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1、Go for it Unit 2 Is this your pencil? 一、本單元教學(xué)結(jié)構(gòu)分析 與其他每個(gè)單元一樣，本單元共六頁(yè)（6 pages），其中包括Section A，Section B和Self check。 Section A (Pages1,2&3) 提供了本單元教學(xué)的基本詞匯和語(yǔ)言結(jié)構(gòu)，為本單元的目標(biāo)句型提供示例和指導(dǎo)性練習(xí)，并通過(guò)簡(jiǎn)單的語(yǔ)言活動(dòng)進(jìn)行操練和鞏固；Page1,2,有聽(tīng)、說(shuō)、讀和Grammar focus, Page3是語(yǔ)言運(yùn)用。 Section B (Pages4&5) 的教學(xué)是在已有的基礎(chǔ)上開(kāi)展的，許多知識(shí)點(diǎn)都是以舊帶新，但學(xué)習(xí)任務(wù)的難

2、度在逐漸遞升，口頭訓(xùn)練也過(guò)度到筆頭訓(xùn)練，通過(guò)這部分的學(xué)習(xí)，使學(xué)生能夠?qū)σ褜W(xué)過(guò)的目標(biāo)句型運(yùn)用自如。 Self check是課后自我檢測(cè)和評(píng)價(jià)，包括對(duì)本單元所學(xué)詞匯的檢測(cè)，詞匯擴(kuò)展訓(xùn)練，以及語(yǔ)言運(yùn)用能力的檢測(cè)和評(píng)價(jià)。通過(guò)這部分內(nèi)容的訓(xùn)練，使學(xué)生對(duì)本單元的語(yǔ)言目標(biāo)的掌握程度有較為明確的認(rèn)識(shí)。 二、本單元教學(xué)內(nèi)容 本單元的語(yǔ)言功能是辨別物品的所有者 “Is this your/her/his…?”， 中心話題是Things in the classroom (P.1,BooKI（上冊(cè)）,Go for it), 學(xué)習(xí)和掌握新詞匯：pencil, pen, book, eraser, rule

3、r, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring . 語(yǔ)言結(jié)構(gòu)有：指示代詞this & that, What questions, Yes/No questions and short answers, How do you spell it? 語(yǔ)言目標(biāo)是掌握句型： Is this your…? Yes, it is./ No, it isn’t. What’s this in English? It’s a… How do you spell it?

4、 P-E-N. 三、教學(xué)重點(diǎn)和難點(diǎn) 1．重點(diǎn)： A） 詞匯： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring . B）語(yǔ)言結(jié)構(gòu)：指示代詞this & that, What questions, Yes/No questions and short answers, How do you spell it? C）語(yǔ)言功能：詢(xún)問(wèn)物品屬性What’s this/that…?和辨別物品所有者 Is

5、 this your/her/his…?” 2．難點(diǎn)： 詞匯的教和學(xué)，多種語(yǔ)言結(jié)構(gòu)的綜合運(yùn)用。 四、學(xué)生學(xué)情分析 1．知識(shí)基礎(chǔ)： 絕大部分學(xué)生掌握的詞匯、語(yǔ)句還很少，缺少語(yǔ)言基礎(chǔ)，表達(dá)的句子也較單一，對(duì)任務(wù)的完成還會(huì)有一定的難度，對(duì)剛剛學(xué)完的字母、數(shù)字和單詞也需要進(jìn)一步地練習(xí)、鞏固和運(yùn)用。 2．認(rèn)知心理：一般都有較強(qiáng)的求知欲和表現(xiàn)欲，但小學(xué)基礎(chǔ)參差不齊，因此部分學(xué)生會(huì)有不自信，害怕表達(dá)等思想顧慮。 3．思維能力： 該年齡段的學(xué)生有很強(qiáng)的記憶力和模仿能力，有待培養(yǎng)知識(shí)的擴(kuò)展和運(yùn)用的能力。 五、教學(xué)目標(biāo)確定 1． 語(yǔ)言知識(shí)目標(biāo)： A）詞匯：pe

