UnitIsthisyourpencil教案

1、Unit 3 Is this your pencil?一、單元教材分析本單元圍繞“識別物品的所屬，使學(xué)生學(xué)會詢問物品的主人的根本句型“ Is this/that your/her/his pencil? Yes, it is. No, it isn t.; Are these/those your/her/his pens? Yes, they arethey arent. ，體會一般疑問句的用法；由形容詞性物主代詞的用法，到初步學(xué)習(xí)名詞性物 主代詞的用法；學(xué)習(xí)如何寫“失物招領(lǐng)、 尋物啟事，穩(wěn)固所學(xué)單詞的拼寫“ How do you spell pen? P-E-N. 。 通過本單元的教學(xué)，使

2、學(xué)生學(xué)會識別物品的所有者，學(xué)會根據(jù)場景詢問物 品的所屬，以及英語中對應(yīng)的表達法，學(xué)會寫尋物啟事和失物招領(lǐng)。教師應(yīng)著力培養(yǎng)學(xué)生能 在日常交際交往中有效地使用語言進行表達， 與他人溝通信息， 為今后學(xué)習(xí)打下堅實的語言 根底。本單元與第二單元銜接緊密， 由 this，that 的學(xué)習(xí)過渡到 these, those 的學(xué)習(xí)，由指 示一個人、物過渡到指示多個人、物，使學(xué)生學(xué)會區(qū)分遠近單復(fù)數(shù)。二、單元學(xué)情分析本單元的主題是識別物品的所屬，同時引導(dǎo)學(xué)生采用實物演示、課件模擬、小組合作學(xué) 習(xí)和Role playing的學(xué)習(xí)策略，學(xué)習(xí)新詞匯，掌握重點句型，使學(xué)生能比擬好地解決類似問 題(失物招領(lǐng)、尋物啟事)

3、，既能提高學(xué)生解決問題的能力，又能穩(wěn)固所學(xué)知識。該局部學(xué) 習(xí)內(nèi)容貼近學(xué)生的生活， 談?wù)摰闹黝}是學(xué)生最關(guān)心的問題， 極易于激發(fā)學(xué)生的主動性和學(xué)習(xí) 興趣。培養(yǎng)學(xué)生拾金不昧的精神和助人為樂、團結(jié)友愛的品德。三、單元教學(xué)建議采用Usi ng con test guess ing和Role play ing的學(xué)習(xí)策略，利用實物演示、教學(xué)圖片或制作 多媒體課件來展開課堂Pair work, Group work的口語交際活動，識別物品的所屬，體會指示 代詞、一般疑問句的用法。四、單元課時分配本單元可用 4 課時完成教學(xué)任務(wù)： Section A1 (1a-2d) 用 1課時Sectio n A2 (Gra

4、mmar Focus-3c)用 1 課時Section B1 (1a-2c) 用 1 課時Sectio n B2 (3a-Self Check用 1 課時Section A1 (1a-2d)一、教學(xué)目標：1. 語言知識目標：1) 能掌握以下詞匯 : pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, Youre welcome.2) 能掌握以下句型： 一Excuse me. Is this/that ? Yes, it is/ No,

5、it isn t. Excuse me. Are these/those? Yes, they are. / No, they arent. What about ？3) 能初運用名詞性物主代詞 mine, yours, his, hers；理解名詞性物主代詞和形容詞性物主代 詞在用法上的區(qū)別。2. 情感態(tài)度價值觀目標：通過“識別物品的所屬的學(xué)習(xí)， 讓學(xué)生們學(xué)會愛惜自己的學(xué)習(xí)物品， 養(yǎng)成照看好自己的 物品的好習(xí)慣，發(fā)現(xiàn)不屬于自己的物品，應(yīng)及時歸還物品的主人。該局部學(xué)習(xí)內(nèi)容貼近學(xué)生 的生活，談?wù)摰闹黝}是學(xué)生最關(guān)心的問題，極易于激發(fā)學(xué)生的主動性和學(xué)習(xí)興趣。二、教學(xué)重難點1. 教學(xué)重點：1) 能口頭

6、應(yīng)用以下句型： 一Excuse me. Is this/that? Yes, it is/ No, it isn t. Excuse me. Are these/those ? Yes, they are. / No, they are. What about ?2) 能初步運用名詞性物主代詞mine, yours, his, hers理解名詞性物主代詞和形容詞性物主 代詞在用法上的區(qū)別。2. 教學(xué)難點：能初步運用名詞性物主代詞 mine, yours, his, hers理解名詞性物主代詞和形容詞性物主代詞在用法上的區(qū)別。三、教學(xué)過程I . Warming-up and revision1.

