《I,pencil》读后感

第一篇：《I,pencil》读后感

浅谈“市场”机制与“自由”本性

——《I，pencil》读后感

读了《I，pencil》一文，不能不惊叹于作者的才华横溢。正如越是通俗易懂的定义解释，越能窥见经济学家的水平；越是看似简单的事物，越是蕴含着深奥的道理。

就像文章中所说，经过许许多多数不清道不白的工序和环节后，这支“小铅笔”骄傲地说：“地球上没有一个人知道怎样制造我。”

事实的确是这样。那些生产“小铅笔”的各个环节的工人从来不会为了生产“小铅笔”而去生产，而那些看似与生产“小铅笔”毫无关联的工人实则与之有着千丝万缕的联系。

对于文章中的“奇迹”，即“成百上千万微不足道的实际知识，自然地、自发地整合到一起，从而对人的需求和欲望作出反应，在这各过程中，竟然没有任何人来主宰！”我想亚当·斯密早在1776年就在他的《国富论》中做了很好地回答。是的，市场机制！亚当·斯密提倡社会生产的劳动分工，即劳动分工能让人们更好地提高生产效率，创造社会财富。而《I，pencil》不仅仅体现了劳动分工，更重要的是，一切的奇迹皆因为那只“看不见的手”在发挥着作用，即市场机制。它告诉人们，正是自发的市场过程，才自如地协调了成千上万互不相识的人，以难以想象的生产效率源源不断地把铅笔生产出来。

对于市场机制，在此浅谈一下个人的一点小看法。在市场经济中，包括着“生产、分配、交换、消费”这几个基本环节。劳动者付出劳动来换取工资进行消费，生产者雇佣工人生产出产品投入市场进行出售。在这个简单的过程中，生产者追求生产的利润最大化，劳动者追求能够保障并逐步提高自己的生活水平。因为他们都可以从这个过程中，或者说从这个交换中获益，因此交易才会做成。成千上万互不相识的人们能够如此协调一致地行动，关键在于“价格机制”在起作用。有了这个机制，就“无须中央指导、无须人们互相对话或互相喜好，就能完成这个任务。”也就是说，价格机制使“人们各自谋求自身利益，却能使每一个人都得益。”使许多“只盘算他自己的得益”的个人仿佛受到一只“看不见的手”的指引，去达到一个与他的“盘算”并不相干的目的。因此，整个生产社会便出现了令人惊叹的、看似很玄妙的“奇迹”现象了。

所谓的“市场机制”，顾名思义，在其中起作用的是“市场”本身，它让人们在这个经济体制中，为了各自利益的最大化而不懈努力着，同时又并不使每个人之间的利益发生冲突，大家协调一致地为了各自的不同目标、朝着同一个方向奋斗，从而推动着整个社会的发展。这，便是“市场机制”的玄妙之处。也正是因为有了市场这只“看不见的手”，我们的经济活动才有规律可循，我们的生活才会按部就班地继续下去。

然而，在《I，pencil》一文极力赞扬市场机制的神奇功效的同时，我又不禁想到，市场机制并不能一直掌控着所有经济行为和整个经济社会，也会时常出

现“市场失灵”的情况，例如垄断、失业、外部性等经济甚至社会问题。这时，还需要政府这个“掌门人”来发挥它的职能，肩负起他的责任。只有政府的宏观调控和自由的市场机制相结合，才能保证国家经济的平稳运行和人民生活水平的不断提高。

平心而论，其实《I，pencil》一文真正打动我的，并不是那些有关于“市场机制”的经济理论，而是作者所表现出来的在自由经济下形成的“自由意识”，即对于“自由”的崇敬和向往。

正如阅读材料中所述，《I，pencil》是典型的伦纳德•里德式的作品：富有想象力，朴素而意味深长，洋溢着对自由的热爱，这一切，贯穿在伦纳德所写的一切著作或所做的一切活动中。跟他的其它著作一样，他并没有试图告诉人们应该做什么，或如何管理自己。他只是试图增进人们对他们自己及其生活于其中的制度的理解。

也许自由是人类的天性，千百年来，我们对于自由的热爱超越了任何一种事物。马克思要通过不断斗争来消灭阶级、剥削、压迫，最终达到人类理想的自由王国——共产主义；柏拉图主张通过“哲学王”来建立“理想国”，从而体现他的最高理念——善的理念世界；而基督教、佛教的终极目标就是追求人类的自由。以上这些观念，在历史舞台上，演绎着一个个清高自傲的自由不羁的灵魂，神神地打动了我。正所谓“生命诚可贵，爱情价更高。若为自由故，二者皆可抛”。这一语点醒了多少迷失信仰的梦中人啊！只要我们静下心来，就可以听到内心最深处对于自由的强烈渴望与热爱。

