2016-12-06 发布者：张春枚 浏览数( -)
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 isn’t.; Are these/those your/her/his pens? Yes, they are. No, they aren't.”，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, You're welcome.
2) 能掌握以下句型：
① — Excuse me. Is this/that…? — Yes, it is. / No, it isn’t.
② — Excuse me. Are these/those…? — Yes, they are. / No, they aren't.
③ 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，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：
① — Excuse me. Is this/that …? — Yes, it is. / No, it isn’t.
② — Excuse me. Are these/those …? — Yes, they are. / No, they aren’t.
③ 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上的区别。
三、教学过程
Ⅰ. 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 isn’t.
— Are these/those your…? — Yes, they are./ No, they aren’t.
3. Collect some items (pen, ruler, cup, book, pencil…) from the students and ask:
What’s this in English?
What’s that in English?
(Help them answer like this: It’s 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 by themselves. Check their answers.
4. Let Ss read the new words aloud after the teacher. Then try to remember the new words.
Ⅱ. Presentation
1. Pretend that you don’t know whose these things are and ask A:
“Is this your book?” And lead him/her to answer: “Yes, it is. It’s mine.”
Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isn’t. It’s his.”
Have the students ask and answer in pairs. (Maybe when they do this, they’ll 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 book?
— Yes, it is. It’s mine.
— Is this your schoolbag?
— No, it isn’t. It’s his/hers.
2. Tell Ss: my book = mine; his book = his; her book = hers
Ⅲ. Listening
T: 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 conversations.
(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: Let’s check the answers, OK?
Ss: … (from left to right)
T: Thank you.
Ⅳ. Pair work
1. Get the students to work in pairs to practice these conversations.
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.
Ⅴ. Listening
1. Work on 2a.
T: Please look at the pictures in 2a. Can you say their English name?
(Teacher asks the students 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. Let’s 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 let’s 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 one 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: Let’s check the answers. I’d 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.)
Ⅵ. Pair work
1. T: Now please practice the conversation with your partner.
2. Ask some pairs to act out the dialogue in front 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.
Ⅶ. Role-play
1. T: Look at the picture and tell me the school things in the picture.
(Ss look and say 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 things 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。）
Ⅷ. Language points
1. Is that/this …? 那/这是……？这是个一般疑问句句型，是用来确认物主关系的。肯定回答：Yes, it is. 否定回答：No, it isn’t.
注意：答语不用this或that。
e.g. _______ an orange? 这是个桔子吗？
Yes, it is. 是的，它是。
Is that your jacket? 那是你的夹克吗？
___________. 不，不是。
2. Are these/those …?
这些/那些是……吗？
在这种句型中名词要用复数形式。不用 不可数名词。
肯定回答：Yes, they are. 是的。
否定回答：No, they aren’t. 不是。
注意：
不能用these或those来做简略回答。
e.g. ___________ your rulers?
这些是你的尺子吗？
______________ 不是。
__________ his erasers?
那些是他的橡皮吗？
____________ 是。
3. Excuse me，Grace. Is this your pencil?
Excuse me意为“对不起”“劳驾”或“请原谅”，是英语国家的人们常挂在嘴边的话语，主要用于以下情况：
1) 引起别人的注意，如问路、问姓名等。
e.g. __________, are you Ms Miller?
请问，你是米勒女士吗？
2) 征求别人的许可。
e.g. _________, could I ask you some questions?
打扰了，我可以问你几个问题吗？
4. Teacher: What about this dictionary?
Anna: It’s Helen’s.
What about …? 意为“……怎么样？”, 相当于 How about …?后面可接名词、代词或动词-ing形式。用于非正式场合中对所谈话题进行反问，或向对方征求意见。
e.g. I’m busy this afternoon. ___________ this evening?
今天下午我比较忙。今晚怎么样？
I like English. ____________ you?
我喜欢英语。你呢？
Helen’s表示“海伦的”。’s是“名词所有格”，用于名词的后边，表示“……的 ”。
e.g. my _________ name
我兄弟的名字
Jack’s father and ________ uncle
杰克的爸爸和约翰的舅舅
5. Thank you for your help, Anna.
thank you for … 意为“为……感谢你”,等于Thanks for…,都是表达感谢的方式。
for是介词，后加名词、代词或动词-ing 形式。表示感谢的内容或原因，即 thank you for sth. 或 thank you for doing sth.
e.g. Thank you for your books.
