2023秋七年級英語上冊Unit3Isthisyourpencil教案（新版）人教新目標版

2023秋七年級英語上冊Unit3Isthisyourpencil教案（新版）人教新目標版Unit3Isthisyourpencil?一、單元教材分析本單元圍繞“識別物品的所屬〞，使學生學會詢問物品的主人的根本句型“Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t.;Arethese/thoseyour/her/hispens?Yes,theyare.No,theyaren't.〞，體會一般疑問句的用法；由形容詞性物主代詞的用法，到初步學習名詞性物主代詞的用法；學習如何寫“失物招領、尋物啟事〞，穩(wěn)固所學單詞的拼寫“Howdoyouspellpen?P-E-N.〞。通過本單元的教學，使學生學會識別物品的所有者，學會根據(jù)場景詢問物品的所屬，以及英語中對應的表達法，學會寫尋物啟事和失物招領。教師應著力培養(yǎng)學生能在日常交際交往中有效地使用語言進行表達，與他人溝通信息，為今后學習打下堅實的語言根底。本單元與第二單元銜接緊密，由this，that的學習過渡到these,those的學習，由指示一個人、物過渡到指示多個人、物，使學生學會區(qū)分遠近單復數(shù)。二、單元學情分析本單元的主題是識別物品的所屬，同時引導學生采用實物演示、課件模擬、小組合作學習和Roleplaying的學習策略，學習新詞匯，掌握重點句型，使學生能比擬好地解決類似問題〔失物招領、尋物啟事〕，既能提高學生解決問題的能力，又能穩(wěn)固所學知識。該局部學習內(nèi)容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發(fā)學生的主動性和學習興趣。培養(yǎng)學生拾金不昧的精神和助人為樂、團結(jié)友愛的品德。三、單元教學建議采用Usingcontestguessing和Roleplaying的學習策略，利用實物演示、教學圖片或制作多媒體課件來展開課堂Pairwork,Groupwork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。四、單元課時分配本單元可用4課時完成教學任務：SectionA(1a-2d)用1課時SectionA(GrammarFocus-3c)用1課時SectionB(1a-2c)用1課時SectionB(3a-SelfCheck)用1課時SectionA(1a-2d)一、教學目標：1.語言知識目標：1)能掌握以下詞匯: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)能初運用名詞性物主代詞mine,yours,his,hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區(qū)別。2.情感態(tài)度價值觀目標：通過“識別物品的所屬〞的學習，讓學生們學會愛惜自己的學習物品，養(yǎng)成照看好自己的物品的好習慣，發(fā)現(xiàn)不屬于自己的物品，應及時歸還物品的主人。該局部學習內(nèi)容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發(fā)學生的主動性和學習興趣。二、教學重難點1.教學重點：1〕能口頭應用以下句型：①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.③Whatabout…?2〕能初步運用名詞性物主代詞mine,yours,his,hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區(qū)別。2.教學難點：能初步運用名詞性物主代詞mine,yours,his,hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區(qū)別。三、教學過程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.)〔讓學生把聽到的物品選出來，放在自己的桌子上，讓學生動手去做，比單純的單詞辨聽更易引起學生學習的興趣。〕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“名詞所有格〞，Itisthesameasmy,his,her,your...)T:Thenwhataboutthisdictionary?Isthisyourdictionary,LiMing?S2:No,itisn’t.It’sSunTao’s.(ThistimehelpS2answerthequestionwith“SunTao’s〞)2.LetSsunderstandtheusingof“名詞所有格〞,andrepeatthesentences:ThisisnotLiMing’spen.It’sSunTao’s.Whataboutthisdictionary?It’sSunTao’s.Ⅷ.Role-play1.Readtheconversationandunderlinetheschoolthingsinthedialog.(Ssreadthedialogandunderlinetheschoolthings.Checktheiranswerswiththeirpartner.)2.Nowlookatthescreen.Readtheconversationagainandmatchthethingswithitsowner.(Ssreadtheconversationandmatchthethingswithitsowner.Checktheiranswerswiththeirpartner.)3.LetSsreadthedialogueaftertheteacher.ThenletSspracticetheconversation.4.Asksomepairstoactouttheconversationinfrontoftheclass.5.評價：〔讓學生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內(nèi)評價，然后進行評出最優(yōu)秀的小組。并鼓勵學生們下一次爭取做最優(yōu)秀的小組及個人?！矵omework:1.LetSscollecttheirschoolthingsandtrytosaytheminEnglish.2.Collectsomethingsfromyourclassmates.Andmakeaconversationwithyourpartner.板書設計：SectionASectionA(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.名詞所有格ThisisnotLiMing’spen.It’sSunTao’s.ThisisnotLiMing’sdictionary.It’sSunTao’s.SectionA(GrammarFocus-3c)一、教學目標：1.語言知識目標：1)總結(jié)歸納識別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)根據(jù)不同場景,能用英語對物品的所屬進行提問和答復。3)培養(yǎng)學生聽、說、讀、寫的能力及創(chuàng)新思維能力。2.情感態(tài)度價值觀目標：通過開展小組活動,指導學生積極與他人合作,相互學習、相互幫助,共同完成學習任務。二、教學重難點1.教學重點：1)總結(jié)歸納識別物品的所有者所用的句型。