Unit 3 Is this your pencil?
Learning Objectives
In this unit, students will learn to identify ownership of personal belongings. They will also be able to spell the name of the object for confirmation. 一、Topics（话题）:
Things in the classroom 二、Functions (功能)
Identify ownership 三、Structures (结构)
Possessive pronouns mine, yours, his, hers Yes/no questions and short answers Lost and found
四、Target Language (目标语言)
Is this your pencil? Yes, it is. It’s mine. Are these your books?
No, they aren’t. They’re hers. 五、Vocabulary （词汇）
pencil, pencil box, schoolbag, book, easer, notebook, dictionary, bag, baseball,
computer game, ID card, watch, ring, mine, your, his, hers
Thank you for .., ask ... for ..., a set of
六、Skills (技能)
Listening and reading for specific information
七、Recycling （复习巩固）
What’s this? It’s ... How do you spell it? 八、教材分析
本单元以school things为话题，主题是“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真
实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。通过单元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，以及学会写寻物启事和招领启事。
与其他单元一样，本单元共六页（6 pages），其中包括Section A， Section B和Self Check。 Section A (Pages 13–15) 学会询问物品的所属。提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，通过简单的语言活动进行操练和巩固；Page 13, 14有听、说、读。
1a, 1b, 1c 重点学习一些表示学习用具的词，学会询问物品的所属。
2a, 2b, 2c, 2d继续学习表示学习用具的词。重点学习运用询问物品所属的句型。 3a, 3b, 3c 学会用英语询问物品的名称，进一步巩固询问物品所属的句型。
Section B (Pages 16 & 17) 学会写招领启事和寻物启事。在已有的基础上开展的，Grammar Focus, Page 3是语言运用。许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。
1a, 1b, 1c, 1d, 1e学会判断物品的所属。 2a, 2b, 2c学会写招领启事和寻物启事。
Self Check 检测本单元所学词汇知识，学会询问物品的所属，学会询问物品的名称。课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。 九、学情分析
1）初一学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。
2）初一学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。
3）思维能力： 该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。 十、课时安排
The first period （Section A：1a–2d）Listening
The second period （Section A：Grammar Focus–3c）Listening and speaking (I) The third period （Section B: 1a–1e）Listening and speaking (II) The fourth period （Section B: 2a–2c）Reading, speaking and writing The fifth period （Self Check）Revision and testing
The First Period: Section A (1a–2d)
Teaching aims（教学目标）
1．本单元我们将学习物品的所属者是谁？ 2．根据场景询问英语中对应的表达法。 Language points（语言点）
1. 要求掌握以下句式：
(1) What’s this/that (in English)? It’s a/an …
(2) Is this your pencil? Yes, it is. It’s my pencil. / No, it isn’t. It’s his. 2．要求掌握以下词汇：
pencil, pencil box, schoolbag, book, easer, notebook, dictionary, mine, your, his, hers
Difficulties（难点）：
How to identify ownership
Teaching steps （教学步骤）
Step 1: Warm up and Presentation (1a: P13)
Good morning, everyone! Last week, we finished Unit 2. Today we are going to start on Unit 3. Prepare a box of school things before class and ask the students to learn to demonstrate things. Let’s look at the title of Unit 3. Is this your pencil? What is the unit about?
T: (Take a box filled with school things and pick out a pencil. T can put some pencils, some pencil-boxes, some rulers and so on in the box.) A pencil, a pencil, this is a pencil. (Stress “this” and “pencil”.) What’s this in English? (Write the sentence on the blackboard and stress “this”.)
S: （repeat）A pencil.
T: Yes, it is a pencil. What’s this in English? (Stress “this”.) S: A pencil.
T: Do you have a pencil? (Hold the pencil up and point to it.) S: Yes.
T: Show it to me, OK? (Show the pose of “OK” OK? (Stress “OK”.)
S: OK.
T: Now, hold your pencil up (Stress “pencil”) and say after me “What’s this in English”?
S: What’s this in English?
T: This is a pencil. (Write “This is …” on the blackboard.) S: This is a pencil.
T: It is a pencil. (Write “It is …” on the blackboard.) S: It is a pencil.
T: Good. What’s that in English? (Point to S1’s pencil and write the word “that” under the word “this” on the blackboard and stress it.)
S: A pencil.
T: What’s that in English? (Point to S2’s pencil and stress “that”.) S: A pencil.
T: Good. Point to your friend’s pencil and say after me “What’s that in English?” (Stress “that”.)
S: What’s that in English?
T: That’s a pencil. (Write “That is …”.) S: That’s a pencil. T: It is a pencil. S: It is a pencil.
T: (Put the pencil aside and pick out a pen.) A pen, a pen, what’s this in English? S: A pen.
T: This is a pen. (Point to “This is …” on the blackboard.) S: This is a pen.
T: It is a pen. (Point to “It is…” on the blackboard.)
and try to lead the Ss to do it.)