= __________ your books.多谢你的书。
_____________ your photos. 谢谢你的照片。
Thank you for _______ me. 谢谢你帮助我。
6. You’re welcome. 别客气。/不用谢。
当别人向你表示感谢说Thank you./ Thanks./ Thank you very much./ Thanks a lot.时，你可以用You’re welcome.来回答，表示“不用谢”。
还可以用：That’s OK./ That’s all right./ Not at all.等。
e.g. -Thank you very much! 非常感谢！
-_____________.不用谢（别客气）。
welcome也可作动词，表示“欢迎”。
e.g. Welcome to our school.
欢迎到我们学校来。
IX. Exercises
Finish the exercises.
X. Homework:
Make your own conversations using the things in your classroom.
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。
① — Excuse me. Is this/that …? — Yes, it is. / No, it isn’t.
② — Excuse me. Are these/those …? — Yes, they are. / No, they aren’t.
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、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
Ⅰ. Warming-up and revision
1. Greeting the Ss and Check the homework.
2. (Ask Ss to put some school things on 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. It’s mine.
T: Is this your eraser?
S2: No, it isn’t. It’s hers.
T: Are these your books?
S3: Yes, they are.
T: Are those your rulers?
S4: No, they aren’t. They are his.
Ⅱ. Grammar Focus.
1. 阅读指导：
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 isn’t.
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 aren’t.
2. 学生阅读并完成下列句子。（可借助课件来完成此任务）
① 这是你的铅笔吗？_____ _____ your pencil?
② 是的。它是我的。Yes, ___ _____. It’s ______.
③ 那是你的书包吗？___ _____ your schoolbag?
④ 不是。它是他/她的。No, ___ ___. It’s ___/____.
⑤ 这是他的绿色钢笔吗？ ___ this ___ ____ pen?
⑥ 不是。那只蓝色钢笔是他的。
No, ___ ___. The ______ _____ is ______.
⑦ 这些是你的书吗？_____ ______ your books?
⑧ 是的。/ 不是。Yes, ____ ____. /No, ____ _____.
⑨ 那些是她的钥匙吗？_____ _____ her ____?
⑩ 不是。它们是她的。No. _______ hers.
3. 掌握下列缩写形式
① it is = ______ ② they are = _______
③ is not = _______ ④ are not = _______
⑤ that is = _______ ⑥ name is = ______
4. 名词所有格。
狗的名字 the name of the dog
1) 表示无生命事物的所有关系，用“名词 + of + 名词”结构，表示前者属于后者。
2) 表示有生命事物的所有关系，在名词其后加’s来表示所属关系，意为“…...
的”。e.g. 安娜的 Anna’s
鲍勃的 Bob’s
名词所有格的构成方法：
|
一般的单数名词在词尾直接加“’s” |
Tom’s book 汤姆的书 my uncle’s car 我叔叔的小汽车 |
|
以-s结尾的复数名词在词尾加“’” |
the students’ basketball 学生们的篮球 |
|
不规则复数名词在词尾加“’s” |
Women’s Day 妇女节 Children’s Day 儿童节 |
名词性物主代词。
mine，hers，yours 等是名词性物主代词，相当于一个名词，可以在句子中单独使用。它相当于“形容词物主代词 + 名词”。而形容词性物主代词只能和名词在一起使用。
e.g. This is your ruler. It’s not my ruler.
(= This ruler is _____. It’s not _____.)
这是你的尺子，它不是我的。
Those aren’t his books. They’re her books.
(= Those books aren’t ____. They’re _____. )
那些书不是他的。它们是她的。
形容词性物主代词和名词性物主代词表
|
人称 |
一 |
二 |
三 |
||||
|
|
单 |
复 |
单/复 |
单 |
单 |
单 |
复 |
|
形代 |
my |
our |
your |
his |
her |
its |
their |
|
名代 |
mine |
ours |
yours |
his |
hers |
its |
theirs |
5. 含有 be 动词的一般疑问句。
一般疑问句是在句子中用提问的方式提供一些信息，要求对方用 Yes 或 No 回答的疑问句。朗读一般疑问句用升调，其简略答语用降调。
由 be 动词（am，is，are）引导的疑问句结构是：“be + 主语 + 其他部分？”
________________↗ 那是你的自行车吗？
___________________↗
他们是你的朋友吗？
其答语：
肯定回答：Yes, 主语 + be (am, is, are).