7、 Greeting the Ss. Good morning! /Hello!/ Hi! .2. Let some Ss show their family photo. Ask: Is this your？ Yes, she/he is. /No, she/he is. Are these/those your？ Yes, they are./ No, they arerit.3. Collect some items (pe n, ruler, cup, book, pen cil) from the stude nts and ask:Whatsthis in English?Whats

8、 that in English?(Help them an swer like this: Itsa/a n )Have them work in pairs to practice the questions.4. Provide more words by showing the students the picture in 1a.T: What can you see in the picture? Collect their answers. Also ask them to finish 1a by themselves. Check their answers.4. Let S

9、s read the new words aloud after the teacher. Then try to remember the new words.n. Presentation1. Pretend that you dont know whose these things are and ask A:“Is this your book?And lead him/her to answer: “Yes, it is. Its mine.Then take another one and ask its owner:“Is this your schoolbag?Help him

10、/her to answer: “No, it isnt. Its his.Have the students ask and answer in pairs. (Maybe when they do this, theyll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out. Is this your book? Yes, it is. Its mine. Is this your schoolbag? No

11、, it isnt. Its his/hers.2. Tell Ss: my book = mine; his book = his;her book = hers川.ListeningT: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.(Point to the boxes to show where students write the

12、numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)T: Lets check the answers, OK?Ss:(from left to right)T: Thank you.IV. Pair work1. Get the students to work in pairs to practice these conversations.2. Ask them to practice in groups. Walk around the classr

13、oom to check pronunciation and intonation. Then call some groups to perform their conversations in front of the class.V. Listening1. Work on 2a.T: Please look at the pictures in 2a. Can you say their English name?(Teacher asks the students to name each one individually.)S1: This is S2: This is S3:T:

14、 Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Lest see who will do fastest and best.(Play the recording for the students to listen.) (讓學(xué)生把聽到的物品選出來，放在自己的桌子上，讓學(xué)生動手去做，比單純的單詞辨聽更 易引起學(xué)生學(xué)習(xí)的興趣。 )T: Now lets check the an

15、swers. Please hold the things you hear and say their English names, OK? (Make sure students hold the things to show them to the other students.)2. Work on 2b.T: Now please read the words. One holds the things, the others read them aloud one by one.(One student holds the things, and the other student

16、s say the words aloud.)T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.(Play the recording. Students listen and complete the conversation.)T: Letscheck the answers. dI like to ask three students to read the conversation in role

17、.(Three students read the conversation, filling the missing words. The rest of the students check their answers.)W.Pair work1. T: Now please practice the conversation with your partner.2. Ask some pairs to act out the dialogue in front of the class.3. T: Now collect some more school things from your

18、 classmates. Then make a new conversation with your partner. Then practice your conversation.4. Ask some pairs stand up and act out their dialogue using the school things they collected.VD. Presentation1. Take a pen and a dictio nary from S1. The n ask ano ther S2. (S1= Li Ming, S2= Sun Tao)T: Is th

19、is your pen, Li Ming?S1: No, it isn. It hS.T: This is not Li Min gspe n. ItS un Tape n.(Write Li Mi ng s, Sun Tacs on the blackboard. Tell Ss this kno wledge is名詞所有格 ，It is the same as my, his, her, your .)T: Then what about this dictionary? Is this your dictionary, Li Ming?S2: No, it isn.It MSun Ta

20、. (This time help S2 answer the question with Sun Taos)2. Let Ss understand the using of 名詞所有格 ,and repeat the sentences:This is not Li Min gspe n. ItS un Ta.What about this dicti onary? It Sun Taos.Vffl. Role-play1. Read the con versati on and un derl ine the school things in the dialogue.(Ss read

21、the dialogue and underline the school things. Check their answers with theirpart ner.)2. Now look at the screen. Read the conversation again and match the things with its owner.(Ss read the conv ersati on and match the things with its owner. Check their an swers with their part ner.)3. Let Ss read t

22、he dialogue after the teacher. Then let Ss practice the conversation.4. Ask some pairs to act out the conversation in front of the class.5. 評價：(讓學(xué)生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內(nèi)評價，然后進行評出最優(yōu)秀的小組。并鼓勵學(xué)生們下一次爭取做最優(yōu)秀的小組及個人。)Homework:1. Let Ss collect their school things and try to say them in En glish.2. Collect

23、 some things from your classmates. And make a conv ersati on with your part ner.板書設(shè)計：Sectio n A1 (1a-2d)Section A2 (Grammar Focus-3c)1. New words and expressi ons:一、教學(xué)目標：pen cil, book, eraser, box, pencil box, schoolbag, dict ion ary, his, hers,1語言知識目標：mine, yours, teacher, excuse me2. Sentence stru

