七年级英语上册：Unit 3 Is this your pencil 教案

Unit3Isthisyourpencil?教案一、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“Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t.;Arethese/thoseyour/her/hispens?Yes,theyare.No,theyaren't.”，体会一般疑问句的用法；由形容词性物主代词的用法，到初步学习名词性物主代词的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“Howdoyouspellpen?P-E-N.”。通过本单元的教学，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，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。本单元与第二单元衔接紧密，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。二、单元学情分析本单元的主题是识别物品的所属，同时引导学生采用实物演示、课件模拟、小组合作学习和Roleplaying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。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。三、单元教学建议采用Usingcontestguessing和Roleplaying的学习策略，利用实物演示、教学图片或制作多媒体课件来展开课堂Pairwork,Groupwork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。四、单元课时分配本单元可用4课时完成教学任务：SectionA1(1a-2d)用1课时SectionA2(GrammarFocus-3c)用1课时SectionB1(1a-2c)用1课时SectionB2(3a-SelfCheck)用1课时SectionA1(1a-2d)一、教学目标：1.语言知识目标：1)能掌握下列词汇:pencil,book,eraser,box,pencilbox,schoolbag,dictionary,his,hers,mine,yours,teacher,excuseme,You'rewelcome.2)能掌握以下句型：①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren't.③Whatabout…?3)能初运用名词性物主代词mine,yours,his,hers；理解名词性物主代词和形容词性物主代词在用法上的区别。2.情感态度价值观目标：通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。二、教学重难点[来源:学。科。网Z。X。X。K]1.教学重点：1）能口头应用以下句型：①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.③Whatabout…?2）能初步运用名词性物主代词mine,yours,his,hers；理解名词性物主代词和形容词性物主代词在用法上的区别。2.教学难点：能初步运用名词性物主代词mine,yours,his,hers；理解名词性物主代词和形容词性物主代词在用法上的区别。三、教学过程Ⅰ.Warming-upandrevision1.GreetingtheSs.Goodmorning!/Hello!/Hi!...2.LetsomeSsshowtheirfamilyphoto.Ask:—Isthisyour…?—Yes,she/heis./No,she/heisn’t.—Arethese/thoseyour…?—Yes,theyare./No,theyaren’t.3.Collectsomeitems(pen,ruler,cup,book,pencil…)fromthestudentsandask:What’sthisinEnglish?What’sthatinEnglish?(Helpthemanswerlikethis:It’sa/an…)Havethemworkinpairstopracticethequestions.4.Providemorewordsbyshowingthestudentsthepicturein1a.T:Whatcanyouseeinthepicture?Collecttheiranswers.Alsoaskthemtofinish1abythemselves.Checktheiranswers.4.LetSsreadthenewwordsaloudaftertheteacher.Thentrytorememberthenewwords.Ⅱ.Presentation1.Pretendthatyoudon’tknowwhosethesethingsareandaskA:“Isthisyourbook?”Andleadhim/hertoanswer:“Yes,itis.It’smine.”Thentakeanotheroneandaskitsowner:“Isthisyourschoolbag?”Helphim/hertoanswer:“No,itisn’t.It’shis.”Havethestudentsaskandanswerinpairs.(Maybewhentheydothis,they’llmakemistakes,sotheteachercometothemandgivethemhelpifnecessary.)Thenaskthemtoacttheirdialoguesout.—Isthisyourbook?—Yes,itis.It’smine.—Isthisyourschoolbag?—No,itisn’t.It’shis/hers.2.TellSs:mybook=mine;hisbook=his;herbook=hersⅢ.ListeningT:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let’schecktheanswers,OK?Ss:…(fromlefttoright)T:Thankyou.Ⅳ.Pairwork1.Getthestudentstoworkinpairstopracticetheseconversations.2.Askthemtopracticeingroups.Walkaroundtheclassroomtocheckpronunciationandintonation.Thencallsomegroupstoperformtheirconversationsinfrontoftheclass.