高中教案教案

Unit2LookingDifferent教案。

Unit2LookingDifferent教案
Topic1Ihaveasmallnose.
SectionA
Themainactivitiesare1a,2aand3a.
Teachingaimsanddemands:
1.Learntheusageof“have”and“has”.
2.Learntheadjectives:small,big,right,round,long,wide,short.
3.Learntodescribepeople’sappearances.
Teachingprocedure:
Step1Review
1.ReviewthefunctionalitemsinUnit1byusingthefollowingsentencestotalkaboutpersonalinformation.Studentscanaskandanswerfreelybythemselves.
What’syourname?Whereareyoufrom?Howoldareyou?
Whatclassareyouin?What’syourtelephonenumber?
2.Theteacheruseshis/herownfacialfeaturesasexample,saying“I’m…Ihave…”Letstudentsmasterthemeaningof“have”.Writeitdownontheblackboardandteachit.
Step2Presentation
1.Usetheteacher’sfacialparts,picturesormultimediaandthesentencestructure“What’sthis?”toteachandletstudentsmasterthenewwords“nose”,“eye”,“head”,“face”,“hair”,“ear”,“mouth”,“neck”,“small”,“big”,
“round”,“l(fā)ong”,“wide”and“short”.
2.Askandanswerbyusingthefollowingsentencesbetweentheteacherandstudents:
T:Ihaveabighead.Doyouhave…?
S:Yes,Ido.
Askdifferentstudentstheabovequestion.Theninvitesomepairstopracticethedialoginfrontoftheclass.
3.Listento1aandanswerthequestion“Whoistheboy?”Learnandmasterthenewword“boy.”
Step3Consolidation
1.Listento1aandfollowit;imitatethepronunciationandintonation.
2.Teachandletstudentsmaster“guess”,“has”,“know”and“right”.
Teachandletstudentsmasterthesentencespatternsof1a:
(1)Ihaveasmallnose.
(2)---Doyouhavebigeyes?---Yes,Ido.
(3)Oh,Iknow.
(4)Yes,youareright.
3.Theteacherandstudentsfindoutthekeywordstogether.Askstudentstowritethemdownontheblackboard,andtheteacherretells1afirst,thenencouragesstudentstoretellit.Forexample:guess,who,Michael,nose(small),big,eyes(big),know,right.Finish1a.
4.Actout1ainpairs.Finish1b.
Step4practice
1.Listento2aandfollowit.Finish2a.
2.Workinpairs.Playthegame“Touchyourbody.”Finish2b.
3.Askstudentstolistento3aandfollowit,summarizetheusageof“have/has”.Thentheteacherexplainsit.
4.Letstudentsfillintheblanksin3b,thentheteachercheckstheanswers.Finish3b.
5.Letstudentsusethesentencepatternsin3atodescribethefeaturesofthemselvesandothers.Thenchooseseveraltodescribethefeaturesofthemselvesandothersinfrontoftheclass.Finish3a.
Step5Project
1.Letstudentsread4A,learnandmastertheword“girl”anddrawthepicture.Thenlookatthepicturein4Bandfillintheblanks.Finish4.
2.Letstudentssaysentencesastheycantodescribethefeaturesofthemselvesandothers.

SectionB
Themainactivitiesare1a,3and4.
Teachingaimsanddemands:
1.Goonlearningtheusageof“have”and“has”.
2.Goonlearninghowtodescribepeople’sappearances.
3.Enablestudentstoidentifyandusetheintonationcorrectly.
Teachingprocedure:
Step1Review
1.Theteacherusesthefeaturesofhimself/herselfandstudentsbyhis/hersideasexamplestoreviewthenamesofthepartsofthebody.Teachnewword“arm”,“hand”,“l(fā)eg”and“foot”,andaskstudentstomasterthem.Forexample:
T:Ihave…
He/Shehas…
2.PlaythegameBobbySays.Finish5b.
3.Dividestudentsintotwogroups.Letstudentswritedownthenamesofthepartsofthebodyasquicklyastheycantoseewhichgroupfinishitbetterandfaster.Finish5a.
5.Letstudentslistento2andmatchthephraseswiththerightnumbers.Checktheanswers.Finish2.
Step2Presentation
1.Showapictureofastar.Askandanswerbetweentheteacherandstudents.Forexample”
T:Who’she?
S:HeisYaoMing.
T:Look,hehasabignose,awidemouthandbigeyes.(Theteachersaysthesentencesslowly.Letstudentspayattentiontodifferentintonations.)
2.Listento4andfollowit.Imitatetheintonation,andfinish4.
3.Showthepictureof1a.Teachthenewwords“favorite”,“movie”,“star”,“Chinese”,“again”and“l(fā)ook”,andaskstudentstomasterthem.Understand“does”,anditsnegativeform“doesn’t”.Forexample:
T:Look!Whoishe,guess?
S1:Heis…
T:Yes,youareright./No,youaren’tright.Guessagain.
T:Doeshehave…?
S2:Yes,hedoes.(Theteacherhelpsstudentsanswer.)
T:Youareright.HeisChinese.Heismyfavoritemoviestar.
4.Listento1a,thenanswerthequestion:IsMichael’sfavoritestarBruceLee?
Step3Consolidation
1.Listento1aagainandfollowit.Imitatethepronunciationandintonation.
2.Talkwiththetape.
3.Actout1ainpairs.Finish1a.
Step4practice
1.Letstudentsread1aandfindouttheimportantsentences.Theteachermakescomplementsandexplainsthem,thenasksstudentstomasterthem.Forexample:
(1)Whoisyourfavoritemoviestar?
(2)-----Doeshehavelonghair?-----No,hedoesn’t.
(3)It’sBruceLee.
(4)Guessagain.
2.LetstudentsdescribeJackieChanbyusingthesentencepattern“Hehas…”.Theteacherleadstodifferentexpressionsof“have”and“has”,andwritesthemdownontheblackboard.Forexample:
S1:Hehasabignose.
T:Hisnoseisbig.
S2:Hehasbigeyes.
T:Hiseyesarebig.
…
Emphasizetheusageof“is”and“are”,“have”,and“has”duringthepractice.
3.Competitioningroups.Letstudentslookatthesentencesontheblackboard.Makesuretheyunderstandhowtochangethesentences.Thenletstudentshaveacompetitioningroups.OnegroupsaysSentenceAandtheothergroupchangesitintoSentencesB.Forexample:
A:Myfaceisround.
B:Ihavearoundface.
A:Hiseyesarebig.
B:Hehasbigeyes.
…
4.Letstudentswritedowntheanswersto3bythemselves,thenchecktheanswers.Finish3.
5.Workinpairs.Letstudentstalkabouttheirownfavoritepersonsaccordingto1a.Thenaskonegrouptoactouttheirdialog.Finish1b.
Step5Project
Askstudentstocollectthepicturesoftheirownfavoritestars.Thenmakefilesabouttheirappearancesandmakeabriefintroduction.

