牛津英語5BM1U1

1、5B Module 1 Using my five senses Unit 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,tape 2、 Using wh-questions to ask about the possession of objects. e.g.Whose school bag is this? 3、 Using possessive pronouns to identify the pesses

2、sion of objects. e.g.It s 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,die II. 學(xué)情分析 本單元的主題是“ What a mess! ” ,通過教室、房間的混亂來教育學(xué)生要放好自己的物品。 主要的教學(xué)內(nèi)容是 Whose 的特殊疑問句以及回答。 Whose 句型的提問對(duì)于五年級(jí)的學(xué)生 來說并不難， 他們?cè)?/p>

3、三四年級(jí)的時(shí)候已經(jīng)接觸過該句型， 并且已經(jīng)掌握形容詞性物主代詞的 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的句型來詢問物體的主人。 2、 能用mine,yours,his,hers 來回答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演繹故事，讓學(xué)生在演演說說玩玩中加深知識(shí)。 5、掌握 Whose 句型的兩種提問方式，以及 Whose 句型的兩種回答方法。過程

4、與方法 1、通過多媒體為學(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、通過扮演、游戲、兒歌、歌曲等方法來激發(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)物來進(jìn)行句型的操練和對(duì)話的表演，達(dá)到語用目的。 情感態(tài)度、價(jià)值觀 1、 從教學(xué)主題“多么混亂”來教育學(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)熱愛勞動(dòng)和助人為樂的 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)熱愛勞動(dòng)和助人為樂的孩子。 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)

5、、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,theirs,yours 來回答 whose 的句型。 3、 可以利用祈使句 Puton/in her desk,please. 來請(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. 來請(qǐng)別人把物體放歸到合適的地方。 3、 利用 whose 句型來詢問物體的主人。 4、 能用名詞性所有格 his,hers,o

6、urs,theirs,yours 來回答 whose 的句型。 M1 U1 Period 1 I Unit 1 Period 1 教學(xué)內(nèi)容 Using the key words in context e.g. school bag, brush, glue, paints, crayon, notebook, tape Using possessive pronouns to identify the possession of objects e.g., It s 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

7、有格的轉(zhuǎn)換。 2、 能用名詞性物主代詞來介紹物品的歸屬性。 方法與過程 1、 通過多媒體為學(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、 通過歌曲、圖片等方法來激發(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， 在語言交流的過程中， 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 Procedures Con te nts Methods Purp

8、oses 1.Si ng a song . 1.S ong “ Happy New year ” 課前唱歌渲染氣氛，調(diào)動(dòng) 2. Ask and 2. Ask and an swer. 學(xué)生學(xué)習(xí)積極性。 an swer Collect some stati onery items from the stude nts. Then have the Pre-task students answer the questions to 通過問答復(fù)習(xí)所有格 preparati ons find out the owners of these items. e.g., T: (pick up a pen

9、cil) Whose pencil is this ? Is it your pencil,(S1 s name) S1: Yes, it s my pencil. I.Look and lear n 1. Point to objects in the classroom 運(yùn)用舊句型引出新單詞， (school bag, and have the stude nts n ame them. 操練新單詞 brush, glue, Then ask them to repeat and spell pain ts, cray on. the words (school bag, brush, g

10、lue, notebook, tape) pain ts, crayon, no tebook, tape) one by one. While-task e.g., 師生問答練習(xí)單詞和句 Procedures T: What s on your desk? 型 S1: There is a notebook on my desk. T: What s near the notebook? S1: There are some cray ons. 2.Say and act 2. Flash the cards for the words in Look and learn on page 3

11、 of the book. Have the students identify the objects. Then ask them to write the words dow n as fast as they can. 3. Play a game. 通過游戲的方式，激發(fā)學(xué) 3. Have the stude nts play a 生學(xué)習(xí)英語的興趣。 match ing game. Put the pictures of differe nt stati onery items and differe nt people on the blackboard. Then say the

