Unit 3 Is this your pencil?
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“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.; Are these/those your/her/his pens? Yes, they are. No, they aren'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“How do you spell pen? 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Role playing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Using contest guessing和Role playing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Pair work, Group work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：
Section A1 (1a-2d) 用1课时
Section A2 (Grammar focus-3c) 用1课时
Section B1 (1a-2c) 用1课时
Section B2 (3a-Self check) 用1课时
Section A1 (1a-2d)
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一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, You're welcome.
2) 能掌握以下句型：
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) 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
1. 教学重点：
1) 能口头应用以下句型：
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 …?
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-up
1. Show some pictures of items (pen, ruler, cup, book, pencil…) and ask:
What’s this in English?
What’s that in English?
How do you spell it?
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Have them work in pairs to practice the questions.
2. Work on 1a.
T: What can you see in the picture? Collect their answers.
Ask them to finish 1a by themselves. Check their answers.
3. Let Ss read the new words aloud after the teacher. Then try to remember the new words.
Ⅱ. Presentation
1. Pretend that you don’t know whose these things are and ask A:
“Is this your book?” And lead him/her to answer: “Yes, it is. It’s mine.”
Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isn’t. It’s his.”
Have the students ask and answer in pairs. (Maybe when they do this, they’ll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out.
— Is this your book?
— Yes, it is. It’s mine.
— Is this your schoolbag?
— No, it isn’t. It’s his/hers.
2. Tell Ss: my book = mine; his book = his; her book = hers
Ⅲ. Listening
T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)
T: Let’s check the answers, OK?
Ss: … (from left to right)
T: Thank you.
Ⅳ. Pair work
1. Get the students to work in pairs to practice these conversations.
2. Ask them to practice in pairs. Walk around the classroom to check pronunciation and intonation. Then call some pairs to perform their conversations in front of the class.
Ⅴ. Listening
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1. Work on 2a.
T: Please look at the pictures in 2a. Can you say their English name?
(Teacher asks the students to name each one individually.)
S1: This is …
S2: This is …
S3: …
T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.
(Play the recording for the students to listen.)
（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: Now let’s check the answers. Please hold the things you hear and say their English names, OK?
(Make sure students hold the things to show them to the other students.)
2. Work on 2b.
T: Now please read the words. This time you will listen to the recording again, and you will write one of the words from the box on each blank line.
(Play the recording. Students listen and complete the conversation.)
T: Let’s check the answers. I’d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words. The rest of the students check their answers.)
Ⅵ. Pair work
1. T: Now please practice the conversation with your partner.
2. Ask some pairs to act out the dialogue in front of the class.
3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.
4. Ask some pairs stand up and act out their dialogue using the school things they collected.
Ⅶ. Role-play
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1. T: Look at the picture and tell me the school things in the picture.
(Ss look and say the school things. Check their answers with their partner.)
2. Now look at the screen. Read the conversation again and match the things with its owner.
(Ss read the conversation and match the things with its owner. Check their answers with their partner.)
3. Let Ss practice the conversation.
4. Ask some pairs to act out the conversation in front of the class.
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。）
Ⅷ. Language points
1. Is that/this …? 那/这是……？这是个一般疑问句句型，是用来确认物主关系的。肯定回答：Yes, it is. 否定回答：No, it isn’t.
注意：答语用it。
e.g. Is that your jacket? 那是你的夹克吗？
___________. 不，不是。
2. Are these/those …?
这些/那些是……吗？
在这种句型中名词要用复数形式。不用 不可数名词。
肯定回答：Yes, they are. 是的。
否定回答：No, they aren’t. 不是。
注意：答语用they。
e.g. ___________ your rulers?
这些是你的尺子吗？
______________ 不是。
__________ his erasers?
那些是他的橡皮吗？
____________ 是。
3. Excuse me，Grace. Is this your pencil?
excuse me是打扰他人或咨询信息时的礼貌套话, 相当于汉语中的“劳驾; 打扰了”等, 用于与陌生人搭话、打断别人说话等场合。如：
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Excuse me. Are you Mr. Smith?
Excuse me, Mike. Can I use your pen?
excuse me还可以表示歉意, 意为“对不起”, 相当于语气较弱的I’m sorry。如：
Oh, excuse me. I stepped (踩) on your foot.
写出下列句子中划线部分的含义。
1) Excuse me. What’s this in English?
2) Excuse me. I didn’t see you here.
4. Teacher: What about this dictionary?
Anna: It’s Helen’s.
本句中的What about …?(How about …?) 用于询问消息,意为“……怎么样？”。此外它还可用于提出建议，意为“……怎么样？……好吗？” 如：
This pencil is Paul’s. What / How about the ruler? (询问)
It is hot. What / How about a drink of water? (提出建议)
根据汉语意思完成英语对话, 每空一词。
——这个铅笔盒不是她的。
——那个书包呢？
—This pencil box isn’t hers.
—__________ ______ that schoolbag?
Helen’s表示“海伦的”。’s是“名词所有格”, 用于名词的后边, 表示“……的 ”。
e.g. my _________ name
我兄弟的名字
_______ father and _______ uncle
杰克的爸爸和约翰的叔叔
5. Thank you for your help, Anna.
Thank you for … 和Thanks for…, 都是表达感谢的方式, 在for后面加上感谢的原因。如：
Thanks for your books.
多谢你的(那几本)书。
= Thank you for your books.
IX. Exercises
Ⅰ. 看图用英语写出相应的单词。
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Ⅱ. 根据句子或对话意思，用括号内所给单词的适当形式填空。
1. —Is it your telephone?
—Yes, it’s ________(I).
2. This isn’t your cup. It’s ________(he).
3. —Are these ________(Linda) pens?
—Yes, they are.
4. —Is that his map?
—No, it isn’t. It’s ________(she).
X. Homework
Make your own conversations using the things in your classroom.
Section A2 (Grammar focus-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 — 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) 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。
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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. Revision
I. 根据图片写出正确的单词。
II. 按要求写出正确的单词或句子。
1. it (复数) _________
2. my (名词性物主代词) _________
3. her (名词性物主代词) _________
4. his (名词性物主代词) _________
5. your (名词性物主代词) _________
6. Bob (名词所有格) __________
7. 谢谢你 ____________
8. ……怎么样 ____________
9. 不客气 ________________
10. 为……而感谢 _________________
III. Complete the conversation.
Teacher: Hi, Anna. ___________________?
Anna: No, they’re Bob’s.
Teacher: And is this his green pen?
Anna: __________. The blue pen is his.
Teacher: _________________________?
Anna: It’s Helen’s. And the green pen is hers, too.
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Teacher: And the eraser? ___________?
Anna: Yes, it is.
Teacher: _____________________, Anna.
Anna: You’re welcome.
Ⅱ. Grammar Focus.
1. 阅读指导：
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Is this…; 较远处的用Is that…；回答用Yes, it is. / No, it isn’t.
第二类为介绍多个物品时，较近处的用Are these …; 较远处的用Are those … 回答用Yes, they are. / No, they aren’t.
2. 学生阅读并完成下列句子。
① 这是你的铅笔吗？_____ _____ your pencil?
是的。它是我的。Yes, ___ _____. It’s ______.
不是。它是他/她的。No, ___ ___. It’s ___/____.
② 这是他的绿色钢笔吗？
___ this ___ green pen?
是的。/ 不是。
Yes, ___ ___. / No, ___ _____.
蓝色的钢笔是他的。
The ____ ____ is _____.
③ 那是你的书包吗？
__ ____ your schoolbag?
是的。
Yes, ___ ___.
不是。是他的。
No, __ ____. _____ his.
④ 这些是你的书吗？
____ ______ your books?
是的。
Yes, ____ ____.
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不是。它们是她的。
No, _____ ______. _______ hers.
⑤ 那些是她的钥匙吗？
____ _____ her _____?
是的。
Yes, ____ ____.
不是。它们是我的。
No, _____ ______. _______ mine.
3. 掌握下列缩写形式
① it is = ______ ② they are = _______
③ is not = _______ ④ are not = _______
⑤ that is = _______ ⑥ name is = ______
III. Grammar
1. 名词所有格
名词所有格表示有生命事物的所有关系，在名词其后加’s来表示所属关系，意为“…...的”。
e.g. 安娜的 Anna’s 鲍勃的 Bob’s
名词所有格的构成方法：
一般的单数名词在词尾直接加“’s”
Tom’s book 汤姆的书
my uncle’s car
我叔叔的小汽车
以-s结尾的复数名词在词尾加“’”
the students’ basketball
学生们的篮球
不规则复数名词在词尾加“’s”
Women’s Day 妇女节
Children’s Day 儿童节
2. 名词性物主代词
mine，hers，yours 等是名词性物主代词，相当于一个名词，可以在句子中单独使用。它相当于“形容词物主代词 + 名词”。而形容词性物主代词只能和名词在一起使用。
e.g. This is your ruler. It’s not my ruler.
(= This ruler is _____. It’s not _____.)
这是你的尺子，它不是我的。
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Those aren’t his books. They’re her books.
(= Those books aren’t ____. They’re _____. )
那些书不是他的。它们是她的。
形容词性物主代词和名词性物主代词
人称
一
二
三
单
复
单/复
单
单
单
复
形代
my
our
your
his
her
its
their
名代
mine
ours
yours
his
hers
its
theirs
3. 含有 be 动词的一般疑问句。
一般疑问句是在句子中用提问的方式提供一些信息，要求对方用 Yes 或 No 回答的疑问句。朗读一般疑问句用升调，其简略答语用降调。
由 be 动词（am，is，are）引导的疑问句结构是：“be + 主语 + 其他部分？”
________________↗ 那是你的自行车吗？
___________________↗ 他们是你的朋友吗？
其答语：
肯定回答：Yes, 主语 + be (am, is, are).
否定回答：No, 主语 + be (am, is, are) not.
-- __________________↗ 这是你的铅笔吗？
-- ___________________↘ 是的。/不是。
IV. Practice
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. Now try to complete the questions and answers about each picture.
3. Check the answers with the class.
4. Explanation:
① this/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。
② that/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。
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V. Practice
1. Let’s work on 3b.
T: Read the questions and complete the answers. You should pay attention to this/that and these/those。
2. Ss read the questions and answer the questions with their partner. Then write down their answers in the blanks.
3. Check the answers with the class.
VI. Game
1. Divide the Ss 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.
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.
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.
VII. Exercises
Ⅰ. 根据句意，从方框中选择恰当的单词填空， 有的需要变换形式，每个限用一次。
about, your, teacher, I, for
1. Is that dog ________?
2. My two sisters are ________.
3. Can you help ________?
4. Thank you ________ your CD.
5. I have a book ________ dogs.
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Ⅱ. 根据汉语意思完成英语句子，每空一词。
1. 杰克(Jack)的尺子是蓝色的，我的是绿色的。
________ ruler is blue. ________ is green.
2. 那件黄夹克衫不是她的。
That yellow jacket isn’t ________.
3. 简(Jane)和玛丽(Mary)的朋友是汤姆。
________ and ________ friend is Tom.
4. 那个女孩的妈妈是老师，他的妈妈是医生。
The ________ mother is a teacher. ________ is a doctor.
Ⅲ. 根据括号内的要求完成下列各题，每空一词（含缩略形式）。
1. It is an orange. (改为一般疑问句)
________ ________ an orange?
2. These are my brothers. (改为一般疑问句)
________ ________ ________ brothers?
3. Is this her map? (作否定回答)
________, ________ ________.
4. Are those his pictures? (作肯定回答)
________, ________ ________.
5. That is her key. (改为同义句)
That key ________ ________.
VIII. Homework
1. Review Grammar.
2. Finish the exercises in the workbook.
3. Preview Section B 1a-2c.
Section B1 (1a-2c)
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, lost, at, call
理解下列词汇：ask, some, found, classroom, e-mail
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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。
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. Revision
I. 重点句型
1. 这是你的铅笔吗？
__ ____ your pencil?
2. 是的。它是我的。
Yes, __ __. It’s ______.
3. 那是你的书包吗？
__ ____ your schoolbag?
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 ___.
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7. 这些是你的书吗？
____ _____ your books?
8. 是的。
Yes, ____ ____.
9. 那些是她的钥匙吗？
____ _____ her _____?
10. 不是。它们是他的。
No. ________ his.
II. 按要求写出下列单词的正确形式。
A. 写出下列表达的缩写形式。
1. it is = ___ 2. they are = _______
3. is not = _____ 4. are not = _______
B. 写出下列各词的名词所有格或名词性物主代词。
5. Eric _______ 6. sisters _______
7. parents ________ 8. your ________
9. my ______ 10. his ____ 11. her _____
Ⅱ. Presentation
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 try to match the words with the things in the picture.
2. Check the answers.
III. Practice
1. 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.)
2. 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
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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. Role play
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. Reading
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1. T: Have you ever picked up others’ things or lost anything? What are they?
S1: I lost a backpack.
S2: I picked up a pen.
T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.
T: If you lost something, what should you do?
S1: …
S2: …
T: You are great! Here are four notices on the board. Read the notices and circle the lost things.
2. Let some Ss say the answers.
3. Read the notices again and write down the items. Then check (√) Lost or Found.
4. Check the answers with the class.
5. Summary
Key words:
lost, found
Important sentences:
I lost …
Is this your …?
Is it yours?
Are they yours?
Call me at …
E-mail me at …
Ask ... for …
Ⅷ. Language points
1. 辨析：watch 与 clock
watch指戴在手腕上手表、挂在胸前的怀表或用来计时的秒表。
clock指我们生活中用的钟表、挂钟、闹钟等，多带有闹钟的功能
2. How do you spell it? 你怎么拼写它？
该句意为“你如何拼写它呢？”, 其答语与我们在Starter Unit 2中学到的Spell it, please的回答方式一样, 需要把单词拼写出来。如：
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—How do you spell it? / Spell it, please.
—P-H-O-N-E.
这是一个由how引导的特殊疑问句。其中how意为“怎样；如何”，表示的
是方法、手段。而在Starter Unit 1出现的How are you?中的how用来询问健康
状况。
【运用】补全问句，每空一词。
— ______ do you ______ the word?
— P-U-R-P-L-E.
3. Ask the teacher for it.
ask ... for ... 向某人索取某物；向某人要某物
e.g. You can ___ him ___ the dictionary.
你可以找他要那本词典。
Don’t ___ me ___ it. Go and ___ you father (___ it).
不要问我要(它)，去问你爸爸要吧。
4. Call me at 685-6034.
call 在此句中意为“打电话”，常用于以下结构：
① call sb. 给某人打电话
e.g. ________ this afternoon.
今天下午给他打电话。
② “call + 电话号码” 拨打……（号码）
e.g. Please _______. 请拨打110。
③ “call sb. at + 电话号码”
拨打……（号码）找某人
e.g. ___________ 236-0388.
请拨打236-0388找玛丽。
at放在电话号码或电子邮箱的地址等前面, 表示“按照……; 根据……”。课本中
出现的“e-mail sb. at+电子邮箱的地址”结构, 意为“按……给某人发电子邮件”。
如：E-mail me at tina90@163.com.
根据汉语意思完成英语句子, 每空一词。
1) 请晚上给他打电话。
Please _____ ____ in the evening.
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2) 请给凯特发电子邮件到kate@sina.com。
Please ________ Kate ____ kate@sina.com.
5. I must find it.
must modal v. （情态动词）必须
e.g. You _____ finish it today.
你一定要在今天完成它。
You ______ see the doctor.
你一定要看医生。
must 后接动词原形。
IX. Exercises
根据横线后的标点提示，将所给单词连成完整、正确的句子。
1. it, in, bag, is, a, English
____________________________________.
2. not, computer, is, game, hers, this
____________________________________.
3. you, how, name, do, your, spell, last
____________________________________?
4. number, what, your, is, card, ID
____________________________________?
X. Homework
1. Remember the words and sentences.
2. Recite the notices on P17.
3. Finish the exercises in the workbook.
Section B2 (3a-Self check)
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。
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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) 写一些简单的招领和寻物启示。
2. 教学难点：
指导学生写一些简单的招领和寻物启示。
三、教学过程
Ⅰ. Revision
I. Complete the conversations.
A: What’s this?
B: It’s a ring.
A: _________________?
B: R-I-N-G.
A: Is this your ring?
B: Yes, it is. It’s _____.
A: ____________?
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B: It’s a watch.
A: How do you spell it?
B: _____________.
A: ________________?
B: __________. It’s hers.
A: _______________________?
B: No, they aren’t. They’re his.
II. Recite the notices on page 17.
Ⅱ. Writing
1. 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 Ss read the words in the box.
3. Ss read and complete the notices.
4. Check the answers.
Ⅲ. Writing
1. 写作指导：
1) 写寻物启事和失物招领要紧扣主题，写清物品名称、联系人及联系方式，要求表述明确，言简意赅。
2) 常用词汇：
found 找到; 发现，lost 遗失; 丢失，pen 钢笔，pencil 铅笔，ID card 身份证，eraser 橡皮，bag 书包，ruler 尺子，a set of keys 一串钥匙，in the school library 在学校图书馆，in the classroom 在教室里
3) 常用句型：
Is this/that your …?
这是/那是你的……？
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Are these/those …?
这些/那些是……？
Call … at …
打电话……找……
E-mail me at ...
给我发邮件到……
4) Writing task
假如你丢失了一套钥匙；假如你捡到一张学生证。写一写吧！
_____________________________________________________________
______________________________________________________________
5. Sample
Lost:
I lost a set of keys. I must find them. My name is Jim. Please call me at 347-2580.
Found:
Is this your school ID card? I found it in the school library. Call me at 347-2580. Or e-mail me at im327@sina.com.
Ⅳ. Self Check
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. Ss 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.
Self Check 2
1. Complete the chart with pronouns.
规则总结
类别
人称代词主格
人称代词宾格
形容词性物主代词
名词性物主代词
第一人称
I
me
my
mine
第二人称
you
yours
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第三人称
her
hers
第三人称
he
him
2. Fill in the blanks.
3. Check the answers.
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.
Ⅴ. Language points
1. a set of keys
set 为名词，意为“套，组，副”。
短语 a set of 表示“一套，一列，一串”等。
e.g. _________ books 一套书
_________ stamps 一套邮票
【拓展】
在英语中表示物品的时候（尤其是不可数名词），常常用“数词或a/an/this/that + 名词（表示容量、种类……）+ of + 名词” 来表示，意为“……双（对/套/张/副……）”。
_________ cake 一块蛋糕
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________ milk 一杯牛奶
__________ shoes 那双鞋子
2. 人称代词宾格
me (我)，you (你)，him (他)，her (她)， it (它)等是人称代词的宾格形式，他们常
跟在介词或动词后面做宾语。如：
Thank ____. 谢谢你！
Excuse ____. 打扰了。
How do _____ spell it? 怎样拼写？
Please ask ____ for help. 请向她请求帮助。
Call ____ at 569-3219. 打电话569-3219找他。
Ⅵ. Exercises
Ⅰ. 根据句意及所给汉语提示，写出句中所缺单词。
1. This _______(图书馆) is very big.
2. Linda and Jane are in the _______(教室) now.
3. _______(一些) oranges are green.
4. You can _______(发电子邮件) Tom at Tom2014@126.com.
5. Alan _______(丢失) his erasers in the morning.
Ⅱ. 根据汉语意思完成英语句子，每空一词。
1. 我必须找到我的英语书。
I ________ ________ my English book.
2. 拨打电话686-3745找玛丽。
________ Mary ________ 686-3745.
3. 你可以向老师寻求帮助。
You can ________ the teacher ________ help.
4. 这儿有一串钥匙。
Here is ________ ________ ________ keys.
5. 那个铅笔盒是保罗(Paul)的吗？
Is that ________ ________ ________?
Ⅶ. Homework
根据提供的情景，完成下列失物招领启事和寻物启事。
失物招领启事：Anna 捡到了一本字典，联系电话是547-2479。
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寻物启事：Eric丢了英语笔记本，联系电话是356—2681。E-mail: eric39@tom.com
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