第一篇：《I,pencil》讀后感

淺談“市場”機(jī)制與“自由”本性

——《I，pencil》讀后感

讀了《I，pencil》一文，不能不驚嘆于作者的才華橫溢。正如越是通俗易懂的定義解釋，越能窺見經(jīng)濟(jì)學(xué)家的水平；越是看似簡單的事物，越是蘊(yùn)含著深奧的道理。

就像文章中所說，經(jīng)過許許多多數(shù)不清道不白的工序和環(huán)節(jié)后，這支“小鉛筆”驕傲地說：“地球上沒有一個人知道怎樣制造我?！?/p>

事實的確是這樣。那些生產(chǎn)“小鉛筆”的各個環(huán)節(jié)的工人從來不會為了生產(chǎn)“小鉛筆”而去生產(chǎn)，而那些看似與生產(chǎn)“小鉛筆”毫無關(guān)聯(lián)的工人實則與之有著千絲萬縷的聯(lián)系。

對于文章中的“奇跡”，即“成百上千萬微不足道的實際知識，自然地、自發(fā)地整合到一起，從而對人的需求和欲望作出反應(yīng)，在這各過程中，竟然沒有任何人來主宰！”我想亞當(dāng)·斯密早在1776年就在他的《國富論》中做了很好地回答。是的，市場機(jī)制！亞當(dāng)·斯密提倡社會生產(chǎn)的勞動分工，即勞動分工能讓人們更好地提高生產(chǎn)效率，創(chuàng)造社會財富。而《I，pencil》不僅僅體現(xiàn)了勞動分工，更重要的是，一切的奇跡皆因為那只“看不見的手”在發(fā)揮著作用，即市場機(jī)制。它告訴人們，正是自發(fā)的市場過程，才自如地協(xié)調(diào)了成千上萬互不相識的人，以難以想象的生產(chǎn)效率源源不斷地把鉛筆生產(chǎn)出來。

對于市場機(jī)制，在此淺談一下個人的一點(diǎn)小看法。在市場經(jīng)濟(jì)中，包括著“生產(chǎn)、分配、交換、消費(fèi)”這幾個基本環(huán)節(jié)。勞動者付出勞動來換取工資進(jìn)行消費(fèi)，生產(chǎn)者雇傭工人生產(chǎn)出產(chǎn)品投入市場進(jìn)行出售。在這個簡單的過程中，生產(chǎn)者追求生產(chǎn)的利潤最大化，勞動者追求能夠保障并逐步提高自己的生活水平。因為他們都可以從這個過程中，或者說從這個交換中獲益，因此交易才會做成。成千上萬互不相識的人們能夠如此協(xié)調(diào)一致地行動，關(guān)鍵在于“價格機(jī)制”在起作用。有了這個機(jī)制，就“無須中央指導(dǎo)、無須人們互相對話或互相喜好，就能完成這個任務(wù)?！币簿褪钦f，價格機(jī)制使“人們各自謀求自身利益，卻能使每一個人都得益?！笔乖S多“只盤算他自己的得益”的個人仿佛受到一只“看不見的手”的指引，去達(dá)到一個與他的“盤算”并不相干的目的。因此，整個生產(chǎn)社會便出現(xiàn)了令人驚嘆的、看似很玄妙的“奇跡”現(xiàn)象了。

所謂的“市場機(jī)制”，顧名思義，在其中起作用的是“市場”本身，它讓人們在這個經(jīng)濟(jì)體制中，為了各自利益的最大化而不懈努力著，同時又并不使每個人之間的利益發(fā)生沖突，大家協(xié)調(diào)一致地為了各自的不同目標(biāo)、朝著同一個方向奮斗，從而推動著整個社會的發(fā)展。這，便是“市場機(jī)制”的玄妙之處。也正是因為有了市場這只“看不見的手”，我們的經(jīng)濟(jì)活動才有規(guī)律可循，我們的生活才會按部就班地繼續(xù)下去。

然而，在《I，pencil》一文極力贊揚(yáng)市場機(jī)制的神奇功效的同時，我又不禁想到，市場機(jī)制并不能一直掌控著所有經(jīng)濟(jì)行為和整個經(jīng)濟(jì)社會，也會時常出

現(xiàn)“市場失靈”的情況，例如壟斷、失業(yè)、外部性等經(jīng)濟(jì)甚至社會問題。這時，還需要政府這個“掌門人”來發(fā)揮它的職能，肩負(fù)起他的責(zé)任。只有政府的宏觀調(diào)控和自由的市場機(jī)制相結(jié)合，才能保證國家經(jīng)濟(jì)的平穩(wěn)運(yùn)行和人民生活水平的不斷提高。

平心而論，其實《I，pencil》一文真正打動我的，并不是那些有關(guān)于“市場機(jī)制”的經(jīng)濟(jì)理論，而是作者所表現(xiàn)出來的在自由經(jīng)濟(jì)下形成的“自由意識”，即對于“自由”的崇敬和向往。

正如閱讀材料中所述，《I，pencil》是典型的倫納德?里德式的作品：富有想象力，樸素而意味深長，洋溢著對自由的熱愛，這一切，貫穿在倫納德所寫的一切著作或所做的一切活動中。跟他的其它著作一樣，他并沒有試圖告訴人們應(yīng)該做什么，或如何管理自己。他只是試圖增進(jìn)人們對他們自己及其生活于其中的制度的理解。

也許自由是人類的天性，千百年來，我們對于自由的熱愛超越了任何一種事物。馬克思要通過不斷斗爭來消滅階級、剝削、壓迫，最終達(dá)到人類理想的自由王國——共產(chǎn)主義；柏拉圖主張通過“哲學(xué)王”來建立“理想國”，從而體現(xiàn)他的最高理念——善的理念世界；而基督教、佛教的終極目標(biāo)就是追求人類的自由。以上這些觀念，在歷史舞臺上，演繹著一個個清高自傲的自由不羈的靈魂，神神地打動了我。正所謂“生命誠可貴，愛情價更高。若為自由故，二者皆可拋”。這一語點(diǎn)醒了多少迷失信仰的夢中人啊！只要我們靜下心來，就可以聽到內(nèi)心最深處對于自由的強(qiáng)烈渴望與熱愛。

“如果你能認(rèn)識到我所蘊(yùn)涵的那些不可思議之處，你就會愿意努力維護(hù)人們正在不幸地喪失的自由”。因為，如果人們認(rèn)識到，這些實際知識會自然地，是的，會自動地組織成為創(chuàng)造性的、有效率的形態(tài)，從而對人的需求和要求作出反應(yīng)——也就是說，不存在政府或任何強(qiáng)制性控制——那么，人們就掌握了自由的最本質(zhì)的要素：對自由人的信心。如果沒有這種信心，也就不可能有自由?！?/p>

在我看來，生命應(yīng)當(dāng)如同一只展翅翱翔的雄鷹，在自由的天空中飛翔；抑或至少，生命應(yīng)當(dāng)宛如一只蝴蝶，能隨心而動，在花叢中流連，在草坪上飛舞，自由自在，無拘無束，絢爛出只屬于自己的、那最美麗最悸動的一季．．．．．．

社工1002

李贏薪

41084042

第二篇：unit3 Is this your pencil單元測試

Unit 2 Is this your pencil?

聽力部分(共20分)

I.聽對話, 選擇與對話內(nèi)容相符的圖片(略)

II.聽句子, 選擇最佳答語(每小題1分,共5分)()6.A.It’s a book.B.No, it isn’t.C.Yes, it’s a backpack.()7.A.N-A-M-E.B.My name is Tom.C.T-O-M.()8.A.Yes, it is.B.No, I’m not.C.Yes, I am.()9.A.Excuse me.B.Thank you.C.No, it’s blue.()10.A.It’s a pencil.B.That’s my pencil.C.This is a pen.III.聽下面5段對話, 選擇最佳選項(每小題1分,共5分)()11.What’s this in English?

