Unit 3 Is this your pencil? 教案（共4课时）

Unit 3 Is this your pencil
第一课时 Section A 1 (1a-1c)
第二课时 Section A 2 (2a-3c)
第三课时 Section B 1 (1a-2c)
第四课时 Section B 2 (3a-Self Check)
第一课时 Section A 1 (1a-1c)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, mine, hers
2) 能掌握以下句型：
—Is this your pencil Yes, it is. It's mine. / No, it isn't. It's his.
—Are these your books Yes, they are. / No, they aren't. They're hers.
3) 使学生了解并掌握一些学习用品的英语表达；训练学生在听录音时听懂简单英语词汇的能力。
2. 情感态度价值观目标：
调动学生学英语和说英语的积极性。
二、教学重难点
1. 教学重点：
1) 词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine
(2) 句型：—Is this your pencil —Yes, it is. It's mine. / No, it isn't. It's his.
—Are these your books —Yes, they are. / No, they aren't. They're hers.
2. 教学难点：
让学生运用所学语言项目“Is this your pencil？Yes, it is. It's mine. / No, it isn't. It's his.”等内容对物品的所属进行提问和回答，能辨认物品的所有者。
三、教学过程
I. Greetings and talking
1．教师向学生表示友好的问候，并复习之前所学到的问候语。
2．建议教师采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行自由交际，给学生以语言实践的机会。
教师结合实物图片，读出课件上的一段英语短文，提出问题让学生回答。
For example：
T：This is my ruler. It's red. That is my sister's ruler. It is white. These are my brother's keys. They are yellow. And those are my father's keys. They are white.
Now answer the following questions:
1. What color is my sister's ruler
2. Is the red ruler mine
3. Are the yellow keys my father's
II. Lead in
Warm up
Learn the chant：my是我的，your是你的，男他的是his，女她的是her；
名词前面常站岗，限定所属有功劳。
从而导入本课时要学习的语言项目“Is this your pencil ”。
III. Present the new words
教师通过多媒体展示一些学习用品的图片，让学生以小组为单位进行活动，用英语说出物品的名称。
For example：
T：Look at the pictures. Let's play a game. Who can say them in English as quickly as possible？If you can, you will be the winner. Let's begin.
S1：Pen, book, eraser ...
IV. Practice the new words
1．训练学生拼读单词。
具体操作建议：先让全体学生齐读，再分组齐读，最后单个学生读。通过这种从整体到部分再到个体的机械操练，让学生熟练掌握本课所学单词。
2．教师让学生看课本P13图片，将单词与图中物品配对。
T：Please look at the pictures in your books. Can you match the words with the things in the picture？Write the letters next to the words.
Give the students 2 minutes to finish 1a.
Then check the answers in class.
V. Task
1．教师说这儿有一些学习用品，他们分别是谁的呢？下面有三个对话，请给对话编号。让学生听1b的录音，为对话编号。
2．让学生跟读1b的听力材料，然后让学生分角色操练1b部分的对话。
VI. Present the new sentences
利用Guessing game呈现本单元核心语言项目“Is this your pencil？”。
教师收集一些学生的学习用品，放在讲桌上，让学生来询问同学，找出物品的主人。可以反复做这个游戏，来训练本课时所学的句型“Is this your pencil ”，同时也激发学生的学习兴趣。
For example：
T：Let's play a guessing game. There are some things on the desk. Who can find the owners of them？Please come here and ask your friends.
S1：Is this your schoolbag
S2：Yes, it is. It's mine.
S1：Are these your books
S3：No, they aren't. They're hers.
...
VII. Practice the new sentences
1．让学生根据1c的要求，先练习1b 的对话。
建议教师先让全班齐读，然后把班级分成两部分，一问一答进行练习，最后让学生两人一组进行对话练习。这样由集体到部分，再到个人的操练，可以鼓励学生人人开口，增强他们的信心，培养他们的兴趣，更为下一步的操练做好准备。
2．教师让学生运用自己的学习物品来操练对话，并让学生向其他学生展示他们的对话。
VIII. Task
在练习完1c部分的对话后，教师要给学生安排新任务，进一步操练和巩固所学句型。
建议1：展示一个表格，让学生根据表格信息来完成对话。
物品 pencil dictionary eraser books
物品主人 mine hers his mine
For example：
S1：Is this your pencil
S2：Yes, it is. It's mine. Is that your eraser
S1：No, it isn't. It's his. Are these her books
S2：No, they aren't. They're mine....
S1：...
