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精品资料 Good morning, dear colleagues. It’s my great honor to have this opportunity to talk about my teaching ideas. Today my topic is Unit 6, How many, B Let’s talk. In order to explain what to teach, how to teach and why do so, I put my presentation into several parts. First of all, let’s focus on the teaching material. This lesson is the first lesson of part B in Unit6, book 2 of PEP, published by People’s Education Press. And the main topic of this lesson is the numbers. By talking about the sentence pattence “How many ... do you have? I have...”, this lesson is designed for students to understand the numbers over fifteen and make a good foundation for the next lesson about the numbers between sixteen to twenty. Secondly, I want to analyze the students. Students in Grade 3 are naturally lively, curious and love to compete from each other. However, most of them can not focus on the class for too long. So how to attract their attention quickly is the key of this lesson. Since they have already learned the numbers between 11 to 15, they have known the way of word formation about the words over thirteen and can guess the pronounciation of sixteen quickly. Also, they have learned the sentence pattence of “How many ... do you see? I see...”, so it should be easy for them to learn a similar sentence pattern in this lesson. Thirdly, after talking about the teaching material and the students, I put forward the teaching objectives according to the syllabus and the new English lesson standard. 1. Knowledge objective: a) Ss can hear and read the sentence pattence “How many ... do you have? Open it and see. You have...” b) Ss can talk with the sentence pattence in real situation. 2. Ability objective: Ss can ask the numbers of their friends’ articles from each other in group. 3. Emotion objective: a) To develop Ss’ sense of cooperation and competition. b) To develop a positive attitude to speak English. Next, please allow me to talk about the key and difficult points of this lesson. The key point is to hear and speak the sentence “How many ... do you have?” and answer with “I have...” in real situation and to read the the text of Let’s talk correctly and smoothly. And the difficult point is to distinguish the sentence “How many... do you see?” and “How many... do you have?” and to pronounce the plural forms of nouns correctly. Well, now the questions are how to achieve the teaching objectives better, how to stress the key points and how to break through the difficult points? So next, I’ll talk about my teaching methods and Ss’ learning methods. I adopt task-based teaching method, communicative language teaching method and TPR teaching method. Ss’ learning methods are pair work, group work and show. With these methods, the class atmosphere will be easy and Ss’ enthusiasms will be greatly stimulated. When it comes to the teaching aids, I will mainly adopt the real objects and PPT to help Ss learn better. Now let’s focus on the most important part, the analysis of teaching procedures. In order to realize it more systematically, properly and efficiently, I design the following six steps, under the principle of “to take students’ participation as the central task”. Step 1 Warm up In this step, I will let Ss follow the video of let’s chant in Part A. Hello, my friend. Please tell 精品资料 me. How many cars do you see? One, two, three... I see eleven. Then, play the game of Sharp Eyes to review the words between 11 to 15. Step 2 Presentation Firstly, set the situation. “Boys and girls, look at here. Where is it? Ok, this is a park. This is Nanhai Wetland Park. One day, Miss white went to the park with Amy and Wu Yifan. Let’s go and have a look. OK?” At this time, there are many kites and birds on PPT. Then I will review the old sentence pattern “How many... do you see? I see...” with students. When the PPT shows many cars, I guide the students to the situation in B Let’s talk and ask them to watch a vedio and answer a question. After the presentation of the vedio, I take out a bag with many crayons and play Guessing Game with students, so as to teach the sentence pattence “How many crayons do you have? Open it and see! Oh, you have 16 crayons.”Through setting situation and playing games, students can master the new sentence pattern happily and easily. Step 3 Practice In presentation procedure, Ss just see a kind of stationery, crayon. So in pratice part, I will give them several pictures. Let Ss to talk in the new sentence pattence. Sencondly, I create a chant to let students to practice in an interesting way. They can chant and clap their hands in pairs. Thirdly, I will let students to ask their partners how many stationeries do they have. Two students will be invited to present. Fourthly, I will let students to follow the vedio again, act the dialogue in pairs and show in the front. Step 4 Production Firstly, I will give Ss a chance to create their own new dialogue in the same sentence pattence with some missing words. Secondly, I will guide Ss to do a survey in group to ask their group members about the numbers of stationeries Step 5 Progress 1.Summary “Boys and girls, what do you learn in this class?” Let Ss sum up by themselves. 2.Homework The homework is to continue to read the dialogue for 5 times and ask their parents the numbers of articles in their home with “How many... do you have?” Step 6 Assessment Collect the Ss stars on blackboard. Ask each group: How many stars do you have? Then, give the winner award so as to put the sentence pattence they learned into practice and raise their awareness of cooperation and competition. Besides, as for the blackboard design, I will design like this: Unit 6 How many... B Let’s talk A: How many crayons do you have? B: I have 16. A: Yes, you have 16 crayons. This is the end of this lesson. The whole teaching plan focus on the students. The English chant, games and competition could give Ss a happy learning experience and help them to learn language easier and faster. last. I will talk about my teaching reflection. I think the teaching outcome is not perfect enough. Because I didn’t give an example to students before the part of claping hands to chant and creating 精品资料 a new dialogue, so studetns are hard to understand what should they do. At the ame time, I think the distribution of time is not so good. For example, the time for practicing the dialogue is too short and the time for acting is too long. That’s all for my teaching plan. Thank you! 本文来源：https://www.dywdw.cn/3889cf635b0102020740be1e650e52ea5518cedd.html
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2022-05-23