6、ncil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring . B）句型： Is this your…? Yes, it is./ No, it isn’t. What’s this in English? It’s a… How do you spell it? P-E-N. 2． 語(yǔ)言技能目標(biāo)：通過(guò)各種活動(dòng)，培養(yǎng)學(xué)生靈活運(yùn)用語(yǔ)言知識(shí)和創(chuàng)新的能力。 3． 情感目標(biāo)： A) 激發(fā)學(xué)

7、生學(xué)習(xí)英語(yǔ)的興趣，發(fā)揮學(xué)生學(xué)習(xí)英語(yǔ)的主動(dòng)性。 B) 通過(guò)小組活動(dòng)、組間競(jìng)賽等，培養(yǎng)學(xué)生的合作意識(shí)和團(tuán)隊(duì)精神。 C) 學(xué)習(xí)英語(yǔ)文明禮貌的詢(xún)問(wèn)和回答方式，拾金不昧的做人原則和助人為樂(lè)的優(yōu)良品質(zhì)。 4．學(xué)習(xí)策略： A）認(rèn)知策略：為完成學(xué)習(xí)任務(wù)而自覺(jué)采取一些適合自己的學(xué)習(xí)方法和手段。 B）交際策略：學(xué)會(huì)與他人合作交流，并能把語(yǔ)言材料用到真實(shí)的生活情景中去。 C）資源策略：學(xué)會(huì)利用一切可利用的學(xué)習(xí)資源，如學(xué)習(xí)用品，字典，錄音機(jī)和網(wǎng)絡(luò)等獲取更多的信息。 D）調(diào)控策略：在學(xué)習(xí)的過(guò)程中，通過(guò)自我評(píng)價(jià)和反思，不斷調(diào)整自己的學(xué)習(xí)方法。 六、教學(xué)策略與建議

8、 1．對(duì)初學(xué)者應(yīng)注重興趣的培養(yǎng)，宜采用游戲、唱歌、競(jìng)賽、小組合作等多種活動(dòng)方式。 2．注重因材施教，對(duì)基礎(chǔ)不同的學(xué)生，在開(kāi)始階段應(yīng)有不同層次的要求，多鼓勵(lì)，少批評(píng)，甚至不批評(píng)，以充分調(diào)動(dòng)每個(gè)學(xué)生學(xué)習(xí)英語(yǔ)的積極性。 3．本教材一個(gè)很大的特點(diǎn)就是詞匯豐富，教師應(yīng)教會(huì)學(xué)生記憶單詞的基本方法，同時(shí)，在教學(xué)中宜采用多種方式再現(xiàn)，幫助學(xué)生鞏固記憶。 4．采用“任務(wù)型”教學(xué)方法，遵循“任務(wù)”的遞進(jìn)原則，把“任務(wù)鏈”的各個(gè)環(huán)節(jié)合理分置于各個(gè)課時(shí)當(dāng)中；在設(shè)計(jì)任務(wù)型教學(xué)活動(dòng)時(shí)，活動(dòng)要有明確的目的和可操作性。 5．從實(shí)際出發(fā)，選擇不同的教學(xué)輔助工具和手段，但任何一種教法，都

9、應(yīng)考慮如何創(chuàng)設(shè)語(yǔ)言情景，讓學(xué)生盡可能在真實(shí)的語(yǔ)言環(huán)境中學(xué)習(xí)和體會(huì)語(yǔ)言。 七、分課時(shí)教案 Period One (Section A 1a,1b. Self check1,2) Step1. Warming-up Listen to a song “Is this your pencil-box?” 讓學(xué)生從聽(tīng)歌的過(guò)程中感受新的語(yǔ)言項(xiàng)目: Is this your… ? Ss listen to it and learn to sing it.

