【www.guakaob.com--教案】
unit3 is this your pencil?全英教案篇一：Unit3 Is this your pencil 全英语教案
Ⅰ.Title：Unit3 Is this your pencil? Section A 1a-1c
Ⅱ. Lesson type：vocabulary and speaking
Ⅲ.Teaching aids：colored chalk, computer, projector, microphone Ⅳ.Teaching objectives：
By the end of the lesson, Ss should be able to:
1. memorize the following new words: pencil, book, eraser, box, schoolbag, dictionary, his, hers, mine.
2. master the following sentence patterns:
----Is this your pencil? ----Yes, it is. It’s mine.
----Are these your books? ----No, they aren’t. They are his/hers. Ⅴ.Important/difficult points：
1. Vocabulary: pencil, book, eraser, box, schoolbag, dictionary, his, hers, mine.
2. correct use of the following sentence patterns:
----Is this your pencil? ----Yes, it is. It’s mine.
----Are these your books? ----No, they aren’t. They are his/hers. Ⅵ.Teaching procedure：
Step 1: Greetings and talking
Step 2: Review
Ss say: “This is my father.”, “These are my parents.” and so on, according to the pictures the teacher presents.
Step 3: Lead-in
Ss say :“He is Kimi/Grace…….” according to the pictures presented.
a) The teacher tells Ss to notice all the children have “a schoolbag” . and then tell Ss: “They went to a bookstore and bought some school things .” and ask them: “Can you guess what they have bought ?”
b) Ss speak out the following words: pencil, book, eraser, box, schoolbag, dictionary.
Step 4: Present the new words
c) T: Now, let’s see what they have bought.(show a picture of a schoolbag) What’s this?
Ss: Schoolbag.
T: Right. A schoolbag. Read after me, a schoolbag.(show a picture of rulers) What are they?
Ss: Rulers.
Ss learn other words in the same way.
Step 5: Practice the new words
a) Ss read the new words presented on the blackboard after the teacher.
b) Ss read the words together.
c) A group of Ss read the words one by one.
d) Ss speak out the words as soon as possible when they see the pictures presented on PPT.
e) Ss do 1a in their textbooks. The teacher check their answers. Pencil __e__, pen __g__, books __b__, eraser __h__, ruler __c__, Pencil box __f__, schoolbag __a__, dictionary __d__.
f) Ss read the words in 1a together.
Step 6: Present the new sentences
a) Ss look at a picture of Angela. The teacher pretends to be Angela and shows Ss how to find owners of the school things by using sentences written down on the right side of the blackboard . ----Is this your pencil? ----Yes, it is. It’s mine.
----Is that your schoolbag? -----No, it isn’t. It’s his.
----Are these your books? ----No, they aren’t. They are his/hers. Step 7: Present the new sentences
a) Ss read the sentences after the teacher and then read altogether by themselves .
b) Ss do practices---- “Identify the ownership” presented on PPT using sentences they’ve learned.
Step 8: Task
a) Ss listen and number the conversations.
b) Ss listen again and repeat the conversations.
c) Ss read the conversations together.
d) Ss role-play the conversations.
Step 9: Summary
a) Ss summarize the words and sentences presented on the blackboard .
b) The teacher explains the words---- mine, hers, his to Ss. Step 10: Homework
a) Ss read the words and sentences presented in this class after class.
b) Ss finish exercises on Xue Fa on page 21.
unit3 is this your pencil?全英教案篇二：人教版新目标英语unit3 Is this your pencil教案
Teaching plan for
Unit3 Is this your pencil?
英本112 钟燕梅 Lesson 1: Section A 1a 1b 1c (45mins) (人教版七年级上) Part1 Teaching aims:
By the end of this lesson, the Ss should be able to:
1. Knowledge objects:
a) Learn some new words about stationery;
b) Use the following sentences when talking about ownership:Is this your pencil?
Yes, it is. It’s …. /No, it isn’t. It’s ….
2. Ability object
a) Develop the Ss’ ability of cooperation;
b) Develop the Ss’ ability of listening and speaking; c) Develop the Ss’ ability of communication;
3. Emotion object:
By playing the games and finishing the task the Ss can know the ownership and be more interested in learning English. Part2 Teaching keys and difficulties:
The Ss can not remember and use the new words and sentences easily:pencil, pen, books, eraser…
①Is this your pencil?
Yes, it is. It’s mine. /No, it isn’t. It’s his.
②Are these your books?
Yes, they are. / No, they aren’t. They’re hers.
