Unit2 Is this your pencil?教案 新目標七年級上（精選3篇）

Unit2 Is this your pencil?教案 新目標七年級上 篇1

　　unit 2  is this your pencil?  (the first period)  teaching aims:a. learn to use the drills of this lesson and make full use of it in daily conversations.1.-is this your pencil?        -yes, it is. it’s my pencil.2.-is that your backpack?       -no, it isn’t. it’s his backpack.b. learn the following words and phrases:backpack;  ruler;  pencil sharpener;  thank you;  baseball;  computer;  key;  notebook;  ring…c. practise the conversations.teaching methods:discussion; a short playteaching aids:cards and real objectsteaching process:step1. greetingsstep2.presentation1.      let the ss write a few words they know about school things 2.      learn the words with the help of the cards.3.      listen and number the conversations.4.      discuss in groups:-         is this /that…?-         yes, it is. /no, it isn’t. step3.group workidentify ownership by giving the ss a real scene and make up a dialogue.step4. exerciseshand out a piece of test paper.step5.homeworkwrite a dialogue of 60 words or so according to the drills in this lesson.   第二課時一、任務設計展示 1.            能準確聽出所學學習用具的單詞。2.            能正確應用和拼寫所學的單詞。3.            能口頭應用以下句型：（1）is this ……? yes, it is. / no, it isn’t. (2) what’s this in english? (3)how do you spell…….?二.教學難.重點1.      一般疑問句is this …….?及其肯定, 否定回答。2.      特殊疑問句what’s this in english ? 和how do you spell …?的運用。三.教具錄音機, 單詞卡片, 尺子等學習用品 .  四.教學過程1. 復習教師手拿一些實物,如尺子等,用what’s this ? it’s a ….? 來復習學過的單詞ruler, pencil, backpack等. 同時出示單詞卡片讓學生來拼讀, 為后面練習新句型做好準備.2.             給學生放錄音,讓學生做課本的2a. 找學生回答,集體訂正,然后集體朗讀這幾個單詞.3.             在練習2b之前,可以先讓學生仿照著自己編一組對話.找幾組起來練習,然后聽錄音,學生填寫答案.最后,全班分成兩組,多讀幾遍,以起到鞏固的作用.4. pairwork(1)老師拿出一些相關的學習用品問同學們:what’s this in english? 幫助同學們回答:it’s a/an…(2)同學們根據老師的演示進行問和答(同桌之間或小組之間),大約進行五分中時間.(3)找幾組同學把他們的對話表演出來.(4)最后,全班分兩組問答進行鞏固. 五. 游戲(1)   讓同學們放一些學習用品到老師的書包里,并且一定要記住自己的東西.(2)   老師從書包里拿出一些學習用品用is this your……?句型來尋找物主,學生只有兩次猜的機會. (3)   讓同學們自己做這個游戲. 六.家庭作業(1)   識記單詞: pencil sharpener  book  eraser  ruler  backpack  dictionary(2)   做游戲find the owner(3)   造一段對話用is this your…?what’s this in english? how do you spell…? (4)   用本課所學單詞及句型分組編對話.     第三課時一、學習目標1、能夠使用目標語言詢問東西的所屬2、能夠使用目標語言尋找物主3、能夠熟練運用目標語言寫出拾物招領和尋物啟示二、學習內容 

　　目標分類 學習內容 詞匯 baseball  computer game  key  notebook watch  id card  gold ring  pen     語   法   句   型      find the owner 1. is this your watch ? yes, it is. 2        is that her ring? no, it isn’t. it’s my ring. 3        is this your notebook?  please call john at 357-6012. 4        how do you spell your watch? w-a-t-c-h. 功能 尋找物主  find the owner

　　三 教學過程  （一） master the words above1.        match the words with the things in the picture    2. guess the words using body language          the teacher or the students do some actions in the front and let the others guess the words     （二）master the language structure   2.        pairwork       students use the things that they have collected from the students around and talk   a:  what’s this? b:  it’s a watch. a:  how do you spell it? b:   w-a-t-c-h.    a:  is this your watch?    b:  yes, it is.       groupworka: what’s this?b: it’s a notebook.a: how do you spell it?b: n-o-t-e-b-o-o-k a: is this your notebook?         b:  no, it isn’t. it’s her notebook.          a to c: is this your notebook?         c:  yes, it is. (三)  using the language  任務示范與講解      in your daily life, you must have lost something or found something that doesn’t belong to you. have you got it back or found the owner? 1.  sample

　　found    is this your watch? (draw a picture) call john at 357- 1245 .   lost   my key my name is steve please call 456-1478

