1、Un it 3 -Is this your pen cil?Lear ning ObjectivesIn this un it, stude nts will lear n toiden tify own ersh ip of personal bel ongin gs. Theywillalso be able to sp ell the n ame of the object for con firmati on.、Topics （話題）：Things in the classroom二、Functions （ 功能）Iden tify own ersh ip三、Structures （

2、結構）P ossessive pronounsmine, yours, his, hersYes/no questi ons and short an swersLost and found四、Target Language （ 目標語言）Is this your pen cil?Yes, it is. It's mine.Are these your books?No, they aren ' t. They ' re hers.五、Vocabulary（詞匯）dict ion ary,bag, baseball, compu terPen cil, pencil b

3、ox, schoolbag, book, easer, no tebook,his, hersgame, ID card, watch, ring, mine, your,Tha nk you for., ask .for., a set of八、Skills （技能）Liste ning and read for sp ecific in formati on七、Recycli ng（復習鞏固）What' s this? It ' s.How do you sp ell it?八、教材分析本單元以school things為話題，主題是“確認物品的所有權”，物品主要圍繞著教室

4、內學生身邊的常用物品，在教學時老師能夠使用實物進行教學，增強學生的學習效果。事實表明，如果將真實的語言材料引入學習環境，并與社會的語言活動結合起來，學生的學習效果將是事半功倍的。也就是說，作為授課的老師，我們要結合所授內容，努力為學生創造真實的、貼近生活的情境。通過單元教學使學生學會辨認物品的所有者，學會根據場景詢問物品的所屬，以及學會寫尋物啟事和招領啟事。與其他單元一樣，本單元共六頁(6 pages )，其中包括 Section A , Section B 和Self check 。Section A (P ages13&15)學會詢問物品的所屬。提供了本單元教學的基本詞匯和語言結構

5、，為本單元的目標句型提供示例和指導性練習，通過簡單的語言活動進行操練和鞏固;Page13,14有聽、說、讀。1a, 1b, 1c重點學習一些表示學習用具的詞，學會詢問物品的所屬。2a, 2b, 2c,2d繼續學習表示學習用具的詞。重點學習運用詢問物品所屬的句型。3a, 3b, 3c學會用英語詢問物品的名稱，進一步鞏固詢問物品所屬的句型。Section B (P ages16&17)學會寫招領啟事和尋物啟事。在已有的基礎上開展的,Grammar focus, Page3是語言運用。許多知識點都是以舊帶新，但學習任務的難度在逐漸遞升，口頭訓練也過度到筆頭訓練,通過這部分的學習，使學生能夠對

6、已學過的目標句型運用自如。1a, 1b, 1c, 1d, 1e學會判斷物品的所屬。2a, 2b, 2c學會寫招領啟事和尋物啟事。Self check檢測本單元所學詞匯知識，學會詢問物品的所屬，學會詢問物品的名稱。課后自我檢測和評價，包括對本單元所學詞匯的檢測，詞匯擴展訓練，以及語言運用能力的檢測和評價。通過這部分內容的訓練，使學生對本單元的語言目標的掌握程度有較為明確的認識。九、學情分析1)初一學生心理特點：對中學生活既好奇又擔憂；希望在新班集體里得到他人的承認；主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價；自我認識較模糊、片面，但自我意識卻不斷增強；開始步入青春期生理、心理劇變

7、階段。2)初一學生學習英語的特點：初一學生對英語既感到新鮮又有所畏懼，他們希望在新的環境中通過學好英語這門新科目來獲得他人的認可。但隨著小學英語的實施，很多學生新鮮感減少，畏懼感增加,兩極分化從一開學就凸現出來。分層次教學，因材施教迫在眉睫。3)思維能力:該年齡段的學生有很強的記憶力和模仿能力，有待培養知識的擴展和運用的能力。十、課時安排Period 1(Section A : 1a-2d)ListeningPeriod 2(Section A : Grammar focus, 3a, 3b, 3c ) Listening and speaking (I)Period 3(Section B：

8、 1a, 1b, 1c, 1d, 1e ) Listening and speaking (II)-2d)Period 5(Self Check ) Revision and testingThe 1st p eriod of class: Secti on A (1aTeach ing aims (教學目標)1.本單元我們將學習物品的所屬者是誰2 .根據場景詢問英語中對應的表達法。Lan guage points(語言點)1.要求掌握以下句式:(1) What ' s this/that (in English ) ? It ' s a/an (2) Is this your

