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英语教案-Whose clothes are these

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教学目标

  物主代词(Possessive pronouns)——形容词性物主代词、名词性物主代词是本单元重点语法教学内容之一,其二是教学生学会询问物品的归属Whose…?能归纳元音字母组合发/a:/,/au/,/R:/,/[:/,/[/的正确发音,及一个辅音发音/F/。

  1)掌握词汇:clothes  line  whose  shirt  dress  skirt  dark  yours  mine  hers  put on  theirs  ours  about(prep.)  beside 

  2)理解词汇:blouse  trousers  glove

  3)语音:/a:/ar  are  a,/au/ow  ou,/R:/or oor,/[:/er  ir,/[/er , /F/sh

  4) 语法和句型:

   Whose hat is this?  Whose shoes are these?

   Whose is this hat?  Whose are these shoes?

   my/ mine   your/yours  his/his  her/ hers    our/ ours   your/ yours  their /theirs

   Whose is this…?  /  Whose …is this?

   Whose are these…? / Whose …are these? 

  5)日常交际用语:

   Whose is this / that…?  Is it yours?  Let me have a look, please.  No, it’s not mine.

   I think it’s his/hers…        You must look after your …   Put…on…         What about…?

   Whose …is this?  Whose …are these?  It’s hers.  They’re ours.

教学建议

  教学内容分析

  该单元核心教学项目是 “找寻物主”(Asking about ownership ), 这就不免牵扯到物主代词(Possessive pronouns)的使用,但要让学生正确区分两种物主代词(形容词性的物主代词、名词性的物主代词),并不能仅仅从有没有“s”来作为标准,当然可以让学生找到其中小小的规律,即形容词性物主代词(my) +名词(name)  = 名词性物主代词(mine)。另外,whose一词也可同法教学,它本身可以说是集形容词性和名词性于一身的一个词:Whose clothes are these? = Whose are these (clothes)? 类似的还有名词的所属格也具备这一特征:Lucys hat looks like her cat. = Lucys looks like her cat.本单元是功能(Asking about ownership)、话题(Clothes)和语法项目(Possessive pronouns)的典型结合。

  单词教学

  本单元重点词汇是以名词居多(8个),其次是代词(6个),其余的还有介词、形容词及两个词组,可见名词和代词占了本单元单词教学的主要部分。在名词中主要是衣物名词的学习,由于接近生活,所以学生还比较容易接受,其中要特别提出重视的是始终以复数形式出现的(clothes, trousers)等词,关键要提醒学生们正确使用与之搭配的be动词。而新学的代词主要是在已学过的形容词性物主代词的基础上稍加注意即可,关键要学生理解两种物主代词之间的区别和联系。在词组方面,可提供给学生put on的反义词take off,What about…?的同意用法How about…?等知识点。

口语教学

  重点突出在以问句为主的功能性会话的训练上,让学生准备丰富多彩的实物做口语对话,使学生在逼真的场景下,脱口说出恰当的语句, 即使学生真正理解每一句会话的用处和用法。 例如:

  1)让学生互相谈论照片中自己的衣物(因为大多数学校要求学生们着装统一校服),以加深学生们对衣物单词的记忆,其中可能用到的语句有:

  Is it a nice skirt?/ Whats this? / Its a dress. / This coat looks great, isnt it?/ Whats on your head? It is my hat, is it looks like a cat? / Yes, its very cold then, I wear a pair of gloves…

  2)也可以让学生制作卡通的衣物图片,老师把所有图片统一装在一个大纸箱里,派学生上讲台参与抽图片,让其他学生提问抽出的图片上的“衣物”是谁的, 问答形式如下:

  Whats this? /  Its a sweater. /  What color is it? / Its blue and white. / Whose sweater is this? / X X, is it your sweater? / No, it isn’t. / Whose shoes are these? / Y Y, are these your sweater? / Yes, they are. / Whose is the hat? / Z Z, is it your hat? / Yes, it is. / Whose are these trousers? / A A, are these trousers yours? / No, they’re, not.

