Unit3 Is this your pencil Section A精品课件
2
1
B: No, they aren’t. They’re hers.
A: What’s this? Pairwork B: It’s an eraser. A: Spell it, please. B: E-R-A-S-E-R. A: Is this your eraser? hers B: No, it isn’t. It’s hers. What’re these? A: They’re dictionaries. B: Spell it, please. A: D-I-C-T-I-O-N-A-R-Y. B: Are these your dictionaries? A: Yes, they are. They’re mine.
1b Listen and number the conversations [1-3]. Listen and imitate. 听录音并模仿。
3
A: Is this your pencil? B: Yes, it is. It’s mine. A: Is that your schoolbag? B: No, it isn’t. It’s his. A: Are these your books?
erasers
pencil boxes
rulers
What’s this/that? It’s a/ an … What’re these/ those? They are …
Match the words with the things in the 1a picture. e 1.pencil g 2.pen b 3.books 4.eraser h 5.ruler c 6.pencil box f 7.schoolbag a 8.dictionary d
hers
Pairwork
A: Is this your pen? B: Yes, it is. It’s mine. Is that your eraser? A: No, it isn’t. It’s his.
his
his
mine
mine
hers
Are these your dictionaries?
Summary
-- Is this/ that your……?
-- Yes, it is. It’s mine.
No, it isn’t. It’s her / his. -- Are these/ those your……? -- Yes, they are. They’re mine. No, they aren’t. They’re her/ his.
your A: Is this ______(you)ruler _______?
it is B: Yes, ____ ____. It’s (I) ______. mine
your A: ___ that _____ ( you )schoolbag Is __________?
B: _____, it isn’t. No mine It’s not (I)_______.It’s (he)__________. his
his
Pairwork
A: Are these your pencil boxes? B: Yes, they are. They’re mine. Are those your dictionaries? A: No, they aren’t. They’re hers.
mine his
his hers
Is this your schoolbag? Yes, it is. It’s mine. my schoolbag
Is this your eraser? No, it isn’t.It’s his.
his eraser
his
Is that your pencil?
No, it isn’t.It’s hers. her pencil
Yes, they are.
They’re mine. my dictionaries
Are these your books?
No, they aren’t. They’re hers. her books
hers
Are those your pencil boxes?
No, they aren’t. They’re his. his pencil boxes
pencil boxes A:___ these _____ ( you ) ____________? Are your mine B: No, they ______. They’re not (I)_____. aren’t
hers They’re (she)__________.
A: Are those _____ ( you ) dictionaries ___ your __________?
Unit 3 Is this your pencil?
Period 1
Section A (1a—1c)
Who’s the quickest? 比比谁最快？
It’s a/ an……
What’s this? It’s a pencil.
a pencil
a pen
a book
a schoolbag
a dictionary
an eraser
What’s that?
It’s an eraser.
an eraser
a pencil box
a ruler
What are thห้องสมุดไป่ตู้se? They are pencils.
pencils
schoolbags
pencil boxes
dictionaries
What are those? They’re erasers.
B: Yes, ______ _______. they are
Today’s Homework
• 1. 校本作业 Unit3 Period 1. • 2. 作业本第一课时。 • 3. 听读背20minutes。
Unit3 Is this your pencil 全英语教案讲课讲稿
U n i t3I s t h i s y o u r p e n c i l全英语教案Ⅰ.Title：Unit3 Is this your pencil? Section A 1a-1cⅡ. Lesson type：vocabulary and speakingⅢ.Teaching aids：colored chalk, computer, projector, microphoneⅣ.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 talkingStep 2: ReviewSs say: “This is my father.”, “These are my parents.”and so on, according to the pictures the teacher presents.Step 3: Lead-inSs 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 wordsc)T: Now, let’s see what they have bought.(show a picture of aschoolbag) 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 wordsa)Ss read the new words presented on the blackboard after theteacher.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 thepictures 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 sentencesa)Ss look at a picture of Angela. The teacher pretends to be Angelaand shows Ss how to find owners of the school things by usingsentences 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 sentencesa)Ss read the sentences after the teacher and then read altogether bythemselves .b) Ss do practices---- “Identify the ownership” presented on PPTusing sentences they’ve learned.Step 8: Taska)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: Summarya)Ss summarize the words and sentences presented on theblackboard .b)The teacher explains the words---- mine, hers, his to Ss.Step 10: Homeworka)Ss read the words and sentences presented in this class after class.b)Ss finish exercises on Xue Fa on page 21.。
人教版Unit 3 Is this your pencil 说课稿
