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1、Unit 3 Is this your pencil教学内容本单元围绕着Is this your pencil?这一主题开展听、说、读、写等多种教学活动，其教学 核心内容是确认物主。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场 景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力 培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打 下坚实的语言基础.教学目标1）知识目标：A.学习并掌握指示代词：this、that；B.学习What引导的特殊疑问句；C.学会Yes/No问句及其简单回答；D.学会句型:-How do you spe
2、ll pen? P-E-N.2）能力目标：A ,能辨认物品的所有者；B.根据不同场景，能用英语对物品的所属进行提问和回答；C ,能识别不同句式的语调（陈述句，疑问句）；D.培养学生听、说、读、写的能力及创新思维能力.3）情感目标：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人 格；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 studen
3、ts 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: Lets check the answers. Td like to ask three students to read the conversation in ro
4、le.(Three students read the conversation, filling the missing words. The rest of the students check their answers.)Step Three: New drills.1. Present the new drills.(用实物引入新句型，帮助学生用正确的句子来回答。)(The teacher shows students a pencil.)T: Whats this in English?S: Itzs a pencil.T: How do you spell it ?S: P-E-
5、N-C-I-L.(Change an eraser. Ask and answer in the same way.)Practice the drills.(学生分组练习新句型。)T: Now please practice the conversation with your partner. Use the words shown in 3a.Sa： Whats this in English?Sb： Its a ruler.Sa： How do you spell it ?Sb： R-U-L-E-R.（As students practice, the teacher moves ar
6、ound the classroom checking progress and offering pronunciation and intonation support as needed.）T: III ask some pairs of students to practice the conversations.Sa： .Sb： .2. Play the game : A spelling game.（进行一个拼写游戏比赛，进一步操练新句 型。）T: Now lets play a spelling game. We divide our class into two groups.
7、 Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Lets start.Sa： How do you spell backpack?Sb： B-A-C-K-P-A-C-K.T: Group B, one point. Its your turn to ask, please,Step Four: Task 2: Find the owner.（此任务主要进行了听
8、、说、写的训练，并复习 了一般疑问句及其简短的回答，以及物主代词的用法。）T: I have some things. But Im sorry I dont know whose these are. Could you help me find the owers ? Lets see who can find all the owners first and write the owners names in the chart.Language used for the task:1. Is this your math book?Yes, it is. Its my math boo
9、k.2. Is that your ruler?No, it isnt. Its her ruler. My ruler is blue.3. Kim, is this your dictionary?Yes, it is. Its my dictionary.Here you are.Thank you.Step Five: Summary and homework.（录音作业，要求学生使用准确的语调来读一般 疑问句和特殊疑问句。）In this class, weve learned what, how and yes-no questions mainly. And we also re
10、vised the possessive adjectives and key words.After class, please practice what, how and yes-no questions using their own possessions with your partner. When you say the conversation fluently, tape records some of them and then play.First namelast name女名） 男名） 男名）女名） 女名） 女名） 女名） 男名）男名） 男名）女名） 男名） 男名）
11、女名） 女名） 女名） 女名） 男名）男名） 男名）JennyAlan Jim Tom Mice Linda Kim GinaUary lony Bob Jack NickMiler Hand Green Green Smith Brown Brown Hand Green SrrathMiler Brown Hand2）Discuss about the differences between English names and Chinese names.（通过4、组 讨论、总结的方式进行，使学生掌握中英文名字的异同。）Teacher: Thank you for your job. I