　　2        write your own bulletin board message 

　　found       lost

　　四  homework   1 listening  section b  2a  2b   2 finish 3a  3b 3 use a photo to talk1) a: is this your uncle?   b: yes, he is. 2) a: is this your brother?   b: yes, he is. 3) a: is this your mother?   b: no, she isn’t.   (the fourth period) teaching aims:1.      learn to ask for something by using “is this your …?”2.      try to master such pronouns as myyourherhis…3.      learn to write an easy “lost & found” passage.teaching difficult and important points: develop the ability to make full use of the drills in daily conversations.teaching method:task-teaching; discussion-teaching teaching aids:cards; cai; real objectsteaching period: oneteaching process:step 1.self check1. the ss are required to remember the words of unit7 as quickly as they can in one minute. 2. check the words they know in part 1 on page 46 and write out their chinese meanings.step 2.new words1. tennis; 2. bookcase; 3. soccer ; 4. club ; 5. star ; 6. lunch; 7. t-shirt; 8. pants ; 9. plaza ; 10.dollar ; step 3.choicechoose five new words you like and write them down in part 2 on page 46.step 4.oral exerciselook at the picture in part 3 and make up conversationsaccording to the following drills:-is this that…? -yes, it is. no, it isn’t.step5. written workread the bulletin board notices on page 45 and try to write an easy “lost & found” passage.  answers:1. lost:my watch.my name is kate.please call 222-0909. found:a watch.is this your watch?please call peter.phone number: 666-0808. step 6.assignmentread the drills and finish the exercise-book.   

Unit2 Is this your pencil?教案 新目標七年級上 篇2

　　unit 2 is this your pencil? 單元整體說明單元教材分析本單元圍繞“識別物品的所屬”，使學生學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.”，體會一般疑問句的用法；學習如何寫“失物招領、尋物啟事”，鞏固所學單詞的拼寫“how do you spell pen? p-e-n.”。通過以上幾個方面的學習，既能提高學生解決問題的能力，又能鞏固所學知識。本單元與第三單元銜接緊密：由this，that的學習過渡到these, those的學習，由指示一個人、物過渡到指示多個人、物，使學生學會區分遠近單復數。單元知識系統（樹）is this/that your/her/his pencil? yes, it is. no, it isn’t.how do you spell pen? p-e-n. what’s this in english? it’s a pen.lost and found單元總體目標運用using contest guessing的學習策略，引導學生學會詢問物品的主人的基本句型；體會一般疑問句的用法；學習如何寫“失物招領”，“尋物啟事”。單元教學、難點一覽

　　重點 難點 1. 復習詞匯pencil pen book eraser ruler pencil case 2.詞匯backpack pencil sharpener dictionary basketball computer game ring watch notebook id card 3. 句型is this/that your/her/his pencil? yes, it is. no, it isn't. how do you spell pen? p-e-n. what’s this in english? it’s a pen. 4. lost and found 話法焦點在于一般疑問句、lost and found.

　　單元學情分析本單元的主題是識別物品的所屬，同時引導學生采用using contest guessing和role playing的學習策略，學習新詞匯，掌握重點句型，使學生能比較好地解決類似問題（失物招領、尋物啟事），既能提高學生解決問題的能力，又能鞏固所學知識。單元教學建議采用using contest guessing和role playing的學習策略，利用教學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。單元課時分配本單元用3課時教學section a用1課時section b部分用1課時self check及閱讀部分用1課時。 section a教學內容section a（教材p7-9)教學目標知識與能力本單元圍繞“識別物品的所屬”使學生學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.”，體會一般疑問句的用法，鞏固所學單詞的拼寫“how do you spell pen? p-e-n.”。提高學生拼寫單詞的能力。過程與方法采用using contest guessing和role playing的學習策略，利用教學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。情感態度價值觀該部分學習內容貼近學生的生活，談論的主題是“識別物品的所屬”使學生能比較好地解決類似問題，既能提高學生解決問題的能力，又能鞏固所學知識。教學重、難點及教學突破重點重點：使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法；鞏固所學單詞的拼寫。教學突破section a通過find the owner game，使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法。教學準備教師準備制作la部分的插圖和人物對話的課件，人物以動畫片的形式呈現，將聽力部分的內容插入，使學生學會詢問物品的主人的基本句型；同時復習單詞pencil pen book eraser ruler pencil case，學習詞匯backpack pencil sharpener dictionary.學生準備復習所學物品的單詞，體會一般疑問句的用法，鞏固所學單詞的拼寫；掌握using contest guessing和role playing的學習策略。 教學步驟(1課時）一、第一教學環節：情境導入