Ⅴ.Listening1.Workon2a.T:Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneindividually.)S1:Thisis…S2:Thisis…S3:…T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistentoadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.(Playtherecordingforthestudentstolisten.)（让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）T:Nowlet’schecktheanswers.PleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)2.Workon2b.T:Nowpleasereadthewords.Oneholdsthethings,theothersreadthemaloudonebyone.(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(Playtherecording.Studentslistenandcompletetheconversation.)T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)Ⅵ.Pairwork1.T:Nowpleasepracticetheconversationwithyourpartner.2.Asksomepairstoactoutthedialogueinfrontoftheclass.3.T:Nowcollectsomemoreschoolthingsfromyourclassmates.Thenmakeanewconversationwithyourpartner.Thenpracticeyourconversation.4.Asksomepairsstandupandactouttheirdialogueusingtheschoolthingstheycollected.Ⅶ.Presentation1.TakeapenandadictionaryfromS1.ThenaskanotherS2.(S1=LiMing,S2=SunTao)T:Isthisyourpen,LiMing?S1:No,itisn’t.It’shis.T:ThisisnotLiMing’spen.It’sSunTao’spen.(WriteLiMing’s,SunTao’sontheblackboard.TellSsthisknowledgeis“名词所有格”，Itisthesameasmy,his,her,your...)T:Thenwhataboutthisdictionary?Isthisyourdictionary,LiMing?S2:No,itisn’t.It’sSunTao’s.(ThistimehelpS2answerthequestionwith“SunTao’s”)2.LetSsunderstandtheusingof“名词所有格”,andrepeatthesentences:ThisisnotLiMing’spen.It’sSunTao’s.Whataboutthisdictionary?It’sSunTao’s.Ⅷ.Role-play1.Readtheconversationandunderlinetheschoolthingsinthedialogue.(Ssreadthedialogueandunderlinetheschoolthings.Checktheiranswerswiththeirpartner.)2.Nowlookatthescreen.Readtheconversationagainandmatchthethingswithitsowner.(Ssreadtheconversationandmatchthethingswithitsowner.Checktheiranswerswiththeirpartner.)3.LetSsreadthedialogueaftertheteacher.ThenletSspracticetheconversation.4.Asksomepairstoactouttheconversationinfrontoftheclass.5.评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）Homework:1.LetSscollecttheirschoolthingsandtrytosaytheminEnglish.2.Collectsomethingsfromyourclassmates.Andmakeaconversationwithyourpartner.板书设计：SectionA1(1a-2d)1.Newwordsandexpressions:pencil,book,eraser,box,pencilbox,schoolbag,dictionary,his,hers,mine,yours,teacher,excuseme2.Sentencestructures:①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.③Whatabout…?⑤—Thankyoufor…—You’rewelcome.3.mybook=mine;hisbook=his;herbook=hers4.2b:erasers;ruler,books,pencilbox5.名词所有格ThisisnotLiMing’spen.It’sSunTao’s.ThisisnotLiMing’sdictionary.It’sSunTao’s.[来源:学,科,网]SectionA2(GrammarFocus-3c)一、教学目标：1.语言知识目标：1)总结归纳辨认物品的所有者所用的句型。①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.2)根据不同场景,能用英语对物品的所属进行提问和回答。3)培养学生听、说、读、写的能力及创新思维能力。2.情感态度价值观目标：通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务。二、教学重难点1.教学重点：1)总结归纳辨认物品的所有者所用的句型。2）通过进行不同形式的对话练习来熟练运用辨认物品所有者的句型，同时复习所学的学习用品的词汇。