Unit 3 Is this your pencil?全单元4课时课件及教案

Unit 3 Is this your pencil?
一、教学内容、目标和要求
题目
Is this your pencil ?
题材内容
本课以辨认物品的所有者为题材，物品都是与学生生活密切相关的，便于使用实物教学。
教 学 目 标
语
言
知
识
目
标
功能
语法
词汇
语音
辨认物品的所有者。
be动词的一般疑问句；形容词性的物主代词。
pencil, pen, book, eraser, ruler, pencil ,box, schoolbag, ID card, baseball, ring, watch, key, compute game, notebook, dictionary
[e] [u] [ei] [?]
语
言
技
能
目
标
听
说
读
写
能听懂询问物品所有者的对话，能在对话环境下听取物品单词。
能对物品的名称和所属进行回答。
能读懂简单的寻物启事或失物招领之类的短文。
会写失物招领和寻物启事。
演示与表达
能在同学间进行辨认物品所有者的对话。
自学策略
合作学习策略
培养学生利用图片和实物联想单词的能力。
掌握寻找物主的表达方式，培养团结友爱，拾物必还的精神。
文化意识、情
感态度
任务
培养集体观念和勤奋学习的观念。
能运用所学句型进关于物品的所有者的会话交际。
二、教学内容分析
本单元是以辨认物品所有者为话题，在不断的听和对话训练中让学生掌握有关学习用品和日常生活用品的英语名称，通过询问物品的名称而引出本单元的目标句式：Is this/ that…? 然后通过很自然的询问单词的写法来导入另一重要句式：How do you spell it? Section B 2b以失物招领和寻物启事为题材，主要是巩固前面所学的单词、电话号码和培养学生拾物必还的精神。
三、教学过程建议
由于本单元的单词都是学生们熟悉的东西，所以我们在把这些单词呈现给学生时，只需用实物演示，不必使用过多的汉语，反复借助活动和游戏的强化就可以让学生牢固掌握住。本单元的一个目标句型Is this your/his/her…? Is that your/ his/ her…?可以通过收集学生的文具，寻找物品的主人而很容易地导入这一话题，并进行操练。
Period One
课型：
Watching, listening and speaking
方法：
Interactive approach
主要内容：
Key vocabulary: this, that , pencil, pen, book, eraser, ruler, dictionary
Key structures: Is this / that…?
目标：
To learn the words about school things.
To learn to identify ownership
教学步骤：
Step1 Warming-up
目的：
为下一个任务作准备，导入话题并呈现本单元部分生单词。
说明：
这一部分可利用课堂的前5 分钟完成，这是一个free talk,学生会感到很轻松，同时对话也涉及到文具和物主代词，能够让学生较快地进入学习状态，并导入下一个活动。
操作：
·师生在相互问候之后，教师顺势将对话深入，导入本课的话题。
T：Today we’re going to learn Unit 2. First let’s do some warming-up exercise. What’s this in English?
S：It’s a pen.
T：Good! This is my pen and what’s this in English?
S：It’s an eraser.
T：This is his eraser……
Step 2 Watch and match (1a)
目的：
让学生认识本课的生单词。
建议：
本节借用实物和进行对话来展现出单词。
操作：
·教师可拿实物带领学生进行对话，引导学生感知生单词。
T：Look, what’s this in English? Do you know?
S ：Sorry, I don’t know.
T：It’s a dictionary. Dictionary.（教师强调）
?让学生进行类似对话，弄清本课所有物品的英语名称。
·让学生跟读目标词汇，并加入升降调。
Dictionary↗↘ schoolbag↗↘
·学生观察图片，完成1a的任务，二人一组核对答案并向全班汇报。
Step 3 Listen and number the conversations (1b)
目的：
训练学生从听力材料中获取有关物品所有者的信息。
建议：本活动可以根据学生的水平决定听的次数和反馈方式。
操作：
?让学生诵读图片中的对话，然后进行两人一组练习。
·播放第一遍录音，学生们做出选择。
·播放第二遍录音，让学生们跟读。
Step 4. Practice (1c)
目的：
本活动是听力活动的继续，目的是使学生掌握听力活动中所展示的词语和句法，并训练学生利用它们进行交际的能力。
建议：
收集部分学生的文具，让学生在不知道物主的情况下进行较真实的交际。
操作：
让学生操练下面的对话：
A: Is this your…?
B: Yes, it is. / No, it isn’t. It’s her/ his…?
方案1：两人为一组，同伴之间询问，然后在班上展示。
方案2：四人为一组，学生询问选择的对象范围广，兴趣更浓。
方案3：把收集的物品放在讲台上，让学生们轮流询问和应答，直到找出所有的物品的主人，并把物品全部归还给他们。
Period Two
课型：
Listening writing and speaking
方法：
Interactive approach
主要内容：
Key vocabulary：thank , English , how , spell
Key structures：How do you spell it ?
目标：
To listen to find out the information about school things.
To learn how to question ownership and how to make an answer.
教学步骤：
Step 1 Listen and check (2a)
目的：
这一节通过听力训练来进一步巩固本单元的词汇和句型(词汇：pencil box , erase , book , pencil , schoolbag , ruler 句型：Is this your…？)。
操作：
·请学生用英语说出图中的6个物体的英语名称。
·老师说：You’re going to hear 5 conversations, please listen and check 5 school things you hear.
·放磁带，学生听并勾出所听到的物品。
·全班集体核对答案。
Step2. Listen and write (2b)
目的：本听力活动是为了训练学生在对话中获取所需信息的能力。
建议：本听力难度较大，可根据学生情况适当增加播放次数。
操作:
·请学生读出方框中的单词。
·放磁带,学生听并完成对话中的空白。
·放磁带,学生听、读磁带内容。如果学生基础较好，可以合上书，请同学单独起来重复各句的内容。
Step3 Practice(2c)
目的：
这一部分主要是在听力的基础上对学生进行相应的口语训练，以巩固听力内容和基本句型。
操作：
·教师准备一些实物文具，问一个学生
T ：What’s this in English ?
S：It’s a pencil ?
T ：Is this a pencil ?
S：No, it isn’t ?
·再作一示范，拿起一个学生的东西
T：What’s this in English ?
S：It’s a pencil ?
T：Is this a pencil ?
S：Yes, it is.
·学生用自己的实物或看2a中的图，两人一组问答，教师巡回教室，以便给学生提供相应的帮助 。
·请几组同学全班展示他们的对话，看谁做得最好。
·请学生两人一组练习2d中的对话，然后请两位同学就2d中的对话做示范表演，总结句型：Thank you for…/Thanks for…
Step 4 Grammar Focus
目的：
本活动主要是帮助学生理清本单元的基本句型，弄懂一般疑问句及其回答。
操作：
·请学生诵读书中所列的句子，并归纳句型特点。
·请同学起来归纳，如果学生有困难，老师再讲解。
Is this your…？ Yes, it is. / No, it isn’t.
Is this my…？ Yes, it is. / No, it isn’t.
Step 5 Practice( 3a 3b)
通过这两个练习，提高对一般疑问句及其回答方式基本句型的应用能力。
Step 6 Games
说明：
如果时间允许，在课堂上进行，否则可以布置给学生做课外游戏。
建议：
从4人或6人为单位，把不同的文具放在一起，然后其中一人拿一个，猜一猜是谁的。最快猜出次数最少的就是获胜者。
Period Three
课型：
Listening, writing and speaking
方法：
Interactive approach
主要内容：
Key vocabulary：baseball, watch, computer, game, key, ring, call.
Key Structures：What’s this? It’s….
How do you spell…？
目标：
To learn some other everyday things.
To practice using the sentence structure : How do you spell it?
教学步骤:
Step1 Learn and practice (Section B1a、1b)
目的：本活动是为了认识一些文具和日常用品，为后面的听力活动作准备。
操作：
·用图片让学生认识新单词，教师问What’s this in English? 必要时帮学生回答It’s a…
·学生看图完成1a、1b的任务，小组核对答案。
·两人一组让学生尽量使用实物训练下面对话：
A、What’s this?
B、It’s a key?
A、How do you spell it?
B、K-E-Y.
A、Is this your Key?
B、No, it’s his key /Yes, it is.
·让几对学生到前面展示。
Step 2 Listen (1c 1d)
目的：
本听力活动是为了进一步巩固前一个活动中的词汇和句型。
建议：
如果学生在经过第一个活动之后，词汇掌握得仍不够好,教师在本活动前可再增加一个认图活动。
操作：
·学生两人一组，对1a中的物品进行再认。
·播放听力，学生圈出所听到的单词，全班对答案。
·引导学生看1c中的图片并读会Kelsey和 Mike两个名字，并让学生们诵读1a中的单词。
·再播放听力，学生完成1d中的任务，全班对答案。
·如果学生基础较好，可让学生再跟读听力一遍。
Step 3 Speak (1e)
目的：
本活动是为了训练学生用his和her来询问物品的主人。
操作：
?先让学生操练下面的对话:
A: What’s this?
B: It’s a watch.
A: How do you spell it?
B: W-A-T-C-H
?在学生操练熟练之后，练习这个对话：
A: What’s this?
B: It’s a watch.
A: Is it your watch?
B: Yes, it is. / No, it isn’t. It’s her watch.
A: How do you spell WATCH?
B: W-A-T-C-H.
方案1
·教师和一名学生做示范对话。
·学生两人一组进行练习。
·全班核对答案。
方案2
·在进行方案1中的前两个步骤后，收集另外两个学生（a boy and a girl）的东西进行练习。
方案3：
·也可以增加一个游戏：四人一组，蒙住一个同学的眼睛，在他面前放若干物品，让他猜：Is this her/his…? 轮流进行，全部猜正确为止，看谁猜对所用的次数最少。
Period Four
课型：
Reading , writing and speaking
方法：
Interactive approach
主要内容：
Key vocabulary：at, the, lost , found , please, school
Key structures：Is this / that your…?
目标：
To learn to write Lost & Found.
教学步骤：
Step 1 Warming-up
目的：
本活动为了复习已学过的物品单词和目标语言，为下一个阅读活动作准备。
方案1：
·收集一些物品，问全班学生: What’s this ? How do you spell it ? 全班学生集体作答。
方案2：
·收集两个学生(a boy and a girl)的物品,与单个学生进行回答：What’s this? Is this his / her…? How do you spell it?
·把收集到的物品放远一些，再进行对话练习，引出目标语言Is that…？顺势导入新课：让学生在2a练习题中写出自己经常丢失的物品名称，巩固所学新单词。
Step 2 Read (2b、2c)
目的：
本活动是为了让学生看懂简单的失物招领和寻物启事。
建议：
这是一个简单的阅读活动，教师可以在学生阅读之前先练习目标语言。
方案1：
·师生对话练习句型 Is that…？
T: Is this your eraser, David?
S: Yes, it is. / No ,it isn’t, it’s his eraser.
T: And is that your pencil?
·帮助学生理解单词和短语: call Allan at 495-3539, computer game, lost and found box, ID card。
·学生完成2b、2c中的任务。
方案2：
·师生对话练习句型 Is that…？ Call me at….？
·学生完成2b、2c的任务并诵读其内容。
Step 3 Complete the notices (3a)
目的：
本活动是上一个阅读活动的延伸，是为了培养学生对Lost or Foud notice的练习和书写能力。
操作：
·让学生弄清题意，并阅读方框中的内容。
·学生完成3a任务。
·请一个学生汇报他的答案，并读出完整信息。
·让另一个学生把完整信息写在黑板上。
·学生轮流向全班诵读3a活动中的寻物启事和失物招领启事。
Step 4 Write（3b）
目的：
本活动是为了培养学生的阅读能力和教会学生写简单的失物招领和寻物启示。
操作：
·让学生每人模仿写一份实物招领和寻物启事，看谁写得图文并茂。把写得好的贴在教室里全班展示。如果有时间请几位学生在班上诵读，否则把它当作家庭作业。
Unit 3 Is this your pencil?
单元整体说明
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 isn’t.”，体会一般疑问句的用法；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.”。通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。本单元与第三单元衔接紧密：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。
单元知识系统（树）
Is this/that your/her/his pencil? Yes, it is. No, it isn’t.
How do you spell pen? P-E-N. What’s this in English? It’s a pen.
Lost and Found
单元总体目标
运用Using contest guessing的学习策略，引导学生学会询问物品的主人的基本句型；体会一般疑问句的用法；学习如何写“失物招领”，“寻物启事”。
单元教学、难点一览
重点
难点
1. 复习词汇pencil pen book eraser ruler pencil box
2. 词汇schoolbag ,pencil ,dictionary ,baseball ,computer game ,ring watch ,notebook ,ID card
3. 句型Is this/that your/her/his pencil? Yes, it is. No, it isn't.
How do you spell pen? P-E-N. What’s this in English? It’s a pen.
4. Lost and Found
话法焦点在于一般疑问句、Lost and Found
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Using contest guessing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），既能提高学生解决问题的能力，又能巩固所学知识。
单元教学建议
采用Using contest guessing和Role playing的学习策略，利用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。
单元课时分配
本单元用3课时教学
Section A用1课时
Section B部分用1课时
Self Check及阅读部分用1课时。
Section A
教学内容
Section A（教材P13-15)
教学目标
知识与能力
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 isn’t.”，体会一般疑问句的用法，巩固所学单词的拼写“How do you spell pen? P-E-N.”。提高学生拼写单词的能力。
过程与方法
采用Using contest guessing和Role playing的学习策略，利用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。
情感态度价值观
该部分学习内容贴近学生的生活，谈论的主题是“识别物品的所属”使学生能比较好地解决类似问题，既能提高学生解决问题的能力，又能巩固所学知识。
教学重、难点及教学突破
重点
重点：使学生学会询问物品的主人的基本句型，体会一般疑问句的用法；巩固所学单词的拼写。
教学突破
Section A通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。
教学准备
教师准备
制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil box，学习词汇schoolbag pencil baseball dictionary.