10、 Step2. Presentation Show and learn our shool things. 復(fù)習(xí)句型： What’s this in English? It’s a/an…, Teacher show some things first and ask 引入新句型：Is this / that your…? Yes, it is./ No,it “What’s this in English?”, and then every isn’t. 鼓勵(lì)學(xué)生主動(dòng)參與，開(kāi)口說(shuō)英語(yǔ)， 增強(qiáng) stu

11、dent is asked to say a sentence in English 初學(xué)者用英語(yǔ)表達(dá)意思的愿望，激發(fā)興趣，提高 one by one ,like “This is my/his/her…” 自信心，也體現(xiàn)了聽(tīng)說(shuō)領(lǐng)先的原則。 Step3. Practice Section A--1a 學(xué)生還是剛剛熟悉字母，朗讀單詞和句子， After doing it, read the new words and

12、 可以幫助學(xué)生了解單詞的發(fā)音，熟悉句型，為下 sentences. 一步的學(xué)習(xí)打好基礎(chǔ)。 Step4.Word challenge Show the things as quickly as possible, 活動(dòng)有效訓(xùn)練學(xué)生的注意力和瞬間記憶力，同時(shí) have a competition between boys and 在真實(shí)的語(yǔ)境使所學(xué)的語(yǔ)言知識(shí)得到強(qiáng)化。 girls. Get them to name the things they see. Step5.

13、 Listen, number them and read Section A -- 1b 訓(xùn)練聽(tīng)的能力，培養(yǎng)語(yǔ)感。 Step6. Practice Do self-check 1. 通過(guò)學(xué)生自我檢測(cè)，自我評(píng)價(jià)，進(jìn)一步鞏固單詞 。 Step7 .Pair work Practise the conversations in 1b, then 結(jié)對(duì)合作學(xué)習(xí)，嘗試

14、用英語(yǔ)交際，體會(huì)合作帶來(lái) make own conversations. 的快樂(lè)。 Step8. Group task: A game Group of four, find the owner. Each student 小組合作學(xué)習(xí)單詞，增強(qiáng)趣味性。 put one or two things on the desk, then ask questions one another. Using: Is this your/his/ her…? Homework Write the new words they l

15、earned today 激勵(lì)每個(gè)學(xué)生不甘落后，學(xué)有所獲。 without looking at the books,see who will be the best. Period 2 (Section A 2a,2b,2c, 3, 4a,4b,Grammar focus) Step1.Warming-up: A word game Read the letters, and then form the right 通過(guò)游戲形式來(lái)檢查學(xué)生已學(xué)知識(shí)的掌握情 words, see who is the best

16、. 況，在輕松愉快的課堂氣氛中，學(xué)生的積極性 e.g , K,O,O,B →book, 容易被調(diào)動(dòng)，思維容易被激活。 E,N,P →pen. To remind Ss of the Vowel Alphabet. Step2. Greetings and revision Good morning, Hi, Excuse me, Is 師生互動(dòng)，既促進(jìn)了師生情誼，溝通了情感， this your/her/his…?What’s thi

17、s 也復(fù)習(xí)鞏固了語(yǔ)言項(xiàng)目。 /that in English? How do you spell it? Step3. Listen and say 1) Section A,2a 2a的單句聽(tīng)力，復(fù)習(xí)鞏固，2b的情景聽(tīng)力， 2) Section A, 2b 體會(huì)語(yǔ)言的交際功能，學(xué)生開(kāi)始接觸較長(zhǎng)對(duì) Advice: to read the conversations 話，可通過(guò)說(shuō)、讀，培養(yǎng)語(yǔ)感。 some times, and the

18、n make the similar conversations. Step4.Pairwork Section A, 2c 學(xué)生在結(jié)對(duì)合作和小組合作的學(xué)生過(guò)程中， 用英語(yǔ)進(jìn)行交際，使語(yǔ)言知識(shí)在完成任務(wù) Step5. Group work 的過(guò)程中得到運(yùn)用和鞏固。教師可鼓勵(lì)學(xué)生 Section A, 3

19、 提問(wèn)、獲得幫助，培養(yǎng)主動(dòng)學(xué)習(xí)的好習(xí)慣。 Step6. Grammar Focus To remind Ss of the use of the Personal 初學(xué)者容易把“Is this/that…”回答成 Pronoun it. “Yes, this/that is”等，適當(dāng)?shù)恼Z(yǔ)法講解有助 于學(xué)生更好地掌握新的語(yǔ)言項(xiàng)目。 St