“如果你能认识到我所蕴涵的那些不可思议之处，你就会愿意努力维护人们正在不幸地丧失的自由”。因为，如果人们认识到，这些实际知识会自然地，是的，会自动地组织成为创造性的、有效率的形态，从而对人的需求和要求作出反应——也就是说，不存在政府或任何强制性控制——那么，人们就掌握了自由的最本质的要素：对自由人的信心。如果没有这种信心，也就不可能有自由。”

在我看来，生命应当如同一只展翅翱翔的雄鹰，在自由的天空中飞翔；抑或至少，生命应当宛如一只蝴蝶，能随心而动，在花丛中流连，在草坪上飞舞，自由自在，无拘无束，绚烂出只属于自己的、那最美丽最悸动的一季．．．．．．

社工1002

李赢薪

41084042

第二篇：unit3 Is this your pencil单元测试

Unit 2 Is this your pencil?

听力部分(共20分)

I.听对话, 选择与对话内容相符的图片(略)

II.听句子, 选择最佳答语(每小题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.听下面5段对话, 选择最佳选项(每小题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.听短文, 根据所听内容选择正确答案(每小题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

笔试部分(共80分)

I.单项选择(每小题1分,共10分)

从下列各题所给的A、B、C、D四个选项中,选择可以填入空白处的最佳选项。

()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(每小题1分, 共8分)

阅读下面的材料,掌握其大意,然后从对话后各题所给的A、B、C、D四个选项中,选择最佳选项。

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.阅读理解(每小题2分, 共20分)

A难度:★

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

根据以上信息,选择正确答案。

()39.The underlined word(画线词)“things” means “______”.A.货物B.物品 C.盒子D.礼物()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 难度:★★

I am a pencil.I am long and thin(又长又瘦).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(画画)and writes with me.Billy likes me and I like Billy.根据短文内容,按要求完成各项任务。

44.把画线句子翻译成汉语。

_____________________________________

45.根据短文内容写出take me to school 的汉语意思。

_____________________________________ 46.略

47.回答下面的问题。

What color is the pencil case?_ ____________________________________ 48.用正确的单词补充句子。

_____________ is the pencil’s good friend.IV.词汇运用(每小题1分, 共10分)A)根据首字母提示,写单词完成句子。

49.That is my s__________.I study(学习)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)根据句意写单词,补全句子。

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(每小题2分, 共10分)

请根据所给词及标点提示,连词成句。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.情景交际(每小题2分, 共10分)请从方框中选择恰当的句子完成下面的对话,其中一项多余。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.书面表达(共12分)

吉姆和莉萨是同校不同班的学生。今天早上吉姆丢了一块黑色的手表,被莉萨捡到。吉姆写了一张寻物启事,莉萨写了一张失物招领启事。请参考吉姆和莉萨的信息并发挥想像,写出他们的寻物启事和失物招领启事。信息提示:

Name: Jim Green

Telephone number: 456-5632 Class(班级): 4 Grade(年级):7 Name: Lisa Brown

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

Lost _______________________________________________________________________________________________

Found _______________________________________________________________________________________________

附加题部分(共20分)

I.短文填空(每小题2分, 共10分)根据首字母或音标提示,写单词完成短文。

Hello, boys and girls!My name is Kate.I like(喜欢)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.请根据寻物和招领启事中的信息,补全句子所缺信息。(每小题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(应该)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.听力原文

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 859-1123.参考答案 听力部分

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

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

44.我在一个漂亮的铅笔盒里。

45.带我去学校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.附加题部分

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读后感

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（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 read 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(Pages13&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；Page13,14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(Pages16&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, Page3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

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: 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.)

【教学设计说明】用实物引出新单词、新句型，分层次处理新单词。

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.【教学设计说明】

采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。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? 【教学设计说明】制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil case，学习词汇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? 【教学设计说明】

拓展练习“找主人”：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。

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 【教学设计说明】

1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问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.让学生听对话，练习并模仿对话。识别物品的所属。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? 【教学设计说明】

1.播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。

2.引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（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.分角色表演对话。采用Role playing的学习策略，利用教学图片来展开课堂Pair work的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。

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.形容词性物主代词

我的 你的/您的 他(她，它)的

我们的

你们的/您们的

他们 / 她们 / 它们的

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（教学目标）

1． 语言知识目标：

A)词汇：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． 语言技能目标：通过各种活动，培养学生灵活运用语言知识和创新的能力。3． 情感目标：