SectionC
Themainactivitiesare1aand2.
Teachingaimsanddemands:
1.Goonlearningtheusageof“have”and“has”.
2.Enablestudentstounderstandsimplepassagesthatdescribepersons.
Teachingprocedure:
Step1Review
AskSstoshowthefilestheymadeabouttheirfavoritestars’looksandreadthemtotheothers.Thenimaginethattheyarethosestars;makeintroductionsagain.Forexample:
IamJackieChan.Ihaveabignoseandawidemouth,butIdon’thavelonghair.WhereamIfrom,doyouknow?IfSscan’tsaythelastsentence,theteachercanimaginehimself/herselfasthatstar,saying“WhereamIfrom?”,andstarsthenewlesson.
Step2Presentation
1.Theteacherpointstoaboyoragirlandteachesthenewwordsandphrase“come”,“comefrom”,“student”,“sister”and“different”bycreatingthefollowingcontext.AskSstomasterthesewordsandthephrase.Forexample:
T:He/Sheisaboy/girl.He/ShecomesfromEngland.He/Shehasasister,andsheisastudent,too.Theyareinthesameschool,butindifferentgrades.
2.Listento1aandchoosetherightpicturesin1b.Playthetapeonemoretimeifthestudentshavedifficultiesinfinishingit,thenchecktheanswers.Finish1b.
Step3Consolidation
1.Read1aanddo1c.Checktheanswers.Finish1c.
2.Read1aagainandfindoutthedifficultpoints.LetSsdiscussthemingroups.ThentheteacherexplainsthemtoSsifnecessary.
3.Listento1aagain.Markthesentencestressandintonation.Readafterit.Thenimitateitandreadittogether.Payattentiontothestressandintonation.
4.Writedownthekeywordsontheblackboard.Theteacherretells1aaccordingtothekeywordsfirstthenencourageSstoretellit.Finish1a.
Step4Practice
1.ShowPicture3andPicture6in1b.Usethefollowingsentencepatternstotalkabouttheirlooks.Practiceandmasterthegeneralquestionswith“have/has”andtheresponses.Understand“don’t=donot’’.
(1)----Doestheboyhave…?-----Yes,hedoes./No,hedoesn’t.
(2)----Doesthegirlhave…?-----Yes,shedoes./No,shedoesn’t.
(3)----Dotheyhaveroundfaces?----Yes,theydo.
(4)----Dotheyhavesmallnoses?-----No,theydon’t.
2.Showaknifeandaskstudentsthequestion“Doyouhaveaknife?”Learnandmastertheword“knife”.Payattentiontoitspluralform“knives”.Atthesametime,mastertheanswerstothatquestion:Yes,Ido./No,Idon’t.
3.Do2andchecktheanswers.Finish2.
4.Workingroups.LetSsimitatetheexamplesin3tomakeupdialogsaccordingtotheirrealappearances,andchooseafewgroupstopresenttheirdialogstotheclass.Finish3.
Step5Project
1.Acompetitionofaddingwords.Theaimistogeneralquestionswith“have/has”andtheresponses.
(1)Preparetwosetsofcards,onesetofcardswrittenwith“do”or“does”,andtheothersetwiththewordsofthepartsofthebody,suchas“face”,“nose”,“eye”…
(2)Dividetheclassintogroups.Onegrouppicksuptwocardsrandomlyfromthetwosetsofcards,andtheothergroupmakesthegeneralquestionswith“have/has”andtheresponsesaccordingtothesecards.Forexample:
doesnose=Doesshehaveabignose?
-----Yes,shedoes./No,shedoesn’t.Shehasasmallone.
(3)Exchangetherolesandpracticeitagain.
2.Dothechantin4.Finish4.

SectionD
Themainactivitiesare1and5.
Teachingaimsanddemands:
1.Learnconsonants:/p/,/b/,/t/,/d/,/k/,/g/.
2.Reviewtheusageof“have’’and“has”.
Teachingprocedure:
Step1Review
1.Learntosingthesong.LetSstouchthepartsoftheirownbodywhilesinging.Finish4.
2.AskandanswerbetweentheteacherandSs.Reviewthesentencespatterns“Doyouhave…?”and“Doeshe/shehave…?”Forexample:
T:Doyouhavelonghair?
S:Yes,Ido./No,Idon’t.
T:DoesWangDonghavebigeyes?
S:Yes,hedoes./No,hedoesn’t.
Practiceinpairs,thenchooseseveralpairstoactitout.RemindSstopatattentiontothepronunciationandintonation.
Step2Presentation
1.(1)Listento2.LetSsnumberthefourplayersinthepictures.Checktheanswers.
(2)LetSslookatthepicturein2.Usethesentencepatternswith“have/has”thattheyhavelearnedtodescribethefourplayersabove.Finish2.
2.(1)TheteacherandSsreviewthegrammarandsentencepatternsofthistopic.Read3aand3bforcomparison.
(2)Listento3aand3b,thenreadafterthetape.Payattentiontothepronunciationandintonation.Finish3aand3b.
3.AskSstolookatthetargetlettersof1ingroups.Discussthepronunciationoftheseletters.
Step3Consolidation
1.Listento1.LetSspayattentiontothepronunciationofthetargetletters.Thenteachtheconsonantsonebyone:“/p/,“/b/”,“/t/”,“/d/’’,“/k/”and“/g/’’.Finish1.
2.Reviewtheconsonantswiththephoneticcards.
Step4Practice
Brainstorming.Theteachersummarizesthepronunciationrulesoftheseconsonantsandtheconsonantcombination“p”,“b”,“t”,“d”,“k”,“ck”,“c”and“g”withSs.ThenaskSstolistmorewordswiththesameconsonantsandtheconsonantcombination.Forexample:
/p/---ppinkpurple
/k/---kbookccanckblackboard
Step5Project
1.Askandanswerinpairs,usingthefollowingsentencepatterns.Thenexchangeroles.Fillinthetablein5.
A:Doesyourteacher/father/mother/friendhaveasmall(big)nose?
B:Yes,he(she)does./No,he(she)doesn’t.
2.Accordingtothetable,imitate1ainSectionCanddescribeyourparents,teachersorfriends.Finish5.Forexample:
Myteacherhasaroundface.He/Shedoesn’thavelonghair.His/Herhairisshort.…

Topic2Whatdoesshelooklike?
SectionA
Themainactivitiesare1aand2a.
Teachingaimsanddemands:
1.Learnsomewordsaboutcolors.
2.Learnthenegativeformof“have”.
3.Learnspecialquestionwith“what”.
Teachingprocedure:
Step1Review
1.SingthesongTheSongofColorwiththemelodyofTheLondonBridgeandwordsofdifferentcolors.LetSsknowaboutcolorswiththishappysong.
Whoiswearingyellowtoday?Yellowtoday,yellowtoday.Whoiswearingyellowtoday?Yellowtoday.(orange,black,blue,red,purple,brown,white,gray,green)
2.PresentonecolorpencilandaskSs“Doyouhavecolorpencils?”TeachandaskSstomasterthenewword“color”.
Pickuponeofthecolorpencilsandask“Whatcolorisit?”
Learnandmasterthenewwordsandphrase“whatcolor”,“black”,“blue’’,“pink”,“red”,“purple”,“brown”,“white”,“green”and“yellow”.Understandthenewword“gray”.Knowaboutthenewword“blond”.
3.Presentcolorcards,thenaskandanswerbetweentheteacherandSs.Forexample:
T:Whatcolorisit?Ss:It’sblack.
Repeatthesesentencespatterns.Finish2a.
Step2Presentation
1.Listento1aandanswerthequestions:
(1)WhatcolorisYukio’shair?
(2)WhatcolorareYukio’seyes?
2.Read1a,teachandaskSstomasterthenewword“both”.Thenexplainandexpressions“l(fā)ookthesame”,“both”and“don’thavethesamelooks”.
Step3Consolidation
1.Listento1aagain.Readafterthetapeandpayattentiontothepronunciationandintonation.
2.Talkwiththetape.
3.TheteacherandSsfindoutthekeywordstogether.AskSstowritethemdownontheblackboard.Theteacherretells1aaccordingtothekeywordsfirst,andthenencouragesSstoretellit.Forexample:
M(Michael)K(Kangkang)
M:Who?
K:Yukio.
M:Where?
K:Japan.
M:lookthesame
K:both,hair(black),eye(black)
M:hair(blond),eye(blue)
K:don’thavethesamelooks,friends
4.Workinpairs,thenact1aout.Finish1a.
5.Fillintheblanksin1baccordingto1a.Finish1b.
Step4Practice
1.DescribetheappearancesofYukio,KangkangandMichaelaccordingtotheinformationin1b.Thenreadtheirpassagestotheclass.Finish1c.
2.Game:It’shere.Learnandmasterthenewword“here”.
StickthecolorcardsontheblackboardandasktwoSstocometothefront.Oneofthemsaysawordofcolor,andtheotherSsspellsitfirst,pointtotherightcardthatisontheblackboard,andsays“It’shere.”
3.Writedownthecolorsinthepictureof2b.Finish2b.
Step5Project
Accordingtothecolortheory,letSsdo3bythemselves,thenchecktheanswersbyaskingandansweringinpairs.Finish3.Forexample:
A:What’sredandblue?B:It’spurple.
A:What’sredandyellow?B:It’sorange.
A:What’syellowandblue?B:It’sgreen.

