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1.初步运用ball, diary, shoes, glasses这些词汇和Whose ball is it? It’s Ben’s.这个句型。
2.能够听出对话中的物品；并依据获取的信息，描述物品的所属关系。
3.根据听力获取的信息向他人讲述物品的所属关系。
教学重点：依据获取的信息，描述物品的所属关系。
教学难点： 根据听力获取的信息向他人讲述物品的所属关系。问题框架(可选项)可能遇到的问题：
学生在向他人讲述物品的所属关系时，容易把hers用成her，不了解hers的使用方法。
教师对策：
首先，在导入环节就开始渗透hers的用法，做好铺垫，用问答的形式逐渐帮助学生了解并掌握hers的用法；其次，由教师做好充分的示范，再请英语较好的学生再次示范，为基础相对薄弱的同学起好示范作用。
教学流程示意(可选项)
教学过程(表格描述)教学阶段教师活动学生活动设置意图技术应用时间安排Step 1 Warm upCreate a situation:
At the beginning of the class, teacher finds her pencil case and says: “ Where is my pencil case? Who can help me? It’s a blue pencil case.” After students help teacher find the pencil case. Teacher says: “This is my pencil case. The pencil case is mine.”
And then teacher takes a student’s pencil case and asks students: Whose pencil case/schoolbag/basketball is this? One student answers. Teacher repeats the student’s key and asks another student the same question. Teacher leads students to know the usage of “his” and “hers”.Answer teacher’s questions.
以找东西的形式吸引学生的注意力，迅速引入主题，激发学生学习兴趣，激活课堂气氛； 渗透hers的使用方法，为最后的汇报环节做铺垫。实物
5’
Step 2
Listening
1. Before listening:
Listen and answer:
Q1: How many people are mentioned in the dialogue?
Q2: Who are they?
2.While listening:
(1) Listen and tick
= 1 \* GB3 ① Look at the objects and learn the words. Write down the key words on the blackboard.
= 2 \* GB3 ② Students listen to the dialogue for the second time and tick the things they heard.
= 3 \* GB3 ③ Check answers with the whole classes. And read the words together.
(2)Listen and match
= 1 \* GB3 ① Students listen to the dialogue for the third time and match the things with their owners.
= 2 \* GB3 ② Practice the sentence pattern:
--Whose ball is this?
--It is Ben’s.