A)激发学生学习英语的兴趣，发挥学生学习英语的主动性。B)通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。

C)学习文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。4．学习策略：

A）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。

B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。

C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网

络等获取更多的信息。

D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。Language points（语言点）

1.词汇： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring.2.语言结构：指示代词this & that, What questions, Yes/No questions and short answers, How do you spell it? 3.语言功能：询问物品属性What’s this/that…?和辨别物品所有者 Is this your/her/his…?” Difficulties（难点）： 词汇的教和学，多种语言结构的综合运用。

Teaching steps（教学步骤）

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

物主代词的用法；this 与 that 的区别；Is this / that...? 的答语用it is。【教学设计说明】

用游戏的形式复习上一节课的新单词和句型。将所要复习的单词物品放入一个布袋子中，让学生伸手进去摸，由一个学生或全班学生发问，该学生猜。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: 假如学生在小学没有学习过这些英语单词，他们将根据什么来完成老师布置的这一任务？我们可以让学生分析以下他们的思考过程，进而加以归纳，对有贡献的学生加以鼓励及表扬。我想这就是对学生学习方法或策略的指导，学生定会非常喜欢。

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.【教学设计说明】

老师将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“What's this in English?”，这名学生猜，使用句型为“Is it a/an...?”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。

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!【教学设计说明】

1.以小组为单位，做 Section B-1b 的对话练习。2.口头检查学生所练的对话。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!【教学设计说明】

老师收集一些学生的学习用品，请学生到前边来发问，找到用具的主人，给两次机会。Let’s summarize what we learnt in this period.Step 5: Homework

Try to memorize the conversation in 3.【教学设计说明】

1．对初学者应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。

2．注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评，以充分调动每个学生学习英语的积极性。

3．本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基本方法，同时，在教学中宜采用多种方式再现，帮助学生巩固记忆。

4．采用“任务型”教学方法，遵循“任务”的递进原则，把“任务链”的各个环节合理分置于各个课时当中；在设计任务型教学活动时，活动要有明确的目的和可操作性。

5．从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。

The 3rd period of class: Section B(1a-1f)Teaching aims（教学目标）

1．学习Section B的新单词；

2．进一步巩固Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.句型。Language points（语言点）

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．要求掌握以下词汇：

baseball, ID card, ring, dictionary, watch, key, computer game, notebook.Difficulties（难点）： How to identify ownership Teaching steps（教学步骤）

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....【教学设计说明】

在游戏中检查学生对已学单词的掌握情况。此活动带来的愉快感受能让学生积极地投入到接下去的学习中。师生互动，活跃课堂气氛，加强学习效果，学生从中掌握单词。

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?

【教学设计说明】

学生用英语在真实的情景中进行交际，使语言在完成任务的过程中得到运用和巩固。教师应鼓励学生大胆开口，不怕出错。

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 【教学设计说明】

通过此活动，发展学生的听、写技能，使学生能对已学过的知识运用自如，从而调动积极性，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?

【教学设计说明】下面我们来完成一个任务。任务是两人一组来进行。请A同学翻开书 Difficulties（难点）： 会写“失物招领或寻物启示”。

Teaching steps（教学步骤）

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.请同学们看这些通知，它们都是失物招领启事。请同学们观察，失物招领启事有什么特点？

b.对。它们都比较短，比较简单。都留有联系方式。拣到东西可以用Found开头，丢失东西用Lost开头。请同学们注意失物招领启事的写法。

【教学设计说明】

老师给每一组学生一张碎字条（这些碎片是老师提前写好的“失物招领”“寻物启示”，让学生以小组为单位拼好，并能够理解纸条上的意思，然后将字条粘好并张贴在黑板上，看哪一组拼得快，快者为胜）老师在黑板上字条的上方写上“失物招领” 或“寻物启示”。小组活动，合作探究，充分体现“做中学”的原则。

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? 【教学设计说明】

情景编演剧 “Lost and Found”,该任务需要学生综合运用本单元语言知识，需要小组做出尽快反应，能提高学生的合作意识，反应能力和发散思维，培养学生拾金不昧，助人为乐的优良品质。培养学生自主学习能力和探究精神。

请学生派出代表讲解所拼出的告示之意思，有不明白的地方学生们已经在小组范围内分析。然后将注解中中的各种告示，在理解的基础上，圈出 P17-2b 中的物品。（学生只要明白该告示的意思，可以仿照写，不需朗读。）

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? 【教学设计说明】请学生仿照写“失物招领”或“寻物启示”，老师巡视，抽查出有代表性的作品进行全班范围内订正普遍性的错误。课后让学生将自己的作品进行更改。

Step 5: Games Guessing game－What is it?

