1、 Unit 3 Is this your pencil?Section A 1a-3a第二课时Teaching and learning Goals:一.Curriculumwords:pencil,book,eraser,box,schoolbag,dictionary,his,mine,hers,excuse,me,thank, teacher ,about, yours,for,help,welcome.二、Useful expressions: Is this your pencil？Yes ,it is. Its mine./ Are these your books? No, th
2、ey arent. They are hers三、non-curriculum words and expression：Youre welcome .thank you for.What about.pencil boxTeaching procedures and ways 教学过程与方式Step1 PreviewTask1Learn some new wordsT: Whats this in English ?（Pick up a pencil from the students desk and ask his/her. ）Ss: Its a pencil.T: Look at th
3、e picture. Whats this ?Ss: ItsTask2. Look at p13-14, put the following into English orally, and then write them down without looking at the book. （1）_ （2） _ （3）_（4）_ （5）_ （6）_（7）_ （8）_ （9）_（10）这是你的铅笔吗？ _是的，它是。 _xxxxxx(11) 这些是你的书吗？_不，他们不是。他们是她的。_（【设计意图】: 学生课前预习所学内容，并能根据图片默写相关的短语和句子。为课上听讲做好充准备和铺垫。)Ste
4、p2 Warming up and leading inT: Whats this in English ?（Pick up a pencil from the students desk and ask his/her. ）Ss: Its a pencil.T: Is this your pencil? Ss: Yes, it is. Its mine.T: Here you are.T: Are these your books?Ss: No, they arent. They are hers(Work in pairs. They must say the owner of the t
5、hings ）S1: Is this your .? S2: .Yes, it is. Its mine./No, it isnt.S1: Are these your rulers?S2: No , they arent. They are hersT: You did a good job Now look at the picture. There is a classroom. Can you find the school things? Lets come to1a,match the words with the things in the pictureThere is a c
6、lassroom. Can you find the school things?P13 1a1. pencil _2.pen _3. books_4. eraser _5. ruler_6.pencil box_7. schoolbag_8.dictionary_T:Check your answers.(【设计意图】: 通过展示丰富多彩的图画，刺激学生的视觉感官，避免了枯燥乏味的说教，激发了学生的学习积极性，让学生在轻松好奇的氛围中自然引入本节课的目标语言, 为听懂听力内容打下基础。) Step3 Listening 1bTask1.The first time, Listen for t
7、he owner of the school thingsT: Some students are in the picture. Look at the picture: Ask and answer questions according to the picture. Whose school things are they in the first conversation? .Now lets listen to the tape. Then check your answer.S: They are the girls school things in the first conv
8、ersation （【设计意图】:先听大意，理解文段）Task2. listen again1b.T: You did a good job. Next, please listen again .Listen and number the conversations(1-3)Task3. Listen for the third time and fill in the blanks.Section A1bConversation1Girl: Are these your _ ?Boy: No , they arent. They are _.Conversation2Woman :Is t
9、hat your _?Boy: Yes, it is. Its mine.Conversation3Boy: Is this your _?Girl: Yes, it is. Its _.(【设计意图】听力活动先让学生听大意，然后再听细节，能逐步培养学生用听的技能获取、处理和传递所需信息的能力。理解文段后，进行听力模仿，感知英语发音特点，从而能很好地提高学生口语表达的水平。)Step4 Post-listening activitiesTask1. pair workT: We have known whose school things are they in the conversatio
10、ns? Please ask and answer questions about the owner of the school things in 1a. 1cSample dialogue:A: Is this/that your eraser ?B: Yes, it is. Its mine.A: Are these your pens?B :No ,they arent. They are hers.(【设计意图】:让学生通过对话，进一步熟悉了本课所学的目标语言，对基本句型及单词进行了练习，又开拓了学生思维。)Task2. Guessing gameA : The schoolbag
11、 is green. Is this hers?B : No, it isnt. Is this yours?A: No, it isnt. Is this his?B: Yes, it is.A: The ruler is red. Is this yours? B:.(【设计意图】:让学生通过游戏，进一步熟悉了本课所学的目标语言，对于名词性物主代词的使用，又开拓了学生思维。)Step5 Listening Practice 2a No, it isnt2. this; that二、请问，格蕾丝，这是你的铅笔吗？问题；要求；对不起，劳驾，请问；Sorry 或 Im sorry1. Excus
12、e me 2.Sorry三、多谢你的帮助，安娜。 不客气。Thank you for 感谢；forThank you for your book.Step10 The end-of class test一、1. Excuse 2.eraser 3.his4. Your 5.help二、1. me 2.his 3.your 4.hers 5.those三、1. Is this her purple dictionary?2. Are these your watches? Yes, they are.3. Are those his dictionaries? No, they arent.4.
13、 Is that Alices book? Yes, it is.5.Thank you for your help.亮点：1.本课的导入。通过询问身边的学习用品入手，引入句型，避免了枯燥乏味的说教，激发了学生的学习积极性，让学生在轻松好奇的氛围中自然引入本节课的目标语言。2.听力部分先听大意，在听细节，巩固了知识，逐层培养了兴趣。听后活动的设计帮助学生分析听力任务，让学生有目的地去听，并且进行对话，使学生的思维跳出了课本。培养学生在实际生活中运用本课所学内容来解决现实生活中实际问题的能力。培养学生综合运用语言的能力。3.分层布置作业，可以让学生根据自己的实际情况来进行选择，这样既能让大多数学生有一种成就感，又能让优秀生的能力得到进一步的提升。4.在对学生进行知识教育的同时，渗透着情感教育。不足之处：由于学生程度参差不齐,课堂氛围没有预期的高，新知识没有达到很好的巩固和应用。听后活动的调查报告环节，在今后的教学过程中要多关注后进生和中间生，提高他们学习英语的兴趣和学好英语的信心。听力活动的使用建议：听力部分要让学生先听大意，为更好的听细节打好基础。练习口语也要凸显其地位的重要性。翻译探究部分要让学生自己动脑，探究，发现和归纳，教师指点。