20、ep7. Game 1) Section A,4a 在游戲中，學(xué)生運(yùn)用語(yǔ)言知識(shí)解決實(shí)際問(wèn) To use : This is my …, here you are. 題，也再次復(fù)習(xí)鞏固了語(yǔ)言項(xiàng)目，活躍了 2) Section A, 4b, group work. 氣氛，把整節(jié)課推向高潮。 Homework: 1) To write down at least 5 words about shool things 學(xué)生自我小結(jié)與評(píng)估，同時(shí)為發(fā)展語(yǔ)言 which

21、they think are the most important. 打好基礎(chǔ)。 2) To write the sentences they learnt today, like “What’s this/that…?” “Is this/that…?” Period 3(Section B, 1a, 1b, 2a, 2b, 2c, Self check3) Step1.Warming-up: Play a game Listen to the words read by teacher on the 在游戲中檢查學(xué)生對(duì)已學(xué)單詞的掌握

22、 flashcards and show left or right with your 情況。此活動(dòng)帶來(lái)的愉快感受能讓學(xué) hands. See who is better at judging left or 生積極地投入到接下去的學(xué)習(xí)中。 right. Step2. Look and say Section B, 1a. 師生互動(dòng)，活躍課堂氣氛，加強(qiáng)學(xué)習(xí)效 Teacher show the pictures one by one, Ss 果，學(xué)生從中掌握

23、單詞。 say them in English. Then match the words in SB. Step3. Do pair work Section B, 1b. Do it in pair first. Then ask some demonstration 學(xué)生用英語(yǔ)在真實(shí)的情景中進(jìn)行交際， pair to show their dialogues before the whole 使語(yǔ)言在完成任務(wù)的過(guò)程中得到運(yùn)用和 class. 鞏固。教師應(yīng)鼓勵(lì)學(xué)

24、生大膽開(kāi)口，不怕出錯(cuò)。 Step4. Listening Section B, 2a 通過(guò)此活動(dòng)，發(fā)展學(xué)生的聽(tīng)、寫(xiě)技能， Section B, 2b 使學(xué)生能對(duì)已學(xué)過(guò)的知識(shí)運(yùn)用自如，從而調(diào)動(dòng)積極性，提高自信心。 Step5. Do pair work again Section B, 2c 再次通過(guò)結(jié)對(duì)合作活動(dòng)，既訓(xùn)練學(xué)生的注意力，又鞏固了單詞，并復(fù)習(xí)了his,

25、 her的用法。 Step6. Practice Do Self check 3. 發(fā)展寫(xiě)的技能，熟練掌握本單元語(yǔ)言項(xiàng)目，同時(shí)，也為下節(jié)課的內(nèi)容做好鋪墊。 Step7. Group work: To fill in the school things that you often 通過(guò)此活動(dòng)，讓學(xué)生在小組合作中體會(huì) lost, see who has the same

26、 ones as yours. 學(xué)習(xí)的快樂(lè)。 Name 1 2 3 S1 watch football computer game S2 S3 S4 Homework: 1.Introduce the things in your pencil case and in your 學(xué)會(huì)自我小結(jié)，自我評(píng)估。 backpack / schoolbag. Write down the words of the things in the exercise books: In my school bag:… I

27、n my pencil case:… 2. Try to write a Lost & Found notice. Period 4.( Section B,3a,3b,3c,4) Step1.Warming-up 1）According to the picture which is yet unfinished, 豐富學(xué)生的想象力，有效激活學(xué)生的探究 guess what it is in English. See who is quicker 欲望，很快把學(xué)生卷入到單詞記憶的記憶 in guessing them right.