IX. Summary and Homework:
Summary:
本课我们主要学习了pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine等单词，重点学习了“—Is this your pencil？—Yes, it is. It's mine. / No, it isn't. It's his.”这个句型。在下节课的学习中，我们会继续使用这个句型进行语言交际。
Homework:
1．Read the new words and the target language presented in this class.
2．According to your friends and their school things，write a report about the owners of the school things.
四、板书设计：
第二课时 Section A 2 (2a-3c)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
excuse me, thank, teacher, about, yours, for, help, welcome
2) 能掌握以下句型：
—Excuse me. Is this your pencil
—Are these your pencils —No, they're Bob's.
—What about this dictionary —It's Helen's.
—Thank you for your help. —You're welcome.
3) 让学生进一步了解如何确认物主关系。
2. 情感态度价值观目标：
调动学生学英语和说英语的积极性。
二、教学重难点
1. 教学重点：
词汇：excuse me, thank, teacher, about, yours, for, help, welcome
句型：1) —Are these your pencil
— No, they're Bob's.
2) —What about this dictionary
—It's Helen's.
3) —Thank you for your help.
—You're welcome.
2. 教学难点：
1) 培养学生运用所学知识进行完整的对话练习的能力。
1) 让学生能够正确的确认物主关系。
三、教学过程
I. Greetings and talking
教师在黑板上写出几个学生的名字，并在名字旁边贴上学习用品的图片，来复习所学的单词和句型。
For example：
T：Is this your schoolbag？(Point to Picture 1.)
S1：No，it isn't.
T：Is this her schoolbag？(Point to Alice.)
S2：Yes，it is.It's hers.
T：Are those your erasers？(Point to Picture 2.)
S3：No，they aren't.
T：Are those his erasers？(Point to Bob.)
S4：Yes，they are.They're his.
(Get the students to ask the questions in turn.)
II. Present the new words
教师主动选择一位学生与其作对话，在对话中侧重于：学生说出上节课所学的句型，教师说出本课的新词汇，让学生在情境中理解新词汇的意思。
For example：
T：Excuse me. Wang Tao. Is this your pencil
S：No, it isn't. It's his.
T：And is this his book
S：No, it isn't. It's hers.
T：What about this dictionary？Is this yours
S：Yes, it's mine.
T：Thank you for your help.
The teacher helps the student say：You're welcome.
让学生在对话中猜测新词汇的意思，并学会使用这些词汇。(First ask the students to read the new words by themselves. Then ask them to read after the teacher.)
III. Practice the new words
单词拼读竞赛
把学生分成若干小组，让学生先在小组内竞赛拼读单词，然后教师给出单词的汉语意思，学生以抢答的形式拼读单词，回答出最多的为获胜组。(通过抢答，不仅可以帮学生记忆单词，更调动了学生学习单词的积极性。)
IV. Listening
1．课本2a的处理。
建议1：练习听力之前，先让学生说出图片中物品的英文名称，进一步强化重点单词。
For example：
T：Please look at the pictures in 2a. Can you say their English names？(The teacher asks the students to name each one individually.)
S1：This is...
S2：This is...
...
然后让学生看着课本听并在2a中选出所听到的物品。
2．让学生再听一遍录音，完成2b的对话。教师也可以把对话用多媒体课件展示出来。
Tom：Excuse me, Grace. Is this your pencil
Grace：Yes, thank you.And those are my ______.
Tom：And Jane, is this your ______？
Jane：No, it isn't. It's hers.
Tom：OK, and these are my ______. This is your ______, Jane.
Check the answers in class.
3．让学生跟读2a / 2b部分的听力材料，目的是让学生熟练掌握句型“Excuse me. Is this your pencil？”和“These are my ... / Those are my ...”。
4．对学生进行由集体到个人的机械操练，先让学生齐读，进行集体操练，然后再让学生三个人一组进行小组操练。
V. Practice the sentences
1．让学生根据2b中的对话，小组之间进行对话操练。(选出几组同学在班级内表演。)
2．教师可以设计一个表格，并以多媒体课件的形式展现出来，让学生根据表格信息，仿照2b的对话，进行对话练习。
物品 pencil pencil box erasers ruler books
物品主人 S2 S3 S1 S2 S2
For example：
S1：Excuse me, S2. Is this your pencil
S2：Yes, thank you. And those are my books.
S1：And S3, is this your ruler
S3：No, it isn't. It's hers.
S1：OK, and these are my erasers. This is your pencil box, S3.
3．让学生利用教室里的物品编出新的对话并进行操练。
VI. Present the new sentences
教师先与一名学生做示范，然后让学生根据表格所给信息，进行对话练习，并加上新学的单词和短语。
物品 pencil pencil box erasers ruler books
物品主人 mine(Sam) Bob's Anna's Helen's mine (Sam)
For example：
T：Excuse me, Sam. Is this your pencil
S：Yes, it's mine.