Part3 Teaching methods: Communicative Approach, Task-based language teaching, Object teaching
Part4 Teaching aids: blackboard, chalk, PPT, Tapes
Part5 Teaching procedures:
Step1 lead-in (3mins)
a) Greeting;
b) Teacher shows some pictures about stationery and asks the Ss who want to know the things in English, then begins the class; Step2 Words learning
a) Teacher shows the pictures with the match words. Then teaches the Ss new words;
c) Game: teacher gives the pictures and let the Ss match them with the words correctly;
d) Teacher shows the sentences of this lesson;
Step3 Grammar
a) The Ss will be divided into groups of 3-4 persons;
b) Each group string the words together into sentences; c) Each group shows their achievements;
Step4 Listening
a) The Ss listen to the tapes once and answer the questions according to the text;
b) The Ss listen again then read after the tapes and teacher help them to translate the sentences into Chinese;
Step5 Practice
a) The Ss work in pairs to ask each other the ownership of stationery;
b) The Ss complete the sentences and then teacher helps them check their answers;
Step6 Summary and homework
Teacher helps the Ss summarize what they have learn this lesson, and then ask the Ss to make a dialogue about ownership. Part7 Blackboard design:
Part8 Reflection
By learning this lesson, the Ss will be able to use the new words about stationery and the sentences about asking ownerships about the things, and their ability of communicating will be improved. However, the Ss' activities and initiative should be more prominent.
unit3 is this your pencil?全英教案篇三：人教版七年级上学期英语教案Unit3 Is this your pencil
Unit 3 Is this your pencil ?
课时教学具体目标与过程
2
3
课时教学具体目标与过程
5
unit3 is this your pencil?全英教案篇四：英语三年级下册 unit3 Is this your pencil 第二课时教案
unit3 is this your pencil?全英教案篇五：Unit_3_Is_this_your_pencil教案
七年级英语上册 Unit3 Is this your pencil？
Period1教案
九间楼乡中心学校
阚小花
2014年10月15日
Unit 3 Is this your pencil?
Period 1教案
教学目标：
1、学会学习用具的名称：pen pencil pencil box ruler eraser dictionary
2、学会寻找东西的主人用句型Is this\that your …?—Yes, it is .\No, it isn’t. It’s his \her …？ 3、教学重点：学会用句型Is this \that your …?和Are these \those your …?以及肯定回答，否定回答来寻找东西的主人
4、教学难点：物主代词my\his \her ,this \that . 5、教具：多媒体，学习用品的实物。 6、教学过程：
一、Warming up来为本课学习作铺垫。 二、Presentsation：
1幻灯片导入学习用具的图片与名称，引导学生学习训练，熟练。 2 用下列句型来熟悉学习用具的名称。 A：Is this /that a pen？ B：Yes， it is （No，it isn’t）
3 让学生做pairwork练习句型，并让一些同学展示。 三、 Practice：
1 学生用书1a 让学生把图片与单词联系起来，并核对答案。 四、Presentation：
用实物让学生理解运用句型： A：Is this/that your ruler ？ B：Yes， it is
A：Is this your pencil case ？
B：No，it isn’t。It’s his/her pencil box。
2、再用幻灯片展示该句型。同时展示this that 的区别。并让学生练习
再展示幻灯片男孩和女孩各自拥有的东西的图片然后利用图片和教室里的真实情况练习该句型。注意学生是否真确使用his、her、this 、that并加以指引。
3、学生做pairwork。可利用实物也可利用幻灯片图片，让一些同学展示。 五、Practice：
1、学生用书1b听录音并让学生标上对话的序号
2、让学生朗读该对话 六 、游戏：
把学生分成用两组，每组都用一个书包装上一些同学的学习用具。叫一些同学去寻找东西的主人。每人只有两次机会找。 七、 课堂练习 。 单项填空： 1.What’s this? __________a pen.
