Unit 3 大单元教学教学设计英文版 人教版英语七年级上册

这是一份Unit 3 大单元教学教学设计英文版 人教版英语七年级上册，共25页。
Unit 3 Is this your pencil?

I. Analysis of unit content
The theme of this unit is 'People and Self' and is part of the 'Living and Learning, Being and Doing' thematic cluster, which covers the sub-themes of 'Things around you and the environment'. This unit is based on the topic "Is this your pencil? Section A focuses on the core sentence patterns and key vocabulary for asking about the owner of an object, using general questions with indicative pronouns to ask about the owner of an object, and using basic vocabulary for common objects of study and noun possessive pronouns to identify the owner of an object. How do you spell it? and learn how to write about lost and found objects.
Through the study of this unit, students will learn how to ask for the ownership of learning objects and use them flexibly in real life; they will be able to identify objects among classmates, cherish their personal belongings and develop a spirit of helpfulness. In terms of language skills, students will be able to introduce their own belongings; be able to write a lost and found item about something they have lost or found; be able to use what they have learned to find the owner of an item. They will be able to use the everyday language they have learned to communicate with others in a simple way, to introduce the characteristics of objects, to ask about the ownership of objects and to write about lost and found objects.

II. Thematic content structure of the unit

III. Teaching philosophy and methods
This unit focuses on the characteristics of objects and the identification of their ownership. After learning this unit, students will be able to use general questions to ask questions about the ownership of objects and to use noun possessive pronouns to answer them correctly. The language material is practical and provides students with an initial understanding of how to write about Lost and Found while training their listening, speaking, reading, reading and writing skills, developing a spirit of helpfulness and sensitivity to cultural differences between China and the West, and enabling them to learn to use language appropriately and flexibly in practical situations, reflecting the instrumental, communicative and cultural aspects of language.

IV. Analysis of Learning Situation
1. Age characteristics
Seventh graders still have many characteristics of elementary school students, but at the same time they are in adolescence. They lack self-control and judgment and are easily disturbed by the outside world. They are lively, active and have a strong desire to participate and express themselves, but some of them are lazy and playful, and their learning purpose is not clear.
2. Cognitive characteristics
The cognitive ability of middle school students is improving, and the core component of cognition - thinking ability is maturing. Their abstract logical thinking, dialectical thinking and creative thinking have developed greatly. The stability of their attention has increased compared to elementary school, but they are easily distracted by boredom with dull, boring and mechanical teaching and exercises. Their powers of observation, conscious memory, and intentional imagination are also developing, and the purpose and direction of thinking are clearer.
3. Emotional performance
The majority of students are interested in English, have a high enthusiasm for learning English, and are willing to participate in various English practice activities. Also, they can actively cooperate with others in the activities and help each other and complete the learning tasks together. However, individual students are less enthusiastic and less active in learning.
4. Existing Language knowledge and skills
After the preparatory unit and the first two units, students have a good grasp of general questions guided by Be verbs. In this unit, students have studied the words for learning objects in primary school and are able to give simple descriptions of these objects.
5. Predictions of students' learning difficulties
(1) The difficulty in this lesson is the distinction between adjective possessive pronouns and noun possessive pronouns and their correct use.
(2) Students are not yet proficient in the use of noun possessive pronouns.
Section A (1a-1c) Teaching Design
I.Study of the text
What: This lesson is part of the 'Living and Learning, Being and Doing' thematic cluster within the 'People and Self' thematic area, and covers the sub-theme of 'Things around us and the environment'. This lesson is a daily conversation for secondary school students, which is based on asking about school supplies. Students ask each other if these are each other's school supplies. The lesson presents key words and sentence patterns for talking about preferences through thematic pictures and dialogues.1a The pictures show the names of eight school supplies by asking about them.1b Listening training to correctly sequence the dialogues through the text.1c Practice the dialogues through oral communication with peers and then create dialogues to develop language skills.
Why: This lesson shows real school scenes through theme maps to stimulate students' interest in learning the subject topic; listening exercises and conversation exercises present the key sentence patterns and words in this lesson so that students can learn to ask for school supplies and master the target language in the context.
How: This lesson is an everyday conversation in which you ask someone if this is the other person's school supplies, using the question and answer pattern of the general question, and can answer correctly.
II. Teaching Objectives
By the end of this lesson, students will be able to:
① Be able to use the general question correctly to confirm the subject-object relationship: Is this/that...? Are these/those...?
② Use the noun possessive pronouns his, hers and mine correctly and gain an initial understanding of the difference between noun possessive pronouns and adjective possessive pronouns.
② Spell the words pencil, pen, pencil box, book, eraser, ruler, schoolbag , dictionary accurately and also master their plural forms.
④ Turbinate the phonetic symbols.
⑤ Learn to tidy up their desks and learning materials, keep the classroom clean and tidy and gain the joy of being helpful.
III. Teaching process
Teaching Objectives
Learning Activities
Effectiveness Evaluation
Listen to and recognize the following vocabulary in the context of the topic: pencil, pen, pencil box, book, eraser, ruler, schoolbag , dictionary (learning to understand)
1. Introduce by guessing what school supplies are in the little girl's school bag, and lead students to watch the video of the little girl opening her school bag to recognize the target words.
2. Introduce the sentence pattern Is this...? and the answer Yes, it is./ No, it, isn't. Let students practice the expressions.
3. Consolidate the subject nouns through the "word collection".



