一、教学目标

　　 1.知识目标

　　 句型:Its mine / yours / hers / his / Lingling's.

　　 新单词:matter, wear, line, argue.

　　 2.能力目标:说明物品所属关系。

　　 3.情感目标:让学生感悟到生活中应该处处充满友爱,不应该有争吵。

　　 二、教具

　　 多媒体课件、自制的衣服模型。

　　 三、教学过程

　　 Step Ⅰ Talking with students

　　 1.T: Hello, boys and girls. You're very nice today. Look at my sweater. I washed it yesterday, so its very clean now. (问一个衣服干净的学生) Your school uniform is very clean. Did you wash it yesterday?

　　 S1: Yes, I did.

　　 T: Oh, I like you.

　　 2.让同桌两人互相问一问。

　　 A: Did you wash your school uniform yesterday?

　　 B: Yes, I did. / No, I didn't.

　　 3.T: If your school uniform isn't clean, please wash it tomorrow. OK?

　　 (设计说明:在上课初始,看似教师与学生很随意的谈话,其实已经解决了本课的新单词clean,并为学习Did you wash Lingling's T-shirt? No, I didn't. Ms Smart washed them做好了准备。)

　　 Step Ⅱ Presentation

　　 1.T: Would you like to see a cartoon film? Today, I'll show a film to you. Please look and listen.

　　 多媒体课件播放flash 动画: 棒棒英语中的Its mine. What's the matter?

　　 Two mice are arguing for a sausage.

　　 Mouse 1: 这是我的。Its mine.

　　 Mouse 2: 不,这不是你的。No, It isn't yours.

　　 Jimmy: 怎么了?What's the matter?

　　 2.T: Please look and listen again and tell me what they said.

　　 3.T: What did he say?

　　 S1: Its mine. (回答正确的学生可以作为小老师教其他学生读)

　　 S2: No, it isn't yours. (教读的方法同上)

　　 S3: What's the matter? (教读的方法同上)

　　 (设计说明:小学生特别喜欢动画flash,用多媒体播放动画,能激发学生学习英语的兴趣;而且flash内容贴近课文内容,语言环境真实,直接进入本课的学习,让学生从整体上感知了新的语言现象。)

　　 3.教师用两个手指的碰撞表示argue。

　　 T: Look at them, they are arguing. Lets say "Don't argue" to them together.

　　 Ss: Don't argue.

　　 Step Ⅲ Practise "It's mine. It's yours. "

　　 1.T: (指着自己的书) Look. It's my book. It's mine. (指着一名学生的书) It isn't mine. It's your book. Its yours.

　　 2.与另外两名学生做同样的练习。

　　 T: Its mine. It's yours.

　　 Ss: Its mine. It's yours.

　　 3.让同桌做类似的练习,学生要指着自己和同桌的书或其他的物品进行表达。

　　 A: Hi, ... . It's mine. It's yours.

　　 B: Hi, ... . It's mine. It's yours.

　　 4.展示他们的对话。

　　 Step Ⅳ Learn and practise "hers, his and Ling lings"

　　 1.走到学生们中间,拿起一本女生的书。

　　 T: Please look at the book. Whose book is this?

　　 Ss: It's her book.

　　 T: Yes, it's hers. It's Amys.

　　 2.再拿起一本男生的书。

　　 T: Please look at this book. Whose book is this?

　　 Ss: It's his book.

　　 T: Yes, it's his. Its Peters.

　　 3.做相似的两个练习。

　　 4.同桌练习,鼓励学生指着物品来表达。

　　 A: Whose book is that?

　　 B: It's hers. It's his. It's ...s.

　　 (设计说明:从学生们各自的生活背景出发,创设真实的情境,让学生投入到情境中习得语言,而且充分利用教室里的实物,这种情景创设简单、方便。最初的习得由老师和学生进行对话,而后由同桌进行操练,让学生们能够全员参与到说英语中。)

　　 Step Ⅴ Play a game: Can you remember?

　　 1.出示衣服卡片。

　　 T: I have got some cards. Look! What's this?

　　 Ss: It's T-shirt / dress / skirt / trousers / coat / cap.

　　 2.教师将一张卡片夹到书里,让学生猜。

　　 T: I'll put one card into the book, please guess what's in the book. Let's start. What's in the book?

　　 Ss: T-shirt / dress / skirt / trousers / coat / cap.

