Unit3Isthisyourpencil?SectionA(1a-1c)一、本課時(shí)教材分析本課時(shí)圍繞“關(guān)于學(xué)習(xí)用品的新單詞”以及“討論物品的所有者”，使學(xué)生能夠初步運(yùn)用句型“Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t.;Arethese/thoseyour/her/hispens?Yes,theyare.No,theyaren't.”。同時(shí)，學(xué)生能夠用英語表達(dá)常見學(xué)習(xí)用品的單復(fù)數(shù)，及初步感知名詞性物主代詞的用法。教師應(yīng)著力培養(yǎng)學(xué)生能在日常交際交往中有效地使用語言進(jìn)行表達(dá)，與他人溝通信息，為今后學(xué)習(xí)打下堅(jiān)實(shí)的語言基礎(chǔ)。本課時(shí)是本單元的基礎(chǔ)，重點(diǎn)在使學(xué)生初步感知以及培養(yǎng)學(xué)生口語表達(dá)的興趣。二、本課時(shí)學(xué)情分析本課時(shí)的知識(shí)點(diǎn)起到一個(gè)承上啟下的作用。學(xué)生前期已經(jīng)學(xué)習(xí)過一些關(guān)于學(xué)習(xí)用品的詞匯如：pen、ruler等，在學(xué)習(xí)本課時(shí)之前，學(xué)生對(duì)本節(jié)課的新單詞已經(jīng)有一個(gè)提前的預(yù)習(xí)。通過對(duì)新單詞的預(yù)習(xí)，可以減少學(xué)生的“畏難”情緒，這樣既能提高學(xué)生用英語表達(dá)的興趣，又能鞏固所學(xué)知識(shí)。該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是學(xué)生最關(guān)心的問題，極易于激發(fā)學(xué)生的主動(dòng)性和學(xué)習(xí)興趣。培養(yǎng)學(xué)生拾金不昧的精神和助人為樂、團(tuán)結(jié)友愛的品德。三、教學(xué)目標(biāo)：1.語言知識(shí)目標(biāo)：1)Newwords:pencil,book,eraser,box,pencilbox,schoolbag,dictionary,his,hers,mine.2)sentencestructures：①—Isthis/that…?—Yes,itis./No,itisn’t.It’smine/his/hers.②—Arethese/those…?—Yes,theyare./No,theyaren't.Theyaremine/his/hers.3)Mastertheusageofpossessivepronouns:mine,yours,his,hers,andcanunderstandthedifferencebetweenthepossessivepronounsandpossessiveadjectives.2.情感態(tài)度價(jià)值觀目標(biāo)：通過“識(shí)別物品的所屬”的學(xué)習(xí)，讓學(xué)生們學(xué)會(huì)愛惜自己的學(xué)習(xí)物品，養(yǎng)成照看好自己的物品的好習(xí)慣，發(fā)現(xiàn)不屬于自己的物品，應(yīng)及時(shí)歸還物品的主人。該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是學(xué)生最關(guān)心的問題，極易于激發(fā)學(xué)生的主動(dòng)性和學(xué)習(xí)興趣。二、教學(xué)重難點(diǎn)1.教學(xué)重點(diǎn)：1)能口頭應(yīng)用以下句型：①—Isthis/that…?—Yes,itis./No,itisn’t.It’smine/his/hers.②—Arethese/those…?—Yes,theyare./No,theyaren't.Theyaremine/his/hers.2)能初步運(yùn)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(qū)別。2.教學(xué)難點(diǎn)：能初步運(yùn)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(qū)別。三、教學(xué)過程Step1.Lead-in1.Showthemainpictureofthisperiodandask:Wherearethey?Whoarethey?FreetalkT:Whatschoolthingscanyouseeinthepicture?Thestudentsuse“Icansee.....”totalkabouttheschoolthings.Step2.PresentationShowthenewwordsandletstudentsreadthenewwordsaboutaftertheteacher.Thentrytorememberthem.Step3.PracticeTheteacherasksandstudentsanswerbyusingthesentencestructures”Whatarethese?Theyare....”topracticethenewwordsandtheusageofpluralnouns.LetstudentspayattentiontothepronunciationStep4.AgameShowthesenewwordsquickly,andifstudentsknowthem,theycanstandupandspeakoutthewords.Step4.Finish1a1.Matchthewordswiththethingsinthepicture.2.Checktheanswers.AskstudentstochecktheAnswerslikethis:Lookatpicturee,it’sa/an...;theyare...3.Readandrememberthewords.Step5.Listening(Finish1b)1.Letstudentscirclethekeywords.2.T:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)3.Checktheanswerstogether.4.Payattentiontothepossessivepronouns,andpresentthepossessiveadjectives.Letstudentsdiscussthedifferencebetweenpossessivepronounsandpossessiveadjectives.5.Theteacherexplainstheusageofpossessivepronounsandpossessiveadjectives.Step6.Pairwork(1c)Makeaconversationwithpartnerbyusingsentencestructurewehavelearnedtoday.Forexample:T:Lookatpicture1,What’sthisinEnglish?S1:It’sapen.T:Isthisyourpen?S1:No,itisn’t.It’snotmine,it’shers.Step7.GroupworkFourstudentsinagroup.Pleasemakeaconvers