Unit3 Is this your pencil 全单元教案

Unit 3
第一课时 Section A（1a-2c）
一、教学目标
1.知识目标
（1）单词：pencil，book, eraser，schoolbag，dictionary
（2）短语： pencil box，excuse me.
（3）句型：“Is this/that.. ”“Are thesc/thosc... ”及其肯定和否定答语，确认物主关系。
2.能力目标
能够辨认物品并确认物主关系
3.情感目标
培养学生助人为乐、拾金不昧的良好品德及健康向上的人格。
二、重点难点
1.教学重点：句型“Is this/that... ”“Are these/those... ”及其肯定和否定回答;确认物主关系。
2.教学难点：(1)一般疑问句的用法，陈述句和疑问句的区别。
(2)灵活使用名词性物主代词与形容词性物主代词来确认物主关系。
三、教学准备
PPT课件, 录音
4、教学方法
任务型教学法、情境交际法、自主学习法与合作学习相结合。
5、教学过程
Step 1 Presentation
1.Present the new words.
T:What's this in English (The teacher shows a pen to the students.)
Ss:A pen.
T: Yeah. It's a pen.And what 's this (The teacher shows an eraser to the students. )
Ss: It's an eraser.
(Teach the new words and phrases such as pencil，book，pencil box，schoolbag and dictionaryin the same way.)
2.Practice the new words.
T:Now，please look at the picture in 1a. Can you match the words with the things in thepicture Write the letters next to the words，please.
(Give students about two minutes to finish la. )
T: OK，let's check the answers. Who can tell us the answers
Answers: 1.c 2.g 3.b 4.h 5.c 6.f 7.a 8. d
3. Rearrange the ltters to form words.
searreenaser
nictodaiyrdictionary
epniclpencil
csolohabgschoolbag
4. Translate.
your dictionary你的字典
his book他的书
my pencil box我的铅笔盒
一块橡皮 an eraser
我的书包my schoolbag
他的铅笔his pencil
Step2 Practice
1. Practice the drills“Is this. "Yes itis. /No, it isn't.”
T: (Hold the teacher's pen. )Is this your pen
S: No, it isn't It's your pen.
T: This is my pen. It's mine. (mine my pen)
Ss: Mine. (Read the new word“*mine". )
Teach the word'"ers""his"in the same way.
2. Practice the drills“Is th..."Y'es. it is. /No, it isn't.
T: That is my book. Is that my book
(Put a book on the teacher's desk so that the students can see it clearly. The teacher stands a little far from the desk. )
S: Yes, it is. It's yours.
T: That is his book. Is that your book
(Put a boy's book on the desk and the teacher stands in the same place. )
S: No, it isn't. It's his.
T: That is her book. Is that your book
(Put a girl's book on the desk and the teacher stands in the same place. )
S: No, it isn't. It's hers.
3. Practice the drills“Are these/ho.e..".“Yes, they are. No, they aren't.”
T: These are my books. Are these my books
(Put some books on the teacher's desk so that the students can see them clearly, and the teacher stands near the desk. )
S: Yes, they are. They are yours.
T: Those are his books. Are those your books
(Put a boy's books on the desk and the teacher stands a ltte far from the desk. )
S: No, they aren't. They are his.
T: Those are her books. Are those your books
(Put a girl's books on the desk and the teacher stands in the same place. )
S: No, they aren't. They are hers.
4. Ask and answer in pairs like this:
A: Is this/that..
B: Yes, it is. It's mine/your/his/her..No, it isn't. It's mine/your/his/hers...
A: Are these/those yours/his/ers.
B: Yes, they are. They're mine/hishers.. No, they aren'. They' re mine/his/hers..
5. Work in groups.
(1)Is thsa..2的肯定答语是Yes, itis. ，否定答语是No, itisn'"L .
(2)Are these/hoe.. 的肯定答语是Yes, theyare. ，否定答语是No. they aren't.。
6. Exercises.
(1)单项填空。
①- -Is this your dictionary
- -No, itisn't. It's_ A_.
