Unit 3 Is this your pencil?
Section B (1a-1e)
Language goals
Ss are able to talk about ownership.
Key words and phrases
Teaching baseball; watch; computer; game; card; ID card; notebook; ring; bag; all right.
Key sentences
Aims
1. I lost my watch this morning.
2. —How do you spell it? —W-A-T-C-H.
3. Here you are.
Teaching
Ss are able to use proper sentence patterns to talk about ownership.
Difficulties
Teaching
multimedia courseware or other realia that the T needs for teaching
Aids
Teaching Procedures Tips
Step 1 Lead in
Revision
T can help Ss review what they have learned by having them do the exercises on
P5-P6. T can highlight the difficult points that Ss often make mistakes in.
Lead in 复习环节让学
T pre-teach the new words by using the corresponding pictures so that Ss can 生写在练习本
master these words quickly. T can have Ss read after him/her. 上效果比口头
( T can ask Ss the questions: Do you know these things? Then ask Ss to say the things one by one
回答效果好。
in a line or a row . But it’s better for T to encourage them to answer with complete sentences: It’s
a/an ... )
Ask Ss to say the things in English as quickly as possible on P9 to practice Ss’ fast
memory. 通 过 设 置 情
景，让学生在
真实的场景中
说单词。学生
通过用完整句
子回答问题，
实现了从单词
到 句 子 的 练
习。
Step 2 Presentation & Practice
1a
1This activity is to help Ss recognize the target vocabulary in a
different context. In order to make Ss more aware of the contents of a
picture, give Ss 60 seconds to study the picture. Then have Ss close
their books and draw the picture from memory. Ss then compare their
drawings with a classmate’s. In regard to the picture in this activity,
the T might challenge Ss by asking them to draw the picture with the
objects and letters.
Answers: 1.e, 2.b, 3.h, 4.a, 5.i, 6.g, 7.c , 8.d, 9.f
1b
Ask Ss to answer questions about the things in the picture in 1a.
(First T show an example to tell students how to make a conversation. Then T
give students some time to practice in pairs and ask two or three pairsto share
in class. T highlight the key sentence patterns: How do you spell it? W-A-T-C-
H. and tell a similar sentence: Can you spell it? Spell it, please. T ask students
to pay more attention to the punctuation in the sentence: Spell it, please.)
Optional Approach: Mystery Object Spelling
After reviewing the conversation in 1b as a class, try this fun activity. Tell Ss
they will play a game using the conversation in 1b and their own belongings.
Have Ss work in pairs. Have one S close their eyes. The other S will place a
belonging(e.g.a watch or ruler) in the hands of their partner and will ask, “What's
this?” Keeping their eyes shut,the S will try to guess what the thing is that they
are holding. They will guess and say,“It's a watch.”When they guess correctly,they
can open their eyes and spell the word,“W-A-T-C-H!”
1c
The activity is to provide guided listening and writing practice with the target
language. Before Ss listen,have them try to identify the contents of the related
picture without referring to the list of words. In the picture in this activity, have Ss
cover the box containing the words and try to name the items from a to i.Then
have them do the listening activity. T can check answers as a class.
Answers:
circled: b.watch, a. ID card, d.pen, e. baseball
1d
Play the recording again and have Ss do the task in 1d. Then the T can
check
answers by asking Ss to say a full sentence with the answer like this:
Linda lost her watch and ID card.
Answers:
Linda: watch, ID card,
Mike: pen, baseball
2(After Ss finish the listening tasks, T can ask them to read the listening scripts by
themselves. T highlight the key sentence patterns: : I lost my watch this morning.
Here you are. All right. to make sure Ss pay more attention. Also T can translate the
key sentences for Ss if necessary.)
1e
Teaching tip: Standing and Sitting Role-plays
Once Ss are in pairs, you can use this procedure to help assign roles.
Ask one S in each pair to stand. Assign roles to Ss who are standing.
Then assign roles to Ss who are sitting. When Ss switch roles, they can
also switch their standing or sitting position. This helps the T to monitor
how quickly or slowly different Ss are completing the task.
While Ss are speaking, T can observe and offer help to Ss in need. Ss
should pay attention to the accuracy of Ss’ speaking.
Step 3 Language points
1. watch 可数名词，复数：watches。
拓展：
英语中以s, x, sh, ch结尾的名词，在变复数时末尾加-es。
bus—buses 公共汽车 box—boxes 盒子
dish—dishes 盘；碟 match—matches 比赛
watch clock (钟表)
指钟表、挂钟、闹钟等，常用来掌握时
手表、怀表或秒表 间，多带有闹钟的功能，以提醒人们注
意时间
2.How do you spell it? 你怎么拼写它？
这是一个特殊疑问句，用来询问拼写方法。注意：回答拼写单词时每个字母都
要大写，而且字母与字母之间用连字符连接。
英语中常用代词代替已知的名词，而不重复该词。本句中it代替需要拼写的单
词。
同义句型：
Can you spell it, please?请你把它拼写出来，好吗？
Spell it, please. 请把它拼写出来。
Do you know how to spell it?你知道它如何拼写吗？
Step 4 Exercises & Homework
Exercises
Step1: Ask Ss to do the exercises on PPT P23-P26. 通过习题让学
Step2: T ask Ss to make a summary about language points they learned today. 生对知识点的
Homework 用法有更加清
3晰的认识。
1. Preview the passage in Section B 2b.
2. Do the exercises in students’ book.
Teachers should create context and input language so that students have more
opportunities to get enough listening training. Students should learn to use what
Teaching
they have learned to write new dialogues and output languages. Students learn to
Reflection
confirm the ownership of objects in English, and practice general questions and
their answers repeatedly
4