A.It’s a pen.B.It’s a ring.C.It’s a baseball.()12.Is that Sonia’s ruler?

A.No, it isn’t.B.No, it’s Lucy’s.C.Yes, it is.()13.Is it a dictionary? A.No, it is a book.B.No, it’s a backpack.C.Yes, it is a dictionary.()14.What color is the pen? A.Red.B.Black.C.Yellow.()15.What’s that?

A.It’s a pencil.B.It’s a ruler.C.It’s a pencil case.IV.聽短文, 根據(jù)所聽內(nèi)容選擇正確答案(每小題1分,共5分)()16.The boy is ______.A.Jim White B.David Green C.Jim Green()17.The lost backpack is ______.A.red B.yellow C.green()18.The pencil case is ______.A.white B.black C.blue()19.A ______ is in the backpack.A.dictionary B.jacket C.ring()20.Please call the boy at ______.A.859-2233 B.859-1123 C.856-3321

筆試部分(共80分)

I.單項選擇(每小題1分,共10分)

從下列各題所給的A、B、C、D四個選項中,選擇可以填入空白處的最佳選項。

()21.—What’s that?—______ is a ruler.A.This B.She C.It D.He()22.Please call John ______ 678-5678.A.to B.in C.of D.at()23.Frank, ______ this your watch? A.be B.is C.am D.are()24.This is ______ ID card and ______ card is Mary’s.A.an;the B.a;the C.the;an D.the;a()25.Please call Tony.This is ______ phone number.A.my B.your C.her D.his()26.I ______ a ring.Is it your ring? A.found B.lost C.look D.call()27.—______ you spell your name? —J-A-N-E, Jane.A.What do B.How do C.What are D.How are()28.It isn’t ______ pencil case.It’s ______ pencil case.A.me;he B.his;me C.my;his D.I;his()29.—Is that her notebook? —______.A.Yes, she is B.No, that isn’t C.Yes, this is D.No, it isn’t

()30.—______, Tom.Is this your pencil? —Yes.Thank you.A.Goodbye B.Sorry C.Excuse me D.Thanks II.完形填空(每小題1分, 共8分)

閱讀下面的材料,掌握其大意,然后從對話后各題所給的A、B、C、D四個選項中,選擇最佳選項。

Hello!I’m John.I’m 31 the classroom(教室).32!This is my desk.33 is nice.What 34 is it? It’s orange.My English book and my backpack are on it.35 backpack is black.What’s in the backpack? A book, a pencil case and a watch are in it.What’s in the pencil case? There are(有)36 pencils.One pencil is red and two pencils are yellow.Where(哪里)is my key? My key is 37.It isn’t in my backpack.Is it on the desk? 38, it isn’t.Oh, it’s on the floor(地板).()31.A.at B.in C.to D.of()32.A.Thank B.Spell C.Look D.Meet()33.A.That B.It C.This D.He()34.A.name B.number C.school D.color()35.A.My B.Your C.Her D.His()36.A.one B.two C.three D.four()37.A.lost B.last C.fine D.first()38.A.Not B.No C.Yes D.OK

III.閱讀理解(每小題2分, 共20分)

A難度:★

Things in the Lost and Found Case Owner(主人)Thing Color

Alice notebook yellow and green ? watch white and red Ann dictionary red and blue ? pencil blue and yellow Amy school ID card /

Lucy backpack black and white

根據(jù)以上信息,選擇正確答案。

()39.The underlined word(畫線詞)“things” means “______”.A.貨物B.物品 C.盒子D.禮物()40.Is the notebook Alice’s? A.No, it isn’t.B.Yes, it is.C.No, it’s Ann’s.D.We don’t know(不知道).()41.What color is Lucy’s backpack? A.Blue and yellow.B.White and red.C.Red and blue.D.Black and white.()42.Amy’s _____ is in the lost and found case.A.watch B.dictionary C.school ID card D.pencil()43.The owner of the dictionary is ______.A.Ann B.Alice C.Lucy D.Amy

B 難度:★★

I am a pencil.I am long and thin(又長又瘦).I am in a nice pencil case.It is yellow.Billy is my good friend(朋友).He takes me to school.He draws pictures(畫畫)and writes with me.Billy likes me and I like Billy.根據(jù)短文內(nèi)容,按要求完成各項任務(wù)。

44.把畫線句子翻譯成漢語。

_____________________________________

45.根據(jù)短文內(nèi)容寫出take me to school 的漢語意思。

_____________________________________ 46.略

47.回答下面的問題。

What color is the pencil case?_ ____________________________________ 48.用正確的單詞補(bǔ)充句子。

_____________ is the pencil’s good friend.IV.詞匯運(yùn)用(每小題1分, 共10分)A)根據(jù)首字母提示,寫單詞完成句子。

49.That is my s__________.I study(學(xué)習(xí))in it.50.This is the l__________ and found case.51.P__________ look at this, Jane.52.You can c__________ David.His phone number is 352-6612.53.Is this your computer g__________?

B)根據(jù)句意寫單詞,補(bǔ)全句子。

54.—Is your pen blue? —__________, it’s black.55.How __________ you spell map? 56.Your ruler __________ very nice.57.This is Alice’s book and __________ is my notebook.58.What’s that __________ English?

V.完成句子(每小題2分, 共10分)

請根據(jù)所給詞及標(biāo)點(diǎn)提示,連詞成句。59.computer, this, your, is ____________________________________? 60.you, do, it, how, spell ____________________________________? 61.in, what, that, English, is ____________________________________? 62.her, it, dictionary, isn’t

____________________________________.63.school, ID, card, it, my, isn’t, no ____________________________________.VI.情景交際(每小題2分, 共10分)請從方框中選擇恰當(dāng)?shù)木渥油瓿上旅娴膶υ?其中一項多余。Alan: Excuse me.I can’t find(找不到)my backpack.Clerk:(64)__________ Alan: It’s blue.Clerk:(65)__________ Alan: No, it isn’t my backpack.Clerk: Is that your backpack? Alan:(66)__________ Clerk: What’s in your backpack?

Alan: A set of keys, a notebook, a dictionary and my ID card.Clerk:(67)__________ Alan: My first name is Alan.My family name is Smith.Clerk:(68)__________ Alan: 435-6928.Please call me if you find my backpack.Clerk: OK.Alan: Thank you.A.What’s your name? B.No, it isn’t.C.Is this your backpack? D.Yes, it is.E.What’s your telephone number? F.What color is it?

VII.書面表達(dá)(共12分)

吉姆和莉薩是同校不同班的學(xué)生。今天早上吉姆丟了一塊黑色的手表,被莉薩撿到。吉姆寫了一張尋物啟事,莉薩寫了一張失物招領(lǐng)啟事。請參考吉姆和莉薩的信息并發(fā)揮想像,寫出他們的尋物啟事和失物招領(lǐng)啟事。信息提示:

Name: Jim Green

Telephone number: 456-5632 Class(班級): 4 Grade(年級):7 Name: Lisa Brown

Telephone number:568-2564 Class: 5 Grade:7

Lost _______________________________________________________________________________________________

Found _______________________________________________________________________________________________

附加題部分(共20分)

I.短文填空(每小題2分, 共10分)根據(jù)首字母或音標(biāo)提示,寫單詞完成短文。

Hello, boys and girls!My name is Kate.I like(喜歡)to go to school.I like(1)______ [5INglIF].I like computer games, too.Look!This is my backpack.There is(有)a(2)______ [5dIkFEnerI] and a pencil case in it.There is an(3)______ [I5reIsEr] and a pen in the pencil case.Oh, what’s that? It’s(4)n______ my watch.It’s my sister’s(妹妹的)watch.And this is a(5)s______ of keys.Thank you for listening.II.請根據(jù)尋物和招領(lǐng)啟事中的信息,補(bǔ)全句子所缺信息。(每小題2分, 共10分)

Found: A BACKPACK Is this your backpack? Call Mary.Phone number: 104-2230 Lost: A PENCIL It’s red and black.My name is Nick.Please call 258-4462.Found: A KEY Is this your key? Call Frank at 114-5028.Lost: A BLUE WATCH Please call Alan.Phone number: 207-3378 Found: A NOTEBOOK Is this your notebook? Call Alice.Phone number: 751-8856

6.Mary found a backpack.The owner should(應(yīng)該)call __________.7.Nick’s __________ is lost.8.Frank found a __________.9.Alan lost a __________ watch.10.If(如果)your notebook is lost, you can call __________.She found one.聽力原文

I.1.M: What color is your pencil?