9、 pencil? Yes, it is. It's my pencil./ No, it isn ' t. It ' s his2 .要求掌握以下詞匯:Pen cil,pen cil box, schoolbag, book, easer, no tebook, dict ion ary,mine, your, his, hersDifficulties（難點）：How to ide ntify own ersh ipTeachi ng ste ps(教學步驟)Ste p 1: Warmi ng up and P rese ntation (1a: P13)Good m

10、orning, every one! Last week, we fini shed Un it 1. Today we are going to lear n a new un it. Unit 2. Prepare a box of school things before class and ask the stude nts to lear n todem on strate thin gs.Let' s look at the title of Un it 2. Is this your pen cil? What is the unit about?T: (Take out

11、 a box filled with school things and p ick out a pen cil. T can put some pen cils,A pencil, a pencil,this is a pencil.(Write the sentence on the blackboardsome pencil-cases, and some rulers and so on in the box.) (Stres s “this ” and “pencil ” .) What' s this in English?and stress “this ” .)S:(r

12、ep eat ) A pen cil.T: Yes, it is a pen cil. What's this in English? (Stress“this ” .)S: A pen cil.T: Do you have a pen cil? (Hold the pencil up and point to it.)S: Yes.T: Show it to me, OK? (Show the pose of“OKand try to lead the Ss to do it as T.)OK? (Stress “OK .)OK, let ' s have today 

13、9;s new unit. Please open your books at page13 and look at activityS: OK.T: Now, hold your pencilup(Stress “pencil ”) and say after me“What'sthis in English ”?S: What 's this in English?T: This is a pencil. (Write"This is ” on the blackboard.)S: This is a pencil.T: It is a pencil. (Writ

14、eIt is ” on the blackboard.)S: It is a pencil.T: Good. What 's that in English? (Point toS1's pencil and write the wordthat” underthe word “this ” on the blackboard and stress it.)S: A pencil.T: What 's that in English? (Point to S2's pencil and stressthat ”.)S: A pencil.T: Good.Poin

15、t to your friend 's penciland say after me “What's that inEnglish? ”(Stressthat ”.)S: What's that in English?T: T hat's a pencil. (WriteThat is”.)S: That 's a pencil.T: It is a pencil.S: It is a pencil.T: (Put the pencil aside and pick out a pen.) A pen, a pen, what's this in

16、 English?S: A pen.T: This is a pen. (Point toThis is ” on the blackboard.)S: This is a pen.T: It is a pen. (Point to“ 11 is ” on the blackboard.)S: It is a pen.教學設計說明】用實物引出新單詞、新句型，分層次處理新單詞。In this way, the teacher takes all the school things out of thebox and teaches thestudentshow to say school thi

17、ngs in English. Let one or two students, if time permits, let more to cometo the front to put the school things into the box or pick them out of the box and say the namesof the things. If the students don't make any mistakes, T can give some small gifts to them.Step 2: Section A 1a1a.1 Look and

18、findPlease look at the picture in activity 1a. What can you find?2 Match and discussa. Would you please match the words with the things in the picture?b. How many words do you know? Can you share the words you know with your partners?c. Please discuss with your partners and check whether your answer

19、s are the same.3 Check the answersLet ' s check the answers together.4 Reada. Please read the words after me. Pencil.b. I would like you to read the words together and one word twice. Pencil one two.c. Who would like to read the words in class?d. Let ' s read the words one by one.教學設計說明】采用 U

20、sing contest guessing和 Role playing 的學習策略，利用教學圖片或制作多媒體課件來展開課堂 Pair work, Group work 的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。 Step 3: Section A 1b1 Listen and numbera. Listen to the tape for the first time.b. Number the conversations from 1 to 3 while you listen to them for the second time.2 Check the answer

21、sLet ' s check the answers.Answers: 3 2 13 Reada. I would like you to read the conversations together.b. Would you please read them in pairs?c. Who would like to read in class?4 Translate and explaina. Let ' s translate the conversations into Chinese. Would you please work in pairs?b. Let &#

22、39; s translate the conversations together now.c. When do you ask the questions like: Is thisyour .? or Isthat your .?Can you tellme?教學設計說明】 制作 la 部分的插圖和人物對話的課件，人物以動畫片的形式呈現， 將聽力部分的內容插入，使學生學會詢問物品的主人的基本句型；同時復習單詞pencil pen book eraser ruler pencilcase ，學習詞匯 backpack pencil sharpener dictionary.Step 3:

23、Section A 1c1 Practicea. Would you please practice the conversation with the things you and your partner have?b. I will give you an example first.Example: T: Mary, is this your pen?S: No, it isn't. It ' s her pen.c. Please practice in class. Who would like to have a try?教學設計說明】拓展練習 “找主人” ：課前

24、教師收集一些學生的物品并展示，問學生這些東西是誰的；先詢問幾個學生某些物品是誰的，然后把名字填在表格里，再讓學生互相詢問。這種活動可練習運用what 特殊疑問句和 yes/no 問句進行物體所屬的問答。Step 4: Section A 2a1 Listen and checka. Let ' s move to activity 2anow. There are six things in the picture. Lets look atthem. Can you tell me what they are?b. Yes. OK. Let ' s listen to the

25、 tape for the first time.c. Are you ready to do the activity 2a? Please check them while listening.2 Check the answersHave you got your answers? Who would like to tell us the answers? What have you checked?Answers:The things that are checked: pencil case; eraser; book; pencil; ruler教學設計說明】t ”。1. 利用插

26、圖或實物卡片，讓學生將單詞與實物相連復習一些單詞、學一些生詞。然后教師引導學習 詢問物品的主人的基本句型 "Is this/that your/her/his pencil? Yes, it is. No, it isn2. 讓學生聽對話，練習并模仿對話。識別物品的所屬。Step 5: Section A 2b1 Listen and completeListen to the conversations again and complete the conversation with the words in the box.2 Check the answersFinished?

27、 Let ' s check them.Answers: 1 pencil2 eraser3 ruler4 book 5 pencil case3 Read the conversationa. Let ' s read the conversations together.b. I would like you to read them in groups.c. Who would like to read them in class?教學設計說明】1. 播放 2a 部分的錄音讓學生聽， 引導學生通過聽錄音熟悉物品名稱 "pencil pen book eraser

28、 rulerpencil case ”，完成 2a,2b 部分的教學任務。2. 引導學生重復他們所聽到的， 模仿對話，識別物品的所屬， 完成 2c 部分的教學任務 ( Is this/thatyour/her/his pencil? Yes, it is. No, it isn't.)。Step 6: Section A 2c1 ReadLet ' s move to the activity 2c. Shall weread the conversation together?2 Practicea. Now, class, we can see some things in

29、 the picture on the right. Let' s practice theconversations in pairs with them. Then make the students' conversations using the things inthe classroom.b. Who would like to practice in class?Step 7: Section A 2dRole-play the conversation.分角色表演對話。采用 Role playing 的學習策略，利用教學圖片來展開課堂 Pair work 的口語

30、交際活動， 使學生學會詢問物品的主人的基本句型， 體會一般疑問句的用法。Step 8: SummarizeLet ' s summarize what we learnt in this period.Show the following on the blackboard.Writing on the blackboardSte(1) What ' s this in English? (2) Is this your / my？p 9:thatthatHomeworThis /That / It isYes, it is.我的你的/ 您的No, it isn 't.

31、形容詞性物主代詞他（ 她，它 ） 的我們的你們的 / 您們的 他 們 / 她 們 /它們的1Copythewordsmyyourhis, her, itsouryourtheirinactivity 1a and the sentences in grammar box.-3c)2 Read the tape script of activity 2a and 2b.The 2nd period of class: Section A (Grammar focusTeaching aims （教學目標）1語言知識目標：A) 詞匯：pen cil,pen, book, eraser, ruler

32、, pencil case, diet ion ary,back pack, baseball,watch, key, computer game, notebook, ring .t.B) 句型： Is this your ? Yes, it is./ No, it isnWhat ' s this in English? It2How do you spell it? P-E-N.語言技能目標：通過各種活動，培養學生靈活運用語言知識和創新的能力。3情感目標：A）激發學生學習英語的興趣，發揮學生學習英語的主動性。B）通過小組活動、組間競賽等，培養學生的合作意識和團隊精神。C）學習文明