Observe students' performance to understand their vocabulary reserve about the subject
Design Intention: Introduce the theme and create a context. This phase of the activity aims to help students learn the target vocabulary in context and drill the words and sentence patterns through activities such as Magic Box Guessing and Word Rally.
2. Through learning the language of the theme, guide students to put in order and learn to organize. (Emotional sublimation, discipline education)
4. Perceive the benefits of orderly organization through the activity of finding the owner of the items.
5. Observe the pictures of 1a, feel and compare the very different feelings given by messy and tidy.



Guiding students to develop proper study and life habits and discipline education.
Design intent: To let students understand the emotional moral behind the subject, which can help students confirm the belongings, promote communication among students, and develop good habits of organizing objects.
3. Use the target language.
-- Is this your...? -- Yes, it is./ No, it, isn't.
Asking others about the ownership of objects and being able to answer correctly when asked (application practice)
6. 1a: Using the main picture, describe the school supplies you see and match the words with the pictures.
7. 1b: Listening, listen to the sounds to order the dialogues.
8. 1b: Listen to the sounds again and follow along, paying attention to the intonation of the questions.
9. 1c: Role play:
Work in small groups to complete the dialogues and act them out in roles by finding the little master plan.
10. Summary class summary
Observe students' ability to use listening skills to complete listening tasks, giving necessary guidance and feedback as needed



Observe whether students use the target language correctly and grasp how well they internalize the content and language they have learned
Design Intention: To further consolidate the target language and master the related phonetic knowledge through a series of listening activities. Students will be guided to use the language they have learned to ask about the ownership of objects, to improve their understanding, to complete the communicative tasks, to apply what they have learned, and to promote transfer and innovation.
IV. Blackboard design


V. Assignment design
Basic assignments:
Write and recite the words in 1a and write three sets of dialogues modelled on 1b.
Practical assignments:
Collect some of your classmates' learning objects and work in small groups to have a conversation to identify where the objects belong. Refer to the example sentences:
--Is this/that your ...?
--No, ... It’s his/hers./ Yes, …They’re mine.
--Are these/those your ...?
--No, …They are his/hers./ Yes, …They are mine.
Extended assignments:
Look up information and try to draw a mind map of possessive pronouns.
VI. Teaching Reflection







