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【正文】 Consolidate the usage of :in, on, under .2m研習(xí)展評(píng)之拓展： 當(dāng)堂檢測(cè)1 Show the exercises and ask them to do them.2 Check by the students.3 If the Ss can’t check them right, the teacher check the wrong questions and let other Ss explain the reasons.1 Ss do the exercises first.2 Ask 6 Ss of C1 to write down the answers.3 Check by the Ss.1 Do the exercises alone.2 Train ability of explanation.3 Encourage the poor students to be interested in English.Think by themselves, find questions and solve questions.1m研習(xí)展評(píng)之拓展：Summary思維樹1 The teacher show a tree.2 Give the Ss an example, and ask them to finish the summary.1 Look at the tree, fill in the blanks.2 Discuss in groups.3 Ask one student to tell what they write in this tree.The ability of summarizing.According to a mindmap tree, Let the Ss feel relaxed to summarize this class.2m研習(xí)展評(píng)之拓展：Homework1 Cope the new words five times.2 Draw your ideal room, and put some school things in the room, ask four questions by using the new sentences: Where’s…Where’re…?3 Recite the sentences on Page 19. 1 have a habit to copy new words.2 Design their ideal rooms, full of wishes of new life.1 Consolidate the knowledge.2 can speak simple English with others.Part 7: Blackboard Design： Unit 4 Where is my backpack? （ Section A 1a1c）Where is? Where are? 方位介詞It’s on/in/under. They’re on/in/under. in…on…under…Part 8: Reflection. This lesson takes the Ss and teachers as the main bodies, uses learners’ self –study, study and learn, exhibit and evaluate double loop learning mode. This kind of teaching mode must be in the building of a more mature team class to get good results. In addition this kind of teaching mode must use the reward mechanism to get maximum effect, so the reward must run through the whole teaching process.
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