Unit 3 Is this your pencil?Section A (1a-1c) 说课稿Good morning, my dear judges. Today, my topic is “Is this your pencil?” Now, I will show you my lesson from the following parts: Overall design idea, analysis of the learners, teaching objectives, teaching key and difficult points, teaching model, teaching aids and teaching procedures. I will present them one by one.The analysis of the teaching material:[What] This lesson is a new lesson on listening and hearing, taken from the content of Unit 3 Is this your pencil? The topic context is "People and Society", and the focus is on the topic of "identifying the ownership of objects".[How] This lesson introduces common objects in the classroom and presents conversations between people to put students in a real-life communication situation. The content of the lesson is lifelike and close to students' lives, respecting their subject position, inspiring them to find problems and solve them, focusing on the development of students' learning abilities and the training of their thinking skills, cultivating their core literacy, and improving their ability to use language in an integrated way.[Why] This lesson presents a realistic language environment for students to learn how to take care of their belongings and to develop the habit of looking after their belongings, and to learn how to ask and answer in a civilized and polite way in English.Analysis of the learners:Some students have a good foundation in English and are good at expressing themselves; however, there are also some students who are weak in English and are obviously stratified. The students have some basic language skills in the topic of "confirming the ownership of an object", but they are unfamiliar with how to describe an object in detail and find its owner.Teaching objectives:After learning this lesson, students should be able to1)read and write the key words and expressions, like pencil, pencil box,schoolbag, dictionary, eraser, book, mine, his, hers, excuse me, and thank you;2)perceive and use the sentence patterns like “Is this/that...?” “Yes, it, is. No,it isn’t” to identify th e ownership of the things and answer the questions;3)improve their listening micro-strategies like prediction the dialogue andshorthand the key information;4)identify the differences between the nominal possessive pronounces and theadjective possessive pronounces by using then in group works;5)realize the importance of taking good care of their own things and foster thegood habit;Teaching key and difficult points；Teaching Key Points:After learning this lesson, students should be able to 1)use Yes/No questions to identify the ownership of the things and answer the questions; 2)improve their listening micro-strategies like prediction the dialogue and shorthand the key information; 3)use Yes/No questions to identify the ownership of the things and answer the questions;Teaching Difficult Points:After learning this lesson, students should be able to identify the differences between the nominal possessive pronounces and the adjective possessive pronounces by using then in group works.Teaching model：Activity-based language teachingTeaching aids：PPT, blackboard, textbookTeaching procedures:Step 1: Warm-upLet students enjoy a video about the things in the classroom. The aim of this task is to get students ready for the class and arose their interest.Step 2: Lead-inIn this step, firstly, I will show students Tom’s desk and ask them what they can see in Tom’s desk. (T: What’s this/that? What are these/those?) and then I will let them play a game: stand up and say the words. The aim of these tasks is to help students read and grasp the pronunciations and meaning of the new words in an easy circumstance and remove the obstacles for the following learning.Step 3: ListeningPre-listening: Firstly, I will let the students predict what people talk about in the picture and then ask them do the exercises on 1a: match the words with the things in the picture. And then, I will lead them to the listening part. (T: Can you tell me the owner the things in the picture. Now, let’s listen.) The aims of these tasks are to make sure that students have grasped the new words and let students get interested in the listening part.While-listening: Let students work on 1b: listen and number theconversations. And then check the answers. This task aims to impro ve students’ listening ability and enable them to perceive the target language.Post-listening: Firstly, I will let students listen and repeat. Pay attention to the intonation. And then I will let the students read the conversations with the partner. After that, students will be asked to underline the sentences asking about the ownership form the conversations in 1b. And then Find out the differences between the adjective possessive pronouns and nominal possessive pronouns.The aims are to help students perceive the intonation and practice their listening and speaking ability. And to break through the key points and difficult points, inspire students to find out the target language and underline the difference between adjective possessive nouns and nominal possessive