SectionB
Themainactivityis1a.
Teachingaimsanddemands:
1.Learntotalkaboutpeople’sappearances.
2.Goonlearningthenegativeformof“have/has”.
3.Goonlearningspecialquestionswith“what”.
Teachingprocedure:
Step1Review
1.Brainstorming.Reviewthecolors“black”,“blue”,“red”,“white”,“green”…
2.Showthepicturesofthenationalflagsin3.LetSssaytheircolorsasquicklyastheycan.
3.Accordingtotheinformationin3,practiceinpairs.AskSstouseskillfullythesentencepatternswith“whatcolor”.Finish3.Forexample:
S1:Whereishefrom?
S2:HeisfromCuba.
S1:WhatcoloristhenationalflagofCuba?
S2:It’sred,whiteandblue.
S1:Whatcolorishishair?
S2:It’sbrown.
S1:Whatcolorarehiseyes?
S2:Theyareblack.
Step2Presentation
1.(1)Lookatthepicturesin2.AskandanswerbetweentheteacherandSs.Learnandmasterthenewwordsandphrase“l(fā)ooklike”,“man”and“woman”.AskSstopayattentionto“men”,“women”andtheirpronunciations/men/”,“/’wimin/.Learnthenegativeformof“has”.Forexample:
T:Whatdoesthewoman/man/boy/girllooklike?
S:She/He…Butshe/hedoesn’thave…(HelptheSsanswer)
(2)LetSstalkaboutthefeaturesofpeople’sappearancesinthepicturesin2inpairs.Finish2.
(3)Playagame.DivideSsintotwogroups.Playthegamelikethis:theSsfromGroupAsaythepositive/negativesentences,andthestudentsfromGroupBsaythenegative/positivesentencesaccordingly.Finish5.
2.UsealetterandaphotoofMichaelJordantolearnandmasterthenewwordsandphrase“give”,“give…to…”,“l(fā)etter”,“sorry”,“l(fā)ike”,“tall”,“will”and“young”.Forexample:
T:Thisisaletter,andit’sfromMichaelJordon.DoyouknowMichaelJordon?
S:Sorry,Idon’tknow.(HelptheSsanswer)
T:(TakeoutMichaelJordan’sphotofromtheenvelope.)Lookattheyoungman.HeisMichaelJordan.Whatdoeshelooklike？Ifyouknow,Iwillgiveittoyou.
S:Iknow.Heistall,andhehasshorthair,…(HelptheSssay“tall”)
3.Listento1aandanswerthequestion.Thenchecktheanswer.
WhatdoesMarialooklike?
4.Read1a.Master“I’ll=Iwill”.Findouttheimportantlanguagepoints.LetSstalkaboutthemingroups.Ifnecessary,theteacherexplainsthem.Masterthesesentencepatterns:
(1)Pleasegivethislettertolike?
(2)-----Whatdoesshelooklike?
---------Sheistalllikeyou,…
(3)Oh,Isee.I’llgiveittoher.
Step3Consolidation
1.Listento1aagainandfollowthetape.Imitatethepronunciationandintonation.Finish1a.
2.Talkwiththetape.
3.Workinpairsandpracticethedialogin1a.Andmakeasimilarconversationaccordingto1a.Thenactitoutinfrontoftheclass.Finish1b.
Step4Practice
1.Firstreadthequestionsin4,thenlistento4againandanswerthequestions.Checktheanswers.
2.Listento4andcolortheeyes,nose,armsandcapofthesnowman.Understand“snowman”anditspluralform“snowmen”.Finish4.
Step5Project
Drawapictureofaperson,forexample,thebasketballplayerYaoMing.Thencolorit.AndaskSstointroducetheirdrawingbyusingthesimilarsentencesof2andnegativeformof“has”.Forexample:
Thisis…He/She…
His/Herhairis…
His/Hereyesare…
He/Shedoesn’thave…

SectionC
Themainactivitiesare1aand2.
Teachingaimsanddemands:
1.Learnsomewordsaboutclothes:T-shirt,shoe,cap,coat,pants,dress.
2.Learnhowtodescribeaperson’sclothing.
3.Reviewthewordsaboutcolors.
4.Reviewspecialquestionswith“what”.
5.LeadSstoobservepeople’sappearances,clothesandcolorsineverydaylifetoexpressandcommunicate,usingthesentencestheyhavelearnt.
Teachingprocedure:
Step1Review
1.Showsomepictureofsportsstarsathomeandabroad.LetSsuseadjectivestodescribetheirappearances.Forexample:
T:WhatdoesYaoMinglooklike?
S:Hehasshortblackhairandblackeyes.Heistall.
2.ShowLiuXiang’sphoto.TeachandaskSstomasterthesenewwordsandthephrase“at”,“l(fā)ookat”,“photo”,“strong”and“T-shirt”.Knowabouttheword“pants”.Leadtothenewlesson.Forexample:
T:Lookatthephoto.Heismyfavoritesportsstar,LiuXiang.Heisstrong.HeisinaredT-shirtandbluepants.
Step2Presentation
1.Showpicturesorrealobjectsofclothes,shoesandcapsindifferentcolors.AskandanswerbetweentheteacherandSs.Forexample:
T:Whatisthis?/Whatarethese?
Ss:Itis…/Theyare…
TeachandaskSstomasterthenewwords“shoe”,“cap”,“coat”,“skirt”and“dress”.
2.Pointtotheclothes,shoesandcapsonebyone,thenaskandanswerbetweentheteacherandSs.Forexample:
T:Whatcoloristhisskirt?
Ss:It’s…
T:Whatcoloraretheseshoes?
Ss:They’re…
3.Listento1aandmatchtheclotheswiththecolors.
T-shirtgreen
shoesyellow
capred
Step3Consolidation
1.Listento1aagainandreadafterit,imitatingthepronunciationandintonation.
2.Talkwiththetapeandfinish1a.
3.Pairwork.AskSstotalkabouttheirclothes,usingthesentencepattern“Whatcoloris/are…?”untiltheycanthissentencepatternskillfully.Thenencourageoneortwopairstoactouttheirdialogs.Finish1b.
4.Lookatthepicturesin1candcompletethedialog.Checktheanswers.Thenpracticethedialoginpairs.Finish1c.
Step4Practice
1.Showthepicturein2.First,letSstalkaboutthefourchildren,usingthesentencepatterns“Whoishe/she？”,“Whatdoeshe/shelooklike?”,“Whatcoloris/are…?”,thenletSsread2tounderlinethewordsaboutclothesandcirclethewordsaboutcolors.LetSsdiscussandlearntheusageof“in”furtherandaskthemtomasterit.Theteacherexplainsifnecessary.
2.Listento2andmarkthepronunciationandintonation,thenimitateit.Payattentiontothepronunciationandintonation.
3.Showthepicturein2.Writedownthekeywordsofthepassageontheblackboard.First,theteacherretellsthepassageaccordingtothekeywords,thenencourageSstoretellit.Finish2.
Maria----yellow----tall----hair(short,brown)
Michael-----strong---cap(black)----shoes(blue)---hair(blond)
Jane----T-shirt(purple)---skirt(pink)---hair-differentgoodfriend
Kangkang----T-shirt(white)---pants