W: It’s yellow.2.M: What’s your telephone number? W: Please call me at 5363157.3.M: Is it her eraser?

W: No, it’s his eraser.4.M: Is this your computer? W: Yes, it is.5.M: Is this her notebook?

W: No, it’s my notebook.II.6.Is that your backpack? 7.How do you spell your name, Tom? 8.Excuse me.Is this a baseball? 9.Your watch is nice.10.What’s that in English? III.11.M: Jenny, how do you spell it? W: R-I-N-G.12.M: Sonia, is this your ruler?

W: No, it isn’t.It’s his ruler.13.M: What’s this in English?

W: It’s an English dictionary.14.M: Susan, is that your pen?

W: No, it’s a black pen.My pen is red.15.M: Is that a ruler, Mary?

W: No, it isn’t.It is a pencil.IV.I’m Jim White.My backpack is lost.It is a nice green backpack.A blue pencil case, an English dictionary and a set of keys are in it.Please call me at 859-1123.參考答案 聽力部分

I.1-5 BACAC II.6-10 BCABA III.11-15 BACBA IV.16-20 ACCAB 筆試部分

I.21-25 CDBAD26-30 ABCDC II.31-35 BCBDA36-38 CAB III.39-43 BBDCA

44.我在一個漂亮的鉛筆盒里。

45.帶我去學(xué)校46.CA 47.It’s yellow.48.Billy IV.49.school 50.lost

51.Please 52.call53.game54.No55.do 56.is 57.that 58.in V.59.Is this your computer 60.How do you spell it 61.What is that in English 62.It isn’t her dictionary

63.No, it isn’t my school ID card VI.64-68 FCBAE VII.One possible version: Lost I lost my black watch.My name is Jim Green.I am in Class 4, Grade7.Please call me at 456-5632.Found Is this your black watch? My name is Lisa Brown.I am in Class 5, Grade 7.Please call me at 568-2564.附加題部分

I.1.English 2.dictionary 3.eraser 4.not 5.set II.6.104-22307.pencil

8.key 9.blue10.Alice

第三篇：I have a dream讀后感

The power of speech

-----The impressions after reading I Have a Dream

Do you believe the power of speech? Recently, I read a famous speech, and I was moved deeply.Now, I share my feeling with you.When Martin Luther King wrote his 'I Have a Dream 'speech, it was with the impression that there was something American that belonged to the Negro.Something that had been denied him.A discrepancy King addressed as a 'shameful condition'.Today, I am writing to dramatize an equally shameful condition.That of ignorance and complacency.There is little question that in Dr Martin Luther King's 'I have a Dream' speech his intent and goal was equal treatment for blacks under the law.Dr King was influenced by the segregation of a period known as the Jim Crow South and considered the Negro 'an exile in his own land', despite ancestral slave history.I make this distinction to address the ignorance I mentioned, but not to the detriment of Dr.King's legacy.When the European Settlers first arrived on the shores of the Americas, these lands belonged to a people depicted by them as barbarian and warlike 'savages', a tribal people called 'Indians' because the Americas were referred to as the 'West Indies'.When the white man arrived in Indian Territory, there was no way the natives could have been prepared for what would befall them.It was not until the Colonists began to expand westward did the Natives find reason to be hostile.What was

once ignored, and since 'forgotten', is that the European 'settlers' were invaders from the perspective of Native Americans.Invaders now depicted as a benevolent and cultured race.'The leaders of the free world'.I totally agree with his opinions and I hope his dream will come true.

第四篇：Unit 3 Is this your pencil(教案)

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（話題）:

Things in the classroom

二、Functions(功能)Identify ownership

三、Structures(結(jié)構(gòu))

Possessive pronouns mine, yours, his, hers Yes/no questions and short answers Lost and found

四、Target Language(目標(biāo)語言)Is this your pencil? Yes, it is.It’s mine.Are these your books? No, they aren’t.They’re hers.五、Vocabulary（詞匯）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 read for specific information

七、Recycling（復(fù)習(xí)鞏固）What’s this? It’s...How do you spell it?

八、教材分析

本單元以school things為話題，主題是“確認(rèn)物品的所有權(quán)”，物品主要圍繞著教室內(nèi)

學(xué)生身邊的常用物品，在教學(xué)時老師能夠使用實物進(jìn)行教學(xué)，增強(qiáng)學(xué)生的學(xué)習(xí)效果。事實表明，如果將真實的語言材料引入學(xué)習(xí)環(huán)境，并與社會的語言活動結(jié)合起來，學(xué)生的學(xué)習(xí)效果將是事半功倍的。也就是說，作為授課的老師，我們要結(jié)合所授內(nèi)容，努力為學(xué)生創(chuàng)造真實的、貼近生活的情境。通過單元教學(xué)使學(xué)生學(xué)會辨認(rèn)物品的所有者，學(xué)會根據(jù)場景詢問物品的所屬，以及學(xué)會寫尋物啟事和招領(lǐng)啟事。

與其他單元一樣，本單元共六頁（6 pages），其中包括Section A，Section B和Self check。Section A(Pages13&15)學(xué)會詢問物品的所屬。提供了本單元教學(xué)的基本詞匯和語言結(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)，通過簡單的語言活動進(jìn)行操練和鞏固；Page13,14有聽、說、讀。

1a, 1b, 1c 重點(diǎn)學(xué)習(xí)一些表示學(xué)習(xí)用具的詞，學(xué)會詢問物品的所屬。

2a, 2b, 2c,2d繼續(xù)學(xué)習(xí)表示學(xué)習(xí)用具的詞。重點(diǎn)學(xué)習(xí)運(yùn)用詢問物品所屬的句型。3a, 3b, 3c 學(xué)會用英語詢問物品的名稱，進(jìn)一步鞏固詢問物品所屬的句型。

Section B(Pages16&17)學(xué)會寫招領(lǐng)啟事和尋物啟事。在已有的基礎(chǔ)上開展的，Grammar focus, Page3是語言運(yùn)用。許多知識點(diǎn)都是以舊帶新，但學(xué)習(xí)任務(wù)的難度在逐漸遞升，口頭訓(xùn)練也過度到筆頭訓(xùn)練，通過這部分的學(xué)習(xí)，使學(xué)生能夠?qū)σ褜W(xué)過的目標(biāo)句型運(yùn)用自如。

1a, 1b, 1c, 1d, 1e學(xué)會判斷物品的所屬。2a, 2b, 2c學(xué)會寫招領(lǐng)啟事和尋物啟事。

Self check 檢測本單元所學(xué)詞匯知識，學(xué)會詢問物品的所屬，學(xué)會詢問物品的名稱。課后自我檢測和評價，包括對本單元所學(xué)詞匯的檢測，詞匯擴(kuò)展訓(xùn)練，以及語言運(yùn)用能力的檢測和評價。通過這部分內(nèi)容的訓(xùn)練，使學(xué)生對本單元的語言目標(biāo)的掌握程度有較為明確的認(rèn)識。

九、學(xué)情分析

1）初一學(xué)生心理特點(diǎn)：對中學(xué)生活既好奇又擔(dān)憂；希望在新班集體里得到他人的承認(rèn)；主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價；自我認(rèn)識較模糊、片面，但自我意識卻不斷增強(qiáng)；開始步入青春期生理、心理劇變階段。