否定回答：No, 主语 + be (am, is, are) not.
-- __________________↗
这是你的铅笔吗？
-- ___________________↘ 是的。/不是。
Ⅲ. Practice
1. T: Let’s 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 this, 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:
① 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。
② 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。
Ⅳ. Practice
1. Let’s work on 3b.
T: Read the questions and complete the 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.
Ⅴ. Game
1. Divide the Ss into five or six groups. Each group has six to eight students. 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 I’m sorry I don’t know whose these are. Could you help me find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart. You only have two guesses.
Language used for the task:
T: Is this your math book?
S1: Yes, it is. It’s mine.
T: Is that your ruler?
S2: No, it isn’t. It’s hers. My ruler is blue.
T: Kim, is this your dictionary?
S3: No, it isn’t. It’s his.
T: Jim, are these your erasers?
S4: Yes, they are. They are mine.
T: Here you are.
S4: Thank you.
Ⅵ. Exercises
Do 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)
VII. Homework
1. Remember the Grammar Focus.
2. Preview the next lesson.
Section B1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 掌握下列词汇：baseball, watch, computer game, ID card, notebook, ring, bag, library, lost, at, call
理解下列词汇：ask, some, found, classroom, e-mail
2) 掌握下列句型：
— What’s this? — It’s 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
Ⅰ. Warming- up and revision
1. Greeting the Ss. Check the homework.
2. Review the school things we learned in Section A. Let Ss say the school things 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 Mei’s ruler?
Ss: Yes, it is. It’s hers.
T: Is that Li Mei’s pencil?
Ss: No, it isn’t. It’s Wu Ming’s.
T: Are these Li Mei’s pens?
Ss: Yes, they are. They’re hers.
T: Are those Li Tao’s books?
Ss: No, they aren’t. They’re Zhang Bin’s.
…
Ⅱ. Presentation
1. T: Look at the picture.
(Show students a picture of a watch.)
T: What’s this in English? It’s a watch.
(Ask a student) What’s this in English?
S1: It’s a watch.
T: Good. (Ask another student.) What’s this in English?
S2: It’s 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’s say the words again. 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.
Ⅲ. 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 them.)
4. Ask some pairs to act out the conversation.
Ⅳ. Listening
1. Work on 1c.
T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.
(Play the recording twice. Students listen and circle the items.)
T: Let’s check the answers, OK?
S1: …
T: Who would like to say the circled words again?
S2: …
(Check the answers with the class)
2. Work on 1d.
T: Please look at the two pictures in 2b. One is Linda, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things under each person’s picture.
(Play the recording for the students to write down the words.)
T: Well, what is Linda looking for?
S3: …
T: What about Mike? What is he looking for?
S4: …
(Check the answers with the class)
Ⅴ. Pair work
1. Now let’s make conversations about the things in 1d. Suppose you are Linda and your partner is Mike. Make a conversation and practice it. Then you can change roles. Your partner is Linda and you are Mike. Make another conversation again and practice it.
2. Ss make conversations as the teacher asks.
3. Let some pairs act out their conversations.
Ⅵ. Writing
1. We all have many school things. We always lose some school things easily. Now discuss the school things you lose easily with your partner. Write them down on your workbook. Then report them to the class.
2. Ss work with their partners.
3. Let some Ss report their things to the class.
Ⅶ. Reading
1. T: Have you ever picked up others’ things or lost anything? What are they?
S1: I lost a backpack.
S2: I picked up a pen.
T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.
T: If you lost something, what should you do? You can answer it in English or Chinese.
S1: Call “110”.
S2: Tell the teacher about it.
S3: Ask my classmate to help me look for it.
S4: Tell my parents.
S5: 寻物启事。
T: You are great! Here are four notices on the board. Read the notices and circle the lost things.
