围绕“识别物品的所属”，让学生能够用英语询问物品的主人。本课时是该单元的第二课时，主要通过听力训练和模仿，强化学生用英语询问物主的能力。

Step 1: Revision

1.  Review pronouns: my/ your/ his/ her/ mine/ yours/ his/ hers.(利用文具实物，问个别学生）

T: (Point at a pencil, ask a student) Is this your pencil?

S1: ...

T: (Turn to ask another student) Is this S1’s pencil?

S2: …

Ask students to make their own dialogue like this in group of three. Show a model to them.

Model:

Li Ming : Are these your books, Tom?

Tom :   Yes, they are. They’re mine.

Alice:   Are these Tom’s books?

LI Ming: Yes, they are. They’re his.

Tell the class that “They’re mine” means “They’re my books.”

（设计意图 利用教室的文具实物进行复习，使用学生熟悉的What’s this/that? 和 Is this your pencil? 来提问，很容易把学生带入学习状态，然后进行人称的转变，可以很好地训练学生正确使用人称代词和物主代词。教师对句子的讲解可以让学生明白形容词性物主代词和名词性物主代词的用法和区别。）

Step 2: Presentation

[拿出一个书包，里面有课前收集学生的一些文具用品(一本字典、两支铅笔、三把尺子)，请一位同学上来帮忙找出物主]告诉同学，我们可以使用Excuse me.来引起别人的注意。如：Excuse me，Lin Xin. Is this your …?

在这位同学找物主的同时，其他同学要做好物品及物品主人的记录。

[Task]

S1: Excuse me, xx. Is this your dictionary？

S2: Yes./,Thank you…

（设计意图 利用教室和文具创设情境，教学excuse me的用法。设计此环节意在为下面的听力活动做铺垫。）

Step 3: Practice

1. Listen and check the things you hear.(2a)

T: Now Tom also found some stationery on the floor, let’s see how he gets the owners. Listen and pay attention to the things he found. The first time only listen. Then look at 2a, listen again and check the things you hear.

T: OK, let’s check the answers.

2. Listen again and complete the conversation with the words in the box. (2b)

T: Please read the words in the box. Listen to the tape and fill in the blanks.

Check the answers.

（设计意图 此环节可以训练学生通过听力捕捉所需信息的能力，巩固新学习文具的词汇及询问物主的句型。 ）

[Task2] Our own conversations. (2c)

T: I’m sorry. I max up your things. Please use “ Is this …?/Is that …? ”  to identify the owner.

Ask some students to act out their conversations.

（设计意图 让学生在真实的语言环境中运用英语是学习语言的最终目的。）

Step4: Consolidation

1. Show the picture of 2d

T: Can you guess the relationship of the two persons in the picture? Are they mom and daughter or teacher and student?

Ss(may answer): Teacher and student.

T: How do you know that?

Ss(may answer): We can see the blackboard/the dictionary…

T: Please read the conversation in 2c, have you got the right answers? You are great!

（设计意图 本环节可以训练学生根据所给图片获取所需信息的能力。）

2. Show 3 questions to the class, get students to read the conversation again and find out the answers.

1). Are these Bob’s pencils?

2) What color is Helen’s pen?

3) Is the eraser Anna’s?

讲解what about 的用法，并让学生关注英语话题中致谢与答谢的礼貌用语“Thank you for your help”,” You’re welcome.”

（设计意图 本环节可以训练学生通过阅读对话，理解文意后解决问题的能力,并在日常学习中关注话题功能。）

3. Play a game:“Stop the bus!”

T: listen to the tape and read after it, then I will read the conversation for you. If you find the differences(差异)，you say “ Stop the bus!”  But this time you can read your books. Pay attention to the tone ,the Verb Be and the stationary. For example, If I say,“ Are those your pencils” in falling tone, you say “stop the bus. You should use raising tone.” OK, now begin…

（设计意图 通过反复听，然后跟读训练说的能力，设计“Stop the bus!”可以让学生在趣味的教学活动中关注到不同句式使用不同语调，及be动词在一般现在时的用法。）

4.Role-play the conversation.

⑴The whole class read the dialog,T explain:what about Thank you for...You are welcome Bob's ,Helen's.

⑵ The whole class read the dialog quickly,then answer:Whose green pen is this?Whose blue pen is this?

⑶ The Ss listen to the tape and repeat it.

⑷ Work in pairs,then some pairs act out the dialog.

⑸ Ss use their own stationery to make up new conversations.

（设计意图 分角色对话可以让学生模仿地道英语，并能强化本节课目标语言的运用。让学生在真实的环境中根据自己的物品编排新对话，可以让学生体验使用英语的乐趣。）

Step 5 Homework

1. 请列出你拥有的文具名称，越多越好。

2. 请编两段询问物品所有者的对话。