boarding writing Module 1Using my five sensesUnit 1 What a mess!Whose ?Its /Theyre mine/yours/his/hers/ours/theirs.Teaching introspection andsummary Period 3I Unit 1 Period 3教學(xué)內(nèi)容1、Using wh-questions to ask about the possession of objectse.g., Whos

28、e ball is this?2、Using possessive pronouns to identify the possession of objectse.g., Its mine. II 學(xué)情分析通過(guò)上課時(shí)的學(xué)習(xí)，學(xué)生能夠使用單詞來(lái)描述一些學(xué)習(xí)用品的名稱，并能使用Whoseis/are?疑問(wèn)句句型來(lái)詢問(wèn)事物的主人，同時(shí)學(xué)生能熟練使用名詞性物主代詞來(lái)回答問(wèn)題III 教學(xué)目標(biāo)知識(shí)與技能1、能用whose的句型來(lái)詢問(wèn)物品的歸屬。2、能用祈使句對(duì)他人下達(dá)指令。方法與過(guò)程1、通過(guò)多媒體為學(xué)生創(chuàng)設(shè)情境，使學(xué)生理解所學(xué)單詞和句型，學(xué)會(huì)在情景中運(yùn)用句型。2、通過(guò)歌曲、圖片對(duì)話等方法來(lái)激發(fā)學(xué)生的學(xué)習(xí)興

29、趣，使學(xué)生在愉快的氛圍中操練句型。情感態(tài)度、價(jià)值觀學(xué)會(huì)整理自己的物品，在語(yǔ)言交流的過(guò)程中，促使學(xué)生能關(guān)注到物品的主人，養(yǎng)成整理物品的習(xí)慣。IV 重點(diǎn)、難點(diǎn)分析重點(diǎn)：1、Whose ball is this? Is it yours? 等句型 2、能用祈使句對(duì)他人下達(dá)指令。難點(diǎn)：1、能運(yùn)用教材中的對(duì)話，分角色進(jìn)行表演，表達(dá)流暢V. 教學(xué)準(zhǔn)備： Students book, p.4 and 5, Cassette 5BVI. 教學(xué)過(guò)程：ProceduresContentsMethodsPurposesPre-task preparations1.Say the chant. 2.Ask and a

30、nswer1.Play the recording for Listen and enjiy on page 5 of the book. Have the students answer the questions below to review the patterns.e.g., T: Whose scarf is this?S1: Itd her scarf. This scarf is hers. Then ask the students to say the chant together. Ask the students some questions about the obj

31、ecrts in the classroom and make a new chant. e.g., T: Whose storybook is this?Ss: Its her storybook. This storybook is hers. 通過(guò)運(yùn)用chant 復(fù)習(xí)以前學(xué)的知識(shí)，達(dá)到承上啟下的效果。通過(guò)師生問(wèn)答復(fù)習(xí)句型。While-task Procedures1.Learn the text. 1. Have the students listen to the recording. Then ask some questions to check their understandi

32、ng. e.g., T: Whose ball is it?S1: Its Pauls. T: Yes, its his. 通過(guò)小對(duì)話形式檢查學(xué)生的掌握情況。 2. Do some exercises. 2. Write some questions about the dialogue on the blackboard and have the students read and choose the correct answer. e.g.,Whose ball is it? Its _.A: Peters B: Pauls C: SallysIs the blue T-shirt Pe

33、ters?A: Yes, it is. B: Its Pauls. C: No. What colour is Dads T-shirt?A: Blue. B: Yellow. C: Red. 通過(guò)練習(xí)，幫助學(xué)生進(jìn)一步熟悉課文，有助于學(xué)生鞏固所學(xué)知識(shí)。3.Role-play the dialogue3. Have the students role-play the dialogue in groups of three. Then invite several groups to act it out in front of the class.通過(guò)表演的形式來(lái)增加學(xué)生的參與熱情和學(xué)習(xí)積極性

34、Post-task activities1. Make a new dialogue. 1.Exercises.1. Have the students make a new dialogue about tidying up a room in groups of four. Have one student act as Mum and three students act as the children. Ask them to use the words and sentence patterns they have learnt previously. Then invite sev

