人教新目标七年级英语上册教案：Unit 3 Is this your pencil?

Unit3Isthisyourpencil?教学内容本单元围绕着“Isthisyourpencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础.教学目标1）知识目标：A.学习并掌握指示代词:this、that；B.学习What引导的特殊疑问句；C.学会Yes/No问句及其简单回答；D.学会句型：---Howdoyouspellpen?P-E-N.2)能力目标：A.能辨认物品的所有者;B.根据不同场景,能用英语对物品的所属进行提问和回答;C.能识别不同句式的语调(陈述句,疑问句);D.培养学生听、说、读、写的能力及创新思维能力.3）情感目标：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;B.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务.教学重点、难点重点：A.掌握批示代词this、that用法；B.掌握特殊疑问句和Yes/No问句及其简单回答.难点：学会写寻物启事和失物招领.课时安排第一课时SectionA1a-1c第二课时SectionA2a-4b第三课时SectionB1a-2c第四课时SectionB3a-4Self-check1-3PeriodOne,课前准备教师：录音机，图片，物品实物.学生:实物(学习用品).教学设计StepOne:Warmingup.（通过复习形容词性物主代词，把学生引入学习英语的情境中。）Learnthechant.T:Let’ssingthechanttogether.my是我的,your是你的,男他的是his,女她的是her;名词前面常站岗,限定所属有功劳.StepTwo:Newwords.（利用实物教学，使得教学过程自然、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.”（利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。）,(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.（利用学习用品操练句型，并加深对物主代词的理解。）S3:Isthisyour…?S4:…It’smy…S3:Isthis…?S4:…It’shis/her…(Theteacherasksafewpairstopractice.)3.Presentthedrill“Isthat…?Yes/No,itis/isn’t.”（利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this，that的区别。）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.（通过练习，区别两个批示代词的用法。）S6:Isthatyour…?S7:…It’smy….S6:Isthatyour…?S7:…It’shis/her…(Theteacheraskssomepairstopractice.)5.Listening.（进行听力练习，巩固所学的句型。）T:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let’schecktheanswers,OK?S8:(fromlefttoright)T:Thankyou.6.Practicethedrillsaccordingtothepicturesusing“hisorher”.（设置情景，使学生在情景中准确运用物主代词his或her。）(Showstudentsfourpictureslikethefollowings.见课件。)StepFour:Task“Haveacontest”.（把两个学生的文具混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：Thisismy…Thatisher/his…）T:I’llputyourthingsandyourfriends’thingstogether.Iwanttoseeifyoucanidentifywhichisyoursandwhichishersorhis.(Putthesamenumberofthethingstogether,andfirstaskthemtopickouttheirownthingsandtheirpartners’things.Thenaskthemtogiveareport,usingthekeywordsandtargetlanguage.Onestudentpicksupthethingswhiletheothercountsthetimeaswell.),Languagesusedforthetask:1.Thisismy…2.Thatisher/his…StepFive:Summary.（编一个Chant，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant的节奏和一般疑问句的语调。）Chant.T:Inthisclass,we’velearnedthenamesofsomecommonpersonalpossessionsandhowtoidentifyownership.Let’slearntosaythischant.Isthismybook?Yes,itis.Isthatyourruler?No,itisn’t.Isthisherpencil?Yes,itis.Isthathiseraser?No,itisn’t.Homework.ReadthenewwordsandthetargetlanguagespresentedinthisclassandsaythechanttoimproveyourspokenEnglish.PeriodTwo课前准备教师：录音机，所学物品的图片，一个书包（里面装着事先收集的学习文具），表格若干张。学生：一张硬纸写上自己的姓名和电话号码，学习的物品。教学设计StepOne:Revision.1.Reviewthedrills.（用学生的姓名和电话号码来复习句型：Isthis(that)your(his/her)…?及简短回答：Yes,itis./No,itisn’t.注意教师提问的同时，用手势来帮助学生给出你预想的答案。）(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.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。)(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).（练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。）T:Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneindividually.)S6:Thisis…S7:Thisis………,T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistenadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.(Playtherecordingforthestudentstolisten.)（让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）T:Nowlet’schecktheanswers.PleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)S8:Pencil.S9:……2.Listening(2b).（进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。）T:Nowpleasereadthewords.Oneholdsthethings,theothersreadthemaloudonebyone.(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(Playtherecording.Studentslistenandcompletetheconversation.)T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)StepThree:Newdrills.1.Presentthenewdrills.（用实物引入新句型，帮助学生用正确的句子来回答。）(Theteachershowsstudentsapencil.)T:What’sthisinEnglish?S:It’sapencil.T:Howdoyouspellit?,S:P-E-N-C-I-L.(Changeaneraser.Askandanswerinthesameway.)2.Practicethedrills.（学生分组练习新句型。）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.（进行一个拼写游戏比赛，进一步操练新句型。）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.（此任务主要进行了听、说、写的训练，并复习了一般疑问句及其简短的回答，以及物主代词的用法。）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.