Section A (2a-2d) Teaching Design
I. Study of the text
What: This lesson is part of the 'Living and Learning, Being and Doing' thematic cluster within the 'People and Self' thematic area, and covers the sub-theme of 'Things around us and the environment'. This lesson is based on the daily conversations of secondary school students and is based on school life. 2a and 2b are based on listening conversations to talk about asking if it is someone else's school supplies; 2c and 2d are based on practising and creating conversations and role play to further use the target language.
Why: This lesson helps students consolidate and extend the target language and improve their listening skills through listening and speaking exercises in 2a-2c; 2c-2d move from imitating, creating and then acting out the dialogues in roles, allowing students to consolidate the target language through real-life contextual use so that they can use it proficiently.
How: The listening and conversation texts in this lesson develop on situations that students are familiar with and often encounter in school. Use general questions to ask if a found object is the other person's and to be able to answer yes or no to another person's query.
II. Teaching Objectives
By the end of this lesson, students will be able to:
① Be able to master the following vocabulary: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me.
② Further learn the following sentences to ask and identify the owner of an object:
Is this / that ...? Yes, it is./ No, it isn't.
Are these / those ...? ...? Yes, they are./ No, they aren't.
④ Be able to use the noun possessive pronouns mine, yours, his, hers; understand the difference in usage between noun possessive pronouns and adjective possessive pronouns.
⑤ Through learning to identify the relationships between school supplies, students will learn to take care of their own school supplies and develop the habit of taking good care of their own belongings, and to return items that do not belong to them to their owners in time.
III. Teaching process
Teaching Objectives
Learning Activities
Effectiveness Evaluation
1. 1. Learn and correctly use the words for learning objects and consolidate the general questioning sentences for asking objects. (Learn to use)
2. 2. Learn and use Excuse me in different contexts (learn to understand)
1. Review the general questioning sentences of asking items through the situation that Tom, a boy, is late for school but cannot find anything and his classmates help him find it.
2. Through the listening training in part 2a, students can consolidate the vocabulary of learning supplies.
3. listen to and complete the dialogues in part 2b to develop students' information retrieval skills and awareness of parts of speech.
4. watch the video to understand how to use Excuse me in different situations.
5. listen and analyze the text closely and follow along to learn the multiple meanings of words and the multiple uses of words and the intonation of sentences.



Observe students' performance to understand their vocabulary stock and sentence mastery regarding school supplies.
Design Intention: This stage of the activity aims to help students learn the target vocabulary in context, and to accumulate and expand vocabulary and consolidate what they have learned through activities such as intensive listening and analysis and watching videos.
2. Be able to use general questions to ask and answer proficiently, and be able to cooperate in completing conversations about the relationship of items belonging to them. (Application Practice)
1. Group work: Groups of four mix their school things together and carry out a conversation to identify the relationship between them. 2.
2. 2d: Read the conversation, underline the school things in the picture. Read the text carefully, retrieve and mark the words and sentence structures and variants of the learning objects, and consolidate the knowledge again.
3. Let students consolidate sentence patterns and vocabulary through the Memory challenge fun activity.
Observe whether students can use the sentence patterns they have learned to complete the dialogue interpretation task, and give necessary guidance and feedback as needed



Listen for correct use of language and grasp how well students internalize the content and language they have learned.
Design Intent: To develop students' ability to accurately acquire, sort and record key information, to guide them to master the core content, to learn and internalize key sentence patterns and key language, and to enable them to experience applying what they have learned in real-life situations.
Summarize the theme: students should learn to take care of their school supplies and return the items that do not belong to them to their owners in time.
4.TIPS：
Ø In our daily life,we should treat our school things as our friends.
Ø We should return the things that we find or borrow to the owner as soon as possible.



Guide students to draw their own conclusions by summarizing.
Design intent: students through the whole lesson contextual pulse, and then dialogue interpretation experience, so that students can learn to love school supplies, protect the school supplies, found that does not belong to their own items, should be returned in a timely manner, to achieve the purpose of discipline education.