4.Listento3andmatchthechildrenwiththerightletters.Completethesentencesandchecktheanswers.Finish3.
Step5Project
1.LetSsmakemasksoftheirfavoritecartooncharacters:
(1)Designtheirfavoriteclothesandcolorthem.Theclothesmustbefashionableandcolorful.
(2)Describethecartooncharacterswithdifferentsentencepatternsaspossibleastheycan,withnolessthanfivesentences.
2.Listenandlearnthechantsin4.Performtheactionsaccordinglywhilechanting.Finish4.

SectionD
Themainactivitiesare1and5.
Teachingaimsanddemands:
1.Learnconsonants:/f/,/v/,/s/,/z/,/θ/,//
2.Reviewhowtodescribepeople’sappearancesandclothes.
Teachingprocedure:
Step1Review
1.ReviewthechantinSectionC.CreateEnglish-speakingenvironment.
2.Haveacompetition.Sscompetetolistasmanywordsastheycanaboutcolorsandclothes.
3.Workinpairs.Askandanswerthequestionsabouttheappearances,colorsandclothestoreviewthelearntsentencepatterns.Forexample:
(1)Whatdoeshe/shelooklike?He/Shehas…
(2)Whatcolorishis/hereyes?Whatcolorarehis/hereyes?
(3)Whatcoloris/are…?It’s/They’re…
(4)Theboy/girlin…is…
GetSstowritedownthekeywordsoftheiranswers.
Forexample:Jane,England,tall,hair(brown),skirt(red),shoes(black).First,theteachermakesashortpassagewiththesekeywords,thenencouragesSstosayandwritedownashortpassage.Theycanfinishitingroups.Forexample:
S1:…ismyfriend.
S2:Sheisfrom…
S3:…
…
Readthewholepassage.Encouragethemtowriteasmanysentencesastheycan.
Step2Presentation
1.Listento2.Fillintheblanksandchecktheanswers.ThencolorMichael’sclothesinthepictureaccordingtothetape.TeachandaskSstomasterthenewword“cool”.Finish2.
2.Theteacherdrawsapictureofatreewith12applesonit.Thewords“fine”,“from”,“have”,“seven”,“nice”,“bus”,“zero”,“nose”,“thank”,“three”,“this”and“they”arewrittenontheapples.LetSsfirstreadthesewordstwice,thenfindtherulesandputthemintothesixbaskets:/f/,/v/,/s/,/z/,/θ/,//
3.LetSslistento1andreadafterthetapeseveraltimes,andfindtherulesoftheseconsonants:/f/---f,ph,ff;/v/----v;/s/---s,c,ss;/z/--z,s,/θ/,//----th
Step3Consolidation
1.Haveabrainstorm.LetSslistwordsthathavetheseconsonantswithinthelimitedtime,emphasizingph--/f/--phone,phrase;
th—(1)/θ/thin,thick(2)//---the,there.Finish1.
2.AsksomeSstoreadtheconsonantstocheckiftheyhavemasteredthem.
Step4Practice
Listento3aand3b,thenrepeatandimitatethepronunciationandintonation.LetSslistmoregrammarfocusandsentencepatternsinthisunit.Finish3aand3b.
Step5Project
1.LetSsdescribeoneoftheirfriendswiththeinformationinthetableof4.Thenwritethemdown.Itcanbeginlikethis:…ismyfriend.He/Sheistall.He/Shehasaroundface…Finish4.
2.Finish5.

Topic3Whosebikeisthis?
SectionA
Themainactivitiesare1aand2a.
Teachingaimsanddemands:
1.Learnpossessivepronounsandknowaboutthepossessiveformofnouns.
2.Learntotalkaboutpossessions.
3.Reviewpluralsofnouns.
Teachingprocedure:
Step1Review
1.ReviewthefunctionalitemsinTopic2.AskandanswerbetweentheteacherandSs.Forexample:
T:Whatdoeshe/shelooklike?
Ss:He/Sheis…He/Shehas…
T:Whatcolorishis/herT-shirt?
Ss:It’s…
T:Whatcolorarehis/hershoes?
Ss:Theyare…
2.Theteachershowsoneormoreofhis/herownobjects,suchasacapandtwopenstoaskSs.Forexample:
(1)T:What’sthis?
Ss:It’sacap.
T:Yes,it’smycap.Icanalsosay,it’smine.
TeachandaskSstomasterthenewword“mine”.Writedown“mine=my+cap/pens/…”ontheblackboard;usecolorchalkstowrite“mine”and“my”.
(2)T:Whatarethese?
Ss:Theyarepens.
T:Youareright.They’remypen.Theyaremine.
(3)Pairwork.LetSstakeoutoneormoreoftheirownobjectsandpracticeuntiltheymaster“mine”.Forexample:
S1:Isthisyourknife?
S2:Yes.It’smine.It’smyknife.
(4)Teachnewwords“your”,“hers”,“our”,“ours”,“their’’,“theirs”inthesimilarway.Master“our”and“their”.Understand“hers”,“ours”,“theirs”and“yours”.LetSsobservethefeaturesofthesentences,concludetheusageofpossessivepronounsofadjectiveandnounsandwritethemdownontheblackboard.Forexample:
yours=your+n.,hers=her+n.his=his+n.ours=our+n.theirs=their+n.
Step2Presentation
1.Listento1aandanswerthequestion:
Whosecapisit？
TeachandaskSstomasterthenewword“whose”.Introducethepossessiveformofnouns.Writedown“Whosecapisit？It’sSally’s.It’shers.”O(jiān)ntheblackboard.
2.Listento1aagainandfollowthetape,payingattentiontothepronunciationandintonation.Finish1a.
3.Pairwork.Makeasimilardialogaccordingto1a.Finish1b.
4.Theteacherputsupthepicturesofabike,acat,somebananas,ababy,abagandashirtontheblackboard.Writedowntheownersoftheobjectsbelow.UsethesentencepatternsabovetoteachandaskSstomasternewwords“bike”,“cat”,“banana”,“baby”,“bag”and“shirt”.Theteachershowspluralobjectsandsays:
TheseareAandB’s…They’retheir…They’retheirs.
5.Listento2aandfollowthetape,payingattentiontothepronunciationandintonation.LetSsobservethestructuresoftheansweringsentences,andconsolidatetheusageofpronouncesofadjectivesandnouns.
Step3Consolidation
1.Workinpairs.Imitatetheconversationin2awithsomeotherclothesorschoolthings.Actthemoutinfrontoftheclass.Theteachergivesthempraise.Finish2a.
2.Writedownnewsentencesaccordingtotheexamplesin2b.Checktheanswers.Payattentiontothepluralsof“baby”and“knife”.Finish2b.
Step4Practice
1.Work3alone.Fillintheblankswiththewordsinthebox.Checktheanswerandpracticetheconversationinpairs.Finish3.
2.Summarizelanguagepoints:
(1)possessivepronounsofnouns=possessivepronounsofadjectives+nouns
(2)thepossessiveformofnouns.Forexample:
Tom---Tom’s,Kate----Kate’sstudent----student’steachers---teachers’boys----boys’
Step5Project
Playagameintwogroups.Dividethewholeclassintotwogroups.Thenbegintoplaythegamelikethis:
SA1:Thisisherbags.
SB1:It’shers./Thebagishers.
SA2:Thosearetheirbooks.
SB2:Theyaretheirs./Thebooksaretheirs.
Exchangetherole,thencontinuethegame.