12、think they are all good English names. For example,SusarTis a first name. Brownes a last name. Susan Brownes a beautiful girls name.Who wants to have this name?A: I do.T:OK. Now you have an English name Susan Brown. And your Chinese name is Sun Ping.Can you find the differences between them? Lets lo
13、ok at the next two pictures and have a discussion about the differences between Chinese names and English names.A boy: Im a Chinese boy. My name is Zhang Nan. Zhang is my first name. Its also my family name. Nan is my last name. Its also my given name.A girl: Im Mary Brown. Tm English. Mary is my fi
14、rst name.Brown is last name. Parents usually call me Mary Brown. ButI like to be called Miss Brown.3）Exchange the information.（需要在课前有所准备的情况下进行。）Teacher: Now everyone can choose an English name. But you must pay attention to its meaning. For example, Susan means Molihua in Chinese. Do you know The me
15、anings of your names? If you do,please exchange the information in your group.BoysGirlsFirst nameLast nameIM1 earingFirst nameLast nameMeaning.4)Report the result to the class.(Some students are asked to give a report to the class.)Example:Sa: Im Rose White. Rose is my first name. White is my last n
16、ame.Rose is a kind of beautiful flower. In Chinese it means Meigui.I like my name because I like roses very much. And maybe parents call me Rose because they want me to be beautiful.Homework.Ask the students to sum up the meanings of English names after class. They can read books or search the inter
17、net.小数除法教材简介：本单元的主要内容有：小数除以整数、一个数除以小数、商的近似值、循环 小数、用计算器探索规律、解决问题。教学目标1、使学生掌握小数除法的计算方法。2、使学生会用“四舍五入”法，结合实际情况用“进一”法和“去尾”法取商 的近似数，初步认识循环小数、有限小数和无限小数。3、使学生能借助计算器探索计算规律，能应用探索出的规律进行小数乘除法的 计算。4、使学生体会解决有关小数除法的简单实际问题，体会小数除法的应用价值。教学建议：1 .抓住新旧知识的连接点，为小数除法的学习架设认知桥梁。2 .联系数的含义进行算理指导，帮助学生掌握小数除法的计算方法。课时安排：本单元可安排11课时
18、进行教学。第一课时小数除以整数（一）商大于1教学内容：P16例1、做一做，P19练习三第1、2题。教学目的：1、掌握比较容易的除数是整数的小数除法的计算方法，会用这种方法计算相应 的小数除法。2、培养学生的类推能力、发散思维能力、分析能力和抽象概括能力。3、体验所学知识与现实生活的联系，能应用所学知识解决生活中的简单问题， 从中获得价值体验。教学重点：理解并掌握小数除以整数的计算方法。教学难点：理解商的小数点要与被除数的小数点对齐的道理。教学过程：一、复习准备：计算下面各题并说一说整数除法的计算方法.224 + 4=4164-32=13804-15 =一-导入新课：情景图引入新课：同学们你们喜
19、欢锻炼吗？经常锻炼对我们的身体有益，请看王 鹏就坚持每天晨跑，请你根据图上信息提出一个数学问题？出示例1：王鹏坚持晨练。他计划4周跑步22. 4千米，平均每周应跑多少千米？教师：求平均每周应跑多少千米，怎样列式？ （22.4 + 4）观察这道算式和前面学习的除法相比有什么不同？板书课题：“小数除以整数”。三.教学新课：教师：想一想，被除数是小数该怎么除呢？小组讨论。分组交流讨论情况： （1）生：22. 4 千米=22400 米22400 + 4=5600 米5600 米=5. 6 千米（2）还可以列竖式计算。教师：请同学们试着用竖式计算。计算完后，交流自己计算的方法。教师：请学生将自己计算的竖
20、式在视频展示台上展示出来，具体说说你是怎样算 的？追问：24表示什么？商的小数点位置与被除数小数点的位置有什么关系？引导学生理解后回答“因为在除法算式里，除到被除数的哪一位，商就写在哪一 位上面，也就是说，被除数和商的相同数位是对齐了的，只有把小数点对齐了, 相同数位才对齐了，所以商的小数点要对着被除数的小数点对齐”.问：和前面准备题中的224除以4相比,224除以4和它有哪些相同的地方?有哪 些不同的地方？怎样计算小数除以整数？（按整数除法的方法除，计算时商的小数点要和 被除数的小数点对齐）教师：同学们赞同这种说法吗？（赞同）老师也赞同他的分析.教师：大家会用这种方法计算吗？（会）请同学们用
21、这种方法算一算.四、巩固练习完成“做一做”：25.2 + 634.54-15五、课堂作业：练习三的第1、2题课后反思：学生们在前一天的预习后共提出四个问题：1,被除数是小数的除法怎样计算？（熊佳豪）2,为什么在计算时先要扩大，最后又要将结果缩小？（郑扬）3,小数除以整数怎样确定小数点的位置？（梅家顺）4,为什么小数点要打在被除数小数点的上面？特别是第4个问题很有深度，有研究的价值.在这四个问题的带动下，学生们一直精神饱满地投入到学习的全过程，教学效果相当好.第二课时小数除以整数（二）商小于1教学内容：P17例2、例3、做一做，P18例4、做一做，P1920练习三第3一 11题。教学目的：1、使