T：And is this your pencil box
S：No, it's Bob's.
T：What about this ruler
S：It's Helen's.
T：And the books Are these yours
S：Yes, they are.
T：Thank you for your help, Sam.
S：You're welcome.
Then let the students practice the dialoguein pairs.
VII. Role play the conversation
1．教师可以把2d的信息设计成表格，通过多媒体课件的形式展示给学生，让学生根据表格信息分角色表演对话。
2．学生根据2d的对话，利用实际物品编写出自己的对话并进行表演。
VIII. Grammar Focus
让学生把课本Grammar Focus表格中的内容进行熟练朗读，再一次区分this与that，these与those，区分形容词性物主代词和名词性物主代词。
注意三个缩写词：it's ＝ it is，isn't ＝ is not，aren't ＝ are not。
IX. Task
1．让学生完成课本3a的表格，进一步操练所学的语言项目，也是对Grammar Focus的再次熟悉和巩固。
教师可以通过多媒体课件把3a的表格展现给学生。
Is thisyour book？ Yes，it is.No，it isn't.
Are these my pencils？ Yes，they are.No，they aren't.
Is that his ruler？ Yes，it is.No，it isn't.
Are those her pens？ Yes，they are.No，they aren't.
2. 教师也可让学生利用身边的实际物品进行问答。
3．让学生阅读问句并补全答语。(处理3b)
教师可以通过多媒体课件把3b的内容展现给学生。
(画线部分为课件中鼠标点击后出现的内容)
1．Is this her ruler？ Yes，it is.It's hers.
2．Is that Eric's schoolbag？ No，it isn't.It's Sally's.
3．Are these his pencils？ Yes，they are.They're his.
4．Are those Anna's books？ No，they aren't.They're mine.
X. Play a game
教师在盒子里放入学生的一些物品，然后让学生任意取出一件物品并找到物品的主人。每个学生只能猜两次。
For example：
T：I have some things. But I'm sorry I don't know whose these things are. Could you help me find the owners？Let's see who can find all the owners first and write the owners' names in the chart.
Object math book red pen green ruler ...
Owner
XI. Homework:
利用所学语句编写寻找物品主人的对话，并在小组内分角色表演。下节课在全班进行评比，表演最精彩的小组为获胜组。
(要求：注意读一般疑问句的语音语调)
四、板书设计：
第三课时 Section B 1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
baseball, watch, computer, game, card, notebook, ring, bag, in, library …
2) 能掌握以下句型：
Ask the teacher for it.
I lost my school ID card.
I must find it.
Call me at 685 6034.x kb 1
3) 让学生继续了解如何确认物主关系。
4) 使学生能够看懂寻物启事和失物招领启事。
2. 情感态度价值观目标：
帮助学生来确认其他同学的物品。
二、教学重难点
1. 教学重点：
1) 词汇：baseball, watch, computer, game, card, notebook, ring, bag, in, library …
2) 句型: Ask the teacher for it. I lost my school ID card. I must find it. Call me at 685 6034.
2. 教学难点：
1) 让学生能够熟练运用所学知识进行完整的对话练习。
2) 让学生能够看懂寻物启事和失物招领启事。x
三、教学过程
I. Greetings and talking
通过学生互相问答进行自由交际。让学生之间互相提问问题，训练他们的口语交际能力。
For example：
S1：What's this
S2：It's apencil.
S1：How do you spell it
S2：P E N C I L.
S1：Is this yours
S2：Yes，it is. It's mine.
II. Check the homework
让学生小组内相互交换家庭作业，检查有无语言错误，然后小组内同学分角色表演，并评选出表演最好的小组，目的是检查家庭作业，并培养学生的动口能力，激发学生学习英语的兴趣。
III. Present the new words
建议1：利用多媒体图片或实物复习上节课的语言项目，并导入新课。
教师出示表格，根据表格信息进行提问，对上节课的语言项目进行复习，并导入新课。
物品 pencil watch computer baseball ...
物品主人 mine Bob's Anna's Helen's ...
For example：
T: Excuse me, S1. Is this your pencil
S1: Yes, it's mine.
T: And is this your watch
S1: No, it's Bob's.
T: What about this baseball
S1: It's Helen's.
T:” Thank you for your help, S1.
S1: You're welcome.
IV. Practice the new words
教师展示出所学新单词的图片或实物，让学生仿照1b，利用所学过的语言项目对新单词进行操练。教师可以先和一名学生对话，给其他同学做个示范。
For example：
T: What's this
S1: It's a watch.
