PEP人教版四年级下册英语Unit5__B__Let’s__talk课件
（单击图片，播放动画）
下一页
下一页
Whose are these? They are John’s. Whose cap is this? It’s my brother’s.
寻找物品主人的句型及其答语 Whose+单数名词+is this/that? It’s+名词性物主代词/名词所有格。 Whose+复数名词+are these/those? They are +名词性物主代词/名词所有格。
2014年新版PEP小学英语四年级下册
Unit5 My clothes
B Let’s talk
本课时教学目标： 学生能够理解对话大意； 能够用正确的语音、语调朗读对话； 能够在情景中运用句型询问并回答某物属 于谁Whose coat is this? It’s mine. Whose pants are those? They’re your father’s.
1、观看动画，给人物配音。 2、角色扮演。
失物招领Lost and found.
I can’t find my… You can go “lost and found” A: Whose…is this? B：Oh, it’s mine. Thank you.
（单击图片，播放动画）
Whose hat/dress/shirt is this? Whose shoes/pants are these?
Task：完成对话
Let’s read together.
（单击图片，播放动画）
下一页
Mum : Sarah, Can you help me, please? Sarah: OK. Sam : Whose coat is this? Mum: It’s mine. Sam: And those? Whose pants are these? Mum: They’re your father’s. Sarah: Oh, no! Sam! Mum: You’re funny!
选词填空。
过关检测
mine
your
1.—Is that your pencil, john? —Yes, it’s_________.
பைடு நூலகம்
2. —Is this _______ ruler? —No, it isn’t. it’s Liu Fang’s.
过关检测
选择正确的一项。 1.这是谁的连衣裙？ A. Whose dress is this? B. Whose skirt is this? C. Whose dress are these?
2. 那是谁的鞋子？ A. Whose shoes are those? B. Whose pants are these? C. Whose shoes are these?
☆:一星级:听录音，仿读对话； ☆☆:二星级:表演对话； ☆☆☆:三星级:和你的朋友一起根据对话内
容创编新对话。
(你可以根据自己的实际情况任选一个做)
pep(人教)四年级英语下册 Unit5__B__Let’s__talk教学课件
选词填空。
过关检测
mine
your
1.—Is that your pencil, john? —Yes, it’s_________.
2. —Is this _______ ruler? —No, it isn’t. it’s Liu Fang’s.
过关检测
选择正确的一项。 1.这是谁的连衣裙？ A. Whose dress is this? B. Whose skirt is this? C. Whose dress are these?
1、观看动画，给人物配音。 2、角色扮演。
失物招领Lost and found.
I can’t find my… You can go “lost and found” A: Whose…is this? B：Oh, it’s mine. Thank you.
（单击图片，播放动画）
Whose hat/dress/shirt is this? Whose shoes/pants are these?
（单击图片，播放动画）
下一页
下一页
Main重点句子
Whose are these? They are John’s. Whose cap is this? It’s my brother’s.
寻找物品主人的句型及其答语 Whose+单数名词+is this/that? It’s+名词性物主代词/名词所有格。 Whose+复数名词+are these/those? They are +名词性物主代词/名词所有格。
谢谢观赏
You made my day!
我们，还在路上……
Task：完成对话
PEP四年级英语下册Unit5 Let's talkPPT课件
A:How much is that colourful dress? B:Very expensive, very expensive. A:How much is that pretty skirt? B:Very expensive, very expensive. A:How much is this yellow shirt? B:Very cheap, very cheap. A:Good! I want this shirt.
￥20
Do exercise:
选择填空: ( B )1.How much is it? 23 yuan. A. They are B. It’s C. Is it ( C )2.How much the sneakers? They’re 67yuan. A. am B. is C. are ( )3.How is the shirt? It’s thirty yuan. B A. long B. much C. old ( )4.Put your sneakers. Run the park. C A. on, at B. in, in C. on, in ( )5.Can I help you? . A A. Yes, please B. I’m full C. Yes, they are
1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson. 2.Interview your friends and ask the price and size of their clothing and make records of the information.
PEP人教版小学英语四年级下册《Unit 5 My clothes Part A let’s talk》精品课件
Let’s try
OK. It’s four o’clock. It’s time ____go to home.