35、eral groups to role-paly the dialogue in front of the class. 2. Have the students do Part G Read, choose and complete on page 5 of the Workbook. Then check the answers with them.通過(guò)編對(duì)話復(fù)習(xí)所學(xué)句型，讓學(xué)生能活學(xué)活用。通過(guò)完成練習(xí)繼續(xù)鞏固和操練本課的句型。AssignmentExercises:1. Copy the new words and phrases. 2. Read and recite the text

36、. 3. Write a short dialogue.3. Work Book.Boarding writing Module 1Using my five sensesUnit 1 What a mess!Tidy up the roomWhose is this/that? Its Whose are these/those? Theyre Dont put on/in the . Can you put in/on ?Teaching introspection andsummary Period 4I 教學(xué)內(nèi)容Using possessive pronouns to identify

37、 the possession of objectse.g.,Is this box yours, Dad? Yes, its mine. II 學(xué)情分析通過(guò)上課時(shí)的學(xué)習(xí)，學(xué)生能夠使用單詞來(lái)描述一些學(xué)習(xí)用品的名稱，并能使用Whoseis/are?疑問(wèn)句句型來(lái)詢問(wèn)事物的主人，同時(shí)學(xué)生能熟練使用名詞性物主代詞來(lái)回答問(wèn)題。本課時(shí)的目標(biāo)是熟練使用本單元的語(yǔ)言知識(shí)，將這些知識(shí)在語(yǔ)段中整合使用，并能掌握雙元音音標(biāo)/ei/, /ai/。III 教學(xué)目標(biāo)知識(shí)與技能1. 能夠以Whoseis/are? 句型詢問(wèn)物品主人。2. 能使用名詞性物主代詞來(lái)回答詢問(wèn)。3. 能夠了解音標(biāo)/ei/, /ai/在單詞中的發(fā)音。

38、方法與過(guò)程1. 通過(guò)pair work、表演對(duì)話、做游戲等形式操練和鞏固所學(xué)知識(shí)。2. 利用多媒體，創(chuàng)設(shè)情景，激發(fā)學(xué)生學(xué)習(xí)興趣。情感態(tài)度、價(jià)值觀1、在語(yǔ)言交流的過(guò)程中，促使學(xué)生能關(guān)注到物品的主人，養(yǎng)成整理物品的習(xí)慣。2、樂(lè)于參與、積極合作，能較好地完成學(xué)習(xí)任務(wù)。IV 重點(diǎn)、難點(diǎn)分析重點(diǎn)：1. 能夠以Whoseis/are? 句型詢問(wèn)物品主人。2. 能使用名詞性物主代詞來(lái)回答詢問(wèn)。3. 能夠了解音標(biāo)/ei/, /ai/在單詞中的發(fā)音。難點(diǎn)：1. 能熟練名詞性物主代詞來(lái)回答詢問(wèn)。2. 能夠通過(guò)語(yǔ)言交流來(lái)詢問(wèn)物主并建議他人整理物品。V 教學(xué)準(zhǔn)備Cassette 5B, phonetic flashc

39、ards, wall picture 5BVI. 教學(xué)過(guò)程：ProceduresContentsMethodsPurposesPre-task preparations1. Listen and enjoy.2. Ask and answer1. Have the students say the chant.2. Ask the students some questions about the objects in the classroom. e.g.,T: Whose storybook is this? S: Its her storybook. This storybook is

40、hers. T: Whose pencils are these?S: They are his pencils. They are his. 通過(guò)英語(yǔ)兒歌活躍課堂氣氛，復(fù)習(xí)名詞性物主代詞。 師生對(duì)話復(fù)習(xí)名詞性物主代詞的使用方法。While-task Procedures1. Group work 2. Learn the sound.3. Listen and ciricle.1. Divide the students into groups of four to six. Have each group collect objects (such as rulers, pencils,

41、etc.) from the members. Then ask the students to make a dialogue about the objects. Finally, invite several groups to act out their dialogues in front of the class. e.g., S1: Whose notebook are these? Are they s?S2: No, theyre not his/her. They are mine. S1: Please put them in your school bag. S2: O

42、K. 2. Show the flashcards for the sounds /ei/ and /ai/. Ask the students to repeat the words in Learn the sounds on page 5 of the book. After you until they can pronounce the sound correctly. e.g.,T: a,/ei/, baby, favouriteSs: a,/ei/, baby, favouriteEncourage the students to think of more word with

