Unit
3
Is
this
your
pencil
Period
2
(Grammar
Focus–3c)
【教学目标】
●知识目标
Consolidate
the
target
language
learned
in
the
last
period.
●能力目标
1.
Be
able
to
identify
the
ownership
using
the
target
language.
2.
Develop
students’
listening
skills
and
communicative
competence.
●情感目标
Try
to
improve
students’
teamwork
spirit.
【教学重难点】
●重点
1.
Consolidate
the
target
language
learned
in
the
last
period.
①
—
Excuse
me.
Is
this/that…
—
Yes,
it
is.
/
No,
it
isn’t.
②
—
Excuse
me.
Are
these/those…
—
Yes,
they
are.
/
No,
they
aren't.
2.
Be
able
to
identify
the
ownership
using
the
target
language.
●难点
1.
Improve
students’
listening
and
speaking
skills.
2.
The
usage
of
target
language.
【教学准备】
Textbook,
a
box,
some
school
things.
【教学方法】
任务型教学法、情景交际法、自主学习与合作学习相结合
【课时安排】
One
period
【教学过程】
Step
1:
Greetings
and
revision
1.Greetings.
T:
Good
morning/
afternoon,
boys
and
girls.
Ss:
Good
morning/
afternoon,
teacher.
How
are
you
T:
Fine,
thanks.
And
you
Ss:
I’m
OK.
...
2.Revision.
(1)
Check
their
homework.
(2)
Have
a
dictation
of
the
words
the
words
learned
in
the
last
period.
Step
2:
Lead-in
1.
Ask
students
to
put
some
school
things
on
their
desks.
2.
Let
some
students
stand
up
and
say
what
school
things
they
have.
3.
T
walks
around
the
classroom,
pick
up
the
things
and
ask
about
them.
T:
Is
this
your
pen
S1:
Yes,
it
is.
It’s
mine.
T:
Is
this
your
eraser
S2:
No,
it
isn’t.
It’s
hers.
T:
Are
these
your
books
S3:
Yes,
they
are.
T:
Are
those
your
rulers
S4:
No,
they
aren’t.
They
are
his.
Step
3:
Presentation
Teach
Grammar
Focus
(1)T:First,
look
at
the
sentences
and
short
forms
in
the
boxes
of
Grammar
Focus.
(2)Ask
students
to
read
them
together.
(3)Ask
some
students
to
read
the
sentences.
Correct
their
pronunciation
mistakes
if
there
is
any.
(4)
Collect
their
answers.
Correct
mistakes
if
there
is
any.
(5)
Ask
students
to
read
the
short
forms
in
the
box.
Pay
attention
to
the
pronunciation.
Step
4:
Practice
1.
Teach
activity
3a
(1)
T:
Let’s
work
on
3a.
Look
at
the
pictures
in
3a.
We
can
see
the
first
picture
is
close
to
us,
but
the
second
picture
is
a
little
far
from
us.
When
we
ask
about
them,
we
must
pay
attention
to
the
use
of
this,
that,
these
and
those.
(2)
Ask
students
to
complete
the
questions
and
answers
about
each
picture.
(3)
Check
the
answers
with
the
class.
2.
Teach
activities
3b
(1)
Look
at
3b.
Tell
Ss
to
complete
conversation.
Pay
attention
to
the
right
sentence
structure.
Ss
work
with
their
partners.
Try
to
make
conversation.
(2)
Check
the
answers.
Encourage
some
pairs
to
act
out
the
conversations.
See
if
their
answers
are
right.
Answers:
1.Is
this
her
ruler
Yes,
it
is.
It’s
hers.
2.Is
that
Eric’s
schoolbag
No,
it
isn’t.
It’s
Sally’s.
3.Are
these
his
pencils
Yes,
they
are.
They’re
his.
4.Are
those
Anna’s
books
No,
they
aren’t.
They’re
mine.
(3)
Ss
read
the
conversations
aloud
after
the
teacher.
Then
try
to
practice
the
conversations
with
their
partners.
(4)
Let
some
pairs
to
act
out
the
conversations
in
front
of
the
class.
Step
5:
Consolidation
Teach
activity
3c
1.
Divide
the
students
into
five
or
six
groups.
Each
group
has
six
to
eight
students.
All
the
students
in
a
group
put
some
of
their
school
things
into
a
box.
2.
T
makes
a
model
for
the
students.
T:
I
have
many
things
in
this
box.
But
I’m
sorry
I
don’t
know
whose
these
are.
Could
you
help
me
find
the
owners
Let’s
see
who
can
find
all
the
owners
first
and
write
the
owners’
names
in
the
chart.