33、禮貌的詢問和回答方式，拾金不昧的做人原則和助人為樂的優良品質。4學習策略：A ）認知策略：為完成學習任務而自覺采取一些適合自己的學習方法和手段。B ）交際策略：學會與他人合作交流，并能把語言材料用到真實的生活情景中去。C ）資源策略：學會利用一切可利用的學習資源，如學習用品，字典，錄音機和網絡等獲取更多的信息。D ）調控策略：在學習的過程中，通過自我評價和反思，不斷調整自己的學習方法。Language points （語言點）1. 詞匯： pencil, pen, book, eraser, ruler, pencil case, dictionary,backpack, baseball,w

34、atch, key, computer game, notebook, ring .2. 語言結構：指示代詞 this & that, What questions, Yes/No questionsand short answers, Howdo you spell it?3.語言功能：詢問物品屬性What' s this/that？和辨別物品所有者Isthis your/her/his?”Difficulties難點）：詞匯的教和學，多種語言結構的綜合運用。Teaching steps （教學步驟）Lead in:Yesterday we got to know how t

35、o ask the owner of the things. Do you still remember howto say that? OK. Let 's review it first.Step 1: Revision1Ask and answera. Would you please make some conversations withIs this / that .?b. Who would like to have a try in class?2 DictationRead the sentences in grammar box.2 Point out the no

36、tes物主代詞的用法； this 與 that 的區別； Is this / that .?的答語用 it is 。教學設計說明】用游戲的形式復習上一節課的新單詞和句型。將所要復習的單詞物品放入一個布袋子中，讓學生伸手進去摸，由一個學生或全班學生發問， 該學生猜。使用的句型是： What's this in English? It 's a .How do you spell that? Is this your pencil?值得注意的是 : 假如學生在小學沒有學習過這些英語單詞，他們將根據什么來完成老師布置的這一任務我們可以讓學生分析以下他們的思考過程，進而加以歸納，對有貢

37、獻的學生加以鼓勵及表揚。我想這就是對學生學習方法或策略的指導，學生定會非常喜歡。Section A 3a1 Explaina. Let 's go into activity 3 on page15. How many things are there?b. Yes. There are five things. And can you tell me what they are?c. Very good! All the things here are school things. That means we use them to study.2 Reada. Let 's

38、 read the conversation in the box together.b. Please translate it into Chinese by yourselves.3 Practicea. I would like you to practice the conversation with the five things in the picture.b. Who would like to have a try in class?c. Very good! Nowthis time, I would like you to practice the conversati

39、on with the thingson the screen.d. First, please work in pairs.e. Now, let 's invite some pairs of you to make the conversation in class.教學設計說明】老師將學生的一些物品收集上來，放在一個箱子里，請一個學生上前來，蒙上眼睛，從箱子里取出一樣物品，全班學生一同發問，“ What's this in English? ”，這名學生猜，使用句型為“ Is ita/an .? ”猜到之后，可以回座位，每位學生有兩次機會猜，否則就視為失敗。Step 3

40、: Section A 3ba. Let 's have a game now. In this unit, we learnt to ask the owner of the things. Nowlet 's play a game.b. We play the game in groups. Every group member put one school thing into a box.c. After that, please take out one thing from the box and ask your group members “Is thisyo

41、ur .? ” If he / she answers “Yes, it is. ” that means you win. If he / she answers “No,it isn 't. ” that means you fail and have another try. Remember you just havetwo guesses!d. Are you clear about the rule of the game? Let's start the game!教學設計說明】1. 以小組為單位，做 Section B-1b 的對話練習。 2. 口頭檢查學生所練

42、的對話。Step 4: Play gamesPut some things into the teacher's box. Then take one thing out of the box and find theowner. You only have two guesses!教學設計說明】老師收集一些學生的學習用品，請學生到前邊來發問，找到用具的主人，給兩次機會。Let ' s summarize what we learnt in this period.Step 5: HomeworkTry to memorize the conversation in 3.教學設

43、計說明】1對初學者應注重興趣的培養，宜采用游戲、唱歌、競賽、小組合作等多種活動方式。2 注重因材施教，對基礎不同的學生，在開始階段應有不同層次的要求，多鼓勵，少批評，甚至不 批評，以充分調動每個學生學習英語的積極性。3 本教材一個很大的特點就是詞匯豐富，教師應教會學生記憶單詞的基本方法，同時，在教學中宜 采用多種方式再現，幫助學生鞏固記憶。4采用“任務型”教學方法，遵循“任務”的遞進原則，把“任務鏈”的各個環節合理分置于各個課時當中；在設計任務型教學活動時，活動要有明確的目的和可操作性。5從實際出發，選擇不同的教學輔助工具和手段，但任何一種教法，都應考慮如何創設語言情景，讓學生盡可能在真實的語