  3)最后一种方法就是,可以把学生们分成几人一组的若干组,各自编一个接近生活场景的找东西的对话,注意学生们句型语序和物主代词的正确使用, 在此提供其中之一,仅供参考之用:

  A: Excuse me. Do you see my gloves? I can’t find it.

  B: I can see a pair of red gloves on teachers desk, are they yours?

  A: No, mine are blue and yellow. Can you help me to find them?

  B: No problem. Lets find them. Look! There are two blue ones under your own chair, are they yours?

  A: Oh, dear. I find them. They are just mine. Thank goodness!

  B: Don’t thank goodness, thank me.

  A: Yes, you are great, thanks a lot.

  B: Thats OK! Be careful next time, you must look after your things.

  A: Yes, thank you again.

  句型教学

  由于本单元的重点句型可以有两种表达方式,如:

  这是谁的书? Whose book is this?

  这书是谁的? Whose is this book?

  这是我的书. This is my book.

  这本书是我的. This book is mine.

  这是你的书. This is your book.

  这本书是你的. This book is yours.

  但在中文里无论是形容词性的 (whose, my, your)还是名词性的(whose, mine, yours), 译成中文都是同一个词(谁的, 我的, 你的),这正是初学者容易混淆不清之处, 所以要让学生们一定用英文的思维去处理这种情况,类似的还有名词的所属格,如:莉莉的猫Lilys cat/ Lilys, 老师的房间 the teachers room/ the teachers, 父母的工作 parents’ jobs/ parents’, 甚至可用职业代替说明工作场所, the doctors(医生门诊), the butchers(肉店), the barbers(理发店), the tailors(裁缝店) etc.


英语教案-Whose clothes are these由www.170yx.com收集及整理,转载请说明出处www.170yx.com

  词组教学

  1.put…on是教师要提醒学生们注意的,如果"穿上"的宾语是名词,则该名词可以随便放置,即"穿...上(put…on)"和"穿上...(put on…)"均可,而如果宾语是个代词,则只能放中间,即"穿...上"(put it on).

  2.must是情态动词,要注意它所含的情态,是"必须"的意思,其后应跟动词原形,同类还有can, may, could, will, would, shall, should, need, have to, ought to, dare等词.

  3.Look after是又一个常用词组,注意look与after是不可拆开的词组,其后接名词做宾语。提醒学生们联想与look有关的所有词组:look at, look for, look like, look the same, 并拓展知识外延look out(小心,向外看), look up(查字典,向上看), look over(仔细检查)etc.

  语音教学方面

  本单元在语音方面教学五个元音发音/a:/, /au/, /R:/, /[:/, /[/其中/a:/与/au/,不少学生容易把/a:/发成“阿”,主要是忽视了音长和口腔共鸣,教师多做口型夸张表演,而学生则多做模仿和练习。还有的学生区分不了/R/与/R:/,/[:/与/[/的长短音,甚至有人把/R:/读作“凹”,把/[:/读成“儿”,因而失去了长音的特点,所以要求学生注意听音,加强模仿是当务之急。

  辅音/∫/在同学们朗读模仿时,不存在大困难,大部分同学都能正确掌握其发音。

  情感教学

  1.通过“找寻物主”这一课题的学习,要教育学生养成好的生活习惯。对于自己的东西不能随便丢放。“你必须照看你的东西。You must look after your things.”另外,还要让学生学会关心爱护别人,帮助别人寻找丢失的物品和照看好他人的物品。班级同学要互相关心、互相爱护、友好相处、共同进步。

  2.当我们得到别人的帮助时,要及时表示谢意。如:

   A: You must look after your clothes.

   B: Yes, thank you, Mr. Mu.

  背景材料分析

  1.在英语当中,有一些词的用法和我们汉语的习惯是不同的,例如,我们汉语可说一条裤子,做为单数。而在英语当中,如trousers做主语,谓语必须用复数形式。

  2.在英语里表示一家人可以在姓前面加the, 后面加family. 如the Green family. 除了这种表达方法之外,比较常用的还可表示为the Greens. 即在姓氏前面加the, 在后面加s.

