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1、Unit 3 Is this your pencil?教案一、单元教材分析本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isnt.; Are these/those your/her/his pens? Yes, they are. No, they arent.,体会一般疑问句的用法；由形容词性物主代词的用法，到初步学习名词性物主代词的用 法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。 通过本单元
2、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口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。本单元与第二单元衔接紧密，由 this, that的学习过渡到ihese, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学 会区分远近单复数。二、单元学情分析本单元的主题是识别物品的所属，同时引导学生采用实物演示、课件模拟、小组合作学习和 Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题(失物招 领、寻物启事)，既
3、能提高学生解决问题的能力，又能巩固所学知识。该部分学习内容贴近学生的 生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧 的精神和助人为乐、团结友爱的品德。三、单元教学建议采用Using contest guessing和Role playing的学习策略，利用实物演示、教学图片或制作多媒 体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般 疑问句的用法。四、单元课时分配本单元可用4课时完成教学任务：Section Al (la-2d)用 1 课时Section A2 (Grammar Focus-3
4、c)用 1 课时Section Bl (la-2c)用 1 课时Section B2(3a-Self Check)用 1 课时Section Al (la-2d)一、教学目标：I .语言知识目标:阅读一些简单的招领和寻物启示，并能获得相关信息。三、教学过程I . Warming- up and revision1. Greeting the Ss. Check the homework.2. Review the school things we learned in Section A. Let Ss say the school things they have.3. Pick up so
5、me 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 Meis ruler?Ss: Yes, it is. Its hers.T: Is that Li Meis pencil?Ss: No, it isnt. Its Wu Mings.T: Are these Li Meis pens
6、?Ss: Yes, they are. Theyre hers.T: Are those Li Taos books?Ss: No, they arent. Theyre Zhang Bins.II . Presentation1. T: Look at the picture.(Show students a picture of a watch.)T: Whats this in English? Its a watch.(Ask a student) Whats this in English?51: Its a watch.T: Good. (Ask another student.)
7、 Whals this in English?52: Its a watch.T: How do wc spell watch? (Show students the spelling.)W-A-T-C-H, watch. Read after me, please.53: 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: Lets say the words again. Whats this in
8、English?(Show the words random. Ask questions like this.)T: How do you spell it?54: K-E-Y.HI. PracticeT: Now look at the la. 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
9、with the things in the picture.)1. Check the answers.2. T: Now please work with your partner, practice the conversation in lb. Use the pictures in la.(Students practice the conversation. As students work, the teacher moves around and help them.)3. Ask some pairs to act out the conversation.IV. Liste
10、ning1. 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 recording twice. Students listen and circle the items.)T: Lets che
11、ck the answers, OK?51: .T: Who would like to say the circled words again?52: .(Check the answers with the class)2. Work on Id.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 Mik
12、e 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?53: .T: What about Mike? What is he looking for?54: .(Check the answers with Ihe class)V. Pair work1. Now lets make c
13、onversations about the things in Id. 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 a
14、ct out their conversations.VI. 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 work with their partners.3. Let some Ss report the
15、ir 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 classroom on the blackboard)
16、(Write “call me at. and e-mail me at.” on the blackboard)Let the students read and try remember the new words and expressions.VII. ReadingT: Have you ever picked up others* things or lost anything? What are they?51: I lost a backpack.52: I picked up a pen.T: Good. What will you do with these things?
17、 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.51: Call “110”.52: Tell the teacher about it.53: Ask my classmate to help me look for it.S5:寻物启事。T: You are great! Here are four notices on the
18、board. Read the notices and circle the lost things.2. Let some Ss say the answers.3. Read the notices again and write down the items. Then check ( V) Lost or Found.4. 阅读指导在第一条信息中，开头是LinHai,结尾是Mike,由常识可知是Mike给Lin Hai的留言条， 关键句“Is it yours?它是你的吗？ ”，可知是Mike拾到的该物。故此条是Found条。 由第二条信息中的第一句话“Is this your wat
19、ch?”,可知是John捡到的手表。故此条也是Found 条。第三条和第四信息中明确有Found和Lost的说明，故较容易确定。5. Check the answers with the class.Homework1 . Remember the new words we learned today.2 .认真阅读下面“失物启事”与“招领启事”并完成后面的句子。LostMy school ID card. My name is Mike. Please call 263-1412.FoundNew watch. Is this your watch? Please call Ann. Pho
20、ne 553-7618. lost the school ID card? You can call to get the new watch back?(3) Mikes telephone number is? found the new watch?板书设计：Section Bl 1 a-2c1. baseball, watch, computer game, ID card, notebook, ring, bag2. 5. i 6.g3. Whats this?一 It a watch.一How do you spell it? - W-A-T-C-H.4. call me at .