2）初一學(xué)生學(xué)習(xí)英語的特點(diǎn)：初一學(xué)生對英語既感到新鮮又有所畏懼，他們希望在新的環(huán)境中通過學(xué)好英語這門新科目來獲得他人的認(rèn)可。但隨著小學(xué)英語的實施，很多學(xué)生新鮮感減少，畏懼感增加，兩極分化從一開學(xué)就凸現(xiàn)出來。分層次教學(xué)，因材施教迫在眉睫。

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)知識的擴(kuò)展和運(yùn)用的能力。

十、課時安排

Period 1（Section A：1a-2d）Listening

Period 2（Section A：Grammar focus, 3a, 3b, 3c）Listening and speaking(I)Period 3（SectionＢ：1a, 1b, 1c, 1d, 1e）Listening and speaking(II)Period 4（SectionＢ：2a, 3b, 2c）Reading, speaking and writing Period 5（Self Check）Revision and testing

The 1st period of class: Section A(1a –2d)

Teaching aims（教學(xué)目標(biāo)）

1．本單元我們將學(xué)習(xí)物品的所屬者是誰？ 2．根據(jù)場景詢問英語中對應(yīng)的表達(dá)法。Language points（語言點(diǎn)）

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．要求掌握以下詞匯：

Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, mine, your, his, hers

Difficulties（難點(diǎn)）： How to identify ownership Teaching steps（教學(xué)步驟）

Step 1: Warming up and Presentation(1a: P13)Good morning, everyone!Last week, we finished Unit 1.Today we are going to learn a new unit, Unit 2.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 2.Is this your pencil? What is the unit about? T:(Take out a box filled with school things and pick out a pencil.T can put some pencils, some pencil-cases, and 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.)S: It is a pen.and try to lead the Ss to do it as T.)

【教學(xué)設(shè)計說明】用實物引出新單詞、新句型，分層次處理新單詞。

In this way, the teacher takes all the school things out of the box and teaches the students how to say school things in English.Let one or two students, if time permits, let more to come to the front to put the school things into the box or pick them out of the box and say the names of the things.If the students don’t make any mistakes, T can give some small gifts to them.Step 2: Section A 1a

OK, let’s have today’s new unit.Please open your books at page 13 and look at activity 1a.1．Look and find

Please look at the picture in activity 1a.What can you find?

2．Match and discuss

a.Would you please match the words with the things in the picture?

b.How many words do you know? Can you share the words you know with your partners? c.Please discuss with your partners and check whether your answers are the same.3．Check the answers

Let’s check the answers together.4．Read

a.Please read the words after me.Pencil...b.I would like you to read the words together and one word twice.Pencil one two...c.Who would like to read the words in class? d.Let’s read the words one by one.【教學(xué)設(shè)計說明】

采用Using contest guessing和Role playing的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件來展開課堂Pair work, Group work的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。Step 3: Section A 1b

1．Listen and number

a.Listen to the tape for the first time.b.Number the conversations from 1 to 3 while you listen to them for the second time.2．Check the answers Let’s check the answers.Answers:

321

3．Read

a.I would like you to read the conversations together.b.Would you please read them in pairs? c.Who would like to read in class? 4．Translate and explain

a.Let’s translate the conversations into Chinese.Would you please work in pairs? b.Let’s translate the conversations together now.c.When do you ask the questions like: Is this your...? or Is that your...? Can you tell me? 【教學(xué)設(shè)計說明】制作la部分的插圖和人物對話的課件，人物以動畫片的形式呈現(xiàn)，將聽力部分的內(nèi)容插入，使學(xué)生學(xué)會詢問物品的主人的基本句型；同時復(fù)習(xí)單詞pencil pen book eraser ruler pencil case，學(xué)習(xí)詞匯backpack pencil sharpener dictionary.Step 3: Section A 1c 1．Practice

a.Would you please practice the conversation with the things you and your partner have? b.I will give you an example first.Example: T: Mary, is this your pen?

S: No, it isn’t.It’s her pen.c.Please practice in class.Who would like to have a try? 【教學(xué)設(shè)計說明】

拓展練習(xí)“找主人”：課前教師收集一些學(xué)生的物品并展示，問學(xué)生這些東西是誰的；先詢問幾個學(xué)生某些物品是誰的，然后把名字填在表格里，再讓學(xué)生互相詢問。這種活動可練習(xí)運(yùn)用what特殊疑問句和yes/no問句進(jìn)行物體所屬的問答。

Step 4: Section A 2a 1．Listen and check

a.Let’s move to activity 2a now.There are six things in the picture.Let’s look at them.Can you tell me what they are?

b.Yes.OK.Let’s listen to the tape for the first time.c.Are you ready to do the activity 2a? Please check them while listening.2．Check the answers

Have you got your answers? Who would like to tell us the answers? What have you checked?

Answers:

The things that are checked: pencil case;eraser;book;pencil;ruler 【教學(xué)設(shè)計說明】

1.利用插圖或?qū)嵨锟ㄆ寣W(xué)生將單詞與實物相連復(fù)習(xí)一些單詞、學(xué)一些生詞。然后教師引導(dǎo)學(xué)習(xí)詢問物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is.No, it isn’t．”。

2.讓學(xué)生聽對話，練習(xí)并模仿對話。識別物品的所屬。Step 5: Section A 2b 1．Listen and complete

Listen to the conversations again and complete the conversation with the words in the box.2．Check the answers Finished? Let’s check them.Answers: 1．pencil

2．eraser

3．ruler

4．book

5．pencil case 3．Read the conversation

a.Let’s read the conversations together.b.I would like you to read them in groups.c.Who would like to read them in class? 【教學(xué)設(shè)計說明】

1.播放2a部分的錄音讓學(xué)生聽，引導(dǎo)學(xué)生通過聽錄音熟悉物品名稱”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教學(xué)任務(wù)。

2.引導(dǎo)學(xué)生重復(fù)他們所聽到的，模仿對話，識別物品的所屬，完成2c部分的教學(xué)任務(wù)（Is this/that your/her/his pencil? Yes, it is.No, it isn't.）。

Step 6: Section A 2c 1．Read

Let’s move to the activity 2c.Shall we read the conversation together? 2．Practice

a.Now, class, we can see some things in the picture on the right.Let’s practice the conversations in pairs with them.Then make the students’ conversations using the things in the classroom.b.Who would like to practice in class? Step 7: Section A 2d

Role-play the conversation.分角色表演對話。采用Role playing的學(xué)習(xí)策略，利用教學(xué)圖片來展開課堂Pair work的口語交際活動，使學(xué)生學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法。

Step 8: Summarize

Let’s summarize what we learnt in this period.Show the following on the blackboard.Writing on the blackboard(1)What’s this in English?(2)Is this your / my…?

that

that This /That / It is…

Yes, it is.No, it isn’t.形容詞性物主代詞

我的 你的/您的 他(她，它)的

我們的

你們的/您們的

他們 / 她們 / 它們的

my your his, her, its

our

your

their Step 9: Homework

1．Copy the words in activity 1a and the sentences in grammar box.2．Read the tape script of activity 2a and 2b.The 2nd period of class: Section A(Grammar focus – 3c)

Teaching aims（教學(xué)目標(biāo)）

1． 語言知識目標(biāo)：

A)詞匯：pencil, 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． 語言技能目標(biāo)：通過各種活動，培養(yǎng)學(xué)生靈活運(yùn)用語言知識和創(chuàng)新的能力。3． 情感目標(biāo)：

A)激發(fā)學(xué)生學(xué)習(xí)英語的興趣，發(fā)揮學(xué)生學(xué)習(xí)英語的主動性。B)通過小組活動、組間競賽等，培養(yǎng)學(xué)生的合作意識和團(tuán)隊精神。

C)學(xué)習(xí)文明禮貌的詢問和回答方式，拾金不昧的做人原則和助人為樂的優(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)會與他人合作交流，并能把語言材料用到真實的生活情景中去。

C）資源策略：學(xué)會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)的過程中，通過自我評價和反思，不斷調(diào)整自己的學(xué)習(xí)方法。Language points（語言點(diǎn)）

1.詞匯： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring.2.語言結(jié)構(gòu)：指示代詞this & that, What questions, Yes/No questions and short answers, How do you spell it? 3.語言功能：詢問物品屬性What’s this/that…?和辨別物品所有者 Is this your/her/his…?” Difficulties（難點(diǎn)）： 詞匯的教和學(xué)，多種語言結(jié)構(gòu)的綜合運(yùn)用。

Teaching steps（教學(xué)步驟）

Lead in:

Yesterday we got to know how to ask the owner of the things.Do you still remember how to say that? OK.Let’s review it first.Step 1: Revision 1．Ask and answer

a.Would you please make some conversations with “Is this / that...? ” b.Who would like to have a try in class?