2〕通過進行不同形式的對話練習來熟練運用識別物品所有者的句型，同時復習所學的學習用品的詞匯。2.教學難點：總結(jié)歸納識別物品的所有者所用的句型；熟練運用這些句型。三、教學過程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.閱讀指導：1〕老師總結(jié)已學過的識別物品的所有者所用的句型。第一類為識別單個物品時，較近處的用Isthis…;較遠處的用Isthat…；答復用Yes,itis./No,itisn’t.第二類為介紹多個物品時，較近處的用Arethese…;較遠處的用Arethose…答復用Yes,theyare./No,theyaren’t.2〕物主代詞分為兩類，一類是形容詞性物主代詞，另一類為名詞性物主代詞。在用法上形容詞性物主代詞+名詞=名詞性物主代詞2.學生閱讀并完成以下句子。〔可借助課件來完成此任務〕①這是你的鉛筆嗎？__________yourpencil?②是的。它是我的。Yes,________.It’s______.③那是你的書包嗎？________yourschoolbag?④不是。它是他/她的。No,______.It’s___/____.⑤這是他的綠色鋼筆嗎？___this_______pen?⑥不是。那只藍色鋼筆是他的。No,______.The___________is______.⑦這些是你的書嗎？___________yourbooks?⑧是的。/不是。Yes,________./No,_________.⑨那些是她的鑰匙嗎？__________her____?⑩不是。它們是她的。No._______hers.3.掌握以下縮寫形式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“這，這個/這些〞，用于指代在時間或空間上說話人較近的人或物。②that/those“那，那個/那些〞，用于指代在時間或空間上說話人較遠的人或物。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.(使用多媒體課件來做更多的練習題來穩(wěn)固所學的知識)Homework1.ReviewtheGrammarFocusagain.2.Playthegamewithyourfriendsafterclass.Thenwritedowntheconversationonyourworkbook.板書設計SectionAGrammarFocus-3cSectionAGrammarFocus-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’reSectionB1a-2c一、教學目標：1.語言知識目標：1)掌握以下詞匯：baseball,watch,computergame,IDcard,notebook,ring,bag,library,lost,at,call理解以下詞匯：ask,some,found,classroom,e-mail2)掌握以下句型：—What’sthis? —It’sawatch.—Howdoyouspellit? —W-A-T-C-H.3)能夠使用目標語言詢問東西的所屬，或者尋找物品的主人。4)能夠讀懂一些簡單的招領和尋物啟示。2.情感態(tài)度價值觀目標：通過學習“詢問物品所屬〞及閱讀“尋物啟事和失物招領〞。既可以提高學生遇到類似挫折時的解決問題的能力，激發(fā)學生的主動性和學習興趣。又能培養(yǎng)學生拾金不昧的精神和助人為樂、團結(jié)友愛的品德。二、教學重難點1.教學重點：1〕學習新詞匯及詢問如何拼寫詞匯的句型。2〕通過聽、說的訓練來讓學生熟練掌握詢問物品的所屬或?qū)ふ椅锲返闹魅恕?〕閱讀一些簡單的招領和尋物啟示，并能獲得相關信息。2.教學難點：閱讀一些簡單的招領和尋物啟示，并能獲得相關信息。三、教學過程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)mye-mailaddressisEngteacher@163.Soyoucane-mailmeatEngteacher@163.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:尋物啟事。T:Youaregreat!Herearefournoticesontheboard.Readthenoticesandcirclethelostthings.2.LetsomeSssaytheanswers.3.Readthenoticesagainandwritedowntheitems.Thencheck(√)LostorFound.4.閱讀指導①在第一條信息中，開頭是LinHai，結(jié)尾是Mike，由常識可知是Mike給LinHai的留言條，關鍵句“Isityours?它是你的嗎？〞，可知是Mike拾到的該物。故此條是Found條。②由第二條信息中的第一句話“Isthisyourwatch?〞，可知是John撿到的手表。故此條也是Found條。③第三條和第四信息中明確有Found和Lost的說明，故較容易確定。5.Checktheanswerswiththeclass.Homework1.Rememberthenewwordswelearnedtoday.2.認真閱讀下面“失物啟事〞與“招領啟事〞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?板書設計：SectionB1a-2cSectionB1a-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、教學目標：1.語言知識目標：1〕總結(jié)復習所學過的有關學習用品的英語詞匯。2〕總結(jié)復習形容詞性物主代詞與名詞性物主代詞，并了解它們的用法。3)能夠使用目標語言詢問東西的所屬，或者尋找物品的主人。4)在老師的指點幫助下能夠?qū)懸恍┖唵蔚恼蓄I和尋物啟示。2.情感態(tài)度價值觀目標：通過學習“詢問物品所屬〞及寫作“尋物啟事和失物招領〞。既可以提高學生遇到類似挫折時的解決問題的能力，激發(fā)學生的主動性和學習興趣。又能培養(yǎng)學生拾金不昧的精神和助人為樂、團結(jié)友愛的品德。二、教學重難點1.教學重點：1〕總結(jié)復習有關學習用品的詞匯。2〕通過讀、寫的訓練來讓學生熟練掌握詢問物品的所屬或?qū)ふ椅锲返闹魅恕?〕寫作一些簡單的招領和尋物啟示。2.教學難點：指導學生寫作一些簡單的招領和尋物啟示。三、教學過程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；一組asetofstamps一套郵票abagof一袋子……abagofrice一袋大米abagofapples一袋蘋果Ⅲ.Writing1.Let’sworkon3a.Herearetwonoticesbutsomewordsinthenotesaremissing.Readthenoticesandcompletethenoticeswiththewordsorphonenumberinthebox.2.AsksomeSsreadthewordsinthebox.OnereadtheminEnglish.TheotherreadtheminChinese.3.Ssreadandcompletethenotices.4.Checktheanswers.Ⅳ.Writing1.寫作指導：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.Nowfirstreviewall