IV. Blackboard design


V. Assignment design
Basic assignments:
1. Copy 2d,and summarise for yourself what you have learned in this lesson according to the summary.
Practical assignments:
Mock conversation - set up a class lost and found corner, record what you have found or lost in the lost and found notes and mimic the 2d conversation.
Extended assignments:
A video was made to confirm the ownership of the items and to promote "Don't forget to find things".
VI. Teaching Reflection








Section A (GF-3c) Teaching Design
I. Study of the text
What: This lesson is part of the 'Living and Learning, Being and Doing' theme group within the 'People and Self' theme area, and covers the sub-theme of 'Things around us and the environment'. This lesson focuses on the target language in Section A. It summarizes the sentence patterns used to identify the owner of an object and learns to master the general question with the be verb, the possessive pronouns and the indicative pronouns. In this lesson, students will learn to cooperate with others, learn from each other and help each other to complete their learning tasks.
Why: Grammar Focus guides students to observe grammatical phenomena, explore the basic grammatical rules of general interrogative sentences containing be verbs, possessive pronouns and indicative pronouns, summarize the sentence patterns they have learnt at the right time, and develop their learning habit of summarizing their knowledge in time and their ability of independent learning; 3a-3b helps students learn to use the correct question and answer structures of general interrogative sentences containing be verbs through controlled and semi-controlled grammar training; 3c enables students to flexibly use the sentence patterns of the unit for language practice through a small activity of extracting objects to find their owners.
How: In this lesson, grammatical knowledge is explained in order to further study the target language of asking and answering questions about the relationships to which learning objects belong, and two exercises and an oral communication activity are used to consolidate the use of sentence patterns in the question and answer structures of general questions containing be verbs.
II. Teaching Objectives
By the end of this lesson, students will be able to:
1. summarize the sentence patterns used to identify the owner of an object:
Excuse me. Is this/that ...? Yes, it is. / No, it isn't. Excuse me.
Excuse me. Are these/those ...? Yes, they are. / No, they aren't.
2. students can master the general question with be verbs, possessive pronouns and indicative pronouns
3. through group activities, students are instructed to actively cooperate with others, learn from each other and help each other to complete the learning tasks together
III. Teaching Process
Teaching Objectives
Learning Activities
Effectiveness Evaluation
1.Learn noun possessive pronouns such as mine, hers, his and consolidate the structure of general interrogative sentences containing be verbs. (Learning to understand)


2.Cultivate students' active thinking, active inquiry, grasp the important and difficult points in the learning process, develop the learning habit of careful observation, timely summary and independent learning ability (learning comprehension, application practice)

1. Introduce the class through a question-and-answer situation between the teacher and Tom's classmates, which is close to the students' life.
2. By presenting Is this/that...? Are these/those...? Then we will explain the usage of Be verb-led general questions and have students take notes with different colored pens.
3. Observe the sentences of Grammar Focus
① Understand the pronunciation pattern of It's/ Isn't/ aren't.
② Summarize the different usages of general question sentences containing be verbs.
③ Use chant so that students can easily memorize the grammar
Observe students' performance to understand their knowledge base about general interrogative sentences headed by Be verbs.


Design Intention: This stage of the activity aims to help students consolidate the target language in context, stimulate their interest in participation, activate the known, and develop their learning habits of careful observation, timely summary and independent learning ability.
3. Consolidate what you have learned through practice problems and use the target language flexibly in real-life situations (application practice, transfer innovation)
1. Complete the sentences with the correct indicative pronoun question word (3a)
2. reading the interrogative sentences and completing the answer sentences (3b)
3. practice translating all the relevant sentences of Chinese and English nouns.
4. Complete the dialogue according to the context.
5. Practice completing sentences according to the requirements.
Observe whether students have mastered what they have learned in class and provide necessary guidance and feedback as needed
Observe whether students are using the language correctly and grasp how well they are internalizing the content and language learned
Design intent: to guide students to integrate the use of relevant language expressions, complete communicative tasks, learn to apply, and train students to use the language they have learned in real situations.

