1、 1 Unit 3 Is this your pencil? Section A1（1a-2c） 教学设计教学设计 一、教学目标：一、教学目标： 1. 语言知识语言知识技能技能目标：目标： 1）掌握以下词汇：pencil, pencil box,schoolbag,book,eraser,dictionary etc. 2) 掌握辨认物品的所有者时所用的句型： Excuse me. Is this/that your/her/his? Yes, it is. / No, it isnt. Excuse me. Are these/those your/his/her ? Yes, they a
2、re. / No, they arent. 3) 根据不同对话场景，能用英语对物品的所属进行提问和回答。 2. 情感态度价值观目标：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，培养学生的集体合作和拾金不昧意识。 二、教学重难点二、教学重难点： 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， 同时巩 固所学的文具用品词汇。 三、教学方法：三、教学方法： Task-based Language Teaching （任务型教学法） 较远处的用 Is that;肯 定回答用：Yes
3、, it is. 否定回答用： No, it isnt. (2) 第二类为介绍多个物品所属时，较近处的用 Are these ; 较远处的用 Are those ； 肯定回答用：Yes, they are. 否定回答用：No, they arent. 单数 复数 this these (指代离说话人较近的多个人或物) that those(指代离说话人较远的多个人或物) is are Step 4: Listening practice. (section A 1b 2a 2b 听力听力集中练习集中练习) 1Listening task one : Listen and number the
4、conversations in 1b. a. Listen to the tape and number the conversations from 1 to 3 while listening. bCheck the answers together. Answers: 3 2 1 Listening task two: Listen and check the things they hear in 2a. The things that are checked: pencil case; eraser; book; pencil; ruler 3.Listening task thr
5、ee：Listen again and complete the conversation with the words in the box in 2b. a. Have students listen for the first time and fill in the blanks as possible as they can. b. Listen for a second time and check the answers by themselves. C. Check the answers by asking some students to share their opini
6、ons. Answers: pencil, erasers, ruler, books, pencil box. Step 5: Role-play conversations: Find the owner (找物主找物主) 1. Have students work in groups (2-6 persons each group); 2. Take out their school things ; 3. Mix their things and try to find out the owners of these things. 4. Ask some groups to perf
7、orm their conversations and make some comments on their performances. Before students role play the conversation by themselves, the teacher would set an example for them by making conversation with some students. Then a conversation sample and some useful expressions are provided for them to imitate
8、. For example: A: Excuse me. Is this your eraser? B: No, it isnt. Maybe(或许) its her / his eraser. A: Excuse me. Is this your eraser? C: No, it isnt. Maybe/I think its hers / his. A: Is this your eraser? 4 D: Yes, it is. Its my eraser/mine. A: Here you are（给你）. D: Thank you/thanks. A：Youre welcome(不客
9、气). Useful structures: Is this/that your Yes, it is. Its mine. No, it isnt. Its his / hers. Are these/those your/his/her Yes, they are. Theyre mine/his/hers. No, they arent. Theyre. Excuse me(打扰一下). Here you are（给你）. Thank you/thanks. Youre welcome(不客气). Step 6： Summary Help students to summarize wh
10、at they have learned in this period. First, do some exercises to review the words weve learned. Students are required to write down the new words according to the pictures. Then read the useful sentence structure that used to identify the ownership aloud to memorize. Step 7: Homework (1) Review the
11、words and sentence structures. (2) Make your own dialogues with your classmates by using the words and sentences. Then write them down on your exercise book. Step 8： Self-assessment (自我评价自我评价) 根据本节课表现给自己打，一共_ 。 内容 认真听讲 积极发言 合作默契 表达流畅 六教学反思：六教学反思： 本节课主要利用多媒体教学， 采用任务性语言教学和交际教学模式。 以学生为主 体， 运用自主学习和小组合作的学习方式， 培养学生良好的学习习惯和创新精神。 我所设计的教学活动非常贴近学生生活， 能调动起学生的学习积极性。 尤其是猜 学生物品这个游戏环节， 更是能达到本节课的高潮。 我把课内的语言学习和生活 的语言活动结合起来，创造性地完成教学任务。