学生准备
复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Role playing的学习策略。
教学步骤
(1课时）
一、第一教学环节：情境导入
教师活动
学生活动
1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问物品的主人的基本句型"Is this/that your/her/his pencil? Yes, it is. No, it isn’t．”。
2.让学生听对话，练习并模仿对话。识别物品的所属。
1.将单词与实物相连复习一些单词、学一些生词。学习询问物品的主人的基本句型"Is this/that your/her/his pencil? Yes, it is. No, it isn't.”。
2.听对话，练习并模仿对话。识别物品的所属。
二、第二教学环节：师生互动
教师活动
学生活动
1. 播放2b部分的录音让学生听，引导学生通过听录音熟悉物品名称"pencil pen book eraser ruler pencil box”，完成2a,2b部分的教学任务。
2. 引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn't.）。
3. 分角色表演2d中的对话，使学生加强对“询问物品所属”基本句型的练习。
4. 概括语法点。
1. 通过听录音熟悉物品名称" pencil pen book eraser ruler pencil box”，完成2a,2b部分的教学任务。
2. 重复所听到的，模仿对话识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn’t）。
3. 通过对话，增加询问物品所属的基本句型的练习，完成2d教学任务。
4. 熟悉语法点
三、第三教学环节：操练、巩固
教师活动
学生活动
引导学生复习P15一般疑问句基本句型，通过3a、3b的练习加深对一般疑问句及其回答方式的理解。
两人一组练习3a-3b中的对话，巩固一般疑问句问答方式的练习。
四、第三教学环节：做游戏
教师活动
学生活动
通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。培养猜测、推断的能力。
通过Find the Owner Game，学会询问物品的主人的基本句型，体会一般疑问句的用法。提高猜测、推断的能力。
本课总结
本课采用Using contest guessing和Role playing的学习策略，利用教学图片来展开课堂Pairwork, Find the owner Game的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。培养猜测、推断的能力。同时进行听力训练，培养学生口语交际能力。
板书设计
Unit 3 Is this your pencil?
Section A
Words: pencil pen book eraser ruler pencil box schoolbag pencil sharpener dictionary
Drills：Is this/that/your/our/her/his pencil? Yes, it is. No, it isn’t.
What’s this in English? It’s a pen.
Grammar：Is this your/her/his …? Yes, it is. No, it isn't.
Is that your/her/his…？Yes, it is. No, it isn’t.
问题探究与拓展活动
找主人：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。
练习设计
随堂练习设计
从B栏中选出A栏各句的答语。
A B
( )1. What's this in English? A. Nice to meet you, too.
( )2. Is it your dictionary? B. Yes，P-E-T-E-R，pen.
( )3. I'm Gina. Nice to meet you. C. Yes, it is.
( )4. What’s your last name？ D. It's an ID card.
( )5. Can you spell it? E. Smith.
KEYS: 1.D 2. C 3. A 4. E 5. B
个性练习设计
比比看：把两个同学铅笔盒里的文具混在一起。然后请他们分别挑出自己和同伴的物品，看谁花的时间最少。在做这种练习时，可要求学生采用自言自语的方式，即一边挑物品，一边运用“This is my…. That’s her/his…”句型进行描述，这样可练习物主代词和指示代词的用法。
Section B
教学内容
Section B（教材Pl6-18）
教学目标
知识与能力
重点内容是学习一些物品名词，学习如何写“寻物启事和失物招领”，同时复习“询问物品所属”的句型。既可以提高学生遇到类似挫折时的解决问题的能力，又能巩固所学的知识。
过程与方法
运用Pair work, Group work、写“寻物启事和失物招领”的活动方式，引导学生进行看、读、问答训练，巩固所学知识。培养口语交际的目标，加强听、说能力的培养。
情感态度价值观
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。
教学重、难点及教学突破
重点
复习词汇pencil pen book eraser ruler pencil box
学习词汇schoolbag pencil sharpener dictionary basketball computer game ring watch notebook ID card.
教学突破
写“寻物启事和失物招领”，画图猜测物品。
教学准备
教师准备
利用录音使学生学习一些物品名词，并引导学生进行Pair work，学会询问“What’s this? It's a … . How do you spell watch? W-A-T-C-H.”；引导学生写“寻物启事”和“失物招领”，画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。
学生准备
学习一些物品名词，了解写寻物启事和失物招领的内容和格式。
教学步骤
（1课时）
一、第一教学坏节：看单词连物品
教师活动
学生活动
1. 引导学生将单词与物品相连，形成直观记忆。
2.引导学生进行Pair work，操练句型"What，s this? It’s a …．How do you spell watch？W-A-T-C-H.”，完成1b中的学习要求。
1. 将单词与物品相连，形成直观记忆，完成1a学习任务。
2.进行Pair work，操练句型"What' s this? It’s a … . How do you spell watch？W-A-T-C-H.”，完成1b中的学习要求。
二、第二教学环节：听、写物品名词（完成1a-1e的学习任务）
教师活动
学生活动
1．听录音引导学生圈出所听到的单词。
2．听录音引导学生写出所听到的单词。
3．引导学生进行Pair work.
1．听录音圈出所听到的单词。
2．听录音写出所听到的单词。
3．进行Pair work。
三、第三教学环节：写“寻物启事”和“失物招领”
教师活动
学生活动
1. 请学生回忆自己经常丢失的东西，提高学生学习兴趣，以引导学生进入下一环节的学习。
2. 引导学生看2b部分的“寻物启事和失物招领”，圈出物品名词，了解写寻物启事和失物招领的内容和格式。完成2b、2c的学习要求。
3. 引导学生写“寻物启事和失物招”.完成3a的学习要求。
1. 用英语回答自己经常丢失的物品，并写出来，复习已学过的物品单词。完成2a的学习任务。
2. 看2b部分的“寻物启事和失物招领”，圈出物品名词，了解写寻物启事和失物招领的内容和格式。完成2b、2c的学习要求。
3. 写“寻物启事”和“失物招领”，完成3a的学习要求。
本课总结
利用录音使学生学习一些物品名词，并引导学生进行Pair work，引导学生写“寻物启事”和“失物招领”、画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。
板书设计
Unit 3 Is this your pencil?
Section B
Words：schoolbag pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book
Drills：What’s this？it’s a … . Is it a watch？Yes，it is．No，it isn’t.
How do you spell watch? W-A-T-C-H.
Lost and Found
问题探究与拓展活动
1. 失物招领
2.寻物启事：试着为你丢失的东西写一份寻物启事。
练习设计
随堂练习设计
重新排列字母，组成单词。
1. necpil _______ 2. searre __________ 3. csobohlga__________ 4. yrsro ___________
5. nictodiary _________ 6. allbbsea __________ 7. tawhc ________ 8. oclsho _________
9. grin ________ 10. yek _________
Keys 1. pencil 2. eraser 3. schoolbag 4. sorry 5. dictionary 6 . baseball 7 ．watch 8. school 9. ring 10. key
个性练习设计
教师可先向学生提出问题：如果别的同学错拿了自己的东西或自己找不到自己的东西，该怎么办？教师提出问题后，让学生分组进行讨论并记下自己的想法；然后让学生将每组中所有学生的想法进行分类，每组选派一名学生向全班进行阐述；教师再将学生的主要想法收集起来，并记在黑板上。
Self Check
教学内容
Self Check＆reading (教材P12)
教学目标
知识与能力
复习词汇schoolbag pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book引导学生自我评价并建立个人生词表；
复习“询问物品所属”的句型。
过程与方法
运用Using contest guessing和Role playing的学习策略。
首先，通过听说读写检测使学生了解自己掌握了那些词汇。
其次， 引导学生区分代词的主格、宾格形式和形容词性物主代词与名词性物主代词的区别。
第三，引导学生看3中的图，编写对话操练“Is that/this your …？”。
情感态度价值观
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。
教学重、难点及教学突破
重点
复习词汇schoolbag pencil dictionary baseball computer game ring watch notebook ID card key eraser ruler book；
复习“询问物品所属”的句型。
教学突破
引导学生看3中的图，编写对话操练"Is that/this your…?"
教学准备
教师准备
制作1、3部分的课件、补充一些内容（针对能力强的学生）。
学生准备
收集本单元中尽可能多的单词进行自测。利用Lost and Found操练“Is that/this your…?”。
教学步骤
(1课时）
一、第一教学环节：自我测评
教师活动
学生活动
引导学生进行自我检测，完成自我评
估。
进行自我检测，完成自我评估。
二、第二教学环节：语音规则
教师活动
学生活动
引导学生看3中的图，编写对话操练“Is that/this your…?”。
看3中的图，编写对话操练“Is that/this your …?”。
本课总结
引导学生进行自我检测，完成自我评估；利用词汇表将生词进行归纳整理记忆利用3中的图，编写对话操练“Is that/this your …?”
板书设计
Unit 3 Is this your pencil?
Self Check
Words: schoolbag pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book
Drills: Is this/that your schoolbag? No, it isn’t. Yes, it is.
问题探究与拓展活动
多种多样的教学法：
语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；
口语教学：互相操练、对话练习、交际活动；阅读教学：回答问题和填空练习；
听力教学：图文配对和对话选择；
写作教学：听写词句、填空造句、模仿写作；
语法教学：总结规律、模仿操练。
练习设计
随堂练习设计
写作。
1. John在学校大门口丢了手表，请帮助他写一个寻物启事。他的电话号码是：495-3537.
2. Mary捡到两枚戒指并把它们放到失物招领箱中。请帮助她写一个失物招领启事，找到失主。
个性练习设计
找物品的主人：将你所熟悉的同学或教师使用的物品展示在你面前，请你找出物品的主人。
活动流程
(1) 教师将课前收集的物品展示给学生，先询问：What’s this in English? 让学生回答：It's a…，直到学生弄清楚是什么物品；
(2)在学生弄清楚是什么物品之后，再问他们这些东西是谁的：Whose is this/are these…？
(3)从每组中选出一个学生，询问他们某些物品是谁的。
(4)A后让每组中的学生互相询问物品的主人：Is this/that your…？No, it isn't.／Yes，it is.
(5）当所有的学生都傲完后，和他们一起确认这些物品的主人，并归还给他们。
(6)最后给每组的学生代表的回答评分，看谁猜中的数量多。
教学探讨与反思
典型例题选讲
根据下表中的人物姓名，选用正确的物主代词填空。
Ask
Answer
1. What’s your name？
My name is Sonia．
2. What’s ________ name?
______ name is Tim.
3. What’s _______ name?
______ name is Kate．
4. What’s your teacher’s name？
______ name is Liu Yun.
5. What’s the bird’s name？
_______name is Polly.
本题主要考察第三人称物主代词的用法。His他的，指男性；her她的，指女性；its它的，指事物。所以答案为：2. his 3. her 3. her 4. its
Unit3 Is this your pencil?
一、单元分析
本单元的标题为 Is this your pencil? 话题为 Things in the classroom.。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。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 isn’t.”，体会一般疑问句的用法；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.”。通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。
根据《英语课程标准》（实验稿）关于总目标的具体描述，结合第三单元的教材内容，我分语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：
根据教材内容我把该单元的教学目标定为：
1语言知识
⑴语言结构：复习指示代词this, that，these，those和What 引导的特殊疑问句用法
学习Yes/No问句及其简单回答
学习句型How do you spell pencil?的用法
⑵语言功能：学会辨认物品的所有者
询问物品的所属，对物品的所属进行提问和回答
能够使用目标语言写失物招领和寻物启事
2语言技能：
听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，作出较得体的回答。
说：能在本课的任务型活动如：失物招领、制作海报、编写谜语等中进行简单有效的交流。
读：能正确朗读本单元课文；能查阅工具书为完成任务做准备；能阅读有关外国学校简单的背景材料。
写：能使用简单的句子和短语参照范例写出“寻物启示”、“失物招领”等语言材料。
3学习策略目标：
?使学生明确自己学习的需要，自觉完成课前任务。
?通过Contest Guessing 和Role playing，使他们能主动积极地参与课堂活动。
·通过完成任务, 培养一种群体意识, 自主学习及合作学习的意识.
※跨学科学习:
·艺术：画出所学物品并依此支持完成失物招领和寻物启事。
·社会实践
·文学: 尝试写失物招领和寻物启事。
4情感态度目标：
·培养学生乐于助人，团结，友善的精神。
·通过学习“Lost and Found”，培养学生拾金不昧的精神。
·通过一系列的任务，鼓舞了学生积极参与活动和积极学习英语的兴趣，增加了学生用英语表达的自信。
5文化意识：
对本单元任务型活动中所用的语言材料如请求、感谢、赞扬等作出符合英语交际习惯的反应；了解英、美国家中小学生的学习、学校生活，培养世界意识。
二、教学重难点：
§重点：
?要求掌握的词汇：pencil, pen, book, eraser, ruler, pencil box, dictionary, schoolbag, baseball, watch, key, computer game, notebook, ring
?掌握好重点句型：Is this your pencil?
