4. (在小黑板上出示事先准备好的练习题，完成后核对答案。)

3. (放2a录音，学生跟读并注意语音语调。教师引导学生总结形容词性物主代词和名词性物主代词的用法。)

T:　 Listen to 2a and repeat. Pay attention to the pronunciation and intonation.

2. (利用香蕉、自行车和猫的图片来呈现新单词，然后把图送给学生，再进行师生互动问答。)

(教师出示多根香蕉的图片，指着香蕉问。)

T: Look at the picture. What are these?

Ss: 香蕉。

T: Right. They’re bananas. OK. S₁, here you are. Now they are yours.

(用同样的方式教学自行车的单词)

(然后让获得图的学生起立并手举着图，老师用whose进行提问。)

T:　 S₁, whose bananas are these?

S₁: They’re mine.

(转向其他学生)

T:　 Whose bananas are those?

Ss: They’re his.

(同样的练习自行车)

T:　 S₄, whose bike is this?

S₄: It’s mine.

T:　 Whose bike is that?

Ss: It’s hers.

…

1. (用方框里的单词填空，核对答案后操练，完成3。)

T:　　　 OK, let’s do some exercises. Fill in the blanks with the words in the box.

(核对答案)

A: Whose shirt is this?

B: It’s yours.

A: Is it my shirt? But mine is white.

B: I know. Your shirt is white. But my pants are blue. Now your shirt is blue and white.

(让学生两人一组进行对话练习)

S₁: …

S₂: …

…

2. (利用学生的衣服或文具等进行模仿对话，巩固新内容并完成1b。)

T:　　 Practice the conversation with your clothes or school things.

S₃:　　　 It this pencil yours, S₄?

S₄:　 No, it’s not mine.

S₃:　　　 Whose pencil is it?

S₄:　 I think it’s S₅’s.

…

Step 4 　Practice 第四步 　练习(时间:15分钟)

1. (学生表演1a对话。)

T: I’ll ask some pairs to act it out.

S₁:　　　 Is this cap yours, S₂?

S₂:　　　 No, it’s not mine.

S₁:　　　 Whose cap is it?

S₂:　　　 I think it’s S₃’s.

…

3. (把全班学生分成两组互换角色操练对话。)

Step 3 　Consolidation 第三步 　巩固(时间:6分钟)

2. (出示挂图放1a录音，学生跟读。注意语音和语调，并回答问题。)

Whose cap is this?

T:　　 Listen to 1a and repeat. Pay more attention to your pronunciation and intonation.

1. (利用学生的尺子进行师生互动问答。引出whose问题，导入1a。)

T: 　　　 What’s this, Li Kai?

Li Kai: It’s a ruler.

T: 　　　 Is this ruler yours?

Li Kai: Yes, it is.

(问另外一个学生。)

T:　　 Is this ruler yours?

S₁:　　　 No, it’s not mine. (帮助学生回答。)

T:　　 Whose ruler is it，then?

S₁:　　　 It’s hers. (帮助学生回答。)

T:　　 Good. We can say like this: I think it’s Li Kai’s.

(板书两个句子，跟读)

2. (老师可以从学生当中借用他们的东西，如书包、上衣、铅笔等。然后利用这些物品进行问答，导出新句型和新单词。)

(举起书包，提问)

T:　　 What’s this?

Ss: It’s a bag. (老师帮助学生回答，教学单词bag。)

T:　 What color is it?

Ss: It’s yellow.

(请一位学生回答)

T:　　　　　　　 Huang Yue, please. Is this your bag?

Huang Yue: No, it isn’t.

(再请书包的主人来回答)

T:　　　　 Lin Bin, please. Is this your bag?

Lin Bin: Yes, it is.

T:　　　　 Here you are. (运用肢体语言)

Lin Bin: Thank you.

(拿出一支学生的钢笔，提问钢笔的主人，由此导入新的单词和句型。)

T:　 S₁₀. Look, what’s this?

S₁₀: It’s a pen.

T:　 Whose pen is this?

S₁₀: It’s my pen. (帮助回答It’s mine.)

T:　 Oh, the pen is yours. (强调) Here you are.

(重复问答)

T:　 Whose pen is this?

S₁₀: It’s my pen. It’s mine.

T:　 Here you are.

S₁₀: Thank you.

(另外用一把男生的尺子和S₁₁进行问答，引出his。)

T:　 Whose ruler is this?

S₁₀:　　 It’s my ruler. It’s mine.

T:　 OK. Sit down please. S₁₁, whose ruler is this?

S₁₁:　　 It’s not my ruler. It’s his ruler. (帮助回答)

T:　 Yes, it’s his ruler. It’s his. (强调)

(反复操练，利用学生的文具等实物演示对话来明确物主代词的意义，板书相对应的单词。)

Step 2　 Presentation 第二步 　呈现(时间:6分钟)