1、Unit 3 Is this your pencil? 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“Is this/that your/her/his pencil? Yes, it is. No, it isnt.; Are these/those your/her/his pens? Yes, they are. No, they arent.”，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“How do you spell pen? P-E-N.”。 通过本单元的
2、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Role playing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
3、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Using contest guessing和Role playing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Pair work, Group work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：Section A1 (1a-2d) 用1课时Section A2 (Grammar focus-3c) 用1课时Secti
4、on B1 (1a-2c) 用1课时Section B2 (3a-Self check) 用1课时 Section A1 (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, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, Youre welcome. 2) 能掌握以下句型： Excuse me. Is this/that? Yes, it is. / No, it isnt. Excuse me. Are th
5、ese/those? Yes, they are. / No, they arent. What about ?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： Excuse me. Is this/that
6、? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent. What about ?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. Warming-up 1. Show some pictures of items (pen, ruler, c
7、up, book, pencil) and ask: Whats this in English? Whats that in English? How do you spell it? Have them work in pairs to practice the questions. 2. Work on 1a. T: What can you see in the picture? Collect their answers. Ask them to finish 1a by themselves. Check their answers. 3. Let Ss read the new
8、words aloud after the teacher. Then try to remember the new words. . Presentation1. Pretend that you dont know whose these things are and ask A: “Is this your book?” And lead him/her to answer: “Yes, it is. Its mine.”Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to
9、answer: “No, it isnt. Its his.” Have the students ask and answer in pairs. (Maybe when they do this, theyll 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. Its mine. Is this your schoolbag? No, it i
10、snt. Its his/hers.2. Tell Ss: my book = mine; his book = his; her book = hers . ListeningT: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.(Point to the boxes to show where students write the numb
11、ers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)T: Lets check the answers, OK? Ss: (from left to right) T: Thank you. . Pair work 1. Get the students to work in pairs to practice these conversations. 2. Ask them to practice in pairs. Walk around the classro
12、om to check pronunciation and intonation. Then call some pairs to perform their conversations in front of the class. . Listening 1. Work on 2a.T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)S1: This is S2: This is S3: T
13、: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Lets see who will do fastest and best.(Play the recording for the students to listen.) （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: Now lets check the ans
14、wers. Please hold the things you hear and say their English names, OK?(Make sure students hold the things to show them to the other students.) 2. Work on 2b. T: Now please read the words. This time you will listen to the recording again, and you will write one of the words from the box on each blank
15、 line. (Play the recording. Students listen and complete the conversation.)T: Lets check the answers. Id like to ask three students to read the conversation in role.(Three students read the conversation, filling the missing words. The rest of the students check their answers.) . Pair work1. T: Now p
16、lease practice the conversation with your partner. 2. Ask some pairs to act out the dialogue in front of the class. 3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.4. Ask some pairs stand up and act out t
17、heir dialogue using the school things they collected. . Role-play 1. T: Look at the picture and tell me the school things in the picture. (Ss look and say the school things. Check their answers with their partner.)2. Now look at the screen. Read the conversation again and match the things with its o
18、wner. (Ss read the conversation and match the things with its owner. Check their answers with their partner.) 3. Let Ss practice the conversation. 4. Ask some pairs to act out the conversation in front of the class. 5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）. Language
19、 points1. Is that/this ? 那/这是？这是个一般疑问句句型，是用来确认物主关系的。肯定回答：Yes, it is. 否定回答：No, it isnt. 注意：答语不用this或that。 e.g. Is that your jacket? 那是你的夹克吗？ _. 不，不是。2. Are these/those ? 这些/那些是吗？ 在这种句型中名词要用复数形式。不用 不可数名词。 肯定回答：Yes, they are. 是的。 否定回答：No, they arent. 不是。 注意： 不能用these或those来做简略回答。e.g. _ your rulers? 这些是
20、你的尺子吗？ _ 不是。 _ his erasers? 那些是他的橡皮吗？ _ 是。3. Excuse me，Grace. Is this your pencil? excuse me是英语口语中打扰他人或咨询信息时的礼貌套话, 相当于汉语中的“劳驾; 打扰了”等, 主要用于与陌生人搭话、打断别人说话等场合。如： Excuse me. Are you Mr. Smith? Excuse me, Mike. Can I use your pen?此外, excuse me还可以表示歉意, 意为“对不起”, 相当于语气较弱的Im sorry。如：Oh, excuse me. I stepped (
21、踩) on your foot.写出下列句子中划线部分的含义。1)Excuse me. Whats this in English? 2)Excuse me. I didnt see you here.4. Teacher: What about this dictionary? Anna: Its Helens. 本句中的What about ?(How about ?) 用于询问消息,意为“怎么样？”。此外它还可用于提出建议，意为“怎么样？好吗？” 如： This pencil is Pauls. What / How about the ruler? (询问) It is hot. Wh
22、at / How about a drink of water? (提出建议) 根据汉语意思完成英语对话, 每空一词。这个铅笔盒不是她的。那个书包呢？This pencil box isnt hers._ _ that schoolbag?Helens表示“海伦的”。s是“名词所有格”, 用于名词的后边, 表示“的 ”。e.g. my _ name 我兄弟的名字 Jacks father and _ uncle 杰克的爸爸和约翰的叔叔 5. Thank you for your help, Anna. Thank you for 和Thanks for, 都是表达感谢的方式, 在for后面加上
23、感谢的原因。如： Thanks for your books. 多谢你的(那几本)书。 = Thank you for your books.IX. ExercisesI. 根据句意及所给图片提示, 写出句中所缺单词。 1. These are my _.2. Here are Mr. Greens _.3. It is a purple _.4. What color are the _?5. It is Linglings _.II. 根据句意及括号内所给单词的提示填空。1. Those _(be) red cups.2. That isnt your ruler. Its _(he).3
24、. These are my pens. _(they) are blue.4. This black jacket is _(she).III. 根据句意及所给汉语提示, 写出句中所缺单词。1. Lucys parents are English _(老师) in a middle school.2. The lecture (讲座) is _(关于) colors.3. Are these dogs _(你的)?4. Can you _(帮助) Lucy?IV.根据汉语意思完成英语句子或对话, 每空一词(含缩略形式)。1.劳驾，这是你的钥匙吗？ _ _. Is this your key?