  形容词性物主代词和名词性物主代词用法上的区别

  (1)形容词性物主代词相当于形容词,在句中只可作定语,修饰名词。如:Their teacher is Miss Gao.

  (2)名词性物主代词相当于一个名词短语,在句中可作主语、宾语等成分。如:

  This is your bike, mine is under the tree. (作主语)

  这是你的自行车,我的在树下。

  I like my pen, I don’t like hers(作宾语)

  我喜欢我的钢笔,我不喜欢她的。

  That bag isn’t mine, its yours. (作表语)

  那个书包不是我的,是你的。

  (3)名词性物主代词作主语时,谓语动词的单、复数形式取决于它所替代的名词的数。如:

  My trousers are long, hers are short. 我的裤子长,她的裤子短。

  Your school is big, ours is small. 你们的学校大,我们的学校小。

  (4)形容词性物主代词不可单独使用,其后必须有被修饰的名词。如:

  那是他的椅子,我的在那儿。

  误 Thats his chair, my is over there.

  正Thats his chair, mine is over there.

  正Thats his chair, my chair is over there.

  Whose用法

  whose不等于whos。Whose是who的所有格形式,意为“谁的”,而whos是who is的缩略形式,意为“谁是”。但whose与whos同音,都读作[hu:z]。

  whose在句中可作表语、定语等。如:

  Whose is that computer?  那台电脑是谁的?(作表语)

  Whose sweaters are these? 这些是谁的毛衣?(作定语)

  whose用来对物主代词及名词所有格进行提问:

  1.提问形容词性的物主代词。如:

  These are my bananas. →Whose bananas are these?

  2.提问名词性的物主代词。如:

   That bedroom is mine. →Whose is that bedroom?

   Hers are in the classroom. → Whose are in the classroom?

  3.提问名词所有格(不包括of构成的所有格)。如:

  Those are the twins’ bags. → Whose bags are those?

  Toms mother is a good teacher. → Whose mother is a good teacher

  课文“淘金”

  1. clothes是穿在身上的各种服装的总称.包括上衣、裤子和内衣等。它不单指一件衣服,不能与数词连用,所以无单数形式。例如:

  What color are your clothes? 你的衣服是什么颜色的?

  2. trousers通常用作复数。trousers作主语时,谓语动词也用复数。要表示“一条裤子”可用a pair(双、对)of trousers,此时谓语动词用单数。

  3. shoes常用作复数。用法同trousers,但也可以单数形式shoe出现,表示“一只鞋”。

  4. the Green family指“格林一家”,表示“一家人”除此种表示方法外,还可表示为the Greens。

  5. Whose 可针对my, your, our, their, Kates等形容词性物主代词提问,其语序为:

  These are their sweaters.  这些是他们的运动衫。

  Whose sweaters are these? 这些是谁的运动衫?

  (针对定语提问)

  whose 也可针对mine, yours, ours, theirs, Kates等名词性物主代词或名词所有格提问。

  This shirt is his.  这件衬衫是他的。

  Whose is this shirt? 这件衬衫是谁的?

  (针对表语提问)

  对画线部分提问


英语教案-Whose clothes are these由www.170yx.com收集及整理,转载请说明出处www.170yx.com

  Those are her trousers.

  Whose trousers are those? (提问表语的定语)

  That cup is mine.

  Whose is that cup?(提问表语)
Lesson 53-54 教学设计方案

 Teaching Objects

  1.Learn new words about clothes.

  2.Teaching the expression of objects’ possession by using possessive pronouns.

 Teaching Aids

  objects, record, cards, clothes

 Teaching Procedures

  Step I Revision:

  First revise the content about last unit, like ask and answer What color is your pencil-box? It is white. What color is your bag? It is black. What about your hat? It is black, too. The teacher can lead the Ss to the topic of this unit clothes.

  Step II Presentation:

  Go on with the question about color of the clothes, like ask the Ss What color is the dress by pointing to a picture of a dress, the Ss can answer the right color, and get the meaning of the word dress, other new words of clothes as sweater, shirt , skirt, blouse, trousers and gloves can also be taught in this way.    