2.教学难点：总结归纳辨认物品的所有者所用的句型；熟练运用这些句型。三、教学过程Ⅰ.Warming-upandrevision1.GreetingtheSsandCheckthehomework.2.(AskSstoputsomeschoolthingsontheirdesks.)LetsomeSsstandupandsaywhatschoolthingstheyhave.3.Twalksaroundtheclassroom,pickupthethingsandaskaboutthem.T:Isthisyourpen?S1:Yes,itis.It’smine.T:Isthisyoureraser?S2:No,itisn’t.It’shers.T:Aretheseyourbooks?S3:Yes,theyare.T:Arethoseyourrulers?S4:No,theyaren’t.Theyarehis.Ⅱ.GrammarFocus.1.阅读指导：1）老师总结已学过的辨认物品的所有者所用的句型。第一类为辨认单个物品时，较近处的用Isthis…;较远处的用Isthat…；回答用Yes,itis./No,itisn’t.第二类为介绍多个物品时，较近处的用Arethese…;较远处的用Arethose…回答用Yes,theyare./No,theyaren’t.2）物主代词分为两类，一类是形容词性物主代词，另一类为名词性物主代词。在用法上形容词性物主代词+名词=名词性物主代词2.学生阅读并完成下列句子。（可借助课件来完成此任务）①这是你的铅笔吗？__________yourpencil?②是的。它是我的。Yes,________.It’s______.③那是你的书包吗？________yourschoolbag?④不是。它是他/她的。No,______.It’s___/____.⑤这是他的绿色钢笔吗？___this_______pen?⑥不是。那只蓝色钢笔是他的。No,______.The___________is______.⑦这些是你的书吗？___________yourbooks?⑧是的。/不是。Yes,________./No,_________.⑨那些是她的钥匙吗？__________her____?⑩不是。它们是她的。No._______hers.3.掌握下列缩写形式①itis=______②theyare=_______③isnot=_______④arenot=_______⑤thatis=_______⑥nameis=______Ⅲ.Practice1.T:Let’sworkon3a.Lookatthepicturesin3a.Wecanseethefirstpictureisclosetous,butthesecondpictureisalittlefarfromus.Whenweaskaboutthem,wemustpayattentiontotheuseofthis,that,theseandthose.2.Nowtrytocompletethequestionsandanswersabouteachpicture.3.Checktheanswerswiththeclass.4.Explanation:①this/these“这，这个/这些”，用于指代在时间或空间上说话人较近的人或物。②that/those“那，那个/那些”，用于指代在时间或空间上说话人较远的人或物。Ⅳ.Practice1.Let’sworkon3b.T:Readthequestionsandcompletetheanswers.Youshouldpayattentiontothis/thatandthese/those。2.Ssreadthequestionsandanswerthequestionswiththeirpartner.Thenwritedowntheiranswersintheblanks.3.Checktheanswerswiththeclass.Ⅴ.Game1.DividetheSsintofiveorsixgroups.Eachgrouphassixtoeightstudents.Allthestudentsinagroupputsomeoftheirschoolthingsintoabox.(TmakesamodelfortheSs.)T:Ihavemanythingsinthisbox.ButI’msorryIdon’tknowwhosetheseare.Couldyouhelpmefindtheowners?Let’sseewhocanfindalltheownersfirstandwritetheowners’namesinthechart.Youonlyhavetwoguesses.Languageusedforthetask:T:Isthisyourmathbook?S1:Yes,itis.It’smine.T:Isthatyourruler?S2:No,itisn’t.It’shers.Myrulerisblue.T:Kim,isthisyourdictionary?S3:No,itisn’t.It’shis.T:Jim,aretheseyourerasers?S4:Yes,theyare.Theyaremine.T:Hereyouare.S4:Thankyou.Ⅵ.ExercisesDosomemoreexercises.(使用多媒体课件来做更多的练习题来巩固所学的知识)Homework1.ReviewtheGrammarFocusagain.2.Playthegamewithyourfriendsafterclass.Thenwritedowntheconversationonyourworkbook.板书设计SectionA2GrammarFocus-3c1.—Isthis/that…?—Yes,itis.No,itisn’t.—Arethese/those…?—Yes,theyare.No,theyaren’t.2.it’s=itis,isn’t=isnot,aren’t=arenot3.3a:this;isn’t;these;they;that;is;those;aren’t4.3b:1.itis;hers2.itisn’t;It’s3.theyare;his4.theyaren’t;They’reSectionB11a-2c一、教学目标：1.语言知识目标：1)掌握下列词汇：baseball,watch,computergame,IDcard,notebook,ring,bag,library,lost,at,call理解下列词汇：ask,some,found,classroom,e-mail2)掌握下列句型：—What’sthis?—It’sawatch.—Howdoyouspellit?