22、学生学会除数是整数的小数除法的计算方法，进一步理解除数是整数的小 数除法的意义。2、使学生知道被除数比除数小时，不够商1,要先在商的个位上写0占位；理解 被除数末位有余数时，可以在余数后面添0继续除。3、理解除数是整数的小数除法的计算法则跟整数除法之间的关系，促进学习的 迁移。教学重点：能正确计算除数是整数的小数除法。教学难点：正确掌握小数除以整数商小于1时，计算中比较特殊的两种情况。教学过程：一、复习：教师出示复习题：（1） 22.44-4（2） 21.454-15教师先提问：“除数是整数的小数除法，计算时应注意什么？ ”然后让学生独立 完成。二、新课1、教学例2：上节课我们知道王鹏平均每周
23、跑5. 6千米，那他每天跑多少千米呢?这道题该如何列式？问：你为什么要除以7,题目里并没有出现7？原来这个条件隐藏在题目中,我们要仔细读题才能发现.尝试用例1的方法进行计算，在计算的过程中遇到了什么问题？（被除数的整数部分比除数小）问：“被除数的整数部分比除数小，不够商1,那商几呢?为什么要商0?（在被除 数个位的上面，也就是商的个位上写“0”，用0来占位。）强调：点上小数点后接着算.请同学们试着做一做。2. 4/37. 2/9学生做完后，教师问：在什么情况下，小数除法中商的最高位是0?2、教学例3：先让学生根据题意列出算式，再让学生用竖式计算。当学生计算到12除6时， 教师提问：接下来怎么除
24、？请同学们想一想。引导学生说出：12除6可以根据小数末尾添上0以后小数大小不变的性质，在 6的右面添上0看成60个十分之一再除。请同学们自己动笔试试。在计算中遇到被除数的末尾仍有余数时该怎么办？在余数后面添0继续除的依据是什么？3、做教科书第17页的做一做。4、教学例4：想一想，前面几例小数除以整数是怎样计算的？在计算过程中应注 意什么？整数部分不够商1怎么办?如果有余数怎么办？引导学生总结小数除以整数的计算方法。（1）小数除以整数按照整数除法的方法 去除，（2）商的小数点要和被除数的小数点对齐，（3）整数部分不够除,商0,点上 小数点再除；（4）如果有余数，要添0再除。师：怎样验算上面的小数
25、除法呢？（用乘法验算）自己试一试。5、P18 做一做。三、课堂小结：1、说说除数是整数的小数除法的计算法则。2、被除数比除数小时，计算要注意什么？四、课堂作业：P19第4题，P20第8、11题。五、作业：P19第3、5、6题，P20第7、9、10题。课后小记：本课新增知识点多，难度较大,特别是例3应引导学生去思考其计算依据。 课堂中张子钊同学问到“为什么以往除法有余数时都是写商几余几，可今天却要 在小数点后面添0继续除呢？ ”这反映出新知与学生原有知识产生了认知冲突, 在此应帮助学生了解到知识的学习是分阶段的，逐步深入的。以往无法解决的问 题在经过若干年后就可以通过新的方法、手段、途径来解决，
26、从而引导其构建正 确的知识体系。学生归纳综合能力的培养在高年段显得尤为重要。虽然教材中并没有规 范的计算法则，但作为教师有必要让学生经历将计算方法归纳概括并通过语言表 述出来的过程，所以引导学生小结小数除法的计算法则，然后再由教师总结出规 范简洁的法则是必不可少的教学环节。作业应注意以下几方面错误：1、整数除以整数，商是小数的计算题，学生容易遗忘商的小数点。2、商中间有零的除法掌握情况不太好，需要及时弥补。对于极个别计算 确有困难的同学建议用低段带方格的作业本打草稿，这样便于他们检查是否除到 哪一位就将商写在那一位的上面。B,通过开展小组活动，指导学生积极与他人合作，相互学习、相互帮助,共同完
27、成学习任务.教学重点、难点重点：A.掌握批示代词this、that用法;B,掌握特殊疑问句和Yes/No问句及其简单回答.难点：学会写寻物启事和失物招领.课时安排第一课时 Section A la-lc第二课时 Section A 2a-4b第三课时 Section B la-2c第四课时 Section B 3a-4 Self-check 1-3Period One课前准备教师：录音机，图片，物品实物.学生:实物（学习用品）.教学设计Step One: Warming up.（通过复习形容词性物主代词，把学生引入学习英语的情境中。）Learn the chant.T:Lets sing th
28、e chant together.my是我的,your是你的，男他的是his,女她的是her;名词前面常站岗，限定所属有功劳.Step Two: New words.(利用实物教学，使得教学过程自然、形象。)Present the new words.T: Boys and girls, look at this please. Whats this in English?(Teacher holds a pen in the English.)S1:A pen.(Ss may say it in English.)T: Yeah. Its a pen. And whats this?(The
29、 teacher holds an eraser in the hand.)S2:Itzs an eraser.(Teach the other words such as pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary“ in the same way.)Practice the new words.T: Now, please look at the pictures in your books. Can you put the words with the objec
30、ts in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish la.)T: OK,lets check the answers. Who can tell us the answers?52: .Step Three: Present the drills.1. PresentthedriHIsthis.？Yes/No,it is/isnt.”(利用实物引入句型，使用不同 人的物品来引入形容词性物主代词和名词的搭配的用法。)(Hold the
31、teachers pen.)T:This is my pen.Is this your pen?SI:No,it isnt.Its your pen.T:(Hold the students pen.) This is your pen. Is this your pen?SI:Yes,it is. Its my pen.T:(Hold a girls pen.) This is her pen. Is this your pen?SI:No,it isnt. Its her pen.T:(Hold a boys pen.) This is his pen. Is this your pen?