A.This B.It’s C.Its D.I am 2._____these your rulers? No,_______. A.Is;it isn’t B.Is;it is
C. Are;they are D.Are;they aren’t 根据汉语意思完成句子，每空一词。 3.那不是她的英语书，是我的。
That’s not ______English book.It’s________. 4.这些书是的我，那些书是他的。
These books are ______.Those books are_______. 补全下面对话。 5. 这是你的铅笔吗？ __ ____ your pencil? 是的。它是我的。 Yes, __ __. It’s ______. 6. 那是你的书包吗？ __ ____ your schoolbag? 不，它不是。它是他的。 No, __ ____. It’s ___pen. 把下面的句子翻译成英文。 7.这些是你的钢笔吗？ 8.那些是她的书包吗？
让学生先做完，然后叫学生核对答案。 八、 课堂小结：
九、布置家庭作业 1、背诵本课词汇，句型。
2、运用本课所学知识编写两个新的对话，写在作业本上。 十、板书设计：
反思本课的课堂实际教学，本堂课存在以下可取及有待改进之处： 一、可取之处 1、本课我通过运用实物（学习用品）问，学生回答来复习句型“What’s this/that in English? How do you spell it?”来引出本单元需要掌握的新词，情景真实自然，紧密联系学生生活实际，即复习已知又有助于下一步课堂教学活动的推进。
2、词汇教学部分关注学习策略（文具归类），使用图片、真实物品游戏操练词汇。有效地吸引了学生的兴趣、注意力，有助于帮助学生更轻松地记忆。
3、“this / that”为本课的重难点，为了更好的让学生区分开来，我运教室里现有的物品位置的远近，并结合肢体语言，帮助学生理解this / that的区别及用法不通，调动了学生的积极性，更有利于让学生区别记忆。 4、创设情景，通过归还学生物品与学生自然对话，引入难点一般疑问句的句式特点及其回答，通过PPT中陈述句与一般疑问句的对比，让学生自己理解一般疑问句的句式特点。 二、有待改进之处：
1、我觉得学习英语首先要把基本的单词学会，并且要求学生做到会读.，会写，理解意义，这是学习的第一步，也是关键的一步。虽然单词的学习效果很好，但是耽误了太多有效地课堂时间，以后在单词教学上应该有所取舍，在课前预习上多下功夫。
2、在操练句型上活动单一，操练的时间不够，导致仍有部分同学没有区分开来人称代词的用法。
3、学生活动较少，大部分时间都是教师在教授，应设计多种合作方式或活动内容，多思考怎样做到让每个学生都说话，每个任务都有话说。
4、本课对于知识的运用拓展仍然不够，还停留在课本上。
unit3 is this your pencil?全英教案篇六：译林版小学英语3B Unit 3 Is this your pencil教案
三 年 级 英 语 备 课
三 年 级 英 语 备 课
unit3 is this your pencil?全英教案篇七：七年级英语unit3 Is this your pencil教学设计
初中英语教学设计
unit3 is this your pencil?全英教案篇八：Unit 3 Is this your pencil？ 教案
Unit 3 Is this your pencil?
Unit3 Is this your pencil?
Unit3 Is this your pencil? Section B (1a-2c )
unit3 is this your pencil?全英教案篇九：2012年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版
Unit 3 – Is this your pencil?
Learning Objectives
In this unit, students will learn to identify ownership of personal belongings. They will also be able to spell the name of the object for confirmation.
一、Topics（话题）: Things in the classroom
二、Functions (功能) Identify ownership
三、Structures (结构)
Possessive pronouns mine, yours, his, hers Yes/no questions and short answers Lost and found
四、Target Language (目标语言)
Is this your pencil?
Yes, it is. It’s mine.
Are these your books?
No, they aren’t. They’re hers.
五、Vocabulary （词汇）
Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, bag, baseball, computer game, ID card, watch, ring, mine, your, his, hers
Thank you for..., ask ...for..., a set of
六、Skills (技能)
Listening and read for specific information
七、Recycling （复习巩固）
What’s this? It’s... How do you spell it?
八、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，以及学会写寻物启事和招领启事。
与其他单元一样，本单元共六页（6 pages），其中包括Section A，Section B和Self check。
Section A (Pages13&15) 学会询问物品的所属。提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，通过简单的语言活动进行操练和巩固；Page13,14有听、说、读。
1a, 1b, 1c 重点学习一些表示学习用具的词，学会询问物品的所属。
2a, 2b, 2c,2d继续学习表示学习用具的词。重点学习运用询问物品所属的句型。 3a, 3b, 3c 学会用英语询问物品的名称，进一步巩固询问物品所属的句型。
Section B (Pages16&17) 学会写招领启事和寻物启事。在已有的基础上开展的，Grammar focus, Page3是语言运用。许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。
1a, 1b, 1c, 1d, 1e学会判断物品的所属。
2a, 2b, 2c学会写招领启事和寻物启事。
Self check 检测本单元所学词汇知识，学会询问物品的所属，学会询问物品的名称。课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。
九、学情分析
1）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。
2）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。
3）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。
十、课时安排
Period 1 （Section A：1a-2d）Listening
Period 2 （Section A：Grammar focus, 3a, 3b, 3c）Listening and speaking (I) Period 3 （SectionＢ：1a, 1b, 1c, 1d, 1e）Listening and speaking (II)
Period 4 （SectionＢ：2a, 3b, 2c）Reading, speaking and writing
Period 5 （Self Check）Revision and testing
The 1st period of class: Section A (1a –2d)
Teaching aims（教学目标）
1．本单元我们将学习物品的所属者是谁？
2．根据场景询问英语中对应的表达法。
Language points（语言点）
1. 要求掌握以下句式：
(1) What’s this/that（in English）? It’s a/an„
(2) Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his.
2．要求掌握以下词汇：
Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, mine, your, his, hers
Difficulties（难点）：
How to identify ownership
Teaching steps （教学步骤）
Step 1: Warming up and Presentation (1a: P13)
Good morning, everyone! Last week, we finished Unit 1. Today we are going to learn a new unit, Unit 2. Prepare a box of school things before class and ask the students to learn to demonstrate things. Let’s look at the title of Unit 2. Is this your pencil? What is the unit about?