24、ctures:一Excuse me. Is this/that?Yes, it is/ No, it isnt.1) 總結(jié)歸納識別物品的所有者所用的句型。 一Excuse me. Is this/that？一 Yes, it is/ No, it isn t. 一 Excuse me. Are these/those ? Yes, they are. / No, they are2) 根據(jù)不同場景 , 能用英語對物品的所屬進行提問和答復(fù)。3) 培養(yǎng)學(xué)生聽、說、讀、寫的能力及創(chuàng)新思維能力。2. 情感態(tài)度價值觀目標：通過開展小組活動 ,指導(dǎo)學(xué)生積極與他人合作 ,相互學(xué)習(xí)、相互幫助,共同完成學(xué)習(xí)任務(wù)

25、二、教學(xué)重難點1. 教學(xué)重點：1) 總結(jié)歸納識別物品的所有者所用的句型。2) 通過進行不同形式的對話練習(xí)來熟練運用識別物品所有者的句型，同時復(fù)習(xí)所學(xué)的 學(xué)習(xí)用品的詞匯。2. 教學(xué)難點：總結(jié)歸納識別物品的所有者所用的句型；熟練運用這些句型。三、教學(xué)過程I . Warming-up and revision1. Greeting the Ss and Check the homework.2. (Ask Ss to put some school things on their desks.)Let some Ss stand up and say what school things they

26、have.3. T walks around the classroom, pick up the things and ask about them.T: Is this your pen?S1: Yes, it is. Itsmine.T: Is this your eraser?S2: No, it isnt.Itshers.T: Are these your books?S3: Yes, they are.T: Are those your rulers?S4: No, they arent. They are his.n. Grammar Focus.1. 閱讀指導(dǎo)：1)老師總結(jié)已學(xué)

27、過的識別物品的所有者所用的句型。第一類為識別單個物品時，較近處的用Is this；較遠處的用Is that；答復(fù)用Yes, it is. / No, it isnt.第二類為介紹多個物品時， 較近處的用 Are these ； 較遠處的用 Are those 答復(fù)用 Yes, they are. / No, they arent.2物主代詞分為兩類，一類是形容詞性物主代詞，另一類為名詞性物主代詞。 在用法上形容詞性物主代詞 + 名詞 = 名詞性物主代詞2. 學(xué)生閱讀并完成以下句子。 可借助課件來完成此任務(wù) 這是你的鉛筆嗎？ your pencil? 是的。它是我的。 Yes, _. Its .

28、 那是你的書包嗎？ _ _ your schoolbag? 不是。它是他 / 她的。 No, _ _. Its _/ 這是他的綠色鋼筆嗎？ _this _ pen? 不是。那只藍色鋼筆是他的。No, _ _. The _ is 這些是你的書嗎？ _ your books? 是的。 / 不是。 Yes, _. /No, _ 那些是她的鑰匙嗎？ her _? 不是。它們是她的。 No. _hers.3. 掌握以下縮寫形式it is = they are =is not = are not =that is = name is =川.Practice1. T: Letswork on 3a. Loo

29、k at the pictures in 3a. We can see the first picture is close to us, but the second picture is a little far from us. When we ask about them, we must pay attention to the use of this, that, these and those.2. Now try to complete the questions and answers about each picture.3. Check the answers with

30、the class.4. Explanation: this/these “這，這個 /這些，用于指代在時間或空間上說話人較近的人或物。 that/those “那，那個 /那些，用于指代在時間或空間上說話人較遠的人或物。IV. Practice1. Lets work on 3b.T: Read the questions and complete the answers. You should pay attention to this/that and these/those。2. Ss read the questions and answer the questions with t

31、heir partner. Then write down their answers in the blanks.3. Check the answers with the class.V. Game1. Divide the Ss into five or six groups. Each group has six to eight students. All the students in a group put some of their school things into a box.(T makes a model for the Ss.)T: I have many thin

32、gs in this box. ButmI sorry I dont know whose these are. Could you help me find the owners? Let ssee who can find all the owners first and write the ownersnames in the chart. You only have two guesses.Language used for the task:T: Is this your math book?S1: Yes, it is. Its mine.T: Is that your ruler

33、?S2: No, it isnt. It s hers. My ruler is blue.T: Kim, is this your dictionary?S3: No, it isnt. It s his.T: Jim, are these your erasers?S4: Yes, they are. They are mine.T: Here you are.S4: Thank you.W.ExercisesDo some more exercises.(使用多媒體課件來做更多的練習(xí)題來穩(wěn)固所學(xué)的知識 )Homework1. Review the Grammar Focus again.