IV. Blackboard design

V. Homework Design
Basic assignments:
Memorize the grammar focus and complete the post-lesson exercises.
Practical assignments:
Introduce 6 items owned by your family. (Requirement: At least 3 sentences with personal pronouns and noun possessive pronouns. (Include singular nouns and plural nouns.)
Extended assignments:
Look up the information and organize and summarize your notes on the difference and usage of adjective possessive pronouns and noun possessive pronouns in a way you like, and tell them to a classmate who needs help. You can also ask your classmates and teacher if you need help.
VI. Teaching Reflection



Section B (1a-1d) Teaching Design
I. Study of the text
What: The theme of this lesson belongs to the "Life and Learning, Being and Doing" theme group in the "People and Self" theme category, and involves the sub-theme of "Things around us and the environment". This lesson is presented through listening dialogues so that students can extract information and write about the objects they hear.
Why: 1a presents more nouns of common objects in life and allows students to match the words with the objects on the way by looking at the pictures; 1b consolidates the sentence structure of the unit by asking and answering with peers about the objects in 1a according to the given sentence structure; 1c & 1d develop students' ability to capture key information through listening activities; 1d further explores the listening materials to create a context for students' language output in a 1d further explores the listening materials to create contexts for students' language output, using the target language in diverse and integrated authentic language activities to help students improve their listening and speaking skills. 1e allows students to role-play based on the listening text, allowing them to consolidate the target language in their experiences.
How: The dialogues in this lesson revolve around questions and answers about information about items belonging to Linda and Mike. Ask with Wh-special interrogatives, and How-led special interrogatives, while presenting more nouns of living objects.
II. Teaching Objectives
By the end of this lesson, students will be able to:
1. Through contextual experience, they will be able to master the target vocabulary, use the target language to confirm the relationship of the items and improve their oral communication skills.
2. Through group work, they can understand how to collect lost items and return found items, and further help each other with their classmates.
3. Through the learning of target vocabulary and language, they will be able to understand the expressions to identify the relationship of objects and experience the charm of different cultures.
4. Through the classroom activities, students will realize the importance of a good teaching and learning environment and develop a sense of care for the environment and community in public places.
III. Teaching Process
Teaching Objectives
Learning Activities
Effectiveness Evaluation
1. Through contextual experiences, they will be able to master the target vocabulary, be able to understand how to collect lost items and return found items, and further help each other with their classmates.
(Learning to understand)
1. 1. Introduce the theme of this lesson - lost and found - through the situation, and guide students to think about how they can find the lost things.
2. Observe how people go to the lost and found to get back their belongings and answer the corresponding questions.
3. observe the pictures and follow the teacher to learn how to read, write, interpret and use new words.
4. Academic education: guide students to observe the objects in a certain order.
Observe students' performance to understand their vocabulary reserve about objects in their lives




Design Intention: This stage introduces the topic of this lesson - lost and found - through the context, and leads students to think about related topics through pictures and learn more words for objects in life.

2. Through the learning of target vocabulary and language, they will be able to understand the expressions to confirm the relationship to which items belong, use the target language to confirm the relationship to which items belong, and improve their oral communication skills. (Application Practice)

5. matching words with objects on the way (1a).
6. practicing conversations using new words based on sample conversations (1b)
7. listening.
① Complete the listening task in part 1c of the book by circling the items you hear:
② Complete the listening task in part 1d of the book: listen to what items Linda and Mike have lost and fill in the blanks.
③ Listen and follow the listening text again.




Observe students' correct use of language and grasp how well they internalize the content and language they have learned
Design Intention: By differentiating between male and female students, students are guided to grasp key words for listening tasks and develop the use of listening skills. Original text dredging for listening training to raise the difficulty and expand thinking. Follow the listening text to develop students' awareness of phonetic intonation.
3. Through the experience of classroom activities, students can realize the importance of a good teaching and learning environment, and develop a sense of care for the environment in public places and collective consciousness.
(Learning and understanding, emotional sublimation)
8. Pair work: Based on the content of the information in 1d, two people share the roles to express the dialogue (1e)
9. Dialogue presentation session, given specific scoring criteria, students perform dialogue interpretation.
10. Observe the two sets of scenes, ask students to talk about their feelings and ask what you would do if you picked up someone else's things. Ask students to think about it.
11. Conduct a thematic student-hua: picking up money is a traditional virtue of the Chinese nation, and achieve the purpose of discipline education.
12: Classroom summary
Observe the key words recorded by students to determine how thoroughly and accurately they obtain and record information