32、SI:No,it isnt. Its his pen.T: Thank you.2. Practice the drill vIs this your.?” in pairs with your own school things.Pay attention to the use of myz yourz his or her.(利用学习用品操练句型，并加深对物 主代词的理解。)S3:Is this your.?S4:Its my.S3:Is this.?S4:.Its his/her.(The teacher asks a few pairs to practice.)Present the
33、 drill Is that .？ Yes/ No, it is/isnt,(利用教师所站位置的不同来 引入批示代词that的用法，并从位置关系上让学生准确理解this ， that的区别。)T:That is my book. Is that my book?(Put a book on the teachers table so that the Ss can see it clearly, and the teacher stands a little far from the table.)S5:Yes, it is .Its your book.T:That is his book.
34、Is that your book?(Put a boys book on the table and the teacher in the same place.)S5:No, it isnt.Its his book.T:That is her book.Is that your book?(Put a girls book on the table and the teacher in the same place.)S5:No,it isnt.Its her book.(Teach and practice the drill uIs that .? and its answer.)P
35、ractice the drill Is that your.?” in pairs with your own school things.(通过练习，区别两个批示代词的用法。)S6:Is that your.?S7：. Its my .S6:Is that your.?S7: .Its his/her.(The teacher asks some pairs to practice.)Listening.(进行听力练习，巩固所学的句型。)T: Now please listen to the three conversations, the first time you only list
36、en. 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 students listen to it and finish lb.)T: Lets check the answers, OK?S8:(from left to right)T: Thank you.3. Practi
37、ce the drills according to the pictures usinghis or her,z.(设置情景，使 学生在情景中准确运用物主代词his或hero )(Show students four pictures like the followings,见课件。)Step Four: Task Have a contests (把两个学生的文具混在一起，然后请他们分别 挑 出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：This is my.That is her/his.)T：ril put your things and your fri
38、ends7 things together. I want to see if you can identify which is yours and which is hers or his.(Put the same number of the things together, and first ask them to pick out their own things and their partners things. Then ask them to give a report, using the key words and target language. One studen
39、t picks up the things while the other counts the time as well.)Languages used for the task:1. This is my.2. That is her/his.Step Five: Summary.(编一个Chant ,便于学生进一步识记本节课所学的重点词汇和 语言项目。注意应强调Chant的节奏和一般疑问句的语调。)Chant.T: In this class, weve learned the names of some common personal possessions and how to id
40、entify ownership. Lets learn to say this chant.Is this my book? Yes, it is.Is that your ruler? No,it isnt.Is this her pencil? Yes, it is.Is that his erase r? No,it isnt.Homework.Read the new words and the target languages presented in this class and say the chant to improve your spoken English.Perio
41、d Two课前准备教师：录音机，所学物品的图片，一个书包(里面装着事先收集的学习文具)，表格若干 张。学生：一张硬纸写上自己的姓名和电话号码，学习的物品。教学设计Step One: Revision.1. Review the drills.(用学生的姓名和电话号码来复习句型：Is this (that) your (his/her).?及简短回答：Yes, it is./No, it isnt注意教师提问的同时，用手势来帮助 学生给出你预想的答案。)(Put some paper with the names and telephone numbers on the blackboard.)
42、 T: Please look at the blackboard. And answer my questions , please . Is this your first name?51: No , it isnt.T: Is that her last name?52: Yes, it is.T: Is this his telephone number?53: Yes, it is.T: Good. This time, who would like to come to the blackboard and ask questions like me?(Students in tu
43、rn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)2. Review the vocabulary(在黑板的名字旁边贴上学习物品的图片，来复习所学的单 词和句型。)(Put some pictures of things students have learned in class next to the names of the students.)T: Is this your ruler? (Point to Picture 1.)54:
44、No,it isnt.T: Is this her ruler? (Point to Jenny Chen.)Yes, it is.T: Is that your pencil case? (Point to Picture 2.)No, it isnt.T: Is that his pencil case ? ( Point to Jim Wang.)Yes, it is.(Get the students to ask the questions in turn, make sure they use the items they like.)Step Two: Listining.1.
45、Listening (2a).(练习听力前，先让学生再一次说出图片中物品的英文，进一步强 化重点单词。)T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)54: This is.55: This is .T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue a
46、nd please pick up the things you hear. Lets see who will do fastest and best.(Play the recording for the students to listen.)(让学生把听到的物品选出来，放在自己 的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。)T: Now lets check the answers. 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.)Pencil.S9:2. Listening (2b).(进一步强化重点词汇后，进行听力练习，要求完成单词的拼 写。)