T: How do you spell it
S1: W A T C H.
Then let the students practice in pairs.
V. Listening
1．课本1c的处理。
建议1：练习听力之前，先让学生说出1a中图片中物品的英文名称，进一步强化重点单词。
For example：
T: Please look at the picture in 1a. Can you say their English names (The teacher asks the students to name each one individually.)
S1: This is...
S2: This is...
...
然后让学生看着课本听并在1a中圈出所听到的物品。
2．让学生再听一遍录音，完成1d的卡片。教师也可以把卡片用多媒体课件展示出来。
T: Please look at the two pictures in 1d. One is Linda, and the other is Mike. Listen to the conversation again. This time you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things beside each person's picture.
(Play the recording for the students to write down the words.)
T: Well, what is Linda looking for
S1: ...
T: What about Mike What is he looking for
S2: ...
VI. Practice the new sentences
建议1：根据1d中卡片的信息，让学生分别扮演琳达和迈克，编写对话并表演出来，然后交换角色。(教师可先和一名学生做示范)
For example：(L＝Linda，T＝Teacher)
L: I'm looking for my watch.
T: Is this your watch
L: No, it isn't. That is my watch.
T: Here you are.
L: Oh, and that is my notebook.
T: What's your name
L: Linda.
T: OK. Here you are.
L: Thank you.
T: You're welcome.
VII. Task
小组内同学互相查看2a的完成情况，一是检查单词的拼写，二是了解彼此的信息。同时把物品放在课桌上，利用所学语言项目进行对话练习。
For example:
S1: What's this
S2: It's a pencil.
S1: How do you spell it
S2: P E N C I L.
S1: Is this yours
S2: No, it isn't.It's hers.Is this pencil yours
S3: Yes, thank you.
...
VIII. Read the notices
1．设置情景，激发学生的思维。
从学生生活中常丢失物品的现象出发，引导学生学会处理这类问题。
For example：
T: Most of us may pick up others' things or lost something. If you pick up or lost something, what should you do You can discuss with your partners.
(The students discuss the problem.)
S1: Tell the teacher about it.
S2: Ask my friends to help me look for it.
S3: Tell my parents.
...
T: All of you are right. Maybe we should learn how to read the notices on the board. From Lost and Found, we can find out lots of important information.
2．寻找重要信息。
给学生展现出课本2b的公告栏信息，让学生圈出丢失的物品。
Lin Hai，
A computer game is in the school library. Is it yours？ Ask the teacher for it. Mike Found：Some keys are in Classroom 7E. Are they yours？ E mail me at maryg2@.
Is this your watch？My phone number is 495 3539. Call me.John Lost：I lost my school ID card.I must find it. Call me at685 6034. Thanks.Tom
IX. Practice
建议1：让学生再读一遍2b的信息公告栏启事，写出丢失的物品，并在课本2c的Lost 或Found下打勾。
Item Lost Found
______
______
______
______
阅读指导：
1. 在2b中有四条信息，每条信息中都有一件物品。细读信息找到物品。
2. 在第一条信息中，开头是Lin Hai，结尾是Mike，由常识可知是Mike给Lin Hai 的留言条，由关键句“Is it yours 它是你的吗？”，可知是Mike拾到的该物。故此条是Found条。
3. 由第二条信息中的第一句话“Is this your watch ”，可知是John捡到的手表。故此条也是Found条。
4. 第三条和第四信息中明确有Found和Lost的说明，故较容易确定。
X. Homework:
1．正确阅读所在学校的公告栏信息。
2．小组内讨论如何书写寻物启事和失物招领启事，并试着用卡片分别写出。
四、板书设计：
第四课时 Section B 2 (3a-Self Check)
一、教学目标：
1. 使学生正确阅读并理解公告栏信息。
2. 使学生学会组织语言并利用关键信息进行表达。
3. 熟练运用所学内容书写寻物启事和失物招领启事。
二、教学重难点
1. 教学重点：
1) 词汇： set, a set of
2) 句型：—Is that your schoolbag
—No, it isn't.
Are these yours
Call Jenny at 284 5486.
2. 教学难点：
让学生能够熟练运用所学内容书写寻物启事和失物招领启事。
三、教学过程
I. Greetings and talking
1. 师生问好。
2. 自由交际：
学生之间进行交际训练，让学生利用所学过的语言项目来确认物主关系。
II. Revision
建议1：通过师生问答，复习上一课时所学的语言项目：建议教师利用多媒体呈现出带有个人信息的图片，然后向学生询问一些与上一课时所学语言项目有关的问题。
For example：
T: What's this？(The teacher shows a watch to the class.)