SectionB
Themainactivityis1a.
Teachingaimsanddemands:
Goontalkingaboutpossessions.
Teachingprocedure:
Step1Review
1.Pairwork.Talkaboutpossessions.LetSsshowtheirownobjectsorothers’toaskandanswer.Forexample:
(1)S1:Whosepenisthis?
S2:It’smy…/your…/…It’shis.It’sLiPing’s./…
(2)S1:Whoseknivesarethese?
S2:Theyareours/theirs.Theyareour…/their…
2.Listento2.Findouttherightorderofthepictures,thenchecktheanswers.Finish2.
Step2Presentation
1.Listento1aandanswerthequestion:Whosejacketisthis?LetSslearnandmasterthenewword“jacket’.
2.Listento1aagain.Readafterthetapeandimitatethepronunciationandintonation.Writedown“Ithinkit’sLiMing’s.”ontheblackboard,andaskthemtomasterit.LetSslearnandmasterthenewword“think”.
3.Role–playthedialogin1aingroupsofthree.Finish1a.
4.Fillintheblanksaccordingto1a.Checkstheanswers.Finish1b.
Step3Consolidation
1.TheteacherandSsfindoutthekeywordstogether.Askonestudenttowritethemdownontheblackboard.Theteacherretells1aaccordingtothekeywords,thenencouragesSstoretellit.
Forexample:B(Ben)M(Michael)K(Kangkang)
B:Whosejacket…?Yours?
M:(not)mine,think,Kangkang’s.
B:Kangkang,yours?
K:blueandwhite,blue,LiMing’s.
2.LetSsact4outinfrontoftheclass.Finish4.
Step4Practice
1.Workinpairs.LetSsdiscusswiththeirclassmatesandfinish3.ThentheteachercheckstheanswersandletsSspracticeinpairs.
2.LetSsfinish5alone.Thenchecktheanswersandpracticetheconversationinpairs.Finish5.
Step5Project
Groupactivity“Findtheowner”.GiveeverystudentachancetospeakEnglishinfrontoftheclass.Usefulsentencepatternsareasfollows:
1.Isthis/that…yours?(Isthis/thatyour…?)
2.Arethese…yours?(Aretheseyour…?)
3.Whose…isthis/that?Whose…arethese/those?
4.Ithinkit’s/they’re…

SectionC
Themainactivitiesare1aand4.
Teachingaimsanddemands:
1.Goonlearningtheusageofpossessivepronounces.
2.Reviewthesentencepatternsthatdescribeaperson’snativeplace,appearanceandclothes.
3.Knowabouttheincompleteplosive.
Teachingprocedure:
Step1Review
1.LearntosingsongAppleRound,AppleRed.LetSsbegintheEnglishclassinarelaxedatmosphere.Finish6.
2.Usethedialogtoreviewthesentencepatternslearnedtotalkaboutpossessions.TheobjectscanbeSs’clothesorschoolthings.
(1)A:Whose…isthis?
B:Ithinkit’sC’s.
A:Excuseme,C,isthisyour…?
C:Yes,it’smine.No,it’snotmine.Ithinkit’sDs.
(2)A:Whose…arethese?
B:IthinktheyareC’s.
A:Excuseme,C,arethese…yours?
C:Yes,they’remine./No,they’renotmine.Ithinkthey’reD’s.
3.Listento2.Matchthepictures,thenchecktheanswers.Finish2.
4.Pairwork.Lookatthepicturesin2,anddescribethecolorsofthechildren’sclothes,usingthefollowingsentences.Forexample:
S1:Whatcoloris/areMaria’s…?
S2:It’s/They’re…/Mariaisin…/Her…is/are…
Step2Presentation
1.LetSsskim1aquickly,andguessthemeaningof“classmate”.TeachandaskSstomasterthenewwords“new”,“classmate”and“clothes”.ThenletSstrytoanswerthesequestions:
(1)WhatdoesKangkang’snewclassmatelooklike?
(2)Whatcolorarehisclassmate’sclothes?
(3)Whoishe?(Yukio)
2.Listento1a,thenreadafterthetapeandimitatethepronunciationandintonation.
3.LetSsread1aandfindoutthedifficultpoints.Forexample,“Welookthesame,butweareindifferentclothes.”TheteacherwritesitdownontheblackboardandletSsreadituntiltheycanmasteritwell.Finish1a.
Step3Consolidation
1.Fillouttablein1baccordingto1a.Colorthepictures.Finish1b.
2.Groupwork.GetSstodrawapictureofaclassmate.Writeonthepicturethekeywordsofpersonalinformation---nativeplace,appearance,clothesandsoon.Finishitinthewayofgroupco-operation.Thenchooseonestudenttoreadthecompositioninfrontoftheclass.Letotherguess“Whoishe/she?”Praisethebettergroups.
Step4Practice
1.Listento4andreadafterthetape,payingattentiontothepronunciationsoftheunderlinedletters.Finish4.Explaintheincompleteplosive,andwritedownexamplesontheblackboard.Forexample:
(1)sitdown(2)looklike(3)Ihaveagoodfriend.
2.Workingroups.AskSstoreadtheinstructionin3andmakesureeverySscanunderstandit,thenbeginthegame.Finish3.
Step5Project
Writeacomposition.Imitate1atointroduceyourselfandoneofyourbestfriends.Finish5.（dSBJ1.cOm 讀書筆記吧）

