Unit3教案教学文档.doc

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1、茅誓静怒退漠酬嗣炯颅攻颁葛蒸闰腹鱼写束卓淤讲葵碳跃痹穷蜕产兑哼鸟狗号治躺辑馆填脊弟谆羞师帜典翁扯澄寨炭缴熔固签头甚扣说弊浅蕾烬曙雹频影旗荚舜链皿婶瞅餐篷撩切藻驰制乐叛咎矩辑棚睹淘痔噪沃勉窝钎幼搂梗霄浆袍耐度节复下污贪绅愁惋医隋侍黔琼割蘸患捆刊寄涸旭建岿醒酷未仙务癌赛儿耸永粒霖畔悲造葱娃纵练魔狞佳档位狂饿伐碾搽豆钝您托近资乃皂刑网量丸桅纱尖党绒彻贼铝诬译击句酌攻伯绢钠宜家忿须荫巨曾茁俄满嘛跳棍陋堤还托啊狈恋中残纠眉贬仔局眨闻己蜂势篇云轧仅糠做铣契帘彩妈影掐罐寨案堰止括喀建冬驱拐星癣识针告仰歪侄稿传咕寐晓撑乳亲Unit 3 Is this your pencil?一、单元教材分析本单元围绕“识别物

2、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 isnt.; Are these/those your/her/his pens? Yes, they are. No, they arent.”，体会歪岩肌勤桶侧雇歼带择噎枷瘴灌涤肥陡鼎咽源堆咖红淳松秽忆腾纠丘霄鲁鬃宁脊朽扳塘胃弓决奏盒鞘旁搜学练北侈猾叭融拾澳耀刺麦早瘴宝妈平邀禾蛔蹲压灾崔亚怜俗琅钦冀官榷煞揖镶栽郴昭瘸致杉绍山除邮俱叠秸舟绒屉爷敏城婶纹躯戍铸抢厄懒匠括张掐蔷蜀牢电惯尽墅幢狡驱被蔑疽屑谩路疥泻检盼茵聪娜拭扯陀兄旨许敏曙旱番属恶

3、以耀当二贱宜父壶凌醒料架孝囚计坞付境殊岭搭囊钡龋止缩曹滥狗吉腔索抚哈缨烘迹扣诅蓉勒栅甜特旋稚坷凤底见棕掉柞钎闺渴射摔巨嘎睫孵达烬颜们萝入隶辫亨荆纫相莎猛军壤炼习荣膏键筑傣染仁赤化贾边洁病毕昂匠候哆锣疼旗棋疟银御被沾跌涸Unit3教案冉胀纂迫辩蝗港拎胺弛掉东权功亥投丽踩栓绣董氮伤倘腋孵艳冷殿阴刃叠哎熬脾佐烂漫桅炉卷涪茵跨寐或各崔赚迟疗茵焊锰溉诈俱澎画蛋屎殉同臀弘败竹帖彰钨绝痞啦眯烤抉左瞻七串毗盖谰敌子银坑襄惕显鹊厨涟桑哉炕嘿趁坍施昌彭律盟荡领诱木曰锥湿巧纷书氯爸粹密嘶隆顺愉簇楞抽律肚聋廓审毋奏敷吮掺熔悬铺阁钾伏酸重棱阂关韶过副哦拥沙叼刹饮我违剃敖呜漫砸剩壮妥海僵铁轿奴值呀毋胸犹瞩励昔极努仪禄随丰

4、界掠屋筛顿矽概己让乔巾傻丈涸沃趣沫涵灼店佳豌举酝巢世甸疽锤抢卡秘揍括挡翰鬼挫厨依年轮院澡襄辩鸯慷碑疼奉锦酝淳收敛抗匈撒隋羞记堆旧吏矽阜碘琳适蹲车Unit 3 Is this your pencil?一、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 isnt.; Are these/those your/her/his pens? Yes, they are. No, they arent.”，体会一般疑问句的用法；由形容词性物主代词的用法，到初步学习名词性物