You
only
have
two
guesses.
Language
used
for
the
task:
T:
Is
this
your
math
book
S1:
Yes,
it
is.
It’s
mine.
T:
Is
that
your
ruler
S2:
No,
it
isn’t.
It’s
hers.
My
ruler
is
blue.
T:
Kim,
is
this
your
dictionary
S3:
No,
it
isn’t.
It’s
his.
T:
Jim,
are
these
your
erasers
S4:
Yes,
they
are.
They
are
mine.
T:
Here
you
are.
S4:
Thank
you.
【课堂小结】
In
this
period,
we’ve
consolidated
what
we’ve
learned
in
the
last
period
through
some
practice
and
games.
【课后作业】
1.
Read
the
sentences
in
Grammar
Focus.
2.
Make
some
conversations
by
yourself.Unit
3
Is
this
your
pencil
Period
4
(Section
B
2a–Self
Check)
【教学目标】
●知识目标
1.
Master
the
new
words
and
useful
expressions.
2.
Master
the
target
language.
●能力目标
1.
Be
able
to
read
and
write
lost
and
found
notice.
2.
Develop
students’
writing
competence.
●情感目标
Lead
students
to
be
honest
and
not
to
pocket
the
money
that
he/she
has
picked
up.
【教学重难点】
●重点
1.
Master
the
new
words
and
useful
expressions.
Words:
in,
library,
ask,
some,
find,
lost
classroom,
e-mail,
at,
call,
must,
set
Phrases:
a
set
of
2.
Be
able
to
read
and
write
lost
and
found
notice.
3.
Develop
students’
writing
competence.
●难点
Be
able
to
read
and
write
lost
and
found
notice.
【教学准备】
Some
lost
and
found
notices,
text
book
and
handouts.
【教学方法】
任务型教学法、情景交际法、自主学习与合作学习相结合
【课时安排】
One
period
【教学过程】
Step
1:
Greetings
and
revision
1.
Greetings
T:
Good
morning,
everyone.
Ss:
Good
morning,
teacher.
How
are
you
T:
Fine,
thanks.
And
you
Ss:
I’m
OK.
2.
Revision
Review
what
we
learned
in
the
last
period.
Step
2:
Lead-in
T:
Did
you
lose
anything
before
Ss:
Yes.
T:
What
things
did
you
lose
easily
S1:
Keys.
S2:
Wallets.
S3:
Cell
phones.
...
T:
Have
you
ever
got
back
the
things
you
lost
S1:
Sometimes.
S2:
Never.
T:
OK.
If
we
lose
something,
how
can
we
get
them
back
S1:
We
can
ask
the
police
for
help.
S2:
We
can
look
for
them
in
the
place
where
they
were
missing.
T:
Anything
else
S3:
We
can
write
lost
notice
to
look
for
them.
T:
Good
idea.
Have
you
ever
picked
up
anything
Ss:
Yes.
T:
How
can
we
return
these
things
to
the
loser
Ss:
We
can
take
them
to
the
police
or
write
found
notice.
T:
You
are
right.
Today,
we’ll
learn
how
to
write
lost
and
found
notice.
Let’s
begin.
Step
3:
Presentation
1.
Teach
activity
2a
(1)
T:
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)
Students
work
with
their
partners.
(3)
Let
some
students
report
their
things
to
the
class.
2.
Teach
activity
2b
(1)
T:
Now.
Read
through
the
instruction
so
that
you
can
know
how
to
do
this
activity.
(2)
Ask
students
look
at
the
pictures
and
read
the
notices
on
the
board.
(3)
T:
Tell
me
which
ones
are
lost
notice
and
which
ones
are
found
notice.
Ss:
The
last
one
is
a
lost
notice,
and
the
other
three
are
found
notices.
T:
You
are
right.
(4)
Ask
students
to
circle
the
lost
things.
(5)
Check
the
answers.
(6)
Read
the
notices,
and
ask
students
to
repeat
sentence
by
sentence.
Then
explain
the
way
of
writing
lost
and
found
notice.
3.
Teach
activity
2c
(1)
Ask
students
to
read
through
the
instruction
of
this
activity
so
that
they
can
know
how
to
do
it.
(2)
Leave
students
two
minutes
to
do
this
task
individually.
Move
around
the
classroom
to
check
the
progress
and
give
some
help
if
necessary.
(3)
Invite
some
pairs
to
check
their
answers.
Answers:
Item
Lost
Found
A
computer
game
√
Some
keys
√
Watch
√
ID
card
√
Step
4:
Practice
1.
