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四、TargetLanguage(目标语言)八、教材分析一、Topics（话题）:二、Functions(功能)三、Structures(结构)五、Vocabulary（词汇）六、Skills(技能)七、Recycling（复习巩固）Unit3Isthisyourpencil?LearningObjectivesInthisunit,studentswilllearntoidentifyownershipofpersonalbelongings.Theywillalsobeabletospellthenameoftheobjectforconfirmation.ThingsintheclassroomIdentifyownershipPossessivepronounsmine,yours,his,hersYes/noquestionsandshortanswersLostandfoundIsthisyourpencil?Yes,itis.It’smine.Aretheseyourbooks?No,theyaren’t.They’rehers.pencil,pencilbox,schoolbag,book,easer,notebook,dictionary,bag,baseball,computergame,IDcard,watch,ring,mine,your,his,hersThankyoufor..,ask...for...,asetofListeningandreadingforspecificinformationWhat’sthis?It’s...Howdoyouspellit?本单元以schoolthings为话题，主题是“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真九、学情分析十、课时安排实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。通过单元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，以及学会写寻物启事和招领启事。与其他单元一样，本单元共六页（6pages），其中包括SectionA，SectionB和SelfCheck。SectionA(Pages13–15)学会询问物品的所属。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，通过简单的语言活动进行操练和巩固；Page13,14有听、说、读。1a,1b,1c重点学习一些表示学习用具的词，学会询问物品的所属。2a,2b,2c,2d继续学习表示学习用具的词。重点学习运用询问物品所属的句型。3a,3b,3c学会用英语询问物品的名称，进一步巩固询问物品所属的句型。SectionB(Pages16&17)学会写招领启事和寻物启事。在已有的基础上开展的，GrammarFocus,Page3是语言运用。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，通过这部分的学习，使学生能够对已学过的目标句型运用自如。1a,1b,1c,1d,1e学会判断物品的所属。2a,2b,2c学会写招领启事和寻物启事。SelfCheck检测本单元所学词汇知识，学会询问物品的所属，学会询问物品的名称。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。1）初一学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。2）初一学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。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。Thefirstperiod（SectionA：1a–2d）ListeningThesecondperiod（SectionA：GrammarFocus–3c）Listeningandspeaking(I)Thethirdperiod（SectionB:1a–1e）Listeningandspeaking(II)Thefourthperiod（SectionB:2a–2c）Reading,speakingandwritingThefifthperiod（SelfCheck）RevisionandtestingTheFirstPeriod:SectionA(1a–2d)Teachingaims（教学目标）1.本单元我们将学习物品的所属者是谁？2.根据场景询问英语中对应的表达法。Languagepoints（语言点）1.要求掌握以下句式：(1)What’sthis/that(inEnglish)?It’sa/an…(2)Isthisyourpencil?Yes,itis.It’smypencil./No,itisn’t.It’sh.is2.要求掌握以下词汇：pencil,pencilbox,schoolbag,book,easer,notebook,dictionary,mine,your,his,hersDifficulties（难点）：HowtoidentifyownershipTeachingsteps（教学步骤）Step1:WarmupandPresentation(1a:P13)Goodmorning,everyone!Lastweek,wefinishedUnit2.TodaywearegoingtostartonUnit3.Prepareaboxofschoolthingsbeforeclassandaskthestudentstolearntodemonstratethings.Let’slookatthetitleofUnit3.Isthisyourpencil?Whatistheunitabout?T:(Takeaboxfilledwithschoolthingsandpickoutapencil.Tcanputsomepencils,somepencil-boxes,somerulersandsooninthebox.)Apencil,apencil,thisisapencil.(Stress“this”and“pencil”.)What’sthisinEnglish?(Writethesentenceontheblackboardandstress“this”.)S:（repeat）Apencil.T:Yes,itisapencil.What’sthisinEnglish?(Stress“this”.)S:Apencil.T:Showittome,OK?(Showtheposeof“OK”andtrytoleadtheSstodoit.)T:Doyouhaveapencil?(Holdthepencilupandpointtoit.)S:Yes.OK?(Stress“OK”.)S:OK.T:Now,holdyourpencilup(Stress“pencil”)andsayafterme“What’sthisinEnglish”?S:What’sthisinEnglish?T:Thisisapencil.(Write“Thisis…”ontheblackboard.)S:Thisisapencil.T:Itisapencil.(Write“Itis…”ontheblackboard.)S:Itisapencil.T:Good.What’sthatinEnglish?(PointtoS1’spencilandwritetheword“that”undertheword“this”ontheblackboardandstressit.)S:Apencil.T:What’sthatinEnglish?(PointtoS2’spencilandstress“that”.)S:Apencil.T:Good.Pointtoyourfriend’spencilandsayafterme“What’sthatinEnglish?”(Stress“that”.)S:What’sthatinEnglish?T:That’sapencil.(Write“Thatis…”.)S:That’sapencil.T:Itisapencil.S:Itisapencil.T:(Putthepencilasideandpickoutapen.)Apen,apen,what’sthisinEnglish?S:Apen.T:Thisisapen.(Pointto“Thisis…”ontheblackboard.)S:Thisisapen.T:Itisapen.(Pointto“Itis…”ontheblackboard.)S:Itisapen.【教学设计说明】用实物引出新单词、新句型，分层次处理新单词。TheteachergoesontotakealltheschoolthingsoutoftheboxandteachthestudentshowtosaythevariousschoolthingsinEnglish.Letoneortwostudents,oriftimepermits,threeorfourtocometothefronttoputtheschoolthingsintotheboxorpickthemoutoftheboxandsaythenamesofthethings.Ifhetsmallgiftstothem.studentsgetthemright,TcangivesomeStep2:SectionA1aOK,let’stakealookattoday’snewunit.Pleaseopenyourbookstopage13andlookatactivity1a.1.LookandfindT:Pleaselookatthepictureinactivity1a.Whatcanyoufind?2.Matchanddiscussa.T:Wouldyoupleasematchthewordswiththethingsinthepicture?b.T:Howmanywordsdoyouknow?Canyousharethewordsyouknowwithyourpartners?c.T:Pleasediscusswithyourpartnersandcheckwhetheryouranswersarethesame.3．ChecktheanswersT:Let’schecktheanswerstogether.4．Reada.T:Pleasereadthewordsafterme.Pencil...b.T:Iwouldlikeyoutoreadthewordstogetherandreadeachwordtwice.Pencil,pencil...c.T:Whowouldliketoreadthewordstotheclass?d.T:Let’sreadthewordsonebyoneagaintogether.【教学设计说明】采用Usingcontestguessing和Roleplaying的学习策略，利用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。Step3:SectionA1b1．Listenandnumbera.T:L