Is this your pencil教案

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1、精品文檔，僅供學習與交流，如有侵權請聯(lián)系網(wǎng)站刪除 Unit 3 Is this your eraser? 一、單元教材分析 本單元圍繞“識別物品的所屬”，使學生學會詢問物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.; Are these/those your/her/his pens? Yes, they are. No, they arent.”，體會一般疑問句的用法；由形容詞性物主代詞的用法，到初步學習名詞性物主代詞的用法；學習如何寫“失物招領、尋物啟事”，鞏固所學單詞的拼寫“How do

2、you spell pen? P-E-N.”。 通過本單元的教學，使學生學會辨認物品的所有者，學會根據(jù)場景詢問物品的所屬，以及英語中對應的表達法，學會寫尋物啟事和失物招領。教師應著力培養(yǎng)學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，為今后學習打下堅實的語言基礎。本單元與第二單元銜接緊密，由this，that的學習過渡到these, those的學習，由指示一個人、物過渡到指示多個人、物，使學生學會區(qū)分遠近單復數(shù)。 二、單元學情分析 本單元的主題是識別物品的所屬，同時引導學生采用實物演示、課件模擬、小組合作學習和Role playing的學習策略，學習新詞匯，掌握重點句型，使

3、學生能比較好地解決類似問題（失物招領、尋物啟事），既能提高學生解決問題的能力，又能鞏固所學知識。該部分學習內(nèi)容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發(fā)學生的主動性和學習興趣。培養(yǎng)學生拾金不昧的精神和助人為樂、團結友愛的品德。 三、單元教學建議 采用Using contest guessing和Role playing的學習策略，利用實物演示、教學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課時完成教學任務： Section A (1a-2d) 用

4、1課時 Section A (Grammar Focus-3c) 用1課時 Section B (1a-2c) 用1課時 Section B (3a-Self Check) 用1課時 Section A (1a-2d) 一、教學目標： 1. 語言知識目標： 1) 能掌握下列詞匯: 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： ① — Excuse m

5、e. Is this/that…? — Yes, it is. / No, it isn’t. ② — Excuse me. Are these/those…? — Yes, they are. / No, they arent. ③ 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”的學習，讓學生們學會愛惜自己的學習物品，養(yǎng)成照看好自己的物品的好習慣，發(fā)現(xiàn)不屬于自己的物品，應及時歸還物品的主人。該部分學習內(nèi)容貼近學生的生

6、活，談論的主題是學生最關心的問題，極易于激發(fā)學生的主動性和學習興趣。 二、教學重難點 1. 教學重點： 1）能口頭應用以下句型： ① — Excuse me. Is this/that …? — Yes, it is. / No, it isn’t. ② — Excuse me. Are these/those …? — Yes, they are. / No, they aren’t. ③ 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. 教學難點：

7、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、教學過程 Ⅰ. Warming-up and revision 1. 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 isn’t. — Are these/those your…? — Yes,

8、 they are./ No, they aren’t. 3. Collect some items (pen, ruler, cup, book, pencil…) from the students and ask: What’s this in English? What’s that in English? (Help them answer like this: It’s a/an …) Have them work in pairs to practice the questions. 4. Provide more words by

9、 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 Ss read the new words aloud after the teacher. Then try to remember the new words. Ⅱ. Presentation 1. Pretend that you don

10、’t know whose these things are and ask A: “Is this your book?” And lead him/her to answer: “Yes, it is. It’s mine.” Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isn’t. It’s his.” Have the students ask and answer in pairs. (Maybe when they do

11、 this, they’ll 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. It’s mine. — Is this your schoolbag? — No, it isn’t. It’s his/hers. 2. Tell Ss: my book = mine; his book = his; h

12、er book = hers Ⅲ. Listening T: 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 numbers for the conversations. Teacher plays the tape and s

13、tudents listen to it and finish 1b.) T: Let’s check the answers, OK? Ss: … (from left to right) T: Thank you. Ⅳ. Pair work 1. Get the students to work in pairs to practice these conversations. 2. Ask them to practice in groups. Walk around the classroom to check pronunciation and intonat

14、ion. Then call some groups to perform their conversations in front of the class. Ⅴ. Listening 1. 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: Now please

15、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. Let’s see who will do fastest and best. (Play the recording for the students to listen.) （讓學生把聽到的物品選出來，放在自己的桌子上，讓學生動手去做，比單純的單詞辨聽更易引起學生學習的興趣。） T: Now let’s check the answers

16、. 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 st

17、udents 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: Let’s check the answers. I’d like to ask three students to read the conve

18、rsation in role. (Three students read the conversation, filling the missing words. The rest of the students check their answers.) Ⅵ. Pair work 1. 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 so

19、me more school things from your 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. Ⅶ. Presentation 1. Take a pen and a dictionary from S1. Then ask another S2.