28、 中，也檢查了學(xué)生的知識(shí)掌握情況。 2）Number chant: Three two one o, Let’s go! Let’s go. 在這一步中，培養(yǎng)學(xué)生對(duì)數(shù)字的反應(yīng)能力。 One two three four, Please go and close the door. 也較好地培養(yǎng)學(xué)生的語(yǔ)感。 Five six seven eight, Hurry up! Don’t be late. Nine ten nine ten, Get a ruler and a pen. Step2. Group work Se

29、ction B, 4 Get Ss to draw a picture , the other students 小組活動(dòng)，合作探究，充分體現(xiàn)“做中學(xué)” guess what it is. 原則。 Using: What is it in English? Is it a/an…? Step3. Presentation To learn “Found Notice” and “Lost Notice”. 通過(guò)教師呈現(xiàn)的情景對(duì)話，讓學(xué)生領(lǐng)會(huì)其 Make two co

30、nversations like: 含義，為進(jìn)一步學(xué)習(xí)作好鋪墊。 1) “Excuse me, Mr Liu, that is my book..My name is…” “Here you are.” “Thanks.”… 2) Oh, where’s my watch? Do you see my watch?... Step4. Practice 1) Do Section B, 3a. 培養(yǎng)學(xué)生自主學(xué)習(xí)能力和探究精神。在完 Here are four

31、notices in this part. 成此任務(wù)的過(guò)程中，體現(xiàn)了“做中學(xué)”的 T: For Notice1 and Notice2, if necessary, 原則，而游戲的形式更增強(qiáng)了趣味性，激 help Ss read and understand the messages after 發(fā)了學(xué)生的求知欲望。 they learn themselves first. For Notice3 and Notice4, give Ss some questions about name and phone nu

32、mber to help them understand better. 2) Group work: Do Section B, 3b. A game: In each group of four , everyone has a hogged piece on which there is the incomplete message, then put them together to make a whole message. Make a “Lost message” like this. Step5. Group task: Act about “Lost

33、 and Found” 情景編演劇 “Lost and Found”,該任務(wù)需要 Reference language: 學(xué)生綜合運(yùn)用本單元語(yǔ)言知識(shí)，需要小組 I found/ lost a… Who lost/found it? 做出盡快反應(yīng)，能提高學(xué)生的合作意識(shí)， Is this your…? What color is it? What’s 反應(yīng)能力和發(fā)散思維，培養(yǎng)學(xué)生拾金不 in it?...

34、 昧，助人為樂(lè)的優(yōu)良品質(zhì)。 Ask four demonstration groups to act out 發(fā)展語(yǔ)言技能，學(xué)以致用。 their own dialogues, then Ss are required to write a message about one of the dialogues. Homework: Section B,3c 學(xué)生的基礎(chǔ)和能力存在差異，允許他們將

35、 To finish writing your own message 課內(nèi)未完成的內(nèi)容在課后完成。這個(gè)任 according to what you learnt today. 務(wù)也是將課內(nèi)學(xué)到的內(nèi)容，在課外鞏固發(fā)展， 讓所有學(xué)生學(xué)有所得。 Period 4 Reading, speaking and writing Target language目標(biāo)語(yǔ)言 1. Words & expressions生詞和短語(yǔ) at, in, the, lost, found, lost and found, pl

36、ease, school, a set of, of 2. Key sentences重點(diǎn)句子 Call Alan at 495-3539. Please call Mary. Ability goals能力目標(biāo) Enable the students to write found and lost Learning ability goals學(xué)能目標(biāo) Help the students learn how to write found and lost. Teaching important / difficult points教學(xué)重難點(diǎn) How to write

37、 found and lost. Teaching aids教具準(zhǔn)備 Little blackboard Teaching procedures and ways教學(xué)過(guò)程與方式 Step I Revision and Lead-in Give a short greeting, and then check the homework. T: Please practice the dialogue you made before class. Sample conversations: 1) S1: What’s this in English? S2: It’s

38、a … S1: How do you spell it? S2: … S1: Is it your …? S2: Yes, it is. /No, it isn’t. 2) S3: Excuse me. Is this your …? S4: Yes, it is. S3: Here you are. S4: Thank you. T: Good. Now look here. What’s this? Show them a set of keys. S: It’s a set of keys. T: This is my keys.