Teach
activities
3a
(1)
T:
Let’s
work
on
3a.
Here
are
two
notices
but
some
words
in
the
notes
are
missing.
Read
the
notices
and
complete
the
notices
with
the
words
or
phone
number
in
the
box.
(2)
Ask
some
students
to
read
the
words
in
the
box.
One
read
them
in
English.
The
other
read
them
in
Chinese.
(3)
Students
read
and
complete
the
notices.
(4)
Check
the
answers.
Answers:
Lost;
name;
call
Found;
your;
284-5486
2.
Teach
activity
3b
(1)
T:
As
you
have
learned
how
to
write
lost
and
found
notice.
Now,
let’s
have
a
try.
Write
your
own
lost
or
found
notice
with
your
name
and
phone
number.
(2)
Leave
students
several
minutes
to
do
this
task.
(3)
As
they
work,
move
around
the
room,
checking
progress
and
offering
help
as
needed.
(4)
Collect
students’
notices.
Choose
the
best
ones
to
present
to
the
whole
class.
Step
5:
Consolidation
Teach
Self
Check
1.
Self
Check
1
(1)
T:
We’ve
learned
many
school
things.
Now
first
review
all
the
school
things
in
three
minutes.
Then
let’s
have
a
competition.
We’ll
write
the
school
things
you
can
remember
in
a
piece
of
paper.
Let’s
see
who
can
remember
the
most.
(2)
Students
review
the
words
of
the
school
things
quickly.
Then
have
a
competition.
(3)
Check
the
numbers
of
the
words
on
their
paper
to
see
who
does
the
best.
Answers:
pen,
ruler,
pencil,
pencil
box,
schoolbag,
book,
eraser,
pencil,
sharpener...
2.
Self
Check
2
(1)T:
This
part
aims
to
help
students
to
review
the
difference
of
pronounces.
(2)
Ask
students
to
complete
the
chart
individually.
Do
peer-correction
with
deskmates
first.
(3)
Check
the
answers.
Answers:
I
me
my
mine
you
you
your
yours
she
her
her
hers
he
him
his
his
3.
Self
Check
3
(1)
T:
Look
at
the
picture
please.
What
are
they
talking
about
in
the
picture
Who
would
like
to
read
it
S1:
Is
that
your
schoolbag
S2:
No,
it
isn’t.
T:
OK,
now
what
may
other
people
(S2,
S3
and
S4)
talk
about
in
Picture
Write
the
conversation
using
Is
this/that…
Yes,
it
is./
No,
it
isn’t.
Are
these/those
…
Yes,
they
are.
/
No,
they
aren’t.
(Students
write
the
conversations
with
their
partners.)
(2)
T:
Now
please
read
the
conversation
with
your
partner.
S3:
Is
that
your
notebook
S4:
Yes,
it
is.
S5:
Are
those
your
keys
S6:
No,
they
aren’t.
…
(3)
Now
practice
the
conversations
with
your
partners.
【课堂小结】
In
this
period,
we’ve
mainly
learned
how
to
read
and
write
lost
and
found
notice.
And
we’ve
also
consolidated
how
to
identify
ownership.
【课后作业】
1.
Review
the
new
words
and
useful
expressions
in
this
period.
2.
Read
the
messages
again
and
again
in
2b.
3.
Write
two
notices
using
the
target
language
in
this
unit.
4.
Preview
the
next
unit.Unit
3
Is
this
your
pencil
Period
1
(Section
A
1a–2d)
【教学目标】
●知识目标
1.
Master
the
new
words
and
useful
expressions.
2.
Master
the
target
language.
3.
Master
the
use
of
“Is
this/
that
your...
Yes,
it
is.
/
No,
it
isn’t.”
●能力目标
1.
Be
able
to
make
conversations
using
the
target
language.
2.
Be
able
to
identify
the
ownership.
●情感目标
Lead
students
to
be
interested
in
identifying
ownership.
【教学重难点】
●重点
1.
Master
the
new
words
and
useful
expressions.
Words:
pencil,
book,
eraser,
box,
pencil
box,
schoolbag,
dictionary,
his,
hers,
mine,
yours,
teacher,
excuse
me,
You're
welcome
2.
Master
the
target
language:
①
—
Excuse
me.
Is
this/that…
—
Yes,
it
is.
/
No,
it
isn’t.
②
—
Excuse
me.
Are
these/those…
—
Yes,
they
are.
/
No,
they
aren't.
③
What
about
…
3.
Improve
students’
listening
and
speaking
skills.