　　教師活動 學生活動 1.利用插圖或實物卡片，讓學生將單詞與實物相連復習一些單詞、學一些生詞。然后教師引導學習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.”。 2.讓學生聽對話，練習并模仿對話。識別物品的所屬。 1.將單詞與實物相連復習一些單詞、學一些生詞。學習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.”。 2.聽對話，練習并模仿對話。識別物品的所屬。

　　二、第二教學環節：師生互動

　　教師活動 學生活動 1. 播放2a部分的錄音讓學生聽，引導學生通過聽錄音熟悉物品名稱"pencil pen book eraser ruler pencil case”，完成2a,2b部分的教學任務。 2. 引導學生重復他們所聽到的，模仿對話，識別物品的所屬，完成2c部分的教學任務（is this/that your/her/his pencil? yes, it is. no, it isn't.）。 3. 概括語法點。 1. 通過聽錄音熟悉物品名稱" pencil pen book eraser ruler pencil case”，完成2a,2b部分的教學任務。 2. 重復所聽到的，模仿對話識別物品的所屬，完成2c部分的教學任務（is this/that your/her/his pencil? yes, it is. no, it isn’t）。 3. 熟悉語法點

　　三、第三教學環節：操練、鞏固

　　教師活動 學生活動 引導學生復習3a表中的26個字母；然后練習36中的對話操練句型"how do you spell pen? p-e-n. what’s this in english? it’s a pen”。 復習3a表中的2b個字母；然后練習3b 中的對話操練句型"how do you spell pen? p-e-n. what’s this in english? it's a pen.”。   四、第四教學環節：做游戲   教師活動 學生活動 通過find the owner game，使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法。培養猜測、推斷的能力。 通過find the owner game，學會詢問物品的主人的基本句型，體會一般疑問句的用法。提高猜測、推斷的能力。

　　本課總結本課采用using contest guessing和role playing的學習策略，利用教學圖片來展開課堂pairwork, find the owner game的口語交際活動，使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法。培養猜測、推斷的能力。同時進行聽力訓練，培養學生口語交際能力。 板書設計unit 2 is this your pencil?section awords: pencil pen book eraser ruler pencil case backpack pencil sharpener dictionarydrills：is this/that/your/our/her/his pencil? yes, it is. no, it isn’t.how do you spell pen? p-e-n.what’s this in english? it’s a pen.grammar：is this your/her/his …? yes, it is. no, it isn't.is that your/her/his…？yes, it is. no, it isn’t.問題探究與拓展活動找主人：課前教師收集一些學生的物品并展示，問學生這些東西是誰的；先詢問幾個學生某些物品是誰的，然后把名字填在表格里，再讓學生互相詢問。這種活動可練習運用what特殊疑問句和yes/no問句進行物體所屬的問答。 練習設計隨堂練習設計從b欄中選出a欄各句的答語。a                       b( )1. what's this in english?        a. nice to meet you, too.( )2. is it your dictionary?          b. p-e-t-e-r.( )3. i'm gina. nice to meet you.     c. yes, it is.( )4. what’s your last name？       d. it's an id card.( )5. how do you spell it?           e. smith.keys: 1.d  2. c  3. a   4. e   5. b個性練習設計比比看：把兩個同學鉛筆盒里的文具混在一起。然后請他們分別挑出自己和同伴的物品，看誰花的時間最少。在做這種練習時，可要求學生采用自言自語的方式，即一邊挑物品，一邊運用“this is my…. that’s her/his…”句型進行描述，這樣可練習物主代詞和指示代詞的用法。 section b教學內容section b（教材pl0-11）教學目標知識與能力重點內容是學習一些物品名詞，學習如何寫“尋物啟事和失物招領”，同時復習“詢問物品所屬”的句型。既可以提高學生遇到類似挫折時的解決問題的能力，又能鞏固所學的知識。過程與方法運用pair work, group work、寫“尋物啟事和失物招領”的活動方式，引導學生進行看、讀、問答訓練，鞏固所學知識。培養口語交際的目標，加強聽、說能力的培養。情感態度價值觀該部分學習內容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發學生的主動性和學習興趣。培養學生拾金不昧的精神和助人為樂、團結友愛的品德。教學重、難點及教學突破重點復習詞匯pencil pen book eraser ruler pencil case學習詞匯backpack pencil sharpener dictionary basketball computer game ring watch notebook id card.教學突破寫“尋物啟事和失物招領”，畫圖猜測物品。教學準備教師準備利用錄音使學生學習一些物品名詞，并引導學生進行pair work，學會詢問“what’s this? it's a … . how do you spell watch? w-a-t-c-h.”；引導學生寫“尋物啟事”和“失物招領”，畫圖猜測物品，鞏固所學內容，培養學生動腦、動手的能力及拾金不昧的精神和助人為樂、團結友愛的品德。學生準備學習一些物品名詞，了解寫尋物啟事和失物招領的內容和格式。 教學步驟（1課時）一、第一教學壞節：看單詞連物品

