5/6Unit3Isthisyourpencil?SectionAPeriod1SectionA(1a-2d)教學設計一、教材分析本單元圍繞“識別物品的所屬”，使學生學會詢問物品的主人的基本句型“Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t.Arethese/thoseyour/her/hispens?Yes,theyare.No,theyaren’t.”，體會一般疑問句的用法；由形容詞性物主代詞的用法，到初步學習名詞性物主代詞的用法；學習如何寫“失物招領、尋物啟事”，鞏固所學單詞的拼寫“Howdoyouspellpen?P-E-N.”。通過本單元的教學，使學生學會辨認物品的所有者，學會根據場景詢問物品的所屬，以及英語中對應的表達法，學會寫尋物啟事和失物招領。教師應著力培養學生能在日常交際交往中有效地使用語言進行表達，與他人溝通信息，為今后學習打下堅實的語言基礎。本單元與第二單元銜接緊密，由this,that的學習過渡到these,those的學習，由指示一個人、物過渡到指示多個人、物，使學生學會區分遠近單復數。二、教學目標【知識與能力目標】1)能掌握下列詞匯：pencil,book,eraser,box,pen,schoolbag,dictionary,his,mine,hers,excuse,me,yours,teacher,thank,about,for,help,welcome2)能掌握以下句型：—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.Whatabout…?3)能運用名詞性物主代詞mine,yours,his,hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區別。【過程與方法目標】采用contestguessing和Roleplaying的學習策略，利用實物演示、教學圖片或制作多媒體課件來展開課堂Pairwork,Groupwork的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。【情感態度價值觀目標】通過“識別物品的所屬”的學習，讓學生們學會愛惜自己的學習物品，養成照看好自己的物品的好習慣，發現不屬于自己的物品，應及時歸還物品的主人。該部分學習內容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發學生的主動性和學習興趣。三、教學重難點【教學重點】1）能口頭應用以下句型：—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.Whatabout…?2）能初步運用名詞性物主代詞mine,yours,his,hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區別。【教學難點】能初步運用名詞性物主代詞mine,yours,his,hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區別。課前準備1.準備錄音機和磁帶2.設計課后鞏固練習3.ppt五、教學過程Step1.Warm-upandrevision1.GreetingtheSs.Goodmorning!/Hello!/Hi!...2.LetsomeSs.showtheirfamilyphotoAsk:—Isthisyour…?—Yes,she/heis./No,she/heisn’t.—Arethese/thoseyour…?—Yes,theyare./No,theyaren’t.3.Showsomeitems(key,pen,cup,orange…)onthescreenandask:What’sthisinEnglish?Spellit,please.What’sthatinEnglish?Howdoyouspellit?(Helpthemanswerlikethis:It’sa/an…)Havethemworkinpairstopracticethequestions.4.Providemorewordsbyshowingthestudentsthepicturein1a.T:Whatcanyouseeinthepicture?Collecttheiranswers.Alsoaskthemtofinish1abythemselves.Checktheiranswers.5.LetSs.readthenewwordsaloudaftertheteacher.Thentrytorememberthenewwords.Step2.Presentation1.Pretendthatyoudon’tknowwhosethesethingsareandaskA:“Isthisyourbook?”Andleadhim/hertoanswer:“Yes,itis.It’smine.”Thentakeanotheroneandaskitsowner:“Isthisyourschoolbag?”Helphim/hertoanswer:“No,itisn’t.It’shis.”Havethestudentsaskandanswerinpairs.(Maybewhentheydothis,theywillmakemistakes,sotheteachercometothemandgivethemhelpifnecessary.)Thenaskthemtoacttheirdialoguesout.—Isthisyourbook?—Yes,itis.It’smine.—Isthisyourschoolbag?—No,itisn’t.It’shis/hers.2.TellSs:mybook=minehisbook=hisherbook=hersStep3.ListeningT:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let’schecktheanswers,OK?Ss.:…(fromlefttoright)T:Thankyou.Step4.Pairwork(1c)1.Getthestudentstoworkinpairstopracticetheseconversations.2.Askthemtopracticeingroups.Walkaroundtheclassroomtocheckpronunciationandintonation.Thencallsomegroupstoperformtheirconversationsinfrontoftheclass.Step5.Listening1.Workon2a.T:Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneindividually.)S1:Thisis…S2:Thisis…S3:…T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistentoadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.(Playtherecordingforthestudentstolisten.)T:Nowlet’schecktheanswers.PleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)2.Workon2b.T:Nowpleasereadthewords.Oneholdsthethings,andtheothersreadthemaloudonebyone.(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(Playtherecording.Studentslistenandcompletetheconversation.)T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)Step6.Pairwork1.T:Nowpleasepracticetheconversationwithyourpartner.2.Asksomepairstoactoutthedialogueinfrontoftheclass.3.T:Nowcollectsomemoreschoolthingsfromyourclassmates.Thenmakeanewconversationwithyourpartner.Thenpracticeyourconversation.4.Asksomepairsstandupandactouttheirdialogueusingtheschoolthingstheycollected.Step7.Presentation1.TakeapenandadictionaryfromS1.ThenaskanotherS2.(S1=LiMing,S2=SunTao)T:Isthisyourpen,LiMing?S1:No,itisn’t.It’shis.T:ThisisnotLiMing’spen.It’sSunTao’spen.(WriteLiMing’s,SunTao’sontheblackboard.TellSs.thisknowledgeis“名詞所有格”，Itisthesameasmy,his,her,your...)T:Thenwhataboutthisdictionary?Isthisyourdictionary,LiMing?S2:No,itisn’t.It’sSunTao’s.(ThistimehelpS2answerthequestionwith“SunTao’s”)2.LetSsunderstandtheusingof“名詞所有格”,andrepeatthesentences:ThisisnotLiMing’spen.It’sSunTao’s.Whataboutthisdictionary?It’sSunTao’s.Step8.Role-play(2d)1.Readtheconversationandunderlinetheschoolthingsinthedialogue.(Ssreadthedialogueandunderlinetheschoolthings.Checktheiranswerswiththeirpartner.)2.Lookatthescreen.Readtheconversationagainandmatchthethingswithitsowner.(Ssreadtheconversationandmatchthethingswithitsowner.Checktheiranswerswiththeirpartner.)3.LetSsreadthedialogueaftertheteacher.ThenletSspracticetheconversation.4.Asksomepairstoactouttheconversationinfrontoftheclass.5.Explainsomelanguagepointsanddomoreexercisestoconsolidatewhattheyhavelearned.Isthat/this...?Yes,itis./No,itisn’t.Arethese/those