43、the sounds.e.g., paper, face, tail, play, hi, nice, my, high, tie7. Have the students do Listen and circle. Then check the answers with them. e.g.,paper, face, tail, play, hi, nice, my, high, tie 通過(guò)模仿課文進(jìn)行小組操練，達(dá)到語(yǔ)用輸出目的。分組練習(xí)，培養(yǎng)學(xué)生大交流能力。觀看光盤(pán)，并學(xué)習(xí)雙元音音標(biāo)，以聽(tīng)圈單詞的練習(xí)來(lái)鞏固音標(biāo)。Post-task activitiesDo the exercises.Ha

44、ve the students to the exercises on Workbook. First, have the students do Part A by writing the letters a-d in the boxes. In the picture. Then have the students do Part B in groups of four by asking and answering questions according to the picture in Part A. Finally, have the students complete the p

45、assage in Part C by writing about how to tidy up the classroom. 通過(guò)練習(xí)鞏固句型。Assignment1. Read SB: p.4 and p. 5: Say and act, Learn the sounds2. Copy the text.3. Preview p. 6-7 Boarding writing Learn the sound/ei/ baby, grade, rain, may, eight, paint, stay, weight, space/ai/ pilot, tiger, line, white fl

46、y, sky, light, right, die, lieTeaching introspection andsummary Period 5I 教學(xué)內(nèi)容Using possessive pronouns to identify the possession of objects:e.g., Is this box yours, Dad? Yes, its mine.II 學(xué)情分析通過(guò)上課時(shí)的學(xué)習(xí)，學(xué)生能夠使用單詞來(lái)描述一些學(xué)習(xí)用品的名稱，并能使用Whoseis/are?疑問(wèn)句句型來(lái)詢問(wèn)事物的主人，同時(shí)學(xué)生能熟練使用名詞性物主代詞來(lái)回答問(wèn)題。本課時(shí)的目標(biāo)是學(xué)習(xí)故事并表演故事。III 教學(xué)目標(biāo)

47、知識(shí)與技能1. 能夠以Whoseis/are? 句型詢問(wèn)物品主人。2. 能使用名詞性物主代詞來(lái)回答詢問(wèn)。3. 能熟練朗讀故事并進(jìn)行故事表演。方法與過(guò)程1. 通過(guò)pair work、表演對(duì)話、做游戲等形式操練和鞏固所學(xué)知識(shí)。2. 利用多媒體，創(chuàng)設(shè)情景，激發(fā)學(xué)生學(xué)習(xí)興趣。情感態(tài)度、價(jià)值觀在語(yǔ)言交流的過(guò)程中，促使學(xué)生能關(guān)注到物品的主人，養(yǎng)成整理物品的習(xí)慣。民族精神教育：學(xué)會(huì)整理自己的物品，養(yǎng)成保持房間整潔的好習(xí)慣。生命教育：學(xué)會(huì)整理自己的物品，互相幫助，養(yǎng)成保持房間整潔的好習(xí)慣。教學(xué)建議：創(chuàng)設(shè)情景，讓學(xué)生運(yùn)用多種句型練習(xí)口語(yǔ)。VI 重點(diǎn)、難點(diǎn)分析重點(diǎn)：4. 能夠以Whoseis/are? 句型詢問(wèn)物

48、品主人。5. 能使用名詞性物主代詞來(lái)回答詢問(wèn)。難點(diǎn)：1. 能熟練名詞性物主代詞來(lái)回答詢問(wèn)。2. 能夠通過(guò)語(yǔ)言交流來(lái)詢問(wèn)物主并建議他人整理物品。V 教學(xué)準(zhǔn)備Cassette 5B, Wall picture 5BVI 教學(xué)過(guò)程ProceduresContentsMethodsPurposesPre-task preparationsReview the key words1. Have the students review the key words and possessive pronouns with the following chante.g., My book, your book

49、. These are our books. His book, her book. Those are their books. This is mine. That is yours. These are ours. That is his. That is hers. Those are theirs. 2. Collect some things from the students. Then play a game with them. Pick one or two items at a time and ask the students questions to find out

50、 the owners. e.g., T: Whose is this? S: Its mine. T: Whose .are these? S1,2: Theyre ours. 通過(guò)chant 來(lái)復(fù)習(xí)名詞性物主代詞。 以師生問(wèn)答來(lái)復(fù)習(xí)句型與物主代詞。While-task ProceduresRead a storyComplete the sentences3. Have the students watch the disc for Read a story and do Complete the sentences. Then check the answers with them. Repe