　　教師活動 學生活動 1. 引導學生將單詞與物品相連，形成直觀記憶。 2.引導學生進行pair work，操練句型"what，s this? it’s a ….how do you spell watch？w-a-t-c-h.”，完成1b中的學習要求。 1. 將單詞與物品相連，形成直觀記憶。 2.進行pair work，操練句型"what' s this? it’s a… how do you spell watch？w-a-t-c-h.”，完成1b中的學習要求。

　　二、第二教學環節：聽、寫物品名詞

　　教師活動 學生活動 1.聽錄音引導學生圈出所聽到的單詞。 2.聽錄音引導學生寫出所聽到的單詞。 3.引導學生進行pair work. 1.聽錄音圈出所聽到的單詞。 2.聽錄音寫出所聽到的單詞。 3.進行pair work。

　　三、第三教學環節：寫“尋物啟事”和“失物招領”

　　教師活動 學生活動 1. 引導學生看3a部分的“尋物啟事和失物招領”，圈出物品名詞，了解寫尋物啟事和失物招領的內容和格式。完成3a的學習要求。 2. 引導學生看3b部分的條子。 3. 引導學生寫“尋物啟事和失物招”. 1.看3a部分的“尋物啟事和失物招領”，圈出物品名詞，了解寫尋物啟事和失物招領的內容和格式。完成3a的學習要求。 2. 看3b部分的條子。 3. 寫“尋物啟事”和“失物招領”。

　　本課總結利用錄音使學生學習一些物品名詞，并引導學生進行pair work，引導學生寫“尋物啟事”和“失物招領”、畫圖猜測物品，鞏固所學內容，培養學生動腦、動手的能力及拾金不昧的精神和助人為樂、團結友愛的品德。 板書設計unit 2 is this your pencil?section bwords：backpack pencil sharpener dictionary basketball computer game ring watch notebook id card key eraser ruler bookdrills：what’s this？it’s a … . is it a watch？yes，it is.no，it isn’t.how do you spell watch? w-a-t-c-h.lost and found問題探究與拓展活動1. 失物招領2.尋物啟事：試著為你丟失的東西寫一份尋物啟事。練習設計隨堂練習設計重新排列字母，組成單詞。1. necpd _______ 2. searre __________   3. bapackck __________    4. yrsro ___________ 5. nictodiary _________ 6. allbbksea __________ 7. tawhc  ________ 8. oclsho _________9. grin ________ 10. yek _________keys 1. pencil 2. eraser 3. backpack   4. sorry   5. dictionary   6 . basketball 7 .watch   8. school   9. ring 10. key個性練習設計教師可先向學生提出問題：如果別的同學錯拿了自己的東西或自己找不到自己的東西，該怎么辦？教師提出問題后，讓學生分組進行討論并記下自己的想法；然后讓學生將每組中所有學生的想法進行分類，每組選派一名學生向全班進行闡述；教師再將學生的主要想法收集起來，并記在黑板上。 self check教學內容self check＆reading (教材p12)教學目標知識與能力復習詞匯backpack pencil sharpener dictionary basketball computer game ring watch notebook id card key eraser ruler book引導學生自我評價并建立個人生詞表；復習“詢問物品所屬”的句型。過程與方法運用using contest guessing和role playing的學習策略。首先，通過聽說讀寫檢測使學生了解自己掌握了那些詞匯。其次，將未掌握故生詞收人35頁的vocab-builder中。第三，引導學生看3中的圖，編寫對話操練“is that/this your …？”。情感態度價值觀該部分學習內容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發學生的主動性和學習興趣。 教學重、難點及教學突破重點復習詞匯backpack pencil sharpener dictionary basketball computer game ring watch notebook id card key eraser ruler book；復習“詢問物品所屬”的句型。教學突破引導學生看3中的圖，編寫對話操練"is that/this your…?"教學準備教師準備制作1、3部分的課件、補充一些內容（針對能力強的學生）。學生準備收集本單元中盡可能多的單詞進行自測。利用lost and found操練“is that/this your…?”。教學步驟(1課時）一、第一教學環節：自我測評

　　教師活動 學生活動 引導學生進行自我檢測，完成自我評 估，并欣賞just for fun！ 進行自我檢測，完成自我評估，并欣賞 just for fun！

　　二、第二教學環節：語音規則

　　教師活動 學生活動 引導學生看3中的圖，編寫對話操練“is that/this your…?”。 看3中的圖，編寫對話操練“is that/this your …?”。

　　本課總結引導學生進行自我檢測，完成自我評估；利用詞匯表將生詞進行歸納整理記憶利用3中的圖，編寫對話操練“is that/this your …?”板書設計unit 2 is this your pencil?self checkwords: backpack pencil sharpener dictionary basketball computer game ring watch notebook id card key eraser ruler bookdrills: is this/that your backpack? no, it isn’t. yes, it is.問題探究與拓展活動多種多樣的教學法：語音教學：模仿操練；詞匯教學：演示講解、情景操練、反復使用；口語教學：互相操練、對話練習、交際活動；閱讀教學：回答問題和填空練習；聽力教學：圖文配對和對話選擇；寫作教學：聽寫詞句、填空造句、模仿寫作；語法教學：總結規律、模仿操練。練習設計隨堂練習設計寫作。1. john在學校大門口丟了手表，請幫助他寫一個尋物啟事。他的電話號碼是：495-3537.2. mary撿到兩枚戒指并把它們放到失物招領箱中。請幫助她寫一個失物招領啟事，找到失主。個性練習設計找物品的主人：將你所熟悉的同學或教師使用的物品展示在你面前，請你找出物品的主人。活動流程(1) 教師將課前收集的物品展示給學生，先詢問：what’s this in english? 讓學生回答：it's a…，直到學生弄清楚是什么物品；(2)在學生弄清楚是什么物品之后，再問他們這些東西是誰的：whose is this/are these…？(3)從每組中選出一個學生，詢問他們某些物品是誰的。(4)a后讓每組中的學生互相詢問物品的主人：is this/that your…？no, it isn't./yes，it is.(5）當所有的學生都傲完后，和他們一起確認這些物品的主人，并歸還給他們。(6)最后給每組的學生代表的回答評分，看誰猜中的數量多。教學探討與反思典型例題選講根據下表中的人物姓名，選用正確的物主代詞填空。

　　ask answer 1. what’s your name？ my name is sonia. 2. what’s ________ name? ______ name is tim. 3. what’s _______ name? ______ name is kate. 4. what’s your teacher’s name？ ______ name is liu yun. 5. what’s the bird’s name？ _______name is polly.

