Is this your pencil教案

教學內(nèi)容

本單元圍繞著“Is this your pencil?”這一主題開展聽、說、讀、寫等多種教學活動，其教學核心內(nèi)容是“確認物主”。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(jù)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(yǎng)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.

教學目標

1）知識目標：A.學習并掌握指示代詞: this、 that；

B.學習What引導的特殊疑問句；

C.學會Yes/No問句及其簡單回答；

D.學會句型：---How do you spell pen? P-E-N.

2)能力目標：A.能辨認物品的所有者;

B.根據(jù)不同場景,能用英語對物品的所屬進行提問和回答;

C.能識別不同句式的語調(diào)(陳述句,疑問句);

D.培養(yǎng)學生聽、說、讀、寫的能力及創(chuàng)新思維能力.

3）情感目標：A.通過尋找主人的游戲和失物招領等活動,培養(yǎng)學生拾金不昧的良好的品德及健康向上的人格;

B.通過開展小組活動,指導學生積極與他人合作,相互學習、相互幫助,共同完成學習任務.

教學重點、難點

重點：A.掌握批示代詞this、 that用法；

B.掌握特殊疑問句和Yes/No問句及其簡單回答.

難點：學會寫尋物啟事和失物招領.

課時安排

第一課時 Section A 1a-1c

第二課時 Section A 2a-4b

第三課時 Section B 1a-2c

第四課時 Section B 3a-4Self-check 1-3

Period One

課前準備

教師：錄音機，圖片，物品實物.

學生:實物(學習用品).

教學設計

Step One: Warming up.（通過復習形容詞性物主代詞，把學生引入學習英語的

情境中。）

Learn the chant.

T:Let’s sing the chanttogether.

my 是我的,your是你的,男他的是his,女她的是her; 名詞前面常站崗,限定所

屬有功勞.

Step Two: New words.（利用實物教學，使得教學過程自然、形象。）

1. Present the newwords.

T:Boys and girls, lookat this please. What’s this in English?

(Teacher holds a pen inthe English.)

S1:A pen.(Ss may say itin English.)

T:Yeah.It’s a pen.Andwhat’s this?

(The teacher holds aneraser in the hand.)

S2:It’s an eraser.

(Teach the other wordssuch as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener,and dictionary” in the same way.)

2. Practice the newwords.

T:Now,please look atthe pictures in your books. Can you put the words with the objects in the rightpictures? Write the letters next to the words, please.(Give Ss about two minutesto finish 1a.)

T:OK,let’s check theanswers.Who can tell us the answers?

S2:…

Step Three: Present thedrills.

1. Present the drill“Is this…?Yes/No,it is/isn’t.”（利用實物引入句型，使用不同人的物品來引入形容詞性物主代詞和名詞的搭配的用法。）

(Hold the teacher’spen.)

T:This is my pen.Is thisyour pen?

S1:No,it isn’t.It’syour pen.

T:(Hold the student’spen.) This is your pen. Is this your pen?

S1:Yes,it is. It’s mypen.

T:(Hold a girl’s pen.)This is her pen. Is this your pen?

S1:No,it isn’t.It’s herpen.

T:(Hold a boy’s pen.) Thisis his pen. Is this your pen?

S1:No,it isn’t. It’shis pen.

T:Thank you.

2. Practice the drill“Is this your…?” in pairs with your own school things.Pay attention to the useof my, your,his or her.（利用學習用品操練句型，并加深對物主代詞的理解。）

S3:Is this your…?

S4:…It’s my…

S3:Is this…?

S4:…It’s his/her…

(The teacher asks a fewpairs to practice.)

3. Present the drill“Is that …? Yes/ No, it is/isn’t.”（利用教師所站位置的不同來引入批示代詞that的用法，并從位置關系上讓學生準確理解this ，that的區(qū)別。）

T:That is my book. Isthat my book?

(Put a book on theteacher’s table so that the Ss can see it clearly, and the teacher stands alittle far from the table.)

S5:Yes, it is .It’syour book.

T:That is his book.Isthat your book?

(Put a boy’s book onthe table and the teacher in the same place.)

S5:No, it isn’t.It’shis book.

T:That is her book.Isthat your book?

(Put a girl’s book onthe table and the teacher in the same place.)

S5:No,it isn’t.It’s herbook.

(Teach and practice thedrill “Is that …?” and its answer.)