●难点
Be
able
to
make
conversations
using
“Is
this/
that
your...
Yes,
it
is.
/
No,
it
isn’t.”
【教学准备】
A
tape
recorder,
some
pictures,
some
school
things
and
handouts.
【教学方法】
任务型教学法、情景交际法、自主学习与合作学习相结合
【课时安排】
One
period
【教学过程】
Step
1:
Greetings
and
revisions
1.
Greeting
the
students.
T:
Good
morning!
/Hello!/
Hi!
...
Ss:
Good
morning!
/Hello!/
Hi!
...
2.
Revision
Let
some
some
students
show
their
family
photos
and
ask:
—
Is
this
your…
—
Yes,
she/he
is.
/No,
she/he
isn’t.
—
Are
these/those
your…
—
Yes,
they
are./
No,
they
aren’t.
Step
2:
Lead-in
Collect
some
items
(pen,
ruler,
cup,
book,
pencil…)
from
the
students
and
ask:
What’s
this
in
English
What’s
that
in
English
(Help
them
answer
like
this:
It’s
a/an
…)
Have
them
work
in
pairs
to
practice
the
questions.
Step
3:
Presentation
1.
Teach
activity
1a
(1)
Ask
students
to
look
at
the
picture
in
1a
and
see
how
many
words
they
know.
Have
a
competition
in
groups.
(2)Ask
some
groups
to
make
a
report
to
see
which
group
can
say
the
most
words.At
the
same
time,
teacher
writes
some
easy
and
important
words
on
the
blackboard.
(3)Give
students
a
few
minutes
to
read
and
the
words.
Offer
them
some
help
if
needed.
(4)T:Now,
you
need
to
look
at
the
picture
in
1a.
Find
out
the
things.
Then
match
the
words
with
the
things.
(5)
Ask
them
to
do
it
individually.
(6)
Check
the
answers.
Answers:
1.pencil
e
2.pen
g
3.book
b
4.eraser
h
5.ruler
c
6.pencil
box
f
7.schoolbag
a
8.dictionary
d
(7)
Ask
the
students
to
read
the
conversation
in
the
picture
together.
Explain
some
language
points.
2.
Teach
activity
1b
(1)
Ask
students
to
look
at
1b
and
ask
some
pairs
to
read
the
conversations.
(2)
Play
the
recording
for
the
first
time.
Students
only
listen
and
get
the
main
idea.
(3)
Play
the
recording
for
the
second
time.
Ask
students
to
write
answers
by
themselves.
(4)
Invite
some
students
to
check
the
answers.
Then
play
the
recording
for
the
third
time.
Have
students
listen
and
repeat,
pay
attention
to
the
pronunciation
and
intonation.
3.
Teach
activity
1c
(1)
Invite
two
students
to
practice
the
sample
conversation
in
1b
in
pairs.
(2)
Ask
students
to
make
new
conversations
in
pairs.
Move
around
the
classroom
to
check
the
progress
and
give
some
help
if
necessary.
(3)
Invite
some
pairs
to
act
out
their
conversations.
Step
4:
Practice
1.
Teach
activities
2a
&
2b
(1)
Go
through
the
instruction
in
2a
with
the
class.
(2)
Look
at
the
pictures
in
2a.
(3)
Play
the
recording
for
the
first
time.
Let
students
check
the
questions
they
hear,
then
check
the
answers.
(4)
Go
through
the
instruction
in
2b
with
the
class.
(5)
Read
the
words
in
the
box
in
2b.
Help
students
read
the
them
correctly
in
2b
and
tell
students
to
only
listen
to
them
carefully.
(6)
Play
the
recording
for
the
second
time.
Ask
students
to
write
letters
in
the
blanks
in
2a.
Then
check
the
answers.
(7)
Play
the
recording
for
the
third
time.
And
let
students
listen
and
repeat.
2.
Teach
activity
2c
(1)
Ask
the
students
to
read
through
the
conversations
in
pairs.
(2)
Give
them
three
minutes
to
practice
reading
it.
As
students
work,
walk
around
the
room,
offering
help
if
necessary.
Correct
pronunciation
mistakes
if
any.
(3)
Ask
several
pairs
to
act
out
their
conversations.
Step
5:
Consolidation
Teach
activity
2d
1.
Ask
students
to
read
the
conversation
by
themselves
to
get
the
main
idea.
2.
Lead
students
to
read
the
conversation
sentence
by
sentence,
and
explain
some
language
points
at
the
same
time.
3.
Play
the
recording,
and
ask
students
to
listen
and
repeat.
