Unit 3 Is this your pencil?
一、单元教材分析
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/her/his pens? Yes, they are. No, they aren't.”，体会一般疑问句的用法；由形容词性物主代词的用法，到初步学习名词性物主代词的用法；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.”。 通过本单元的教学，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，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。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。
二、单元学情分析
本单元的主题是识别物品的所属，同时引导学生采用实物演示、课件模拟、小组合作学习和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。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。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。
三、单元教学建议
采用Using contest guessing和Role playing的学习策略，利用实物演示、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。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A1 (1a-2d) 用1课时
Section A2 (Grammar Focus-3c) 用1课时
Section B1 (1a-2c) 用1课时
Section B2 (3a-Self Check) 用1课时

Section A1 (1a-2d)
一、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, teacher, excuse me, You're welcome.
2) 能掌握以下句型：
① — Excuse me. Is this/that…? — Yes, it is. / No, it isn’t.
② — Excuse me. Are these/those…? — Yes, they are. / No, they aren't.
③ What about …?
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。
二、教学重难点
1. 教学重点：
1）能口头应用以下句型：
① — Excuse me. Is this/that …? — Yes, it is. / No, it isn’t.
② — Excuse me. 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。
三、教学过程
Ⅰ. Warming-up and revision
1. Greeting the Ss. Good morning! /Hello!/ Hi! ...
2. Let some Ss show their family photo.
3. Let Ss read the new words aloud after the teacher. Then try to remember the new words.
Ⅱ. Presentation
1. Pretend that you don’t know whose these things are and ask A:
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.
2. Tell Ss: my book = mine; his book = his; her book = hers
Ⅲ. Listening
T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
Ⅳ. Pair work
1. Get the students to work in pairs to practice these conversations.
2. Ask them to practice in groups. Walk around the classroom to check pronunciation and intonation. Then call some groups to perform their conversations in front of the class.
Ⅴ. Listening
1. Work on 2a.
T: Please look at the pictures in 2a. Can you say their English name?
(Teacher asks the students to name each one individually.)
T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.
(Play the recording for the students to listen.)
T: Now let’s check the answers. Please hold the things you hear and say their English names, OK?
(Make sure students hold the things to show them to the other students.)
2. Work on 2b.
T: Now please read the words. One holds the things, the others read them aloud one by one.
(One student holds the things, and the other students say the words aloud.)
T: Let’s check the answers. I’d like to ask three students to read the conversation in role.
Ⅵ. Pair work
1. T: Now please practice the conversation with your partner.
2. Ask some pairs to act out the dialogue in front of the class.
3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.
4. Ask some pairs stand up and act out their dialogue using the school things they collected.
Ⅶ. Role-play
Let Ss read the dialogue after the teacher. Then let Ss practice the conversation.
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.
Section A2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 总结归纳辨认物品的所有者所用的句型。
① — Excuse me. Is this/that …? — Yes, it is. / No, it isn’t.
② — Excuse me. Are these/those …? — Yes, they are. / No, they aren’t.
2) 根据不同场景,能用英语对物品的所属进行提问和回答。
3) 培养学生听、说、读、写的能力及创新思维能力。
2. 情感态度价值观目标：
通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务。
二、教学重难点
1. 教学重点：
1) 总结归纳辨认物品的所有者所用的句型。
2）通过进行不同形式的对话练习来熟练运用辨认物品所有者的句型，同时复习所学的学习用品的词汇。
2. 教学难点：
总结归纳辨认物品的所有者所用的句型；熟练运用这些句型。
三、教学过程
Ⅰ. Warming-up and revision
1. Greeting the Ss and Check the homework.
2. (Ask Ss to put some school things on their desks.)
Let some Ss stand up and say what school things they have.
Ⅱ. Grammar Focus.
1. 阅读指导：
1）老师总结已学过的辨认物品的所有者所用的句型。
第一类为辨认单个物品时，较近处的用Is this…; 较远处的用Is that…；回答用Yes, it is. / No, it isn’t.
第二类为介绍多个物品时，较近处的用Are these …; 较远处的用Are those … 回答用Yes, they are. / No, they aren’t.
2）物主代词分为两类，一类是形容词性物主代词，另一类为名词性物主代词。
在用法上形容词性物主代词 + 名词 = 名词性物主代词
① it is = ______ ② they are = _______
③ is not = _______ ④ are not = _______
⑤ that is = _______ ⑥ name is = ______
Ⅲ. Practice
1. T: Let’s work on 3a. Look at the pictures in 3a. We can see the first picture is close to us, but the second picture is a little far from us. When we ask about them, we must pay attention to the use of this, that, these and those.