Amy, are these yours?
_______________. My shoes are green. No，they aren’t They’re___________. Chen Jie’s What about this hat? Is this John’s? No, it isn’t. ___________. It’s Mike’s
Amy, are these yours?
No, they aren’t. My shoes are green. They’re Chen Jie’s. What about this hat? Is this John’s? No, it isn’t. It’s Mike’s.
Let’s try
Unit Five My clothes
Part A let’s talk
Let’s think （想一想） Where are they? In a gym.
What are they talking about?
（他们在谈论什么？）
A. Shoes and a hat. B. Students.
yours = your storybooks
Zip: Zip: Zip:
What’s that? Is it yours?
yours = your card
Zoom: It’s a card with a dog. Zoom: Yes, it is. It’s an orange card. I like it. What a nice card ! Zoom: Thank you.
新版PEP小学英语四年级下册《Unit5 my clothes1》PartB Let’s talk课件
Hope Schools
• Read and match. (读第一段对话，连线。)
Whose coat is this?（这件外套是谁的？） Whose sweater is this? (这件毛衣是谁的？)
Mum: Sarah, can you help me, please? Sarah: OK. Sam: Whose coat is this? Mum: It’s mine. Sarah: Look at the sweater. Whose sweater is this? Mum: It’s Sam’s. Sarah: Wow. It’s so small.
A.
Sarah
B.
Sam
C.
Father
Sarah: Look at the shoes. Whose shoes are these? Mum: They’re your baby shoes. Sam: And those? Whose pants are those? Mum: They’re your father’s. Sarah: Oh, no, Sam! You’re funny. Sam&Sarah: But what for? Mum: For Hope Schools.
A: B: A: B:
Whose… is this? It’s… Whose…are these/those? They’re…
jacket
shoes
shirt sweater pants dress
jacket
Whose sweater is this? It’s Sam’s. It’s Sam’s. Wow, wow! It’s so small.
人教版四年级英语下册第五单元PPT课件
本课时教学目标： 1、学生能够听说、认读单词coat, shirt, jacket, sweater, shorts, socks。 2、能运用句型Where are my new socks? What colour are they? White.就衣物的位置和颜色等展开问答。
2021/11/20
2021/11/20
小组活动：2人一组，替换对话中的单词， 进行角色扮演。主语语音语调。 抽组上台表演对话。
2021/11/20
Summary
2021/11/20
Unit5 My clothes B Let’s talk
2021/11/20
本课时教学目标： 学生能够理解对话大意； 能够用正确的语音、语调朗读对话； 能够在情景中运用句型询问并回答某物属 于谁Whose coat is this? It’s mine. Whose pants are those? They’re your father’s.
Unit5 My clothes
2021/11/20
本课时教学目标：
一、学生能够理解对话大意，能够用正确的语音、语调朗读 对话； 二、能够在情景中运用句型确认物品的主人。 Are these yours? Yes, they are./ No, they aren’t. Is this John’s? Yes, it is. / No, it isn’t. 三、能够运用句型It’s Mike’s. They’re Chen Jie’s.表 达物品的主人。
Teacher: OK. It’s four o’clock. It’s time to go home! Teacher : Amy, are these yous? Amy :No, they aren’t. My shoes are green. They’re Chen Jie’s. Teacher : What about this hat? Is this John’s? Amy : No, it isn’t. It’s Mike’s.