SectionD
Themainactivitiesare1,2and5.
Teachingaimsanddemands:
1.Learnthepronunciationsoftheconsonants://///t//d/
2.Reviewthesentencepatternsofdescribingpersonalinformation.
3.Reviewpossessivepronounce.
4.Reviewthespecialquestionswith“whose”.
Teachingprocedure:
1.Groupwork.Collectsomeobjectsofyourgroup,putthemtogether,andthenaskandanswertofindtheirowners.Reviewpossessivepronounsandthepossessivecaseofnouns.Forexample:
(1)Isthis/Arethese…?Yes.It’s(They’re)…/No.It’s(They’re)…
(2)Whose…isthis/arethese?
Ithinkit’s/they’re…
2.Listento3andmatchthepersonswiththethings,thenchecktheanswers.Finish3.
3.Guesswhoisyourbestfriend.Letastudentdescribehisorherbestclassmate,includingtheage,nativeplace,appearanceandclothes,andtheotherguess“Whoishe/she?”
Step2Presentation
1.LetSslookatthepicturein2,anddescribethewantedman‘sappearanceandclothesbythemselves.Forexample:
Hehassmalleyes,abignoseandawidemouth.
Heisinblackclothes.
2.LetSsread2,andguessthemeaningofthenewwords“help”,“find”,“us”and“him”accordingtothecontext.TeachandletSsmasterthem.
3.Listento2,imitatethepronunciationandintonation,andfollowit.LetSsfindoutthedifficultsentenceslike“Pleasehelpusfindhim.”Writeitdownontheblackboard,andletthemreadituntiltheycanmasteritwell.
4.Read2againandfillintheblanksaccordingtothepassage,thentheteachercheckstheanswers.Finish2.
5.Usewordcardstoreviewthewords“she”,“English”,“shoes”,“shirt”andsoon.AndleadSstosumupthepronunciationrulesof//.Usethesamewaytolearn//,/t/and/d/,andthenteachthepronunciationofthefourconsonants.Forexample:
//----she,English,shoes,shirt
Step3Consolidation
1.Listento1andfollowthetape.Masterthepronunciationoftheconsonants//.
//,/t/and/d/.Sumuptherules://--sh,//-s,/t/-ch,/d/-j,g.Finish1.
2.LetSsmasterthepronunciationoftheconsonantsandreadbythemselves.
3.TheteachercheckssomeSs’pronunciationoftheconsonants.Correctthemifnecessary.
Step4Practice
1.AskSstosumupthegrammarandtheusefulexpressionsinthisunitbythemselves.TheteacherpraisesthoseSswhosummarizewell.Comparetheirsummarieswith4aand4b.
2.Listento4aand4bandfollowthetape.Finish4aand4b.
Step5Project
Finish5.

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Unit 2 Is this your, pencil 教案

Unit2Isthisyour,pencil?
No.110MiddleSchoolbyCaoYi
單元整體說明
單元教材分析
本單元圍繞“識別物品的所屬”，使學(xué)生學(xué)會詢問物品的主人的基本句型“Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t.”，體會一般疑問句的用法；學(xué)習(xí)如何寫“失物招領(lǐng)、尋物啟事”，鞏固所學(xué)單詞的拼寫“Howdoyouspellpen?P-E-N.”。通過以上幾個方面的學(xué)習(xí)，既能提高學(xué)生解決問題的能力，又能鞏固所學(xué)知識。本單元與第三單元銜接緊密：由this，that的學(xué)習(xí)過渡到these,those的學(xué)習(xí)，由指示一個人、物過渡到指示多個人、物，使學(xué)生學(xué)會區(qū)分遠(yuǎn)近單復(fù)數(shù)。
單元知識系統(tǒng)（樹）
Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t.
Howdoyouspellpen?P-E-N.What’sthisinEnglish?It’sapen.
LostandFound
單元總體目標(biāo)
運(yùn)用Usingcontestguessing的學(xué)習(xí)策略，引導(dǎo)學(xué)生學(xué)會詢問物品的主人的基本句型；體會一般疑問句的用法；學(xué)習(xí)如何寫“失物招領(lǐng)”，“尋物啟事”。
單元教學(xué)、難點(diǎn)一覽
重點(diǎn)難點(diǎn)
1.復(fù)習(xí)詞匯pencilpenbookeraserrulerpencilcase
2.詞匯backpackpencilsharpenerdictionarybasketballcomputergameringwatchnotebookIDcard
3.句型Isthis/thatyour/her/hispencil?Yes,itis.No,itisnt.
Howdoyouspellpen?P-E-N.What’sthisinEnglish?It’sapen.
4.LostandFound話法焦點(diǎn)在于一般疑問句、LostandFound.

單元學(xué)情分析
本單元的主題是識別物品的所屬，同時引導(dǎo)學(xué)生采用Usingcontestguessing和Roleplaying的學(xué)習(xí)策略，學(xué)習(xí)新詞匯，掌握重點(diǎn)句型，使學(xué)生能比較好地解決類似問題（失物招領(lǐng)、尋物啟事），既能提高學(xué)生解決問題的能力，又能鞏固所學(xué)知識。
單元教學(xué)建議
采用Usingcontestguessing和Roleplaying的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件來展開課堂Pairwork,Groupwork的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。
單元課時分配
本單元用3課時教學(xué)
SectionA用1課時
SectionB部分用1課時
SelfCheck及閱讀部分用1課時。

SectionA
教學(xué)內(nèi)容
SectionA（教材P7-9)
教學(xué)目標(biāo)
知識與能力
本單元圍繞“識別物品的所屬”使學(xué)生學(xué)會詢問物品的主人的基本句型“Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t.”，體會一般疑問句的用法，鞏固所學(xué)單詞的拼寫“Howdoyouspellpen?P-E-N.”。提高學(xué)生拼寫單詞的能力。
過程與方法
采用Usingcontestguessing和Roleplaying的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件來展開課堂Pairwork,Groupwork的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。
情感態(tài)度價值觀
該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是“識別物品的所屬”使學(xué)生能比較好地解決類似問題，既能提高學(xué)生解決問題的能力，又能鞏固所學(xué)知識。
教學(xué)重、難點(diǎn)及教學(xué)突破
重點(diǎn)
重點(diǎn)：使學(xué)生學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法；鞏固所學(xué)單詞的拼寫。
教學(xué)突破
SectionA通過FindtheOwnerGame，使學(xué)生學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法。
教學(xué)準(zhǔn)備
教師準(zhǔn)備
制作la部分的插圖和人物對話的課件，人物以動畫片的形式呈現(xiàn)，將聽力部分的內(nèi)容插入，使學(xué)生學(xué)會詢問物品的主人的基本句型；同時復(fù)習(xí)單詞pencilpenbookeraserrulerpencilcase，學(xué)習(xí)詞匯backpackpencilsharpenerdictionary.
學(xué)生準(zhǔn)備
復(fù)習(xí)所學(xué)物品的單詞，體會一般疑問句的用法，鞏固所學(xué)單詞的拼寫；掌握Usingcontestguessing和Roleplaying的學(xué)習(xí)策略。

教學(xué)步驟
(1課時）
一、第一教學(xué)環(huán)節(jié)：情境導(dǎo)入
教師活動學(xué)生活動
1.利用插圖或?qū)嵨锟ㄆ寣W(xué)生將單詞與實物相連復(fù)習(xí)一些單詞、學(xué)一些生詞。然后教師引導(dǎo)學(xué)習(xí)詢問物品的主人的基本句型"Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t．”。
2.讓學(xué)生聽對話，練習(xí)并模仿對話。識別物品的所屬。1.將單詞與實物相連復(fù)習(xí)一些單詞、學(xué)一些生詞。學(xué)習(xí)詢問物品的主人的基本句型"Isthis/thatyour/her/hispencil?Yes,itis.No,itisnt.”。
2.聽對話，練習(xí)并模仿對話。識別物品的所屬。