4. Practice the drill“Is that your…?” in pairs with your own school things.（通過練習，區(qū)別兩個批示代詞的用法。）

S6:Is that your…?

S7:… It’s my ….

S6:Is that your…?

S7: …It’s his/her…

(The teacher asks somepairs to practice.)

5. Listening.（進行聽力練習，鞏固所學的句型。）

T:Now please listen tothe three conversations,the first time you only listen.Then I play again. Andthis time you listen and number the conversations.

(Point to the boxes toshow where students write the numbers for the conversations.Teacher plays thetape and students listen to it and finish 1b.)

T:Let’s check theanswers, OK?

S8:(from left to right)

T:Thank you.

6. Practice the drillsaccording to the pictures using“his or her”.（設置情景，使學生在情景中準確運用物主代詞his或her。）

(Show students fourpictures like the followings.見課件。)

Step Four: Task “Have acontest”.（把兩個學生的文具混在一起，然后請他們分別挑出自己和同伴的物品，用的時間少者為勝者。挑選物品的同時，要求學生用英語說出：This is my…That isher/his…）

T:I’ll put your thingsand your friends’ things together.I want to see if you can identify which isyours and which is hers or his.

(Put the same number ofthe things together, and first ask them to pick out their own things and theirpartners’ things. Then ask them to give a report, using the key words andtarget language. One student picks up the things while the other counts thetime as well.)

Languages used for thetask:

1. This is my…

2. That is her/his…

Step Five: Summary.（編一個Chant ，便于學生進一步識記本節(jié)課所學的重點詞匯和語言項目。注意應強調(diào)Chant 的節(jié)奏和一般疑問句的語調(diào)。）

Chant.

T: In this class, we’velearned the names of some common personal possessions and how to identifyownership. Let’s learn to say this chant.

Is this my book? Yes,it is.

Is that your ruler?No,it isn’t.

Is this her pencil?Yes, it is.

Is that his erase r?No,it isn’t.

Homework.

Read the new words andthe target languages presented in this class and say the chant to improve yourspoken English.

PeriodTwo

課前準備

教師：錄音機，所學物品的圖片，一個書包（里面裝著事先收集的學習文具），表格若干張。

學生：一張硬紙寫上自己的姓名和電話號碼，學習的物品。

教學設計

Step One: Revision.

1. Review the drills.（用學生的姓名和電話號碼來復習句型：Is this (that) your (his/her)…?及簡短回答：Yes, it is./No, itisn’t.注意教師提問的同時，用手勢來幫助學生給出你預想的答案。）

(Put some paper withthe names and telephone numbers on the blackboard.)

T: Please look at theblackboard. And answer my questions , please . Is this your first name?

S1: No , it isn’t.

T: Is that her lastname?

S2: Yes, it is.

T: Is this histelephone number?

S3: Yes, it is.

T: Good. This time, whowould like to come to the blackboard and ask questions like me?

(Students in turn cometo the blackboard, point to the paper and ask questions, then ask otherstudents to answer.)

2. Review thevocabulary.(在黑板的名字旁邊貼上學習物品的圖片，來復習所學的單詞和句型。)

(Put some pictures ofthings students have learned in class next to the names of the students.)

T: Is this your ruler?(Point to Picture 1.)

S4: No,it isn’t.

T: Is this her ruler? (Pointto Jenny Chen.)

S4: Yes, it is.

T: Is that your pencilcase? (Point to Picture 2.)

S5: No, it isn’t.

T: Is that his pencilcase ? ( Point to Jim Wang.)

S5: Yes, it is.

(Get the students toask the questions in turn, make sure they use the items they like.)

Step Two: Listining.

1. Listening (2a). （練習聽力前，先讓學生再一次說出圖片中物品的英文，進一步強化重點單詞。）

T: Please look at thepictures in 2a. Can you say their English name? (Teacher asks the students toname each one individually.)

S6: This is…

S7: This is …

……

T: Now please take outthe objects in 2a and put them on the desk. You will listen a dialogue andplease pick up the things you hear. Let’s see who will do fastest and best.

( Play the recordingfor the students to listen.) （讓學生把聽到的物品選出來，放在自己的桌子上，讓學生動手去做，比單純的單詞辨聽更易引起學生學習的興趣。）

T: Now let’s check the answers.Please hold the things you hear and say their English names,OK?

(Make sure studentshold the things to show them to the other students.)

S8: Pencil.

