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1、PeriodFour课前准备教师:多媒体课件；单词卡片；学生:学习用品PeriodFour[来源:学科网]SubTopicAskforhelpLanguagefocustake…to;bring…to;can,needRecycledlanguagething,room,desk,TV,floor,someThebookisonthetable.Thepensareinthepencilcase.StructureIneed…for…Canyoubringsomethingstoschool?Pleasetakethesethingsto….TasksCompa
2、ringProblemsolving&sharingStepOneNewwordslearning[来源:学科网ZXXK]Presentthenewwordsbymakingconversationswithstudents.Showsomepicturesandwordsonthescreentohelp. e.g.:T:What’sthis?S1:It’saroom.[来源:学科网]T:Doyouhavearoomlikethis?S1:Yes,Ido./No,Idon’t.(Repeatwiththeotherwords:TV,desk,…)(Sho
3、wacardwithawordandask)T:Canyouspellthisword?S2:Yes,Ican./No,Ican’t.(Letthemknowthemeaningof“can”.)T:Canyouspellyourname?S3:Yes,Ican.T:Canyouwriteyourname?S4:Sorry,Ican’t.Ihavenopen.T:Youneedapen.(Givehimapen.)(Letthestudentsknowthemeaningof“need”.)T:Ibringaredpentotheclasseverytime.N
4、owitisontheteachers’desk.Afterclass,I’lltakeittomyoffice.(Teach“bring”and“take”.)设计意图：利用图片和已学过的句型导入新课；利用直观形体语言、动作、语境教等单词，激发学生思维，帮助学生理解和记忆生词。StepTwoFindthedifferencesShowapictureofaroomwithafewthingsinit,givethestudentsashortnoteaboutthethingsaroundtheroomtoread,letthestudentstrytofin
5、doutthedifferencesbetweenthereadingmaterialandthepicture.Circlethemistakesinthereadingmaterial.Makeanorallyreportbylookingatthepictureagain.设计意图：感官材料与阅读材料中内容的差异对学生的记忆力无疑是一个巨大的挑战。任务具有挑战性和趣味性。任务运用：sharingStepThreeReadthenotelThestudentsreadthenotesilentlyanddrawthemissingthingsinthepic
6、ture.(SectionB,3a.)(为了节省时间，教师可以让学生在图中标出数字来替代画图。)Practicereadingthenoteloudly.lLookatthepictureandfillintheblanks.(SectionB,3b.)Studentsdoitindividuallyfirst,thenchecktheanswers.StepThreeCreativeworklMakeatelephoneconversationtoyourfamilyinpairs,tellhimorhertobringyoufourthingsthatyou
7、needforthesportsmeetingfromyourroom,andwherethethingsare.lWritedownthenote.(SectionB,3c.)设计意图：话题继续延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，提出自己的新观点，新思路和新方法。同时又使学生在写作方面得到训练。任务运用：ProblemsolvingStepFourSelf-check[来源:学科网ZXXK]lRevisethekeywordsindifferentways.Askthestudentstospellthem.lLetthestud
8、entsdoSelf-c