39、I lost yesterday, but someone found it and gave it back to me. Teach the words “l(fā)ost and found” and “a set of keys. Step II Reading T: Well. Have you ever picked up others’ things or lost anything? What will you do with these things? Help to answer. S: I’ll give them to the police. S: I

40、’ll try to find the owner. S: I’ll give them to the head teacher. … T: You are right. And one of the ways is to write a bulletin board message, that is Found and Lost, and put it up on the wall. Today we’ll read and learn how to write “Found and lost”. Now, please open your books and look at 3a

41、. Read 3a first and circle the words from activity 1a. Check the answers by asking students to read these words out. Then ask them to do the following exercises. T: Please read 3a again and fill in the blanks. Show the following on the screen. 1. _______ found a watch. 2. _______ lost hi

42、s school ID card. 3. Mike lost a notebook. He may call the phone _______. 4. Tony’s telephone number is ________. Give them a few minutes to read, and then check the answers. After that, ask students to read the message in 3b and put the pieces in order. T: OK. Here is another Found. But it’

43、s not a full one. Please look at 3b and put these pieces in order to make a message. Let them read, then check the answers. Step III Writing T: Well. If you want to find the owner of the things. You can write “Found”. Please read the “Found” in 3a and 3b again. And tell me how to write “Foun

44、d”. Help them to answer. S: We should write the thing, the telephone number and the name of the person . Add other things to write on: color, picture etc. T: Excellent. Can you tell me how to write “Lost”? S: We also should write the thing, the telephone number, the name, the address and so

45、 on. T: Now I found a red jacket on the playground, my phone is 6701072. Please help me write a “Found” Ask one student to write down on the blackboard. A sample version: Found Is this your red jacket? Is it on the playground? Please call Mr. Xu Phone #6701072. T: Well done. Now Li Min

46、g lost a black bike. His phone is 6701063. Please read 3a and write a “Lost” for him. A sample version: Lost My black bike. My name is Li Ming Please call me at 6701063. Thanks. T: Now, think over: Have you ever found or lost something? Write “Found” or “Lost” for yourselves. After student

47、s finish writing, ask them to read some out. Step IV Groupwork Draw a circle on the blackboard and the other students guess what it is. S1: What’s this? S2: Is it a watch? T: Yes, it is. Now you can hide one school thing in your box, the other students guess what it is. You can use the follow

48、ing patterns. Show the following. Is it …? Yes, it is. /No, it isn’t. Sample conversation: S1: Is it a pen? S2: No, it isn’t. S1: Is it a watch? S2: No, it isn’t. S1: Is it a ruler. S2: Yes, it is. S1: Is it your ruler? S2: No, it isn’t. It’s her ruler. Step V Homework T: After c

49、lass, you have two tasks: 1. Write your own bulletin board notice according to the instructions below. (1) There is a black and white cat in your home. It isn’t your cat. Your telephone number is 8889996. Your father’s name is Alan Brown. (2) Bob lost his dictionary. It is red. It is new. His pho

50、ne number is 236-9978 2. Collect your school things. If you take something new to the other classmates, I will be glad. Take your school things here next class. I’d like you to show them to the other classmates. Period 5 Revision and testing Target language目標(biāo)語(yǔ)言 1. Words & expressions生詞和短語(yǔ) b

51、ackpack, computer game, ring, dictionary 2. Key sentences重點(diǎn)句子 Is that your backpack? Yes, it is. /No, it isn’t. Ability goals能力目標(biāo) Enable the students to identify ownership. Learning ability goals學(xué)能目標(biāo) Help the students learn how to identify ownership, get the information they need and write

52、 a bulletin board message. Teaching important / difficult points教學(xué)重難點(diǎn) How to identify ownership, get the information they need and write a bulletin board message. Teaching aids教具準(zhǔn)備 A small blackboard or some exercise paper. Teaching procedures and ways教學(xué)過(guò)程與方式 Step I Revision Ask students to

53、 show their homework. T: I asked you to write “Found & Lost” last class. Have you finished it? Who’d like to share your work? Sample versions: Found: A cat. Is this your cat? It’s black and white. Please call Alan Brown. Phone # 8889996 Lost: My red dictionary. It’s new. My name is Bob.

