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1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more. ------------------------------------------author ------------------------------------------date Is this your pencil教案 Is this your pencil教案 Unit 3 Is this your eraser? 一、單元教材分析 本單

2、元圍繞“識別物品的所屬”，使學(xué)生學(xué)會詢問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.”，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(xué)習(xí)名詞性物主代詞的用法；學(xué)習(xí)如何寫“失物招領(lǐng)、尋物啟事”，鞏固所學(xué)單詞的拼寫“How do you spell pen? P-E-N.”。 通過本單元的教學(xué)，使學(xué)生學(xué)會辨認物品的所有者，學(xué)會根據(jù)場景詢問物品的所屬，以及英語中

3、對應(yīng)的表達法，學(xué)會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行表達，與他人溝通信息，為今后學(xué)習(xí)打下堅實的語言基礎(chǔ)。本單元與第二單元銜接緊密，由this，that的學(xué)習(xí)過渡到these, those的學(xué)習(xí)，由指示一個人、物過渡到指示多個人、物，使學(xué)生學(xué)會區(qū)分遠近單復(fù)數(shù)。 二、單元學(xué)情分析 本單元的主題是識別物品的所屬，同時引導(dǎo)學(xué)生采用實物演示、課件模擬、小組合作學(xué)習(xí)和Role playing的學(xué)習(xí)策略，學(xué)習(xí)新詞匯，掌握重點句型，使學(xué)生能比較好地解決類似問題（失物招領(lǐng)、尋物啟事），既能提高學(xué)生解決問題的能力，又能鞏固所學(xué)知識。該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰?/p>

4、主題是學(xué)生最關(guān)心的問題，極易于激發(fā)學(xué)生的主動性和學(xué)習(xí)興趣。培養(yǎng)學(xué)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(xué)建議 采用Using contest guessing和Role playing的學(xué)習(xí)策略，利用實物演示、教學(xué)圖片或制作多媒體課件來展開課堂Pair work, Group work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(xué)任務(wù)： Section A (1a-2d) 用1課時 Section A (Grammar Focus-3c) 用1課時 Section B (1a-2c) 用1課時 Se

5、ction B (3a-Self Check) 用1課時 Section A (1a-2d) 一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)： 1) 能掌握下列詞匯: 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

6、 me. Are these/those…? — Yes, they are. / No, they aren't. ③ What about …? 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(biāo)： 通過“識別物品的所屬”的學(xué)習(xí)，讓學(xué)生們學(xué)會愛惜自己的學(xué)習(xí)物品，養(yǎng)成照看好自己的物品的好習(xí)慣，發(fā)現(xiàn)不屬于自己的物品，應(yīng)及時歸還物品的主人。該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是學(xué)生最關(guān)心的問題，極易于激發(fā)學(xué)生的主動性和學(xué)習(xí)興趣。 二、教學(xué)重難點 1. 教學(xué)重點： 1）能口頭應(yīng)用

7、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(xué)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。

8、 三、教學(xué)過程 Ⅰ. Warming-up and revision 1. Greeting the Ss. Good morning! /Hello!/ Hi! ... 2. Let some Ss show their family photo. Ask: — Is this your…? — Yes, she/he is. /No, she/he isn’t. — Are these/those your…? — Yes, they are./ No, they aren’t. 3. Collect some items (pen, ru

9、ler, 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. 4. Provide more words by showing the students the picture in 1a. T: What can you se

10、e in the picture? Collect their answers. Also ask them to finish 1a by themselves. Check their answers. 4. 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

11、?” 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

12、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 th

13、ree 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 answe

14、rs, 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 groups. Walk around the classroom to check pronunciation and intonation. Then call some groups to perform their conversations in f

15、ront of the class. Ⅴ. Listening 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

16、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.) （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: Now let’s check the answers. Please hold the things you hear and say their English names,

17、 OK? (Make sure students hold the things to show them to the other students.) 2. Work on 2b. T: Now please read the words. One holds the things, the others read them aloud one by one. (One student holds the things, and the other students say the words aloud.) T: This time you will listen to

18、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, filli

19、ng 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 co

20、nversation 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. Presentation 1. Take a pen and a dictionary from S1. Then ask another S2. (S1= Li Ming, S2= Sun Tao) T: Is this your pen, Li Ming? S

21、1: No, it isn’t. It’s his. T: This is not Li Ming’s pen. It’s Sun Tao’s pen. (Write Li Ming’s, Sun Tao’s on the blackboard. Tell Ss this knowledge is “名詞所有格”，It is the same as my, his, her, your ...) T: Then what about this dictionary? Is this your dictionary, Li Ming? S2: No, it isn’t. It’s

22、 Sun Tao’s. (This time help S2 answer the question with “Sun Tao’s”) 2. Let Ss understand the using of “名詞所有格”, and repeat the sentences: This is not Li Ming’s pen. It’s Sun Tao’s. What about this dictionary? It’s Sun Tao’s. Ⅷ. Role-play 1. Read the conversation and underline the scho

23、ol things in the dialogue. (Ss read the dialogue and underline 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

24、answers with their partner.) 3. Let Ss read the dialogue after the teacher. Then let Ss practice the conversation. 4. Ask some pairs to act out the conversation in front of the class. 5. 評價：（讓學(xué)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(xué)生們下一次爭取做最優(yōu)秀的小組及個人。） Homework: 1. Let Ss collect thei

25、r school things and try to say them in English. 2. Collect some things from your classmates. And make a conversation with your partner. 板書設(shè)計： Section A (1a-2d) 1. New words and expressions: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse

26、me 2. Sentence structures: 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 …? ⑤ — Thank you for … — You’re welcome. 3. my book = mine; his book = his; her book = hers 4. 2b: e

27、rasers; ruler, books, pencil box 5. 名詞所有格 This is not Li Ming’s pen. It’s Sun Tao’s. This is not Li Ming’s dictionary. It’s Sun Tao’s. Section A (Grammar Focus-3c) 一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)： 1) 總結(jié)歸納辨認物品的所有者所用的句型。 ① — Excuse me. Is this/that …? — Yes, it is.

28、 / No, it isn’t. ② — Excuse me. Are these/those …? — Yes, they are. / No, they aren’t. 2) 根據(jù)不同場景,能用英語對物品的所屬進行提問和回答。 3) 培養(yǎng)學(xué)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(biāo)： 通過開展小組活動,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)。 二、教學(xué)重難點 1. 教學(xué)重點： 1) 總結(jié)歸納辨認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(xí)來熟練運用辨認物品所有者的句型，同時復(fù)習(xí)所學(xué)的學(xué)習(xí)用品的詞匯。 2. 教學(xué)

29、難點： 總結(jié)歸納辨認物品的所有者所用的句型；熟練運用這些句型。 三、教學(xué)過程 Ⅰ. Warming-up and revision 1. Greeting the Ss and Check the homework. 2. (Ask Ss to put some school things on their desks.) Let some Ss stand up and say what school things they have. 3. T walks around the classroom, pick up the things and ask about t

30、hem. 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. Ⅱ. Grammar Focus. 1. 閱讀指導(dǎo)： 1）老師總結(jié)已學(xué)過的辨認物品的所有者所用的句型。 第一類

31、為辨認單個物品時，較近處的用Is this…; 較遠處的用Is that…；回答用Yes, it is. / No, it isn’t. 第二類為介紹多個物品時，較近處的用Are these …; 較遠處的用Are those … 回答用Yes, they are. / No, they aren’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(xué)生閱讀并完成下列句子。（可借助課件來完成此任務(wù)） ① 這是你的鉛筆嗎？_____ _____ your pencil? ② 是的。它是

32、我的。Yes, ___ _____. It’s ______. ③ 那是你的書包嗎？___ _____ your schoolbag? 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？_____ ______ your books? ⑧ 是的。/ 不是。Yes, ____ ____. /No, ____ _____. ⑨ 那些是她的

33、鑰匙嗎？_____ _____ her ____? ⑩ 不是。它們是她的。No. _______ hers. 3. 掌握下列縮寫形式 ① it is = ______ ② they are = _______ ③ is not = _______ ④ are not = _______ ⑤ that is = _______ ⑥ name is = ______ Ⅲ. Practice 1. T: Let’s work on 3a. Look at the pictures in 3a. We can see the first pic

34、ture 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/t

35、hese “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。 ② that/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. 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.

36、Then write down their answers in the blanks. 3. Check the answers with the class. Ⅴ. 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 makes a model for the Ss.) T: I have many thi

37、ngs 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: I

38、s 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. Ⅵ. Exercises Do some more exercises. (使用多媒體課件來做更多的練習(xí)題來鞏固所學(xué)的

39、知識) Homework 1. Review the Grammar Focus again. 2. Play the game with your friends after class. Then write down the conversation on your workbook. 板書設(shè)計 Section A Grammar Focus-3c 1. — Is this/that …? — Yes, it is. No, it isn’t. — Are these/those …? — Yes, they are. No, they aren’t

40、. 2. it’s = it is, isn’t = is not, aren’t = are not 3. 3a: this; isn’t; these; they; that; is; those; aren’t 4. 3b: 1. it is; hers 2. it isn’t; It’s 3. they are; his 4. they aren’t; They’re Section B 1a-2c 一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)： 1) 掌握下列詞匯：baseball, watch, computer ga

41、me, ID card, notebook, ring, bag, library, lost, at, call 理解下列詞匯：ask, some, found, classroom, e-mail 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) 能夠使用目標(biāo)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(lǐng)和尋物啟示。 2. 情感態(tài)度價值觀目標(biāo)： 通過學(xué)習(xí)“詢問物品所屬”及閱讀“尋物啟事和失物招領(lǐng)”。既可以提高學(xué)生遇

42、到類似挫折時的解決問題的能力，激發(fā)學(xué)生的主動性和學(xué)習(xí)興趣。又能培養(yǎng)學(xué)生拾金不昧的精神和助人為樂、團結(jié)友愛的品德。 二、教學(xué)重難點 1. 教學(xué)重點： 1）學(xué)習(xí)新詞匯及詢問如何拼寫詞匯的句型。 2）通過聽、說的訓(xùn)練來讓學(xué)生熟練掌握詢問物品的所屬或?qū)ふ椅锲返闹魅恕? 3）閱讀一些簡單的招領(lǐng)和尋物啟示，并能獲得相關(guān)信息。 2. 教學(xué)難點： 閱讀一些簡單的招領(lǐng)和尋物啟示，并能獲得相關(guān)信息。 三、教學(xué)過程 Ⅰ. Warming- up and revision 1. Greeting the Ss. Check the homework. 2. Review the school th

43、ings 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,

44、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

45、 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.

46、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. Pra

47、ctice 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 w

48、ith 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 a

49、ttention 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 c

50、ircled 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 o

51、f 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 th

52、ings 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 conve

53、rsations. 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 thi

54、ngs to the class. Ⅶ. Presentation (Using pictures or showing Ss pictures on the screen) 1. T: Now look at the screen. This is our school library. Is it a nice library? Ss: Yes, it is. T: This is our classroom. Is this a nice classroom? Ss: Yes, it is. (Write library and classroom on the b

55、lackboard) 2. T: My phone number is 13965748761. So you can call me at 13965748761. And my e-mail address is Engteacher@. So you can e-mail me at Engteacher@. right? (Write “call me at…” and “e-mail me at…” on the blackboard) 3. Let the students read and try remember the new words and expression

56、s. Ⅷ. Reading 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 yo

57、u do? You can answer it in English or Chinese. S1: Call “110”. S2: Tell the teacher about it. S3: Ask my classmate to help me look for it. S4: Tell my parents. S5: 尋物啟事。 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

58、answers. 3. Read the notices again and write down the items. Then check (√) Lost or Found. 4. 閱讀指導(dǎo) ① 在第一條信息中，開頭是Lin Hai，結(jié)尾是Mike，由常識可知是Mike給Lin Hai的留言條，關(guān)鍵句“Is it yours?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“Is this your watch?”，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

59、確定。 5. Check the answers with the class. Homework 1. Remember the new words we learned today. 2. 認真閱讀下面 “失物啟事”與“招領(lǐng)啟事”并完成后面的句子。 Lost My school ID card. My name is Mike. Please call 263-1412. Found New watch. Is this your watch? Please call Ann. Phone 553-7618. ① ___

60、_____ lost the school ID card? ② You can call ________ to get the new watch back? ③ Mike’s telephone number is _________? ④ ________ found the new watch? 板書設(shè)計： Section B 1a-2c 1. baseball, watch, computer game, ID card, notebook, ring, bag 2. 1.e 2.b 3.h 4.a 5. i 6. g 7.c

61、 8.d 9.f 3. — What’s this? — It’s a watch. — How do you spell it? — W-A-T-C-H. 4. call me at … e-mail me at … 5. computer game (found), watch (found), some keys(found), school ID card(lost) Section B 3a-Self Check 一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)： 1）總結(jié)復(fù)習(xí)所學(xué)過的有關(guān)學(xué)習(xí)用品的英

62、語詞匯。 2）總結(jié)復(fù)習(xí)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(biāo)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(lǐng)和尋物啟示。 2. 情感態(tài)度價值觀目標(biāo)： 通過學(xué)習(xí)“詢問物品所屬”及寫作“尋物啟事和失物招領(lǐng)”。既可以提高學(xué)生遇到類似挫折時的解決問題的能力，激發(fā)學(xué)生的主動性和學(xué)習(xí)興趣。又能培養(yǎng)學(xué)生拾金不昧的精神和助人為樂、團結(jié)友愛的品德。 二、教學(xué)重難點 1. 教學(xué)重點： 1）總結(jié)復(fù)習(xí)有關(guān)學(xué)習(xí)用品的詞匯。 2）通過讀、寫的訓(xùn)練來讓學(xué)生熟練掌握詢問物品的所屬或?qū)ふ椅锲返闹魅恕? 3）寫作一些簡單的招領(lǐng)和尋物啟示。

63、 2. 教學(xué)難點： 指導(dǎo)學(xué)生寫作一些簡單的招領(lǐng)和尋物啟示。 三、教學(xué)過程 Ⅰ. Warming- up and revision 1. Greeting the Ss. Check the homework. 2. Review the school things we learned in Section B. Let Ss say the school things they have. 3. Pick up some school things (learned in Section B) from the students’ desk and ask about them.

64、 (Using this, that, these, those) Let other students answer the questions. They must say the owner the things. T: Is this Li Mei’s schoolbag? S1: Yes, it is. It’s hers. T: Is that Li Mei’s notebook? Ss: No, it isn’t. It’s Wu Ming’s. T: Are these Li Mei’s ID card? Ss: Yes, they a

65、re. They’re hers. T: Are those Li Tao’s computer games? Ss: No, they aren’t. They’re Zhang Bin’s. … Ⅱ. Presentation (Show a set of keys to the Ss.) T: These are some keys. This is a set of keys. (Write on the blackboard.) a set of 一套；一幅；一組 a set of stamps 一套郵票 a bag o

66、f 一袋子…… a bag of rice 一袋大米 a bag of apples 一袋蘋果 Ⅲ. 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. One read them in English. The other read them in Chinese. 3. Ss read and complete the notices. 4. Check the answers. Ⅳ. Writing 1. 寫作指導(dǎo)： T: Have you ever picked up others’ things or