34、2. Play the game with your friends after class. Then write down the conversation on your workbook.板書設(shè)計Secti on A2 Grammar Focus-3cSectionB11a-2fs this/that ？Yes, it is. No, it is.、教學(xué)1.語言知識目標1)掌握以下詞匯：;ibasebesewac?；, comPuteiosmereDTard, notebook, ring, bat, call=it is, isnt = is not, arent = are not

35、ag, library, lost,2)4. 3b: 1. it is; hers2. it isnt; It sf 列詞匯thesansowe, fou叫.chesaomeWre掌握以下句型:理解What this?It sa watch.目標 Are these/those ？ Yes, they are. No, they arert.How do you spell it? W-A-T-C-H.3能夠使用目標語言詢問東西的所屬，或者尋找物品的主人4能夠讀懂一些簡單的招領(lǐng)和尋物啟示。2. 情感態(tài)度價值觀目標:通過學(xué)習(xí)“詢問物品所屬及閱讀“尋物啟事和失物招領(lǐng)。既可以提高學(xué)生遇到類似 挫折時

36、的解決問題的能力，激發(fā)學(xué)生的主動性和學(xué)習(xí)興趣。又能培養(yǎng)學(xué)生拾金不昧的精神和 助人為樂、團結(jié)友愛的品德。二、教學(xué)重難點1. 教學(xué)重點：1學(xué)習(xí)新詞匯及詢問如何拼寫詞匯的句型。2通過聽、說的訓(xùn)練來讓學(xué)生熟練掌握詢問物品的所屬或?qū)ふ椅锲返闹魅恕?閱讀一些簡單的招領(lǐng)和尋物啟示，并能獲得相關(guān)信息。2. 教學(xué)難點：閱讀一些簡單的招領(lǐng)和尋物啟示，并能獲得相關(guān)信息。三、教學(xué)過程I . Warming- up and revision1. Greeti ng the Ss. Check the homework.2. Review the school things we learned in Section A

37、. Let Ss say the school things they have.3. Pick up some school things from the studentsdesk and ask about them. (Using this, that, these, those) Let other students answer the questions. They must say the owner the things.T: Is this Li Meis ruler?Ss: Yes, it is. Ist hers.T: Is that Li Meis pencil?Ss

38、: No, it isnt. It s Wu Mings.T: Are these Li Meis pens?Ss: Yes, they are. Therye hers.T: Are those Li Taos books?Ss: No, they arent. Theyre Zhang Bins.n. Presentation1. T: Look at the picture.(Show students a picture of a watch.)T: Whats this in English? Itsa watch.(Ask a student) Whats this in Engl

39、ish?S1: Itsa watch.T: Good. (Ask another student.) Whats this in English?S2: Itsa watch.T: How do we spell watch? (Show students the spelling.)W-A-T-C-H, watch. Read after me, please.S3: W-A-T-C-H, watch.2. (Teach the other words baseball, computer game, key, notebook, ring and ID cardn the same way

40、.)T: Letssay the words again. Whatsthis in English?(Show the words random. Ask questions like this.)S4: Itsa key.T: How do you spell it?S4: K-E-Y.川.Practice1. ? T: Now look at the 1a. Here are some new words in the box and some pictures below the box.Match the words with the things in the picture.Ss

41、: OK. (Ss work with their partners try to match the words with the things in the picture.)2. Check the answers.3. T: Now please work with your partner, practice the conversation in 1b. Use the pictures in 1a. (Students practice the conversation. As students work, the teacher moves around and help th

42、em.)4. Ask some pairs to act out the conversation.IV. Listening1. Work on 1c.T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.(Play the recordin

43、g twice. Students listen and circle the items.)T: Lets check the answers, OK?S1:T: Who would like to say the circled words again?S2:(Check the answers with the class)2. Work on 1d.T: Please look at the two pictures in 2b. One is Linda, and the other is Mike. Listen to the conversations again. This t

44、ime you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things under each persons picture.(Play the recording for the students to write down the words.)T: Well, what is Linda looking for?S3:T: What about Mike? What is he looking for?S4:(Check the ans

45、wers with the class)V. Pair work1. Now lets make conversations about the things in 1d. Suppose you are Linda and your partner is Mike. Make a conversation and practice it. Then you can change roles. Your partner is Linda and you are Mike. Make another conversation again and practice it.2. Ss make co

46、nversations as the teacher asks.3. Let some pairs act out their conversations.W. Writing1. We all have many school things. We always lose some school things easily. Now discuss the school things you lose easily with your partner. Write them down on your workbook. Then report them to the class.2. Ss