21、 e-mail me at .5. computer game (found), watch (found), some keys(found), school ID card(lost)Section B 3a-Self Check一、教学目标：1 .语言知识目标：1）总结复习所学过的有关学习用品的英语词汇。2）总结复习形容词性物主代词与名词性物主代词，并了解它们的用法。3）能够使用目标语言询问东西的所属，或者寻找物品的主人。4）在老师的指点帮助下能够写一些简单的招领和寻物启示。2 .情感态度价值观目标：通过学习“询问物品所属”及写作“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的 解
22、决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结 友爱的品德。二、教学重难点.教学重点：1）总结复习有关学习用品的词汇。2）通过读、写的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。3）写作一些简单的招领和寻物启示。1 .教学难点：指导学生写作一些简单的招领和寻物启示。三、教学过程I , Warming up and revision1. Greeting the Ss. Cheek the homework.2. Review the school things we learned in Section B. Let Ss say the scho
23、ol things they have.3. Pick up some school things （learned in Section B） 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 Meis schoolbag?SI: Yes, it is. Its hers.T: Is that Li Meis n
24、otebook?Ss: No, it isnt. Its Wu Mings.T: Are these Li Meis ID card?Ss: Yes, they are. Theyre hers.T: Are those Li Taos computer games?Ss: No, they arent Theyre Zhang Bins.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
25、套；一幅；一组 a set of stamps 一套邮票a bag of 一袋子 a bag of rice 一袋大米a bag of apples 一 袋苹果Writing1. Lets 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 r
26、ead them in English. The other read them in Chinese.3. Ss read and complete the notices.4. Check the answers.III. Writing1.写作指导：T: Have you ever picked up others, things or lost anything? What are they?S1:1 lost a dictionary.S2: I picked up a watch.T: Good. What will you do with these things?Ss: . W
27、rite 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 “Lost and “Found” notices in 3a and find out the important information about it.51: The lost thing and found thing.52: The name of the owner.53: Color
28、.54: Telephone number.55: Picture.T: Yes. You have done very well. If we write Lost” or Found, we must write the lost thing, the found thing, the persons name, telephone number and color, we can also put a picture of the thing on it.2. T: OK. Now lets try to write it. You may use the one in 2b or th
29、e one in 3a as a model.(Students write their bulletin board notices and the teacher moves around the room offering language support as needed.)T: Lets read some of your notices.（Ask some students read their message aloud. And others to help correct their work.）V. Self Check 11. T: Weve learned many
30、school things. Now first review all the school things in three minutes. Then lets have a competition. Well write the school things you can remember in a piece of paper. Lets see who can remember the most.2. Ss review the words of the school things quickly. Then have a competition.3. Check the number
31、s of the words on their paper to see who does the best.VI. Self Check 21.物主代词即代指事物的主人（我的，你的，他的），分为形容词性物主代词（名词前）和名词 性物主代词（后无名词）。形容词性物主 代词：形容词 性物主代词相 当于形容词， 其后必须跟名 词。形容词性物主 代词不能单独 使用，后面必接 名词，表示所 有。my pen我的钢笔 your school bag 你的书包 his bike他的自行车Is that your b很e?那是你的自行车吗？Those are our books.那些是我们的书。名词性物主代
32、 词相当于一个 名词，不能用 于名词前，能 单独使用。形容词性物主 代词与名词性 物主代词之间 的关系为：名 词性物主代词 =相应的形容 词性物主代词 +名词Your bedroom （= yours） is big. Mine （= My bedroom） is big, too.你的卧室大。我的卧 室也大。The car is hers.这辆汽车是她的。Their kites are green and mine is red.他J 的 风筝是绿色的，我的是红色的。2.人称代词的主格作主语,宾格作动词的宾语和介词的宾语。如： Fm fine.我很好。You are my friend.你是
33、我的朋友。（作主语） Excuse me.请原谅。Ask him.问他。3. Fill in the blanks.（提醒学生们注意人称的对应）4. Check the answers.VH. Self Check 31. T: Look at the picture please. What are they talking about in the picture? Who would like to read it?52: No, it isnt.T: OK, now what may other people (S2, S3 and S4) talk about in Picture?