　　本題主要考察第三人稱物主代詞的用法。his他的，指男性；her她的，指女性；its它的，指事物。所以答案為：2. his 3. her 3. her 4. its 

Unit2 Is this your pencil?教案 新目標七年級上 篇3

　　unit 2 is this your pencil?

　　language functions:

　　identify ownership

　　goals:

　　talk about the things.

　　structures:

　　demonstratives this, that. what questions. yes/no questions and short answers

　　vocabulary:

　　the letters, pencil, pen, book, eraser, ruler, pencil case, backpack. id card, baseball, watch, key, computer game, notebook, ring, dictionary.

　　target language:

　　is this your pencil? yes, it is. no, it isn’t. what’s this in english? it’s a pencil. how do you spell pencil?

　　learning strategies:

　　use context, guessing.

　　four periods

　　period 1

　　step1 revision

　　revise introduce themselves. my name is… my phone number is…

　　step 2 presentation

　　1. locate actual items in the classroom. hold up each one and say its name. ask them to repeat. include: pencil, pen, book. eraser, ruler, pencil case, backpack, pencil sharpener, dictionary.

　　2. match the words and the objects. do 1a

　　3. listen. do 1b.

　　step 3 pairwork

　　1. say the sample conversations. have them repeat.

　　2. ask them to practice the conversations in pairs.

　　step 3 task

　　gather some things on the desk and invite students to take turns coming to the front and find the owners? let’s see who can find all the owners first and write the owners’ names in the chart? ask is this your…?

　　period 2

　　step 1. revision

　　revise is this your …? is that your…?

　　step2. listening

　　1. point to the objects in the illustration and ask students to name each one.

　　2. play the recording. do 2a

　　3. do 2b. point to the words in the box and ask them to read them aloud. listen. write one of the words form the box on each blank line. check their answers.

　　step 3 pairwork

　　practice the conversation in the picture with a student.

　　practice the conversation in the picture with a partner.

　　step 4 grammar focus

　　1. ask students to say the questions and answers

　　2. point out that the word that shows ownership comes before the item we are talking about.

　　step 5 listen

　　1. do 3a.

　　2. do 3b. ask pairs of them to practice the example conversation. ask them to say the name of each picture.

　　3. ask them to work in pairs again. have them practice the conversation again, substituting the words shown in the pictures.

　　step 6 task

　　put some things in a paper bag- your pen, pencil or some thing else. another student will take sth. out of the bag. he or she will ask questions to find out who it belongs to.

　　do 4a.4b. point to the conversation in the picture, ask them to repeat.

　　period 3.

　　step 1 revision

　　revise is this your…?

　　ask students to repeat the words: baseball, watch. computer game, id card, key, notebook, ring and pen. match the words and objects in the picture. do 1a

　　step 2 practice

　　1. 1b. say the conversation with a student. ask pairs of students to say the example conversation. ask some to perform one of their conversations for the class.

　　2. they draw a picture of one of the objects in the picture and write out the conversation they had about that object.

　　step 3 listening

　　1. read the words in 1a

　　2. listen. do 2a.

　　3. listen. do 2b.

　　step 4. task

　　1. student a will look at p94. student b will look at p98. each student has only part of the information needed to complete the activity.

　　2.give an example of the first question and answer.

　　3. a: is this her key?

　　b. no, it’s his key.

　　4. divide the class into pairs.

　　5. do 2c. check their answers.

　　step 5. practice

　　1. look back at p10. have them read the list of words.

　　2. read the notices and circle the words that were used in 1a.do 3a

　　3. check the answers.

　　4. do 3b.

　　step 6 task

　　tell them that they will each write a message like one of these. do a sample in together in class.

　　ask them to write their bulletin board messages and write their messages on the board.

　　step 7 task

　　most of people have pecked up others’ things. do you know how to give it back it back to the owners? do you know how to write lost & found?

　　period 4

　　step 1 revision

　　revise what they learned in this unit

　　step 1 self check

　　1. do 1. ask them to check all the words they know. find out the meanings of any words they don’t know.

　　2. write five new words in their vocab-builder on p108. share their lists with other students.

　　3 complete the questions and answers individually for the other three situations.

　　4 read just for fun. discuss where the humor comes from. invite pairs of students to present this dialogue to the rest of the class.

　　step 3 play the game

　　ask them to write their first name, last names and telephone numbers in random order on the board. next have some other students draw on the board pictures of things they own among the names and numbers. ask students to use only things whose names they have studied in class. then ask them to take turns pointing to an item on the board and asking questions such as: is this your last name?… the student then calls on another student to answer the question with yes or no.

　　step 4 task

　　have you ever lost anything? how could you find it? do you know how to write lost & found?

　　my english is …

　　my name is…

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