12、following sentences and ask the stude nts to match the pictures of the people to the things 通過師生之間的問答學(xué) bel onging to them. 習(xí)新知識(shí)。 4. Point to the objects on the desk and have the students answer the questio ns bel onging to them. e.g., T: Is this your notebook, S1? 通過chant ,激發(fā)學(xué)生學(xué) S1: Yes, it s my not

13、ebook. 習(xí)英語的興趣。 T: Oh, the no tebook is yours. T: Is that S2 s school bag? S1: No, it s S3 s schoolbag. T: Oh, it s hers. 5. Write some pronouns such as mine, yours, his, hers, ours, theirs on the blackboard. Have the stude nts say the cha nt together. e.g., 4. Look and learn. ( mine, yours, his, her

14、s, ours, theirs) 5. Say the cha nt. My book, your book. They are our books. They are ours. His book, her book. They are their 5. Say the cha nt: books. They are theirs. Write some pronouns such as mine, yours, his, hers, ours, theirs on the blackboard. Have the stude nts say the cha nt together. e.g

15、., My book, your book. They are our books. They are ours. His book, her book. They are their books. They are theirs. 1. Make a 1. Divide the students into groups分組練習(xí)增加說的機(jī)會(huì) Post-task activities of four. Have the students make a new dialogue talk ing about the objects bel onging to them in groups. the

16、 2. Have the stude nts fill in the dialogue. 2. Do exercises. learnt. eg. 1.1 have some pencil. 2. There is a many and ,some on the desk. 4. This is Tom s schoolbag. It s bla nks with some nouns they have in my and 3. It s Kitty s brush. It 1. Copy the new words and phrases. Assig nment 2. Read and

17、recite the text. 3. Workbook. Boarding writ ing Teachi ng n trospecti on and summary Module 1 Using my five sen ses Unit 1 What a mess! notebook, brush, schoolbag, glue, pain ts, crayon, brush, tape mine, yours, his, hers, ours, theirs The is/are t is/They are Period 2 I . Un it 1 Period 2 教學(xué)內(nèi)容 1、 U

18、sing wh-questions to ask about the possession of objects e.g. Whose school bag is this ? 2、 Using possessive pronouns to identify the possession of objects e.g. It s 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。 III 教學(xué)目標(biāo) 知識(shí)與技能 1、 能用whose的句型來詢問物品的歸屬。 2、 能用名詞性物主代詞來紹物品的歸屬性。 方法與過程 1、 通過多媒體為學(xué)生創(chuàng)設(shè)

19、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、 通過歌曲、圖片對(duì)話等方法來激發(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， 在語言交流的過程中， 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)行表演，表達(dá)流暢 2、Whose school bag is this? Whose is this school bag?

20、 等句型 V.教學(xué)準(zhǔn)備： Students book, no tebook, tape) p.3, flashcards 5B( school bag, brush, glue, paints, crayon. Procedures Con te nts Methods Purposes Pre-task preparati ons Ask and an swer 1. Have the students answer the questi ons about the objects bel onging to them. e.g., T: Whose pen cil is this ? S1

21、: It s my pencil. It s mine. T: Is that his/her book? S2: Yes, it s his/her book. Yes, it s his/hers. 利用師生問答復(fù)習(xí)句型和 詞匯，為今天的教學(xué)做好 鋪墊。 a While-task Procedures 1. Learn the key patter ns. 1. Put some books on the desk. Then write the key patter ns: Whose book is this? It s my/his/her book. It s mi ne/his/

22、hers. Ask the stude nts to practice the pattern in pairs. 一問一答訓(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 2. Have the stude nts ask and 通過師生之間的問答練習(xí) senences. an swer questi ons in groups of 新知識(shí)。 boys and girls according to the give n words: mine, yours, theirs. e.g., Bs: Whose pen cils are these? Gs: The