20、 (S1= Li Ming, S2= Sun Tao) T: Is this your pen, Li Ming? S1: No, it isn’t. It’s his. T: This is not Li Ming’s pen. It’s Sun Tao’s pen. (Write Li Ming’s, Sun Tao’s on the blackboard. Tell Ss this knowledge is “名詞所有格”，It is the same as my, his, her, your ...) T: Then what about this dictiona

21、ry? Is this your dictionary, Li Ming? S2: No, it isn’t. It’s Sun Tao’s. (This time help S2 answer the question with “Sun Tao’s”) 2. Let Ss understand the using of “名詞所有格”, and repeat the sentences: This is not Li Ming’s pen. It’s Sun Tao’s. What about this dictionary? It’s Sun Tao’s. Ⅷ

22、. Role-play 1. Read the conversation and underline the school things in the dialogue. (Ss read the dialogue and underline the school things. Check their answers with their partner.) 2. Now look at the screen. Read the conversation again and match the things with its owner. (Ss read the

23、conversation and match the things with its owner. Check their answers with their partner.) 3. Let Ss read the 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

24、小組。并鼓勵學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 English. 2. Collect some things from your classmates. And make a conversation with your partner. 板書設計： Section A (1a-2d) 1. New words and expressions: pencil, book, eraser, box, pencil box, s

25、choolbag, dictionary, his, hers, mine, yours, teacher, excuse me 2. Sentence structures: ① — Excuse me. Is this/that …? — Yes, it is. / No, it isn’t. ② — Excuse me. Are these/those …? — Yes, they are. / No, they aren’t. ③ What about …? ⑤ — Thank you for … — You’re welcome. 3. my book

26、= mine; his book = his; her book = hers 4. 2b: erasers; ruler, books, pencil box 5. 名詞所有格 This is not Li Ming’s pen. It’s Sun Tao’s. This is not Li Ming’s dictionary. It’s Sun Tao’s. Section A (Grammar Focus-3c) 一、教學目標： 1. 語言知識目標： 1) 總結歸納辨認物品的所有者所用的句型。 ① — Excuse me. Is

27、this/that …? — Yes, it is. / No, it isn’t. ② — Excuse me. Are these/those …? — Yes, they are. / No, they aren’t. 2) 根據(jù)不同場景,能用英語對物品的所屬進行提問和回答。 3) 培養(yǎng)學生聽、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,指導學生積極與他人合作,相互學習、相互幫助,共同完成學習任務。 二、教學重難點 1. 教學重點： 1) 總結歸納辨認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來熟練運用辨

28、認物品所有者的句型，同時復習所學的學習用品的詞匯。 2. 教學難點： 總結歸納辨認物品的所有者所用的句型；熟練運用這些句型。 三、教學過程 Ⅰ. Warming-up and revision 1. 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 have. 3. T walks around the classroom, pi

29、ck up the things and ask about them. T: Is this your pen? S1: Yes, it is. It’s mine. T: Is this your eraser? S2: No, it isn’t. It’s hers. T: Are these your books? S3: Yes, they are. T: Are those your rulers? S4: No, they aren’t. They are his. Ⅱ. Grammar Focus. 1. 閱讀指導

30、： 1）老師總結已學過的辨認物品的所有者所用的句型。 第一類為辨認單個物品時，較近處的用Is this…; 較遠處的用Is that…；回答用Yes, it is. / No, it isn’t. 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 … 回答用Yes, they are. / No, they aren’t. 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. 學生閱讀并完成下列句子。（可借助課件來完成此任務） ① 這是你的鉛筆嗎？_

31、____ _____ your pencil? ② 是的。它是我的。Yes, ___ _____. It’s ______. ③ 那是你的書包嗎？___ _____ your schoolbag? ④ 不是。它是他/她的。No, ___ ___. It’s ___/____. ⑤ 這是他的綠色鋼筆嗎？ ___ this ___ ____ pen? ⑥ 不是。那只藍色鋼筆是他的。 No, ___ ___. The ______ _____ is ______. ⑦ 這些是你的書嗎？_____ ______ your books? ⑧ 是的。/ 不是。Yes, ____

32、 ____. /No, ____ _____. ⑨ 那些是她的鑰匙嗎？_____ _____ her ____? ⑩ 不是。它們是她的。No. _______ hers. 3. 掌握下列縮寫形式 ① it is = ______ ② they are = _______ ③ is not = _______ ④ are not = _______ ⑤ that is = _______ ⑥ name is = ______ Ⅲ. Practice 1. T: Let’s work on 3a. Look at the pictures

33、 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 the class.

