学情分析
从教材编排上说本单元是就start unit 2认识物品之后，仍接着学习用英语认识物品，用学生最为熟悉的学习用品， 很自然过度到了家庭日常用品的名称，以及一些食物的名称，对学生们来说比较容易接受。
以前学的your, his, her, my等形容词性物主代词，在本单元中仍是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。
效果分析
通过这节课的学习，达到了课标要求，完成了教学目标即让学生学习用英语认知物品，而与学生最为熟悉的学习用品，很自然过度到了解对家庭用品，对学生们来说比较容易接受。
这节课的教学我一直以学生的学习为主要目的，无论从教学设计，幻灯片的制作还是对教学问题的设计处理上，无不体现学生的主体作用，以学生为中心，高度关注学生对本课知识的学习态度和参与度。
大部分学生掌握不错，个别学生句型不够熟练和准确。
教学反思
通过这节课的学习，达到了课标要求，完成了教学目标即让学生学习用英语认知物品，而与学生最为熟悉的学习用品，很自然过度到了解对家庭用品，对学生们来说比较容易接受。
1这节课的教学我一直以学生的学习为主要目的，无论从教学设计，幻灯片的制作还是对教学问题的设计处理上，无不体现学生的主体作用，以学生为中心，高度关注学生对本课知识的学习态度和参与度。
2、在教师的指导下，大部分学生积极主动参与本节课的学习，在课堂学习中掌握了有效的学习方法，获得了知识，发展了能力，有积极的情感体验。
3、课堂训练题的设计，一是可以检测学生对基础知识的记忆；二是对基础知识的运用，也是学习能力的一个提升；三是少而精的练习便于学生能在课堂上充分探究，既能巩固知识又能总结方法。
4，不足之处：个别学生知识掌握不牢固，句子不准确，个别教学环节有待商榷。
Section B1 (1a-1e)
一、教学目标：
1. 语言知识目标：
1) 掌握下列词汇：baseball, watch, computer game, ID card, notebook, ring, bag, library
2) 掌握下列句型：
— What’s this? — It’s a watch.
— How do you spell it? — 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。
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。
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- up and revision
1. Greeting the Ss. Check the homework.
2. Review the school things we learned in Section A. Let Ss say the school things they have.
3. Pick up some school things from the students’ desk and ask about them. (Using this, that, these, those) Let other students answer the questions. They must say the owner the things.
T: Is this Li Mei’s ruler?
Ss: Yes, it is. It’s hers.
T: Is that Li Mei’s pencil?
Ss: No, it isn’t. It’s Wu Ming’s.
T: Are these Li Mei’s pens?
Ss: Yes, they are. They’re hers.
T: Are those Li Tao’s books?
Ss: No, they aren’t. They’re Zhang Bin’s.
…
Ⅱ. Presentation
1. T: Look at the picture.
(Show students a picture of a watch.)
T: What’s this in English? It’s a watch.
(Ask a student) What’s this in English?
S1: It’s a watch.
T: Good. (Ask another student.) What’s this in English?
S2: It’s a watch.
T: How do we spell watch? (Show students the spelling.)
W-A-T-C-H, watch. Read after me, please.
S3: W-A-T-C-H, watch.
2. (Teach the other words “baseball, computer game, key, notebook, ring and ID card…” in the same way.)
T: Let’s say the words again. What’s this in English?
(Show the words random. Ask questions like this.)
S4: It’s a key.
T: How do you spell it?
S4: K-E-Y.
Ⅲ. Practice
1.? T: Now look at the 1a. Here are some new words in the box and some pictures below the box. Match the words with the things in the picture.
Ss: OK. (Ss work with their partners try to match the words with the things in the picture.)
2. Check the answers.
3. T: Now please work with your partner, practice the conversation in 1b. Use the pictures in 1a.
(Students practice the conversation. As students work, the teacher moves around and help them.)
4. Ask some pairs to act out the conversation.
Ⅳ. Listening
1. Work on 1c.
T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.
(Play the recording twice. Students listen and circle the items.)
T: Let’s check the answers, OK?
S1: …
T: Who would like to say the circled words again?
S2: …
(Check the answers with the class)
2. Work on 1d.
T: Please look at the two pictures in 2b. One is Linda, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things under each person’s picture.
(Play the recording for the students to write down the words.)
T: Well, what is Linda looking for?
S3: …
T: What about Mike? What is he looking for?
S4: …
(Check the answers with the class)
Ⅴ. Pair work
1. Now let’s make conversations about the things in 1d. Suppose you are Linda and your partner is Mike. Make a conversation and practice it. Then you can change roles. Your partner is Linda and you are Mike. Make another conversation again and practice it.
2. Ss make conversations as the teacher asks.
3. Let some pairs act out their conversations.
Ⅵ. Writing
1. We all have many school things. We always lose some school things easily. Now discuss the school things you lose easily with your partner. Write them down on your workbook. Then report them to the class.
2. Ss work with their partners.
3. Let some Ss report their things to the class.
VII. Exercises
Finish the exercises.