Yes, it is./No, it isn’t.
What’s this in English?
It’s a pen.
How do you spell it?
P-E-N.
§难点：
·一般疑问句；
·形容词性物主代词和名词性物主代词
·Lost and Found.
三、单元学情分析
§初一学生总体特征：
1）、学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。
2）、学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。
§本单元学情剖析
本单元的主题是识别物品的所属，学生可以采用Using contest guessing和Role playing的学习策略，学习新词汇，掌握重点句型，同时能比较好地解决类似问题（失物招领、寻物启事），既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。
四、单元教学建议为达成上述教学目标，根据Go for it!教材的特点，我们将运用任务型教学途径，而学生也相应地采取自主、合作、探究的学习方式。本单元采用Using contest guessing和Role playing的学习策略，利用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。
主题思维图及任务型活动：
围绕这一主题，教师还可以选择的任务活动有：找主人；猜猜看；比比看；失物招领；寻物启事；你该怎么办？
五、单元课时分配本单元用4课时教学第1课时从Section A的1a至2d第2课时从Section A的3a至Section B 的1e
第3课时为Section B的2a至3b第4课时为Self-check
六、教学设计的思路及教学建议第二单元的主题是“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。正是基于这一原因，教材围绕着这一主题，为我们可以设计了游戏，即找到一些物品的主人，同时我们还可以根据本单元的主要句型，将这些游戏扩展，从而达到练习这些重点句型的目的。
需要说明的问题 1、任务型教学强调的是应用。所以在以用为先导的前提下，要学生在表达时， 一定要注意自己的面部表情、说话的流利程度等等。 2、学习者的参与与语言熟练程度关系很大。所以课上是十分重要的，我们应抓 住学生在课上的每一分钟，将学生吸引到听英语、讲英语的活动中来，从而达到在最短的时间内提高对所学内容的掌握的熟练程度。 3、充分调动学生学习英语的主观能动性，要做好学生的思想工作。 通过我们对教材的阅读、理解，我们发现：任务型教学在很大程度上以学生的个体活动或小组活动为主要形式，因此，如何才能做到充分调动学生学习英语的积极性以及充分发挥个体活动的最高水平是至关重要的，即教师如何才能做到既放得开学生，让学生们自己去开展小组内的学习活动，又能控制住每一组学生都能够保证注意力在课堂上。我想我们可以尝试成立固定的小组，选好组长，加强小组的力量，发挥小组长的作用，做好学生的思想工作。但我们要在课前对小组长进行培训，如：使他们明白自己身为小组长的责任，重要性；教给小组长如何组织活动？当组员不会说英语怎么办？等等。小组长是老师的助手，要在自己学会的同时，还要以自己学习的体会教给同学学习英语的方法。 七、具体教案设计：
Period 1教学内容:Section A（教材P7-9）本课教学目标: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 isn’t.”，体会一般疑问句的用法，提高学生拼写单词的能力。 重点：使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。教学突破Section A通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。教学准备:教师准备制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil box，学习词汇schoolbag pencil baseball dictionary.学生准备复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Role playing的学习策略。
1. Warming up
这部分的重点是引出本单元的话题---Things in the classroom，了解学生对教室中物品英语表达的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。
活动步骤：
师生互动：教师通过聊天的形式复习日常交际用语。
T: Good morning ﹗ What’s your name?
S: My name’s × × ×
T: Nice to meet you.
S: Nice to meet you, too.
T: How are you ?
S: Fine, thank you, and you?
T: I’m fine, too. What’s your phone number?
S: It’s 67641632.
T: Thank you.
S: That’s all right.
然后向不同的学生搜集一些文具(课堂上需要讲的), 比如: pencil, pen, book, eraser, ruler, pencil box, schoolbag, notebook等, 同时可以说一些简单的英语,像: I need your help./May I use/borrow your…?/Thank you for your…等, 自然地创造一个英语情景. 考虑到有些东西学生可能不会带在身边, 教师可以在课前做一些准备. 把这些东西放到一个盒子/袋子里, 然后逐一拿出, 学习单词和句型:This is my pen. This is my book. That is her pen. That is his book. Is this your pen? etc.
2. Match the words
在此基础上，教师利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。完成Section A 1a, 并检查答案。
3. Listen and number
然后教师引导学习询问物品的主人的基本句型"Is this/that your/her/his pencil? Yes, it is. No, it isn’t．” 让学生听对话。Section A 1b
Play the recording the first time. Students only listen. Point out the boxes where they have to write a number for each conversation.
Play the recording again and write the numbers.
Check the answers.
4. Make own conversations
练习并模仿对话。Section A 1c 识别物品的所属。
学生分两人小组编对话。
在学生进行语言活动时，教师检查进程并加以帮助。
5. Listen and do
播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称"pencil pen book eraser ruler pencil box"，完成2a,2b部分的教学任务。
引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn't.）。
6.Role-play
引导学生分角色表演2d中的对话，加深对识别物品所属基本句型的理解。
个性练习设计比比看：把两个同学铅笔盒里的文具混在一起。然后请他们分别挑出自己和同伴的物品，看谁花的时间最少。在做这种练习时，可要求学生采用自言自语的方式，即一边挑物品，一边运用“This is my…. That’s her/his…”句型进行描述，这样可练习物主代词和指示代词的用法。
Period 2
教学内容
Section A 3a 3b 3c Section B 1a 1b 1c 1d 1e（教材P15-16）
教学准备
教师准备
制作3部分的插图；制作Section B 1a 1b 1c 1d 1e的课件，将听力部分的内容插入；课前收集物品，准备任务活动：找主人－这是谁的？制作表示物品归属的表格。
学生准备
复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Task learning的学习策略。
教学重、难点及教学突破重点复习词汇pencil pen book eraser ruler pencil box学习词汇schoolbag pencil dictionary basketball computer game ring watch notebook ID card.
教学步骤 1. Warming up
教师通过与学生谈论教室物品复习所学的单词和句型。
单词：pencil, pen, book, eraser, ruler, pencil box, dictionary, schoolbag
句型：Is this/that your/her/his pencil? Yes, it is. No, it isn't.
What’s this in English? It’s a pen.
2. 完成Section A 3a 3b 练习一般疑问句问答方式的基本句型。
3. Guessing game
利用上课时收集上来的物品进行任务活动。
Teacher: I have something of yours. What are they? Maybe they are your friends’. Can you identify her or his things?
操作建议：
·展示上课时收集来的物品，让学生一一说出这些物品的英文名称。
·让一些学生走上讲台确认自己朋友的物品。
·询问并确认这些物品的主人。
完成任务所需的语言结构：
（1）What’s this in English? What’s that in English? It’s a/an…
（2）My friend is … This is her/his..
（3）Is this your/his/her pen? Yes, it is. No, it isn’t.
问题探究与拓展活动课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。
OBJECTS
OWNERS
操作建议：
（1）把收集来的物品展示给学生，让所有的学生弄清是什么物品。
（2）询问几个学生物品是谁的，然后把学生的名字填在表格里。
（3）让学生互相询问物品的主人。当所有的学生都做完后，和他们一起确认这些物品的主人，并归还给他们。
完成任务所需要的语言结构：
（1）Is this your…? Yes ,it is. It’s my…
（2）Is that her …? No ,it isn’t . It’s her …( My ruler is blue.)
（3）Li Lei, is this your dictionary? Yes ,it’s my dictionary. Here you are. Thank you.
4. Match the words
Section B 1a
5. Spell the words
在复习的基础上引出新句型：
What’s this in English? It’s a pen.
How do you spell pen? P-E-N.
然后完成 Section B 1b的教学任务。
Ask pairs of students to practice the example conversation ；
Ask students to work in pairs again. Have them substitute the words shown in the pictures.
在上一个教学环节中，利用图片或课件引入更多的物品。
Ask pairs of students to practice the example conversation ；
Ask students to work in pairs again. Have them substitute the words shown in the pictures；
Ask some pair of students to perform one of their conversations for the class.
6. Listen, circle and write
听录音完成Section B 1c 1d 1e的教学内容。
1c 1d活动目的是为了培养学生听和写的能力。
1e该活动目的是为了培养学生在口语交际中辨认出特定词汇的能力。
7. Whose is it?
任务活动 Whose is it?
教师让学生两人分别选择角色进行活动。
Teacher: This is a boy. His name is Tony. This is a girl. Her name is Sally. There is a key. Is this her key? 帮助学生回答，No, it’s not her key. It’s his key.
Teacher: Now ask your partner about the other things and write the words in the chart.
操作建议：
（1）分清角色，弄清楚自己该翻开哪一页并获取哪些信息。
（2）学生两两对问，教师巡视加以帮助，对有困难的小组给予适当帮助。
（3）当所有的学生都做完后，和他们一起确认答案。

个性练习设计
1.今日我介绍：课后让学生准备家庭成员照片，介绍自己的家庭成员以及他（她）所拥有的一件物品，确保能使用所学的语言材料。
2.就所学的物品单词写一些谜语。
Period 3
教学内容
Section B 2a 2b 2c 3a 3b （教材P17-18）
教学准备
教师准备
利用录音使学生学习一些物品名词，并引导学生进行Pair work，学会询问“What’s this? It's a … . How do you spell watch? W-A-T-C-H.”；引导学生写“寻物启事”和“失物招领”，画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。
学生准备
学习一些物品名词，了解写寻物启事和失物招领的内容和格式。
1. Warming up
考虑到大多数学生以前学过一部分单词,可以以猜谜语竞赛的形式导出本课内容.
学生说出已准备的谜面, 可以用汉语解释.让其他人说出谜底。
接着教师画一件物品如：baseball 问学生：What’s this?
让学生使用句型 Is this a/an…?进行猜测。
2. Group work
学生分成四人或六人小组，将本单元的单词画出来加以猜测并评出最佳图画和最佳猜词者。
3. Read ,circle and write
(1) Ask students to look back at page 13 . Have students read the list of the words .
(2) Work on 2a:Ask students to write the things they lose easily.
(3) Look at the Section B 2b . Circle the words.
(4) Check the answers by having one student read his or her circled answers .
(5) Page 17 2c.
4. “Lost and found ”-3a 、3b
Task1任务活动 “Lost and found ”
Teacher ：Most of people have picked up others’ things. Do you know how to give it back to the owners? Do you know how to write “Lost and found ”
操作建议：
想一想，你曾经捡过别人丢失的东西吗？是什么呢？
如果捡到别人的东西，你怎么归还给主人呢？
如何写失物招领呢？看课文范例。
试着为你捡到的东西写一份失物招领。
完成任务所需要的语言结构：
pencil, pen, book, eraser, ruler, pencil box, dictionary, schoolbag, baseball, watch, key, computer game, notebook, ring, etc.
Is this your …？
Is that your …?
Please call…
Phone 637-892.
Task2
老师给每一组学生一张碎字条（这些碎片是老师提前写好的“失物招领”“寻物启示”，让学生以小组为单位，拼好，并能够理解纸条上的意思，然后将字条粘好并张贴在黑板上，看哪一组拼得快，快者为胜）老师在黑板上字条的上方写上“失物招领”或“寻物启示”。
Task3
接着教师介绍并引导学生写寻物启事。
个性练习设计
写出失物招领和寻物启事，并推选出最佳作品加以展示。
如果别的同学错拿了自己的东西或自己找不到自己的东西，该怎么办？教师提出问题后，让学生分组进行讨论并记下自己的想法；然后让学生将每组中所有学生的想法进行分类，每组选派一名学生向全班进行阐述；教师再将学生的主要想法收集起来，并记在黑板上。
Period 4
教学内容
Self Check (教材P18)
教学准备
学生准备
收集本单元中尽可能多的单词进行自测。利用Lost and Found操练“Is that/this your…?”
引导学生进行自我检测，完成自我评估.
引导学生看3中的图，编写对话操练“Is that/this your…?”。
本课总结
引导学生进行自我检测，完成自我评估；利用词汇表将生词进行归纳整理记忆利用3中的图，编写对话操练“Is that/this your …?”
问题探究与拓展活动
多种多样的教学法：
语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；
口语教学：互相操练、对话练习、交际活动；阅读教学：回答问题和填空练习；
听力教学：图文配对和对话选择；
写作教学：听写词句、填空造句、模仿写作；
语法教学：总结规律、模仿操练。
个性化练习设计
写作：
1. John在学校大门口丢了手表，请帮助他写一个寻物启事。他的电话号码是：495-3537.
2. Mary捡到两枚戒指并把它们放到失物招领箱中。请帮助她写一个失物招领启事，找到失主。
教学评价
在新目标英语中，评价是一个重要组成部分，通过评价，使学生在英语课程的学习过程中不断体验进步与成功、认识自我、建立自信、调整学习策略，促进学生综合语言支用能力的发展。评价也能使教师获得英语教学的反馈信息，对自己的教学行为进行反思和适当调整。在单元的评价中，补充内容如下：1、把任务活动材料、个性化作业以及小组活动记录表存入学生学习档案夹。2、单元诊断练习。3、任务活动作品展示。

表格
小组活动记录表（A.积极 B.比较积极 C.一般 D.需努力）
日 期
内 容
姓 名
等级： 评语：
等级： 评语：
本单元以寻找物主为主线，熟悉写失物招领和寻物启事的格式，大量使用目标语言做事；并最终得以落实。在设计这个单元的时候，我特别注意了任务设置和个性练习设计。为学生创设了贴近他们实际生活的活动，而且将学生分成不同的小组，这样既加强了学生之间的合作，为学生提供了互相学习和互相帮助的机会，同时又使得学生的个性特长得以发挥, 也为更多的学生提供了参与活动、提高语言运用能力的机会。教学过程中，尽可能对学生的表现进行激励评价，进一步培养学生学习英语的自信心。如要成功的关键是教师课前准备到位，每一个环节都使学生感到新鲜、好奇，在这样一种心理因素的驱使下，学生乐学、好学，教学效果倍增。
Unit 3 Is this your pencil?
授课班级
185、186
授课日期
2012年月日
授课类型
新授课
学 时 数
The 1st period (Section A 1a—2b)
教学目标
1．Get the students to learn the names of the objects.
2．Get the studnets to learn to talk about ownership.
教学内容
New words: pen, pencil, book, eraser, ruler, pencil case backpack, pencil sharpener, dictionary.
-- Is this your ruler?
--No, it isn’t. it’s her ruler.
--Is that your backpack?
--No, it isn’t. it’s his backpack.
重点难点
-- Is this your ruler?
--No, it isn’t. it’s her ruler.
--Is that your backpack?
--No, it isn’t. it’s his backpack.
学情分析
教学方法
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
学习方法
课前预习、课堂内外练习、听说读写结合
教学过程设计
备 注
课题引入
Warming- up and revision
1. T: Good morning. My name is …. What’s your name? S: Good morning. My name is …. T: Nice to meet you. S: Nice to meet you, too.
T: Excuse me, what’s your telephone number?
S: It’s 628-9904.
2. T: What’s your first name?
S: My first name is Lin. Then ask the class: What’s her first name?
T: What’s your last name?
S: My last name is Kan. Then ask the class: What’s her last name?
3. Divide the class into Group A and B. Draw two baby birds on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more clouds below their bird, at the end of the class, the group which gets more clouds will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition
教学步骤
及
主要内容
II. Presentation
T shows a pen and asks “What’s this in English?” Ss: It’s a pen. T writes a pen on the blackboard. Then show a pencil and ask the same questions. Write the word on the blackboard. After all the words are on the blackboard, ask them to read after the teacher. Then practice like this. If the teacher reads the word correctly, students read after the teacher. If the teacher does not read that word, the students should stop. If one student reads at this time, then he or she will lose a point. First the teacher reads slowly, then fast, then faster.
III. Summary
Write a sentence: This is your ruler. This is a statement. Is this your ruler? This is an interrogative sentence. In writing, an interrogative sentence ends with a question mark. In spoken English, your voice goes down when you speak a statement, and your voice goes up when you speak an interrogative sentence.
课堂练习
IV．Work on 1a and 1b
Ask the students to match the words and objects in the picture by writing the letter of the object on the blank line after the word. Focus attention on each of the three conversations. Ask students to identify the objects the person in each conversation is holding or pointing to.(A boy is holding a pencil, a girl is holding a ruler, and the teacher is pointing to a backpack.)
Then Play the recording the first time. Students only listen. Point out the boxes where students will write a number in the box to each conversation.
V．Work on 1c
1. Get the students to listen again repeat each conversation. Pay attention to the falling and rising tones in each conversation.
2. point to the book in the main illustration and substitute book into one of the conversations. Ask students to practice the conversation in pairs. Remind them to use various objects from the main illustration. The teacher checks the progress and pronunciation.
VI．Work on 2a and 2b
Point to the objects in the illustration and ask students to name each one. Play the recording the first time. Students only listen. Play the recording a second time. This time students put a checkmark in the blank after each item whose name is mentioned in the conversation. Then ask students to point to the blank lines in the conversation. Say, You will write one of the words from the box on each blank line.
Now let’s listen to the tape and repeat. Please try to recite the conversation like the tape. Practice. First imitate then fill in the blanks.
小结与作业
课堂小结
本课作业
VIII. Homework
Listen and read after the tape for thirty minutes.
Recite the converstaion of Section A, 2b.
Write down the Chinese meaning of the new words and key sentences, then translate them into English.
本课教学后记（课堂设计理念，实际教学效果及改进设想）
Unit 3 Is this your pencil?
授课班级
185、186
授课日期
2012年月日
授课类型
对话课
学 时 数
The 2nd period (Section A 2c – 4b)
教学目标
1．Get the students to learn to talk about ownership.
2．Get the students to learn to ask the names of the objects in English.
教学内容
New words: pairwork
-- What’s this in English?
--It’s a pen.
--How do you spell it?
--P-E-N.
重点难点
-- What’s this in English?
--It’s a pen.
--How do you spell it?
--P-E-N.
学情分析
教学方法
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
学习方法
课前预习、课堂内外练习、听说读写结合
教学过程设计
备 注
课题引入
I. Warming- up and revision
Play a game.
Task: Students’ activities Teacher’s activities
Game: throw the ball while asking and answering the question. In groups, one student throws the ball and asks: What’s this in English? The other one answers it ,then throw the ball again. Do this game first as an example. T: How do you spell it? “P-E-N-C-I-L”.
Dictation Words and expressions: 1 谢谢你 2 一个橡皮擦 3 一个箱子 4 一本字典 5 一支钢笔 6 一本书 7 一个卷笔刀 8 原谅 Sentences: 1 －这是你的尺子吗？－不，不是的。是她的尺子。2 －那是你的双肩包吗？－不，不是的。是他的双肩包。3－这是你的铅笔吗？ －是的。是我的铅笔。
Divide the class into Group A and B. Draw two baby birds on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more clouds below their bird, at the end of the class, the group which gets more clouds will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition
教学步骤
及
主要内容
II. Presentation
T: Boys and girls, let’s play a guessing game, “What’s in the box?” OK? Cover one student’s eyes with a cloth and let him or her guess what it is.
Show the students a box by using the following sentences:
What’s this in English? It’s a box.. Is it a ruler? Yes, it is. No, it isn’t. It’s a pencil.
III. Questions and answers
What’s the date today? What’s the weather like today? What day is it today? Write the answers on the blackboard.
IV．Work on 3 Practice the conversation.
Get the students to look at the slides on the screen. First show a picture of a dictionary. And ask “What’s this in English?” Students answer “It’s a pen.” Then the teacher asks “How do you spell it?” students say “P---E---N. T: Is that your dictionary? Ss: No, it isn’t. It is Tim’s dictionary. Show more slides like this. After the students are familiar with the sentence pattern, ask them to practice according to the sentences on the screen. This is a mechanical drilling. Competition between two groups. See which group can be the fastest one to finish the task. Do it like this. First ask them to practice with the deskmate. Then choose two big groups and compete. The group which can finish the dialogue within the shortest time is the winner. Then the teacher will give them a point.
课堂练习
V．Put in order to make a sentence.
Competition goes on. Say which group can be the first one to finish the sentence..
this, is, pencil, your ? pay attention to the mark of each sentence..
is, book , his, that?
is, this, in , what, English ?
pen, a, is , it.
it, you, do, how, spell?
is, it, pencil, my?
not, is , no, it.
VI．Listen and repeat
T: Now let’s listen to the tape and repeat. Please try to read like the tape.
小结与作业
课堂小结
本课作业
VII Homework
Listen and read after the tape for thirty minutes.
Recite the conversation of Section A,3.
Write down the Chinese meaning of the new words and key sentences, then translate them into English.
本课教学后记（课堂设计理念，实际教学效果及改进设想）
Unit 3 Is this your pencil?
授课班级
185、186
授课日期
2012年月日
授课类型
巩固课
学 时 数
The 3rd period (Section B 1a –4)
教学目标
Teach the new words baseball, computer game, watch and ring.
Get the students to use the sentences freely. What’s this in English? It’s a watch. How do you spell it? W-A-T-C-H.
Have the students know the meaning of some words and expressions like: lost, found, case, pieces, in order, message, etc.
Get the students to learn to write their own bulletin board messages.
教学内容
New words: baseball, computer, game, watch, ID card, notebook.
What’s this in English? It’s a watch. How do you spell it? W-A-T-C-H.
Call Allen at 495-8536. Is that your computer game in the lost and found case? Please call Mary. A set of keys.
重点难点
What’s this in English? It’s a watch. How do you spell it? W-A-T-C-H.
Call Allen at 495-8536. Is that your computer game in the lost and found case? Please call Mary. A set of keys.
学情分析
教学方法
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
学习方法
课前预习、课堂内外练习、听说读写结合
教学过程设计
备 注
课题引入
I. Warming-up and revision
Task: Students’ activities Teacher’s activities
Game: throw the ball while asking and answering the question. In groups, one student throws the ball and asks: What’s this in English? The other one answers it ,then throw the ball again. Do this game first as an example. T: How do you spell it? “P-E-N-C-I-L”.
教学步骤
及
主要内容
II. Presentation
T: What’s this in English? (show the Ss the baseball of the slide) Ss: It’s a baseball.
Ss read the words after the teacher one by one. Then the teacher shows the picture of 1a one by one, and ask them to say the words as quickly as possible. Again the teacher says the words and the students respond the letter marked on the responding objects.
III. Practice
Show a baseball. T: Excuse me, what’s this? Ss: It’s a baseball.
T: How do you spell it? Ss: B-A-S-E-B-A-L-L.
T: Is that your baseball? Ss: No, it isn’t. It’s Tim’s baseball.
Ask the students to practice like this. Then ask the students to act them out.
IV．Work on 2a
Get the students to look at the pictures on P10 and listen to the conversations.
Number the things they hear. Check the answers.
V．Work on 2b
1. Get the students to listen again and write the things they in the chart.
2. Play the recording. Competition between two groups. Students listen and try to remember the conversation. Conversation1: fill in the blanks. Conversation 2: the teacher says the key words in one sentence of this conversation. Students say the sentence as quickly as possible.
课堂练习
VI．Task of the period
1. Show the bulletin board and bulletin board notice on the screen. T: what’s this? It’s a bulletin board. What’s this? It’s a bulletin board notice. Show a board with Chinese like “通知”.
2. Put these pieces in order to make a message. Show them on the screen. Point out the four lines to the students. Explain that they are in the wrong order. When they are in the right order, they will make a clear message. Point out the number 1 in the first part of the message. Write numbers 2,3, and 4 in the boxes to complete the message.
3. Competition Give two students some pieces of paper. Tell them that they are in the wrong order. When they are in the right order, they will make a clear message. If you know how to make them together, stick them on the bulletin board.
小结与作业
课堂小结
本课作业
Listen and read after the tape for thirty minutes.
Recite the key sentences of 3a.
Write down the Chinese meaning of the new words and sentences, translate them into English.
本课教学后记（课堂设计理念，实际教学效果及改进设想）
Unit 3 Is this your pencil?
授课班级
185、186
授课日期
2012年月日
授课类型
复习课
学 时 数
4th period (SectionB4a—Selfcheck)
教学目标
Get the students to review what they’ve learned in this unit.
Practice the sentence patterns again.
教学内容
Revise what they learned in this unit
重点难点
Revise what they learned in this unit
学情分析
教学方法
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
学习方法
课前预习、课堂内外练习、听说读写结合
教学过程设计
备 注
课题引入
II. Self check1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.2.Write five new words in their Vocab-builder on p108. share their lists with other students.3 Complete the questions and answers individually for the other three situations.4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.
教学步骤
及
主要内容
III. Play the gameAsk them to write their first name, last names and telephone numbers in random order on the board. Next have some other students draw on the board pictures of things they own among the names and numbers. Ask students to use only things whose names they have studied in class. Then ask them to take turns pointing to an item on the board and asking questions such as: Is this your last name?… The student then calls on another student to answer the question with Yes or No.
课堂练习
IV. TaskHave you ever lost anything? How could you find it? Do you know how to write Lost & Found?My English name is …My name is…Please call 928-682
小结与作业
课堂小结
本课作业
完成课本习题。
本课教学后记（课堂设计理念，实际教学效果及改进设想）
第1课时 Unit 3 This is my sister. （总第12课时）
Section A 1a—2d
设计人：周建
学习目标：1. 掌握本节课的13个单词.
2 .初步介绍一下复数的概念.
3. 学会运用介绍人的句型: This / that is...以及these/those are
和询问人的句型 Is this / that...
学习重点：掌握指示代词 this / these , that/ those 的用法
学习过程：
一、 自主学习
学习任务一：熟练掌握本节课的词汇.
1.个人试读,组内相互纠正发音.
2.老师领读,学生自己纠正自己的发音.
3.自己读并记住汉语意思,组内检查.
4.小组竞赛,看谁记的多而快.
5.认真观察1a的图片,将单词与图中的人物搭配,小组讨论并核对答案.
6.听录音,完成1b,小组核对答案.
学习任务二: 1 听录音,完成2a.2b,小组核对答案.
2 介绍家人,引入复数的概念.
This is my f________, and this is my m________. They are my p_________.
把下列单词变为复数形式.
mother ---__________ father---_________ brother---_________ sister---________
friend---___________ grandfather---____________grandmother---____________
总结名词变复数的规则:______________________________________
不规则变化this---___________ that---__________ is---__________
学习任务三:熟练运用介绍人的句型: This/that is以及 These/those are和询问人的句型 Is this/ that┅
1、看图片1a,引入: This is Dave. This is his sister.
2、用This is┅These are┅句型依次介绍Dave 的其他家人。
3、小组竞赛看谁介绍的最多.
二、合作共建
小组讨论:远处的人应如何介绍?