34、 4. Explanation: ① 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。 ② 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. Practice 1. Let’s 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 th

35、e questions with their partner. Then write down their answers in the blanks. 3. Check the answers with the class. Ⅴ. Game 1. 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

36、for the Ss.) T: I have many things in this box. But I’m sorry I don’t know whose these are. Could you help me find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart. You only have two guesses. Language used for the task: T: Is this your math book?

37、S1: Yes, it is. It’s mine. T: Is that your ruler? S2: No, it isn’t. It’s hers. My ruler is blue. T: Kim, is this your dictionary? S3: No, it isn’t. It’s his. T: Jim, are these your erasers? S4: Yes, they are. They are mine. T: Here you are. S4: Thank you. Ⅵ. Exercises Do some more exe

38、rcises. (使用多媒體課件來做更多的練習題來鞏固所學的知識) Homework 1. Review the Grammar Focus again. 2. Play the game with your friends after class. Then write down the conversation on your workbook. 板書設計 Section A Grammar Focus-3c 1. — Is this/that …? — Yes, it is. No, it isn’t. — Are these/those …?

39、— Yes, they are. No, they aren’t. 2. it’s = it is, isn’t = is not, aren’t = are not 3. 3a: this; isn’t; these; they; that; is; those; aren’t 4. 3b: 1. it is; hers 2. it isn’t; It’s 3. they are; his 4. they aren’t; They’re Section B 1a-2c 一、教學目標： 1. 語言知識目標： 1) 掌握下列詞匯：baseba

40、ll, watch, computer game, ID card, notebook, ring, bag, library, lost, at, call 理解下列詞匯：ask, some, found, classroom, e-mail 2) 掌握下列句型： — What’s this? — It’s a watch. — 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和尋物啟示。 2. 情感態(tài)度價值觀目標： 通過學習“詢問物品所屬”及

41、閱讀“尋物啟事和失物招領”。既可以提高學生遇到類似挫折時的解決問題的能力，激發(fā)學生的主動性和學習興趣。又能培養(yǎng)學生拾金不昧的精神和助人為樂、團結友愛的品德。 二、教學重難點 1. 教學重點： 1）學習新詞匯及詢問如何拼寫詞匯的句型。 2）通過聽、說的訓練來讓學生熟練掌握詢問物品的所屬或?qū)ふ椅锲返闹魅恕? 3）閱讀一些簡單的招領和尋物啟示，并能獲得相關信息。 2. 教學難點： 閱讀一些簡單的招領和尋物啟示，并能獲得相關信息。 三、教學過程 Ⅰ. Warming- up and revision 1. Greeting the Ss. Check the homework. 2

42、. Review the school things we learned in Section A. Let Ss say the school things they have. 3. Pick up some school things from the students’ desk 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 Mei’

43、s ruler? Ss: Yes, it is. It’s hers. T: Is that Li Mei’s pencil? Ss: No, it isn’t. It’s Wu Ming’s. T: Are these Li Mei’s pens? Ss: Yes, they are. They’re hers. T: Are those Li Tao’s books? Ss: No, they aren’t. They’re Zhang Bin’s. Ⅱ. Presentation 1. T: Look at the picture.

44、 (Show students a picture of a watch.) T: What’s this in English? It’s a watch. (Ask a student) What’s this in English? S1: It’s a watch. T: Good. (Ask another student.) What’s this in English? S2: It’s a watch. T: How do we spell watch? (Show students the spelling.) W-A-T-C-H, watch. Read af

45、ter me, please. S3: W-A-T-C-H, watch. 2. (Teach the other words “baseball, computer game, key, notebook, ring and ID card…” in the same way.) T: Let’s say the words again. What’s this in English? (Show the words random. Ask questions like this.) S4: It’s a key. T: How do you spell it? S4

46、: K-E-Y. Ⅲ. Practice 1. 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: OK. (Ss work with their partners try to match the words with the things in the picture.) 2. Check the answers. 3. T: N

47、ow 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 them.) 4. Ask some pairs to act out the conversation. Ⅳ. Listening 1. Work on 1c. T: Listen to the conversatio

48、n. 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 recording twice. Students listen and circle the items.) T: Let’s check the answers, OK? S1: … T: Who would l

49、ike 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 time you will pay attention to the things Linda and Mike are looking for. Then write

50、down the names of the things under each person’s 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 answers with the class) Ⅴ. Pair work 1. Now let’s make conversati

51、ons 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 conversations as the teacher asks. 3. Let some pairs act

52、 out their conversations. Ⅵ. Writing 1. 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 work with their partners. 3. Let some Ss