下面我们做一个游戏。两人一组，一个同学在纸上画一个我们学过的物品的画，另一个同学猜它是什么？猜出来，换角色。同学们做这个游戏用的语言是：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（教学目标）

熟练掌握并灵活使用本单元所学知识。

Language points（语言点）

2.熟练掌握以下句式：

(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．要求会写“失物招领或寻物启示”。

Difficulties（难点）： 会写“失物招领或寻物启示”。

Teaching steps（教学步骤）

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.用代词填空。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.【教学设计说明】

1.练习一的检查方式可以是以英译汉的形式，也可以适当扩展为请学生造句或回忆当时在什么句子中见到的，说出来。

2.由一个学生说出数字，其他学生说出单词。先以小组为单位练习，然后请两位学生展开竞赛，为胜利的小组加分。

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 教学设计

《Unit 3 Is this your pencil?》(Section A 1a-1c)平安县中心学校

窦桂名

一、教材分析

本教学设计内容属于义务教育课程标准实验教科书人民教育出版社七年级英语上册《Unit 3 Is this your pencil?》的第一课时。本单元的标题为 《Is this your pencil?》 话题为“教室里的物品”。本单元围绕“识别物品的所属”，使学生学会询问物品的所有者的基本句型,即thisthat;these单复数形式的一般疑问及简略回答：“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、教学目标

（一）知识目标

1.能够正确使用下列词汇：Pencil, book, eraser, pencil box, school bag, dictionary, his, hers, mine.2.初步了解形容词及名词性物主代词来表示物品的所有者.3.能够正确使用thisthat;these一般疑问句确认物主关系并做简略回答。

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）能力目标 能听懂并询问物品所有者的对话，能在对话环境下听懂物品单词；能够谈论物品的名称及对物品的所属进行问答。

（三）情感目标 通过本课的学习，学生学会辨认物品的所有者，这样可以增进学生之间的了解，让他们学会互相关心，彼此成为好朋友，并培养他们的集体观念和勤奋学习的观念。

三、教学重难点

重点：学会使用含有指示代词的一般疑问句及询问物品的所有者；学会使用表示常用学习物品的基本词汇；初步了解名词性物主代词来确认物品的所有者。

难点：初步了解名词性物主代词和形容词物主代词的区别和用法。

四、学习者特征分析

1.大多数七年级的学生在小学已学过英语，很多学生新鲜感逐渐减少，畏惧感增加。而且，有部分学生从没学过英语，他们基础很差，非常害羞，缺少自信，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。

2.七年级学生对指示代词this that;these those和形容词性物主代词myyourherhis在前两个单元已学过，并基本掌握了，这就为本单元搭好了平台。

3.Is this that„?

Are these those„? 是新出现的句型，在学习过程中有一定的难度，仍需要教师的引导。

4.形容词和名词性物主代词的区别和使用是本课时的教学难点，学生接受有点难度。

五、学习策略

本课主要采用guessing game和Role-play的学习策略，利用实物和多媒体课件来展开课堂Pair work的口语交际活动，识别物品的所属，体会形容词和名词性物主代词和指示代词的一般疑问句的用法。

六、教学策略

1.通过音标拼读、句型操练及猜猜游戏巩固单词。2.在掌握单词的基础上，自编对话，成组练习。3.采用任务型教学途径。

七、教学资源

a)人教版新目标go for it 七年级上册

b)本课件（绿色圃中小学教育网 http://）配套的ppt课件，实物 c)录音机

八、教学过程（教师活动与学生活动）设计 Step 1.Warming-up What’s your his her name? MyHis Her name is ……

（通过师生对话来复习形容词性物主代词：myyourherhis，为以下学习名词性物主代词作铺垫。）Step 2.Learn new words 1.T: What’s thisthat in English? Ss: It’s aan…

(通过图片及已学句型What’s thisthat in English? It’s aan„的导入，以旧引新，学生会感到很轻松，能够很快地进入学习状态，学习有关于文具的新词pencil、pencil box、book、schoolbag、dictionary、eraser.)Step3 Ask and answer T: What’s thisthat in English? Ss: It’s aan…