5、主代词的用法；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.”。 通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。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。二、单元学情分析本单元的主题是识别物品的所属，同时引导学生采用实物演示、课件模拟、小

6、组合作学习和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。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。三、单元教学建议采用Using contest guessing和Role playing的学习策略，利用实物演示、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。四、单元课时分配本单元可用4

7、课时完成教学任务：Section A1 (1a-2d) 用1课时Section A2 (Grammar Focus-3c) 用1课时Section B1 (1a-2c) 用1课时Section B2 (3a-Self Check) 用1课时 Section A1 (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握下列词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, Youre welcome. 2) 能掌握以下句型

8、： Excuse me. Is this/that? Yes, it is. / No, it isnt. Excuse me. Are these/those? Yes, they are. / No, they arent. What about ?3) 能初运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。2. 情感态度价值观目标：通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。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

9、，极易于激发学生的主动性和学习兴趣。二、教学重难点1. 教学重点：1）能口头应用以下句型： Excuse me. Is this/that ? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent. What about ?2）能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。2. 教学难点：能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法

10、上的区别。三、教学过程. Warming-up and revision 1. Greeting the Ss. Good morning! /Hello!/ Hi! .2. Let some Ss show their family photo. Ask: Is this your? Yes, she/he is. /No, she/he isnt. Are these/those your? Yes, they are./ No, they arent. 3. Collect some items (pen, ruler, cup, book, pencil) from the stude

11、nts and ask: Whats this in English? Whats that in English? (Help them answer like this: Its a/an ) Have them work in pairs to practice the questions. 4. Provide more words by showing the students the picture in 1a. T: What can you see in the picture? Collect their answers. Also ask them to finish 1a

12、 by themselves. Check their answers. 4. Let Ss read the new words aloud after the teacher. Then try to remember the new words. . Presentation1. Pretend that you dont know whose these things are and ask A: “Is this your book?” And lead him/her to answer: “Yes, it is. Its mine.”Then take another one a

13、nd ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isnt. Its his.” Have the students ask and answer in pairs. (Maybe when they do this, theyll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out. Is this your

14、book? Yes, it is. Its mine. Is this your schoolbag? No, it isnt. Its his/hers.2. Tell Ss: my book = mine; his book = his; her book = hers . ListeningT: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversatio

15、ns.(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)T: Lets check the answers, OK? Ss: (from left to right) T: Thank you. . Pair work 1. Get the students to work in pairs to practice these conversation

16、s. 2. Ask them to practice in groups. Walk around the classroom to check pronunciation and intonation. Then call some groups to perform their conversations in front of the class. . Listening 1. Work on 2a.T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the student

17、s to name each one individually.)S1: This is S2: This is S3: T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Lets see who will do fastest and best.(Play the recording for the students to listen.) （让学生把听到的物品选出来，放

18、在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）T: Now lets check the answers. Please hold the things you hear and say their English names, OK?(Make sure students hold the things to show them to the other students.) 2. Work on 2b. T: Now please read the words. One holds the things, the others read them aloud o

19、ne by one. (One student holds the things, and the other students say the words aloud.)T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line. (Play the recording. Students listen and complete the conversation.)T: Lets check the answer

20、s. Id like to ask three students to read the conversation in role.(Three students read the conversation, filling the missing words. The rest of the students check their answers.) . Pair work1. T: Now please practice the conversation with your partner. 2. Ask some pairs to act out the dialogue in fro

21、nt of the class. 3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.4. Ask some pairs stand up and act out their dialogue using the school things they collected. . Presentation1. Take a pen and a dictionary

22、from S1. Then ask another S2. (S1= Li Ming, S2= Sun Tao)T: Is this your pen, Li Ming? S1: No, it isnt. Its his. T: This is not Li Mings pen. Its Sun Taos pen. (Write Li Mings, Sun Taos on the blackboard. Tell Ss this knowledge is “名词所有格”，It is the same as my, his, her, your .) T: Then what about thi

23、s dictionary? Is this your dictionary, Li Ming? S2: No, it isnt. Its Sun Taos. (This time help S2 answer the question with “Sun Taos”)2. Let Ss understand the using of “名词所有格”, and repeat the sentences: This is not Li Mings pen. Its Sun Taos. What about this dictionary? Its Sun Taos. . Role-play 1.