25、2.这张照片是林丹的。那张照片呢？ This photo is Lin Dans. _ _ that photo?3. 感谢你(送给我)的精美图画。 别客气。 _ _ _ your nice pictures. _ _.X. HomeworkMake your own conversations using the things in your classroom.Section A2 (Grammar focus-3c)一、教学目标： 1. 语言知识目标：1) 总结归纳辨认物品的所有者所用的句型。 Excuse me. Is this/that ? Yes, it is. / No, it
26、isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent.2) 根据不同场景,能用英语对物品的所属进行提问和回答。3) 培养学生听、说、读、写的能力及创新思维能力。2. 情感态度价值观目标：通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务。二、教学重难点1. 教学重点：1) 总结归纳辨认物品的所有者所用的句型。2）通过进行不同形式的对话练习来熟练运用辨认物品所有者的句型，同时复习所学的学习用品的词汇。2. 教学难点：总结归纳辨认物品的所有者所用的句型；熟练运用这些句型。三、教学过程. Re
27、visionI. 根据图片写出正确的单词。 II. 按要求写出正确的单词或句子。1. it (复数) _2. my (名词性物主代词) _3. her (名词性物主代词) _4. his (名词性物主代词) _5. your (名词性物主代词) _6. Bob (名词所有格) _7. 谢谢你 _ 8. 怎么样 _9. 不客气 _10. 为而感谢 _III. Complete the conversation. Teacher: Hi, Anna. _?Anna: No, theyre Bobs.Teacher: And is this his green pen? Anna: _. The b
28、lue pen is his.Teacher: _?Anna: Its Helens. And the green pen is hers, too.Teacher: And the eraser? _?Anna: Yes, it is.Teacher: _, Anna.Anna: Youre welcome. . Grammar Focus. 1. 阅读指导：老师总结已学过的辨认物品的所有者所用的句型。第一类为辨认单个物品时，较近处的用Is this; 较远处的用Is that；回答用Yes, it is. / No, it isnt. 第二类为介绍多个物品时，较近处的用Are these
29、; 较远处的用Are those 回答用Yes, they are. / No, they arent.2. 学生阅读并完成下列句子。 这是你的铅笔吗？_ _ your pencil?是的。它是我的。Yes, _ _. Its _. 不是。它是他/她的。No, _ _. Its _/_. 这是他的绿色钢笔吗？ _ this _ green pen? 是的。/ 不是。 Yes, _ _. / No, _ _. 蓝色的钢笔是他的。 The _ _ is _. 那是你的书包吗？ _ _ your schoolbag? 是的。 Yes, _ _. 不是。是他的。 No, _ _. _ his. 这些是
30、你的书吗？ _ _ your books? 是的。 Yes, _ _. 不是。它们是她的。 No, _ _. _ hers. 那些是她的钥匙吗？ _ _ her _? 是的。 Yes, _ _. 不是。它们是我的。 No, _ _. _ mine.3. 掌握下列缩写形式 it is = _ they are = _ is not = _ are not = _ that is = _ name is = _ III. Grammar1. 名词所有格 名词所有格表示有生命事物的所有关系，在名词其后加s来表示所属关系，意为“.的”。e.g. 安娜的 Annas 鲍勃的 Bobs 名词所有格的构成方
31、法：一般的单数名词在词尾直接加“s”Toms book 汤姆的书my uncles car我叔叔的小汽车以-s结尾的复数名词在词尾加“”the students basketball学生们的篮球不规则复数名词在词尾加“s”Womens Day 妇女节Childrens Day 儿童节2. 名词性物主代词mine，hers，yours 等是名词性物主代词，相当于一个名词，可以在句子中单独使用。它相当于“形容词物主代词 + 名词”。而形容词性物主代词只能和名词在一起使用。e.g. This is your ruler. Its not my ruler. (= This ruler is _. I
32、ts not _.) 这是你的尺子，它不是我的。 Those arent his books. Theyre her books. (= Those books arent _. Theyre _. ) 那些书不是他的。它们是她的。形容词性物主代词和名词性物主代词人称一二三单复单/复单单单复形代myouryourhisheritstheir名代mineoursyourshishersitstheirs3. 含有 be 动词的一般疑问句。一般疑问句是在句子中用提问的方式提供一些信息，要求对方用 Yes 或 No 回答的疑问句。朗读一般疑问句用升调，其简略答语用降调。 由 be 动词（am，is，
33、are）引导的疑问句结构是：“be + 主语 + 其他部分？”_ 那是你的自行车吗？_ 他们是你的朋友吗？其答语：肯定回答：Yes, 主语 + be (am, is, are).否定回答：No, 主语 + be (am, is, are) not.- _ 这是你的铅笔吗？- _ 是的。/不是。IV. Practice 1. T: Lets work on 3a. Look at the pictures in 3a. We can see the first picture is close to us, but the second picture is a little far from