三、系统总结
总结如何介绍自己的家人.
四、诊断评价
（一 ）英汉互译
his friends___________ these boys___________ her grandmother____________
你的父母亲___________ 他的妹妹们____________ 那些女孩们____________
（二）选择
1. These are my_______________. A father B mother C parents D parent
2. This ______Zhao Lin, Miss Brown.
A is B are C am C your
3. This is _______apple. Those are___________.
A a, banana B an, banana C an, banana D a ,bananas
（三）用单词的适当形式填空.
1. Look, this is _________(I) mother.
2. These are his ________(parent).
3. His father _____(be) a teacher.
4. My friends _____(be) students.
（四） 据句意和汉语填空.
1. My father and my mother are my _________.
2. This is my sister. ______name is Mary.
3. What are these? They are ________.(苹果)
4. Those are my_________(弟弟们).
5. Your mother's mother is your __________.
（五）汉译英
1、这些是你的朋友吗?
Are __________ __________ ____________?
2、那些是他们的尺子吗? 不,不是.
_________ _________ their__________?
No,______ _________.
五 课后反思
通过本节课的学习,我最大的收获是_________________________________.
感到自己有待加强的_____________________________________________.
第 2课时 Unit 3 This is my sister （总第13课时）
Section A 3a —4
【学习目标】：1、熟悉掌握本节课的3个单词。
2、学会运用句型 Is he /she your...？ Yes,he / she is.
【学习重点】：能运用本课所学句型进行自由交际.
　　【学习过程】： 一、自主学习（教师寄语：Knowledge is power.）
学习任务一: 熟练掌握本课单词。
1、 个人自读，记忆本课单词.
2、教师领读，学生纠正自己的发音.
3、 小组相互检查单词读和写的情况.
学习任务二: 能运用句型:Is he/she your ... ? Yes ,he /she is .自由交际.
1、理解下列对话,两人合作练习
A: That's Anna and that's Paul .
B: Is she your sister ?
A: Yes, she is .
B:And is he your brother ?
A: He's my friend.
2、小组合作,讨论对话意思
3、教师解读.
4、 对抗小组开展竞赛,展示自己的对话.(完成3a)
二、合作共建（教师寄语：Many hands make light work. ）
小组讨论Is Li Fang your friend? 和 Is Jim your friend?的回答。为什么？___________________________________ _______
三、系统总结（教师寄语：No man can do two things at once.）
总结一下我们学了哪些单词的缩略行式？你能写出来吗？_______________________________________________ __
四、诊断评价
（一）按要求写出相应的词
⑴ this (反义词)____ ⑵ these (反义词)_____
⑶ it (复数形式)____ ⑷ he (对应词)______
⑸ sister (对应词）___ ⑹ is not (缩写)______
（二）选择
1. Is she your ___? Yes,she is.
A. brother B. sister C. brothers D. sisters
2. That ___his brother.
A. am B. is C. are D. it
3. Is Li Fang your friend ? Yes,___is .
A. his B. her C. she D. he
4—Is that your mother ?
—_________________
A. Yes, it's.　　B. No, it is.　　C. Yes, it is　　D. No ,it not.
5. This is ____sister . A.I B. me C. my D.he
（三）连词成句
1. my , this, mother, is (.)____________________
2. your, that ,sister , is (?)_____________________
3. is ,your ,ZhangMing ,brother (?)_____________________
4.is ,she ,his ,aunt (?)_____________________________
（四）根据汉语完成句子。
1、李东是你的朋友吗？不是。 __________________________
2、这是她的父母吗？是的。___________________________
3、那是我的姐姐。 ___________________________
（五）句型转换
1. This is my friehd .(转为一般疑问句)
______________________________
2. That is his brother .(改为复数句）
_____________________________
3.That is her aunt .(改为一般疑问句，并做否定回答)
—_____ ____ her ______?
—_____,_____ ______.
　　五、【课后反思】（教师寄语：Never do things by halves）
通过本节课的学习，我最大的收获是
_____________________________________________________
感到自己有待加强的是___________________________________
第3课时 Unit 3This is my sister. （总第14课时）
Section B 1—2c
【学习目标】：1、掌握 关于家庭成员的词汇 son,cousin,daughter,uncle,picture
2、能听懂听力
【学习重点】：1、能熟练识别家谱
2、进步熟练运用介绍家人的句型
一、自主学习（教师寄语：Many hands make light work. ）
学习任务一: 熟练掌握本课的5个单词
1、个人自读，记忆本课单词．
2、小组互相检查单词读写情况．
3、根据汉语写出下列英语单词并展示．
学习任务二: 熟练掌握识别part1中的家谱
1、阅读 family tree ，用方框中的单词补全家谱 .
学习任务三:听录音,练习对话.
1、听录音完成2a，再听一遍，选择2b中正确的图画.
2、利用2分钟时间记住中关于家庭 成员的名词，然后相互检查，小组竞赛展示单词 。3、模仿听力内容，利用 照片或自制图片介绍自己的家人。
二、合作共建（教师寄语：）
　　学会了识别家谱 ，尝试自己制作自己的家谱。
三、系统总结（教师寄语：No man can do two things at once.)
小组讨论总结介绍自己家庭成员的句型。（如This等）
四、【诊断评价】（教师寄语：Never do things by halves）
（一）根据句意及首字母提示补全单词
1. She is his s ,Mary.
2. His father's brother is his u .
3. His mother's sister is his a .
4.—Is Jim your c ?—Yes, he is.
5 . A those your friends?
（二）选择
1. she your sister?
A. Are B. Is C. Am D. Do
2. are his two sisters.
A . She B. He C. This D. These
3. —Is he your father?
— .
A. No, he is B Yes, he's C. No, he not D. Yes, he is
4.—What's this English?—It's apple.
A. in, an B. at, an C. in, a D. on, the
5.—Are you Jack?—No, I'm not. .
A. Sorry B. Excuse me C. I'm D. Thanks
6. That's her aunt,_______name is Mary.
A .his B. her C. him D.she
（三）翻译句子：
1、这是我的父母，那是我的爷爷。__________________________
2、他是你的表兄吗？是，他是。_____________________________
3、照片里的那个人是你姐姐吗？不，不是 。_________________________
4、这些是我的朋友。______________________________________
5、她的母亲是一名教师。__________________________________
6、我是一名中国男孩，我叫李明。_____________________________
7、这些苹果是你的吗？是，是的。________________________________
（四）找出错误并改正。
1、These are his English book.____________
2、I know he name is Paul._________
3、Those is eight pencils._________
4、She's my cousin.Her father is my father._________
5、These are my good friend,Jim._________
（五）句型转换
1、This is my new backpack.(该为复数句子)
______ ______my _______ ________.
2、They're my aunts.（改为单数句子）
_______ ________ my _______.
3、Those are myCD.（对画线部分提问）
______ _______ ______?
五、课后反思（教师寄语：Never do things by halves)
通过本节课的学习，我最大的收获是

感到自己有待加强的是



第4课时 Unit 3 Section B 3a—4 （总第15课时）

【学习目标】：1、掌握本节课的5个单词
2、能写出描述照片的文章
【学习重点】： 运用所学句型写文章
【学习过程】：
一、自主学习（教师寄语：Knowledge is power.）
学习任务一: 熟悉掌握本课5个单词
1、自读并记忆单词2分钟
2、两人一组，相互提问
3、展示交流，小组竞赛
学习任务二: 学习描述家庭照片的文章
1、个人自读3a中的短信，找出信中的2个短语
2、翻译出句中的汉语意思
3、小组合作，描述书信格式
4、自己写一篇文章，介绍你的一张照片
5、展示交流
二、合作共建（教师寄语：Many hands make light work. ）
小组讨论，如何写出3b中的描述照片的文章
三、系统总结（教师寄语：No man can do two things at once.）
总结书信的格式
四、诊断评价
1、写出下列词语
照片 ________ 这里 __________ 亲爱的____________
为了----而感谢 ________________ 我的家庭照片_______________
一张你的家庭照片__________________你的朋友 _______________
我的父母_______________ 她的婶婶 ________________
2、选择
(1)Is Li Ming _______ friend?---- Yes,______ is.
A. your, you B. my, his C. your, he D. she, he
(2) Miss Li, this _______ my father.
A. am B. is C. are D. 's
(3) _________ are my sister.
A. This B. she C. That D. these
(4) Thanks _________ your photo of your family.
A. to B. for C. with D. on
(5)________ my parents.
A. This is B. These are C. This is D. she is
3、句型转换
(1) This is my brother. （改为一般疑问句 ）
_______________________________________
(2)This is my sister.(改为复形式数)
________________________________________
(3) Are they your parents?(做肯定、否定回答)
__________________________________________
(4、them love very I much (连词 成句)
____________________________________________
4、用所给词的适当形式填空
(1) Is that ____________ (she) brother?
(2) My ____________(friend) are at home?
(3)_________ (this ) is my sister .
(4)__________ (that ) are my friends.
5、写出下列各词的对应词
father__________ grandmother __________ brother __________
boy___________ son __________ white ______________
come ___________ ask ____________ no _____________
6、给Jim写一封介绍你家人的照片
___________________________________________________
____________________________________________________
____________________________________________________
_____________________________________________________
五、【课后反思】（教师寄语：Never do things by halves）
通过本节课的学习我最大的收获_________________________________
感到自己有待加强的是________________________________________
第5课时 Unit 3 This is my sister. （总第16课时）
Self - check

【学习目标】：1.复习掌握本单元表家庭成员的单词以及几个短语。
2.熟练运用本单元句型:
This is ---./That is ---./These are ---./Those are---. 进行对话交际。
【学习重点】： 正确运用am, is, are及名词的复数
【学习过程】：
一、自主学习（教师寄语：Knowledge is power.）
学习任务一: 熟悉掌握本单元单词和短语
1.自读并记忆单词5分钟
2.两人一组，相互提问
3.展示交流，小组竞赛(以听写形式进行展示)
父亲_________ 母亲__________ 兄,弟__________ 姐,妹___________ 祖父__________
祖母_________ 儿子__________ 女儿___________ 叔叔___________ 婶母__________
堂兄妹________ 朋友__________父母亲_________祖父母__________照片___________
这些__________ 那些__________ 这里__________ 为---而感谢___________
4.完成课本一、二部分
学习任务二: 根据所学的内容进行交际
1.自我总结本单元的重点句型
2. 两人一组练习对话
3.完成课本三部分,然后读并熟记,小组表演对话,展示对话交际。
二、合作共建（教师寄语：Many hands make light work. ）
组内讨论单数变复数的词有哪些?______________________________________ 三、系统总结（教师寄语：No man can do two things at once.）
总结本单元的主要知识点
四、诊断评价
(一)英汉互译
1. my pen_____________ 2. his friends_____________ 3. these boys____________
4. her grandmother __________________ 5. 她的父母______________________
6. 我的一张全家福_________________________ 7. 那些字典__________________
8. 她的两个女儿___________________________ 9. 对----而感谢_______________
10.这些手表___________________________
(二)词型转换(写出以下词的复数形式)
1.this__________ 2.that____________ 3.she____________
4.parent_____________5.dictionary______________ 6.watch______________
(三)根据句意和首字母提示完成单词
1.Your father and your mother are your p____________.
2.Your father's father is your g_________________.
3.You are a boy,you are your father's s_______________.
4.Alice is her mother's d___________________.
5.Thanks f_________ your help.(帮助)
6.My father's brother is my u_______________.
7.This is a p____________ of my family.
(四)用所给词的正确形式填空
1.This is _____________(I) sister.
2.These __________ (be) Gina and Lisa.
3.These are his _____________ (friend).
4.Are these her ______________ (cousin)?
5.John ___________ (be) her son.
(五)根据汉语完成句子
1.—他是你的儿子吗? —是的,他是.
—Is he ___________ _________? —______, ____________.
2.—那是你妈妈吗? —不,她不是.她是我的姑姑.
—_______________________________?
—_______,__________. _________________________________.
3.这些是我的朋友. ______________________________________.
4.那些是你的祖父母吗? __________________________________?
5.感谢你的帮助. Thank ___________ _________ your help.
(六)完型填空(选择适当的词完成以下短文)
This is a 1 of Jim's family.This man 2 Mr Green. 3 is Jim's father.
4 woman is Mrs Green. 5 is Jim's mother.Who 6 this boy and 7 girl?
The 8 is Jim,Mr Green's son.The 9 is Kate,Mr Green's daughter.Kate is 10
sister.Jim and Kate are brother and sister.
( )1. A.book B.photo C.map D.room
( )2. A.is B.am C.are D.be
( )3. A.She B.Her C.He D.His
( )4. A. A B.An C.These D.This
( )5. A.She B.He r C.He D.His
( )6. A.is B.am C.love D.are
( )7. A. a B.these C.this D. an
( )8. A.girl B.boy C.boys D.girls
( )9. A.girl B.boy C.boys D.girls
( )10. A.Jim B.Jims C.Jim's D.a Jim
五、【课后反思】（教师寄语：Never do things by halves）
通过本节课的学习我最大的收获_________________________________
感到自己有待加强的是________________________________________
Unit 3复习检测题
一、翻译下列短语(10分）
我的两个兄弟_________________ 为…而感谢_______________
你的家庭照片_____________他的父母______________ 在桌子下面______________
在沙发上______________ 在抽屉里______________take…to…___________
bring …to…____________video tape__________
二、选择（10分）
1.Thanks ______ the photo of your family.