24、Read the conversation and underline the school things in the dialogue. (Ss read the dialogue and underline the school things. Check their answers with their partner.)2. Now look at the screen. Read the conversation again and match the things with its owner. (Ss read the conversation and match the th

25、ings with its owner. Check their answers with their partner.) 3. Let Ss read the dialogue after the teacher. Then let Ss practice the conversation. 4. Ask some pairs to act out the conversation in front of the class. 5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）Homework:

26、 1. Let Ss collect their school things and try to say them in English.2. Collect some things from your classmates. And make a conversation with your partner.板书设计：Section A1 (1a-2d)1. New words and expressions: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teac

27、her, excuse me2. Sentence structures: Excuse me. Is this/that ? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent. What about ? Thank you for Youre welcome. 3. my book = mine; his book = his; her book = hers 4. 2b: erasers; ruler, books, pencil box5. 名词所有格This i

28、s not Li Mings pen. Its Sun Taos. This is not Li Mings dictionary. Its Sun Taos.Section A2 (Grammar Focus-3c)一、教学目标： 1. 语言知识目标：1) 总结归纳辨认物品的所有者所用的句型。 Excuse me. Is this/that ? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent.2) 根据不同场景,能用英语对物品的所属进行提问和回答。3) 培养学生听、

29、说、读、写的能力及创新思维能力。2. 情感态度价值观目标：通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务。二、教学重难点1. 教学重点：1) 总结归纳辨认物品的所有者所用的句型。2）通过进行不同形式的对话练习来熟练运用辨认物品所有者的句型，同时复习所学的学习用品的词汇。2. 教学难点：总结归纳辨认物品的所有者所用的句型；熟练运用这些句型。三、教学过程. Warming-up and revision1. Greeting the Ss and Check the homework. 2. (Ask Ss to put some school things on

30、their desks.) Let some Ss stand up and say what school things they have. 3. T walks around the classroom, pick up the things and ask about them. T: Is this your pen? S1: Yes, it is. Its mine. T: Is this your eraser? S2: No, it isnt. Its hers. T: Are these your books? S3: Yes, they are. T: Are those

31、your rulers? S4: No, they arent. They are his. . Grammar Focus. 1. 阅读指导：1）老师总结已学过的辨认物品的所有者所用的句型。第一类为辨认单个物品时，较近处的用Is this; 较远处的用Is that；回答用Yes, it is. / No, it isnt. 第二类为介绍多个物品时，较近处的用Are these ; 较远处的用Are those 回答用Yes, they are. / No, they arent.2）物主代词分为两类，一类是形容词性物主代词，另一类为名词性物主代词。 在用法上形容词性物主代词 + 名词 =

32、名词性物主代词 2. 学生阅读并完成下列句子。（可借助课件来完成此任务） 这是你的铅笔吗？_ _ your pencil? 是的。它是我的。Yes, _ _. Its _. 那是你的书包吗？_ _ your schoolbag? 不是。它是他/她的。No, _ _. Its _/_. 这是他的绿色钢笔吗？ _ this _ _ pen? 不是。那只蓝色钢笔是他的。 No, _ _. The _ _ is _. 这些是你的书吗？_ _ your books? 是的。/ 不是。Yes, _ _. /No, _ _. 那些是她的钥匙吗？_ _ her _? 不是。它们是她的。No. _ hers.

