Unit-3-Is-this-your-pencil教案

Unit3Isthisyourpencil?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“Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t.;Arethese/thoseyour/her/hispens?Yes,theyare.No,theyaren't.”，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“Howdoyouspellpen?P-E-N.”。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。本单元与第二单元衔接紧密，由this，that的学习过渡到these,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Roleplaying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Usingcontestguessing和Roleplaying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Pairwork,Groupwork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：SectionA1(1a-2d)用1课时SectionA2(GrammarFocus-3c)用1课时SectionB1(1a-2c)用1课时SectionB2(3a-SelfCheck)用1课时SectionA1(1a-2d)一、教学目标：1.语言知识目标：1)能掌握下列词汇:pencil,book,eraser,box,pencilbox,schoolbag,dictionary,his,hers,mine,yours,teacher,excuseme,You'rewelcome.2)能掌握以下句型：①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren't.③Whatabout…?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：①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.③Whatabout…?2）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-upandrevision1.GreetingtheSs.Goodmorning!/Hello!/Hi!...2.LetsomeSsshowtheirfamilyphoto.Ask:—Isthisyour…?—Yes,she/heis./No,she/heisn’t.—Arethese/thoseyour…?—Yes,theyare./No,theyaren’t.3.Collectsomeitems(pen,ruler,cup,book,pencil…)fromthestudentsandask:What’sthisinEnglish?What’sthatinEnglish?(Helpthemanswerlikethis:It’sa/an…)Havethemworkinpairstopracticethequestions.4.Providemorewordsbyshowingthestudentsthepicturein1a.T:Whatcanyouseeinthepicture?Collecttheiranswers.Alsoaskthemtofinish1abythemselves.Checktheiranswers.4.LetSsreadthenewwordsaloudaftertheteacher.Thentrytorememberthenewwords.Ⅱ.Presentation1.Pretendthatyoudon’tknowwhosethesethingsareandaskA:“Isthisyourbook?”Andleadhim/hertoanswer:“Yes,itis.It’smine.”Thentakeanotheroneandaskitsowner:“Isthisyourschoolbag?”Helphim/hertoanswer:“No,itisn’t.It’shis.”Havethestudentsaskandanswerinpairs.(Maybewhentheydothis,they’llmakemistakes,sotheteachercometothemandgivethemhelpifnecessary.)Thenaskthemtoacttheirdialoguesout.—Isthisyourbook?—Yes,itis.It’smine.—Isthisyourschoolbag?—No,itisn’t.It’shis/hers.2.TellSs:mybook=mine;hisbook=his;herbook=hersⅢ.ListeningT:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let’schecktheanswers,OK?Ss:…(fromlefttoright)T:Thankyou.Ⅳ.Pairwork1.Getthestudentstoworkinpairstopracticetheseconversations.2.Askthemtopracticeingroups.Walkaroundtheclassroomtocheckpronunciationandintonation.Thencallsomegroupstoperformtheirconversationsinfrontoftheclass.Ⅴ.Listening1.Workon2a.T:Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneindividually.)S1:Thisis…S2:Thisis…S3:…T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistentoadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.(Playtherecordingforthestudentstolisten.)（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:Nowlet’schecktheanswers.PleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)2.Workon2b.T:Nowpleasereadthewords.Oneholdsthethings,theothersreadthemaloudonebyone.(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(Playtherecording.Studentslistenandcompletetheconversation.)T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)Ⅵ.Pairwork1.T:Nowpleasepracticetheconversationwithyourpartner.2.Asksomepairstoactoutthedialogueinfrontoftheclass.3.T:Nowcollectsomemoreschoolthingsfromyourclassmates.Thenmakeanewconversationwithyourpartner.Thenpracticeyourconversation.4.Asksomepairsstandupandactouttheirdialogueusingtheschoolthingstheycollected.Ⅶ.Presentation1.TakeapenandadictionaryfromS1.ThenaskanotherS2.(S1=LiMing,S2=SunTao)T:Isthisyourpen,LiMing?S1:No,itisn’t.It’shis.T:ThisisnotLiMing’spen.It’sSunTao’spen.(WriteLiMing’s,SunTao’sontheblackboard.TellSsthisknowledgeis“名词所有格”，Itisthesameasmy,his,her,your...)T:Thenwhataboutthisdictionary?Isthisyourdictionary,LiMing?S2:No,itisn’t.It’sSunTao’s.(ThistimehelpS2answerthequestionwith“SunTao’s”)2.LetSsunderstandtheu