A. of B. for C. from D. to
2.These are my _________.
A. father B. mother C. parents D. parent
3.—Is he your father?
—Yes,________.
A. No, he is B. Yes, he's C. No,he not D. Yes,he is
4._______ are his two sisters.
A. She B. He C.This D.These
5.This is _____ alarm clock.
A. a B. / C. the D. an
6.—Where is Tom?
—Sorry, I________.
A. know B. am know C. don't know D. am not know
7. Where are my_________?
A. computer game B. computers games C. computer games
8. Is your photo in your desk?___________.
A.Yes, I am B. No, it is C.Yes, it is D. No, I am not
9. My books ________ on the dresser.
A. is B. am C. are
10. I can see a baseball ______ the floor.
A. in B. under C. behind D. on
三、根据句意和首字母提示完成单词（5分）
1. I n_____ some English Books.
2. W_______ are my pen and pencil?
3. The m_______ book is on the desk.
4. Jenny is her mother's d__________.
5. Is Jim your c_________? Yes,he is.
四、根据汉语完成句子 （5分）
1.感谢你的帮助。
________ you ______ your help.
2.我妈妈的父亲是我外公.
My mother's father is _____ __________.
3.棒球在沙发上吗?
_______ the _______ on the sofa?
4.你能带一些东西来学校吗?
Can you ______ some things _____ school?
5.请把这些东西带给你的姐姐.
Please _______ these things _____ your sister.
五、句型转换.(5分)
1.Your pencil case is on the desk.(对画线部分提问)
______ _____your pencil case ?
2.Her erasers are in the bag.(变一般疑问句,做否定回答)
_______her erasers in the bag? No,______ _______.
3.They're my aunts.(改为单数)
______ _____ my_______.
4.She is my sister.(变一般疑问句)
______ she ______ sister?
六、完型填空(10分)
This is a 1 of Jim's family.This man 2 Mr Green. 3 is Jim's father. 4 woman is Mrs Green. 5 is Jim's mother.Who 6 this boy and 7 girl?The 8 is Jim,Mr Green's son.The 9 is Kate,Mr Green's daughter.Kate is 10 sister.Jim and Kate are brother and sister.
( )1. A.book B.photo C.map D.room
( )2. A.is B.am C.are D.be
( )3. A.She B.Her C.He D.His
( )4. A. A B.An C.These D.This
( )5. A.She B.He r C.He D.His
( )6. A.is B.am C.love D.are
( )7. A. a B.these C.this D. an
( )8. A.girl B.boy C.boys D.girls
( )9. A.girl B.boy C.boys D.girls
( )10. A.Jim B.Jims C.Jim's D.a Jim
七、作文(5分)
假如你叫Mary,请你给你的朋友Jenny写一封信,向她介绍一下你的家人.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Unit 3 Is this your pencil?
教学目的和要求 (Teaching aims and demands)
Excuse me but these they good those boat hill tree their much very much all right all right mum friend brother nice to meet child children welcome our come come in oh
日常交际用语
Is this your/my/his/her pencil-box? Yes,it is./No, it isn’t.
Here you are.Where’s my…?
What are these/those? They’re …,etc.It’s very good.
Are these/those/they English books? Yes,they are./No,they aren’t.
They’re their books. That’s all right. Thank you very much.
These are my friends,Kate and her brother Jim…
Welcome to our home.Who am I? Do you know?
What number is Jim’s bus? Come in, please.
语法:
运用my, your,his,her,its数词以及名词的复数形式.
运用these,those和they
period 1
Step 1 Revision
1.Revise
Is everyone here today?
Find out :who is present/absent.
2.Use flashcards to revise the new words in Unit 5. (girl, boy, man, woman,sister,father,mother,Mr,Mrs,etc.)
3.Check homework.
Step 2 Prsentation
Pick up a girl’s pen and ask Excuse me.Is this your pen?Help her to answer Yes,it is. Say to the class This is her pen.Give the pen to her and say Here you are.Help the student to answer Thank you. Repeat with a boy, saying This is his pen.
Repeat several times with different objects,including a bag,a pencil-box,a pencil,an eraser,a cup,etc.
Get all the students to raise their pens.Point to a boy’s pen and help the class say his pen. Then point to a girl’s pen and say her pen. Repeat this several times at a quicker speed.
Step 3 Practice
Get this chain drill going. In each case a student should pick up an object belonging to the person behind or beside him or her,and ask
A:Is this your book?
B:Yes, it is.
A:Here you are .
B:Thank you. (Pick up an item from another student and ask C) Is that your eraser?
C:Yes,it is.
B:Here you are!(Give the eraser to the owner.)
C.Thank you.(To D) Is this her…? Etc.
Explain that it is polite to say Excuse me!to get someone’s attention. Get them to repeat several times. Then repeat the chain drill adding Excuse me!
Step 4 Presentation
Pick up a bag belonging to a girl, point to a boy and say Is that his bag?(No, it isn’t. I think it’s her bag.). Give extra emphasis to the word her.Pick up a pen that belongs to a boy,point to a girl, and ask Is this her pen?(No,it isn’t.I think it’s his pen).Put special emphasis on his. Repeat this several times with different students and different objects.
Step 5 Look, listen and say.
SB Page 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open your books to page 26. Look and listen. Play the tape through once. Rewind and divide the class in two – A and B. Say Listen and repeat. Replay the tape, using the pause button. Students listen and repeat. Repeat changing roles. Notice the special emphasis on the word my in the last line. But where’s my cup?
Step 6 Pair practice
Divide the class into groups of three. Get them to practise the dialogues with Pictures 2 and 3. After they have practised once or twice, get them to repeat the dialogue using other items and their own names.
Step 7 Acting
Call out four students, each with four different objects. Collect the objects from them, and have a similar dialogue. The teacher begins to say Excuse me. Is this your eraser? (Yes/No.)etc.
Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.
Step 8 Workbook.
Sb Page 111, Wb Lesson 21. Exx. 2-3 should be done in class. Use the words in the box to substitute for the italicized words in the dialogue in Ex. 3.
Homework
Finish off the Workbook exercises. Write Exx. 1 and 2 in the exercise book.
Note:When teaching new words, e.g. me,these,tree, meet,please,very, welcome,etc.remind the students of the spelling rules taught in the previous unit. From now on, the students have to learn more words. Help them deal with the English spelling.
教学反思
单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.
Period 2
Step 1 Revision
Ask a group to act out the dialogues from Page 26 with books. If desired, ask another group to act without books.
Check hoework. Get some students to read and act Ex. 3 in Wb Lesson 21.
Step 2 Presentation
Hold up a bag and ask What’s this? It’ s a bag.Hold up two bags and say What are these ? They’re bags.
Repeat with a pen/ pens, a book/ books,a box/boxes,etc.
Now get the class to ask and answer both questions ---What’s this ? What’re these?
Make sure that they pronounce the plural forms correctly. Add /z/for banana, bag and pen,/s/for book and /iz/for box and bus. Also they should pronounce the ds in birds as one sound/dz/ not /d+z/.
Step 3 Practice
Chain drill . Call out several students to demonstrate.
A:What are these ?(Holding up two pens. )
B:They’re pens. What are these?(Holding up two books.)
C:They’re books. What’re these? (Holding up two boxes. )etc.
Organise a chain drill around the class in the same way.
Step 4 Presentation
Draw a banana on the Bb. Ask What’s this? It’s a banana.
Draw two bananas and ask What are these? They’re bananas. Write one under the single banana and two under the two bananas.
Repeat up to ten.
Step 5. Read and say.
SB Page 27, Part 1, Speech Cassette Lesson 22. Say Turn to Page 27, Part 1. Look at Picture 1. What’s this? Help them to answer It’s a banana.
Ask How many can you see? One, two or three? (One.)
Look at Picture 2. What are these? (They/They’re bananas.)Notice that the short form for They are is They’re.
Ask How many can you see, two, three or four?(Two.)
Repeat with the other pictures.Then ask What can you see in Picture 2?
Ss:Two bananas.
Do the same for the other pictures in random order.
Step 6 Presentation
SB Page 27, Part 2. Books closed. Use flashcards or draw a quick sketch of a car on the Bb. Step away from it and using a pointer ask What’s that? (It’s a car.)
Repeat with a bird, a cat, an egg and a cake. Teach a tree and a boat.
Now draw a second car, and, pointing to it ask What are those? (They’re cars.)
Repeat with birds, eggs, cakes, boats and trees.
Be sure to stand back and point when you ask,so students aren’t confused by these and those. Teach hills, boats and pictures in the same way. Get the students to read the dialogue in Part 2 in pairs.
Step 7 Ask and answer
SB Page 27, Part 2. Call out a student and ask What can you see in the picture? What are those? Point to the birds in the picture. They’re birds. Get him or her to ask you a similar question.Ask the students to work in pairs to ask and answer similar questions using the picture.
Step 8 Workbook
SB Page 112, WB Lesson 22. Do Exx. 1-3Ex.1 contains the numbers from one to thirteen.Help the students to spell fourteen and fifteen.Tell them the numbers from thirteen to nineteen all end in teen. They are all formed by the number plus teen,except for thirteen and fifteen which are slightly different.
Homework
Finish off the Workbook exercises. Choose Exx. 2 or 3 for written homework.
教学反思
单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.
Period 3
Step 1 Revision
1 Revise What’s this? /What are these?(They’re…) like this:
Hold up a bag and ask What’s this? (It’s a bag.) Hold up two bags and ask What are these?(They’re bags.) Repeat. Help the class to answer.
Repeat with pens, books,etc.Get the class to ask questions and give answers. Check for the use of plural forms.
Revise What’s that?/What are those?in a similar way.This time use pictures from magazines, pictures on the wall or Bb drawing to emphasize that that and those refer to items that are not near.
Chain drill. Call out several students to demonstrate.
A:What are these? (Holding up three pens.)
B:They’re pens. What are those?(Pointing to trees outside.)
C:They’re trees. What are these?etc. Then get the class to continue this chain drill.
Step 2 Pronunciation pratice
Write these lists on the Bb one at a time and get the students to practise reading and pronouncing them correctly. Write the phonetic symbols if you think they will help the students.
1./s/ 2./z/ 3./iz/
desks birds/dz/ buses
books trees boxes
cats/ts/ girls oranges
bikes boys
After writing each list,underline the endings and explain These words have the …sound. Do Ex. 2 in Wb Lesson 23.
Step 3 Presentation
Take out a bag with some oranges or pears in it. Hold it up and let several students feel the bag, Ask Are these apples? Some students will say Yes, they are.Others may say No,they’re not.Still others may say I think they’re… Smile and say You don’t know! Open the bag and say Look!These are (pears).
Teach Are those…? For example , put a small picture with two cars in the corner of the room,and ask Are those Chinese/Japanese cars? The students try to guess. They may answer Yes,they are./ No, They’re not. Then bring the picture closer so that they can confirm that they are/are not Chinese/ Japanese cars.
Step 4 Read and say
SB Page 28, Part 1, Speech Cassette Lesson 23. Play the tape. Students listen, and then listen and repeat. Get two or three pairs to read aloud the dialogue. Then get the students to read in pairs.Later, get some students to read and act.
Step 5 Look, listen and say
SB Page 2, part 2,Speech Cassette Lesson 23. Let the students listen to the tape and then get them to practise the same way as in Step 4. Put the students in groups of three (A,Band C). Later ,call out several groups to read the dialogue and act in front of the class.
Step 6 Workbook
SB Page 113, Wb Lesson 23. Do Exx.1-3 in pairs orally. Then check the answers with the whole class. Wx. 4 is optional. Do this exercise if you think your students are ready. Point to the picture and draw the students’ attention to the difference between written English and Chinese, including the word order and the use of the verb to be.
Homework
Finish off the Workbook exercises. Revise the new language items in Lessons 21, 22 and 23. Do Ex.2 in the exercise book.
教学反思
单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.
Period 4
Step 1 Revision
Call the register. Get the students to talk about who is not at school today,etc.
Revise the nubmers 1-28 and teach 29 and 30.
Using flashcards, revise the plural words taught in this unit: hills,boats,birds,etc. Do Ex.2 in the Wb Lesson 23.
Use the same cards to practise What are these? Are these…? And further away,What are those? Are those…?
Step 2 Read, listen and say
SB Page 29, Part 1,Speech Cassette Lesson 24(Phonic Reading Work). Follow the same steps as in Lesson 20. Step 2. (Please see Pages 148-167 of the TB.) As in Lesson 20, use flashcards rather than going straight to the book.
Books closed. Say Listen and play the tape.
Play the tape again. Say Listen and repeat.Write the letter O on the Bb, and next to it write no,hello, those,home,zero and go.
Students read aloud each word in turn as you point to it.
Explain that in Chinese these words all have the letter O and the /eu/ sound.
Repeat the above procedure with the words:
6.Get the students to read and say the above words from the Bb in random order. Then ask them to read aloud the words in SB Lesson 24, Part 1.
7. Do Ex. 1 in Wb Lesson 24.
Step 3. Presentation
Draw a picture on the Bb. There should be six children- three boys and three girls. Point to the first boy and say This is Jim Green.Write Jim Green under the picture. Point to the first girl and say This is Kate Green. Write Kate Green under the picture. Say Kate is Jim’s sister. Write Jim’s sister under Kate. Point to Jim and say Jim is kate’s brother. Repeat. Have students repeat brother several times. Now point to the next picture of a boy and say Who is this? He’s Tom Read. Then, pointing to the girl Who is this? She is Ann Read. Write the names below the pictures. Point to Ann again and ask Who is she? Help a student to answer She’s Tom’s sister. Point to Tom and say This is Tom Read. Who is he? Help a student to answer He is Ann’s brother.Write Ann’s brother under Tom’s picture.