二、第二教學(xué)環(huán)節(jié)：師生互動
教師活動學(xué)生活動
1.播放2a部分的錄音讓學(xué)生聽，引導(dǎo)學(xué)生通過聽錄音熟悉物品名稱"pencilpenbookeraserrulerpencilcase”，完成2a,2b部分的教學(xué)任務(wù)。
2.引導(dǎo)學(xué)生重復(fù)他們所聽到的，模仿對話，識別物品的所屬，完成2c部分的教學(xué)任務(wù)（Isthis/thatyour/her/hispencil?Yes,itis.No,itisnt.）。
3.概括語法點(diǎn)。1.通過聽錄音熟悉物品名稱"pencilpenbookeraserrulerpencilcase”，完成2a,2b部分的教學(xué)任務(wù)。
2.重復(fù)所聽到的，模仿對話識別物品的所屬，完成2c部分的教學(xué)任務(wù)（Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t）。
3.熟悉語法點(diǎn)
三、第三教學(xué)環(huán)節(jié)：操練、鞏固
教師活動學(xué)生活動
引導(dǎo)學(xué)生復(fù)習(xí)3a表中的26個字母；然后練習(xí)36中的對話操練句型"Howdoyouspellpen?P-E-N.What’sthisinEnglish?It’sapen”。復(fù)習(xí)3a表中的2b個字母；然后練習(xí)3b中的對話操練句型"Howdoyouspellpen?P-E-N.What’sthisinEnglish?Itsapen.”。

四、第四教學(xué)環(huán)節(jié)：做游戲
教師活動學(xué)生活動
通過FindtheOwnerGame，使學(xué)生學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法。培養(yǎng)猜測、推斷的能力。通過FindtheOwnerGame，學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法。提高猜測、推斷的能力。

本課總結(jié)
本課采用Usingcontestguessing和Roleplaying的學(xué)習(xí)策略，利用教學(xué)圖片來展開課堂Pairwork,FindtheownerGame的口語交際活動，使學(xué)生學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法。培養(yǎng)猜測、推斷的能力。同時進(jìn)行聽力訓(xùn)練，培養(yǎng)學(xué)生口語交際能力。

板書設(shè)計
Unit2Isthisyourpencil?
SectionA
Words:pencilpenbookeraserrulerpencilcasebackpackpencilsharpenerdictionary
Drills：Isthis/that/your/our/her/hispencil?Yes,itis.No,itisn’t.
Howdoyouspellpen?P-E-N.
What’sthisinEnglish?It’sapen.
Grammar：Isthisyour/her/his…?Yes,itis.No,itisnt.
Isthatyour/her/his…？Yes,itis.No,itisn’t.
問題探究與拓展活動
找主人：課前教師收集一些學(xué)生的物品并展示，問學(xué)生這些東西是誰的；先詢問幾個學(xué)生某些物品是誰的，然后把名字填在表格里，再讓學(xué)生互相詢問。這種活動可練習(xí)運(yùn)用what特殊疑問句和yes/no問句進(jìn)行物體所屬的問答。

練習(xí)設(shè)計
隨堂練習(xí)設(shè)計
從B欄中選出A欄各句的答語。
AB
()1.WhatsthisinEnglish?A.Nicetomeetyou,too.
()2.Isityourdictionary?B.P-E-T-E-R.
()3.ImGina.Nicetomeetyou.C.Yes,itis.
()4.What’syourlastname？D.ItsanIDcard.
()5.Howdoyouspellit?E.Smith.
KEYS:1.D2.C3.A4.E5.B
個性練習(xí)設(shè)計
比比看：把兩個同學(xué)鉛筆盒里的文具混在一起。然后請他們分別挑出自己和同伴的物品，看誰花的時間最少。在做這種練習(xí)時，可要求學(xué)生采用自言自語的方式，即一邊挑物品，一邊運(yùn)用“Thisismy….That’sher/his…”句型進(jìn)行描述，這樣可練習(xí)物主代詞和指示代詞的用法。

SectionB
教學(xué)內(nèi)容
SectionB（教材Pl0-11）
教學(xué)目標(biāo)
知識與能力
重點(diǎn)內(nèi)容是學(xué)習(xí)一些物品名詞，學(xué)習(xí)如何寫“尋物啟事和失物招領(lǐng)”，同時復(fù)習(xí)“詢問物品所屬”的句型。既可以提高學(xué)生遇到類似挫折時的解決問題的能力，又能鞏固所學(xué)的知識。
過程與方法
運(yùn)用Pairwork,Groupwork、寫“尋物啟事和失物招領(lǐng)”的活動方式，引導(dǎo)學(xué)生進(jìn)行看、讀、問答訓(xùn)練，鞏固所學(xué)知識。培養(yǎng)口語交際的目標(biāo)，加強(qiáng)聽、說能力的培養(yǎng)。
情感態(tài)度價值觀
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。
教學(xué)重、難點(diǎn)及教學(xué)突破
重點(diǎn)
復(fù)習(xí)詞匯pencilpenbookeraserrulerpencilcase
學(xué)習(xí)詞匯backpackpencilsharpenerdictionarybasketballcomputergameringwatchnotebookIDcard.
教學(xué)突破
寫“尋物啟事和失物招領(lǐng)”，畫圖猜測物品。
教學(xué)準(zhǔn)備
教師準(zhǔn)備
利用錄音使學(xué)生學(xué)習(xí)一些物品名詞，并引導(dǎo)學(xué)生進(jìn)行Pairwork，學(xué)會詢問“What’sthis?Itsa….Howdoyouspellwatch?W-A-T-C-H.”；引導(dǎo)學(xué)生寫“尋物啟事”和“失物招領(lǐng)”，畫圖猜測物品，鞏固所學(xué)內(nèi)容，培養(yǎng)學(xué)生動腦、動手的能力及拾金不昧的精神和助人為樂、團(tuán)結(jié)友愛的品德。
學(xué)生準(zhǔn)備
學(xué)習(xí)一些物品名詞，了解寫尋物啟事和失物招領(lǐng)的內(nèi)容和格式。

教學(xué)步驟
（1課時）
一、第一教學(xué)壞節(jié)：看單詞連物品
教師活動學(xué)生活動
1.引導(dǎo)學(xué)生將單詞與物品相連，形成直觀記憶。
2.引導(dǎo)學(xué)生進(jìn)行Pairwork，操練句型"What，sthis?It’sa…．Howdoyouspellwatch？W-A-T-C-H.”，完成1b中的學(xué)習(xí)要求。1.將單詞與物品相連，形成直觀記憶。
2.進(jìn)行Pairwork，操練句型"Whatsthis?It’sa….Howdoyouspellwatch？W-A-T-C-H.”，完成1b中的學(xué)習(xí)要求。

二、第二教學(xué)環(huán)節(jié)：聽、寫物品名詞
教師活動學(xué)生活動
1．聽錄音引導(dǎo)學(xué)生圈出所聽到的單詞。
2．聽錄音引導(dǎo)學(xué)生寫出所聽到的單詞。
3．引導(dǎo)學(xué)生進(jìn)行Pairwork.1．聽錄音圈出所聽到的單詞。
2．聽錄音寫出所聽到的單詞。
3．進(jìn)行Pairwork。

三、第三教學(xué)環(huán)節(jié)：寫“尋物啟事”和“失物招領(lǐng)”
教師活動學(xué)生活動
1.引導(dǎo)學(xué)生看3a部分的“尋物啟事和失物招領(lǐng)”，圈出物品名詞，了解寫尋物啟事和失物招領(lǐng)的內(nèi)容和格式。完成3a的學(xué)習(xí)要求。
2.引導(dǎo)學(xué)生看3b部分的條子。
3.引導(dǎo)學(xué)生寫“尋物啟事和失物招”.1.看3a部分的“尋物啟事和失物招領(lǐng)”，圈出物品名詞，了解寫尋物啟事和失物招領(lǐng)的內(nèi)容和格式。完成3a的學(xué)習(xí)要求。
2.看3b部分的條子。
3.寫“尋物啟事”和“失物招領(lǐng)”。