54、 Please call me at 236-9978. Thank you. T: Good. Well done. And I also asked you to take some school things here, have you …? Good. Thank you. Now a job for you. Take out a piece of paper and write some sentences about one or some of your school things. Here is an example: Show the following.

55、This is a fan in English. Fan, F-A-N. When I am hot, I like my fan. Do you have a fan? This is a light. Light, L-I-G-H-T. When it is dark, I like it. When I study, I need it. Do you have a light? Walk around the classroom and helps Ss with any difficult or new words. After students finish writ

56、ing, ask them to read them out and do some gestures while reading. For example, a student writes about a fan. When he comes to “When I am hot, I like my fan”, he can move the fan as if he was really hot. Step II Vocabulary First ask students to check the words. T: This unit we learned many ne

57、w words about some school things. Can you say some of them? S: Yes. backpack, notebook, pen, pencil, pencil case … T: Good. Now read and check the words you know in 1 on page 12. Then choose some words and make sentences with them. Please add my, his, her, your before them. Sample sentences: 1)

58、 Hello! This is my pen. That is her pen. My pen is black and her pen is red. 2) Look at the dictionary. This is my dictionary. It’s very thick. 3) Look here. Is this your ruler? It’s long and blue. Then ask them to write some new words in the notebooks. T: Now please turn to page 12. Look at 2

59、. In this Vocab-Builder, you should write five new words in your notebooks. You can talk about them or you can use a Chinese-English dictionary to help you. After a few minutes, ask the students to share their lists with other students. Sample list: textbook, exercise-book, ball-pen, compass, g

60、lue, color-pen, sticker, ball-point, scissors, chalk, file, blackboard, ink, paper, pamphlet. T: Draw a picture for each thing on a paper and talk about them with your partner using the sentences: What’s this in English? How do you spell…? Is this your …? Step III Speaking and Writing T: No

61、w, let’s look at the picture in 3. What things can you see? S: A watch, a baseball, a basketball. T: Good. They are found and lost things. Can you find their owners? You can use the following patters. Show the following. Is this your …? Yes, it is. /No, it isn’t. Is that your / his / her

62、 …? Yes, it is. / No, it isn’t. Sample conversations: 1) S1: Excuse me. Is this your watch? S2: No, it isn’t. It’s her watch. Her watch is this color. 2) S3: …. Is this your book? S4: Yes, it is. Thanks 3) S5: What’s that? S6: It’s a backpack. S5: Is that your backpack? S6: No, i

63、t isn’t. My backpack is here. T: Now, you can fill in the blanks. Give them a few minutes to write down their answers. Step IV Practice Show the following exercises and ask students to finish them. A. Choose the word that does not belong to the group.（選出下列不同類(lèi)的一項(xiàng)。） 1. A. pencil B. pen

64、 C. ruler D. orange 2. A. call B. ring B. baseball D. watch 3. A. this B. that C. it D. yes B. Complete the conversations with right words.（用適當(dāng)?shù)脑~完成對(duì)話。） 1. — What’s this? — It’s _____ _____. 2. — Is this a pencil? — No, it _____. It’s a _____. 3. — Is it a______? —Yes, i

65、t is. 4. — Is it a bag? — No, it isn’t. It’s _____ _____. Key: A. 1. D 2. B 3. D B. 1. a ruler 2. isn’t, watch 3. baseball 4. a book/ a dictionary If time permits, check up the answers to the test. Step V Homework 1. Revise all the new words in this unit in your notebook. 2. Revise al

66、l the important sentences and write them in your notebook. 3. Write a bulletin board message. Teaching Resources 教學(xué)資源庫(kù) I. Americans’ greeting and introduction Americans often greet each other simply with “Hello!” or “Hi!”. They think such an informal greeting usually implies a close and friendly relationship. To Americans, a friendly and informal relationship is very important. Americans’ introductions are usually very simple. In the United States, most people don’t like using “Mr.” “M