2．Dictation

Read the sentences in grammar box.2．Point out the notes

物主代詞的用法；this 與 that 的區(qū)別；Is this / that...? 的答語用it is。【教學(xué)設(shè)計說明】

用游戲的形式復(fù)習(xí)上一節(jié)課的新單詞和句型。將所要復(fù)習(xí)的單詞物品放入一個布袋子中，讓學(xué)生伸手進(jìn)去摸，由一個學(xué)生或全班學(xué)生發(fā)問，該學(xué)生猜。使用的句型是：What's this in English? It’s a...How do you spell that? Is this your pencil? 值得注意的是: 假如學(xué)生在小學(xué)沒有學(xué)習(xí)過這些英語單詞，他們將根據(jù)什么來完成老師布置的這一任務(wù)？我們可以讓學(xué)生分析以下他們的思考過程，進(jìn)而加以歸納，對有貢獻(xiàn)的學(xué)生加以鼓勵及表揚(yáng)。我想這就是對學(xué)生學(xué)習(xí)方法或策略的指導(dǎo)，學(xué)生定會非常喜歡。

Section A 3a 1．Explain

a.Let’s go into activity 3 on page 15.How many things are there? b.Yes.There are five things.And can you tell me what they are?

c.Very good!All the things here are school things.That means we use them to study.2．Read

a.Let’s read the conversation in the box together.b.Please translate it into Chinese by yourselves.3．Practice

a.I would like you to practice the conversation with the five things in the picture.b.Who would like to have a try in class?

c.Very good!Now this time, I would like you to practice the conversation with the things on the screen.d.First, please work in pairs.e.Now, let’s invite some pairs of you to make the conversation in class.【教學(xué)設(shè)計說明】

老師將學(xué)生的一些物品收集上來，放在一個箱子里，請一個學(xué)生上前來，蒙上眼睛，從箱子里取出一樣物品，全班學(xué)生一同發(fā)問，“What's this in English?”，這名學(xué)生猜，使用句型為“Is it a/an...?”猜到之后，可以回座位，每位學(xué)生有兩次機(jī)會猜，否則就視為失敗。

Step 3: Section A 3b

a.Let’s have a game now.In this unit, we learnt to ask the owner of the things.Now let’s play a game.b.We play the game in groups.Every group member put one school thing into a box.c.After that, please take out one thing from the box and ask your group members “Is this your...?” If he / she answers “Yes, it is.” that means you win.If he / she answers “No, it isn’t.” that means you fail and have another try.Remember you just have two guesses!

d.Are you clear about the rule of the game? Let’s start the game!【教學(xué)設(shè)計說明】

1.以小組為單位，做 Section B-1b 的對話練習(xí)。2.口頭檢查學(xué)生所練的對話。Step 4: Play games Put some things into the teacher’s box.Then take one thing out of the box and find the owner.You only have two guesses!【教學(xué)設(shè)計說明】

老師收集一些學(xué)生的學(xué)習(xí)用品，請學(xué)生到前邊來發(fā)問，找到用具的主人，給兩次機(jī)會。Let’s summarize what we learnt in this period.Step 5: Homework

Try to memorize the conversation in 3.【教學(xué)設(shè)計說明】

1．對初學(xué)者應(yīng)注重興趣的培養(yǎng)，宜采用游戲、唱歌、競賽、小組合作等多種活動方式。

2．注重因材施教，對基礎(chǔ)不同的學(xué)生，在開始階段應(yīng)有不同層次的要求，多鼓勵，少批評，甚至不批評，以充分調(diào)動每個學(xué)生學(xué)習(xí)英語的積極性。

3．本教材一個很大的特點(diǎn)就是詞匯豐富，教師應(yīng)教會學(xué)生記憶單詞的基本方法，同時，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”的各個環(huán)節(jié)合理分置于各個課時當(dāng)中；在設(shè)計任務(wù)型教學(xué)活動時，活動要有明確的目的和可操作性。

5．從實際出發(fā)，選擇不同的教學(xué)輔助工具和手段，但任何一種教法，都應(yīng)考慮如何創(chuàng)設(shè)語言情景，讓學(xué)生盡可能在真實的語言環(huán)境中學(xué)習(xí)和體會語言。

The 3rd period of class: Section B(1a-1f)Teaching aims（教學(xué)目標(biāo)）

1．學(xué)習(xí)Section B的新單詞；

2．進(jìn)一步鞏固Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.句型。Language points（語言點(diǎn)）

2.要求掌握以下句式：

Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.2．要求掌握以下詞匯：

baseball, ID card, ring, dictionary, watch, key, computer game, notebook.Difficulties（難點(diǎn)）： How to identify ownership Teaching steps（教學(xué)步驟）

Lead in: Good morning, boys and girls.Shall we continue our lessons? Could you please tell me what we learnt in section A? Yes.We learnt to find the owner of the things.Step 1: Revision

1．Review some school things

a.I will show you some pictures, can you answer my questions? Questions: 1．What’s this in English?

2．What’s that in English?

3．How do you spell it?

b.I would like some of you to ask the questions and the others answer them according to the pictures.2．Review the way of asking the owner

Can you make conversations with the things you and your friends have? Example: Is this your...?

Yes, / No,...It’s...Is that your...? Yes, / No,...It’s...Step 2: Section B 1a 1．Look and match

a.Open your books at page 10.Would you please look at the picture in activity 1a? b.There are some things in it.Can you match the words with the things in the picture? OK.Let’s have a try.2．Check the answers

Finished, everyone? Let’s check the answers now.Answers: 1．baseball a 5．key f 2．watch

d

3．computer game

c 4．ID card

b

6．notebook h 7．ring

g 8．pen

e

3．Introduce them to your friends

Could you please introduce the things to your friends with the sentence like: This is a...Example: This is a ring.This is an ID card....【教學(xué)設(shè)計說明】

在游戲中檢查學(xué)生對已學(xué)單詞的掌握情況。此活動帶來的愉快感受能讓學(xué)生積極地投入到接下去的學(xué)習(xí)中。師生互動，活躍課堂氣氛，加強(qiáng)學(xué)習(xí)效果，學(xué)生從中掌握單詞。

Step 3: Section B 1b 1．Read

a.Please look at the conversation in 1b.b.Shall we read it together?

c.Very good.Let’s read it again.But this time, boys read as A and girls read as B.OK.Begin!

2．Ask and answer

a.Just now we read the conversation twice.I want you to ask and answer the questions about the things in the picture in 1a.b.Who would like to have a try in class?