23、y re ours. Bs: Whose rulers are these? Gs: They re yours. 3.Liste n to the record ing and 3. .Have the students listen to the an swer the recording for Look and say questi ons. and repeat after it . Then ask them some questio ns to check their un dersta nding. e.g., T: Whose school bag is this? 通過小組

24、對(duì)話活動(dòng)培養(yǎng)學(xué) S1: It s Peters. 生的實(shí)際運(yùn)用能力 T: Whose notebook is that? Is it Kitty s? S2: Yes, it s hers. 3.Write the key patterns When s 4. AAct out dialogue. your birthday and It s on on the the blackboard. Ask the students to repeat after you. Then ask several stude nts about their birthdays. 4.Ask the stu

25、de nts why Peter wants to have an orange party to elicit the theme party. Post-task activities Have the students role-play the dialogue in pairs. The n in vite several pairs to role -play it in front of the class. 1.Make a new Divide the stude nts into groups of dialogue four. Give each group a pict

26、ure of a messy classroom. Have the students discuss how to tidy up the classroom. Then ask them to 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 make a dialogue about it. You may also ask the stude nts to draw pictures by themselves and the n make dialogues. Fin ally, in vite some groups to act out thei

27、r dialogue in front of the class. e.g., S1: Look at the classroom. What a mess! Whose no tebooks are these? Are they yours? S2: Yes, they re mine. S1: Please put them in your school bag. S2: OK. S1: Whose brushes are these? S2: They re hers. I think. S1: Are these crayons yours? S2: No, they re not

28、mine. They are his. Assig nment 1. Read the text. 2. Workbook. 3. Make a short dialogue. Board ing writing Module 1 Using my five sen ses Unit 1 What a mess! Whose ？ It s /They re mine/yours/his/hers/ours/theirs. Teach ing in trospectio n and summary Period 3 I . Unit 1 Period 3 教學(xué)內(nèi)容 1、 Using wh-que

29、stions to ask about the possession of objects e.g. Whose ball is this? 2、 Using possessive pronouns to identify the possession of objects e.g., It s mine. II 學(xué)情分析 通過上課時(shí)的學(xué)習(xí)，學(xué)生能夠使用單詞來描述一些學(xué)習(xí)用品的名稱，并能使用 is/are?疑問句句型來詢問事物的主人，同時(shí)學(xué)生能熟練使用名詞性物主代詞來回答問題 III 教學(xué)目標(biāo) 知識(shí)與技能 1、 能用whose的句型來詢問物品的歸屬。 2、 能用祈使句對(duì)他人下達(dá)指令。 方法與過

30、程 1、 通過多媒體為學(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、 通過歌曲、圖片對(duì)話等方法來激發(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， 在語言交流的過程中， 促使學(xué)生能關(guān)注到物品的主人， 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。Whose 養(yǎng)成整理 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 5B VI.教學(xué)過程：

31、Procedures Con te nts Methods Purposes 1.Say the chant. 1.Play the recording for Listen and enjiy on page 5 of the book. 通過運(yùn)用chant復(fù)習(xí)以前 Have the stude nts an swer the 學(xué)的知識(shí)，達(dá)到承上啟下 questi ons below to review the 的效果。 patter ns. e.g., T: Whose scarf is this? S1: It d her scarf. This scarf is hers. Pre-t

32、ask preparati ons Then ask the stude nts to say the 通過師生問答復(fù)習(xí)句型。 2.Ask and cha nt together. an swer Ask the stude nts some questio ns about the objecrts in the classroom and make a new cha nt. e.g., T: Whose storybook is this? Ss: It s her storybook. storybook is hers. This I.Lear n the text. 1 . Hav

33、e the stude nts liste n to the 通過小對(duì)話形式檢查學(xué)生 record ing. Then ask some 的掌握情況。 questi ons to check their un dersta nding. While-task e.g., Procedures T: Whose ball is it? S1: It s Paul s. T: Yes, it s his. 2. Do some 2. Write some questions about 通過練習(xí)，幫助學(xué)生進(jìn)一 exercises. the dialogue on the blackboard 步熟

