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1、Goodmningeveryone!TodayI’llsaysomethingaboutUnit9PartAinBook4ofOxfdEnglish.BackgroundontherefmationofcurriculumthisbookcanconnectthelifeactemphasizetheinterestexperienceoftheSsthepicturesareactivevivid.Gradefouristheinit

2、ialstageofEnglishlearningsoitstressesontheemotionoftheSscreatesawellbeginningftheSs.ThisUnithas7partswe’lllearnPartAmainlyitembodiestherepeatingacterize.Reviewthelearnedlanguagepoints“Where’s…”thenewlanguagepointswillber

3、epresentedinthefollowingunits.Sothisunitfmsconnectinglinkswithaspecialmeaninginthisbook.Thecontentofthisperiodistouse“Where’sare…”todeterminetheplace.accdingtothecontentsthefactoftheSsIestablishthefollowingthreeteachinga

4、imsofthisperiod:Thefirstone:studentscanlistenreadsayspellthefollowingwds:aglassafridgeaneggbreadatable.Thesecondone:studentscanlistenreadsaywritethefollowingdailyexpressions:What’sfbreakfastHavesomejuicethen.Thethirdone:

5、studentscanlistenreadsaywritethefollowingsentencepatterns:Where’sWherearethemy…It’sThey’re…There’sno…inonnear…Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“Where’sWhereare…Thereisno…inon

6、near…”intheirdailylifecrectly.Iwillusesomepictureswdssentencecardsataperecderthemultimediacomputertohelpmeachievetheaims.Thetaskbasedmethodcommunicatedmethodgroupcooperatemethodwillbeusedinthisperiod.ToaccomplishtheaimsI

7、designthefollowingsteps:Step1Songsthegamearouserstheemotion.IndertoattracttheSs’attentionconstructanatmosphereoflearningEnglishIletthestudentssingsomeEnglishsongsplaythegame“Simonsays”.Atthesametimethegamecanreviewthepre

8、pservetheknowledgeasfoilconsisttheappearanceoftheknowledge.Step2Changeclasstolifehappytosay.Thesubstanceoflanguageiscommunicationtheenvironmentofcommunicationislife.SowhenIpresentthesentencepattern“What’sfbreakfast”Ifirs

9、tshowaclocktoelicitthetimefbreakfastteachthesentence.ThenshowmyownphotoofhavingbreakfastSsaskguess.InthiswayIcanattractSs’attentionencourageSstoaskQswiththenewknowledge.MostoftheSshavelearntthesentencepattern:Where’s…soI

10、designataskfSstohelpHelenfindthefooddrinksfbreakfastteachthenewlanguagepoints:Whereare…They’re…MeanwhilestickthesentencesontheBb.AftersomepracticebyaskingansweringIpresentthenextlanguagepoints:There’sno…inonnear…Have…the

11、n.IwillstickthesesentencepatternsontheBb.FinallyI’lllettheSsdopairwkstoconsolidatethem.Step3ListentothetapeSsimitatetoreadsay.Asthenewrefmationofcurriculumemphasizedthetraditionalclassattachimptancetothemechanicalteachin

12、gneglecttheexperienceparticipationfexamplethefivestepmethod.SointhislessonafterpresentationIaskSstolistentothetapewiththreeQsreadindifferentrolesinpairsthentrytorecitethetext.Step4SsbethemainbodyTmakesaguider.InclassSspl

13、ayasahosttheTmakesaninfluenceonguidinghelpSstoactthelearntdialogueitcanstressthepositionoftheSsarousetheirinterest.ThenIshowacartonwithnovoiceaskSstomakeadialogueinpairs.Therearelotsofwaystoconsolidatethenewknowledge.Pla

14、yinggameisagoodway.SoaccdingtothephysiologyofSsIholdagroupcompetitionduringthegameaskSstofinishtheblanks.InthiswaycandevelopSs’goodhabitsachievetheaimofmasteringthelearnedknowledgeinsituation.Step5Changeclasstolifelearnb

15、ythemselves.IsthistheendoftheclassIdon’tthinkso.IfthereisanendIthinkitshouldbeinthelife.SoIextendthisclassencourageSstousethelearnedtocommunicatewitheachotherintheirlife.Inawdthewholeperiodisbasedontaskswhicharedesignedf

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