  Step III Practice:

  Let the students practice in pairs upon the easy sentence structure: What color is A’s sweater? It’s light brown. What color are B’s trousers? They are dark blue. Remind the students pay attention to the using of light and dark.   

  Step IV Act

  Let the Ss act before the class about the color of their clothes, like Part 2, lesson 53 in pairs. Be sure they can use the possessives correctly, and encourage them as much as possible. In this way the Ss practice the new words and can keep them in mind easily at the same time.  

  Step V Presentation

  The teacher practice with the Ss on dialogues first about clothes then discuss about the possession of the clothes like:

  T: Hello A, what color is your shirt?

  S: It’s white.

  T: Then what color is B’s blouse?

  S: It’s yellow.

  T: Whose blouse is red?

  S: C’s (blouse) is red…

  And the other Ss begin to practice this dialogue in pairs, teacher can check them by acting in front of the class.

  Step VI Presentation

  After the practice of the key sentences, the teacher change the sentence Whose is this shirt into Whose shirt is this. Tell the Ss Whose can be either followed with a noun or nothing, but the meanings are the same, that is to say it is used first as an adjective or then a noun.

  Step VII Listen, read and say

  Play the tape about Part 2, make the Ss repeat and after that, let them answer some easy questions about the dialogues, like Whose is this shirt? Is it Li Lei’s? Whose shirt is this on earth? Be sure the Ss grasp the point view of the dialogue, and let them practise it in pairs, then get several groups of the Ss to act before the class. Encourage the Ss who act well.

  Step VIII Listen, read and say

  SB Page 67, Part 2, do the same as Step VII. Add a new content, that is the use of the phrase put … on, a noun can be use either before on or after on, but a pronoun can only be used before the word on

  Step IX Practice and act

  Divide the class in half. Let the Ss in one of the class work in pairs to practise the dialogue in Part 1. The Ss in the other half can practise the dialogue in Part 2. After they have had a few minutes to prepare, get some pairs from each half to present to the class, without books this time. Encourage them to put expression in their voices, to use appropriate actions and to use real items for props. They should act, not just say!

  Step X Listening

  Listening Cassette Lesson 54. Name the four characters in the dialogue for the Ss- Mr. Wang, Jim, Li Ming, and Lucy. Play the tape twice. The Ss listen and then answer the questions in Wb Lesson 54, Ex1.

  Homework

  Assign Ex.2and 3 as homework. Lesson 55 教学设计方案

 一、教学目的

  1.掌握四会句型Whose sweaters are these ?

  2.学习掌握名词物主代词的复数形式ours, theirs, yours.

 二、本课重点

  1.继续巩固Whose句型的单数形式,进一步展开本句型的复数形式。

  2.学习形容词性物主代词和名词性物主代词。

 三、本课难点

  能够区别使用形容词性物主代词和名词性物主代词。

 四、学法引导

  1.教师教法:运用实物,创设情景教学,把重点句型Whose的特殊疑问句和两种物主代词放入对话中加以训练巩固。

  2.学生学法:做练习时,兼顾名词性物主代词和形容词性物主代词两种用法,注意加以比较。

 五、教具

  1.让学生准备两、三支铅笔、钢笔,几本书。

  2.学生身着各色服装。

  3.录音机。

 六、教学过程

  Step 1 Revision

  1.Free talk

  记斜对角的两人以第54课的内容为题谈论3分钟。然后让2~3组站起来表演。


英语教案-Whose clothes are these由www.170yx.com收集及整理,转载请说明出处www.170yx.com

  2.听写。让A在黑板右边写:

   my mine  your yours  his his  her hers  our your their

  Step 2  Presentation

  1.教师展示一件羊色衫和一件外衣说:

  T:Whose is this sweater? It’s my sweater. It’s mine.

     Whose coat is this? It’s my coat. It’s mine.

  教师指出:Whose is this…? T Whose… is this? 表达的意思相同;my sweater 可以用名词性物主代词mine代替。

  教师指着黑板上学生听写的内容,说明形容词性物主代词与名词性物主代词的对应关系,并领读一遍。

  让学生用Whose is this sweater和Whose sweater is this两种形式做对话练习,找2~3组学生到前面示范表演。然后教师归纳在黑板上。

  形容词性物主代词+n.=名词性物主代词。

  2.教学名词性物主代词的复数形式。应利用班级的物品,如football, blackboard, desk等教师示范举例。并把句子写到黑板上领读。

  (1)This is our blackboard. It’s ours.

  (2)This is their desk. It’s theirs.

  (3)This is your football. It’s yours.

  教师利用学生的学习用品和服装进行师生对话。

  T:Are these your books?

  S:No, they aren’t. They’re theirs.

  T:Whose coats are those?

  S:They are ours.

  让学生两人一组做类似的对话练习。让2~3组学生表演。

  Step 3  Listen and read

  1.听朗读带录音,注意语音、语调,然后放领读带,学生听录音跟读。

  2.前后桌4人一组分角色朗读对话,并交换角色。

  3.让学生合上书,前后桌4人分别扮演teacher, Meimei, the twins进行演练。然后找2~3组学生表演。

  Step 4  Consolidation

  1.让学生以同桌形式就教室看到的物品进行交谈,然后找2~3组表演。做WB Page161 Ex.4。

  2.听写

  A:Whose sweater are these? Are these yours?
B:No, they aren’t. They are theirs. Ours are on the chair.

  3.句型转换

  1. Whose blouse is this?(改为复数形式)

  2.These are our desks.(用改写)

  3. These sweaters are mine.(改为一般疑问句)

  4. That is her bike.(对一回事线部分提问)

  5. There pens are his.(同上)

  6.They’re the twins’ sweaters(同上)

  Step 6 Homework

  1.背写本课课文。

  2.做书后习题。WB Page 161 Ex. 1, 2, 3, 5。

  Step 7 Summary

  让学生以表演对话的形式总结出本课的重点句型和单词。
七、板书



Lesson 56 教学设计方案

  一、教学目的

  1.复习  (1)blouse, dress, skirt, shirt, trousers.

  (2)Whose…is this? Whose…are these?

  (3)形容词性物主代词和名词性物主代词

  2.教音标[a:][au][C:][[:][[][F]

  二、本课重点

  1.继续巩固Whose 句型。

  2.What about…?

  三、本课难点

  1.区别形容词性物主代词和名词物主代词及用法。

  2.区分本单元五个音标的发音,注意长、短音的不同。

  四、学法引导

  1.教师教法:运用学生的学习用品和服装继续演练本单元重点句型。

  2.学生学法:大声朗读语音项目中的单词,注意元音发音要到位,尤其是[a:][au][C:]三个音要饱满;第三部分的连锁练习要单复数兼顾,不要为了图省事只用单数或只用复数。第四部分填空的答案依次为:mine, hers, your, ours, Whose, hers, theirs, Its.

  注意:第四题是复数,第五题和第七题要大写。

  学完第五部后,要能根据实际情况编写自己的对话,然后按照CHECKPOINT14将本单元所涉及到的语法和用语加以总结,消化,转化为自己的知识。

  五、教具

  实物:学习用品、服装、幻灯片。

  六、教学过程

  Step 1 Revision

  1.让学生分别扮演角色表演第55课Part 3的对话(2~3组)。

  2.把学生的学习用品和服装,包括coat, sweater等拿到教室前教师的讲桌上,让学生表演,在内容中反复呈现Whose句型、形容词性物主代词的和名词性物主代词。2~3组的学习中应包括学习较差的学生,学习较好的学生和学习较差的学生同在一组表演。激发学生的学习积极性。

  Step 2 Listen, read and say

  1.教师用幻灯片显示单词:car are class father让学生朗读,找出他们所含有的共同音素,并观察是哪一个字母或哪一些字母,即字母组合发此音,教师总结,板书并领读:[a:]—ar a (s),a

  用同样的方法教学[C:][[:][[][F]并板书总结,也可用幻灯片代替板书。让学生看书跟录音读音标及单词。做Ex.1,教师领读,学生齐读,并找出2~3名学生朗读。

  Step 3 Find the words!