(师生对话或生生对话，巩固新词。)2.Match the words（教师利用课本插图，让学生将单词与实物相连，复习一些单词、学一些生词。完成Section A 1a, 并检查答案。）3.Read the words.Step4.Presentation T: Is this your pencil?(教师拿起学生1的铅笔并问)S1: Yes, it is.It’s mine.(帮学生1回答.)(然后学生跟读，接着教师与几位学生操练对话，学习mine的用法.接着以同样的方法教授hers;his的用法以及Are these„?句型)(这一环节通过实物，让学生一边观看，一边练习单词并学习新的句型以及名词性物主代词，这一环节对农村学生来说有点难度，要耐心引导与激发学生兴趣。)Step5、The best listener 1b Listen and number the conversations(1-3)(通过做听力练习，可以锻炼学生的听力能力以及帮助他们巩固新学习的有关于文具的词汇和含有 “Is thisthat„? Are these„?”的句型，为下面含有“Is thisthat„? Are these„?”的一般疑问句的学习打下基础。)Step7、Pair work(1c)（两两学生角色表演1b的对话。）

Step8、Pair work（Ask and answer with your partners, using the things around you.用你身边的物品与同伴进行对话练习．）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...(通过大屏幕，让学生看图片猜猜，一边练单词和学习新句型，通过游戏既巩固单词、学习新句型，又增加了学生学习的兴趣，因为本环节易操作，学生参与率高。)Step10、Summary（小结）Unit 2 Is this your pencil?

No.110 Middle School by Cao Yi 单元整体说明 单元教材分析

本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is.No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。本单元与第三单元衔接紧密：由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。单元知识系统（树）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 单元总体目标 运用Using contest guessing的学习策略，引导学生学会询问物品的主人的基本句型；体会一般疑问句的用法；学习如何写“失物招领”，“寻物启事”。

单元教学、难点一览

重点

1.复习词汇pencil pen book eraser ruler pencil case 2.词汇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 难点

法焦点在于一般疑问句、Lost and Found.单元学情分析 本单元的主题是识别物品的所属，同时引导学生采用Using contest guessing和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。

单元教学建议

采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。单元课时分配 本单元用3课时教学 Section A用1课时 Section B部分用1课时 Self Check及阅读部分用1课时。

Section A

教学内容 Section A（教材P7-9)教学目标 知识与能力 本单元围绕“识别物品的所属”使学生学会询问物品的主人的基本句型 “Is this/that your/her/his pencil? Yes, it is.No, it isn’t.”，体会一般疑问句的用法，巩固所学单词的拼写“How do you spell pen? P-E-N.”。提高学生拼写单词的能力。

过程与方法 采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。情感态度价值观 该部分学习内容贴近学生的生活，谈论的主题是“识别物品的所属”使学生能比较好地解决类似问题，既能提高学生解决问题的能力，又能巩固所学知识。教学重、难点及教学突破

重点：使学生学会询问物品的主人的基本句型，体会一般疑问句的用法；巩固所学单词的拼写。教学突破 Section A通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。

教学准备

教师准备 制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil case，学习词汇backpack pencil sharpener dictionary.学生准备 复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Role playing的学习策略。

教学步骤

(1课时）

一、第一教学环节：情境导入

教师活动

1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问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.让学生听对话，练习并模仿对话。识别物品的所属。学生活动

1.将单词与实物相连复习一些单词、学一些生词。学习询问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.听对话，练习并模仿对话。识别物品的所属。

二、第二教学环节：师生互动 教师活动

1.播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。2.引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is.No, it isn't.）。3.概括语法点。学生活动

1.通过听录音熟悉物品名称“ pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。2.重复所听到的，模仿对话识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is.No, it isn’t）。3.熟悉语法点

三、第三教学环节：操练、巩固

教师活动

学生活动

引导学生复习3a表中的26个字母；然后练习36中的对话操练句型”How do you spell pen? P-E-N.What’s this in English? It’s a pen”。

复习3a表中的2b个字母；然后练习3b 中的对话操练句型"How do you spell pen? P-E-N.What’s this in English? It's a pen.”。

四、第四教学环节：做游戏

教师活动

通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。培养猜测、推断的能力。学生活动

通过Find the Owner Game，学会询问物品的主人的基本句型，体会一般疑问句的用法。提高猜测、推断的能力。本课总结

本课采用Using contest guessing和Role playing的学习策略，利用教学图片来展开课堂Pairwork, Find the owner Game的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。培养猜测、推断的能力。同时进行听力训练，培养学生口语交际能力。

板书设计

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.问题探究与拓展活动 找主人：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。

练习设计 随堂练习设计 从B栏中选出A栏各句的答语。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 个性练习设计 比比看：把两个同学铅笔盒里的文具混在一起。然后请他们分别挑出自己和同伴的物品，看谁花的时间最少。在做这种练习时，可要求学生采用自言自语的方式，即一边挑物品，一边运用“This is my„.That’s her/his„”句型进行描述，这样可练习物主代词和指示代词的用法。

莲山课件

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