4A unit 4 My room
beside (prep.) by the side of e- anticipated problems and solutions problem solution 1 some students may lose interest in words practice. practise the words with different methods. e.g. read the words one by one, read the words with high tone and low tone, read the words in pairs, etc 2 students may not remember some strange words. review the words with interesting games: say the words quickly & read and guess. 3 students may can not pronounce “lamp” and “telephone” well. remind students if necessary but briefly. demonstrate what students have to do so that they have a model to copy. 4 students don’t know how to make a new dialogue. teacher and one student demonstrate for the other students. 5 sts may be reluctant to speak at first warm them up with evaluation on the blackboard. teaching procedure f g h stage, time procedure aim i- warmer (1min.) say hello to each other. to attract the students’ interest lead-in (2 mins.) t: today,i will take you to my room. t:look,this is my room. guess, what’s in my room? s1,s2,s3….. let students feel “my room”, and understand the meaning. present new words(bed lamp telephone sofa) and new structure (there’s …in my room. ),then practise them. (8 mins.) elicit students uhderstanding “bed , lamp , telephone , sofa” by different cards . a . let the students say the words first, if they know. b. practice the new words: bed （ read it together.girls readboys read. ） lamp （ pay attention to the pronounciation of ”a”.read one by one ） telephone （ pay attention to the pronunciation of “ph”, read it in pairs. ） c. say the words quickly d. guess: what’s in my hand. present the new structure by a question. t: there are many things in my room.what’s in your room? ss:there’s a ... in my room. let students learn some words of furniture. practise the words with different methods and consolidate them with interesting games. learn the new structure and use it. present new words(in on under beside)and newstructure.(where’s…?