Design Intention: To help students perceive the dialogue content as a whole and to develop their ability to accurately acquire, sort and record key information. The group activities give full play to students' independent cooperative inquiry ability, which is conducive to developing students' creativity and cultivating their cooperation and communicative skills. Dialogue practice based on the book content develops students' communicative awareness.
IV. Blackboard design

V. Assignment design
Basic assignments:
Copy and imitate the dialogue of 1d
Practical assignments:
Collect loose items in the classroom, set up a class lost and found, use what you have learned in this lesson to find the owner, and write two complete sets of dialogues.
Extended assignments:
Make a lost and found handbill to call on students to pick up and cherish their belongings.
VI. Teaching Reflection


Section B (2a-2c) Teaching Design
I. Study of the text
What: The theme of this lesson belongs to the "Life and Learning, Being and Doing" theme group in the "People and Self" theme category, and involves the sub-theme of "Things and Environment Around Us". In this lesson, you will be able to write a notice when you lose something.
Why: 2a helps students consolidate the terms of school supplies and household items by writing about the lost items, and prepares them for reading the article; 2b-2c develops students' ability to capture detailed information by circling the lost items, writing about them, and checking the boxes under Lost or Found; 2c builds a mind map of the text to develop students' Logical thinking skills.
How: The content of this lesson is presented in the form of a search discourse; four discourses with different contents are presented in the form of a search bulletin board. Students will be able to understand and compare the differences between lost and found items and lost and found items through contextual experiences.
II. Teaching Objectives
By the end of this lesson, students will be able to:
1. through contextual experience, be able to understand and compare the difference between a lost and found article and a found article, answer questions by looking at pictures, and be able to translate text content into tables and find key information.
2. be able to make inferences about the main content of the article and understand the details of the article by predicting and grasping key words, and retell the article.
3. be able to write a lost and found article by combining their own feelings and using relevant language expressions.
III. Teaching Process
Teaching Objectives
Learning Activities
Effectiveness Evaluation
1. consolidate school supplies nouns and household goods nouns, and practice the sentence patterns for asking about the items that belong to them (learning to understand)
Pre-reading
1. Introduce the lost items by Linda and Mike in the last lesson, and ask students to write about the items they often lose.
2. Think about the ways to get back the lost items and introduce the theme of writing.
Observe students' performance to see how well they have mastered what they have learned
Design Intention: This stage aims to activate what students know through review, and at the same time to pave the way for a natural introduction to reading the text.
2. Through reading the text, understand the different ways of writing about finding things and lost and found, and develop the ability to extract, organize and summarize key information and the ability to look at things and analyze problems from multiple perspectives and dialectically (application practice)



While-reading
1. Read the bulletin board notice and circle the lost things. Ask: What are the lost things? Circle the lost things. (2b)
What kind of notice are they?
3. Read one side of the text again, write the lost things and check the boxes under Lost or Found. (2c)
4. Culture Focus: Understand the format of email addresses and what each part represents.
5. Read the text carefully, extract the information to complete the table, and guide students to analyze what you could do if you saw the lost and found item.
post-reading
6. listen and repeat
7. group discussion: How to write a Found notice? circle the key information, group discussion of lost and found style writing.
8. Based on the information in the text, have the students circle the available contact information.
9. Group discussion: How to write a Lost notice? Circle the key information and discuss the style of writing a found notice.
10: Ask students to think about how does Tom feel? What can we do to stop losing things?
Observe whether students can use appropriate reading skills to complete each reading task and give appropriate instruction










Observe students' perspectives on issues to help them form the right values









Observe whether students can understand how to write a lost and found notice


Design intention: Students read the text and complete various reading tasks to understand the content of the text, develop the ability to extract, organize and summarize key information and the ability to look at things and analyze problems from multiple perspectives and dialectically; guide students to paraphrase the core content of the text, sort out, learn and internalize key sentence patterns and key language to pave the way for further output.
3. sort out the key points to prepare for writing the manuscript (writing section use)
11.Language points：Sorting out about what you can do when you lose an item? What should I do if I find something? The sentence patterns of the sentence. And practice completing the sentences with appropriate words or phrases according to the Chinese or sentence meaning prompt to test students' mastery.
Observe whether students can complete the relevant exercises correctly, giving guidance and feedback as needed.


