以下是威廉希尔app 为您推荐的Unit 2 Is this your pencil?，希望本篇文章对您学习有所帮助。

Unit 2 Is this your pencil?

本单元围绕着“Is this your pencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。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.

教学目标

1) 知识目标：A.学习并掌握指示代词: this、 that;

B.学习What引导的特殊疑问句;

C.学会Yes/No问句及其简单回答;

D.学会句型：---How do you spell pen? P-E-N.

2)能力目标：A.能辨认物品的所有者;

B.根据不同场景,能用英语对物品的所属进行提问和回答;

C.能识别不同句式的语调(陈述句,疑问句);

D.培养学生听、说、读、写的能力及创新思维能力.

3)情感目标：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;

B.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.

教学重点、难点

重点：A.掌握批示代词this、 that用法;

B.掌握特殊疑问句和Yes/No问句及其简单回答.

难点：学会写寻物启事和失物招领.

课时安排

第一课时 Section A 1a-1c

第二课时 Section A 2a-4b

第三课时 Section B 1a-2c

第四课时 Section B 3a-4 Self-check 1-3

Period One

课前准备

教师：录音机，图片，物品实物.

学生:实物(学习用品).

教学设计

Step One: Warming up.(通过复习形容词性物主代词，把学生引入学习英语的

情境中。)

Learn the chant.

T:Let’s sing the chant together.

my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所

属有功劳.

Step Two: New words.(利用实物教学，使得教学过程自然、形象。)

1. Present the new words.

T:Boys and girls, look at this please. What’s this in English?

(Teacher holds a pen in the English.)

S1:A pen.(Ss may say it in English.)

T:Yeah.It’s a pen.And what’s this?

(The teacher holds an eraser in the hand.)

S2:It’s an eraser.

(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)

2. Practice the new words.

T:Now,please look at the pictures 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.)

T:OK,let’s check the answers.Who can tell us the answers?

S2:…

Step Three: Present the drills.

1. Present the drill “Is this…?Yes/No,it is/isn’t.”(利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。)

(Hold the teacher’s pen.)

T:This is my pen.Is this your pen?

S1:No,it isn’t.It’s your pen.

T:(Hold the student’s pen.) This is your pen. Is this your pen?

S1:Yes,it is. It’s my pen.

T:(Hold a girl’s pen.) This is her pen. Is this your pen?

S1:No,it isn’t.It’s her pen.

T:(Hold a boy’s pen.) This is his pen. Is this your pen?

S1:No,it isn’t. It’s his pen.

T:Thank you.

2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your,his or her.(利用学习用品操练句型，并加深对物主代词的理解。)

S3:Is this your…?

S4:…It’s my…

S3:Is this…?

S4:…It’s his/her…

(The teacher asks a few pairs to practice.)

3. Present the drill “Is that …? Yes/ No, it is/isn’t.”(利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。)

T:That is my book. Is that my book?

(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)

S5:Yes, it is .It’s your book.

T:That is his book.Is that your book?

(Put a boy’s book on the table and the teacher in the same place.)

S5:No, it isn’t.It’s his book.

T:That is her book.Is that your book?

(Put a girl’s book on the table and the teacher in the same place.)

S5:No,it isn’t.It’s her book.

(Teach and practice the drill “Is that …?” and its answer.)

4. Practice the drill “Is that your…?” in pairs with your own school things.(通过练习，区别两个批示代词的用法。)

S6:Is that your…?

S7:… It’s my ….

S6:Is that your…?

S7: …It’s his/her…

(The teacher asks some pairs to practice.)

5. Listening.(进行听力练习，巩固所学的句型。)

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.

(Point to the boxes to show where students write the numbers for the conversations.Teacher plays the tape and students listen to it and finish 1b.)

T:Let’s check the answers, OK?

S8:(from left to right)

T:Thank you.

6. Practice the drills according to the pictures using“his or her”.(设置情景，使学生在情景中准确运用物主代词his或her。)

(Show students four pictures like the followings.见课件。)

Step Four: Task “Have a contest”.(把两个学生的文具混在一起，然后请他们分别 挑 出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：This is my…That is her/his…)

T:I’ll put your things and your friends’ things together.I want to see if you can identify which is yours and which is hers or his.

(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)

Languages used for the task:

1. This is my…

2. That is her/his…

Step Five: Summary.(编一个Chant ，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant 的节奏和一般疑问句的语调。)

Chant.

T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.

Is this my book? Yes, it is.

Is that your ruler? No,it isn’t.

Is this her pencil? Yes, it is.

Is that his erase r? No,it isn’t.