53、report their things to the class. Ⅶ. 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 is. (Write library and cl

54、assroom on the blackboard) 2. T: My phone number is 13965748761. So you can call me at 13965748761. And my e-mail address is Engteacher@. So you can e-mail me at Engteacher@. right? (Write “call me at…” and “e-mail me at…” on the blackboard) 3. Let the students read and try remember the new word

55、s and expressions. Ⅷ. Reading 1. T: Have you ever picked up others’ things or lost anything? 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

56、, what should you do? You can answer it in English or Chinese. S1: Call “110”. S2: Tell the teacher about it. S3: Ask my classmate to help me look for it. S4: Tell my parents. S5: 尋物啟事。 T: You are great! Here are four notices on the board. Read the notices and circle the lost things. 2. Let

57、some Ss say the answers. 3. Read the notices again and write down the items. Then check (√) Lost or Found. 4. 閱讀指導 ① 在第一條信息中，開頭是Lin Hai，結尾是Mike，由常識可知是Mike給Lin Hai的留言條，關鍵句“Is it yours?它是你的嗎？”，可知是Mike拾到的該物。故此條是Found條。 ② 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。 ③ 第三條和第四信息中明確有Fo

58、und和Lost的說明，故較容易確定。 5. Check the answers with the class. Homework 1. Remember the new words we learned today. 2. 認真閱讀下面 “失物啟事”與“招領啟事”并完成后面的句子。 Lost My school ID card. My name is Mike. Please call 263-1412. Found New watch. Is this your watch? Please call Ann. Phone

59、553-7618. ① ________ lost the school ID card? ② You can call ________ to get the new watch back? ③ Mike’s telephone number is _________? ④ ________ found the new watch? 板書設計： Section B 1a-2c 1. baseball, watch, computer game, ID card, notebook, ring, bag 2. 1.e 2.b 3.h 4.a 5. i

60、 6. g 7.c 8.d 9.f 3. — What’s this? — It’s a watch. — How do you spell it? — W-A-T-C-H. 4. call me at … e-mail me at … 5. computer game (found), watch (found), some keys(found), school ID card(lost) Section B 3a-Self Check 一、教學目標： 1. 語言知識目標： 1）總結復習所學過的有關學習用品

61、的英語詞匯。 2）總結復習形容詞性物主代詞與名詞性物主代詞，并了解它們的用法。 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) 在老師的指點幫助下能夠?qū)懸恍┖唵蔚恼蓄I和尋物啟示。 2. 情感態(tài)度價值觀目標： 通過學習“詢問物品所屬”及寫作“尋物啟事和失物招領”。既可以提高學生遇到類似挫折時的解決問題的能力，激發(fā)學生的主動性和學習興趣。又能培養(yǎng)學生拾金不昧的精神和助人為樂、團結友愛的品德。 二、教學重難點 1. 教學重點： 1）總結復習有關學習用品的詞匯。 2）通過讀、寫的訓練來讓學生熟練掌握詢問物品的所屬或?qū)ふ椅锲返闹魅恕? 3）寫作一些簡單的招領和尋物啟示

62、。 2. 教學難點： 指導學生寫作一些簡單的招領和尋物啟示。 三、教學過程 Ⅰ. Warming- up and revision 1. 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 students’ desk and ask about the

63、m. (Using this, that, these, those) Let other students answer the questions. They must say the owner the things. T: Is this Li Mei’s schoolbag? S1: Yes, it is. It’s hers. T: Is that Li Mei’s notebook? Ss: No, it isn’t. It’s Wu Ming’s. T: Are these Li Mei’s ID card? Ss: Yes, they

64、 are. They’re hers. T: Are those Li Tao’s computer games? Ss: No, they aren’t. They’re Zhang Bin’s. Ⅱ. Presentation (Show a set of keys to the Ss.) T: These are some keys. This is a set of keys. (Write on the blackboard.) a set of 一套；一幅；一組 a set of stamps 一套郵票 a bag of

65、 一袋子…… a bag of rice 一袋大米 a bag of apples 一袋蘋果 Ⅲ. Writing 1. Let’s work on 3a. Here are two notices but some words in the notes are missing. Read the notices and complete the notices with the words or phone number in the box. 2. Ask some Ss read the words in the box. One read

66、them in English. The other read them in Chinese. 3. Ss read and complete the notices. 4. Check the answers. Ⅳ. Writing 1. 寫作指導： T: Have you ever picked up others’ things or lost anything? What are they? S1: I lost a dictionary. S2: I picked up a watch. T: Good. What will you do with these things? Ss: … Write a notice and put up in the lost and found. T: All of you are right. Today we are going to learn how to write “Lost” and “Found” notices. Look at the “Los