34、悉課文，有助于學(xué)生 and have the students read and 鞏固所學(xué)知識(shí)。 choose the correct an swer. e.g., Whose ball is it? It s . A: Peter s B: Paul s C: Sally s Is the blue T-shirt Peter s? A: Yes, it is. B: It s Paul s. C: No. What colour is Dad s T-shirt? A: Blue. B: Yellow. C: Red. 3.Role-play the dialogue 3. Have th

35、e stude nts role-play the dialogue in groups of three. Then n vite several groups to act it out n front of the class. 通過表演的形式來增加學(xué) 生的參與熱情和學(xué)習(xí)積極 性 Post-task activities 1. Make a new dialogue. 1.Exercises. 1. Have the stude nts make a new dialogue about tidy ing up a room n groups of four. Have one stud

36、ent act as Mum and three students act as the children. Ask them to use the words and sentence patter ns they have earnt previously. Then in vite several groups to role-paly the dialogue in front of the class. 2. Have the stude nts do Part G Read, choose and complete on page 5 of the Workbook. The通過編

37、對(duì)話復(fù)習(xí)所學(xué)句 型，讓學(xué)生能活學(xué)活用。 通過完成練習(xí)繼續(xù)鞏固和 操練本課的句型。 Assig nment Exercises: 1. Copy the new words and phrases. 2. Read and recite the text. 3. Write a short dialogue. 3. Work Book. Board ing writi ng Module 1 Using my five sen ses Unit 1 What a mess! Tidy up the room Whose is this/that? It s Whose are these/tho

38、se? They re Don t put on/in the Can you put in/on ？ Teach ing n trospect ion and summary Period 4 I 教學(xué)內(nèi)容 Using possessive pronouns to ide ntify the possessi on of objects eg. Is this box yours, Dad? Yes, it s mine. II 學(xué)情分析 通過上課時(shí)的學(xué)習(xí)，學(xué)生能夠使用單詞來描述一些學(xué)習(xí)用品的名稱，并能使用 Whose is/are?疑問句句型來詢問事物的主人，同時(shí)學(xué)生能熟練使用名詞性物主代

39、詞來回答問題。 本課時(shí)的目標(biāo)是熟練使用本單元的語言知識(shí)， 將這些知識(shí)在語段中整合使用， 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？ 句型詢問物品主人。 2. 能使用名詞性物主代詞來回答詢問。 3. 能夠了解音標(biāo)/ei/, /ai/在單詞中的發(fā)音。 方法與過程 1. 通過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、 在語言交流的過程中，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、 樂于參與、積極合作，能較好地完成學(xué)習(xí)任務(wù)。

40、IV 重點(diǎn)、難點(diǎn)分析 重點(diǎn)：1.能夠以 Whoseis/are？ 句型詢問物品主人。 2. 能使用名詞性物主代詞來回答詢問。 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回答詢問。 2.能夠通過語言交流來詢問物主并建議他人整理物品。 V 教學(xué)準(zhǔn)備 Cassette 5B, pho netic flashcards, wall picture 5B VI. 教學(xué)過程： Procedures Con te nts Methods Purposes 1. Liste n and 1. Have the stude nts say the 通過英語兒歌活躍課

41、堂氣 enjoy. cha nt. 氛，復(fù)習(xí)名詞性物主代詞。 2. Ask the stude nts some 2. Ask and questi ons about the objects in the Pre-task classroom. an swer e.g., preparati ons T: Whose storybook is this? 師生對(duì)話復(fù)習(xí)名詞性物主 S: It s her storybook. This 代詞的使用方法。 storybook is hers. T: Whose pen cils are these? S: They are his pencils

42、. They are his. 1. Group work 1. Divide the stude nts into groups of four to six. Have each group 通過模仿課文進(jìn)行小組操 collect objects (such as rulers, pencils, etc.) from the members. Then ask the stude nts to make a dialogue about the objects. Fin ally, in vite several groups to act out their dialogues in