  1.教师提问:What can you see in the picture?(I can see a shirt.)

   Whose is it? (I think it’s Li Ming’s.)

  学生不知衣服属于谁,他们可以猜想,没有固定答案。


英语教案-Whose clothes are these由www.170yx.com收集及整理,转载请说明出处www.170yx.com

  2.给学生2~3分钟,让他们按顺序填上单词,然后找学生说出答案,教师纠正。因为学生以前做过类似的字谜,不会有太多困难,然后大家齐读两遍。

  Step 4 Play games

  首先学习What about…?可由教师开始,面对一名学生,T:My coat is black. What colour is yours? What about yours?(两个句子紧跟,让学生感觉What about…?的含义,并写到黑板上,让他们译成汉语。用What about…?分别提问几名学生,然后让学生回答教师的问题。My coat (Mine)is blue (red, yellow, dark brown, light purple, etc.)

  Action chain.操练课本第三,第四部分。

  Step 5 Practice

  做WB Page162 Ex.1, 2.

  Step 6 Summary

  1.用幻灯片打出代词一览表,让大家朗读,包括代词的主格、宾格、形容词性的物主代词,空出名词性物主代词,让学生填空,进一步强调名词性物主代词。学生齐读2~3遍。

  2.让学生总结本单元的重点句型、实用型短语、表达方法并造句:Whose…?Let me have a look, please. Put on…I think…You must…Whose? Jim’s? the twins’, Come here, please. Here you are. It looks like yours. On Mrs. Green’s clothes line. What about…?

  Step 7 Exercises

  Ⅰ.选出画线部分读音与其他三个不同的单词。

  (  )1.A. car  B. father   C. that   D. are

  (  )2.A. how  B. window  C. brown  D. trousers

  (  )3.A. ruler  B. brother  C. sister  D. skirt

  (  )4.A. kite  B. fine    C.light  D.his

  (  )5.A. put  B.us     C. cup  D.plus

  Ⅱ.完成下列各句

  1.My coat is black. What colour is_______(你的)?

  2.Her gloves are green________ ________ ________(他的呢)?

  3.__________(谁的)shoes are these?

  4.The coat is yours. _______ it _______(穿上),please.

  5.Please _______(拿走)them to the classroom.

  Step 8 Homework

  1.做课堂未做的书后习题。

  2.WB Page 162 Ex 3, 4, 5, 6.
探究活动

  找东西

  将几位学生的衣物收集,并让他们回避一会,然后将衣物交给其他学生藏起来,接着让第一拨学生回班,让这两部分学生自由组成对话,并完成找到自己衣物的“任务”贯彻始终,从而练习了“寻物”对话。当然, 除了对新学的衣物单词进行训练使用,也可“寻找”其他生活中用具,如:“钱包purse”或将要学到的“手表watch”等。

  调查韩日世界杯各参赛队的队服颜色

  目的:联系实际,激发学生的兴趣,扩展知识面,丰富学生的课余生活。

  过程:

  1.教师组织复习各种表示颜色的词汇。

  2.在教师的指导下,学生自愿组成3~5人的小组,利用课外时间从网络、图书馆、报刊杂志、电视或电台等信息渠道收集并整理相关材料。

  3.各小组统计后填写表格,并向全班汇报。

比一比,看谁造的句子长

  让学生接力造句,看谁能说到最后,造的句子最长,如:甲学生说“a coat”,乙学生则说“a blue coat”,甲又说“an old blue coat”,乙再说“My old blue coat.”…一直到谁先说不下去,停下来,谁便败下阵来,胜者可以再开始新一轮的竞赛,此项活动非常刺激学生积极参与的欲望。

  听录音选择

  放一端录音,让学生根据录音内容找到相应人物的正确穿着,此活动主要用于考察学生对新学衣物单词的熟悉程度。




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