S9: ……

2. Listening (2b). （進一步強化重點詞匯后，進行聽力練習，要求完成單詞的拼寫。）

T: Now please read thewords. One holds the things, the others read them aloud one by one.

(One student holds thethings, and the other students say the words aloud.)

T: This time you willlisten to the recording again, and you will write one of the words from the boxon each blank line.

(Play the recording.Students listen and complete the conversation.)

T: Let’s check theanswers. I’d like to ask three students to read the conversation in role.

(Three students readthe conversation, filling the missing words. The rest of the students checktheir answers.)

Step Three: New drills.

1. Present the newdrills. （用實物引入新句型，幫助學生用正確的句子來回答。）

(The teacher showsstudents a pencil.)

T: What’s this inEnglish?

S: It’s a pencil.

T: How do you spell it?

S: P-E-N-C-I-L.

(Change an eraser. Askand answer in the same way.)

2. Practice the drills.（學生分組練習新句型。）

T: Now please practicethe conversation with your partner. Use the words shown in 3a.

SA: What’s this inEnglish?

SB: It’s a ruler.

SA: How do you spell it?

SB: R-U-L-E-R.

(As students practice,the teacher moves around the classroom checking progress and offeringpronunciation and intonation support as needed.)

T: I’ll ask some pairsof students to practice the conversations.

SA: …

SB: …

3. Play the game : Aspelling game. （進行一個拼寫游戲比賽，進一步操練新句型。）

T: Now let’s play aspelling game. We divide our class into two groups. Each team will take turnsasking the other group to the spell we learned in class. The team who is thefirst to get ten points is the winner. Let’s start.

SA: How do you spellbackpack?

SB: B-A-C-K-P-A-C-K.

T: Group B, one point.It’s your turn to ask, please.

Step Four: Task 2: Findthe owner. （此任務主要進行了聽、說、寫的訓練，并復習了一般疑問句及其簡短的回答，以及物主代詞的用法。）

T: I have some things.But I’m sorry I don’t know whose these are. Could you help me find the owers ?Let’s see who can find all the owners first and write the owners’ names in thechart.

Language used for thetask:

1. Is this your mathbook?

Yes, it is. It’s mymath book.

2. Is that your ruler?

No, it isn’t. It’s herruler. My ruler is blue.

3. Kim, is this yourdictionary?

Yes, it is. It’s mydictionary.

Here you are.

Thank you.

Step Five: Summary andhomework.（錄音作業(yè)，要求學生使用準確的語調(diào)來讀一般疑問句和特殊疑問句。）

In this class, we’velearned what, how and yes-no questions mainly. And we also revised thepossessive adjectives and key words.

After class, pleasepractice what, how and yes-no questions using their own possessions with yourpartner. When you say the conversation fluently, tape records some of them andthen play.

2)Discuss about thedifferences between English names and Chinese names.（通過小組討論、總結的方式進行，使學生掌握中英文名字的異同。）

Teacher: Thank you foryour job. I think they are all good English names. For example,“Susan” is afirst name. “Brown” is a last name. “Susan Brown” is a beautiful girl’sname.Who wants to have this name?

A: I do.

T:OK. Now you have anEnglish name Susan Brown. And your Chinese name is Sun Ping.Can you find thedifferences between them? Let’s look at the next two pictures and have adiscussion about the differences between Chinese names and English names.

A boy: Im a Chineseboy. My name is Zhang Nan. Zhang is my first name. Its also my family name.Nan is my last name. Its also my given name.

A girl: Im Mary Brown.Im English. Mary is my first name.

Brown is last name.Parents usually call me Mary Brown. But

I like to be calledMiss Brown.

3)Exchange theinformation.（需要在課前有所準備的情況下進行。）

Teacher: Now everyonecan choose an English name.But you must

pay attention to itsmeaning.For example,Susan means Molihua

in Chinese. Do you knowThe meanings of your names? If you do,

please exchange theinformation in your group.

4)Report the result tothe class.

(Some students areasked to give a report to the class.)

Example:

Sa: Im Rose White.Rose is my first name. White is my last name.

Rose is a kind ofbeautiful flower. In Chinese it means Meigui.

I like my name becauseI like roses very much. And maybe parents

call me Rose becausethey want me to be beautiful.

Homework.

Ask the students to sumup the meanings of English names after

class. They can readbooks or search the internet.

PeriodThree

課前準備

教師：錄音機，圖片，實物。

學生：實物。

教學設計

Step One: Revision.(讓學生放錄音作業(yè)，選擇兩個最好的，給予獎勵，從而幫助學生樹立學習的信心。)

T: Let’s listen to thetapes you recorded. Who is the best? OK, let’s start.