—W-A-T-C-H.3)能够使用目标语言询问东西的所属，或者寻找物品的主人。4)能够读懂一些简单的招领和寻物启示。2.情感态度价值观目标：通过学习“询问物品所属”及阅读“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。二、教学重难点1.教学重点：1）学习新词汇及询问如何拼写词汇的句型。2）通过听、说的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。3）阅读一些简单的招领和寻物启示，并能获得相关信息。2.教学难点：阅读一些简单的招领和寻物启示，并能获得相关信息。三、教学过程Ⅰ.Warming-upandrevision1.GreetingtheSs.Checkthehomework.2.ReviewtheschoolthingswelearnedinSectionA.LetSssaytheschoolthingstheyhave.3.Pickupsomeschoolthingsfromthestudents’deskandaskaboutthem.(Usingthis,that,these,those)Letotherstudentsanswerthequestions.Theymustsaytheownerthethings.T:IsthisLiMei’sruler?Ss:Yes,itis.It’shers.T:IsthatLiMei’spencil?Ss:No,itisn’t.It’sWuMing’s.T:AretheseLiMei’spens?Ss:Yes,theyare.They’rehers.T:ArethoseLiTao’sbooks?Ss:No,theyaren’t.They’reZhangBin’s.…Ⅱ.Presentation1.T:Lookatthepicture.(Showstudentsapictureofawatch.)T:What’sthisinEnglish?It’sawatch.(Askastudent)What’sthisinEnglish?S1:It’sawatch.T:Good.(Askanotherstudent.)What’sthisinEnglish?S2:It’sawatch.T:Howdowespellwatch?(Showstudentsthespelling.)W-A-T-C-H,watch.Readafterme,please.S3:W-A-T-C-H,watch.2.(Teachtheotherwords“baseball,computergame,key,notebook,ringandIDcard…”inthesameway.)T:Let’ssaythewordsagain.What’sthisinEnglish?(Showthewordsrandom.Askquestionslikethis.)S4:It’sakey.T:Howdoyouspellit?S4:K-E-Y.[Ⅲ.Practice1. T:Nowlookatthe1a.Herearesomenewwordsintheboxandsomepicturesbelowthebox.Matchthewordswiththethingsinthepicture.Ss:OK.(Ssworkwiththeirpartnerstrytomatchthewordswiththethingsinthepicture.)2.Checktheanswers.3.T:Nowpleaseworkwithyourpartner,practicetheconversationin1b.Usethepicturesin1a.(Studentspracticetheconversation.Asstudentswork,theteachermovesaroundandhelpthem.)4.Asksomepairstoactouttheconversation.Ⅳ.Listening1.Workon1c.T:Listentotheconversation.Payspecialattentiontothenamesofobjects.Youwillhearsomeofthenames,notallofthem.Circleonthepictureeachitemwhosenameismentionedintheconversations.(Playtherecordingtwice.Studentslistenandcircletheitems.)T:Let’schecktheanswers,OK?S1:…T:Whowouldliketosaythecircledwordsagain?S2:…(Checktheanswerswiththeclass)2.Workon1d.T:Pleaselookatthetwopicturesin2b.OneisLinda,andtheotherisMike.Listentotheconversationsagain.ThistimeyouwillpayattentiontothethingsLindaandMikearelookingfor.Thenwritedownthenamesofthethingsundereachperson’spicture.(Playtherecordingforthestudentstowritedownthewords.)T:Well,whatisLindalookingfor?S3:…T:WhataboutMike?Whatishelookingfor?S4:…(Checktheanswerswiththeclass)Ⅴ.Pairwork1.Nowlet’smakeconversationsaboutthethingsin1d.SupposeyouareLindaandyourpartnerisMike.Makeaconversationandpracticeit.Thenyoucanchangeroles.YourpartnerisLindaandyouareMike.Makeanotherconversationagainandpracticeit.2.Ssmakeconversationsastheteacherasks.3.Letsomepairsactouttheirconversations.Ⅵ.Writing1.Weallhavemanyschoolthings.Wealwayslosesomeschoolthingseasily.Nowdiscusstheschoolthingsyouloseeasilywithyourpartner.Writethemdownonyourworkbook.Thenreportthemtotheclass.2.Ssworkwiththeirpartners.3.LetsomeSsreporttheirthingstotheclass.