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1、PeriodTwo课前准备教师:准备表格、一些学习用品和多媒体课件。学生:学习用品PeriodTwoSubTopicTalkabouttheroomFunctionsTalkaboutwherethethingsareRecycledlanguageWhereis…?It’son/in/under…Whereare…?They’rein/on/under…?StructureIsthebook/Arethebooksonthedesk?Yes,…/No,…Idon’tknow.TasksListingComparingStepOneWarmingupC
2、hatting.Chatwiththestudentsaboutthethingsaroundtheroombyshowingthempictures.Askthestudentstospellthenewwords.设计意图:根据学生的年龄特征,他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动,激活他们已有的知识水平。任务运用:ListingStepTwoListenandimitatelSectionA,2a.Revisewhatthethingsare.Playthetapeforstudentsandletthemnumb
3、erthem.[来源:Z§xx§k.Com]lSectionA,2b.Playthetapeagain,studentsnumberthethings[1-6]inthepicture.Imitatethedialogues.StepThreeAguessinggamelAguessinggame.Showthestudentsapictureofaroomwithafewthingsinit.Havethemguesstheplacesoftheotherthings.e.g.:T:Thereisabookcaseinit.Isthebookcase
4、nearthebed?Ss:Yes,itis./No,itisn’t.Writethegeneralquestionandtheanswersontheblackboard.StepFourPairworkSectionA,2c.Lookatthepicturein2bagain.Studentsusegeneralquestionstoaskandansweraboutthethingsinit.StepFiveGame:FindthedifferencelSectionA,4.StudentAlooksatPicture1(TextbookP21.
5、4),StudentBlooksatPicture2(TextbookP19,1a).Askandanswerinpairsandfillintheform.e.g.:SA:Whereisthebackpack?Isitunderthetable?SB:No,itisn’t.It’sonthetable.ThingsPicture1Picture2backpackunderthetableonthetablepencilcase[来源:Zxxk.Com]bookskeysdoglAsksomestudentstoreporttheiranswerlik
6、ethis:InPicture1,thepencilcaseis…InPicture2,thepencilcaseis…;InPicture1,thebooksare…InPicture2,thebooksare…设计意图:设置任务,通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点, 再将它的不同点复述出来,其目的在于培养学生的语言组织能力。作用运用:Listing&comparingStepSixPracticethedrill“Whereis/are…?”lPresentshortdialogues,usingpicturesor
7、objectstohelp.Dialogue1:A:Where’smybag?B:Idon’tknow.Isitonthesofa?A:No,itisn’t.Dialogue2:[来源:学科网]A:Where’remybooks?B:Idon’tknow.Aretheyonthebed?A:Yes,theyare.Teach“don’t=donot”,“know”.lCheckthehomeworkinPeriodOne.Makereportstosharetheinformationtheygotfromthefriendsorteachers,an
8、dgivetheirsimplyassessment.设计意图:话题由课本知识向实际生活延伸,