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Unit 3 – Is this your pencil 第一课时 教案
一、教材分析
本单元以school things为话题，主题是“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。通过单元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。
二、学情分析
初一学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。
初一学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。
思维能力： 该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。
三、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.
2) 能掌握以下句型：
① — Is this/that… — Yes, it is. / No, it isn’t.
② — Are these/those… — Yes, they are. / No, they aren't.
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。
四、教学重难点
1. 教学重点：
1）能口头应用以下句型：
① —Is this/that … — Yes, it is. / No, it isn’t.
② —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。
五、教学过程
Step 1: Warming up and Presentation
T: Good morning, everyone! Last week, we finished Unit 2. Today we are going to learn a new unit, Unit 3. At first, I will introduce a new friend to you. This is my sister. Her name is Tina. She is 12, and she will be a student in a middle school. So I bought some school things for her. Now let’s see what I have bought for her.
Prepare a box of school things before class and lead the students to learn new vocabularies by demonstrating things.
T: (Take out a box filled with school things and pick out a schoolbag.) What’s this in English
S: A schoolbag.
T: Yes, it is a schoolbag. Read after me. Schoolbag- schoolbag.
S: Schoolbag- schoolbag.
T: (pick out a pencil box.) What’s this in English
S: A pencil box.
T: Yes, it is a pencil box. Read after me. Pencil box- pencil box.
S: Pencil box- pencil box.
T: Do you have a pencil box (Hold the pencil box up and point to it.)
S: Yes.
T: Show it to me, OK (Show the pose of “OK” and try to lead the Ss to do it as T.) OK (Stress “OK”.)
S: OK.
T: Good. Now let’s see what ‘s in Tina’s pencil box.
【教学设计说明】创设情境。并利用实物引出新单词。
In this way, the teacher takes all the school things out of the box and teaches the students how to say school things in English.
Step 2: Jumping game
T：Ok now it’s our game time. This game is similar to 萝卜蹲. Did you play the game 萝卜蹲
Ss：Yes.
T: Great. I will ask eight students to stand in a roll, in front of the class. and each new word will stand for each new word. Any volunteers
T：ok before our game, please introduce yourself. For example, hello, I’m a schoolbag.
T：ok. Our game time is three minutes. Understand
T：ok. XX is wrong. Please return to your seat. Thank you very much. Now please exchange your pictures.
T：do you like the game Ok next time we will play this game again. Ok now let’s return to our lesson.
【教学设计说明】用游戏的形式巩固学习新单词。
Step 3: Work on 1a.
1．Look and find
Please look at the picture in activity 1a. What can you find 　
2．Match and discuss
a. Would you please match the words with the things in the picture
3．Check the answers
Let’s check the answers together.
4．Read
a. Please read the words after me. Pencil...
b. I would like you to read the words together and one word twice. Pencil one two...
【教学设计说明】用1a活动复习巩固单词，分层次处理新单词。
Step 4: 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
【教学设计说明】创设情境来引出新句型。
Step 5: Work on 1b
1．Listen and number
a. Listen to the tape for the first time.
b. Number the conversations from 1 to 3 while you listen to them for the second time.
2．Check the answers
Let’s check the answers.
Answers: 3　 2　 1
3．Read
a. I would like you to read the conversations together.
【教学设计说明】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。
Step 6: Pair work
Get the students to work in pairs to practice these conversations. Walk around
the classroom to check pronunciation and intonation. Then call some groups to perform their conversations in front of the class.
T: Would you please practice the conversation with the things you and your partner have
T: I will give you an example first.
Example:
T: Mary, is this your pen
S: No, it isn’t. It’s his.
T: Are these your books
S: No, they aren’t. They’re hers.
Step 7: Summarize
Let’s summarize what we learnt in this period. Show the new words, sentences and grammar points on the PPT.
Vocabulary: pencil, book, eraser, box, pencil box, schoolbag, dictionary.
Sentence:
① —Is this/that … — Yes, it is. / No, it isn’t.
② —Are these/those … — Yes, they are. / No, they aren’t.
Grammar point: his, hers, mine, yours
1）形容词性物主代词：my,your,her,his,its等。
词类物主代词属于限定词，一般用于名词前，作定语。
2）名词性物主代词：mine,yours,hers,his,its等。
词类物主可独立使用，其后不加名词，其句法作用相当于名词。
Eg: my pen=mine. 1)The blue pen is hers. (hers=her blue pen) .
2)It’s my ruler ,not yours. (yours=your ruler)
Step 8: Homework
1. Let Ss collect their school things and try to say them in English.
2. Collect some things from your classmates. And make a conversation with your partner.
六、教学反思
这次公开课的时间较为紧张，游戏时间过长，导致学生小组活动时间太短。另外安排的跟读内容太多，学生生成的内容过少。

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