S1: It's a watch.
T: How do you spell it
S2: W A T C H.
T: Is the watch yours
S3: No, it isn't. It's Linda's.
...
III. Present “Lost and Found”
教师利用多媒体课件展示寻物启事和失物招领启事，让学生判断Lost 和Found，并填到卡片上。
______：I lost my school ID card.I must find it.Call Tom at 685 6034. ______：Some keys are in Classroom 7E.Are they yours？E mail me at maryg2@.
IV. Write “Lost and Found”
1. 教师用多媒体展示出寻物启事，让学生发现写寻物启事的要点。
For example：
T: Today we are going to learn how to write “Lost”. Look at the “Lost” below and find out the important information about it.
Lost：I lost my baseball.Yellow and red.Call Bob at 405 6678. Lost：I lost my ID card.My name is Mike.Please call 843 9096.
S1: The lost thing.
S2: Name.
S3: Color.
S4: Telephone number.
T: Yes. You have done very well. If we write “Lost”, we must write the lost thing, its color, the person's name, and telephone number. We can also put a picture of the thing on it.
让学生根据要点检查自己昨天所写的寻物启事，并改正或补全。
2．教师展示出失物招领启事，让学生发现写失物招领启事的要点。
For example：
T: If we pick up something, how should we write “Found” Look at the “Found”below and then tell me the way to write “Found”.
Found：Is this your schoolbag？Please call Anna.Phone: 556 0203 Found：A set of keys in the lost and found case.Call Alan at 886 4779.
S1：The thing.
S2：Telephone number.
S3：联系人。
S4：Place.
T：Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the person that the owner should call, also the place that the thing is.
让学生根据要点检查自己昨天所写的失物招领，并改正或补全。
V. Practice
教师用多媒体展示出课本3a的内容，让学生补全信息。
______：My notebookMy ______ is David.Please ______ me at 679 8871. ______：A set of keysAre these ______？Call Jenny at ______.
VI. Writing
让学生用英文写出简单的寻物启事和失物招领启事。建议教师把学生的作品在实物投影仪上展示，便于修改和提供写作案例。
For example：
T：OK, let's try to write your own lost or found notice with your name and phone number.
(The students write their bulletin board messages and the teacher moves around the classroom offering help.)
T：Let's read someof your messages.
VII. Task
1. 复习单词：让学生完成Self Check的第一部分，写出所知道的学习用品。
建议教师采用竞赛的方式，看谁写的最快最多，可以选几个同学到黑板上去写。这样既可以检查学生的单词掌握情况，也可以调动学生学习英语的积极性。
2. 写新单词：让学生在练习本上写出本单元所学的其他单词。
VIII. Pronouns
让学生完成Self Check的第二部分，用代词填表。
I me my mine
you yours
her hers
he him
IX. Conversation
让学生完成Self Check的第三部分，看图写对话。训练学生用目标语言说话、写作的能力。
For example：
T：Look at the picture, please. What are the first pair of students talking about？Who would like to read it
S1：Is that your schoolbag
S2：No, it isn't.
T：OK, now what may other people talk about Complete the conversations using “—Is this / that ...？—Yes, ... / No, ...”
Then let the students read the conversation with their partners.
Homework:
设计出自己满意的寻物启事和失物招领启事，并帮助同学确认物主关系。
四、板书设计：
Unit 3 Is this your pencil
Section A(1a—1c)
1. Words: pencil, book, eraser, box, pencil box, schoolbag, dictionary
his, mine, hers
2. Sentences: 1) —Is this your pencil？
—Yes, it is. It's mine. / No, it isn't.
2) —Are these your books
—No, they aren't. They're hers. / Yes, they are.
Unit 3 Is this your pencil
Section A (2a—3c)
1. Words: excuse me, thank, teacher, about, yours, for, help, welcome
2. Sentences: —Excuse me. Is this your pencil
—Are these your pencils？
—No, they're Bob's.
—What about this dictionary
—It's Helen's.
—Thank you for your help.
—You're welcome
Unit 3 Is this your pencil
Section B (1a—2c)
I. Words: baseball, watch, computer, game, card, notebook, ring, bag, in, library …
II. Sentences：1) Ask the teacher for it.
2) I lost my school ID card. I must find it.
3) Call me at 685 6034.
Unit 3 Is this your pencil
Section B (3a—Self check)
1. Words: set; a set of
2. Sentences: —Is that your schoolbag？
—No, it isn't.
—Are these yours？
Call Jenny at 284 5486.
PAGE