Homework.

Read the new words and the target languages presented in this class and say the chant to improve your spoken English.

Period Two

课前准备

教师：录音机，所学物品的图片，一个书包(里面装着事先收集的学习文具)，表格若干张。

学生：一张硬纸写上自己的姓名和电话号码，学习的物品。

教学设计

Step One: Revision.

1. Review the drills.(用学生的姓名和电话号码来复习句型：Is this (that) your (his/her)…?及简短回答：Yes, it is./No, it isn’t.注意教师提问的同时，用手势来帮助学生给出你预想的答案。)

(Put some paper with the names and telephone numbers on the blackboard.)

T: Please look at the blackboard. And answer my questions , please . Is this your first name?

S1: No , it isn’t.

T: Is that her last name?

S2: Yes, it is.

T: Is this his telephone number?

S3: Yes, it is.

T: Good. This time, who would like to come to the blackboard and ask questions like me?

(Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)

2. Review the vocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。)

(Put some pictures of things students have learned in class next to the names of the students.)

T: Is this your ruler? (Point to Picture 1.)

S4: No,it isn’t.

T: Is this her ruler? (Point to Jenny Chen.)

S4: Yes, it is.

T: Is that your pencil case? (Point to Picture 2.)

S5: No, it isn’t.

T: Is that his pencil case ? ( Point to Jim Wang.)

S5: Yes, it is.

(Get the students to ask the questions in turn, make sure they use the items they like.)

Step Two: Listining.

1. Listening (2a). (练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。)

T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)

S6: This is…

S7: This is …

……

T: Now please take out the objects in 2a and put them on the desk. You will listen 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.) (让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。)

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.)

S8: Pencil.

S9: ……

2. Listening (2b). (进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。)

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: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.

(Play the recording. Students listen and complete the conversation.)

T: Let’s check the answers. I’d like to ask three students to read the conversation in role.

(Three students read the conversation, filling the missing words. The rest of the students check their answers.)

Step Three: New drills.

1. Present the new drills. (用实物引入新句型，帮助学生用正确的句子来回答。)

(The teacher shows students a pencil.)

T: What’s this in English?

S: It’s a pencil.

T: How do you spell it ?

S: P-E-N-C-I-L.

(Change an eraser. Ask and answer in the same way.)

2. Practice the drills. (学生分组练习新句型。)

T: Now please practice the conversation with your partner. Use the words shown in 3a.

SA: What’s this in English?

SB: It’s a ruler.

SA: How do you spell it ?

SB: R-U-L-E-R.

(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)

T: I’ll ask some pairs of students to practice the conversations.

SA: …

SB: …

3. Play the game : A spelling game. (进行一个拼写游戏比赛，进一步操练新句型 。)

T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.

SA: How do you spell backpack?

SB: B-A-C-K-P-A-C-K.

T: Group B, one point. It’s your turn to ask, please.

Step Four: Task 2: Find the owner. (此任务主要进行了听、说、写的训练，并复习了一般疑问句及其简短的回答，以及物主代词的用法。)

T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owers ? Let’s see who can find all the owners first and write the owners’ names in the chart.

Language used for the task:

1. Is this your math book?

Yes, it is. It’s my math book.

2. Is that your ruler?

No, it isn’t. It’s her ruler. My ruler is blue.

3. Kim, is this your dictionary?

Yes, it is. It’s my dictionary.

Here you are.

Thank you.

Step Five: Summary and homework.(录音作业，要求学生使用准确的语调来读一般疑问句和特殊疑问句。)

In this class, we’ve learned what, how and yes-no questions mainly. And we also revised the possessive adjectives and key words.

After class, please practice what, how and yes-no questions using their own possessions with your partner. When you say the conversation fluently, tape records some of them and then play.

2)Discuss about the differences between English names and Chinese names.(通过小组讨论、总结的方式进行，使学生掌握中英文名字的异同。)

Teacher: Thank you for your job. I think they are all good English names. For example,“Susan” is a first name. “Brown” is a last name. “Susan Brown” is a beautiful girl’s name.Who wants to have this name?

A: I do.

T:OK. Now you have an English name Susan Brown. And your Chinese name is Sun Ping.Can you find the differences between them? Let’s look at the next two pictures and have a discussion about the differences between Chinese names and English names.

A boy: I'm a Chinese boy. My name is Zhang Nan. Zhang is my first name. It's also my family name. Nan is my last name. It's also my given name.

A girl: I'm Mary Brown. I'm English. Mary is my first name.

Brown is last name. Parents usually call me Mary Brown. But

I like to be called Miss Brown.