34、us. When we ask about them, we must pay attention to the use of this, that, these and those. 2. Now try to complete the questions and answers about each picture. 3. Check the answers with the class. 4. Explanation: this/these “这，这个/这些”，用于指代在时间或空间上说话人较近的人或物。 that/those “那，那个/那些”，用于指代在时间或空间上说话人较远的人或物。
35、V. Practice 1. Lets work on 3b. T: Read the questions and complete the answers. You should pay attention to this/that and these/those。 2. Ss read the questions and answer the questions with their partner. Then write down their answers in the blanks. 3. Check the answers with the class. VI. Game 1. D
36、ivide the Ss into five or six groups. Each group has six to eight students. All the students in a group put some of their school things into a box. T: I have many things in this box. But Im sorry I dont know whose these are. Could you help me find the owners? Lets see who can find all the owners fir
37、st and write the owners names in the chart. You only have two guesses. T: Is this your math book?S1: Yes, it is. Its mine.T: Is that your ruler?S2: No, it isnt. Its hers. My ruler is blue. T: Kim, is this your dictionary?S3: No, it isnt. Its his. T: Jim, are these your erasers? S4: Yes, they are. Th
38、ey are mine. T: Here you are.S4: Thank you. VII. ExercisesI. 根据括号内的要求完成下列各题, 每空一词(含缩略形式)。1. This is my pen. (改为一般疑问句) _ _ _ pen?2. They are Mikes maps. (改为单数形式) _ _ Mikes _.3. That is his photo. (改为复数形式) _ _ their _.4. Are these your jackets? (作肯定回答) _, _ _.5. Is that Bobs ruler? (作否定回答) _, _ _.6. T
39、hat is her orange. (改为同义句) That orange _ _.II. 补全对话。A. Whats this? B. Yes, it is. Its mine.C. Excuse me. D. No, theyre Mikes.E. Thank you for your help. F. Is that yours?G. What about this dictionary?A:1 _ Are these your pens? B: 2 _A: 3 _B: Its Annas. And the blue schoolbag is hers, too.A: And the
40、eraser? 4 _B: Yes, it is.A: 5 _, Gina.B: Youre welcome.VIII. Homework 1. Review Grammar.2. Finish the exercises in the workbook.3. Preview Section B 1a-2c.Section B1 (1a-2c)一、教学目标： 1. 语言知识目标：1) 掌握下列词汇：baseball, watch, computer game, ID card, notebook, ring, bag, library, lost, at, call 理解下列词汇：ask, s
41、ome, found, classroom, e-mail2) 掌握下列句型： Whats this? Its a watch. How do you spell it? W-A-T-C-H.3) 能够使用目标语言询问东西的所属，或者寻找物品的主人。4) 能够读懂一些简单的招领和寻物启示。 2. 情感态度价值观目标：通过学习“询问物品所属”及阅读“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。二、教学重难点1. 教学重点：1）学习新词汇及询问如何拼写词汇的句型。2）通过听、说的训练来让学生熟
42、练掌握询问物品的所属或寻找物品的主人。3）阅读一些简单的招领和寻物启示，并能获得相关信息。2. 教学难点：阅读一些简单的招领和寻物启示，并能获得相关信息。三、教学过程. Revision I. 重点句型 1. 这是你的铅笔吗？ _ _ your pencil?2. 是的。它是我的。 Yes, _ _. Its _. 3. 那是你的书包吗？ _ _ your schoolbag?4. 不是。它是他/她的。 No, _ _. Its _/_. 5. 这是他的绿色钢笔吗？ _ this _ _ pen?6. 不是。那只蓝色钢笔是他的。 No, _ _. The _ _ is _. 7. 这些是你的书吗？ _ _ your books?8. 是的。 Yes, _ _.9. 那些是她的钥匙吗？ _