Then
ask
them
to
role-play
the
conversation
in
pairs.
Move
around
the
classroom
to
check
the
progress.
4.
Invite
several
pairs
to
role-play
the
conversation
for
the
whole
class.
【课堂小结】
In
this
period,
we’ve
learned
how
to
identify
ownership.
And
we’ve
also
learned
the
use
of
possessive
pronouns.
【课后作业】
1.
Review
the
new
words
and
useful
expressions
in
this
period.
2.
Practice
the
conversation
in
2d
in
pairs
and
recite
it.
3.
Finish
the
exercises
in
the
workbook.
4.
Preview
the
next
period.Unit
3
Is
this
your
pencil
Period
3
(Section
B
1a–1e)
【教学目标】
●知识目标
1.
Master
the
new
words
and
useful
expressions.
2.
Master
the
target
language.
●能力目标
1.
Be
able
to
identify
things
and
spell
words.
2.
Develop
students’
listening
skills
and
communicative
competence.
●情感目标
Try
to
cultivate
students
to
form
the
good
habit
of
cooperation.
【教学重难点】
●重点
1.
Master
the
new
words
and
useful
expressions.
Words:
baseball,
watch,
computer,
game,
card,
notebook,
ring,
bag
Phrases:
ID
card,
computer
game
2.
Master
the
target
language:
—
What’s
this
—
It’s
a
watch.
—
How
do
you
spell
it
—
W-A-T-C-H.
3.
Be
able
to
identify
things
and
spell
words.
4.
Improve
students’
listening
and
speaking
skills.
●难点
1.
Improve
students’
listening
and
speaking
skills.
2.
The
usage
of
target
language.
【教学准备】
A
projector,
a
tape
recorder,
some
things,
handouts.
【教学方法】
任务型教学法、情景交际法、自主学习与合作学习相结合
【课时安排】
One
period
【教学过程】
Step
1:
Greetings
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.
…
Step
2:
Lead-in
Show
a
pen,
ask
and
answer
like
this:
T:
What’s
this
in
English
Ss:
It’s
a
pen.
T:
How
do
you
spell
it
Ss:
P-E-N,
pen.
T:
Yes,
thank
you.
Show
some
other
things,
and
have
students
work
in
pairs
to
make
conversations
like
this.
...
Step
3:
Presentation
1.
Teach
activity
1a
(1)
Teach
the
new
words.
(2)
Ask
the
students
to
read
the
words
and
expressions
in
1a
one
by
one.Correct
mistakes
if
there
is
any.
(3)
Ask
them
to
look
at
the
picture
carefully
so
that
they
can
see
how
many
things
there
are
in
the
picture.
Match
the
words
with
the
things
in
the
picture.
(4)
Check
the
answers.
Answers:
1.baseball
e
2.watch
b
3.computer
game
h
4.ID
card
a
5.key
i
8.pen
d
6.notebook
g
7.ring
c
9.bag
f
2.
Teach
activity
1b
(1)
T:
Now
please
work
with
your
partner,
practice
the
conversation
in
1b.
Use
the
pictures
in
1a.
(2)
Students
practice
the
conversation.
As
students
work,
the
teacher
moves
around
and
offer
some
help
if
needed.
(3)
Invite
some
pairs
to
act
out
the
conversation.
Step
4:
Practice
1.
Teach
activities
1c
(1)
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.
(2)
Play
the
recording
for
the
first
time.
Ask
students
to
listen
carefully
and
circle
the
items.
(3)
Play
the
recording
for
the
second
time.
Ask
them
to
check
the
answers
themselves.
(4)
Collect
the
answers
and
correct
mistakes
with
the
class.
2.
Teach
activity
1d
(1)
T:
Please
look
at
the
two
pictures
in
1d.
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.
(2)
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:
…
(3)
Check
the
answers
with
the
class.
Step
5:
Consolidation
Teach
activity
1f
(1)
Ask
students
to
read
through
the
instruction
so
that
they
can
know
how
to
play
this
game.
(2)
Follow
the
instruction.
Ask
students
to
make
conversations
using
the
things
in
1d
in
pairs.
(3)
Leave
the
students
several
minutes
to
do
this
task.
(4)
Move
around
the
room,
offering
help
as
needed.
(5)
Invite
some
pairs
to
act
out
their
conversations
for
the
whole
class.
【课堂小结】
In
this
period,
we’ve
mainly
consolidated
how
to
identify
things
and
spell
words.
And
we’ve
also
improved
our
listening
and
speaking
skills.
【课后作业】
1.
Practice
the
target
language.
2.
Preview
the
next
period.