【教學(xué)設(shè)計說明】

學(xué)生用英語在真實的情景中進(jìn)行交際，使語言在完成任務(wù)的過程中得到運(yùn)用和鞏固。教師應(yīng)鼓勵學(xué)生大膽開口，不怕出錯。

Step 4: Section B 1c 1．Listen and circle

a.Let’s move to activity 2a now.It is a listening exercise.For the first time, I would like you to listen only.b.Now, for the second time, please listen to it again and circle the things in the picture in 1a.2．Check the answers I think most of you have finished it.Let’s check them together.Answers:

circled items: watch,ID card,pen,baseball 【教學(xué)設(shè)計說明】

通過此活動，發(fā)展學(xué)生的聽、寫技能，使學(xué)生能對已學(xué)過的知識運(yùn)用自如，從而調(diào)動積極性，提高自信心。

Step 5: Section B 1d 1．Listen

Listen to the conversations for the first time.2．Listen and fill the chart

a.Listen to the conversations for the second time and write the things in the chart.b.Listen to the conversations for the third time and check them by yourselves.3．Check the answers

Let’s check the answers together.Answers:

Kelsey: watch, ID card Mike: pen, baseball 4．Read the tape script

a.Let’s read the tape script together.b.Would you please read the tape script in pairs? c.Who would like to read in class? Step 6: Section B 1e Task－Whose are they?

【教學(xué)設(shè)計說明】下面我們來完成一個任務(wù)。任務(wù)是兩人一組來進(jìn)行。請A同學(xué)翻開書 Difficulties（難點(diǎn)）： 會寫“失物招領(lǐng)或?qū)の飭⑹尽薄?/p>

Teaching steps（教學(xué)步驟）

Lead in:

We have finished most part of Unit 2.And in this period, we will continue to finish section B.But before that, I would like you to review what we learnt before.Step 1: Revision 1．Make conversations

a.Can you make conversations with the school things? Example: Is this his / your...?

Yes, it is./ No, it isn’t.b.I would like you to make another conversation with his / her? Example: Is this / that his / her...?

Yes, it is./ No, it isn’t.2．Dictation Let’s have a dictation.Step 2: Section B 2a

1．Write the things you lose easily a.Let’s go into activity 2a on page 11.First let’s look at the title please.b.Do you know what the word notices mean in Chinese? Just guess.c.Yes.Notices means “通知”。

2．Read

a.Read the notices by yourselves.b.Let’s read them together now.c.I would like four of you to read in class.3．Circle

a.Circle the words from activity 1a.b.Check the answers.Answers:

Circle these words: watch, computer game, notebook, ID card c.Please read the words you circled together.4．Explain

a.請同學(xué)們看這些通知，它們都是失物招領(lǐng)啟事。請同學(xué)們觀察，失物招領(lǐng)啟事有什么特點(diǎn)？

b.對。它們都比較短，比較簡單。都留有聯(lián)系方式。揀到東西可以用Found開頭，丟失東西用Lost開頭。請同學(xué)們注意失物招領(lǐng)啟事的寫法。

【教學(xué)設(shè)計說明】

老師給每一組學(xué)生一張碎字條（這些碎片是老師提前寫好的“失物招領(lǐng)”“尋物啟示”，讓學(xué)生以小組為單位拼好，并能夠理解紙條上的意思，然后將字條粘好并張貼在黑板上，看哪一組拼得快，快者為勝）老師在黑板上字條的上方寫上“失物招領(lǐng)” 或“尋物啟示”。小組活動，合作探究，充分體現(xiàn)“做中學(xué)”的原則。

Step 3: Section B 2b

1．Put these pieces in order to make a message.a.Let’s move to the activity 3b.b.Would you please write numbers in the boxes? 2．Check the answers a.Finished, everyone? Would you please check the answers with your partners? b.Let’s check them together.Answer: Found: A set of keys.Please call David at 529-6403.3．Read

a.Let’s read the message together.b.Who would like to read it in class? 【教學(xué)設(shè)計說明】

情景編演劇 “Lost and Found”,該任務(wù)需要學(xué)生綜合運(yùn)用本單元語言知識，需要小組做出盡快反應(yīng)，能提高學(xué)生的合作意識，反應(yīng)能力和發(fā)散思維，培養(yǎng)學(xué)生拾金不昧，助人為樂的優(yōu)良品質(zhì)。培養(yǎng)學(xué)生自主學(xué)習(xí)能力和探究精神。

請學(xué)生派出代表講解所拼出的告示之意思，有不明白的地方學(xué)生們已經(jīng)在小組范圍內(nèi)分析。然后將注解中中的各種告示，在理解的基礎(chǔ)上，圈出 P17-2b 中的物品。（學(xué)生只要明白該告示的意思，可以仿照寫，不需朗讀。）

Step 4: Section B 2c 1．Write

a.Would you please write a message on your notebooks? b.Please follow the examples in 3a and 3b.2．Read

a.I think most of you have finished the message.Would you please read it to your partner? b.I would invite some of you to read your messages in class.Who would like to have a try? 【教學(xué)設(shè)計說明】請學(xué)生仿照寫“失物招領(lǐng)”或“尋物啟示”，老師巡視，抽查出有代表性的作品進(jìn)行全班范圍內(nèi)訂正普遍性的錯誤。課后讓學(xué)生將自己的作品進(jìn)行更改。

Step 5: Games Guessing game－What is it?

下面我們做一個游戲。兩人一組，一個同學(xué)在紙上畫一個我們學(xué)過的物品的畫，另一個同學(xué)猜它是什么？猜出來，換角色。同學(xué)們做這個游戲用的語言是：What’s this? Is this a watch?...Example: A: What is this?

B: Is this a watch? A: No, it isn’t.B: Is this a ring? A: Yes, it is.Step 6: Summarize

Let’s summarize what we did in this period.Step 7: Homework

Copy the messages in 3a.The 5th period of class: Section B(3a-Self Check)Teaching aims（教學(xué)目標(biāo)）

熟練掌握并靈活使用本單元所學(xué)知識。

Language points（語言點(diǎn)）

2.熟練掌握以下句式：

(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．要求會寫“失物招領(lǐng)或?qū)の飭⑹尽薄?/p>

Difficulties（難點(diǎn)）： 會寫“失物招領(lǐng)或?qū)の飭⑹尽薄?/p>

Teaching steps（教學(xué)步驟）

Lead in:

We have spent four periods on Unit 3.This is the last period of Unit 3.In this period, we will do some exercises and make sure you learn this unit well.Step 1: Complete the notice with words or phone number in the box.1．Check the words and the phrases you know

Open your books and look at 3a.If you know the words and the phrases well, please check them.2．Read

I would like all of you to read the words and the phrases together.Step 2: Write your own lost or found notice your name and phone number.a．Do you have any other words you don’t know? Please write them in your notebook.b．Please ask your friends for help.c．Looking up the dictionary is also a good way to study English.I hope you can get more from dictionaries.Step 3: Self-check-1

Write the school things you know.Step 4: Self-check-3

Complete the chant with pronouns.用代詞填空。Step 5: Self-check-3 1．Write

Write the conversations with the things in the picture in self-check-3.2．Read

Read the conversations to your partners.【教學(xué)設(shè)計說明】

1.練習(xí)一的檢查方式可以是以英譯漢的形式，也可以適當(dāng)擴(kuò)展為請學(xué)生造句或回憶當(dāng)時在什么句子中見到的，說出來。

2.由一個學(xué)生說出數(shù)字，其他學(xué)生說出單詞。先以小組為單位練習(xí)，然后請兩位學(xué)生展開競賽，為勝利的小組加分。

Step 6: Some extra exercise

Fill in the blanks with the phrases from the box.Step 7: Summarize

Let’s summarize what we did in this period.Step 8: Homework

1．Do the exercises on the students’ book and the textbook.2．Review Unit 2.3．Watch the pictures in “Just for fun” on page 12.