2. Let some Ss say the answers.
3. Read the notices again and write down the items. Then check (√) Lost or Found.
4. 阅读指导
① 在2b中有四条信息，每条信息中都有一件物品。细读信息找到物品。
②在第一条信息中，开头是Lin Hai，结尾是Mike，由常识可知是Mike给Lin Hai的留言条，关键句“Is it yours?它是你的吗？”，可知是Mike拾到的该物。故此条是Found条。
③由第二条信息中的第一句话“Is this your watch?”，可知是John捡到的手表。故此条也是Found条。
④第三条和第四信息中明确有Found和Lost的说明，故较容易确定。
5. Check the answers with the class.
Ⅷ. Language points
1. It’s a watch.
watch 手表（其复数形式watches）
e.g. Is that your ______?
那是你的手表吗？
Are these your ________?
这些都是你的手表吗？
辨析：watch 与 clock
watch指戴在手腕上手表、挂在胸前的怀表或用来计时的秒表。
clock指我们生活中用的钟表、挂钟、闹钟等，多带有闹钟的功能
2. How do you spell it? 你怎么拼写它？
这是一个特殊疑问句，用来询问拼写方法。注意：回答拼写单词时每个字母都要大写，而且字母与字母之间用连字符连接。
英语中常用代词代替已知的名词，而不重复该词。 本句中it代替需要拼写的单词。用于询问或要求对方拼写单词的表达方式还有：
Can you spell it, please?
请你把它拼写出来，好吗？
Spell it, please.
请把它拼写出来。
Do you know how to spell it?
你知道它如何拼写吗？
3. Ask the teacher for it.
ask ... for ... 向某人索取某物；向某人要某物
e.g. You can ___ him ___ the dictionary.
你可以找他要那本词典。
Don’t ___ me ___ it. Go and ___ you father (___ it).
不要向我要(它)，去向你爸爸要吧。
4. A computer game is in the school library.
in 为介词，意为“在……里”，表示方位的。
e.g. My pens are ___ the pencil box.
我的笔在铅笔盒里。
5. Call me at 685-6034.
call 在此句中意为“打电话”，常用于以下结构：
① call sb. 给某人打电话
e.g. ________ this afternoon.
今天下午给他打电话。
② “call + 电话号码” 拨打……（号码）
e.g. Please _______. 请拨打110。
③ “call sb. at + 电话号码”
拨打……（号码）找某人
e.g. ___________ 236-0388.
请拨打236-0388找玛丽。
6. I must find it.
must modal v. （情态动词）必须
e.g. You _____ finish it today.
你一定要在今天完成它。
You ______ see the doctor.
你一定要看医生。
7. E-mail me at maryg2@gfimail.com.
at prep. 放在电子邮箱的地址或电话号码等前面，表示 “按照……；根据……”
Please meet me ___ No. 202, Xingqing Road. 请在兴庆路202号与我见面。
(1) “call sb. at + 电话号码”
拨打……（号码）找某人
e.g. Call Mary at 236-0388.
请拨打236-0388找玛丽。
(2) at 表示时间，用于钟点前，用于时刻前，译为 “在......时（刻）”。如：
at three／three o’clock 在三点
at a quarter to six 六点差一刻
at noon 在中午
at midnight 在半夜
at breakfast／lunch／supper 在吃早饭／午饭／晚饭时
at this time of day 在每天这个时候
(3) at 表示地点，一般用于较小的地名（方）前，译为 “在......”。如：
at home 在家
at the station 在车站
(4) at 表示处于......状态，译为 “从事于......”。如：
at school 在上学
at work 在工作
IX. Exercises
Finish the exercises.
X. Homework
认真阅读下面 “失物启事”与“招领启事”并完成后面的句子。
Lost My school ID card. My name is Mike. Please call 263-1412.
Found New watch. Is this your watch? Please call Ann. Phone 553-7618.
① ________ lost the school ID card.
② You can call ________ to get the new watch back.
③ Mike’s telephone number is _________.
④ ________ found the new watch.
Section B2 (3a-Self check)
一、教学目标：
1. 语言知识目标：
1）总结复习所学过的有关学习用品的英语词汇。
2）总结复习形容词性物主代词与名词性物主代词，并了解它们的用法。
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) 在老师的指点帮助下能够写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”及写作“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）总结复习有关学习用品的词汇。
2）通过读、写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）写作一些简单的招领和寻物启示。
2. 教学难点：
指导学生写作一些简单的招领和寻物启示。
三、教学过程
Ⅰ. Warming up and revision
1. Greeting the Ss. Check the homework.
2. Review the school things we learned in Section B. Let Ss say the school things they have.
3. Pick up some school things (learned in Section B) 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 Mei’s schoolbag?