A. hers
B. her
C. she .
D. they
②These are your D. are my erasers.
A. pencil box;This
B. pencil boxes;The
C. pencil box;That
D. pencil boxes;Those
③-Is this your schoolbag
- -No， it___ C___ , It isn't
A. isyour
B. isyours
C. isn' t;mine
D. isn't;my
④I know this green pen is __ C_ and that blue one is ;
A. he;your
B. he;yours
C. his;yours
D. his;you
⑤___ C _，are you Sam Green
A. Bye
B. Thank you
C. Excuse me
D. Sorry
(2)补全对话。
A: Is this your pen
B: Yes, itis. It's my pen.
A: Is that your ball
B: No, it isn't. It's his ball He likes sports.
A: Is this your schoolbag
B: Yes, it is. It's mine.
Step 3 Listening
1. Tell the students to listen to the conversations in 1b and number them.
2. Ask the students to listen again and check their answers.
Answers: 3, 2，1
3. Listen and check the things in 2a.
Answers: pencil box，erasers, books， pencil, ruler
4. Listen again and complete the conversation with the words in the box in 2b.
Answers: pencil, erasers, ruler， books, pencil box
5. Practice the conversation in 2b.
Ask the students to work in groups.
(1)excuse me意为“劳驾:请原谅”，是事情发生之前表示礼貌或歉意的客套语。
(2)Thank you,是表达谢意的礼貌用语，口语中也可用Thanks.。
6. Ask the students to make their own conversations with the things in the classroom.
-Excuse me, is this you..
一Yes， thank you.
- -Is that his/er..
- -No, it isn't,
一Are these your books
一Yes， they are. Are those your pencils
-No, they aren't. They are hers.
Step 4 Summary
In this lesson, we have learned:
1. New words: pencil, book, eraser, schoolbag, dictionary, his, mine, hers, thank
2. Phrases: pencil box, excuse me.
3. Sentence structures:
It's/They're mine/yours/his/hers.
Homework
1. Remember all the words and new expressions in this lesson.
2. Make a new dialogue like 2b..
Board Design
第二课时 Section A（2d-3c）
一、教学目标
1.知识目标
（1）单词： teacher, about, yours, for, help, welcome
（2）句型： Is this/that..及其答语:
Are thesl/os... 及其答语;
What about..
Thank you for..
You're welcome.
2. 能力目标
(1)学会用英语致谢并对致谢作出恰当的回应。
(2)能运用适当的句型来询问和辨认物品的所属关系。
(3)能初步理解并运用名词所有格来表示物品的所属关系。
3.情感目标
通过交际活动增进学生之间的友谊。培养学生辨别物品的能力，养成助人为乐和拾金不味的良好品德。
二、重点难点
1.教学重点：掌握询问物品所属关系的基本句型，辨别物品的所有者
2.教学难点：名词性物主代词与形容词性物主代词的灵活运用
三、教学准备
PPT课件, 录音
4、教学方法
任务型教学法、情境交际法、自主学习法与合作学习相结合。
五、教学过程
Step 1 Greetings and leading in
T: Hello, Li Hua!
S: Hello, Mr. Wang!
T: Is this your dictionary
S: Yes, it is. It's mine.
T: Is that your schoolbag
S: No, it isn't. It's his/hers.
T: Are these you.. .
S: Yes, they are. /No, they aren't. They are his/hers.
T: Let's leam the new words and expressions. Who can translate them into English
(1)老师teacher
(2)帮助help
(3)......怎么样 what about...
(4.)为....而感谢你(们)hank you for..
(5)别客气。You're welcome.
Step2 Role-play
1. Ask the students to listen to the conversation in 2d, and then follow the tape.
2. Role-play the conversation.
3. Discussion and explanation.
Ask the students to help cach other with the language points. Explain some of them if necessary.