T: (Take out a box filled with school things and pick out a pencil. T can put some pencils, some pencil-cases, and some rulers and so on in the box.) A pencil, a pencil, this is a pencil. (Stress “this” and “pencil”.) What’s this in English? (Write the sentence on the blackboard and stress “this”.)
S: （repeat）A pencil.
T: Yes, it is a pencil. What’s this in English? (Stress “this”.)
S: A pencil.
T: Do you have a pencil? (Hold the pencil up and point to it.)
S: Yes.
T: Show it to me, OK? (Show the pose of “OK”
do it as T.) OK? (Stress “OK”.)
S: OK.
T: Now, hold your pencil up (Stress “pencil”) and say after me “What’s this in English”?
S: What’s this in English?
T: This is a pencil. (Write “This is„” on the blackboard.)
S: This is a pencil.
T: It is a pencil. (Write “It is„” on the blackboard.)
S: It is a pencil.
T: Good. What’s that in English? (Point to S1’s pencil and write the word “that” under the word “this” on the blackboard and stress it.)
S: A pencil.
T: What’s that in English? (Point to S2’s pencil and stress “that”.) S: A pencil.
T: Good. Point to your friend’s pencil and say after me “What’s that in English?” (Stress “that”.)
S: What’s that in English?
T: That’s a pencil. (Write “That is „”.)
S: That’s a pencil.
T: It is a pencil.
S: It is a pencil.
T: (Put the pencil aside and pick out a pen.) A pen, a pen, what’s this in English?
and try to lead the Ss to
S: A pen.
T: This is a pen. (Point to “This is „” on the blackboard.)
S: This is a pen.
T: It is a pen. (Point to “It is„” on the blackboard.)
S: It is a pen.
【教学设计说明】用实物引出新单词、新句型，分层次处理新单词。
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. Let one or two students, if time permits, let more to come to the front to put the school things into the box or pick them out of the box and say the names of the things. If the students don’t make any mistakes, T can give some small gifts to them.
Step 2: Section A 1a
OK, let’s have today’s new unit. Please open your books at page 13 and look at activity 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?
b. How many words do you know? Can you share the words you know with your partners?
c. Please discuss with your partners and check whether your answers are the same.
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...
c. Who would like to read the words in class?
d. Let’s read the words one by one.
unit3 is this your pencil?全英教案篇十：新目标英语初一Unit 3 Is this your pencil 教案
Unit 3 Is this your pencil?
一、 单元分析
本单元的标题为 Is this your pencil? 话题为 Things in the classroom. 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/his/her books? Yes, they are./No, they aren’t.”，体会一般疑问句的用法；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.”。通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。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。同时学习和巩固名词性物主代词的用法。下面将通过一个表格对本单元的教学作进一步的梳理。
根据《英语课程标准》（实验稿）关于总目标的具体描述，结合第三单元的教材内容，我们分语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：
1） 语言知识：
单词：学习掌握词汇pencil, pen, book, eraser, ruler, pencil case, dictionary,
backpack, baseball, watch, key, computer game, notebook, ring等。
功能：辨认物品的所有者
询问物品的归属，以及英语中对应的表达法 Is this your pencil?
Yes, it is ./ No, it isn’t…etc.
语言结构：指示代词： this ,that，these, those
What引导的特殊疑问句 Yes/No问句及其简单回答 句型How do you spell pencil?
2）语言技能：
听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；
能听懂本课学习活动中的问题，做出较得体的回答。
说：能在本课的任务型活动如：失物招领、制作海报、寻找物品的主人等
中进行简单有效的交流。
读：能正确朗读本单元课文；能查阅工具书为完成任务做准备；能阅读
有关外国学校简单的背景材料。
写：能使用简单的句子和短语参照范例写出“寻物启示”、“失物招领”
等语言材料。
2） 学习策略：
采用Using contest guessing和Role playing的学习策略，利用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。
3） 情感态度：通过参加本单元的任务型活动，激发学习英语的兴趣和热情。在失物招
领、寻物启示等接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
4） 文化意识：对本单元任务型活动中所用的语言材料如请求、感谢、赞扬等作出符合
英语交际习惯的反应；了解英、美国家中小学生的学习、学校生活，培养世界意识。
三．学情分析
初一学生总体特征： 1）、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。
2）、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。
四、 教法、学法与教材处理
为达成上述教学目标，根据Go for it!教材的特点，我们将运用任务型教学途径，而学生也相应地采取自主、合作、探究的学习方式。本单元采用Using contest guessing和Role playing的学习策略，利用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。
主题思维图及任务型活动：
五、教学过程
上一篇：七年级历史三国鼎立教案
下一篇：人教版 8、7、6加几 教案