3)Exchange the information.(需要在课前有所准备的情况下进行。)

Teacher: Now everyone can choose an English name.But you must

pay attention to its meaning.For example,Susan means Molihua

in Chinese. Do you know The meanings of your names? If you do,

please exchange the information in your group.

4)Report the result to the class.

(Some students are asked to give a report to the class.)

Example:

Sa: I'm Rose White. Rose is my first name. White is my last name.

Rose is a kind of beautiful flower. In Chinese it means Meigui.

I like my name because I like roses very much. And maybe parents

call me Rose because they want me to be beautiful.

Homework.

Ask the students to sum up the meanings of English names after

class. They can read books or search the internet.

Period Three

课前准备

教师：录音机，图片，实物。

学生：实物。

教学设计

Step One: Revision.(让学生放录音作业，选择两个最好的，给予奖励，从而帮助学生树立学习的信心。)

T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start.

(Select the best two. Award a prize to their work.)

Step Two: New words.

1. Present the new words. (运用多媒体或图片，教新的重点词汇，同时复习了本单元重点句型;在教学新单词的同时，注意复习刚学过的单词。)

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?

S1: It’s a watch.

T: Good. (Ask another student.) What’s this in English?

S2: It’s a watch.

T: How do we spell watch? (Show students the spelling.)

W-A-T-C-H, watch. Read after me, please.

S3: W-A-T-C-H, watch.

(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.)

S4: It’s a key.

T: How do you spell it?

S4: K-E-Y.

2. Practice the new words.(此活动练习了学生们的口语，同时又进一步巩固了新单词和已学句型。)

T: Good. Please look at the pictures in 1a. Match the words with the things in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.)

T: Well, let’s check the answers. Who can tell us the answers?

S5: …

T: Now please work with your partner, say the conversation in 1b. Use the pictures in 1a.

(Students practice the conversation. As students work, the teacher moves around and help them.)

Step Three: Listening.

1. Listening (2a).(通过听力练习，加深对所学单词的记忆。)

T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.

(Play the recording twice. Students listen and circle the items.)

T: Let’s check the answers, OK?

S6: …

T: Who would like to say the circled words again?

S7: …

2. Listening(2b).(通过听力练习，强化学生对单词和句型的理解，同时训练学生写的技能。)

T: Please look at the two pictures in 2b. One is Kelsey, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Kelsey and Mike are looking for. Then write down the names of the things under each person’s pictures.

(Play the recording for the students to write down the words.)

T: Well, what is Kelsey looking for?

S8: …

T: What about Mike? What is he looking for?

S9: …

Step Four: Pair work.(这个活动运用信息差，训练了学生用重点词汇和句型进行听、说、写的练习。)

T: Now let’s play a game. You are Student A and your partner is Student B. Student A looks at page 81, while Student B looks at page 82. Each student has only part of the information needed to complete the activity. First Student A asks Student B questions, using the words in the box; Student B answers the questions and writes the words in the chart below.

(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering help.)

A sample:

SA: Is this her pencil case ? SB: No, it isn't. It's his pencil case. SA: Is this his key? SB: Yes, it is. It's his key. SA: Is this his backpack? SB: No, it isn't. It's her backpack.

(Students practice in pairs.)

T: This time Student B asks Student A questions, using the words in the box; Student A answers the questions and writes the words in the chart below.

(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing help.)

SB: Is this her pen? SA: No, it isn't. It's his pen. SB: Is this her book? SA: Yes, it is. It's her book. SB: Is this his computer game? SA: No, it isn't. It's her computer game.

T: Let’s check the answers. One from Group A and the other from Group B come to the blackboard to fill in the chart.

Step Five: Summary and homework.

In this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner.

Period Four

课前准备

教师：录音机，图片，录好的磁带，教学课件。

学生：收集一些英文的失物招领。

教学设计

Step One: Revision.(检查学生的作业，找几组学生表演，训练学生的口语表达能力。)

T: First I’ll check your homework. Practice the dialogue you made. And you should use the pictures or the objects that are mentioned in your dialogue. I’ll invite some of you to come to the front to say the dialogue.

Dialogue One:

Sa: What’s this in English?

Sb: It’s a …

Sa: How do you spell it?

Sb: …

Dialogue Two:

Sa: Is this your…?

Sb: No,it isn’t. It’s not my …

Sa: Is this her…?

Sb: Yes, it is. It’s her…

Step Two: New words.

