Periodfour：WordpowerStep1:Brainstorming1.GuessingGame:Atthebeginningoftoday’sclass,let’splayaguessinggame.Hereareseveralcards,eachofwhichsaysahouseholdappliance.I’dlikeoneofyoutogiveabriefdescriptionofthedeviceandotherstudentstoguesswhatitis.ForreferenceAnair-conditioner:Itcanbestationedonthewall.Itcanmakeourroomwarminwinterandcoolinsummer.Amicrowaveoven:It’satypeofovenwhichcooksfoodveryquicklyusingmicrowaves.Arefrigerator:Acabinetorroominwhichfoodiskeptcold.Awashingmachine:Aelectricmachineforwashingclothes.Adigitalcomputer:Adevicethatmakescalculations,etcwithdatarepresentedasaseriesofdigits.Avacuumcleaner:Aelectricalappliancethattakesupdust,dirt,etcbysuction.2.Nexttimeyouareinashop,noticetheelectricalandelectronicgoodsespeciallyhouseholdappliancesthataresoldandtrytolistasmanydevicesaspossible.Step2:Vocabularylearning1.Asectionmanagerfromabigdepartmentstoreisshowingtheelectricalandelectronicgoodstoanewsalesperson.Pleasereadwhatthemanagersays(PartAonPage6).Payspecialattentiontothephrasesinblue.Makesurethatyouunderstandwhattheyactuallymean.2.Now,pleasearrangethegoodsfromthemanager’sintroductioninthecorrectsection.Fillintheform.ElectronicgoodsAudiodevices:CDplayersMDplayersMP3playersEducationalproducts:educationalsoftwareelectronicdictionarieselectronictranslatorsVideodevices:VideocamerasDigitalcamerasComputersMobilephones3.Let’scometothehouseholdappliancessection.ReadthepassageinPartB.Payattentiontothenamesofthegoodsinthissection.4.Pairwork:Giveabriefdescriptionofthehouseholdappliancestoyourpartnerinyourownwords.Youmayalsodescribeotherhouseholdappliancesyouknow.5.Nowwe’vebeenfamiliarwiththenamesofhouseholdappliances.Let’strytocompletethearticleinPartConPage7.Step3:Vocabularyextension1.Ofcourse,electricalappliancesandelectronicdevicesareusefulinvariouswaysinourlives.Butwhichdoyouthinkisthemostuseful?First,haveadiscussioningroupoffouraboutthequestions.2.Now,presenttheresultofyourdiscussion.3.Let’scometoPartDonPage7.Completethetablewithasmanyasyoucanthinkof,placingtheitemsinorderofimportancewiththemostimportantonefirst.[Explanation]根据教材内容和设计，指导学生通过听、读、说等活动获取大量相关信息，准备根据任务要求写作。为了降低难度，实际上把一个大任务分割成若干个小任务：收集信息、分析比较、提出建议，其间以信息的不同来源作为线索。由于教材所提供的内容非常丰富，而课时有限，有必要根据学生的情况进行详略安排，本课时将教学重点放在阅读上。阅读的重点是信息的获取和分析，这和后面的写作任务直接相关此外，可以指导学生理解阅读材料的难点，如词、词组和句子的理解。还要提醒学生注意学习，并模仿描述物体外观特征的句型结构和词汇，对后面的写作也有好处。另外，从高层次阅读理解的角度来看，也可以引导学生有意识地了解广告文体的特点和文字的表现力，以便学生在后面的写作任务中客观地有选择地使用。至此，任务完成。TaskHelpingbuyanelectronicdictionarySkillsbuilding1:listeningforwhatismostimportantSupposeyouarelisteningtotheannouncementaboutagather-together,whatinformationismostimportant?time,place,activityarrangement,attendance&otherdetailsSo,whenlistening,weneedtobeabletoselectandnotedownspecificinformation,whichisthewordsandphrasesthatthespeakerusestoletusknowwhatismostimportant.Youareexpectedtolearnsomeexpressionthatcanbeusedtoshowtheimportance.ReadtheguidelinesinSkillsbuilding1onPage10.Focusontheexpressionsthespeakermightusetoshowthatsomethingisimportant.Step1:takingnotesofrequirements1.Pairwork:Hav...
