Unit 3 Is this your pencil? 

 2d & Grammar focus-3c

（教学设计）
 

教材分析

 What：The text is a dialogue between teacher and student. The content of the dialogue mainly includes greeting, identifying the owner of the objects and expressing thanks.

Why：The dialogue provides context for grammar learning. Learning grammar points in context can help students understand the knowledge points better and deepen their understanding of grammar phenomena.

How：The language of the dialogue is simple and clear. At the same time, it also includes new knowledge points and provides a good context for new knowledge points. Teachers should make use of this feature to design teaching and make grammar learning communicative.
 

教学目标

 By the end of this lesson, students will be able to:

语言能力：(1) master key vocabulary and sentence patterns.

(2) master the usage of possessive case of noun and be-general questions.

2. 学习能力: be able to actively look for and discover grammatical phenomena when reading short dialogues and under the guidance of teachers; transfer and transform the grammar rules I have learned, and cooperate with others to complete the learning tasks when doing exercises and output parts.

3. 文化意识：learn to asking for and identify the owner of objects, to understand different cultures, and to respect cultural diversity and difference which can expand their knowledge of the English language.

4. 思维品质：classify and compare the text information in short dialogues and deepen the understanding of the meaning of the text; find the grammatical phenomena in the text and exercise their ability of observation and discrimination.
教学重与

难点

 Teaching important points:

(1) master key vocabulary and sentence patterns.

(2) master the usage of possessive case of noun and be-general questions.

Predicted parts of difficult points:

be able to actively look for and discover grammatical phenomena when reading short dialogues and under the guidance of teachers; transfer and transform the grammar rules have learned, and cooperate with others to complete the learning tasks when doing exercises and output parts.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method

2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in  (3’)
Step 1 T  asks Ss to review how to identify the family members in the picture by asking question “Who is she or he?”

 

 Ss think about  questions and then actively answer T.

 

 Question can provides a good review for former knowledge.
效果评价 学生是否能认真思考老师的问题；是否能认真并且无误的回忆所学的知识点。
Presentation (15’)
Step 2 T asks Ss to look at the picture and then lets them to guess  who is talking.

 

  

Ss look at the picture

guess  who is talking.

 

 Guessing can help Ss improve their ability of prediction.

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