第五篇：Is this your pencil 教學(xué)設(shè)計

《Unit 3 Is this your pencil?》(Section A 1a-1c)平安縣中心學(xué)校

竇桂名

一、教材分析

本教學(xué)設(shè)計內(nèi)容屬于義務(wù)教育課程標(biāo)準(zhǔn)實驗教科書人民教育出版社七年級英語上冊《Unit 3 Is this your pencil?》的第一課時。本單元的標(biāo)題為 《Is this your pencil?》 話題為“教室里的物品”。本單元圍繞“識別物品的所屬”，使學(xué)生學(xué)會詢問物品的所有者的基本句型,即thisthat;these單復(fù)數(shù)形式的一般疑問及簡略回答：“Is this/that?? Yes, it is.It’s mine.No, it isn't.It’s his hers.Are these/those…?

Yes, they are.They’re mine.No, they aren’t.They’re his hers.二、教學(xué)目標(biāo)

（一）知識目標(biāo)

1.能夠正確使用下列詞匯：Pencil, book, eraser, pencil box, school bag, dictionary, his, hers, mine.2.初步了解形容詞及名詞性物主代詞來表示物品的所有者.3.能夠正確使用thisthat;these一般疑問句確認(rèn)物主關(guān)系并做簡略回答。

⑴ A: Is this that??

B: Yes, it is.It’s mine.No, it isn't.It’s his hers.⑵A: Are these/those?? B: Yes, they are.They’re mine.No, they aren’t.They’re his hers.（二）能力目標(biāo) 能聽懂并詢問物品所有者的對話，能在對話環(huán)境下聽懂物品單詞；能夠談?wù)撐锲返拿Q及對物品的所屬進(jìn)行問答。

（三）情感目標(biāo) 通過本課的學(xué)習(xí)，學(xué)生學(xué)會辨認(rèn)物品的所有者，這樣可以增進(jìn)學(xué)生之間的了解，讓他們學(xué)會互相關(guān)心，彼此成為好朋友，并培養(yǎng)他們的集體觀念和勤奮學(xué)習(xí)的觀念。

三、教學(xué)重難點(diǎn)

重點(diǎn)：學(xué)會使用含有指示代詞的一般疑問句及詢問物品的所有者；學(xué)會使用表示常用學(xué)習(xí)物品的基本詞匯；初步了解名詞性物主代詞來確認(rèn)物品的所有者。

難點(diǎn)：初步了解名詞性物主代詞和形容詞物主代詞的區(qū)別和用法。

四、學(xué)習(xí)者特征分析

1.大多數(shù)七年級的學(xué)生在小學(xué)已學(xué)過英語，很多學(xué)生新鮮感逐漸減少，畏懼感增加。而且，有部分學(xué)生從沒學(xué)過英語，他們基礎(chǔ)很差，非常害羞，缺少自信，兩極分化從一開學(xué)就凸現(xiàn)出來。分層次教學(xué)，因材施教迫在眉睫。

2.七年級學(xué)生對指示代詞this that;these those和形容詞性物主代詞myyourherhis在前兩個單元已學(xué)過，并基本掌握了，這就為本單元搭好了平臺。

3.Is this that??

Are these those?? 是新出現(xiàn)的句型，在學(xué)習(xí)過程中有一定的難度，仍需要教師的引導(dǎo)。

4.形容詞和名詞性物主代詞的區(qū)別和使用是本課時的教學(xué)難點(diǎn)，學(xué)生接受有點(diǎn)難度。

五、學(xué)習(xí)策略

本課主要采用guessing game和Role-play的學(xué)習(xí)策略，利用實物和多媒體課件來展開課堂Pair work的口語交際活動，識別物品的所屬，體會形容詞和名詞性物主代詞和指示代詞的一般疑問句的用法。

六、教學(xué)策略

1.通過音標(biāo)拼讀、句型操練及猜猜游戲鞏固單詞。2.在掌握單詞的基礎(chǔ)上，自編對話，成組練習(xí)。3.采用任務(wù)型教學(xué)途徑。

七、教學(xué)資源

a)人教版新目標(biāo)go for it 七年級上冊

b)本課件（綠色圃中小學(xué)教育網(wǎng) http://）配套的ppt課件，實物 c)錄音機(jī)

八、教學(xué)過程（教師活動與學(xué)生活動）設(shè)計 Step 1.Warming-up What’s your his her name? MyHis Her name is ……

（通過師生對話來復(fù)習(xí)形容詞性物主代詞：myyourherhis，為以下學(xué)習(xí)名詞性物主代詞作鋪墊。）Step 2.Learn new words 1.T: What’s thisthat in English? Ss: It’s aan…

(通過圖片及已學(xué)句型What’s thisthat in English? It’s aan?的導(dǎo)入，以舊引新，學(xué)生會感到很輕松，能夠很快地進(jìn)入學(xué)習(xí)狀態(tài)，學(xué)習(xí)有關(guān)于文具的新詞pencil、pencil box、book、schoolbag、dictionary、eraser.)Step3 Ask and answer T: What’s thisthat in English? Ss: It’s aan…

(師生對話或生生對話，鞏固新詞。)2.Match the words（教師利用課本插圖，讓學(xué)生將單詞與實物相連，復(fù)習(xí)一些單詞、學(xué)一些生詞。完成Section A 1a, 并檢查答案。）3.Read the words.Step4.Presentation T: Is this your pencil?(教師拿起學(xué)生1的鉛筆并問)S1: Yes, it is.It’s mine.(幫學(xué)生1回答.)(然后學(xué)生跟讀，接著教師與幾位學(xué)生操練對話，學(xué)習(xí)mine的用法.接著以同樣的方法教授hers;his的用法以及Are these??句型)(這一環(huán)節(jié)通過實物，讓學(xué)生一邊觀看，一邊練習(xí)單詞并學(xué)習(xí)新的句型以及名詞性物主代詞，這一環(huán)節(jié)對農(nóng)村學(xué)生來說有點(diǎn)難度，要耐心引導(dǎo)與激發(fā)學(xué)生興趣。)Step5、The best listener 1b Listen and number the conversations(1-3)(通過做聽力練習(xí)，可以鍛煉學(xué)生的聽力能力以及幫助他們鞏固新學(xué)習(xí)的有關(guān)于文具的詞匯和含有 “Is thisthat?? Are these??”的句型，為下面含有“Is thisthat?? Are these??”的一般疑問句的學(xué)習(xí)打下基礎(chǔ)。)Step7、Pair work(1c)（兩兩學(xué)生角色表演1b的對話。）

Step8、Pair work（Ask and answer with your partners, using the things around you.用你身邊的物品與同伴進(jìn)行對話練習(xí)．）A： Is this your?.? B: Yes, it is.It's mine.No, it isn’t.It’s his hers.A: Are these your ….?

B: Yes, they are.They're mine No, they aren’t.They’re his hers.Step9.A guessing game T: Is this a an…

Ss: Yes, it is.No, it isn’t.It’s a an...(通過大屏幕，讓學(xué)生看圖片猜猜，一邊練單詞和學(xué)習(xí)新句型，通過游戲既鞏固單詞、學(xué)習(xí)新句型，又增加了學(xué)生學(xué)習(xí)的興趣，因為本環(huán)節(jié)易操作，學(xué)生參與率高。)Step10、Summary（小結(jié)）Unit 2 Is this your pencil?

