Unit2Isthisyourpencil?一、单元分析语言目标学习策略与思维技巧重点词汇运用this/that的一般疑问句及其答句；What引导的特殊疑问句及其简略回答。以游戏的形式，做出推理与判断，培养综合分析能力。pencil,pen,book,eraser,pencil-case,backpack,ruler,key,IDcard,baseball,watch,game,ring,computer,notebook语言结构语言功能跨学科学习Demonstrativesthis,that;Whatquestions;Yes/NoquestionsandshortanswersHowdoyouspellpencil?(Formulaic)寻找物主培养学生绘画和写作能力二、主题词表pencil,pen,book,eraser,pencil-case,backpack,ruler,key,IDcard,baseball,watch,game,ring,computer,notebookExtensivewords:textbook;exercise-book;ball-pen;compass;sharpener;rubber;glue;color-pen;sticker;highlight;ball-point;scissors;chalk;file;blackboard;ink;set-square;paper;pamphlet;peg.三、重点句型（1）Isthisyourpencil?Yes,itis./No,itisn’t.（2）Isthatmybook?Yes,itis./No,itisn’t.（3）Isthis/thather/hiseraser?Yes,itis./No,itisn’t.（4）What’sthis/thatinEnglish?It’sa/an……（5）Howdoyouspellpen?P-E-N.四、教学目的：学习有关文具的英文表达方式需要学习和掌握的新单词与新句型：pencil,pen,book,eraser,pencil-case,backpack,ruler,key,IDcard,baseball,watch,game,ring,computer,notebook1.Isthisyourpencil?Yes,itis./No,itisn’t.2.Isthatmybook?Yes,itis./No,itisn’t.3.Isthis/thather/hiseraser?Yes,itis./No,itisn’t.4.What’sthis/thatinEnglish?It’sa/an……5.Howdoyouspellpen?P-E-N.SectionA教案TaskOne:Leadin---Learningwords.Step1：出示实物或图片，问学生What’sthis/thatinEnglish?导入TaskOne中新词。（pencil,pen,book,eraser,pencil-case,backpack,ruler,key,IDcard,baseball,watch,game,ring,computer,notebook）板书目标词汇。Step2:抽取学生中的文具由学生问，学生答；复习上一步所学单词。Step3:从学生中收取一部分文具，引入句型Isthisyourpencil?Yes,itis./No,itisn’t.或Isthatmybook?Yes,itis./No,itisn’t.etc.TaskTwo:Guessinggame(Findingtheowners)教学目的：巩固目标词汇和Isthisyourpencil?Yes,itis./No,itisn’t.etc.复习What’sthis/thatinEnglish?It’sa/an……Howdoyouspellpen?P-E-N.Step1:每位学生将自己准备好的物品放进一个袋子里。Step2:教师与一位学生做示范。为接下来的Groupwork作铺垫。需要用到的句型打在屏幕上。Step3:学生开始做Groupwork。Step4:展示各小组统计的结果，看哪组同学在规定时间内猜出的物品的主人最多。TaskThree:Competition.教学目的：培养学生在一定语境下综合运用目标语的能力。Step1:在小组内部将各自的文具汇集到一处。运用句型：Thisismy…….Step2:交换小组成员。来自外组的同学负责寻找相关文具的主人。运用句型：Isthisyour…..?IsthisJane’s……?Step3:完成下表并由GroupLeader进行汇报。stationeryOwnersharpenerPencilcaseeraserdictionaryTaskFour:Homework:Writedownadialogueusingthewordsandthetargetlanguages.Previewthecontentofthenextperiod.板书设计：Unit2Isthisyourpencil?What’sthis/thatinEnglish?It’sa/an……Howdoyouspell….?Isthisyour/Tina’sbackpack?Yes,itis./No,itisn’t.It’shis/Mary’s.教学反思：本课时以寻找物主为主线，用实物或实物简图为学生提供尽可能真实的场景，让学生产生一定的体验，并在体验中学习、探究，课堂气氛活跃，学生学习兴趣高，学习效果也较好。同时教师为学生设计了一个任务链，加强了活动之间的联系，同时活动之间的层次分明，学生易于接受。
