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1、Unit4Where’smyschoolbag?PeriodTwo杨光惠课前准备教师: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.TasksListingComparingS
2、tepOneWarmingupChatting.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4水平。任务运用：ListingStepTwoListenandimitatelSectionA,2a.Revisewhatthethingsare.Playthetapeforstudentsandletth
3、emnumberthem.lSectionA,2b.Playthetapeagain,studentsnumberthethings[1-6]inthepicture.Imitatethedialogues.StepThreeAguessinggamelAguessinggame.Showthestudentsapictureofaroomwithafewthingsinit.Havethemguesstheplacesoftheotherthings.e.g.:T:Thereisabookcaseinit.Isthebookcasenearthebed?Ss:Yes,it
4、is./No,itisn’t.Writethegeneralquestionandtheanswersontheblackboard.StepFourPairworkSectionA,2c.Lookatthepicturein2bagain.Studentsusegeneralquestionstoaskandansweraboutthethingsinit.StepFiveGame:FindthedifferencelSectionA,4.StudentAlooksatPicture1(TextbookP21.4),StudentBlooksatPicture2(Text
5、bookP19,1a).Askandanswerinpairsandfillintheform.e.g.:SA:Whereisthebackpack?Isitunderthetable?SB:No,itisn’t.It’sonthetable.4ThingsPicture1Picture2backpackunderthetableonthetablepencilcasebookskeysdoglAsksomestudentstoreporttheiranswerlikethis:InPicture1,thepencilcaseis…InPicture2,thepencilc
6、aseis…;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,usingpicturesorobjectstohelp.Dialogue1:A:Where’smybag?B:Idon’tknow.Isitonthesofa
7、?A:No,itisn’t.Dialogue2:4A:Where’remybooks?B:Idon’tknow.Aretheyonthebed?A:Yes,theyare.Teach“don’t=donot”,“know”.lCheckthehomeworkinPeriodOne.Makereportstosharetheinformationtheygotfromthefriendsorteachers,andgivetheirsimplyassessment.设计意图：话题由课本知识向实际生活延伸，体现语言的语