Repeat with Joy and David Smith.When you are finished, say Jim is 12, Kate is 8, Ann is 12,Tom is 13, Joy is 7 and David is 12. They are all children. Write the word children on the Bb. Ask the students to guess what the word means. Explain if necessary and have the students repeat the word several times. Then draw a circle around all the pictures and say They are all children . They are all friends, too. Write the word friends on the Bb. Have the students guess the meaning and if necessary, explain.
Step 4 Presentation
Call out four students –two boys and two girls. Point to each one and give him or her a name. Say Kate, Jim, Ann and Tom. Ask them to leave the room and to come in two at a time, brother and sister together. When the first two come in say Hello, Jim .Hello,Kate. Welcome to our class! When the next two students come in say Look! There are your friends, Ann and Tom. Hello, Ann. Hello,Tom. Welcome to our class! Get the students to repeat Welcome to our class.
Step 5 Drill
Start a chain drill like this. Tell students to remember the name as you go around the rows pointing to each student in turn. Say 1-Jim, 2-Kate, 3-Ann,4-Tom,5-Joy,6-David, 7-Jim, etc.(Number the pictures on the Bb in the same way to help).
Help S1 to say Hello, I’m Jim.
S2:Hello Jim.I’m Kate.(Kate turns to Se and says. )Hello, I’,m Kate. This is my friend Jim.
S3:Hello Kate. I’m Ann. (Ann turns to S4.) hello, I’m Ann. These are my friends Kate and Jim.
S4:Hello, Ann. I’m Tom. (Tom turns to S5.)Hello, I’m Tom.These are my friends Jim,Kate and Ann.
Continue in the way until you reach S6. Student 7 starts again. Hello, I’m Jim. And so on.
Step 6 Look, listen and say
SB Page 29, Part 2, Speech Cassette Lesson 24,. Say Turn to Page 29. Play the dialogue for Picture 1. Students listen, and then listen and repeat. Explain that when people address a mother directly, they usually say Mum or Mom. Fathers are referred to as Dad. Get two or three pairs to read aloud the dialogue on Page 29. Then get the students to read in groups of three. Say Look at picture 2. Who is there? Do you know? Listen. Play the dialogue for Picture 2. Have students listen and repeat paying special attention to the pronunciation of the word room. Explain the meaning in Chinese. Get two or three pairs to read aloud the dialogue. Then get the students to read aloud the dialogue. Then get the students to read in groups of six.Later, get some groups to read the act.
Step 7 Listen and answer
SB Page 30, Part 3, Listening Cassette Lesson 24. Say Look at the picture on Page 30. What can you see? (Jim and Li Lei)Where are they? They are at the bus stop. Write at the bus stop on the Bb. Explain that Jim and Li Lei are at the bus stop. Jim wants to go home. Say Listen. What number is Jim’s bus? Play the cassette twice, if necessary. The text of the tape is printed below. If you do not have the tape,read the following text aloud.
Listening text
Jim:Is that my bus?
Li Lei: What’s number?
Jim:I think it’s 25.
Li Lei:No, that isn’t your bus. Your bus is number 29.
Jim:Look! Is that my bus?
Li Lei: I think it is. Yes, It’s a 29 bus.
Jim:Good. Oh, where are my bags?
Jim: Thanks.Goodbye!
Li Lei:Goodbye!
Then repeat the question What number is Jim’s bus? (Answer:29)If time permits,play the tape again,and get the students to repeat. Half of them can be Jim, and the other half Li Lei.
Step 8 Say and write
SB Page 30, Part 4. Books closed. Draw a boat on the Bb. Say This is a boat. Write the sentence on the Bb and then read it aloud. This is a boat.Have the students repeat.Draw three boats. Say These are boats. Write the sentence on the Bb. Say These are boats.Hve the students repeat.
Say Turn to Page 30. Point to Part 4. Explain the model to the students. Say Look at number 1. A box. This is… Help a student to say a box. Say These are … Help a student to say boxes.
T: Picture No.2. A computer. Row 2
Row 2: This is a computer.
These are computers.
T:Picture No.3.An apple. Row 4.
Row 4: This is an apple. These are apples, etc.
After you have gone over all of the words , get students to write the answers in their books. When they have finished, ask the students to exchange books and to “mark” each other’s work. Remind them to pay special attention to boxes and buses, where an “es”must be added in the plural form.
Step 9 Check point 6
Revise the plural from of the noun. Refer to the notes on Page 182 of the SB. Do Wb Lesson 24, Ex. 3. Give a short dictation as in Lesson 20. Use some of the words, expressions and sentence patterns in this unit. Give the Ss a few nouns. Get them to make the nouns plural.
Step 10 Workbook
Sb Page 114, Wb Lesson 24. Most of the exercises help revise the plural form of nouns. E.g Exx. 3 and 7.
Ex.6 shows a way of learning new words by classifying them according to their meanings. Exx.9 and 10 are optional. Ex.9 provides students with reading practice. Ex.10 is a chant that helps the students to practise rhythm.
Homework
Finish off the Workbook exercises.
教学反思
单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.
课件34张PPT。 英语教学课件系列Goforit!七年级(上)Unit 3
Is this your pencil?Section A 1 1a-2dName them in English!schoolbagpencilpencil boxDictionary
['dIk??'n?ri] Name them in English !rulerpenpencil sharpenerEraser
[I'reIz?] Do you want to come to my room?What’s in his room?房间This is his pen.These are his pens.这些This is his book.These are his books.这些That is his orange.Those are his oranges.那些That is his jacket.Those are his jackets.那些1a Match the words with the things
in the picture.pencil __
pen __
book __
eraser __
ruler __
pencil box __
schoolbag __
dictionary __
egbhcfadA: Is this your pencil?
B: Yes, it is. It’s mine.A: Is that your schoolbag?
B: No, it isn’t. It’s his.A: Are these your books?
B: No, they aren’t. They’re hers.3211b Listen and number the
conversations[1-3].1c Pair work:
Practice the conversations above with your partner.
Then make your own conversations.It’s my schoolbag.It’s his book.Is that your pen?Yes, it is.
It’s mine.Is that your pencil box?No, it isn’t.
It’s hers.It’s my pen.It’s her pencil box.2a Listen and check the things
you hear.√√√√2b Listen again. Complete the conversation
with the words in the box.erasers pencil ruler pencil box booksTom: Excuse me, Grace. Is this your _______?
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.pencilerasersrulerbookspencil box2c Practice the conversation in 2b.
Then make your own conversations
using the things in your classroom.Teacher: Hi, Anna. Are these your pencils?
Anna: No, they’re Bob’s.
Teacher: And is this his green pen?
Anna: No, it isn’t. The blue pen is his.
Teacher: What about this dictionary?
Anna: It’s Helen’s. And the green pen is hers, too.
Teacher: And the eraser?
Is that yours?
Anna: Yes, it is.
Teacher: Thank you for
your help, Anna.
Anna: You’re welcome.2d Role-play the conversation.Hi, Anna. Are these your pencils?No, they’re Bob’s. And is this his green pen?
No, it isn’t. The blue pen is his.
…
… 1.指示代词
（1）在句子中，指示代词可以充当主语、定语、
宾语或表语。如：
This is a pear. (作主语) 这是一个梨。
These video clips are very interesting and
those ones are not. (作定语)
这些光碟很有趣, 那些没意思。
I like this very much. (作宾语)
我很喜欢这个。
Oh, it’s not that. (作表语)
哦, 不是那个。Tips （2）学习指示代词, 应注意以下几点:
①this与is, these与are没有缩写形式。
This is a Chinese car.
这是一辆国产轿车。
②指示代词作主语指物并用于问句中
时, 回答一般用it代替this和that，
they代替these和those。如：--Is that a ruler？
那是尺子吗？
--No, it isn’t. It’s a pen.
不, 不是。是钢笔。
--Are these your books?
这些是你的书吗?
--Yes, they are.
是的。2. no和not
二者都是“不”的意思，但用法不同。前者可
单独使用，用于回答一般疑问句，反义词为
yes；后者不能单独使用，要和be动词、助动
词等一起构成否定句。
如：
--Is this your pencil?
这是你的铅笔吗?
--No, it isn’t.
不, 不是。
It is not my book.
这不是我的书。3. sorry adj. 抱歉的
sorry是I’m sorry的省略形式, 用于冒犯、
冲撞了他人或伤害了对方等场合。
常用的回答如下：
Not at all. 没关系。
That’s all right. 没关系。
It doesn’t matter. 不要紧, 没关系。
Never mind. 别在意, 没关系。
此外, sorry还可表示“遗憾的; 难过的”等。4. thank n. & v. 感谢
常用的表示感谢的句子有：
Many thanks. 多谢!
Thanks a lot. 多谢。
Thanks. 谢谢。
Thank you. 谢谢你！5. Thanks for… 意为“谢谢……”, 后接名词。
等同于 thank sb.(某人) for sth. 因为某事感谢某人。E.g.
Thanks for your help.=Thank you for your help.
谢谢你对我的帮助。
Thanks for his beautiful card.=Thank him for the beautiful card.
感谢他给我这么漂亮的卡片。6. in prep. 用……(方法、媒介、工具等)；
使用……(语言)。如：
John is drawing a car in pencil.
约翰正用铅笔画汽车。
We always speak in English.
我们总是用英语交谈。
7. How do you spell it? 你怎样拼写它？
这是一个由疑问词how引导的特殊疑问句。
how在句中用于询问方式, 意为“怎样”。
do在句中是助动词, 用于帮助构成疑问句，
本身无词义。
8. What about …? ……怎么样？/好吗？(询问消息或提出建议)
= How about…?
e.g.
1.What about a drink?=how about a drink?
喝杯酒怎么样？
2. --Where do we go? 我们去哪里呢？
--How about Hawaii?/ what about Hong Kong? 夏威夷怎么样？香港好吗？
9. The words that show ownershipI my (我的) mine
He his (他的) his
She her (她的) her
They their (他们的) theirs
It its (它的) itsThank You!课件33张PPT。 英语教学课件系列Goforit!七年级(上)Unit 3
Is this your pencil?Grammar Focus-3cGrammar FocusAttention!3a Complete the questions and answers
about each picture.thisisn’tthesetheythatisthosearen’t3b Read the questions and complete
the answers.it ishersit isn’tIt isthey arehisthey aren’tThey’re3c Put some things into the teacher’s box.
Then take something out of the box and find
the owner. You only have two guesses!A: Is this your book?
B: Yes, it is.Conversation 1A: Is that your ruler?
B: No, it isn’t. It is hers. Conversation 2A: Is this your pen?
B: Yes, it is. It’s mine.Conversation 3Grammar focusThis is a pencil.Is this a pencil?This is my pencil.Is this your pencil? 一般疑问句
一、含义
以动词be, have或助动词、情态动词开头，
以yes或no作回答的问句叫做一般疑问句。
回答时可以用完整的句子回答，但大多数
情况下只需作简略回答。二、构成及答语
如果句中有动词be (am, is, are)，将动词
提到主语前，并大写开头字母，句末用
问号，主语第一人称变第二人称，即变成
了一般疑问句。
一般疑问句要用Yes或No来回答。它的
肯定答语是Yes, it is. 否定答语是No，
it isn’t. 注意答语用it代替this/that。Thisismypencil.Is thisyourpencil?含有be动词的陈述句变为一般疑问句的步骤一般疑问句的肯定和否定回答：Is this your mother ?Are these your brothers ?Yes, it is. No, it isn’tYes, they are. No, they aren’tIs he your brother ?Yes, he is. No, he isn’t总结：1.答语中的代词必须是______代词，人称he 、she、 it、 they、 we、 I不能用these不能用this和问句中的主语保持一致一般疑问句的肯定和否定回答：Is this your pencil ?Are these your brothers ?Yes, it is. No, it isn’t.Yes, they are. No, they aren’t.Is he your brother ?Yes, he is. No, he isn’t.总结：2.答语中的动词通常和______________________保持一致问句中的首位动词变为疑问句并做肯定和否定回答：1.This is my clock.
2.That is your ring.
3.These are her books.
4.Those are his oranges.
5.Those are my backpacks. Is this your clock? Is that your ring? Are these her books?Are those his oranges?Are those your backpacks?
1.--Is this your _______ ______?
--Yes, _______ you. _____ that
is _____ ___________.
2. --_____ this _______ key?
--Yes, ____ is. _____ mine.pencilboxthankAndmyschoolbagⅠ. 根据图片完成句子。Is youritIt’s 解析:It’s是It is的缩写形式,It指代this;
“ It’s mine.”=“It’s my key.”Exercises3. Here’s ______ __________.aneraser解析：a和an都是不定冠词, 放在单数可数名词前, 修饰
限定名词, 表示“一个、一块……”的意思。如果名词的
读音以辅音音素开头, 用不定冠词a, 如:a banana, a
pear; 如果名词的读音以元音音素开头, 要用不定冠词
an, 如an orange, an egg。在本句中, 单词eraser是以
元音音素 [ i ]开头的词,故要用冠词an。Ⅱ. 按要求写出下列词的相应形式。1. hi (同义词)_______
2. no (反义词)_______
3. are (同音字母)_____
4. color (动词)________
5. I am (缩写形式)______
6. u (同音词)_______
7. my (主格)________
8. to (同音词)____________
9. it’s (完整形式)_________helloyesRrcolorI’myouI too/ two(二) it is10. morning (对应词)__________
11. this (对应词)______
12. a (同义词)_______
13. i (大写形式)_______
14. that’s (完整形式)
______________
15. my name is (缩写形式)
_________________
16. what is (缩写形式)
_________________anI that is my name’s what’s eveningthat1. --Is this your pen? --_________
A. Yes , this is. B. Yes, this’s.
C. No , this isn’t. D. No, it isn’t.
2. --Is that a ruler? --_______. It’s a sharpener.