(1)No, they're Bob's.中Bob's是名词所有格形式，表示物品的所属关系。名词单数的所有格形式通常是在词尾加's，以s结尾的名词复数的所有格形式通常是在词尾加“”。
(2)what ab..意为....怎么样 ”"， 用于非正式场合中询问消息或向对方征求意见，其后可接名词、代词或动词-ing形式。其同义表达为“how bu.. ".
(3)thank you for..意为“为...而感谢你(们)”，其中介词for后面可接名词、代词或动词-ing形式。
如: Thank you for your help. =Thank you for helping me. (help)
(4)回答别人的感谢时常用You're welcome.。
4. Try to translate the following sentences.
(1)“这是你的词典吗 ”“不，它不是我的(词典)。它是汤姆的。”
-Is this your dictionary
-No, it's not mine. It's Tom's.
(2)“谢谢你的帮助。”“不客气。”
-Thank you for your help.
-You're welcome,
(3)“这把尺子是你的，那么这块橡皮呢 ”“是杰克的。”
-The/This ruler is yours. What about the eraser
-It's Jack's.
5. Complete the conversation with the words in the box.
A: Hi，Bil!Are these your books
B: Yes, they are. They are mine.
A: And is this his schoolbag
B: No, it isn't. It's Helen's. And the green pen is hers, too.
A: What about this ruler
B: Oh!It's Jim's.
A: Thank you for your help.
B: You're welcome.
Step 3. Grammar Focus
1. Ask the students to read and translate the sentences.
2. Summary, .
(1)注意指示代词、be 动词、名词在数上应保持- -致。 指示代词this, that 是单数，be动词应该用is,其后应接可数名词单数或不可数名词these, those 是复数，be 动词应该用are,其后应接复数名词，名词的复数形式一般在其后加s。
(2)一般疑问句常用Yes或No回答，答语肯定与否定应前后一致。
肯定形式: Yes, it is. /Yes, they are.
否定形式: No, it isn't. /No, they aren't
(3)縮写形式: itis=it's is not risn't
are not aren't they are= they're
(4)mine, his, hers 等是名词性物主代词
mine= my+相应的名词
his=his+相应的名词
hers=her+相应的名词
Step4 Practice
1. Ask students to fill in the blanks in the chart according to the pictures in 3a, and ask two students to write the answers on the blackboard.
Answers: (从左到右，从上到下this, isn't, these, they, that, is, those, aren't
2. Read the questions and complete the answers in 3b.
Answers: 1. it is;hers 2. it is't's 3. they are;his
4. they aren't;They're
3. Summary.
this, these 为近指，指代时间或空间上较近的人或物。
that, those 为远指，指代时间或空间上较远的人或物。
Step5 Summary
In this lesson, we have mainly learmed:
1. New words: teacher, about, yours, for, help, welcome
2. Sentence structures:
-Is this/that..
一Yes, itis. Its..No. it isn't. It's..
- Are these/tho...
一Yes, they are. Teye...No, they aren't. They're....
What about..
Thank you for..
You' re welcome.
3. Sum up the grammar.
Homework
1. Remember and use the useful expressions in 2d and Grammar Focus.
2. Preview the words in Section B.
Board Design
第三课时 Section B（1a-2c）
一、教学目标
1.知识目标
（1）单词：baseball, watch, computer, game, card, notebook, ring, bag
（2）短语：ID card. .
（3）句型：- -What's this
-lt's an...
-How do you spell it
2.能力目标
利用句型What's this 和How do you spell it 巩固所学单词的拼写，提高学生拼写单词的能力。
3.情感目标
培养学生助人为乐，团结友爱的品德
二、重点难点
1.教学重点：(1)运用拼读单词的句型，巩固所学单词的拼写。
(2)通过听力训练，进一步巩固目标语言。
2.教学难点：提高学生运用所学语言进行口语交际的能力，加强听、说、读、写能力的培养。
三、教学准备
PPT课件, 录音
四、教学方法
任务型教学法、情境交际法、自主学习法与合作学习相结合。
五、教学过程
Step 1 Free talk
Show the school things we learned in Section A. Let the students ask and answer like this:
A: What's this
B: It'sa pencil.
A: How do you spell it
B: P-E-N-C-I-L.
Step 2 Presentation
1. Show some pictures to present the new words: baseball, watch， computer， game,notebook, ring, ID card, bag. Then read and spell them..
2. Ask the students to match the words with the things in the picture in la. Then ask the students to write the words from their memory.
Answers: 1.e 2.b 3.h 4.a 5.i 6.g 7.c 8.d 9. f
3. Translate.
(1)棒球baseball
(2)电脑游戏computer game
(3)手表watch
(4)notebook笔记本
(5)学生卡ID card
(6)ring戒指
(7)袋;包bag
4. Pair work.
Show some pictures on the screen.
Talk about the things in the pictures or in the cassoom after the model.
Model: A: What's this
B: It's a watch.
A: How do you spell it
B: W-A-T-C-H.
A: What are these
B: They are keys.
A: How do you spell i
B: K-E-Y-S.
5. Group work.
(1)在It's a watch.中watch用作可数名词，意为“手表”，其复数形式为watches.英语中以
s, x，ch, s结尾的名词，变复数时- -般在词尾加-es.如: box- +boxes, match + mathes,
bus- -buses, dish- *dishes.
(2)在How do you spell it 中how为疑问副词，意为“怎样”，用来提问做事的方式。在回答
拼写某个单词时，用其大写字母形式，各字母之间用连字符“_”连接。
Step 3 Listening
1. Look at the words in 1a. Listen and circle the things you hear.
Answers: watch， ID card, pen, baseball
2. Listen again. Then write down the things that belong to Linda or Mike.
3. Check the answers. Tell the students to use:
This is Linda's..
That is Mike'...
Answers: Linda: watch, ID card
Mike: pen， baseball
Step4 Pair work
1. Work in pairs.
Student A acts Linda and Student B acts Mike to make conversations about these things in ld.
Then change roles.
(The teacher moves around to help them. )
2. Ask some pairs to act them out in class.
(The students practice in pairs, and the teacher moves around explaining the procedure and offering help. )
Step 5 Exercises
单项填空。
1. - -What's this
- -It's_ B。
A. key
B. a key
C. keys
D. some keys
2. - -How do you spell“key"
A. It'sa key
B. K-ey
C. K-E-Y
D. A key
Step 6 Summary
In this lesson，we have learned:
1. New words and phrases: bascball, watch, computer, game, notbook, ring, ID card，bag
2. Sentences:
- What's this
-It's a/an...
-How do you spell it
Homework
1. Remember the new words and expressions，then write down the things you lose casily.
2. Preview work: read the notces in 2b and circle the lost things.
Board Design
第四课时 Section B（3a-Self Check）
一、教学目标
1.知识目标
（1）单词：in, library, ask, ask. .. for, find, some, classroom, e-mail, at, call, lost, must, set, .
（2）短语：a set of
（3）句型：A computer game is in the school library.
Ask the teacher for it.
I must find it.
E-mail/Call me at...
2.能力目标
学会写寻物启事和失物招领。
3.情感目标
培养学生拾:金不味、助人为乐和团结友爱的品德。帮助学生树立正确的价值观和金钱观。
二、重点难点
1.教学重点：学会写寻物启事和失物招领
2.教学难点：正确书写寻物启事和失物招领
三、教学准备
PPT课件, 录音
4、教学方法
任务型教学法、情境交际法、自主学习法与合作学习相结合。
五、教学过程
Step 1 Greetings & Revision
1. Gireet the whole class as usual.
2. Revision.
Ask and answer like this:
- -Is this/that your pencil
-Yes， it is. It's mine. /No, it isn't It's his/hers.
3. Ask students to write school things they have learned and then check each other.
4. Ask the students to write the things they lose casily. And then make a report like this:
I lost my pen, my eraser, a noeobook...
Step2 Leading in
1. Ask the students:
What should we do if we lose our things
And what should we do if we find some things
Students may answer the qucstions in Chinese.