S1: Yes, it is. It’s hers.
T: Is that Li Mei’s notebook?
Ss: No, it isn’t. It’s Wu Ming’s.
T: Are these Li Mei’s ID card?
Ss: Yes, they are. They’re hers.
T: Are those Li Tao’s computer games?
Ss: No, they aren’t. They’re Zhang Bin’s.
…
Ⅱ. Writing
1. Let’s work on 3a. Here are two notices but some words in the notes are missing. Read the notices and complete the notices with the words or phone number in the box.
2. Ask some Ss read the words in the box. One read them in English. The other read them in Chinese.
3. Ss read and complete the notices.
4. Check the answers.
Ⅲ. Writing
1. 写作指导：
T: Have you ever picked up others’ things or lost anything? What are they?
S1: I lost a dictionary.
S2: I picked up a watch.
T: Good. What will you do with these things?
Ss: … Write a notice and put up in the lost and found.
T: All of you are right. Today we are going to learn how to write “Lost” and “Found” notices. Look at the “Lost” and “Found” notices in 3a and find out the important information about it.
S1: The lost thing and found thing.
S2: The name of the owner.
S3: Color.
S4: Telephone number.
S5: Picture.
T: Yes. You have done very well. If we write “Lost” or “Found”, we must write the lost thing, the found thing, the person’s name, telephone number and color, we can also put a picture of the thing on it.
2. T: OK. Now let’s try to write it. You may use the one in 2b or the one in 3a as a model.
(Students write their bulletin board notices and the teacher moves around the room offering language support as needed.)
T: Let’s read some of your notices.
(Ask some students read their message aloud. And others to help correct their work.)
Ⅳ. Self Check
Self Check 1
1. T: We’ve learned many school things. Now first review all the school things in three minutes. Then let’s have a competition. We’ll write the school things you can remember in a piece of paper. Let’s see who can remember the most.
2. Ss review the words of the school things quickly. Then have a competition.
3. Check the numbers of the words on their paper to see who does the best.
Self Check 2
1. Complete the chart with pronouns.
规则总结
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|
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I |
me |
my |
mine |
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you |
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yours |
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her |
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hers |
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he |
him |
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2. Fill in the blanks. (提醒学生们注意人称的对应)
3. Check the answers.
Self Check 3
1. T: Look at the picture please. What are they talking about in the picture? Who would like to read it?
S1: Is that your schoolbag?
S2: No, it isn’t.
T: OK, now what may other people (S2, S3 and S4) talk about in Picture? Write the conversation using Is this/that…? Yes, it is./ No, it isn’t. Are these/those …? Yes, they are. / No, they aren’t.
(Students write the conversations with their partners.)
2. T: Now please read the conversation with your partner.
S3: Is that your notebook?
S4: Yes, it is.
S5: Are those your keys?
S6: No, they aren’t.
…
3. Now practice the conversations with your partners.
Ⅴ. Language points
1. a set of keys
set 为名词，意为“套，组，副”。
短语 a set of 表示“一套，一列，一串”等。
e.g. _________ books 一套书
_________ stamps 一套邮票
【拓展】
在英语中表示物品的时候（尤其是不可数名词），常常用“数词或a/an/this/that + 名词（表示容量、种类……）+ of + 名词” 来表示，意为“……双（对/套/张/副……）”。
_________ meat 一片肉
________ milk 一杯牛奶
__________ shoes 那双鞋子
2. 人称代词宾格
me (我)，you (你)，him (他)，her (她)， it (它)等是人称代词的宾格形式，他们常
跟在介词或动词后面做宾语。如：
Thank ____. 谢谢你！
Excuse ____. 打扰了。
How do _____ spell it? 怎样拼写？
Please ask ____ for help. 请向她请求帮助。
Call ____ at 569-3219. 打电话569-3219找他。
Ⅵ. Exercises
Finish the exercises.
Ⅶ. Homework
根据提供的情景，完成下列失物招领启事和寻物启事。
失物招领启事：Anna 捡到了一本字典，联系电话是547-2479。
寻物启事：Eric丢了英语笔记本，联系电话是356—2681。E-mail: eric39@tom.com