unit3isthisyourpencil教案課程

1、-+Unit 3 Is this your pencil?一、單元教材分析 一、單元教材分析本單元圍繞“識(shí)別物品的所屬” ，使學(xué)生學(xué)會(huì)詢問物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.; Are these/those your/her/his pens? Yes, they are. No, they aren't.” ，體會(huì)一般疑問

2、句的用法；由形容詞性物主代詞的用法，到初步學(xué)習(xí)名詞性物主代詞的用法；學(xué)習(xí)如何寫“失物招領(lǐng)、尋物啟事” ，鞏固所學(xué)單詞的拼寫“How do you spell pen? P-E-N.” 。 通過(guò)本單元的教學(xué)，使學(xué)生學(xué)會(huì)辨認(rèn)物品的所有者，學(xué)會(huì)根據(jù)場(chǎng)景詢問物品的所屬，以及英語(yǔ)中對(duì)應(yīng)的表達(dá)法，學(xué)會(huì)寫尋物啟事和失物招領(lǐng)。教師應(yīng)著力培養(yǎng)學(xué)生能在日常交際交往中有效地使用語(yǔ)言進(jìn)行表達(dá)，與他人溝通信息，為今后學(xué)習(xí)打下堅(jiān)實(shí)的語(yǔ)言基礎(chǔ)。本單元與第二單元銜接緊

3、密， 由 this，that 的學(xué)習(xí)過(guò)渡到 these, those 的學(xué)習(xí)，由指示一個(gè)人、物過(guò)渡到指示多個(gè)人、物，使學(xué)生學(xué)會(huì)區(qū)分遠(yuǎn)近單復(fù)數(shù)。二、單元學(xué)情分析 二、單元學(xué)情分析本單元的主題是識(shí)別物品的所屬，同時(shí)引導(dǎo)學(xué)生采用實(shí)物演示、課件模擬、小組合作學(xué)習(xí)和 Role playing 的學(xué)習(xí)策略，學(xué)習(xí)新詞匯，掌握重點(diǎn)句型，使學(xué)生能比較好地解決類似問題（失物招領(lǐng)、尋物啟事） ，既能提高學(xué)生解決問題的能力，又能鞏固所學(xué)知識(shí)。該部分學(xué)習(xí)內(nèi)容貼

4、近學(xué)生的生活，談?wù)摰闹黝}是學(xué)生最關(guān)心的問題，極易于激發(fā)學(xué)生的主動(dòng)性和學(xué)習(xí)興趣。培養(yǎng)學(xué)生拾金不昧的精神和助人為樂、團(tuán)結(jié)友愛的品德。三、單元教學(xué)建議 三、單元教學(xué)建議采用 Using contest guessing 和 Role playing 的學(xué)習(xí)策略，利用實(shí)物演示、教學(xué)圖片或制作多媒體課件來(lái)展開課堂 Pair work, Group work 的口語(yǔ)交際活動(dòng)，識(shí)別物品的所屬，體會(huì)指示代詞、一般疑問句的用法。四、單元課時(shí)分配 四、單元

5、課時(shí)分配本單元可用 4 課時(shí)完成教學(xué)任務(wù)：Section A1 (1a-2d) 用 1 課時(shí)Section A2 (Grammar Focus-3c) 用 1 課時(shí)Section B1 (1a-2c) 用 1 課時(shí)Section B2 (3a-Self Check) 用 1 課時(shí) -+— Is this your…? — Yes, she/he is. /No, she/he isn’t. — Are these/

6、those your…? — Yes, they are./ No, they aren’t. 3. Collect some items (pen, ruler, cup, book, pencil…) from the students and ask:What’s this in English?What’s that in English? (Help them answer like this: It’s a/an

7、…)Have them work in pairs to practice the questions. 4. Provide more words by showing the students the picture in 1a. T: What can you see in the picture? Collect their answers. Also ask them to finish 1a by themselves.

8、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 don’t know whose these things are and ask A: “Is this your book?” And lead

9、 him/her to answer: “Yes, it is. It’s mine.”Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isn’t. It’s his.” Have the students ask and answer in pairs. (Maybe when they

10、 do this, they’ll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out. — Is this your book?— Yes, it is. It’s mine.— Is this your schoolbag?— No, it isn’t

11、. It’s his/hers.2. Tell Ss: my book = mine; his book = his; her book = hers Ⅲ. ListeningT: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you

12、 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 1b.)T: Let’s check the answers, OK? Ss: