Unit3Isthisyourpencil?教學(xué)內(nèi)容本單元圍繞著“Isthisyourpencil?”這一主題開展聽、說、讀、寫等多種教學(xué)活動(dòng)，其教學(xué)核心內(nèi)容是“確認(rèn)物主”。通過本單元的教學(xué)，使學(xué)生學(xué)會(huì)辨認(rèn)物品的所有者，學(xué)會(huì)根據(jù)場景詢問物品的所屬，以及英語中對(duì)應(yīng)的表達(dá)法，學(xué)會(huì)寫尋物啟事和失物招領(lǐng)。教師應(yīng)著力培養(yǎng)學(xué)生能在日常交際交往中有效地使用語言進(jìn)行表達(dá)，與他人溝通信息，為今后學(xué)習(xí)打下堅(jiān)實(shí)的語言基礎(chǔ).教學(xué)目標(biāo)1）知識(shí)目標(biāo)：A.學(xué)習(xí)并掌握指示代詞:this、that；B.學(xué)習(xí)What引導(dǎo)的特殊疑問句；C.學(xué)會(huì)Yes/No問句及其簡單回答；D.學(xué)會(huì)句型：---Howdoyouspellpen?P-E-N.2)能力目標(biāo)：A.能辨認(rèn)物品的所有者;B.根據(jù)不同場景,能用英語對(duì)物品的所屬進(jìn)行提問和回答;C.能識(shí)別不同句式的語調(diào)(陳述句,疑問句);D.培養(yǎng)學(xué)生聽、說、讀、寫的能力及創(chuàng)新思維能力.3）情感目標(biāo)：A.通過尋找主人的游戲和失物招領(lǐng)等活動(dòng),培養(yǎng)學(xué)生拾金不昧的良好的品德及健康向上的人格;B.通過開展小組活動(dòng),指導(dǎo)學(xué)生積極與他人合作,相互學(xué)習(xí)、相互幫助,共同完成學(xué)習(xí)任務(wù).教學(xué)重點(diǎn)、難點(diǎn)重點(diǎn)：A.掌握批示代詞this、that用法；B.掌握特殊疑問句和Yes/No問句及其簡單回答.難點(diǎn)：學(xué)會(huì)寫尋物啟事和失物招領(lǐng).課時(shí)安排第一課時(shí)SectionA1a-1c第二課時(shí)SectionA2a-4b第三課時(shí)SectionB1a-2c第四課時(shí)SectionB3a-4Self-check1-3PeriodOne,課前準(zhǔn)備教師：錄音機(jī)，圖片，物品實(shí)物.學(xué)生:實(shí)物(學(xué)習(xí)用品).教學(xué)設(shè)計(jì)StepOne:Warmingup.（通過復(fù)習(xí)形容詞性物主代詞，把學(xué)生引入學(xué)習(xí)英語的情境中。）Learnthechant.T:Let’ssingthechanttogether.my是我的,your是你的,男他的是his,女她的是her;名詞前面常站崗,限定所屬有功勞.StepTwo:Newwords.（利用實(shí)物教學(xué)，使得教學(xué)過程自然、形象。）1.Presentthenewwords.T:Boysandgirls,lookatthisplease.What’sthisinEnglish?(TeacherholdsapenintheEnglish.)S1:Apen.(SsmaysayitinEnglish.)T:Yeah.It’sapen.Andwhat’sthis?(Theteacherholdsaneraserinthehand.)S2:It’saneraser.(Teachtheotherwordssuchas“pencil,book,eraser,ruler,pencilcase,backpack,pencilsharpener,anddictionary”inthesameway.)2.Practicethenewwords.T:Now,pleaselookatthepicturesinyourbooks.Canyouputthewordswiththeobjectsintherightpictures?Writethelettersnexttothewords,please.(GiveSsabouttwominutestofinish1a.)T:OK,let’schecktheanswers.Whocantellustheanswers?S2:…StepThree:Presentthedrills.1.Presentthedrill“Isthis…?Yes/No,itis/isn’t.”（利用實(shí)物引入句型，使用不同人的物品來引入形容詞性物主代詞和名詞的搭配的用法。）,(Holdtheteacher’spen.)T:Thisismypen.Isthisyourpen?S1:No,itisn’t.It’syourpen.T:(Holdthestudent’spen.)Thisisyourpen.Isthisyourpen?S1:Yes,itis.It’smypen.T:(Holdagirl’spen.)Thisisherpen.Isthisyourpen?S1:No,itisn’t.It’sherpen.T:(Holdaboy’spen.)Thisishispen.Isthisyourpen?S1:No,itisn’t.It’shispen.T:Thankyou.2.Practicethedrill“Isthisyour…?”inpairswithyourownschoolthings.Payattentiontotheuseofmy,your,hisorher.（利用學(xué)習(xí)用品操練句型，并加深對(duì)物主代詞的理解。）S3:Isthisyour…?S4:…It’smy…S3:Isthis…?S4:…It’shis/her…(Theteacherasksafewpairstopractice.)3.Presentthedrill“Isthat…?Yes/No,itis/isn’t.”（利用教師所站位置的不同來引入批示代詞that的用法，并從位置關(guān)系上讓學(xué)生準(zhǔn)確理解this，that的區(qū)別。）T:Thatismybook.Isthatmybook?(Putabookontheteacher’stablesothattheSscanseeitclearly,andtheteacherstandsalittlefarfromthetable.)S5:Yes,itis.It’syourbook.T:Thatishisbook.Isthatyourbook?(Putaboy’sbookonthetableandtheteacherinthesameplace.)S5:No,itisn’t.It’shisbook.T:Thatisherbook.Isthatyourbook?(Putagirl’sbookonthetableandtheteacherinthesameplace.),S5:No,itisn’t.It’sherbook.(Teachandpracticethedrill“Isthat…?”anditsanswer.)4.Practicethedrill“Isthatyour…?”inpairswithyourownschoolthings.（通過練習(xí)，區(qū)別兩個(gè)批示代詞的用法。）S6:Isthatyour…?S7:…It’smy….S6:Isthatyour…?S7:…It’shis/her…(Theteacheraskssomepairstopractice.)5.Listening.（進(jìn)行聽力練習(xí)，鞏固所學(xué)的句型。）T:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let’schecktheanswers,OK?S8:(fromlefttoright)T:Thankyou.6.Practicethedrillsaccordingtothepicturesusing“hisorher”.（設(shè)置情景，使學(xué)生在情景中準(zhǔn)確運(yùn)用物主代詞his或her。）(Showstudentsfourpictureslikethefollowings.見課件。)StepFour:Task“Haveacontest”.（把兩個(gè)學(xué)生的文具混在一起，然后請(qǐng)他們分別挑出自己和同伴的物品，用的時(shí)間少者為勝者。挑選物品的同時(shí)，要求學(xué)生用英語說出：Thisismy…Thatisher/his…）T:I’llputyourthingsandyourfriends’thingstogether.Iwanttoseeifyoucanidentifywhichisyoursandwhichishersorhis.(Putthesamenumberofthethingstogether,andfirstaskthemtopickouttheirownthingsandtheirpartners’things.Thenaskthemtogiveareport,usingthekeywordsandtargetlanguage.Onestudentpicksupthethingswhiletheothercountsthetimeaswell.),Languagesusedforthetask:1.Thisismy…2.Thatisher/his…StepFive:Summary.（編一個(gè)Chant，便于學(xué)生進(jìn)一步識(shí)記本節(jié)課所學(xué)的重點(diǎn)詞匯和語言項(xiàng)目。注意應(yīng)強(qiáng)調(diào)Chant的節(jié)奏和一般疑問句的語調(diào)。）Chant.T:Inthisclass,we’velearnedthenamesofsomecommonpersonalpossessionsandhowtoidentifyownership.Let’slearntosaythischant.Isthismybook?Yes,itis.Isthatyourruler?No,itisn’t.Isthisherpencil?Yes,itis.Isthathiseraser?No,itisn’t.Homework.ReadthenewwordsandthetargetlanguagespresentedinthisclassandsaythechanttoimproveyourspokenEnglish.PeriodTwo課前準(zhǔn)備教師：錄音機(jī)，所學(xué)物品的圖片，一個(gè)書包（里面裝著事先收集的學(xué)習(xí)文具），表格若干張。學(xué)生：一張硬紙寫上自己的姓名和電話號(hào)碼，學(xué)習(xí)的物品。教學(xué)設(shè)計(jì)StepOne:Revision.1.Reviewthedrills.（用學(xué)生的姓名和電話號(hào)碼來復(fù)習(xí)句型：Isthis(that)your(his/her)…?及簡短回答：Yes,itis./No,itisn’t.注意教師提問的同時(shí)，用手勢來幫助學(xué)生給出你預(yù)想的答案。）(Putsomepaperwiththenamesandtelephonenumbersontheblackboard.)T:Pleaselookattheblackboard.Andanswermyquestions,please.Isthisyourfirstname?S1:No,itisn’t.,T:Isthatherlastname?S2:Yes,itis.T:Isthishistelephonenumber?S3:Yes,itis.T:Good.Thistime,whowouldliketocometotheblackboardandaskquestionslikeme?(Studentsinturncometotheblackboard,pointtothepaperandaskquestions,thenaskotherstudentstoanswer.)2.Reviewthevocabulary.(在黑板的名字旁邊貼上學(xué)習(xí)物品的圖片，來復(fù)習(xí)所學(xué)的單詞和句型。)(Putsomepicturesofthingsstudentshavelearnedinclassnexttothenamesofthestudents.)T:Isthisyourruler?(PointtoPicture1.)S4:No,itisn’t.T:Isthisherruler?(PointtoJennyChen.)S4:Yes,itis.T:Isthatyourpencilcase?(PointtoPicture2.)S5:No,itisn’t.T:Isthathispencilcase?(PointtoJimWang.)S5:Yes,itis.(Getthestudentstoaskthequestionsinturn,makesuretheyusetheitemstheylike.)StepTwo:Listining.1.Listening(2a).（練習(xí)聽力前，先讓學(xué)生再一次說出圖片中物品的英文，進(jìn)一步強(qiáng)化重點(diǎn)單詞。）T:Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneindividually.)S6:Thisis…S7:Thisis………,T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistenadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.(Playtherecordingforthestudentstolisten.)（讓學(xué)生把聽到的物品選出來，放在自己的桌子上，讓學(xué)生動(dòng)手去做，比單純的單詞辨聽更易引起學(xué)生學(xué)習(xí)的興趣。）T:Nowlet’schecktheanswers.PleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)S8:Pencil.S9:……2.Listening(2b).（進(jìn)一步強(qiáng)化重點(diǎn)詞匯后，進(jìn)行聽力練習(xí)，要求完成單詞的拼寫。）T:Nowpleasereadthewords.Oneholdsthethings,theothersreadthemaloudonebyone.(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(Playtherecording.Studentslistenandcompletetheconversation.)T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)StepThree:Newdrills.1.Presentthenewdrills.（用實(shí)物引入新句型，幫助學(xué)生用正確的句子來回答。）(Theteachershowsstudentsapencil.)T:What’sthisinEnglish?S:It’sapencil.T:Howdoyouspellit?,S:P-E-N-C-I-L.(Changeaneraser.Askandanswerinthesameway.)2.Practicethedrills.（學(xué)生分組練習(xí)新句型。）T:Nowpleasepracticetheconversationwithyourpartner.Usethewordsshownin3a.SA:What’sthisinEnglish?SB:It’saruler.SA:Howdoyouspellit?SB:R-U-L-E-R.(Asstudentspractice,theteachermovesaroundtheclassroomcheckingprogressandofferingpronunciationandintonationsupportasneeded.)T:I’llasksomepairsofstudentstopracticetheconversations.SA:…SB:…3.Playthegame:Aspellinggame.（進(jìn)行一個(gè)拼寫游戲比賽，進(jìn)一步操練新句型。）T:Nowlet’splayaspellinggame.Wedivideourclassintotwogroups.Eachteamwilltaketurnsaskingtheothergrouptothespellwelearnedinclass.Theteamwhoisthefirsttogettenpointsisthewinner.Let’sstart.SA:Howdoyouspellbackpack?SB:B-A-C-K-P-A-C-K.T:GroupB,onepoint.It’syourturntoask,please.StepFour:Task2:Findtheowner.（此任務(wù)主要進(jìn)行了聽、說、寫的訓(xùn)練，并復(fù)習(xí)了一般疑問句及其簡短的回答，以及物主代詞的用法。）T:Ihavesomethings.ButI’msorryIdon’tknowwhosetheseare.Couldyouhelpmefindtheowers?Let’sseewhocanfindalltheownersfirstandwritetheowners’namesinthechart.Languageusedforthetask:1.Isthisyourmathbook?,Yes,itis.It’smymathbook.2.Isthatyourruler?No,itisn’t.It’sherruler.Myrulerisblue.3.Kim,isthisyourdictionary?Yes,itis.It’smydictionary.Hereyouare.Thankyou.StepFive:Summaryandhomework.（錄音作業(yè)，要求學(xué)生使用準(zhǔn)確的語調(diào)來讀一般疑問句和特殊疑問句。）Inthisclass,we’velearnedwhat,howandyes-noquestionsmainly.Andwealsorevisedthepossessiveadjectivesandkeywords.Afterclass,pleasepracticewhat,howandyes-noquestionsusingtheirownpossessionswithyourpartner.Whenyousaytheconversationfluently,taperecordssomeofthemandthenplay.2)DiscussaboutthedifferencesbetweenEnglishnamesandChinesenames.（通過小組討論、總結(jié)的方式進(jìn)行，使學(xué)生掌握中英文名字的異同。）Teacher:Thankyouforyourjob.IthinktheyareallgoodEnglishnames.Forexample,“Susan”isafirstname.“Brown”isalastname.“SusanBrown”isabeautifulgirl’sname.Whowantstohavethisname?A:Ido.T:OK.NowyouhaveanEnglishnameSusanBrown.AndyourChinesenameisSunPing.Canyoufindthedifferencesbetweenthem?Let’slookatthenexttwopicturesandhaveadiscussionaboutthedifferencesbetweenChinesenamesandEnglishnames.Aboy:I'maChineseboy.MynameisZhangNan.Zhangismyfirstname.It'salsomyfamilyname.Nanismylastname.It'salsomygivenname.Agirl:I'mMaryBrown.I'mEnglish.Maryismyfirstname.Brownislastname.ParentsusuallycallmeMaryBrown.ButIliketobecalledMissBrown.3)Exchangetheinformation.（需要在課前有所準(zhǔn)備的情況下進(jìn)行。）Teacher:NoweveryonecanchooseanEnglishname.Butyoumust,payattentiontoitsmeaning.Forexample,SusanmeansMolihuainChinese.DoyouknowThemeaningsofyournames?Ifyoudo,pleaseexchangetheinformationinyourgroup.4)Reporttheresulttotheclass.(Somestudentsareaskedtogiveareporttotheclass.)Example:Sa:I'mRoseWhite.Roseismyfirstname.Whiteismylastname.Roseisakindofbeautifulflower.InChineseitmeansMeigui.IlikemynamebecauseIlikerosesverymuch.AndmaybeparentscallmeRosebecausetheywantmetobebeautiful.Homework.AskthestudentstosumupthemeaningsofEnglishnamesafterclass.Theycanreadbooksorsearchtheinternet.PeriodThree課前準(zhǔn)備教師：錄音機(jī)，圖片，實(shí)物。學(xué)生：實(shí)物。教學(xué)設(shè)計(jì)StepOne:Revision.(讓學(xué)生放錄音作業(yè)，選擇兩個(gè)最好的，給予獎(jiǎng)勵(lì)，從而幫助學(xué)生樹立學(xué)習(xí)的信心。)T:Let’slistentothetapesyourecorded.Whoisthebest?OK,let’sstart.(Selectthebesttwo.Awardaprizetotheirwork.)StepTwo:Newwords.1.Presentthenewwords.（運(yùn)用多媒體或圖片，教新的重點(diǎn)詞匯，同時(shí)復(fù)習(xí)了本單元重點(diǎn)句型；在教學(xué)新單詞的同時(shí)，注意復(fù)習(xí)剛學(xué)過的單詞。）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.(Teachtheotherwords“baseball,computergame,key,notebook,ringandIDcard”inthesameway.)T:Let’ssaythewordsagain.What’sthisinEnglish?(Showthewordsrandom.Askquestionslikethis.)S4:It’sakey.T:Howdoyouspellit?S4:K-E-Y.2.Practicethenewwords.（此活動(dòng)練習(xí)了學(xué)生們的口語，同時(shí)又進(jìn)一步鞏固了新單詞和已學(xué)句型。）T:Good.Pleaselookatthepicturesin1a.Matchthewordswiththethingsinthepicture.Doitbyyourself.(Studentsfindtheminthepicturesandobjectsinthepicture.)T:Well,let’schecktheanswers.Whocantellustheanswers?S5:…T:Nowpleaseworkwithyourpartner,saytheconversationin1b.Usethepicturesin1a.(Studentspracticetheconversation.Asstudentswork,theteachermovesaroundandhelpthem.)StepThree:Listening.1.Listening(2a).（通過聽力練習(xí)，加深對(duì)所學(xué)單詞的記憶。）T:Listentotheconversation.Payspecialattentiontothenamesofobjects.Youwillhearsomeofthenames,notallofthem.Circleonthepictureeachitemwhosenameismentionedintheconversations.,(Playtherecordingtwice.Studentslistenandcircletheitems.)T:Let’schecktheanswers,OK?S6:…T:Whowouldliketosaythecircledwordsagain?S7:…2.Listening(2b).（通過聽力練習(xí)，強(qiáng)化學(xué)生對(duì)單詞和句型的理解，同時(shí)訓(xùn)練學(xué)生寫的技能。）T:Pleaselookatthetwopicturesin2b.OneisKelsey,andtheotherisMike.Listentotheconversationsagain.ThistimeyouwillpayattentiontothethingsKelseyandMikearelookingfor.Thenwritedownthenamesofthethingsundereachperson’spictures.(Playtherecordingforthestudentstowritedownthewords.)T:Well,whatisKelseylookingfor?S8:…T:WhataboutMike?Whatishelookingfor?S9:…StepFour:Pairwork.（這個(gè)活動(dòng)運(yùn)用信息差，訓(xùn)練了學(xué)生用重點(diǎn)詞匯和句型進(jìn)行聽、說、寫的練習(xí)。）T:Nowlet’splayagame.YouareStudentAandyourpartnerisStudentB.StudentAlooksatpage81,whileStudentBlooksatpage82.Eachstudenthasonlypartoftheinformationneededtocompletetheactivity.FirstStudentAasksStudentBquestions,usingthewordsinthebox;StudentBanswersthequestionsandwritesthewordsinthechartbelow.(Studentspracticeinpairs,askingandansweringquestionsandfillingthecharts.Andtheteachermovesaroundexplainingtheprocedureandofferinghelp.)Asample:SA:Isthisherpencilcase?SB:No,itisn't.It'shispencilcase.SA:Isthishiskey?SB:Yes,itis.It'shiskey.SA:Isthishisbackpack?,SB:No,itisn't.It'sherbackpack.(Studentspracticeinpairs.)T:ThistimeStudentBasksStudentAquestions,usingthewordsinthebox;StudentAanswersthequestionsandwritesthewordsinthechartbelow.(Studentspracticeinpairs,askingandansweringquestionsandfillingthecharts.Andtheteachermovesaroundexplainingtheprocedureagainandprovidinghelp.)SB:Isthisherpen?SA:No,itisn't.It'shispen.SB:Isthisherbook?SA:Yes,itis.It'sherbook.SB:Isthishiscomputergame?SA:No,itisn't.It'shercomputergame.T:Let’schecktheanswers.OnefromGroupAandtheotherfromGroupBcometotheblackboardtofillinthechart.StepFive:Summaryandhomework.Inthiscase,we’velearnedthenamesofsomepossessions.Afterclass,pleaseusesomeofthesewordstowriteoutaconversationandpracticewithyourpartner.PeriodFour課前準(zhǔn)備教師：錄音機(jī)，圖片，錄好的磁帶，教學(xué)課件。學(xué)生：收集一些英文的失物招領(lǐng)。教學(xué)設(shè)計(jì)StepOne:Revision.(檢查學(xué)生的作業(yè)，找?guī)捉M學(xué)生表演，訓(xùn)練學(xué)生的口語表達(dá)能力。)T:FirstI’llcheckyourhomework.Practicethedialogueyoumade.Andyoushouldusethepicturesortheobjectsthatarementionedinyourdialogue.I’llinvitesomeofyoutocometothefronttosaythedialogue.DialogueOne:,Sa:What’sthisinEnglish?Sb:It’sa…Sa:Howdoyouspellit?Sb:…DialogueTwo:Sa:Isthisyour…?Sb:No,itisn’t.It’snotmy…Sa:Isthisher…?Sb:Yes,itis.It’sher…StepTwo:Newwords.1.Presentthenewwords.T:Pleaselookatthepicturesandlearnthenewwords.（用多媒體展示新單詞效果較好。）1．a(chǎn)tprep.在（里面或附近）；在（點(diǎn)刻）；2．theart.表示特指的人、物、事或群體3．lostadj.丟失的；遺失的4．Foundadj.（find的過去式、過去分詞）找回的5．lostandfound失物招領(lǐng)6．pleaseadv.請(qǐng)7．schooln.學(xué)校8．a(chǎn)setof一套；一副(Teachstudentstoreadthewords.)2.Practicethenewwords.（事先錄制一段短的聽力，讓學(xué)生通過聽的訓(xùn)練來強(qiáng)化所學(xué)的新單詞，并為學(xué)習(xí)寫尋物啟示和失物招領(lǐng)作好準(zhǔn)備。）T:Pleaselistentoashortpassagetwicethenfilltheblanksusingthewordswelearned.(Showstudentsashortpassageandplaytherecordingforthestudentstolisten.)Therearemanythingsin(1)_____________________inmy(2)__________.Look,here’s(3)_________keys.Isthisyours?(4)__________callJim,(5)___________753-2289.Typescript:TherearemanythingsintheLostandFoundinmyschool.Look,here’sasetofkeys.Isthisyours?PleasecallJimat753-2289.T:Well,whowouldliketotellustheanswers?S:…T:Good.Let’sreadthepassagetogether.(Studentsreadthepassageandtheteacherpaysmoreattentiontotheirpronunciation.)StepThree:Reading.1.Present“LostandFound”.（設(shè)置情景，激發(fā)學(xué)生的思維。從學(xué)生生活中常發(fā)生丟失物品的現(xiàn)象出發(fā)，引導(dǎo)學(xué)生學(xué)會(huì)處理這種問題方法。）T:Haveyoueverpickedupothers’thingsorlostanything?Whatarethey?S1:Ilostabackpack.S2:Ipickedupapen.T:Good.Whatwillyoudowiththesethings?Howdidyoureturnorfindthem?Haveadiscussionwithyourpartner.(Studentsdiscusstheproblem.Maybeyouwillgettheanswer,“we’lllearnhowtowritealostandfound.”)T:Ifyoulostsomething,whatshouldyoudo?YoucanansweritinEnglishorChinese.S1:Call“110”.S2:Telltheteacheraboutit.S3:Askmyclassmatetohelpmelookforit.S4:Tellmyparents.S5:尋物啟事。T:Allofyouareright.Todaywearegoingtolearnhowtowrite“Lost”.Lookat“Lost”belowandfindouttheimportantinformationaboutit.（讓學(xué)生通過教師展示的失物啟示，發(fā)現(xiàn)寫失物啟示的要點(diǎn)。）Lost:,Mybaseball.Yellowandred.CallTomat405-6678Lost:MyschoolIDcard.MynameisMike.Pleasecall843-9096S6:Thelostthing.S7:Name.S8:Color.S9:Telephonenumber.S10:Picture.T:Yes.Youhavedoneverywell.Ifwewrite“Lost”,wemustwritethelostthing,theperson’sname,telephonenumberandcolor,wecanalsoputapictureofthethingonit.Next,ifyoupickupsomething,whatshouldyoudo?（通過和學(xué)生的交流，探討拾到物品時(shí)，應(yīng)如何處理。）S11:Giveittoourteacher.S12:交給警察。S13：找到失主。T:Howtofindtheownerofthething?Ithinkwecanwrite“Found”,Canyouguessthemeaningof“Found”?Ss:失物招領(lǐng)。T:Good.Howtowrite“Found”?Lookat“Found”andthentellmethewaytowrite“Found”.（讓學(xué)生通過教師展示的失物招領(lǐng)，發(fā)現(xiàn)寫失物招領(lǐng)的要點(diǎn)。）Found:BackpackIsthisyourbackpack?PleasecallMana.Phone#556-0203.David,,Isthatyourpencilcaseinthelostandfoundcase?Alice.S14:Thefoundthing.S15:Telephonenumber.S16:聯(lián)系人。S17:Place.T:Excellent.Allofyouareveryclever.Ifwewrite“Found”,weshouldwritethething,telephonenumber,thepeoplewhotheownershouldcall,alsowritetheplacethatthethingis.2.Practice.（這個(gè)活動(dòng)目的在于訓(xùn)練學(xué)生的閱讀能力。）T:Pleaselookatthenoticesonthebulletinboardin3a.Whowouldliketoreadit?(Askfourstudentsinturntoreadthenotices.)S:…T:It’stimeforyoutoreadthenoticesyourselfandcirclethewordsfromActivity1a.(Studentsfinishtheworkalone.)T:Whowouldliketogiveusyouranswer?Pleasereadthewords.S7:…StepFour:Makeamessage.(Showstudentsamessage.)()at529-6403()callDavid()Asetofkeys.Please()Found:T:Thisisabulletinboardmessage.Buttheyareinthewrongorder.Youshouldmakeitclearlybyputtingthemintherightorder.Thefirstoneisdoneforyou.(Showstudentsthefirstpartwiththeword“Found”)Thisisthefirstpartofthemessage.Writenumber2,3,and4intheboxestocompletethemessage.(Studentscompletethemessageandwritethenumbersintheboxesin,3b.)T:Well,whowouldliketoreadthemessage?S8:…StepFive:Writing.（用英文寫簡單的失物招領(lǐng)。最好把學(xué)生的作品在實(shí)物投影儀上展示，便于修改和提供寫作案例。）T:OK.Nowlet’strytowriteit.Youmayusetheonein3aortheonein3basamodel.(Studentswritetheirbulletinboardmessagesandtheteachermovesaroundtheroomofferinglanguagesupportasneeded.)T:Let’sreadsomeofyourmessages.(Asksomestudentsreadtheirmessagealoud.Andotherstohelpcorrecttheirwork.)SteppSix:Self-check.1.Keywords.（此活動(dòng)幫助學(xué)生復(fù)習(xí)本單元所學(xué)過的重點(diǎn)詞匯。）T:Pleasereadthewordsinthebox.Ifyoudon’tknowthemeaningofthewords,youmayreviewthelesson,askme,askyourclassmateuseadictionary.(Studentscheckallthewordstheyknow.)2.Writing.（訓(xùn)練學(xué)生用目標(biāo)語言寫和說的能力。）T:Lookatthepictureplease.WhataretheytalkingaboutinPicture1?Whowouldliketoreadit?Sa:Isthatyourbackpack?Sb:No,itisn’t.T:OK,nowwhatmayotherpeopletalkaboutinPicture2,3and4?CompletethechartusingIsthis/that…?Yes,itis./No,itisn’t.(Studentsfillinthechart.)T:Nowpleasereadtheconversationwithyourpartner.Sa:Isthatyournotebook?Sb:Yes,itis.Sa:Isthatyourkey?Sb:No,itisn’t.,