A. Yes, that is. B. No, it is.
C. No, that isn’t. D. No, it isn’t.DDⅢ. 单项选择3. --What’s this? --_______
A. Yes, it is. B. No, it isn’t.
C. It’s a eraser. D. It’s an eraser.
4. --What’s ______ name?
--_______ name is Ma Ling.
A. your; My B. your; my
C. your; I D. you; myDAⅣ. Complete these sentences
with “am”, “is”, “are”.1. ______ this his book?Yes, it ______.2. What _____ that? It _____ a book.3. How ______ you?I _____ fine, thank you Isisisisaream1. This is her eraser. (改为一般疑问句, 并作肯定
回答)
2. That is his pencil sharpener. (改为一般疑问句,
并作否定回答)
3. this, school, my, is, card, ID (连词成句)Is this her eraser? Yes, it is.Is that his pencil sharpener? No, it isn’t.This is my school ID card.Ⅴ.句型转换4.The picture is on the wall. (一般疑问句)
5. Is that a soccer ball? (否定回答)
6. I’m Cindy. (同义句)
7. Is this your brother. (肯定回答)
No, it isn’t. My name’s Cindy.Yes, it is.Is the picture on the wall?8. at, please, Kelsey, call, 63749996 (连词成句)
9. is, what, your, box, pencil, color (连词成句)Please call Kelsey at 63749996.What color is your pencil box?10. your, is, book, this, (?) (连词成句)Is this your book?Ⅵ.将下列句子变为一般疑问句， 并作简要回答。1. This is Gina.
2. That is his brother.
　　Is this Gina? Yes, she is./No, she isn’t.Is that his brother? Yes, he is./No, he isn’t.3. He is my good friend.
4. These are nice pictures.
5. Those are school things.Is he your good friend? Yes, he is./No, he isn’t.Are these nice pictures?
Yes, they are. /No, they aren’t.Are these school things?
Yes, they are./No, they aren’t.Ⅶ.改错：1.Are this your book?2.Those is my pen.3.Is these his pencils?4.Are those her ruler?5.Are they your books? Yes, they’re.Is this your book?/Are these your books?That is my pen./Those are my pens.Are these his pencils?Are those her rulers?Are they your books? Yes, they are.Homework 1. Copy the new words of P13 five times;
2. Find out the English words of school
things you know.Thank You!课件40张PPT。 英语教学课件系列Goforit!七年级(上)Unit 3
Is this your pencil?Section BPen, pen, show me your pen.
Ruler, ruler, show me your ruler.
Eraser, eraser, I have an eraser.
Pencil, pencil, I have a pencil.
Key, key, this is my key.
Book, book, that is your book.
Backpack, backpack, that is her backpack.
Watch, watch, it is his watch.
One, two, three, look after our things.Let's chantbaseballwatchcomputer gameID cardNew wordskeynotebookringpenbagGame: Who has the best eyes? 谁的眼睛最亮?1a Match the words with things
in the picture. baseball ____ 5. key ______
2. watch ____ 6. notebook ____
3. computer game____ 7. ring ____
4. ID card ____ 8.pen ____
9. bag ____ Check the answers!ebhaigcdf1b Ask and answer questions about the things in the picture. A: What’s this?
B: It’s a watch.
A: How do you spell it?
B: W-A-T-C-H.A: What’s this in English?
B: It’s a pen.
A: How do you spell it?
B: P-E-N, pen.A: What’s this in English?
B: It’s a pen.
A: Can you spell it?
B: Yes, P-E-N, pen.注意两个句型的区别1. baseball 5. key
2. watch 6. notebook
3. computer game 7. Ring
4. ID card 8. pen
9. bagwatchpen baseballID card1d Listen again. Write the things
that belong to Linda or Mike.Tape script: Conversation 1Kelsey: I’m looking for my watch.Teacher: OK. Is this your watch?Kelsey: No, it isn’t. That’s my watch.Teacher: Here you are.Kelsey: And that’s my ID card.Teacher: OK. What’s your name?Kelsey: Kelsey.Conversation 2Mike: That’s my pen.Teacher: This?Mike: Yes, and that’s my baseball .Teacher: All right.
What’s your name?Mike: Mike.Teacher: OK. Here’s your baseball.Mike: Thank you.1e Pair work: Student A is Linda and Student B is Mike. Make conversations about the things in 1d. Then change roles. Is this
your watch?No, it isn’t. It’s
Jim’s. That’s is
my watch.Here you are.2a Write the things you lose easily.School ID cardwatchkeySchoolbagwallet(钱包)rulererasernotebook…penIs this your
watch ?My
phone number
is 495-3539.
Call me.
JohnLin Hai,
A computer game
is in the school
library. Is it
yours?Ask the
teacher for it.
Mike lost:
I lost my
school ID card.
I must find it.
Call me at
685-6034.
TomFound:
Some keys are
in classroom7E.
Are they yours?
E-mail me at
maryg2@
gfimail.com.2c Read the notices again and work
down the items. Then check( √ )
lost or Found.√√√√computer gamekeyswatchschool ID Card3a Complete the notices with the words
or phone number in the box.name yours found 284-5486 lost callLostnamecallFoundyours284-5486Found: A set of keys
Are these yours?
Call Jenny at 284-5486.Read the message together.解析：1. A set of keys 一串钥匙
2. call + sb + at +telephone number: 用这个
号码打电话给某人。Lost 寻物启事当你丢失东西的时候, 你需要写Lost,共四部分:
1. 标题
2. 丢失的东西
3. 失者的姓名
4. 联系电话Lost:
My school ID card.
My name is Tony.
Please call 685-6034.Found 失物招领 如果你拾到别人的东西，你该怎样归还给失主呢? 你需要写Found, 分五部分:
1. 标题
2. 拾到的东西
3. 询问某物是不是失者的
4. 联系人
5. 联系电话Found: notebook.
Is this your notebook?
Please call Mary.
Phone #235-0285.3b Write your own lost or found notice
with your name and telephone number.1. how adv. (表示方法、手段、状态)怎样；
如何。如：
How did you make it?
你怎么办到的?
How do you like our school?
你觉得我们学校怎么样?
=What do you think of our school?
2. call v. 打电话 n. 电话
call sb. 给某人打电话
give sb. a call 给某人打电话Explanation Thank you!!!3. at prep. 在(里面或附近); 在(时间)
at school 在学校, 上课, 在求学
at home 在家
e.g. Shall we meet at 3 o’clock？
咱们3点钟见好吗？
4. school n. 学校
go to school 上学SummaryA:---Is this her / his pencil?
B:---Yes, it is.A:---Is that her / his pen?
B:---No, it isn’t.Sonia: Tim, is this ______ eraser?
Tim: ____, it is. This is not ____ _______.
____ this your _______?
Sonia: Yes, it’s my watch. Is this your ______?
Tim: No, it’s not my book. It’s ____ book.
Sonia: OK. Jane, is ______ your book?
Jane: Yes, it is. _______ _______.yourYesmywatchwatchbookherthisThank youIsⅠ. Fill in the blanks. Ⅱ. Choose the correct answer.( ) 1. — Is this your pen?
— _________. It’s his pen.
A. It is my pen B. Yes, it is
C. No, it isn’t
( ) 2. ________, Tina. Is this your book?
A. Excuse me B. Sorry C. Thank
( ) 3. What’s this _____________?
A. on Chinese B. at English C. in English C A C ( ) 4. ________ my book. _______ her book.
A. This’s; That’s B. This is; That’s
C. This’s; That is
( ) 5. — ___________________?
— It is a watch.
A. Is this a watch? B. Is it a watch?
C. What’s this in English? B C ( ) 6. — __________________
— M-A-R-Y.
A. How do you call it? B. Are you Mary?
C. How do you spell your name?
( ) 7. If you find my book, please call me
______ 31397671.
A. in B. at C. forC B ( ) 8. My bag is ________.
A. no B. not C. lost
( ) 9. When you meet a new word, please use
(用) your ________.
A. key B. game C. dictionary
( ) 10. — Is that your ruler?
— _______, it is.
A. Yes B. Thanks C. NoC C A Ⅲ. 变为疑问句1.This is my clock.
2.That is your ring.
3.These are her books.
4.Those are his oranges.
5.Those are my backpacks.Is this your clock?Is that your ring? Are these her books?Are those his oranges?Are those your backpacks?1. This is my pencil. (一般疑问句)2. Is that her eraser?(肯定回答及否定回答)3. This is his backpack. (一般疑问句)4. That is an eraser. (根据划线部分提问)Is this your pencil?Yes, it is.No, it isn’t.Is this his backpack?What’s that?Ⅳ.句型转换完成下面的招领启事和寻物启事。捡到一个笔记本, 失者可打电话
425-6801找Bob.Found
Is this ___________?
Please _________ Bob.
Phone # __________.Homework 今丢失双肩背包一个, 有拾到者可打电话 695-3059与David联系。Lost:
My ____________.
My ___________ is David.
Please _________ 695-3059.Thank You!课件21张PPT。 英语教学课件系列Goforit!七年级(上)Unit 3Is this your pencil? Self check Write the school things you know.pen ruler pencil pencil box
schoolbag notebook book ruler
dictionary eraser2. Complete the chart with pronouns.youyoursheherhishis3. Look at the picture and write
conversations.Is this/ Is that…?Yes, it is./No, it isn’t.Is that your baseball?Yes, it is.Is this your key?Yes, it is.Is that your watch?No, it isn’t.AB4. Complete the words and tell us the
Chinese meaning of each word.iaeooo uia这个那个是不是丢失的戒指找回的打电话notebookbookbaseballkey5. Match the words with the pictures.B: Is it a watch?C: Is it a pen?A: What’s this?6. Draw a picture on the board.
The other students guess what it is.Just for Fun!1. -- _____.What’s this in English?
-- It’s car.
A. Sorry B. Hello
C. Excuse me D. HiⅠ. Choose the correct answer.解析: 当你想和别人说话, 或想向别人
提问题时, 最好先用Excuse me (劳驾
打扰一下)。Sorry是做错了事情向别
人道歉时的用语。C 2．________are good friends.
A. I and Amy B. Amy and I
C. Amy D. I解析: 当 “我”与别人并列时, 通常
是将别人放在前, 自己放在后, 表示
对别人的尊重。B 3. -- Can you spell it, please?
-- __________, R-U-L-E-R, ruler.
A. Yes B. No C. No, I can’t
解析: Can you spell it, please? 是一般
疑问句, 通常要先回答Yes 或No。
与How do you spell it, please? 直接
拼读不同。A 4. --How do you spell ball? --____.
A. Yes, I can B. No, I can’t.
C. B-A-L-L D. Yes, B-A-L-L
5. This ____ a book. That ___ a pen.
A . am/is B. is/ is C. is/ am D. are /are
6. – Is this ____ pencil? -- Yes, ___.
A. your, it’s B. you, it’s
C. your, it is D. you, it is C C B Ⅱ. 连接句子1.Is that your notebook?
2.How do you spell ring?
3.What's that in English?
4.Is this a baseball? Yes, it is.
No, it isn’t.
R-I-N-G. Ring.
It’s a schoolbag.a.-- ______ me, Tom. Is this ____ pen?
-- ____, it is. It’s ______ pen.
b. --Excuse ___, Nancy. ___this your
______?
--No, it ____. It’s Jenny’s eraser.
It’s _____eraser.
c. --____ that _____ schoolbag?
--Yes, it’s Jim’s _________.ExcuseyourYesmymeIseraserisn’therIshisschoolbagⅢ. Fill in the blanks. ① Yes?(有事吗?)
② No, my key is at home(在家). Ask(问) that girl.
I think(认为) it’s her key.
③ Excuse me. Is this your key?
④ Is this your key?
⑤ Bye-bye.
⑥ Oh, yes. It’s my key.
⑦ Thank you very much. You are a good boy.
⑧ Here you are.
⑨ You are welcome. Goodbye.
⑩ Thanks. Excuse me.32101468795Ⅳ.排列顺序1. 请原谅, 这是你的铅笔盒吗?
2. 那是她的英语字典吗?
3. 这是他的书吗?
4. 它是我的钥匙。Excuse me. Is this your pencil box?Is that her English dictionary?Is this his book?It is my key.Ⅴ. Translation 5. 这是Sonia的铅笔吗? 不, 它不是。
6. 那是Cindy的英汉字典吗?
7. 这是一本英语书吗?
8. 它是一块桔红色的橡皮。Is this Sonia’s pencil? No, it isn’t.Is that Cindy’s English-Chinese dictionary?Is this an English book?It is an orange eraser. Check the new words in groups.
2. P8页中的 2b 抄写2遍并背诵。
3. P8页中Grammar抄写2遍并背诵。Homework Thank You!