Help them to say them in English.
2. Then how to write "Found" and“Lost' Tell them to read the notices in 2b.
Step3 Reading
1. Read the notices in 2b and circle the lost things quickly. Check the answers together.
Answers: a computer game, some keys, a watch, a school ID card
2. Read the notices again and fill in the chart quickly.
3. Retell each notice according to the information in the chart above.
Retell it like this: Mike found a computer game in the school library. If it's yours, ask the
teacher for it.
4. Work in groups.
(1)Ask the teacher forit中ask意为“请求:要求”，常用短语asksb. for sth.意为“向某人
要某物”。
(2)some意为“- -些:某些”，后接可数名词的复数形式或不可数名词。- -般用于肯定包中。
在否定句或疑问句中常用any.
()e-mail作动词时，意为.“....发电子邮件”;作名词时，意为“电子邮件”。“给某人发
电子邮件到...”用e-mail sb. a+电子邮件地址。
()call动词，意为“....打电话”,后面常接表示人的名词或代词，意为“给某人打电话”。
拨打某个号码找某人常用“call sb. a+电话号码”。
(5)must是情态动词，意为“必须:应该: - -定”，没有时态、人称和数的变化，后接动词原
(6)aset of表示“一套: - 一副:一组"， 其中set是名词，意为“一套:一-副:一 组"。 如: a
set ofbooks一套书， a set of stamps-套邮票。
(7)Found, Lost 都可用作名词，分别表示“失物招领”和“寻物启事"。“失物招领"和“寻
物启事”包含的要素:①丢失或检到的物品:②联系人及其联系方式。
5. Ask the students to find the phrases in 2b，and then use one of them to complete each sentence.
(1)请求:恳求(给予）ask..for..
(2).给....发电子邮件到..email...at
(3)搜打......号码(找):..call...at...
(4)在学校图书馆in the school library
(5)We can ask the police for help.
(6)E-mail me at mary@ .
(7)Please call me at 826-8087.
(8)A set ofkeys is in the school library.
Step4 Writing
1. Each student completes the notices with the words or phone number in the box in 3a.
Answers: Lost, name, call, Found, yours, 284-5486
2. Ask each stuadent to write his or her own lost and found notices. Ask two students to come to the
blackboard. The teacher moves around to help them.
3. Check the notices on the blackboard together, and ask the students to correct their mistakes.
4. Practice.
如果你是David,你捡到一块手表，你该如何写- - 则失物招领呢 如果你想找到你丢失的自行车，又该如何写一则寻物启事呢
Answers will vary.
Step5 Self Check
1. Ask the students to write the school things they know. The answers will vary.
2. Each student completes the chart in Activity 2. Two students write on the blackboard. The teacher moves around to help them.
3. Check the charts on the blackboard together, and then the students check each other in groups.
Answers: (从左到右，从上到下)you，your, she, her, his, his
4. Summary.
(1)人称代词分主格和宾格形式;物主代词分为形容词性物主代词和名词性物主代词。
(2)第二人称代词主格you与其宾格相同，形容词性物主代词为your,名词性物主代词是在形容词性物主代词后加s.
(3)第三人称形容词性物主代词her与其宾格相同。
(4)第三人称形容词性物主代词his与其名词性物主代词相同。
5. Ask the students to look at the picture in Activity 3 and write conversations in groups. Then role-play the conversations in pairs.
Possible answers:②A: Is this your pencil
B: No, it isn't.
B: No, it isn't.
③A: Is this your key
B: Yes, itis.
④A: Is that your baseball
B: No, it isn't.
Step 6 Summary
In this lesson, we have lcarned:
1. New words: in, library, find(found), some, classroom, e-mail, at, call, lost, must, set
2. Phrases: a..... a set of, all-a....
3. Sentence structures:
..is/are. in...
Ask..fo.. .
Call/E- mail.a....
I must find it,
Homework
Board Design
mine, his, about, hers, these, help, isn't, welcome, they