(Select the best two.Award a prize to their work.)

Step Two: New words.

1. Present the newwords. （運用多媒體或圖片，教新的重點詞匯，同時復習了本單元重點句型；在教學新單詞的同時，注意復習剛學過的單詞。）

T: Look at the picture.

(Show students apicture of a watch.)

T: What’s this inEnglish? It’s a watch.

(Ask a student) What’sthis in English?

S1: It’s a watch.

T: Good. (Ask anotherstudent.) What’s this in English?

S2: It’s a watch.

T: How do we spellwatch? (Show students the spelling.)

W-A-T-C-H, watch. Readafter me, please.

S3: W-A-T-C-H, watch.

(Teach the other words“baseball, computer game, key, notebook, ring and ID card” in the same way.)

T: Let’s say the wordsagain. What’s this in English?

(Show the words random.Ask questions like this.)

S4: It’s a key.

T: How do you spell it?

S4: K-E-Y.

2. Practice the newwords.（此活動練習了學生們的口語，同時又進一步鞏固了新單詞和已學句型。）

T: Good. Please look atthe pictures in 1a. Match the words with the things in the picture. Do it byyourself.(Students find them in the pictures and objects in the picture.)

T: Well, let’s checkthe answers. Who can tell us the answers?

S5: …

T: Now please work withyour partner, say the conversation in 1b. Use the pictures in 1a.

(Students practice theconversation. As students work, the teacher moves around and help them.)

Step Three: Listening.

1. Listening (2a).（通過聽力練習，加深對所學單詞的記憶。）

T: Listen to theconversation. Pay special attention to the names of objects. You will hear someof the names, not all of them. Circle on the picture each item whose name ismentioned in the conversations.

(Play the recordingtwice. Students listen and circle the items.)

T: Let’s check theanswers, OK?

S6: …

T: Who would like tosay the circled words again?

S7: …

2. Listening(2b).（通過聽力練習，強化學生對單詞和句型的理解，同時訓練學生寫的技能。）

T: Please look at thetwo pictures in 2b. One is Kelsey, and the other is Mike. Listen to theconversations again. This time you will pay attention to the things Kelsey andMike are looking for. Then write down the names of the things under eachperson’s pictures.

(Play the recording forthe students to write down the words.)

T: Well, what is Kelseylooking for?

S8: …

T: What about Mike?What is he looking for?

S9: …

Step Four: Pair work.（這個活動運用信息差，訓練了學生用重點詞匯和句型進行聽、說、寫的練習。）

T: Now let’s play agame. You are Student A and your partner is Student B. Student A looks at page81, while Student B looks at page 82. Each student has only part of theinformation needed to complete the activity. First Student A asks Student Bquestions, using the words in the box; Student B answers the questions andwrites the words in the chart below.

(Students practice inpairs, asking and answering questions and filling the charts. And the teachermoves around explaining the procedure and of fering help.)

A sample:

SA: Is this her pencilcase ? SB: No, it isnt. Its his pencil case. SA: Is this his key? SB: Yes, itis. Its his key. SA: Is this his backpack? SB: No, it isnt. Its her backpack.

(Students practice inpairs.)

T: This time Student Basks Student A questions, using the words in the box; Student A answers thequestions and writes the words in the chart below.

(Students practice inpairs, asking and answering questions and filling the charts. And the teachermoves around explaining the procedure again and providing help.)

SB: Is this her pen?SA: No, it isnt. Its his pen. SB: Is this her book? SA: Yes, it is. Its herbook. SB: Is this his computer game? SA: No, it isnt. Its her computer game.

T: Let’s check theanswers. One from Group A and the other from Group B come to the blackboard tofill in the chart.

Step Five: Summary andhomework.

In this case, we’velearned the names of some possessions. After class, please use some of thesewords to write out a conversation and practice with your partner.

PeriodFour

課前準備

教師：錄音機，圖片，錄好的磁帶，教學課件。

學生：收集一些英文的失物招領。

教學設計

Step One: Revision.(檢查學生的作業(yè)，找?guī)捉M學生表演，訓練學生的口語表達能力。)

T: First I’ll checkyour homework. Practice the dialogue you made. And you should use the picturesor the objects that are mentioned in your dialogue. I’ll invite some of you tocome to the front to say the dialogue.