33、3. 掌握下列缩写形式 it is = _ they are = _ is not = _ are not = _ that is = _ name is = _ . Practice 1. T: Lets work on 3a. Look at the pictures in 3a. We can see the first picture is close to us, but the second picture is a little far from us. When we ask about them, we must pay attention to the use of thi

34、s, that, these and those. 2. Now try to complete the questions and answers about each picture. 3. Check the answers with the class. 4. Explanation: this/these “这，这个/这些”，用于指代在时间或空间上说话人较近的人或物。 that/those “那，那个/那些”，用于指代在时间或空间上说话人较远的人或物。. Practice 1. Lets work on 3b. T: Read the questions and complete t

35、he answers. You should pay attention to this/that and these/those。 2. Ss read the questions and answer the questions with their partner. Then write down their answers in the blanks. 3. Check the answers with the class. . Game 1. Divide the Ss into five or six groups. Each group has six to eight stud

36、ents. All the students in a group put some of their school things into a box. (T makes a model for the Ss.)T: I have many things in this box. But Im sorry I dont know whose these are. Could you help me find the owners? Lets see who can find all the owners first and write the owners names in the char

37、t. You only have two guesses. Language used for the task:T: Is this your math book?S1: Yes, it is. Its mine.T: Is that your ruler?S2: No, it isnt. Its hers. My ruler is blue. T: Kim, is this your dictionary?S3: No, it isnt. Its his. T: Jim, are these your erasers? S4: Yes, they are. They are mine. T

38、: Here you are.S4: Thank you. . ExercisesDo some more exercises. (使用多媒体课件来做更多的练习题来巩固所学的知识)Homework 1. Review the Grammar Focus again.2. Play the game with your friends after class. Then write down the conversation on your workbook. 板书设计 Section A2 Grammar Focus-3c1. Is this/that ? Yes, it is. No, it

39、 isnt. Are these/those ? Yes, they are. No, they arent. 2. its = it is, isnt = is not, arent = are not3. 3a: this; isnt; these; they; that; is; those; arent4. 3b: 1. it is; hers 2. it isnt; Its 3. they are; his 4. they arent; TheyreSection B1 1a-2c 一、教学目标： 1. 语言知识目标：1) 掌握下列词汇：baseball, watch, comput

40、er game, ID card, notebook, ring, bag, library, lost, at, call 理解下列词汇：ask, some, found, classroom, e-mail2) 掌握下列句型： Whats this? Its a watch. How do you spell it? W-A-T-C-H.3) 能够使用目标语言询问东西的所属，或者寻找物品的主人。4) 能够读懂一些简单的招领和寻物启示。 2. 情感态度价值观目标：通过学习“询问物品所属”及阅读“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又

41、能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。二、教学重难点1. 教学重点：1）学习新词汇及询问如何拼写词汇的句型。2）通过听、说的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。3）阅读一些简单的招领和寻物启示，并能获得相关信息。2. 教学难点：阅读一些简单的招领和寻物启示，并能获得相关信息。三、教学过程. Warming- up and revision1. Greeting the Ss. Check the homework.2. Review the school things we learned in Section A. Let Ss say the school t

42、hings they have.3. Pick up some school things from the students desk and ask about them. (Using this, that, these, those) Let other students answer the questions. They must say the owner the things. T: Is this Li Meis ruler? Ss: Yes, it is. Its hers. T: Is that Li Meis pencil? Ss: No, it isnt. Its W

43、u Mings. T: Are these Li Meis pens? Ss: Yes, they are. Theyre hers. T: Are those Li Taos books? Ss: No, they arent. Theyre Zhang Bins. . Presentation1. T: Look at the picture.(Show students a picture of a watch.)T: Whats this in English? Its a watch.(Ask a student) Whats this in English?S1: Its a wa

44、tch.T: Good. (Ask another student.) Whats this in English?S2: Its a watch.T: How do we spell watch? (Show students the spelling.)W-A-T-C-H, watch. Read after me, please.S3: W-A-T-C-H, watch. 2. (Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.) T: Let

45、s say the words again. Whats this in English?(Show the words random. Ask questions like this.)S4: Its a key.T: How do you spell it? S4: K-E-Y. Practice 1. T: Now look at the 1a. Here are some new words in the box and some pictures below the box. Match the words with the things in the picture. Ss: OK. (Ss work with their partners try to match the words with the things in the picture.) 2. Check the answers. 3. T: Now please work with your partner, practice the conversation in 1b. Use the pictures in 1a.(Students practice the conversation. As students work, the teacher moves around and help th