1. Present the new words.

T: Please look at the pictures and learn the new words.(用多媒体展示新单词效果较好。)

1.at prep. 在(里面或附近);在(点刻);

2.the art. 表示特指的人、物、事或群体

3.lost adj. 丢失的;遗失的

4.Found adj. (find的过去式、过去分词)找回的

5.lost and found 失物招领

6.please adv. 请

7.school n. 学校

8.a set of 一套;一副

(Teach students to read the words.)

2. Practice the new words. (事先录制一段短的听力，让学生通过听的训练来强化所学的新单词，并为学习写寻物启示和失物招领作好准备。)

T: Please listen to a short passage twice then fill the blanks using the words we learned.

(Show students a short passage and play the recording for the students to listen.)

There are many things in (1)_____________________in my (2)__________. Look, here’s (3)_________keys. Is this yours? (4)__________call Jim (5)___________753-2289.

Typescript:

There are many things in the Lost and Found in my school. Look, here’s a set of keys. Is this yours? Please call Jim at 753-2289.

T: Well, who would like to tell us the answers?

S: …

T: Good. Let’s read the passage together.

(Students read the passage and the teacher pays more attention to their pronunciation.)

Step Three: Reading.

1. Present “Lost and Found”. (设置情景，激发学生的思维。从学生生活中常发生丢失物品的现象出发，引导学生学会处理这种问题方法。)

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.

(Students discuss the problem. Maybe you will get the answer, “we’ll learn how to write a lost and found.”)

T: If you lost something, what should you do ? You can answer it in English or Chinese.

S1: Call “110”.

S2: Tell the teacher about it.

S3: Ask my classmate to help me look for it.

S4: Tell my parents.

S5: 寻物启事。

T: All of you are right. Today we are going to learn how to write “Lost”.Look at “Lost” below and find out the important information about it.(让学生通过教师展示的失物启示，发现写失物启示的要点。)

Lost:

My baseball.

Yellow and red.

Call Tom at 405-6678

Lost:

My school ID card.

My name is Mike.

Please call 843-9096

S6: The lost thing.

S7: Name.

S8: Color.

S9: Telephone number.

S10: Picture.

T: Yes. You have done very well. If we write “Lost”, we must write the lost thing, the person’s name, telephone number and color, we can also put a picture of the thing on it. Next, if you pick up something, what should you do? (通过和学生的交流，探讨拾到物品时，应如何处理。)

S11: Give it to our teacher.

S12: 交给警察。

S13：找到失主。

T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?

Ss: 失物招领。

T: Good. How to write “Found”? Look at “Found” and then tell me the way to write “Found”.(让学生通过教师展示的失物招领，发现写失物招领的要点。)

Found: Backpack

Is this your backpack?

Please call Mana.

Phone # 556-0203.

David,

Is that your pencil case in the lost and found case?

Alice.

S14: The found thing.

S15: Telephone number.

S16: 联系人。

S17: Place.

T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.

2. Practice. (这个活动目的在于训练学生的阅读能力。)

T: Please look at the notices on the bulletin board in 3a. Who would like to read it ?

(Ask four students in turn to read the notices.)

S: …

T: It’s time for you to read the notices yourself and circle the words from Activity 1a.

(Students finish the work alone.)

T: Who would like to give us your answer? Please read the words.

S7: …

Step Four: Make a message.

(Show students a message.)

( ) at 529-6403

( ) call David

( ) A set of keys. Please

( ) Found:

T: This is a bulletin board message. But they are in the wrong order. You should make it clearly by putting them in the right order. The first one is done for you. (Show students the first part with the word “Found”) This is the first part of the message. Write number 2, 3, and 4 in the boxes to complete the message.

(Students complete the message and write the numbers in the boxes in 3b.)

T: Well, who would like to read the message?

S8: …

Step Five: Writing.(用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示，便于修改和提供写作案例。)

T: OK.Now let’s try to write it. You may use the one in 3a or the one in 3b as a model.

(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)

T: Let’s read some of your messages.

(Ask some students read their message aloud. And others to help correct their work.)

Stepp Six: Self-check.

1. Key words.(此活动帮助学生复习本单元所学过的重点词汇。)

T: Please read the words in the box. If you don’t know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.

(Students check all the words they know.)

2. Writing.(训练学生用目标语言写和说的能力。)

T: Look at the picture please. What are they talking about in Picture 1? Who would like to read it?

Sa: Is that your backpack?

Sb: No, it isn’t.

T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that…? Yes, it is./ No, it isn’t.

(Students fill in the chart.)

T: Now please read the conversation with your partner.

Sa: Is that your notebook?

Sb: Yes,it is.

Sa: Is that your key?

Sb: No, it isn’t.

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