pronouns.Step 4: Deep-thinking and discussionFirstly, I will show students a picture of Doraemon and tell students Doraemon has a magical pocket. Secondly, inspire students to take good care of their own things and foster the good habit.The aim is to help students consolidate the adjective possessive nouns and nominal possessive pronouns and how to ask the ownership of things. And to let the students apply the target language in real situations, develop students’ speaking and cooperative ability and carry put emotional education.Step 5: SummaryLet students review what they have learnt today. To use a mind map to make a summary of the knowledge in this class and make students understand the key points of this lesson.Step 6: HomeworkRecite the new words and important sentences.Make conversations in other situations, for example, library, canteen and so on. These tasks aim to let students review and consolidate what they have learnt in this lesson.Thank you for your listening.。
Unit 3 Is this your pencil Section A 1a-1c课件
Unit3Is this your pencil?Section A (Period one)Teaching aims and demands:1. Knowledge objects :Words & phrases: pencil , box , pencil box , book,eraser , schoolbag , dictionary,mine , yours , his , hers.Key sentences:---Is this/ that your … ?---Yes, it is. It’s mine./No, it isn’t. It’s …---Are these/those your …?---Yes, they are. They’re mine./No, they aren’t. They’re…2. Ability object :Students can be able to talk about things in the classroom after learning.3. Emotional attitude:Students can be interested in learning.Students get to know: It’s polite to thank the one who helps you. Teaching key/ difficult points:Talk about how to identify ownership.Teaching methods:Pair-work , Multimedia teachingTeaching procedures：Step1 Greeting and warming-up1. Greet the whole class as usual.2. Sing a song ‘How are you?’ .Step2 RevisionReview some sentences：What’s this? ---It’s…What’re these? ---They’re…Step3 Lead-in1.Students get to know some new words by learning .2.Students describe the things and say the new words together. （pencil , box , pencil box , book , eraser , schoolbag , dictionary, ）3. Say the sentences: What is this in English? ---It’s …This is my …about the new words.Step4 PracticeAsk and answer: Students talk about things with partners. Practice the sentences:Is this your/my/his/her pencil? --Yes, it is. /No, it isn’t.Are these your(/…) pencils?—Yes, they are. /No, they aren’t.Then lead in new expressions (Yes/No questions and short answers).Step5 Consolidation1. Students understand and practice the phrases below:It is my pen. = It is mine.It is your book. = It is yours. …2. Practice the new phrase by using the sentences below:---Is this your book?---Yes, it is. It’s mine.---Are these your books?--- No, they aren’t. They’re hers.Step6 ListeningStudents listen to the recorder (1b) and number the conversations.Play the recording for the first time. Students say the things after the recording. Check the answers.Students repeat the conversations.Step7 Pair-work1. Two students read the conversations on the screen.：A: What’s this?B: It’s a ...A: Is this your …?B: Yes, it is. It’s mine.(No, it isn’t. It’s his/hers.)A: What’re these?B: They’re …A: Are these your …?B: Yes, they are. They’re mine.(No, they aren’t. They’re hers.)Students get to know: It’s polite to thank the one who helps you.2. Students discuss with partners and use the sentences to talk about the things around them and their owners.Step8SummarySummarize useful words and expressions.Step9 Homework1. Students draw some pictures about learning stationery.2. Students make dialogues after class by using the key vocabulary and the target language in this period.Blackboard design Unit3 Is this your pencil?mine yours his hers Is this your…? --- Yes, it is. It’s mine.No, it isn’t. It’s his/hers. Are these your…? ---Yes, they are. They’re…No, they aren’t. They’re…English teaching planUnit3Is this your pencil?Teacher:School:。
人教版初中七年级上册英语第三单元_《Unit_3_Is_this_your_pencil》精品课件PPT模板教学说课多媒体(35页)
Linda: I’m looking for my watch.
Teacher: OK. Is this your watch?
…
.... Linda: No, it isn’t. That’s my watch.
Teacher: Here you are.
Linda: And that’s my ID card.
Unit 3 Is this your pencil?
1a — 2c
一、重点句型
1. 这是你的铅笔吗？ _I_s _t_h_i_s your pencil?
2. 是的。它是我的。 Yes, _i_t _i_s. It’s __m_i_n_e_.
3. 那是你的书包吗？ _I_s _t_h_a_t your schoolbag?
about the things in the A: What’s this? picture. B: It’s a watch. A: How do you spell it? B: W- A -T - C-H.
A: What’s this? B: It’s a(n) _________. A: How do you spell it? B: ______________.
Mike: Mike.
Teacher: Ok. Here’s your baseball.
Mike: Thank you.
2a Write the things you lose easily.
