Unit 3 Is this your pencil? Section A(1a-2d) 教案

Unit
3
Is
this
your
pencil
Section
A
教案
Teaching
aims
Get
the
students
to
learn
the
names
of
the
objects.
Get
the
students
to
learn
to
talk
about
ownership.
Teaching
keys
----
Is
this
your
ruler
----Yes,
it
is.
It’s
mine.
----Is
that
your
schoolbag
----No,
it
isn’t.
It’s
his.
----Are
these
your
books
----No,
they
aren’t.
They’re
hers.
Teaching
difficulties
The
usage
of
Yes/
No
questions
sentences.
The
usage
of
possessive
pronouns.
Teaching
methods
Task-based
Language
Teaching
Visual
teaching
method
Situational
teaching
method
Teaching
steps
Step
1
Warming-
up
and
revision
T:
Good
morning.
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.
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
Step
2
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.
Step
3
Summary
Write
a
sentence:
This
is
your
ruler.
This
is
a
statement.
Is
this
your
ruler
This
is
a
Yes/
No
question
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.
Step
4
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.
Check
the
answers.
Step
5
Work
on
1c
Get
the
students
to
listen
again
repeat
each
conversation.
Pay
attention
to
the
falling
and
rising
tones
in
each
conversation.
Ask
students
to
practice
the
conversation
in
pairs.
The
teacher
checks
the
progress
and
pronunciation.
Step
6
Listening
2a
and
2b
Read
the
instruction
in
2a
and
ask
Ss
to
check
the
things
they
hear.
Play
the
recording
the
first
time.
Students
listen
and
check.
Then
ask
students
to
point
to
the
blank
lines
in
the
conversation
in
2b.
Say,
you
will
write
one
of
the
words
from
the
box
on
each
blank
line.
Play
the
recording
a
second
time.
This
time
Ss
complete
the
conversation.
Check
the
answers.
Step
7
Practice
Give
Ss
3
minutes
to
practice
the
conversation
in
2b.
Ask
Ss
to
make
new
conversations
by
using
the
things
in
the
class
and
then
practice.
Have
some
paris
to
make
out.
Step
8
Role-play
Listen
to
the
2d
and
repeat.
Find
out
how
many
school
things
in
the
dialogue,
and
make
a
chart.
Ss
work
in
pairs
and
practice
each
school
things
and
their
owner
according
to
the
chart.
Make
a
report
to
the
class.
Homework：
Listen
and
read
after
the
tape
for
thirty
minutes.
Recite
the
conversation
of
Section
A,
2b.