　　 T: Yes, you're right. Its yours. (学生猜得正确,将卡片送给学生) / Sorry, you're wrong. It isn't yours. (学生猜得不正确,表示遗憾)

　　 Ss: Oh, Its mine.(帮助学生回答)

　　 3.做同样的练习,直到将六张卡片都发到学生手中。

　　 4.T: Please remember who has got cards.

　　 T: (把六张卡片收上来) Whose T-shirt / dress / skirt / trousers / coat / cap ... is this?

　　 Ss: Its ...s. It's hers / his.

　　 (设计说明:课本的第三部分是让学生使用课本上的图片T-shirt, dress, skirt, trousers, coat, cap练习mine, yours, hers, his。怎样能吸引学生学习呢?我根据授课内容和学生的年龄特点,设计了游戏"你还记得吗"。为学生设置了信息差,在游戏中进行了练习,使教学变得轻松愉快,并达到事半功倍的效果。)

　　 Step Ⅵ Play a game: Do you know?

　　 游戏前,教师收集几个学生的铅笔盒。

　　 T: Whose pencil-box is this?

　　 Ss: Its hers / his / ...s.

　　 T: Sorry, you're wrong. / Yes, you're right. Its yours.

　　 Step Ⅶ Text

　　 1.教师出示三张红色的T-shirt 卡片。

　　 T: Look.What are they?

　　 Ss: They are red T-shirts.

　　 2.教师将两件T-shirts横排贴在黑板上,然后在黑板上画上衣架,绳子和太阳。

　　 T: (手指卡片)Look at the two T-shirts. Ms Smart washed them. They are hanging outside.

　　 教师边画线边教读on the line。

　　 在黑板下面一点,贴上另一件T-shirt。

　　 T: (手指卡片)Look at the T-shirt. Ms Smart didn't wash it. Its clean. So Sam wants to wear it. And Amy wants to wear it, too. They are arguing.

　　 3.T: Do you know whose T-shirt it is? Please listen to the tape and answer the questions.

　　 放课文录音,学生仔细听。

　　 4.检查学生听的情况。

　　 T: Whose T-shirt is it?

　　 S1: It's Amy's.

　　 S2: It's Sam's.

　　 S3: It's Lingling's.

　　 5.再放录音,提示学生跟读,然后分角色表演。

　　 T: Please listen and read. Then let's read in roles.

　　 (设计说明:我利用了T-shirt卡片,将它们贴在黑板上,并且运用了简笔画,将课文主要内容形象直观地展现在学生的面前。然后给予学生听的任务,带着问题听录音。课文的细节问题解决了,学生们在练习听力的同时,也会体会到成功的快乐。)

　　 Step Ⅷ Consolidation

　　 教师自编一首chant。

　　 T: Let's chant and do the actions together.

　　 Whose pen? (拍手一次,然后双手同时伸出作询问状)

　　 Whose pen? (同上)

　　 It's mine. (拍手一次,然后双手同时指向自己)

　　 It's yours.(拍手一次,然后双手同时指向学生)

　　 Whose pen? Whose pen?

　　 It's hers. (拍手一次,然后左手指向一女生)

　　 It's his. (拍手一次,然后右手指向一男生)

　　 (设计说明:小学英语教学的目标之一是培养学生学习英语的兴趣。chant具有趣味性、节奏感强和容易上口等特点,深受小学生的喜爱。因此,我根据学生的爱好和愿望,结合教学内容,自编了这首chant,并且加上了动作。调动学生学习积极性,使学生在乐中学,学中乐,而且巩固了本节课所学的句型。)

　　 Step Ⅸ Lets look for the owner

　　 课后教师与学生合作拍摄一小段录像:教师捡到一支钢笔,与一名学生共同去寻找主人。

　　 A: Oh, a pen. Whose pen? Is it yours?

　　 B: No, it isn't mine.

　　 A: I think it's hers.

　　 B: Is it yours?

　　 C: No, it isn't mine.

　　 A: I think its his.

　　 B: Is it yours?

　　 D: Oh, its mine. Thank you.

　　 A, B: You're welcome.

　　 (设计说明:任务型教学法强调情景的真实性,设置的情景贴近学生的生活,鼓励学生在真实的情景中表达自己的真实情感,从而使各项语言技能在交际中得到综合的提高。录像片断将教学内容和学生学得的知识、经验及生活阅历都结合在一起,利用真实的生活情境进行语言操练,加深学生对所学知识的印象,真正做到学以致用。)