pep(人教)四年级英语下册 Unit5__A__Let’s__talk教学课件
• 17、儿童是中心，教育的措施便围绕他们而组织起来。2021/7/202021/7/202021/7/202021/7/20
• 2、Our destiny offers not only the cup of despair, but the chalice of opportunity. (Richard Nixon, American President )命运给予我们的不是失望之酒，而是机会之杯。二〇二一年六月十七日2021年6月17日星期四 • 3、Patience is bitter, but its fruit is sweet. (Jean Jacques Rousseau , French thinker)忍耐是痛苦的，但它的果实是甜蜜的。10:516.17.202110:516.17.202110:5110:51:196.17.202110:516.17.2021 • 4、All that you do, do with your might; things done by halves are never done right. ----R.H. Stoddard, American poet做一切事都应尽力而为，半途而废永远不行6.17.20216.17.202110:5110:5110:51:1910:51:19 • 5、You have to believe in yourself. That's the secret of success. ----Charles Chaplin人必须相信自己，这是成功的秘诀。-Thursday, June 17, 2021June 21Thursday, June 17, 20216/17/2021
实物招领：
Sarah's
PEP人教版四年级英语下册Unit 5 B Let's talk说课稿
Teaching Plan InterpretationBook4 Unit 5 My clothes B Let’s talkLadies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Book4 Unit5 B Let’s talk which comes from PEP primary English. This section is mainly about asking the price and inquiring the clothes size. I’ll explain how to teach and why do so from the following aspects: the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedure and blackboard design.I. The analysis of the teaching materialsFirst, let me talk about the analysis of teaching material. This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “What size?”“How much are they?”and“We’ll take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.Moreover, this lesson completes the transition of the phrase “a pair of…”to the sentence pattern “A pair of…for …”,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to new English lesson standard.1.Perception objective:a)The Ss can hear, read, and use the main sentence patterns “A pair of …for …”“What size?”“How much are they?”“We' ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)By completing the task,the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love”and “managing money matters”, put the moral education in the language study.After that will be the teaching important points and teaching difficult points. The teaching important points are the following points: First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of …for ….”“We' ll take them.”To improve the Ss’abilities in “shopping”; Secondly, teach the Ss how to study independently as well as by cooperation.In additional, the teaching difficult points are organized as follows. The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping. Well, how can teacher achieve the teaching objectives better and stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods and learning methods below.II. Teaching and learning methodsTeaching Methods:According to the modern perception theories and social intercourse teaching theories, I adoptthe TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching. The former is a “scene —activity”teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’enthusiasm and creativity in learning English.Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, the Ss’abilities of studying and working with the learning language will be developed independently.III. The analysis of studentsThe next part will be the analysis of students. Students in Grade 5 are active and curious, interested in new things. After learning English for two years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing the chances of using language.Ⅳ. Teaching procedureLet's move on to the most important part-teaching process. In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into five steps.Step1 Warm-up.Sing a song: The coat in window.So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song “The coat in window.”Thus,review the sentence pattern “How much is …?”And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice.1.Design: Look for Cinderella.Broadcast a part of “Cinderella”with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?”“Size ….”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are ….”In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentencepattern “A pair of …for ….”The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them. It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom come to the shoe store.It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness.b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.c)After be familiar with the text, let the Ss try to act out the dialogue. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mother’s Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English. This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5: HomeworkReview the new language points and recite the dialogue.Ⅴ. Blackboard designShow on the CAI.(It’s a ….) Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, andwe still have long way to go.Above is the lecture notes of my lesson. Thank you.。
人教版PEP小学英语四年级下册Unit 5 B Let's talk 说课稿
Teaching Plan InterpretationBook4 Unit5 My clothes B Let’s talkLadies and Gentlemen. It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Book4 Unit5 B Let’s talk which comes from PEP primary English. This section is mainly about asking the price and inquiring the clothes size. I’ll explain how to teach and why do so from the following aspects: the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedure and blackboard design.I. The analysis of the teaching materialsFirst, let me talk about the analysis of teaching materials. This lesson is about a shopping topic. By study of this unit, the students know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “What size?”“How much are they?” and“We’ll take them.”are the key and difficult points of this unit.The study of this lesson will help the students with daily communication.More over, this lesson completes the transition of the phrase “a pair of ...”to the sentence pattern “A pair of ... for ...” ,and helps the students further consolidate the knowledge of words of clothing appearing in plural form.Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to new English lesson standard.1.Perception objective:a)The Ss can hear, read, and use the main sentence patterns “A pair of ... for ...”“What size?”“How much are they?”“We’ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)Bycompleting the task,the Ss increase their interest and set up self-confidence in language studyb)Teach the Ss what “love”is and “managing money matters”, put the moral education in the language studyAfter that, it will be the teaching important points and teaching difficult points. The teaching important points are the following points: F irst of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of ... for ...”“We’ll take them.” to improve the Ss’ abilities in “shopping”;Secondly, teach the Ss how to studyindependently as well as by cooperation.In additional, the teaching difficult points are organized as follows. The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping. Well, how can teacher achieve the teaching objectives better and stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods. I’ll talk about my teaching methods and learning methods below.II. Teaching and learning methodsTeaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching. The former is a “scene-activity” teaching method.It establishes a real scene and the interaction between the teacher and the Ss.It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining, thinking etc. And make preparation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, the Ss’ abilities of studying and working with the learning language will be developed independently.III. The analysis of studentsThe next part will be the analysis of students. Students in Grade 5 are active and curious, interested in new things. After learning English for two years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing the chances of using language.Ⅳ. Teaching procedureLet's move on to the most important part—teaching process. In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, t he teacher inspires for predominance”, I divide the teaching process into five steps.Step1 Warm-upSing a song: The coat in window.So as to the psychological characteristics of children, singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step, teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is ...?” And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice1.Design: Look for Cinderella.Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?”“Size ...”to make the ques tion and answer.This design is a novelty of my lesson. It leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the senten ce pattern “How much are they?” With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer“They are ...”In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mum,introduce the sentence pattern “A pair of ... for ...” The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them. It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills.It creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the a im of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mum come to the shoe store.It reappears the relevant conversation by broadcasting the VCD. Let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to becurious and pursuing interest and freshness.b)After the audio-visual commences, playing the tape recorder completely again let the Ss concentrate on listening, and then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.c)After be familiar with the text, let the Ss try to act out the dialogue. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mother’s Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English. This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of theirclothing and make records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5: HomeworkReview the new language points and recite the dialogue.Ⅴ. Blackboard designShow on the CAI.(It’s a ...) Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson. Thank you.。
小学英语四年级下册课件Unit5 PartB Let's talk(人教PEP版)
A.
B.
C.
D.
Presentation
2.Watch and answer
（1）Whose pants are those?
They are father’s.
（2）Whose coat is this?
It’s Sam’s.
PreseRnetvaiteiwon
3.Follow the video
A.dress B.skirt C.pants
4.They are your___A____.
A.mother’s B.mother C.mothers
mine
名词性物主代词
___T_h_i_s_h_a_t_i_s_m_i_n_e_._____ _T__h_e_se__p_a_n_t_s_a_r_e_m__in_e_.__ _T_h__o_se__s_h_o_e_s_a_r_e_m__in_e_.__
Grammer
Sarah,Can you help me,please?
谁的
Whose coat is this?
Presentation
我的
It’s mine.
Ask and answer
A: Whose schoolbag is this?
B: It’s Li Bo’s.
（提前准备几样学生的物品进行真实性对话）
Grammer
my+名词
形容词性物主代词
This is my hat. These are my pants. Those are my shoes.
Let’s Practise
选择正确的一项 1.__B___coat is this?
A.Who B.Whose C.Where
pep人教版四年级英语下册unit5myclothesBLet's_talk公开课课件
2. Report your list.
(汇报你的清单。)
Put away your used things and make a recycling list.
(整理好你用旧的物品，并做一个可 循环利用物品的清单。)
Recycling for saving.
(谁的)
Watch and answer. (看视频，回答问题。)
Whose coat is this? It’s father’s.
Pair work (两人合作，读对话)
A: Whose coat is this? B: It’s father’s.
Group work (四人一组，询问组里的文具是谁的。)
Whose pants are those?
They’re… father’s
Amy’s
my pants
Watch again and match. (再看视频，连线。)
Whose pants are those?
They’re… father’s
Amy’s
Challenge your memory. (挑战你的记忆。)
They’re …
Whose pants are those? They’re …
Whose pants are those pants are those? They’re …
Listen and repeat. (听录音，跟读对话。)
Mom: Mike! Can you help me, please? Mike: OK. Whose coat is this? Amy: It’s father’s. Mike: Whose pants are those? Mom: They’re Amy’s. Mike: And those? Dad: They’re mine. Mom: Where is Mike? Dad: I don’t know. Mike: Look at me! Amy: Oh, no! Mike! You’re funny.