34、 Write the conversation using Is this/that.? Yes, it is./ No, it isnt. Are these/those .? Yes, they are. / No, they arent.(Students write the conversations with their partners.)T: Now please read the conversation with your partner.53: Is that your notebook?54: Yes, it is.55: Are those your keys?56:
35、No, they arentNow practice the conversations with your partners.HomeworkReview the new words and expressions in this unit.1. Write a lost and a found note for yourself.板书设计：Section B2 3a-Self Check1. a set of 一套；一幅；一组 a set of stamps 套邮票a bag of 一袋子 a bag of rice 一袋大米a bag of apples 一 袋苹果2. 3a: Lost
36、; name; call; Found; yours; 284-5486.3. Self Check 1: you; she; your; her4. Self Check 3: Are those your keys? No, they arent.Is that your baseball? Yes, it is. Its mine.Are those your books? Yes, they are. They5re mine.Is that your computer game? No, it isnt. Its Bobs.1）能掌握下歹U词汇：pencil, book, erase
37、r, 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.?一 Yes, it is. / No, it isnt.一 Excuse me. Are these/those.? Yes, they are. / No, they arent. What about.?3）能初运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在 用
38、法上的区别。2.情感态度价值观目标：通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的 好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论 的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。二、教学重难点1.教学重点：1）能口头应用以下句型： 一 Excuse me. Is this/that.? 一 Yes, it is. / No, it isnt. 一 Excuse me. Arc these/those .? 一 Yes, they are. / No, they arent. What about .?2
39、）能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在 用法上的区别。2.教学难点：能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在 用法上的区别。三、教学过程I . Warming-up and revision1. Greeting the Ss. Good morning! /Hello!/ Hi! .2. Let some Ss show their family photo. Ask:一Is this your.? Yes, she/he is. /No, she/he
40、 isn.一 Are these/those your.? 一 Yes, they are./ No, they arent.3. Collect some items （pen, ruler, cup, book, pencil.） from the students and ask:Whats this in English?(Help them answer like this: Its a/an .)Have them work in pairs to practice the questions.4. Provide more words by showing the student
41、s the picture in la.T: What can you see in the picture? Collect their answers. Also ask them to finish la by themselves. Check their answers.4. Let Ss read the new words aloud after the teacher. Then try to remember the new words.II. Presentation1. Pretend that you dont know whose these things are a
42、nd ask A:“Is this your book?” And lead him/her to answer: t4Yes, il is. Ils mine.,Then take another one and ask its owner: Is this your schoolbag? Help him/her to answer: No, it isnt. Its his.”Have the students ask and answer in pairs. (Maybe when they do this, they11 make mistakes, so the teacher c
43、ome to them and give them help if necessary.) Then ask them to act their dialogues out. Is this your book?一 Yes, it is. Ils mine.一 Is this your schoolbag?一 No, it isnt. Its his/hers.2. Tell Ss: my book = mine; his book = his; her book = hersHI. ListeningT: Now please listen to the three conversation
44、s, 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 students listen to it and finish lb.)T: Lets check the answers, OK?Ss: . (from le
45、ft 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 classroom to check pronunciation and intonation. Then call some groups to perform their conversations in front of the class.V. ListeningT: Ple
46、ase look at the pictures in 2a. Can you say their English name?(Teacher asks the students to name each one individually.)This is .51: This is .52: .T: 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. Lets see who wi
47、ll 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.)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 students say the words aloud.)T: This time you will listen to the record