（录音作业，要求学生使用准确的语调来读一般疑问句和特殊疑问句。）Inthisclass,we’velearnedwhat,howandyes-noquestionsmainly.Andwealsorevisedthepossessiveadjectivesandkeywords.Afterclass,pleasepracticewhat,howandyes-noquestionsusingtheirownpossessionswithyourpartner.Whenyousaytheconversationfluently,taperecordssomeofthemandthenplay.2)DiscussaboutthedifferencesbetweenEnglishnamesandChinesenames.（通过小组讨论、总结的方式进行，使学生掌握中英文名字的异同。）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.（需要在课前有所准备的情况下进行。）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课前准备教师：录音机，图片，实物。学生：实物。教学设计StepOne:Revision.(让学生放录音作业，选择两个最好的，给予奖励，从而帮助学生树立学习的信心。)T:Let’slistentothetapesyourecorded.Whoisthebest?OK,let’sstart.(Selectthebesttwo.Awardaprizetotheirwork.)StepTwo:Newwords.1.Presentthenewwords.（运用多媒体或图片，教新的重点词汇，同时复习了本单元重点句型；在教学新单词的同时，注意复习刚学过的单词。）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.（此活动练习了学生们的口语，同时又进一步巩固了新单词和已学句型。）T:Good.Pleaselookatthepicturesin1a.Matchthewordswiththethingsinthepicture.Doitbyyourself.(Studentsfindtheminthepicturesandobjectsinthepicture.)T:Well,let’schecktheanswers.Whocantellustheanswers?S5:…T:Nowpleaseworkwithyourpartner,saytheconversationin1b.Usethepicturesin1a.(Studentspracticetheconversation.Asstudentswork,theteachermovesaroundandhelpthem.)StepThree:Listening.1.Listening(2a).（通过听力练习，加深对所学单词的记忆。）T:Listentotheconversation.Payspecialattentiontothenamesofobjects.Youwillhearsomeofthenames,notallofthem.Circleonthepictureeachitemwhosenameismentionedintheconversations.,(Playtherecordingtwice.Studentslistenandcircletheitems.)T:Let’schecktheanswers,OK?S6:…T:Whowouldliketosaythecircledwordsagain?S7:…2.Listening(2b).（通过听力练习，强化学生对单词和句型的理解，同时训练学生写的技能。）T:Pleaselookatthetwopicturesin2b.OneisKelsey,andtheotherisMike.Listentotheconversationsagain.ThistimeyouwillpayattentiontothethingsKelseyandMikearelookingfor.Thenwritedownthenamesofthethingsundereachperson’spictures.(Playtherecordingforthestudentstowritedownthewords.)T:Well,whatisKelseylookingfor?S8:…T:WhataboutMike?Whatishelookingfor?S9:…StepFour:Pairwork.（这个活动运用信息差，训练了学生用重点词汇和句型进行听、说、写的练习。）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课前准备教师：录音机，图片，录好的磁带，教学课件。学生：收集一些英文的失物招领。教学设计StepOne:Revision.(检查学生的作业，找几组学生表演，训练学生的口语表达能力。)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.（用多媒体展示新单词效果较好。）1．atprep.在（里面或附近）；在（点刻）；2．theart.表示特指的人、物、事或群体3．lostadj.丢失的；遗失的4．Foundadj.（find的过去式、过去分词）找回的5．lostandfound失物招领6．pleaseadv.请7．schooln.学校8．asetof一套；一副(Teachstudentstoreadthewords.)2.Practicethenewwords.（事先录制一段短的听力，让学生通过听的训练来强化所学的新单词，并为学习写寻物启示和失物招领作好准备。）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”.（设置情景，激发学生的思维。从学生生活中常发生丢失物品的现象出发，引导学生学会处理这种问题方法。）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:寻物启事。T:Allofyouareright.Todaywearegoingtolearnhowtowrite“Lost”.Lookat“Lost”belowandfindouttheimportantinformationaboutit.（让学生通过教师展示的失物启示，发现写失物启示的要点。）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?（通过和学生的交流，探讨拾到物品时，应如何处理。）S11:Giveittoourteacher.S12:交给警察。S13：找到失主。T:Howtofindtheownerofthething?Ithinkwecanwrite“Found”,Canyouguessthemeaningof“Found”?Ss:失物招领。T:Good.Howtowrite“Found”?Lookat“Found”andthentellmethewaytowrite“Found”.（让学生通过教师展示的失物招领，发现写失物招领的要点。）Found:BackpackIsthisyourbackpack?PleasecallMana.Phone#556-0203.David,,Isthatyourpencilcaseinthelostandfoundcase?Alice.S14:Thefoundthing.S15:Telephonenumber.S16:联系人。S17:Place.T:Excellent.Allofyouareveryclever.Ifwewrite“Found”,weshouldwritethething,telephonenumber,thepeoplewhotheownershouldcall,alsowritetheplacethatthethingis.2.Practice.（这个活动目的在于训练学生的阅读能力。）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.（用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示，便于修改和提供写作案例。）T:OK.Nowlet’strytowriteit.Youmayusetheonein3aortheonein3basamodel.(Studentswritetheirbulletinboardmessagesandtheteachermovesaroundtheroomofferinglanguagesupportasneeded.)T:Let’sreadsomeofyourmessages.(Asksomestudentsreadtheirmessagealoud.Andotherstohelpcorrecttheirwork.)SteppSix:Self-check.1.Keywords.（此活动帮助学生复习本单元所学过的重点词汇。）T:Pleasereadthewordsinthebox.Ifyoudon’tknowthemeaningofthewords,youmayreviewthelesson,askme,askyourclassmateuseadictionary.(Studentscheckallthewordstheyknow.)2.Writing.（训练学生用目标语言写和说的能力。）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.,