47、work with their partners.3. Let some Ss report their things to the class.VD. Presentation(Using pictures or showing Ss pictures on the screen)1. T: Now look at the screen. This is our school library. Is it a nice library?Ss: Yes, it is.T: This is our classroom. Is this a nice classroom?Ss: Yes, it i

48、s.(Write library and classroom on the blackboard)my e-mail address is . So you can e-mail me at . right?(Write “all me at a nd e-mail me at on the blackboard)3. Let the students read and try remember the new words and expressions.Vffl. Reading1. T: Have you ever picked up othersthings or lost anythi

49、ng? What are they?S1: I lost a backpack.S2: I picked up a pen.T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.T: If you lost something, what should you do? You can answer it in English or Chinese.S1: Call“110.S2: Tell the teacher abou

50、t it.S3: Ask my classmate to help me look for it.S4: Tell my pare nts.S5:尋物啟事。T: You are great! Here are four no tices on the board. Read the no tices and circle the lost things.2. Let some Ss say the an swers.3. Read the notices again and write down the items. Then check*) Lost or Found.4. 閱讀指導(dǎo) 在第一

51、條信息中，開頭是Lin Hai,結(jié)尾是Mike,由常識可知是Mike給Lin Hai的留言 條，關(guān)鍵句“Is it yours它是你的嗎？ 可知是Mike拾到的該物。故此條是Found條。 由第二條信息中的第一句話 “Is this your watch?可知是John撿到的手表。故此條也 是Found條。 第三條和第四信息中明確有Found和Lost的說明，故較容易確定。5. Check the an swers with the class.Homework1. Remember the new words we lear ned today.2. 認真閱讀下面 失物啟事與招領(lǐng)啟事并完成后

52、面的句子LostMy school ID card. My name is Mike. Please call 263-1412.FoundNew watch. Is this your watch? Please call A nn. Phone 553-7618. lost the school ID card? You can callto get the new watch back? Mike s telephone number is? found the new watch?板書設(shè)計：Sectio n B1 1a-2cSection B 3a-Self Check1. baseb

53、all, watch, computer game, ID card, no tebook, ring, bag一、教學(xué)目標：2. 1.e2.b3.h4.a5. i 6. g 7.c8.d9.f1. 語言知識目標：3. What sthis? It sa watch.1) 總結(jié)復(fù)習(xí)所學(xué)過的有關(guān)學(xué)習(xí)用品的英語詞匯。How do you spell it? W-A-T-C-H.2) 總結(jié)復(fù)習(xí)形容詞性物主代詞與名詞性物主代詞，并了解它們的用法4. call me at e-mail me at 3) 能夠使用目標語言詢問東西的所屬，或者尋找物品的主人。5. computer game (foun d

54、), watch (foun d), some keys(fo un d), school ID card(lost)4) 在老師的指點幫助下能夠?qū)懸恍┖唵蔚恼蓄I(lǐng)和尋物啟示。2. 情感態(tài)度價值觀目標:通過學(xué)習(xí)“詢問物品所屬及寫作“尋物啟事和失物招領(lǐng) 。既可以提高學(xué)生遇到類似挫 折時的解決問題的能力， 激發(fā)學(xué)生的主動性和學(xué)習(xí)興趣。 又能培養(yǎng)學(xué)生拾金不昧的精神和助 人為樂、團結(jié)友愛的品德。二、教學(xué)重難點1. 教學(xué)重點：1)總結(jié)復(fù)習(xí)有關(guān)學(xué)習(xí)用品的詞匯。2)通過讀、寫的訓(xùn)練來讓學(xué)生熟練掌握詢問物品的所屬或?qū)ふ椅锲返闹魅恕?) 寫作一些簡單的招領(lǐng)和尋物啟示。2. 教學(xué)難點：指導(dǎo)學(xué)生寫作一些簡單的招領(lǐng)和尋

55、物啟示。三、教學(xué)過程I . Warming up and revision1. Greeting the Ss. Check the homework.2. Review the school things we learned in Section B. Let Ss say the school things they have.3. Pick up some school things (learned in Section B) from the studentsdesk and ask about them. (Using this, that, these, those) Let

56、other students answer the questions. They must say the owner the things.T: Is this Li Meis schoolbag?S1: Yes, it is. Ist hers.T: Is that Li Meis notebook?Ss: No, it isnt. It s Wu Mings.T: Are these Li Meis ID card?Ss: Yes, they are. Therye hers.T: Are those Li Taos computer games?Ss: No, they arent. Theyre Zhang Bins.n. Presentation(Show a set of keys to the Ss.)T: These are so