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1、Unit 3 Is this your pencil?一、本单元教学结构分析与其他每个单元一样，本单元共六页(6 pages),其中包括Seclion A, Seclion B和Self check。Section A (Pages 1,2&3)提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性 练习，并通过简单的语言活动进行操练和巩固：Pagel,2,有听、说、读和Grammar focus, Page3是语言运用。Section B (Pages4&5)的教学是在已有的基础上开展的，许多知识点都是以旧带新，但学习任务的难度在逐 渐递升，口头训练也过度到笔头训练，通过这
2、部分的学习，使学生能够对已学过的目标句型运用自如。Self check是课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检 测和评价。通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。二、本单元教学内容本单元的语言功能是辨别物品的所有者“Is this your/her/his.?,中心话题是Things in the classroom ,BooKI（上册），Go for it）,学习和掌握新词汇:pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, b
3、aseball, watch, key, computer game, notebook, ring .语言结构有：指示代词 this & that, What questions, Yes/No questions and short answers, How do you spell it? 语 言目标是掌握句型:Is this your.? Yes, it is./ No, it isnt. Whats this in English? Its a. How do you spell it? P-E-N.三、教学重点和难点1 .重点：A) 词汇：pencil, pen, hook, er
4、aser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .B)语言结构：指示代词 Ihis & (hat, What questions, Yes/No questions and short answers, How do you spell it?C)语言功能：询问物品属性Whats this/that?和辨别物品所有者Is this your/her/his.?,2 .难点：词汇的教和学，多种语言结构的综合运用。四、学生学情分析1 .知识基础：绝
5、大部分学生掌握的词汇、语句还很少，缺少语言基础，表达的句子也较单一，对任务的完 成还会有一定的难度，对刚刚学完的字母、数字和单词也需要进一步地练习、巩固和运用。2 .认知心理：一般都有较强的求知欲和表现欲，但小学基础参差不齐，因此部分学生会有不自信，害怕表 达等思想顾虑。3 .思维能力：该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。五、教学目标确定1 .语言知识目标：A）词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, comput
6、er game, notebook, ring.B）句型：Is （his your.? Yes, it is./ No, it isnt.Whats this in English? Its a.How do you spell it? P-E-N.2 .语言技能目标：通过各种活动，培养学生灵活运用语言知识和创新的能力。3 .情感目标：A）激发学生学习英语的兴趣，发挥学生学习英语的主动性。B）通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。C）学习英语文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。4 .学习策略：A）认知策略：为完成学习任务而自觉采取一些适合自己的学
7、习方法和手段。B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。六、教学策略与建议1 .对初学者应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。2 .注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评， 以充分调动每个学生学习英语的积极性。3 .本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基本方法，同时，在教学中宜采用多 种方式再现，帮助学
8、生巩固记忆。4 .采用“任务型”教学方法，遵循“任务”的递进原则，把“任务链”的各个环节合理分置于各个课时当 中：在设计任务型教学活动时，活动要有明确的目的和可操作性。5 .从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。七、分课时教案Period One (Section A la, lb. Self check 1,2)Stepl. Warming-upListen to a song “Is this your pcncil-box?”Ss listen to it and learn to sing it
9、.Step2. PresentationShow and leam our school things.Teacher show some things first and ask Whats this in English?”, and then every student is asked to say a sentence in English one by one ,like “This is my/his/her.*Stcp3. PracticeSection A-laAfter doing it, read the new words and sentences.challenge
10、Show the things as quickly as possible, have a competition between boys and girls. Get them to name the things they see.Step5. Listen, number them and readSection A - lbStep6. PracticeDo self-check 1.Stcp7 .Pair workPractise the conversations in 1 b, then make own conversations.Step8. Group task: A
11、gameGroup of four, find the owner. Each student put one or two things on the desk, then ask让学生从听歌的过程中感受新的语言项目：Is this your. ?复习句型： Whats this in English? Its a/an, 引入新句型：Is this / that your.? Yes, it is./No,it isnt.鼓励学生主动参与，开口说英语，增强 初学者用英语表达意思的愿望，激发兴趣，提高 自信心，也体现了听说领先的原则。学生还是刚刚熟悉字母，朗读单词和句子，可以帮助学生了解单词
12、的发音，熟悉句型，为下 一步的学习打好基础。活动有效训练学生的注意力和瞬间记忆力，同时 在真实的语境使所学的语言知识得到强化。训练听的能力，培养语感。通过学生自我检测，自我评价，进一步巩固单词。结对合作学习，尝试用英语交际，体会合作带来 的快乐。小组合作学习单词，增强趣味性。questions one another. Using: Is this your/his/her.?HomeworkWrite the new words they learned todaywithout looking at the hooks, see who will be the best.Period 2
13、(Section A 2a,2b,2c, 3, 4a,4b,Grammar focus):A word gameRead the letters, and then form the rightwords, see who is the best.,KQQ,B -book,E,N,P -*pen.To remind Ss of the Vowel Alphabet.Step2. Greetings and revisionGood morning, Hi, Excuse me, Isthis your/her/his？Whats this/that in English? How do you
14、 spell it?Step3. Listen and say1) Section A,2a2) Section A, 2bAdvice: to read the conversationssome times, and then make the similarconversations.Section A, 2cStep5. Group workSection A, 3Step6. Grammar FocusTo remind Ss of the use of the PersonalPronoun it.激励每个学生不甘落后，学有所获。通过游戏形式来检查学生已学知识的掌握情 况，在轻松愉
15、快的课堂气氛中，学生的积极性 容易被调动，思维容易被激活。师生互动，既促进了师生情谊，沟通了情感， 也复习巩固了语言项目。2a的单句听力，复习巩固，2b的情景听力， 体会语言的交际功能，学生开始接触较长对 话，可通过说、读，培养语感。学生在结对合作和小组合作的学生过程中， 用英语进行交际，使语言知识在完成任务 的过程中得到运用和巩固。教师可鼓励学生 提问、获得帮助，培养主动学习的好习惯。初学者容易把“Isthis/that.”回答成Yes, this/that isn等，适当的语法讲解有助于学生更好地掌握新的语言项目OStep7. Game1) Section A,4aTo use : Thi
16、s is my ，here you arc.2) Section A, 4b, group work.Homework:1) To write down al least 5 words about school things which they think are the most important.2) To write the sentences they learnt today, like“Whats this/that？” Is this/that？”Period 3(Scction B, la, lb, 2a, 2b, 2c, Self check3):Play a game
17、Listen to the words read by teacher on (he flashcards and show left or right with your hands. See who is better at judging left or right.Step2. Look and saySection B, la.Teacher show the pictures one by one, Ss say them in English. Then match the words in SB.Step3. Do pair workSection B, lb.Do it in
18、 pair first. Then ask some demonstration pair to show their dialogues before the whole class.Step4. ListeningSection B, 2aSection B, 2b在游戏中，学生运用语言知识解决实际问 题，也再次复习巩固了语言项目，活跃了 气氛，把整节课推向高潮。学生自我小结与评估，同时为发展语言 打好基础。在游戏中检查学生对J学单词的掌握 情况。此活动带来的愉快感受能让学 生积极地投入到接下去的学习中。师生互动，活跃课堂气氛，加强学习效 果，学生从中掌握单词。学生用英语在真实的情景中进行
19、交际，使语言在完成任务的过程中得到运用和巩固。教师应鼓励学生大胆开口，不怕出错。通过此活动，发展学生的听、写技能，使学生能对已学过的知识运用自如，从而调动积极性, 提高自信心。Stcp5. Do pair work againSection B, 2cStep6. PracticeDo Self check 3.Step7. Group work:To fill in the school things that you often lost, see who has the same ones as yours.再次通过结对合作活动，既训练学生的注意力，乂巩固 了单词，并复习了 his,he
20、r的用法。发展写的技能，熟练掌握本单元语言项目，同时，也为 下节课的内容做好铺垫.通过此活动，让学生在小组合作中体会学习的快乐。Name123S1watchfootballcomputer gameS2S3S4学会自我小结，自我评估。Homework:the things in your pencil case and in your backpack / schoolbag. Write down the words of the things in the exercise books:In my school bag:.In my pencil case:.2. Try to write
21、 a Losi & Found notice.Period 4.( Section B,323b,3c,4)丰富学生的想象力，有效激活学生的探究 欲望，很快把学生卷入到单词记忆的记忆 中，也检查了学生的知识掌握情况。在这一步中，培养学生对数字的反应能力。 也较好地培养学生的语感。1) According to the picture which is yet unfinished, guess what it is in English. See who is quickerin guessing them right.2) Number chant:Three two one o, Lets
22、 go! Lets go.One two three four, Please go and close the door.Five six seven eight, Hurry up! Dont be late.Nine ten nine ten. Get a ruler and a pen.Step2. Group work小组活动，合作探究，充分体现“做中学 原则。Section B, 4Get Ss to draw a picture , the other students guess what it is.Using: What is it in English?Is it a/a
23、n.?通过教师呈现的情景对话，让学生领会其 含义，为进一步学习作好铺垫。Step3. PresentationTo learn Found Notice and Lost Notice”.Make two conversations like:1) “Excuse me, Mr. Liu, that is my book.My name is”Here you are. Thanks.”2) Oh, wheres my watch? Do you see my watch?.培养学生自主学习能力和探究精神。在完 成此任务的过程中，体现了 “做中学”的 原则，而游戏的形式更增强了趣味性，激 发了
24、学生的求知欲望。Step4. Practice1) Do Section B, 3a.Here arc four notices in this part.T: For Notice 1 and Noticc2, if necessary, help Ss read and understand (he messages after (hey learn themselves first.For Notice3 and Notice4, give Ss some questions about name and phone number to help them understand bett
25、er.2) Group work: Do Section B, 3b.A game: In each group of four , everyone has a hogged piece on which there is the incomplete message, then put them together (o make a whole message.Make a *Lost message55 like this.情景编演剧“Lost and Found”,该任务需要学生综合运用本单元语言知识，需要小组Step5. Group task:Act about “Lost and
26、FoundReference language:I found/ lost a. Who lost/found it?Is this your.? What color is it? Whats in it?.Ask four demonstration groups to act out their own dialogues, then Ss arc required to write a message about one of the dialogues.做出尽快反应，能提高学生的合作意识, 反应能力和发散思维，培养学生拾金不 昧，助人为乐的优良品质。发展语言技能，学以致用。Homework:Section B,3cTo finish writing your own message according to what you learnt today.学生的基础和能力存在差异，允许他们将 课内未完成的内容在课后完成。这个任务 也是将课内学到的内容，在课外巩固发展, 让所有学生学有所得。：1805986694, 597161994