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1、Good morning, everyone! Today, Ill say something about Unit 9 Part A in Book 4 of Oxford English. Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage o
2、f English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, well learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Wheres”and the new language points will be represented in the following units
3、. So this unit forms connecting links with a special meaning in this book. The content of this period is to use “Wheresare” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period: The first one: students can listen,
4、read, say and spell the following words: a glass, a fridge, an egg, bread and a table. The second one: students can listen, read, say and write the following daily expressions: Whats for breakfast? Have some juice then. The third one: students can listen, read, say and write the following sentence p
5、atterns: WheresWhere are themy Its Theyre Theres no in on near I think the most difficult point of this period is to make sure the students can use the patterns “WheresWhere areand There is no inonnear” in their daily life correctly. And I will use some pictures, words and sentence cards, a tape rec
6、order and the multi-media computer to help me achieve the aims. The task-based method, communicated method, group cooperate method will be used in this period. To accomplish the aims, I design the following steps: Step 1 Songs and the game arousers the emotion. In order to attract the Ss attention a
7、nd construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge. Step 2 Change class to life, happy to say. The substance
8、of language is communication and the environment of communication is life. So when I present the sentence pattern “Whats for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract
9、Ss attention, encourage Ss to ask Qs with the new knowledge. Most of the Ss have learnt the sentence pattern: Wheres? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are? Theyre Meanwhile stick the sentences on the Bb. After so
10、me practice by asking and answering, I present the next language points: Theres no inonnear Have then. And I will stick these sentence patterns on the Bb. Finally Ill let the Ss do pair works to consolidate them. Step 3 Listen to the tape and Ss imitate to read and say. As the new reformation of cur
11、riculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to
12、recite the text. Step 4 Ss be the main body, T makes a guider. In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest. Then I show a carton with no voice, ask Ss to make a dialogue in p
13、airs. There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss good habits and achieve the aim of mastering the learned knowledge in s
14、ituation. Step 5 Change class to life, learn by themselves. Is this the end of the class? I dont think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life. In a word, the whole period is based
15、on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained. Thats all. Thanks a lot for your attention.先说Class begins，good morning/afternoon boys and girls. 再说Do
16、 you know xxx?Its xxx(adj).Open your book and turn to page xxx,today well learn something about it/them. Good morning, everyone! Today, Ill say something about Unit 9 Part A in Book 4 of Oxford English. Background on the reformation of curriculum, this book can connect the life and act, emphasize th
17、e interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, well learn Part A mainly, it embodies the repeating characterize. Review t
18、he learned language points “Wheres”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book. The content of this period is to use “Wheresare” to determine the place. And according to the contents and the fact of t
19、he Ss, I establish the following three teaching aims of this period: The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table. The second one: students can listen, read, say and write the following daily expressions: Whats for breakfas
20、t? Have some juice then. The third one: students can listen, read, say and write the following sentence patterns: WheresWhere are themy Its Theyre Theres no in on near I think the most difficult point of this period is to make sure the students can use the patterns “WheresWhere areand There is no in
21、onnear” in their daily life correctly. And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims. The task-based method, communicated method, group cooperate method will be used in this period. To accomplish the aims, I design th
22、e following steps: Step 1 Songs and the game arousers the emotion. In order to attract the Ss attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as fo
23、il and consist the appearance of the knowledge. Step 2 Change class to life, happy to say. The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “Whats for breakfast?” I first show a clock to elicit the time for breakfast, tea
24、ch the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss attention, encourage Ss to ask Qs with the new knowledge. Most of the Ss have learnt the sentence pattern: Wheres? so I design a task for Ss to help Helen find the food and drinks for breakfas
25、t, and teach the new language points: Where are? Theyre Meanwhile stick the sentences on the Bb. After some practice by asking and answering, I present the next language points: Theres no inonnear Have then. And I will stick these sentence patterns on the Bb. Finally Ill let the Ss do pair works to
26、consolidate them. Step 3 Listen to the tape and Ss imitate to read and say. As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after prese
27、ntation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text. Step 4 Ss be the main body, T makes a guider. In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position
28、 of the Ss, and arouse their interest. Then I show a carton with no voice, ask Ss to make a dialogue in pairs. There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the b
29、lanks. In this way can develop Ss good habits and achieve the aim of mastering the learned knowledge in situation. Step 5 Change class to life, learn by themselves. Is this the end of the class? I dont think so. If there is an end, I think it should be in the life. So I extend this class, encourage
30、Ss to use the learned to communicate with each other in their life. In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills train
31、ed. Thats all. Thanks a lot for your attention.先说Class begins，good morning/afternoon boys and girls. 再说Do you know xxx?Its xxx(adj).Open your book and turn to page xxx,today well learn something about it/them. 然后开始讲课就行了 讲课中常用的： Practice in pairs(两人一组练对话) Open your book Close your book Do you have an
32、y questions? Look at blackboard. Write down some notes(做笔记) Stand up please. Ok,sit down. Listen to me. Letsplay a game Who wants to have a try?(谁想试一试) 最后Now class is over,see you next time.Thank you.先说Class begins，good morning/afternoon boys and girls. 再说Do you know xxx?Its xxx(adj).Open your book
33、and turn to page xxx,today well learn something about it/them. 然后开始讲课就行了 讲课中常用的： Practice in pairs(两人一组练对话) Open your book Close your book Do you have any questions? Look at blackboard. Write down some notes(做笔记) Stand up please. Ok,sit down. Listen to me. Letsplay a game Who wants to have a try?(谁想试一试) 最后Now class is over,see you next time.Thank you.