_e_r_a_s_e_r___k_e_y_s___p_e_n__c_il___r_u_l_e_r____p_e_n___b_o__o_k_ __…________________________________________
初中英语教案 Unit 3 Is this your pencil？Section A第一课时教案
Unit 3 Is this your pencil?第一课时 1a-1c教学目标1．Get the students to learn the names of t he objects.2．Get the students to learn to talk about ownership.教学内容New words: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, mine, hers, excuse, me, excuse me, thankNew sentences:-- Is this your ruler?--No, it isn’t. it’s her ruler.--Is that your schoolbag?--No, it isn’t. it’s his schoolbag.教学步骤Ⅰ Warming- up and revision1. T: Good morning. My name is …. What’s your name?S: Good morni ng. My name is ….T: Nice to meet you.S: Nice to meet you, too.T: Excuse me, what’s your telephone number?S: It’s 628-9904.2. T: What’s your first name?S: My first name i s Lin. Then ask the class: What’s her first name?T: What’s your last name?S: My last name is Kan. Then ask the class: What’s her last name?3. Divide the class into Group A and B. Draw two baby birds on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more clouds below their bird, at the end of the class, the group which gets more clouds will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competitionII. PresentationT shows a pen and asks “What’s this in English?” Ss: It’s a pen. T writes a pen on the blackboard. Then show a pencil and ask the same questions. Write the word on the blackboard. After all the words are on the blackboard, ask them to read after the teacher. Then practice like this. If the teacher reads the word correctly, students read after the teache r. If the teacher does not read that word, the students should stop. If one student reads at this time, then he or she will lose a point. First the teacher reads slowly, then fast, then faster.III. SummaryWrite a sentence: This is your ruler. This is a statement. Is this your ruler? Thisis an interrogative sentence. In writing, an interrogative sentence ends with a question mark. In spoken English, your voice goes down when you speak a statement, and y our voice goes up when you speak an interrogative sentence.IV．Work on 1a and 1bAsk the students to match the words and objects in the picture by writing the letter of the object on the blank line after the word. Focus attention on each of the three conversations. Ask students to identify the objects the person in each conversation is holding or pointing to.(A boy is holding a pencil, a girl is holding a ruler, and the teacher is pointing to a schoolbag.)Then Play the recording the first time. Students only listen. Point out the boxes where students will write a number in the box to each conversation.V．Work on 1c1. Get the students to listen again repeat each conversation. Pay attention to the falling and rising tones in each conversation.2. point t o the book in the main illustration and substitute book into one of the conversations. Ask students to practice the conversation in pairs. Remind them to use various objects from the main illustration. The teacher checks the progre ss and pronunciation.VI．Work on 2a and 2bPoint to the objects in the illustration and ask students to name each one. Play the recording the first time. Students only listen. Play the recording a second time. This time students put a checkmark in the blank after each item whose name is mentioned in the conversation. Then ask students to point to the blank lines in the conversation. Say, You will write one of the words from the box on each blank line.Now let’s listen to the tape and repeat. Please try to recite the conversation like the tape. Practice. First imitate then fill in the blanks.VII. HomeworkListen and read after the tape for thirty minutes.Recite the converstaion of Section A, 2b.Write down the Chinese meaning of the new words and key sentences, then translate them into English.。
人教版七年级英语上册第三单元教学课件Unit_3_Is_This_Your_Pencil精品课件PPT模板教学说课多媒体(21页)
call + 某人 + at +电话号码 (打这个号码给某人）
Call Mary at 123—4567
文章主题 通过写寻物启示和招领启示，达到物归 原主的目的。 谋篇布局 写寻物启示和招领启示时，要写清楚物品 是什么、丢失者或捡到者的姓名和联系方式，语言一 定要简洁，不得详细描述物体特征，以防冒领。 遣词造句
Found: Is this your key? Please call Jenny. Tel:610-3729 .
Lost: I lost my telephone. My name is Mike. Please call 522-8260.
根据启事判断下列句子的正 (T) 误(F)。
(F )1. This is Jenny’s key. (T )2. Jenny’s phone number is 610-3729. (T )3. Mike lost his telephone. (F )4. Jenny lost her key.