43、front of the class. 練，達(dá)到語用輸出目的。 2. Lear n the e.g., S1: Whose no tebook are these? Are they s? sound. S2: No, they re not his/her. They are mine. S1: Please put them in your 分組練習(xí)，培養(yǎng)學(xué)生大交 While-task Procedures school bag. S2: OK. 2. Show the flashcards for the sounds /ei/ and /ai/. Ask the students to

44、 repeat the words in Learn the sounds on page 5 of the book. After you un til they can pronounce the sound correctly. e.g.,T: a,/ei/, baby, favourite Ss: a,/ei/, baby, favourite Encourage the students to think 流能力。 of more word with the soun ds. 觀看光盤，并學(xué)習(xí)雙兀音 3. Liste n and e.g., paper, face, tail, pl

45、ay, hi, nice, 音標(biāo)，以聽圈單詞的練習(xí) my, high, tie ciricle. 7. Have the students do Listen and circle . Then check the an swers with them. 來鞏固音標(biāo)。 e.g., paper, face, tail, play, hi, nice, my, high, tie Do the exercises. Have the stude nts to the exercises 通過練習(xí)鞏固句型。 on Workbook. First, have the students do Part

46、A by writing the letters a-d in the boxes. In the picture. Then have the stude nts Post-task do Part B in groups of four by activities ask ing and an sweri ng questio ns accord ing to the picture in Part A. Fin ally, have the stude nts complete the passage in Part C by writing about how to tidy up t

47、he classroom. Assig nment 1. Read SB: p.4 and 2. Copy the text. 3. Preview p. 6-7 p. 5: Say and act, Lear n the sounds Board ing writing Lear n the sound /ei/ baby, grade, rain, may, eight, paint, stay, weight, space /ai/ pilot, tiger, line, white fly, sky, light, right, die, lie Teach ing in trospe

48、ctio n and summary Period 5 I 教學(xué)內(nèi)容 Using possessive pronouns to ide ntify the possessi on of objects: e.g., Is this box yours, Dad? Yes, it s mine. II 學(xué)情分析 通過上課時(shí)的學(xué)習(xí)，學(xué)生能夠使用單詞來描述一些學(xué)習(xí)用品的名稱，并能使用 Whose is/are?疑問句句型來詢問事物的主人，同時(shí)學(xué)生能熟練使用名詞性物主代詞來 回答問題。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) 知識(shí)與技能 1. 能夠以 Whoseis/are？ 句型詢問物品

49、主人。 2. 能使用名詞性物主代詞來回答詢問。 3. 能熟練朗讀故事并進(jìn)行故事表演。 方法與過程 1. 通過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 在語言交流的過程中，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。 VI 重點(diǎn)、難點(diǎn)分析 重點(diǎn)： 4. 能夠以 Whoseis/are？ 句型詢問物品主人。 5. 能使用名詞性物主

50、代詞來回答詢問。 難點(diǎn)： 1. 能熟練名詞性物主代詞來回答詢問。 2. 能夠通過語言交流來詢問物主并建議他人整理物品。 V 教學(xué)準(zhǔn)備 Cassette 5B, Wall picture 5B VI 教學(xué)過程 Procedures Con te nts Methods Purposes Review the key words 1. Have the stude nts 通過chant來復(fù)習(xí)名詞性 review the key words 物主代詞。 and possessive pronouns with the follow ing cha nt e.g., My book, your bo

51、ok. These are our books. 以師生問答來復(fù)習(xí)句型 His book, her book. 與物主代詞。 Pre-task preparati ons Those are their books. This is mi ne. That is yours. These are ours. That is his. That is hers. Those are theirs. 2. Collect some thi ngs from the stude nts. Then play a game with them. Pick one or two items at a time and ask the stude nts questi ons to find out the own ers. T: Whose .are these? S1,2: They re ours. While-task Procedures Read a story Complete the sentences 3. Have the students watch the disc for Read a story and do Complete the sentences . Then check the an