Ⅶ.Presentation(UsingpicturesorshowingSspicturesonthescreen)1.T:Nowlookatthescreen.Thisisourschoollibrary.Isitanicelibrary?Ss:Yes,itis.T:Thisisourclassroom.Isthisaniceclassroom?Ss:Yes,itis.(Writelibraryandclassroomontheblackboard)2.T:Myphonenumberis13965748761.Soyoucancallmeat13965748761.Andmye-mailaddressisEngteacher@163.com.Soyoucane-mailmeatEngteacher@163.com.right?(Write“callmeat…”and“e-mailmeat…”ontheblackboard)3.Letthestudentsreadandtryrememberthenewwordsandexpressions.Ⅷ.Reading1.T:Haveyoueverpickedupothers’thingsorlostanything?Whatarethey?S1:Ilostabackpack.S2:Ipickedupapen.T:Good.Whatwillyoudowiththesethings?Howdidyoureturnorfindthem?Haveadiscussionwithyourpartner.T:Ifyoulostsomething,whatshouldyoudo?YoucanansweritinEnglishorChinese.S1:Call“110”.S2:Telltheteacheraboutit.S3:Askmyclassmatetohelpmelookforit.S4:Tellmyparents.S5:寻物启事。T:Youaregreat!Herearefournoticesontheboard.Readthenoticesandcirclethelostthings.2.LetsomeSssaytheanswers.3.Readthenoticesagainandwritedowntheitems.Thencheck(√)LostorFound.4.阅读指导①在第一条信息中，开头是LinHai，结尾是Mike，由常识可知是Mike给LinHai的留言条，关键句“Isityours?它是你的吗？”，可知是Mike拾到的该物。故此条是Found条。②由第二条信息中的第一句话“Isthisyourwatch?”，可知是John捡到的手表。故此条也是Found条。③第三条和第四信息中明确有Found和Lost的说明，故较容易确定。5.Checktheanswerswiththeclass.Homework1.Rememberthenewwordswelearnedtoday.2.认真阅读下面“失物启事”与“招领启事”并完成后面的句子。LostMyschoolIDcard.MynameisMike.Pleasecall263-1412.FoundNewwatch.Isthisyourwatch?PleasecallAnn.Phone553-7618.①________losttheschoolIDcard?②Youcancall________togetthenewwatchback?③Mike’stelephonenumberis_________?④________foundthenewwatch?板书设计：SectionB11a-2c1.baseball,watch,computergame,IDcard,notebook,ring,bag2.1.e2.b3.h4.a5.i6.g7.c8.d9.f3.—What’sthis?—It’sawatch.—Howdoyouspellit?—W-A-T-C-H.4.callmeat…e-mailmeat…5.computergame(found),watch(found),somekeys(found),schoolIDcard(lost)SectionB3a-SelfCheck一、教学目标：1.语言知识目标：1）总结复习所学过的有关学习用品的英语词汇。2）总结复习形容词性物主代词与名词性物主代词，并了解它们的用法。3)能够使用目标语言询问东西的所属，或者寻找物品的主人。4)在老师的指点帮助下能够写一些简单的招领和寻物启示。2.情感态度价值观目标：通过学习“询问物品所属”及写作“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。二、教学重难点1.教学重点：1）总结复习有关学习用品的词汇。2）通过读、写的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。3）写作一些简单的招领和寻物启示。2.教学难点：指导学生写作一些简单的招领和寻物启示。三、教学过程Ⅰ.Warmingupandrevision1.GreetingtheSs.Checkthehomework.2.ReviewtheschoolthingswelearnedinSectionB.LetSssaytheschoolthingstheyhave.3.Pickupsomeschoolthings(learnedinSectionB)fromthestudents’deskandaskaboutthem.(Usingthis,that,these,those)Letotherstudentsanswerthequestions.Theymustsaytheownerthethings.T:IsthisLiMei’sschoolbag?S1:Yes,itis.It’shers.T:IsthatLiMei’snotebook?Ss:No,itisn’t.It’sWuMing’s.T:AretheseLiMei’sIDcard?Ss:Yes,theyare.They’rehers.T:ArethoseLiTao’scomputergames?Ss:No,theyaren’t.They’reZhangBin’s.…Ⅱ.Presentation(ShowasetofkeystotheSs.)T:Thesearesomekeys.Thisisasetofkeys.