• 4.游戏,比赛__ga_m__e___ • 12.一些__s_o_m_e____
• 5.学生卡，身份证_ID__card • 13.找到，发现__fin_d_
• 6.戒指____ri_n_g______
• 7.笔记本__n_o_t_e_bo_o_k__ • 8. 袋，包__b_a_g_____
（过去式，过去分词）
• 1.教室____c_la_s_s_ro_om
• 2.一些_____so_m_e__ • 3.找到，发现__fi_n_d
（过去式，过去分词）
_____f_ou_n_d _______
• 4.电子邮件___e_-_m_ail
初中英语《 Is this your pencil》优质课教案、教学设计
Unit 3 Is this your pencil?第一课时Section A (1a～2c)Step 1 准备与热身(Preparation)T：We have some school things at school. The things are very important to our study.Do you know how to say them in English? .Then ask the students to think about the new words about school things last class.(This activity warms up the students as well as provides review of the new words.) Step 2 呈现与输入(Presentation)1．Present the new words.Teacher shows some school things in the PPT to students and ask some questions about them to help students to learn the new words.2．Practice the new words.T ：Now ，please look at the picture(1a)in your books.Can you put the words with the objects in the right pictures?Write the letters next to the words，please.(Give Ss about two minutes to finish 1a.)Then check the answers.Ss：…(This activity introduces the names of some common personal possessions.)Get students to practice conversations and communicate with each other using the following sentences：What't this/that in English? It's a/an…—Is this/that your…？—Yes，it is./No，it isn't.—Is this/that his/her…？—Yes，it is./No，it isn't.Step 3 练习与体验(Practice)1.Play the tape of 1b ，get students to listen and number the conversations，then finish the teaching task of 1b.2.Play the tape of 2a，get students to listen and check the things they hear.3.．Play the tape of 2b，get students to fill in the blanks with the words they have heard on the tape，then finish the task of 2b.Step 4 运用与Th成(Production)T ：Let's read the conversations together ，paying attention to the pronunciation and intonation.Then leave students several minutes for them to practice the conversations.Encourage them to make their own conversations using the school thingsin the classroom in pairs.Finally，invite some pairs to act out their conversations.Step 5 巩固与提高(Progress)【探究点】Is that your schoolbag? 那是你的书包吗？Is this/that…？是一般疑问句，意为“这/那是……吗？”回答时要用yes(是) 或no(不是), 且答语中要用it 代替this 或that, 即Yes，it is./ No，it isn't.【针对训练】—Is this his pencil?— C ．A．Yes，it's B．Yes，it's my pencil C．No，it isn't D．Thisis his pencil【探究点】—Are these your books? 这些是你的书吗？—No，they aren't.They're hers.不，不是。
《Unit 3 Is this your pencil？》单元课件(优质课)
Practice
his books = _______ his her books = _______ hers _______ my books = mine your books = _______ yours
1b
Listen and number the conversations [1-3]. A: Is this your pencil? 3 B: Yes, it is. It’s mine.
Words Review
me excuse excuse me about What about…? thank yours for thank you for help welcome You’re welcome.
pron. 我 (I 的宾格) v. 原谅；宽恕 劳驾；请原谅 prep. 关于 ……怎么样?......好吗？ v. 感谢 pron. 你的；你们的 prep. 为了；给；对 为……而感谢 v. ＆n. 帮助；援助 adj. 受欢迎的 别客气
We’ll see which group does the best.
1. Is that your schoolbag? 那是你的书包吗？
*一般疑问句：疑问句的一种，指用yes
（是）或no（否）来回答的句子。 结构：be+主语+其他成分 句式： ⑴ -- Is this / that ......? -- Yes, it is. / No, it isn’t. ⑵ -- Are these / those ......? -- Yes, they are. / No, they aren’t.
Are these his books?
No, they aren’t. They are her books/ hers.
Unit3Isthisyourpencil(第1课时)课件(完整版)
pencil box
pen
schoolbag
A:---Is this her / his/your pencil? B:---Yes, it is.it’s hers/his/mine.
Test 1.I have an___e_r_a_se_r（橡皮） ,three____b_o_xe_s（盒子） and two______d_ic_t_io_n_a（rie字s 典）. 2.Thanks for___h_e_l_p_in_g___(help) me. 3.This is__m_(yI) friend.___H_e(rshe) name is Lucy. 4.That’s not__m_y(me) picture.It’s__y_o_u(yr ou) picture 5.Is that _h_is__(he) pen?No,it’s___h_e(rhser). 6.Is this your book?Yes,it is____m_in(me y).
Are these her books? 4.Those are his oranges.
Are those his oranges?
5.Those are my backpacks. Are those your backpacks?
Ⅳ.句型转换
1. This is my pencil. (一般疑问句) Is this your pencil?
一、背诵SectionA2d。 二、完成《基训》SectionA。 三、预习课本15、16页内容。
Ⅲ. 变为疑问句
1.This is my clock. Is this your clock?
2.That is your ring.
Is that your ring? 3.These are her books.
七年级英语上册Unit3 Is this your pencil？SectionA(1a-2d)教案
2.利用所学目标词汇，自己创编新的对话，拓展学生词汇及语言能力。
检查学生是否能够通过反复朗诵课文，用目标词汇和语言创编新的对话
3
深度加工知识
Step 5
While-
listening
1. Work on 2a.
T: Please look at the pictures in 2a. Can you say their English name?
1.教授核心句型Is this your …?
2.教授核心词汇pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours…
3.通过书上练习巩固所学词汇
1.通过所给图画，练习学生对之前所学单词的掌握情况。
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.
2. Ask them to practice in pairs. Walk around the classroom to check pronunciation and intonation. Then call some pairs to perform their conversations in front of the class.