Design Intention: To summarize what you have learned in this lesson and consolidate and deepen your impression. Check the learning effect and deepen the understanding and memory of the knowledge.

IV. Blackboard design


V. Homework Design
Basic assignments:
List the items you have lost/found and write a Lost & Find essay.
Practical assignments:
Check out the Lost & Found corner on campus to see what items students often lose, discuss in small groups to figure out how students can keep their belongings and share your tips.
Extended assignments:
Check what to do after losing valuables outside? Share your methods with everyone!

Section B (3a-3b) Teaching Design
I. Study of the text
What: The theme of this lesson belongs to the theme group of "Life and Learning, Being and Doing" in the theme category of "People and Self", and involves the sub-theme of "Things and Environment Around Us". This lesson is about lost and found items.
Why: 3a helps students review the components of lost and found and how to write by filling in the blanks; 3b exercises students' comprehensive skills through practical writing; Self Check comprehensively reviews the vocabulary and pragmatic functions of this unit, and penetrates the learning strategies of language learning content.
How: The content of this lesson is presented in the form of an enlightening story. Students use the table to record the writing content, accumulate writing materials, and then use relevant sentence patterns to write, consolidate school supplies and household goods nouns, and through brainstorming, they can organize the structure of the article in a correct way and sort out the writing content of each part, and be able to produce a complete article.
II. Teaching Objectives
By the end of this lesson, students will be able to:
1. students will be able to describe the characteristics of objects in English in a more focused manner through practice;
2. students will be able to enhance their memory of noun possessive pronouns;
3. students will be able to write independently about lost and found objects.
4. integrate the target language of the unit to complete the exercises of Self Check;
III. Teaching Process
Teaching Objectives
Learning Activities
Effectiveness Evaluation
1. Based on the purpose, style, and requirements of the writing, analyze the structure and content of the model essay, extract the key elements of finding and lost and found writing, and complete the writing. (Learn to understand and apply)
1. Review 2b by sequencing the given information.
2. Complete Exercise 3a: Use the word choice to fill in the blanks to review the lost and found and the found notices. Ask: What are they? What kind of notice is it?
3. Pre-writing
Read the text, analyze the similarities and differences between lost and found notices and extract the key elements of lost and found notices. (3a)
4. Discuss: How to write the key elements of lost and found writing. (3b)
5. While-writing: Write your own lost and found article.
6. Swap articles with your partner after you finish writing and rate each other's articles according to the evaluation items and criteria.




Observe students' performance to understand their overall grasp of the unit's themes based on the specifics of what they say


Design Intention: This stage aims to activate students' known through review, to be able to analyze and sort out the basic structural features and related contents of common written discourse, and to prepare for the subsequent writing output.
2. Integrate the target language of the unit to complete the exercises of Self Check (application practice)
7. Self Check:
l Write the school things you know.
l What other things you know in this unit?
l Complete the chart with pronouns. (Consolidation of personal pronouns)
l Look at the picture and write conversations. (Consolidation of general interrogative sentences containing be verbs)
l Group work: Use the words and sentence patterns you have learned to practice conversations in real situations.
Observe group discussions and group presentations to see if students can correctly state relevant details, giving guidance and feedback as needed






Design Intention: To test the mastery of the target language of this unit through Self Check, integrate and use the relevant language expressions, apply the learning and promote migration and innovation.


IV. Blackboard design


V. Assignment design
Basic assignments:
Finish the writing and correct each other with your table to give the corresponding stars.
Review unit 3, tidy up your notebook, clear up your notebook of mistakes and problems in this unit, and draw a vocabulary book with your classmates (make a good summary, don't leave the problems for the next unit).
Practical assignments:
Identify the owner of the item to your family/classmates in English.
Extended assignments:
Write an issue of Lost & find in English for the school lost and found.
VI. Teaching Reflection