(Writeontheblackboard.)asetof一套；一幅；一组asetofstamps一套邮票abagof一袋子……abagofrice一袋大米abagofapples一袋苹果Ⅲ.Writing1.Let’sworkon3a.Herearetwonoticesbutsomewordsinthenotesaremissing.Readthenoticesandcompletethenoticeswiththewordsorphonenumberinthebox.2.AsksomeSsreadthewordsinthebox.OnereadtheminEnglish.TheotherreadtheminChinese.3.Ssreadandcompletethenotices.4.Checktheanswers.Ⅳ.Writing1.写作指导：T:Haveyoueverpickedupothers’thingsorlostanything?Whatarethey?S1:Ilostadictionary.S2:Ipickedupawatch.T:Good.Whatwillyoudowiththesethings?Ss:…Writeanoticeandputupinthelostandfound.T:Allofyouareright.Todaywearegoingtolearnhowtowrite“Lost”and“Found”notices.Lookatthe“Lost”and“Found”noticesin3aandfindouttheimportantinformationaboutit.S1:Thelostthingandfoundthing.S2:Thenameoftheowner.S3:Color.S4:Telephonenumber.S5:Picture.T:Yes.Youhavedoneverywell.Ifwewrite“Lost”or“Found”,wemustwritethelostthing,thefoundthing,theperson’sname,telephonenumberandcolor,wecanalsoputapictureofthethingonit.2.T:OK.Nowlet’strytowriteit.Youmayusetheonein2bortheonein3aasamodel.(Studentswritetheirbulletinboardnoticesandtheteachermovesaroundtheroomofferinglanguagesupportasneeded.)T:Let’sreadsomeofyournotices.(Asksomestudentsreadtheirmessagealoud.Andotherstohelpcorrecttheirwork.)Ⅴ.SelfCheck11.T:We’velearnedmanyschoolthings.Nowfirstreviewalltheschoolthingsinthreeminutes.Thenlet’shaveacompetition.We’llwritetheschoolthingsyoucanrememberinapieceofpaper.Let’sseewhocanrememberthemost.2.Ssreviewthewordsoftheschoolthingsquickly.Thenhaveacompetition.3.Checkthenumbersofthewordsontheirpapertoseewhodoesthebest.Ⅵ.SelfCheck21.物主代词即代指事物的主人（我的，你的，他的），分为形容词性物主代词（名词前）和名词性物主代词（后无名词）。形容词性物主代词形容词性物主代词：形容词性物主代词相当于形容词，其后必须跟名词。形容词性物主代词不能单独使用,后面必接名词,表示所有。mypen我的钢笔yourschoolbag你的书包hisbike他的自行车Isthatyourbike?那是你的自行车吗?Thoseareourbooks.那些是我们的书。名词性物主代词名词性物主代词相当于一个名词，不能用于名词前，能单独使用。形容词性物主代词与名词性物主代词之间的关系为：名词性物主代词=相应的形容词性物主代词＋名词Yourbedroom(=yours)isbig.Mine(=Mybedroom)isbig,too.你的卧室大。我的卧室也大。Thecarishers.这辆汽车是她的。Theirkitesaregreenandmineisred.他们的风筝是绿色的，我的是红色的。2.人称代词的主格作主语,宾格作动词的宾语和介词的宾语。如：I’mfine.我很好。Youaremyfriend.你是我的朋友。（作主语）Excuseme.请原谅。Askhim.问他。3.Fillintheblanks.(提醒学生们注意人称的对应)4.Checktheanswers.Ⅶ.SelfCheck31.T:Lookatthepictureplease.Whataretheytalkingaboutinthepicture?Whowouldliketoreadit?S1:Isthatyourschoolbag?S2:No,itisn’t.T:OK,nowwhatmayotherpeople(S2,S3andS4)talkaboutinPicture?WritetheconversationusingIsthis/that…?Yes,itis./No,itisn’t.Arethese/those…?Yes,theyare./No,theyaren’t.(Studentswritetheconversationswiththeirpartners.)2.T:Nowpleasereadtheconversationwithyourpartner.S3:Isthatyournotebook?S4:Yes,itis.S5:Arethoseyourkeys?S6:No,theyaren’t.…3.Nowpracticetheconversationswithyourpartners.Homework1.Reviewthenewwordsandexpressionsinthisunit.2.Writealostandafoundnoteforyourself.板书设计：SectionB23a-SelfCheck1.asetof一套；一幅；一组asetofstamps一套邮票abagof一袋子……abagofrice一袋大米abagofapples一袋苹果2.3a:Lost;name;call;Found;yours;284-5486.3.SelfCheck1:you;she;your;her4.SelfCheck3:Arethoseyourkeys?No,theyaren’t.Isthatyourbaseball?Yes,itis.It’smine.Arethoseyourbooks?Yes,theyare.They’remine.Isthatyourcomputergame?No,itisn’t.It’sBob’s.