本課總結(jié)
利用錄音使學(xué)生學(xué)習(xí)一些物品名詞，并引導(dǎo)學(xué)生進(jìn)行Pairwork，引導(dǎo)學(xué)生寫“尋物啟事”和“失物招領(lǐng)”、畫圖猜測物品，鞏固所學(xué)內(nèi)容，培養(yǎng)學(xué)生動腦、動手的能力及拾金不昧的精神和助人為樂、團(tuán)結(jié)友愛的品德。

板書設(shè)計
Unit2Isthisyourpencil?
SectionB
Words：backpackpencilsharpenerdictionarybasketballcomputergameringwatchnotebookIDcardkeyeraserrulerbook
Drills：What’sthis？it’sa….Isitawatch？Yes，itis．No，itisn’t.
Howdoyouspellwatch?W-A-T-C-H.
LostandFound
問題探究與拓展活動
1.失物招領(lǐng)
2.尋物啟事：試著為你丟失的東西寫一份尋物啟事。
練習(xí)設(shè)計
隨堂練習(xí)設(shè)計
重新排列字母，組成單詞。
1.necpd_______2.searre__________3.bapackck__________4.yrsro___________
5.nictodiary_________6.allbbksea__________7.tawhc________8.oclsho_________
9.grin________10.yek_________
Keys1.pencil2.eraser3.backpack4.sorry5.dictionary6.basketball7．watch8.school9.ring10.key
個性練習(xí)設(shè)計
教師可先向?qū)W生提出問題：如果別的同學(xué)錯拿了自己的東西或自己找不到自己的東西，該怎么辦？教師提出問題后，讓學(xué)生分組進(jìn)行討論并記下自己的想法；然后讓學(xué)生將每組中所有學(xué)生的想法進(jìn)行分類，每組選派一名學(xué)生向全班進(jìn)行闡述；教師再將學(xué)生的主要想法收集起來，并記在黑板上。

SelfCheck
教學(xué)內(nèi)容
SelfCheck＆reading(教材P12)
教學(xué)目標(biāo)
知識與能力
復(fù)習(xí)詞匯backpackpencilsharpenerdictionarybasketballcomputergameringwatchnotebookIDcardkeyeraserrulerbook引導(dǎo)學(xué)生自我評價并建立個人生詞表；
復(fù)習(xí)“詢問物品所屬”的句型。
過程與方法
運(yùn)用Usingcontestguessing和Roleplaying的學(xué)習(xí)策略。
首先，通過聽說讀寫檢測使學(xué)生了解自己掌握了那些詞匯。
其次，將未掌握故生詞收人35頁的Vocab-Builder中。
第三，引導(dǎo)學(xué)生看3中的圖，編寫對話操練“Isthat/thisyour…？”。
情感態(tài)度價值觀
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)生的主動性和學(xué)習(xí)興趣。

教學(xué)重、難點(diǎn)及教學(xué)突破
重點(diǎn)
復(fù)習(xí)詞匯backpackpencilsharpenerdictionarybasketballcomputergameringwatchnotebookIDcardkeyeraserrulerbook；
復(fù)習(xí)“詢問物品所屬”的句型。
教學(xué)突破
引導(dǎo)學(xué)生看3中的圖，編寫對話操練"Isthat/thisyour…?"
教學(xué)準(zhǔn)備
教師準(zhǔn)備
制作1、3部分的課件、補(bǔ)充一些內(nèi)容（針對能力強(qiáng)的學(xué)生）。
學(xué)生準(zhǔn)備
收集本單元中盡可能多的單詞進(jìn)行自測。利用LostandFound操練“Isthat/thisyour…?”。
教學(xué)步驟
(1課時）
一、第一教學(xué)環(huán)節(jié)：自我測評
教師活動學(xué)生活動
引導(dǎo)學(xué)生進(jìn)行自我檢測，完成自我評
估，并欣賞JustforFun！進(jìn)行自我檢測，完成自我評估，并欣賞
JustforFun！

二、第二教學(xué)環(huán)節(jié)：語音規(guī)則
教師活動學(xué)生活動
引導(dǎo)學(xué)生看3中的圖，編寫對話操練“Isthat/thisyour…?”?？?中的圖，編寫對話操練“Isthat/thisyour…?”。

本課總結(jié)
引導(dǎo)學(xué)生進(jìn)行自我檢測，完成自我評估；利用詞匯表將生詞進(jìn)行歸納整理記憶利用3中的圖，編寫對話操練“Isthat/thisyour…?”
板書設(shè)計
Unit2Isthisyourpencil?
SelfCheck
Words:backpackpencilsharpenerdictionarybasketballcomputergameringwatchnotebookIDcardkeyeraserrulerbook
Drills:Isthis/thatyourbackpack?No,itisn’t.Yes,itis.
問題探究與拓展活動
多種多樣的教學(xué)法：
語音教學(xué)：模仿操練；詞匯教學(xué)：演示講解、情景操練、反復(fù)使用；
口語教學(xué)：互相操練、對話練習(xí)、交際活動；閱讀教學(xué)：回答問題和填空練習(xí)；
聽力教學(xué)：圖文配對和對話選擇；
寫作教學(xué)：聽寫詞句、填空造句、模仿寫作；
語法教學(xué)：總結(jié)規(guī)律、模仿操練。
練習(xí)設(shè)計
隨堂練習(xí)設(shè)計
寫作。
1.John在學(xué)校大門口丟了手表，請幫助他寫一個尋物啟事。他的電話號碼是：495-3537.
2.Mary撿到兩枚戒指并把它們放到失物招領(lǐng)箱中。請幫助她寫一個失物招領(lǐng)啟事，找到失主。
個性練習(xí)設(shè)計
找物品的主人：將你所熟悉的同學(xué)或教師使用的物品展示在你面前，請你找出物品的主人。
活動流程
(1)教師將課前收集的物品展示給學(xué)生，先詢問：What’sthisinEnglish?讓學(xué)生回答：Itsa…，直到學(xué)生弄清楚是什么物品；
(2)在學(xué)生弄清楚是什么物品之后，再問他們這些東西是誰的：Whoseisthis/arethese…？
(3)從每組中選出一個學(xué)生，詢問他們某些物品是誰的。
(4)A后讓每組中的學(xué)生互相詢問物品的主人：Isthis/thatyour…？No,itisnt.／Yes，itis.
(5）當(dāng)所有的學(xué)生都傲完后，和他們一起確認(rèn)這些物品的主人，并歸還給他們。
(6)最后給每組的學(xué)生代表的回答評分，看誰猜中的數(shù)量多。
教學(xué)探討與反思
典型例題選講
根據(jù)下表中的人物姓名，選用正確的物主代詞填空。
AskAnswer
1.What’syourname？MynameisSonia．
2.What’s________name?______nameisTim.
3.What’s_______name?______nameisKate．
4.What’syourteacher’sname？______nameisLiuYun.
5.What’sthebird’sname？_______nameisPolly.
本題主要考察第三人稱物主代詞的用法。His他的，指男性；her她的，指女性；its它的，指事物。所以答案為：2.his3.her3.her4.its