People's Education Press Primary School English (Grade 3) Grade 3 Book 1 Unit 4 We love animals. Let's learn.

Second, the teaching design concept:

The English Curriculum Standard clearly points out that according to the physical and mental characteristics and development needs of primary school students, the purpose of English curriculum in primary schools is to stimulate students' interest in learning English, cultivate their positive attitude towards learning English, establish their initial self-confidence in learning English, cultivate their sense of language and good pronunciation and intonation foundation, so that they can form their initial ability to make simple daily communication in English and lay a foundation for further study. The new curriculum advocates task-based teaching, which enables students to achieve teaching objectives through perception, experience, practice, participation and cooperation under the guidance of teachers. Based on this concept, I started with stimulating and maintaining students' interest in learning when designing this course, carefully creating life-like language scenes and carrying out colorful activities, so that students can communicate in English under my guidance and feel the fun and success of communicating in English, thus cultivating their ability to communicate in English.

Third, the teaching objectives:

1. Students can understand and say the animal words monkey dog duck panda cat rabbit.

2. Students can understand classroom teaching and respond accordingly;

3. Infiltrate task-based teaching through activities, so that students can play middle school, learn to play and entertain;

4. Through group competition and encouraging evaluation, students can communicate and cooperate with others and form good language skills.

Fourth, the teaching focus:

1. Can understand and speak animal words.

2. Students can understand classroom teaching and respond accordingly.

Five, teaching difficulties:

1. Pay attention to the pronunciation of "a" in the word panda rabbit.

2. Can introduce small animals and their toys in English.

Six, preparation before class:

1. Making teaching assistant courseware

Make headdresses for some small animals.

Step 3 prepare word cards and animal pictures

4. Students prepare toy animals.

Seven, teaching methods: game teaching method, situational teaching method, task teaching method.

Eight, teaching steps:

Greetings:

Can I use you? Songs and classmates sing greetings to each other to stimulate their enthusiasm for learning.

Warm up:

Touch your nose. Touch your eyes. Touch your ears. Touch your mouth. Touch your head. Touch your arm. Touch your hand. Touch your tail. Playing the game of touching body parts helps students to relieve their nervous mood, and at the same time, they review the words that describe body parts properly, paving the way for the next class.

Presentation:

1.t: Oh, I'm sorry. We have no tail. But animals have tails. Let's go to the zoo. Come on, boys and girls. 1 2 3 Go, go, go, go. The animals in the zoo will have a New Year's party today. They are all very happy. Now the band is here. Can you tell me who they are in the band? Students, look, the animals in the zoo are having a New Year's party today. They are all very happy. Now, here comes the band. Do you see who they are? ) Ask the students to answer in the form of courseware.

2. Who is at the front of the band? Who is the first? Let the students recall. Draw out the word rabbit. Let the students listen, then imitate and try to say that this word contains the letters you hear. Train students' imitation ability, word recognition ability and spelling ability.

Who is the second one? Can the teacher describe that it likes to eat fish? who is it? Lead out the word cat. Because this word is relatively simple, please ask students to teach it. Try to say that this word contains the letters you hear, so as to practice students' ability to recognize and spell words and stimulate students' interest and enthusiasm in learning.

Who is the third one? The teacher described its eyes as black and its body as white. who is it? Lead out the word panda for three times, let the students read it together and in groups, and evaluate each group to stimulate students' enthusiasm for learning.

Who's the fourth? Show the footprints of the duckling and ask the students to guess who the fourth little animal is. Lead out the word duck. Listen to the words, learn the words and let the students learn the correct pronunciation.

Who is the fifth? Who is the sixth one? Show the tails of dogs and monkeys and ask the students to guess who their owners are. Draw out the word dog monkey. The teacher leads the reading, let the students lead the reading, and finally spell it.

After saying six words, let the students look at the pictures and read the words, practice correct pronunciation and have a better understanding of the words, and let the students summarize the pronunciation of "A" in the three words of panda, panda and rabbit, which permeates the pronunciation rules of English letters.

practice

Who has a short tail?

A rabbit/duck/panda

Who has a long tail?

A cat/monkey/dog

This teaching link is a divergent thinking link. The courseware provides six animal body parts, namely short tail and long tail, so that students can describe animals and review animal vocabulary according to these six tails.

Activity 1:

T: animals are lovely. I like animals. Do you like them?

Yes

Now, choose your animal friend

A dog, rabbit/duck/monkey/cat/panda.

Now, you are all animals. Introduce yourself "Hello. I am a dog. How are you ... "

This is part of practicing oral English. The teacher made some animal headdresses and asked the students to choose an animal friend they liked. In the group, they play this small animal and other small animals in daily English conversation, practice their English expression ability, and tell students that animals are friends of human beings, so that students can love and protect animals and make friends with them. In this link, students are willing to practice.

Activity 2:

T: I have some animals. What do you have?

I have a dog/cat/rabbit/ ....

T: great. You can act like a dog/cat/rabbit/ ....

Introduce your toys in groups and act them.

In this session, I ask students to introduce their toys to their friends and perform them, so that students can learn to share their things with their friends and increase their interest in learning. Teachers should combine immediate evaluation with process evaluation and make a final evaluation at the end of this class. Students are always the subject of evaluation in the learning process, which embodies the spirit of student-centered curriculum reform and improves students' learning enthusiasm.