2. Now try to complete the questions and answers about each picture.
3. Check the answers with the class.
4. Explanation:
① this/these “这，这个/这些”，用于指代在时间或空间上说话人较近的人或物。
② that/those “那，那个/那些”，用于指代在时间或空间上说话人较远的人或物。
Ⅳ. Practice
1. Let’s work on 3b.
T: Read the questions and complete the answers. You should pay attention to this/that and these/those。
2. Ss read the questions and answer the questions with their partner. Then write down their answers in the blanks.
3. Check the answers with the class.
Ⅴ. Game
1. Divide the Ss into five or six groups. Each group has six to eight students. All the students in a group put some of their school things into a box.
Ⅵ. Exercises
Do some more exercises.
(使用多媒体课件来做更多的练习题来巩固所学的知识)
Homework
1. Review the Grammar Focus again.
2. Play the game with your friends after class. Then write down the conversation on your workbook.
Section B1 1a-2c
一、教学目标：
1. 语言知识目标：
1) 掌握下列词汇：baseball, watch, computer game, ID card, notebook, ring, bag, library, lost, at, call
理解下列词汇：ask, some, found, classroom, e-mail
2) 掌握下列句型：
— What’s this? — It’s a watch.
— How do you spell it? — W-A-T-C-H.
3) 能够使用目标语言询问东西的所属，或者寻找物品的主人。
4) 能够读懂一些简单的招领和寻物启示。
2. 情感态度价值观目标：
通过学习“询问物品所属”及阅读“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。
二、教学重难点
1. 教学重点：
1）学习新词汇及询问如何拼写词汇的句型。
2）通过听、说的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。
3）阅读一些简单的招领和寻物启示，并能获得相关信息。
2. 教学难点：
阅读一些简单的招领和寻物启示，并能获得相关信息。
三、教学过程
Ⅰ. Warming- up and revision
1. Greeting the Ss. Check the homework.
2. Review the school things we learned in Section A. Let Ss say the school things they have.
3. Pick up some school things from the students’ desk and ask about them. (Using this, that, these, those) Let other students answer the questions. They must say the owner the things.
Ⅱ. Presentation
1. T: Look at the picture.
(Show students a picture of a watch.)
T: What’s this in English? It’s a watch.
(Ask a student) What’s this in English?
2. (Teach the other words “baseball, computer game, key, notebook, ring and ID card…” in the same way.)
T: Let’s say the words again. What’s this in English?
(Show the words random. Ask questions like this.)
Ⅲ. Practice
1.  T: Now look at the 1a. Here are some new words in the box and some pictures below the box. Match the words with the things in the picture.
Ss: OK. (Ss work with their partners try to match the words with the things in the picture.)
2. Check the answers.
Ⅳ. Listening
1. Work on 1c.
(Check the answers with the class)
2. Work on 1d.
(Check the answers with the class)
Ⅴ. Pair work
1. Now let’s make conversations about the things in 1d. Suppose you are Linda and your partner is Mike. Make a conversation and practice it. Then you can change roles. Your partner is Linda and you are Mike. Make another conversation again and practice it.
2. Ss make conversations as the teacher asks.
3. Let some pairs act out their conversations.
Ⅵ. Writing
1. We all have many school things. We always lose some school things easily. Now discuss the school things you lose easily with your partner. Write them down on your workbook. Then report them to the class.
2. Ss work with their partners.
3. Let some Ss report their things to the class.
Ⅶ. Presentation
(Using pictures or showing Ss pictures on the screen)
1. T: Now look at the screen. This is our school library. Is it a nice library?
2. T: My phone number is 13965748761. So you can call me at 13965748761. And my e-mail address is Engteacher@163.com. So you can e-mail me at Engteacher@163.com. right?
(Write “call me at…” and “e-mail me at…” on the blackboard)
3. Let the students read and try remember the new words and expressions.
Ⅷ. Reading
1. T: Have you ever picked up others’ things or lost anything? What are they?
S1: I lost a backpack.
S2: I picked up a pen.
T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.
T: If you lost something, what should you do? You can answer it in English or Chinese.
S5: 寻物启事。
T: You are great! Here are four notices on the board. Read the notices and circle the lost things.
2. Let some Ss say the answers.
3. Read the notices again and write down the items. Then check (√) Lost or Found.
4. 阅读指导
① 在第一条信息中，开头