44、言環境中學習和體會語言。The 3rd period of class: Section B (1a- 1f )Teaching aims （教學目標）1學習 Section B 的新單詞；2進一步鞏固 Is this your pencil? Yes, it is. It' s my pencil. / No, it isn ' t. It ' s his .句型。Language points (語言點)2. 要求掌握以下句式：Is this your pencil? Yes, it is.It ' s my pencil. / No, it isn 

45、9; t. It ' s his2要求掌握以下詞匯：baseball, ID card, ring, dictionary, watch, key, computer game, notebook.Difficulties難點）：How to identify ownershipTeaching steps （教學步驟）Lead in:Good morning, boys and girls. Shall we continue our lessons? Could you please tell me whatwe learnt in section A? Yes. We learn

46、t to find the owner of the things.Step 1: Revision1 Review some school thingsa. I will show you some pictures, can you answer my questions?Questions:1 What' s this in English?2 What' s that in English?3 How do you spell it?b. I would like some of you to ask the questions and the others answe

47、r them according to the pictures.2 Review the way of asking the ownerCan you make conversations with the things you and your friends have?Example: Is this your .?Yes, / No, . Its .Is that your .?Yes, / No, . Its .Step 2: Section B 1a1 Look and matcha. Open your books at page 10. Would you please loo

48、k at the picture in activity 1a?b. There are some things in it. Can you match the words with the things in the picture?OK. Let ' s have a try.2 Check the answersFinished, everyone? Let ' s check the answers now.Answers:1 baseballa 2 watch d3 computer gamec4ID card b5key f6 notebook h 7 ringg

49、 8 pen e3 Introduce them to your friendsCould you please introduce the thingsto your friends with the sentence like: This is a .Example: This is a ring.This is an ID card.教學設計說明】在游戲中檢查學生對已學單詞的掌握情況。 此活動帶來的愉快感受能讓學生積極地投入到接下去的學習中。師生互動，活躍課堂氣氛，加強學習效果，學生從中掌握單詞。Step 3: Section B 1b1 Reada. Please look at th

50、e conversation in 1b.b. Shall we read it together?c. Very good. Let ' s read it again. But this time, boys read as A and girls read as B.OK. Begin!2 Ask and answera. Just now we read the conversation twice. I want you to ask and answer the questions about the things in the picture in 1a.b. Who w

51、ould like to have a try in class?教學設計說明】學生用英語在真實的情景中進行交際，使語言在完成任務的過程中得到運用和鞏固。教師應鼓勵學生大膽開口，不怕出錯。Step 4: Section B 1c1 Listen and circlea. Let 's move to activity 2a now.It is alistening exercise. For the first time, I wouldlike you to listen only.b. Now, for the second time, pleaselistento it agai

52、n and circle the things in the picturein 1a.2 Check the answersI think most of you have finished it. Lets check them together.Answers:circled items:watch, ID card,pen,baseball教學設計說明】通過此活動，發展學生的聽、寫技能，使學生能對已學過的知識運用自如，從而調動積極性，提高自信心。Step 5: Section B 1d1 ListenListen to the conversations for the first t

53、ime.2 Listen and fill the charta. Listen to the conversations for the second time and write the things in the chart.b. Listen to the conversations for the third time and check them by yourselves.3 Check the answersLet ' s check the answers together.Answers:Kelsey: watch, ID cardMike: pen, baseba

54、ll4 Read the tape scripta. Let 's read the tape script together.b. Would you please read the tape script in pairs?c. Who would like to read in class?Step 6: Section B 1eTask Whose are they?教學設計說明】下面我們來完成一個任務。任務是兩人一組來進行。請A 同學翻開書第 81 頁， B 同學翻開書第 82 頁。同學們都看各自的那一頁，書上有三樣東西，但你們不知道這三樣東西屬于Sally還是Tony。請用上面的對話來詢問這三樣東西的所屬人是誰。同學們再看每頁下面還有一個表格，表格中顯示的是另一個同學詢問你的物品的所屬者是誰，請根據表格內容告訴對方他（ 她 ） 的詢問正確與否。例如：請同學們看同學 A和我做的示范。Example: A: Is this her pencil case?T: No. It 's his pencil case.面請同學