No.110 Middle School by Cao Yi 單元整體說明 單元教材分析

本單元圍繞“識別物品的所屬”，使學(xué)生學(xué)會詢問物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is.No, it isn’t.”，體會一般疑問句的用法；學(xué)習(xí)如何寫“失物招領(lǐng)、尋物啟事”，鞏固所學(xué)單詞的拼寫“How do you spell pen? P-E-N.”。通過以上幾個方面的學(xué)習(xí)，既能提高學(xué)生解決問題的能力，又能鞏固所學(xué)知識。本單元與第三單元銜接緊密：由this，that的學(xué)習(xí)過渡到these, those的學(xué)習(xí)，由指示一個人、物過渡到指示多個人、物，使學(xué)生學(xué)會區(qū)分遠(yuǎn)近單復(fù)數(shù)。單元知識系統(tǒng)（樹）Is this/that your/her/his pencil? Yes, it is.No, it isn’t.How do you spell pen? P-E-N.What’s this in English? It’s a pen.Lost and Found 單元總體目標(biāo) 運(yùn)用Using contest guessing的學(xué)習(xí)策略，引導(dǎo)學(xué)生學(xué)會詢問物品的主人的基本句型；體會一般疑問句的用法；學(xué)習(xí)如何寫“失物招領(lǐng)”，“尋物啟事”。

單元教學(xué)、難點(diǎn)一覽

重點(diǎn)

1.復(fù)習(xí)詞匯pencil pen book eraser ruler pencil case 2.詞匯backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card

3.句型Is this/that your/her/his pencil? Yes, it is.No, it isn't.How do you spell pen? P-E-N.What’s this in English? It’s a pen.4.Lost and Found 難點(diǎn)

法焦點(diǎn)在于一般疑問句、Lost and Found.單元學(xué)情分析 本單元的主題是識別物品的所屬，同時引導(dǎo)學(xué)生采用Using contest guessing和Role playing的學(xué)習(xí)策略，學(xué)習(xí)新詞匯，掌握重點(diǎn)句型，使學(xué)生能比較好地解決類似問題（失物招領(lǐng)、尋物啟事），既能提高學(xué)生解決問題的能力，又能鞏固所學(xué)知識。

單元教學(xué)建議

采用Using contest guessing和Role playing的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件來展開課堂Pair work, Group work的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。單元課時分配 本單元用3課時教學(xué) Section A用1課時 Section B部分用1課時 Self Check及閱讀部分用1課時。

Section A

教學(xué)內(nèi)容 Section A（教材P7-9)教學(xué)目標(biāo) 知識與能力 本單元圍繞“識別物品的所屬”使學(xué)生學(xué)會詢問物品的主人的基本句型 “Is this/that your/her/his pencil? Yes, it is.No, it isn’t.”，體會一般疑問句的用法，鞏固所學(xué)單詞的拼寫“How do you spell pen? P-E-N.”。提高學(xué)生拼寫單詞的能力。

過程與方法 采用Using contest guessing和Role playing的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件來展開課堂Pair work, Group work的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。情感態(tài)度價值觀 該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是“識別物品的所屬”使學(xué)生能比較好地解決類似問題，既能提高學(xué)生解決問題的能力，又能鞏固所學(xué)知識。教學(xué)重、難點(diǎn)及教學(xué)突破

重點(diǎn)：使學(xué)生學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法；鞏固所學(xué)單詞的拼寫。教學(xué)突破 Section A通過Find the Owner Game，使學(xué)生學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法。

教學(xué)準(zhǔn)備

教師準(zhǔn)備 制作la部分的插圖和人物對話的課件，人物以動畫片的形式呈現(xiàn)，將聽力部分的內(nèi)容插入，使學(xué)生學(xué)會詢問物品的主人的基本句型；同時復(fù)習(xí)單詞pencil pen book eraser ruler pencil case，學(xué)習(xí)詞匯backpack pencil sharpener dictionary.學(xué)生準(zhǔn)備 復(fù)習(xí)所學(xué)物品的單詞，體會一般疑問句的用法，鞏固所學(xué)單詞的拼寫；掌握Using contest guessing和Role playing的學(xué)習(xí)策略。

教學(xué)步驟

(1課時）

一、第一教學(xué)環(huán)節(jié)：情境導(dǎo)入

教師活動

1.利用插圖或?qū)嵨锟ㄆ寣W(xué)生將單詞與實物相連復(fù)習(xí)一些單詞、學(xué)一些生詞。然后教師引導(dǎo)學(xué)習(xí)詢問物品的主人的基本句型”Is this/that your/her/his pencil? Yes, it is.No, it isn’t．”。2.讓學(xué)生聽對話，練習(xí)并模仿對話。識別物品的所屬。學(xué)生活動

1.將單詞與實物相連復(fù)習(xí)一些單詞、學(xué)一些生詞。學(xué)習(xí)詢問物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is.No, it isn't.”。2.聽對話，練習(xí)并模仿對話。識別物品的所屬。

二、第二教學(xué)環(huán)節(jié)：師生互動 教師活動

1.播放2a部分的錄音讓學(xué)生聽，引導(dǎo)學(xué)生通過聽錄音熟悉物品名稱”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教學(xué)任務(wù)。2.引導(dǎo)學(xué)生重復(fù)他們所聽到的，模仿對話，識別物品的所屬，完成2c部分的教學(xué)任務(wù)（Is this/that your/her/his pencil? Yes, it is.No, it isn't.）。3.概括語法點(diǎn)。學(xué)生活動

1.通過聽錄音熟悉物品名稱“ pencil pen book eraser ruler pencil case”，完成2a,2b部分的教學(xué)任務(wù)。2.重復(fù)所聽到的，模仿對話識別物品的所屬，完成2c部分的教學(xué)任務(wù)（Is this/that your/her/his pencil? Yes, it is.No, it isn’t）。3.熟悉語法點(diǎn)

三、第三教學(xué)環(huán)節(jié)：操練、鞏固

教師活動

學(xué)生活動

引導(dǎo)學(xué)生復(fù)習(xí)3a表中的26個字母；然后練習(xí)36中的對話操練句型”How do you spell pen? P-E-N.What’s this in English? It’s a pen”。

復(fù)習(xí)3a表中的2b個字母；然后練習(xí)3b 中的對話操練句型"How do you spell pen? P-E-N.What’s this in English? It's a pen.”。

四、第四教學(xué)環(huán)節(jié)：做游戲

教師活動

通過Find the Owner Game，使學(xué)生學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法。培養(yǎng)猜測、推斷的能力。學(xué)生活動

通過Find the Owner Game，學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法。提高猜測、推斷的能力。本課總結(jié)

本課采用Using contest guessing和Role playing的學(xué)習(xí)策略，利用教學(xué)圖片來展開課堂Pairwork, Find the owner Game的口語交際活動，使學(xué)生學(xué)會詢問物品的主人的基本句型，體會一般疑問句的用法。培養(yǎng)猜測、推斷的能力。同時進(jìn)行聽力訓(xùn)練，培養(yǎng)學(xué)生口語交際能力。

板書設(shè)計

Unit 2 Is this your pencil? Section A

Words: pencil pen book eraser ruler pencil case backpack pencil sharpener dictionary Drills：Is this/that/your/our/her/his pencil? Yes, it is.No, it isn’t.How do you spell pen? P-E-N.What’s this in English? It’s a pen.Grammar：Is this your/her/his ?? Yes, it is.No, it isn't.Is that your/her/his?？Yes, it is.No, it isn’t.問題探究與拓展活動 找主人：課前教師收集一些學(xué)生的物品并展示，問學(xué)生這些東西是誰的；先詢問幾個學(xué)生某些物品是誰的，然后把名字填在表格里，再讓學(xué)生互相詢問。這種活動可練習(xí)運(yùn)用what特殊疑問句和yes/no問句進(jìn)行物體所屬的問答。

練習(xí)設(shè)計 隨堂練習(xí)設(shè)計 從B欄中選出A欄各句的答語。A

B()1.What's this in English?

A.Nice to meet you, too.()2.Is it your dictionary?

B.P-E-T-E-R.()3.I'm Gina.Nice to meet you.C.Yes, it is.()4.What’s your last name？

D.It's an ID card.()5.How do you spell it?

E.Smith.KEYS: 1.D 2.C 3.A

4.E

5.B 個性練習(xí)設(shè)計 比比看：把兩個同學(xué)鉛筆盒里的文具混在一起。然后請他們分別挑出自己和同伴的物品，看誰花的時間最少。在做這種練習(xí)時，可要求學(xué)生采用自言自語的方式，即一邊挑物品，一邊運(yùn)用“This is my?.That’s her/his?”句型進(jìn)行描述，這樣可練習(xí)物主代詞和指示代詞的用法。

蓮山課件

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