发布时间 : 星期二 文章浜烘暀鐗堟柊鐩爣鐗堜竷骞寸骇鑻辫涓婂唽Unit 3 Is this your pencil鏁欏璁捐 - 鐧惧害鏂囧簱更新完毕开始阅读
S: It is a pen.
【教学设计说明】用实物引出新单词、新句型，分层次处理新单词。
The teacher goes on to take all the school things out of the box and teach the students how to say the various school things in English. Let one or two students, or if time permits, three or four to come to the front to put the school things into the box or pick them out of the box and say the names of the things. If the students get them right, T can give some small gifts to them.
Step 2: Section A 1a
OK, let’s take a look at today’s new unit. Please open your books to page 13 and look at activity 1a.
1．Look and find
T: Please look at the picture in activity 1a. What can you find? 2．Match and discuss
a. T: Would you please match the words with the things in the picture?
b. T: How many words do you know? Can you share the words you know with your partners? c. T: Please discuss with your partners and check whether your answers are the same. 3．Check the answers
T: Let’s check the answers together. 4．Read
a. T: Please read the words after me. Pencil ...
b. T: I would like you to read the words together and read each word twice. Pencil, pencil ...
c. T: Who would like to read the words to the class? d. T: Let’s read the words one by one again together. 【教学设计说明】
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。
Step 3: Section A 1b
1．Listen and number
a. T: Listen to the recording for the first time.
b. T: Number the conversations from 1–3 while you listen to them for the second time. 2．Check the answers
T: Let’s check the answers. Answers: 3 2 1 3．Read
a. T: I would like you to read the conversations together. b. T: Would you please read them in pairs? c. T: Who would like to read to the class? 4．Translate and explain
a. T: Let’s translate the conversations into Chinese. Would you please work in pairs? b. T: Let’s translate the conversations together now.
c. Can you tell me when we ask questions “Is this your ...?” or “Is that your ...?” 【教学设计说明】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 sharpener dictionary.
Step 3: Section A 1c 1．Practice
a. T: Would you please practice the conversation with the things you and your partner have?
b. T: I will give you an example first. Example: T: Mary, is this your pen?
S: No, it isn’t. It’s her pen.
c. Please present your conversation to the class. Who would like to have a try? 【教学设计说明】
拓展练习“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。
Step 4: Section A 2a 1．Listen and check
a. T: Let’s move to activity 2a now. There are six things in the picture. Let’s look
at them. Can you tell me what they are?
b. T: Yes. OK. Let’s listen to the recording for the first time. c. T: Are you ready to do activity 2a? Please check them while listening. 2．Check the answers.
Do you have the answers? Let’s check them together. Answers:
The things that are checked: pencil box; eraser; book; pencil; ruler 【教学设计说明】
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\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。 Step 5: Section A 2b 1．Listen and complete
T: Listen to the recording again and complete the conversation with the words in the box.
2．Check the answers.
T: Finished? Let’s check the answers.
Answers: 1．pencil 2．erasers 3．ruler 4．books 5．pencil box 3．Read the conversation
a. T: Let’s read the conversations together. b. T: I would like you to read them in groups. c. T: Who would like to read them in class? 【教学设计说明】
1. 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\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.）。
Step 6: Section A 2c
1．Read
T: Let’s move to the activity 2c. Shall we read the conversation together? 2．Practice
a. T: Now, class, let’s practice the conversations in pairs. Then make conversation using the things around you in the classroom.
b. T: Who would like to present your conversation to the class? Step 7: Section A 2d
T: Role-play the conversation.分角色表演对话。采用Role playing的学习策略，利用教学图片来展开课堂Pair work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。
Step 8: Summarize
T: Let’s summarize what we learned in this period. Write the following on the blackboard.
(1) What’s this in English? (2) Is this your / my…? that that
This /That / It is … Yes, it is. No, it isn’t.
形容词性物主代词
我的
你的/ 的
my
your
his, her, its our
your
他(她，它)的
我们的
你们的/您们的
他们 / 她们 / 它们的 their
Step 9: Homework
1．Copy the words in activity 1a and the sentences in the grammar box. 2．Read the tape script of activities 2a and 2b.
The Second Period: (Section A Grammar focus–3c)
Teaching aims（教学目标）
1． 语言知识目标：