My ideas on teaching “ Unit 4 Halloween from Oxford English 5A” will be focused on three aspects.
First, I’d like to say something about the teaching content and the aimsof the lesson.
    Oxford English offers ample language input covering a wide range of subjects. The topics are well organized focusing on the students’ world. This lesson covers two parts: section 1,Halloween and section 2 ,shopping. Section 1 presents the dialogue about “what do they need for a Halloween party?” and section 2 provides a situation for students to practice the dialogue “how to do shopping?” I will use the flash pictures in class to arouse students’ curiosity about Halloween, a very important holiday in the west so that they can understand what it really means. It is a holiday for the children and also a masked ball for the young people. It is considered as the end of the autumn and the beginning of the winter. After the Halloween, people are looking forward to the Thanksgiving Day, Christmas, and the New Year. To make things easier for the students, I’ll engage them in looking at the flash, listening to the record and practicing the dialogue.
  The aims of the lesson are:
1.       Students learn some new words. Eg, pumpkin, vase, lantern, mask.
2.       Students learn to ask and give answers to some questions. Eg, What do we need? We need…
Can I help you ? yes, we need…
3.      Students develop their communicative skills.
4.      Students will understand what Halloween really means and know some customs and cultures about foreign countries.
Second, my way of teaching.
Four guiding principles for the lesson.
1.      A student-centered class. Instead of being teacher-centered and spoon-feeding, I shall be a guide to encourage student-autonomy and teacher-student interactions. This will help the classroom atmosphere where students can best learn.
2.      A communicative approach. The ultimate goal of teaching is not only to familiarize students with knowledge, but also to make students aware that they are masters of learning and need to put the language into use. To realize this, it is necessary to help students understand what is being taught. Then they will be given some initial drills from the text. What do we need? Can I help you? How much are they? These are to train communicative skills, which can result in active learners and their full classroom activities.
3.    A harmonious classroom activities. It should give full play to the three key roles of a class—the teacher, the students, and the textbooks. I believe if this situation can happen, students will be given the best kind of environment for learning.
4.    Expanding the students’ language ability. It should go beyond the textbook boundary. I believe an adequate amount of language input is necessary before the students are able to use the language. Their communicative skills can be achieved only when they have had enough input and when their knowledge of language is put into use. For this reason, I ask the students to collect, organize information and to make simple dialogue in groups before class.
Teaching method
1.    Using visuals. I will bring  real objects or colorful pictures to teach some new words. Eg, a small pumpkin, lantern, vase, flowers. They are useful to draw the students’ attention and involvement.
2.    Creating a situation. Using a flash “Ben’s family ”and ask questions during my presentation. Eg, Where are Ben and his family? What are they doing? What would they like to buy for a Halloween party?
3.    Pair-work and group-work. Let the students act out the dialogue. It will give the students more opportunity to speak English. All the students are involved in the activity. Shy students feel more secure and more willing to speak.
Third, I’m going to take the following procedures.
Step 1,warming up.
   I begin the lesson with an English song “Halloween terror music” and the introduction about the Halloween. Such a kind of opening can bring me close to the students and help set up the atmosphere for language learning.
Step 2,presentation.
I will use a flash “Ben’s family ”by asking some questions to present the dialogue. Get students to tell “Tomorrow will be Halloween, what do Ben and his family need? ”Such a presentation can involve the whole class as much as possible.
Step 3,practice.
     This stage is designed in the light of the Oxford English concept: education for the students’ personal development. A dialogue on “shopping” gives students a chance to speak their mind as to their likes and dislikes about certain animal. For instance, student A says his favorite animal is monkey, he will buy a monkey mask and act as a monkey. If student B says he is not interested in monkey, but horse or tiger ,he will tell the class why. This is to encourage students’ participation in class, a good teacher-student cooperation and students’ efforts to think in English.
Step 4, production.
To help students put the language into use, I design some dialogues that invite each individual student. For example, group-work  ,which gets the students to design and talk about one’s need ,one’s like and dislike and shopping, will set up the situation for students to practice the sentence patterns and aim to build up their ability to carry on team work.
  In addition, I remember that my mission as a teacher is not just to teach students a language, but also to educate their mind. Therefore, I will end the class by teaching the students an English saying “ when in Rome ,do as Romans do ”to encourage students to know some foreign cultures.
Step 5,consolidation.
Consolidation is realized through after-class assignment. The exercise of Oxford English offers various kinds of open questions. They are intended to bring out students’ potential for learning. Prepare a Halloween party is just one of the very effective exercise items. The students will be asked to work in groups after class with the language they have learned and next period act out the dialogue in front of the whole class

very good one

good. learnt, thanks.

:victory: :D

Very good!Thank you!