1、PEP 小学英语Book2 Recycle 1Good morning/afternoon, dear judges. Im No. 2 candidate. Today, my class is about recycle 1 in Book 2, PEP. .Id like to introduce my topic form the following 6 aspects: analysis of teaching material, analysis of students, teaching method, learning method, teaching procedures a
2、nd blackboard layout. Recycle 1 is a revision of the knowledge from Unit 1 to Unit 3 in Book 2, which aims to consolidate what they have learned and lay a solide foundation for them to learn further. I will describe the teaching objectives in the following three aspects. First, knowledge objectives,
3、 students are supposed to review the vocabularies like thin, short, tall and expression of family members: grandpa, grandma, father and mother, also sentence patterns like “where are you from. Im from. ; This/That is .” Second, skills objectives, students can use these words and sentence patterns to
4、 describe others appearances and introduce themself or others. Third, emotional objectives, through the learning expression of family members can arouse students awearness of importance of family, while the learning of animals can foster students sense of protecting animals. According to the analysi
5、s of teaching material and what students have acquired, the important points in this lesson the vocabularies like thin, short, tall and expression of family members: grandpa, grandma, father and mother, also sentence patterns like “where are you from. Im from.; This/That is .” The difficult points a
6、re to use these language points in practice. Students of Grade 3 are newly introduced to English language, they show great interests in English learning and they are eager to use this language to describe what they see and to talk with others. However, students at this age cant focus on the learning
7、 activities for a long time and they are easily distracted. Whats more, they are weak in abstract thinking and still need tools like pictures to facilitate their understanding.Therefore, I would like to adopt visual-lingual method and task-based language teaching approach to present the knowledge po
8、ints to be reviewed in this lesson. By accomplishing different tasks in class, students are supposed to play role play, individual work, pairwork and groupwork. Since it is a recycle lesson, students are encouraged to work in pairs and groups and play games to practice the main knowledge points. The
9、 more chances they get to practice these language points, the more confidence they will gain in English learning.Refferring to the above analysis, I design the teaching procedures as follow.1. Warming upIn this step, I will show Ss a video about rabbit introduce a new friend monkey to bird in which
10、the sentence pattern like “this is,nice to meet you” and “where are you from? I am from ” and let them to sing with the tape. This step is designed to attract the Ss attention and create an English atmosphere for them.2. Sentence pattern revisionActivity 1: Gussing game I will give students some pic
11、tures of characters shown in this book, such as: Chenjie, Mike, Wuyifan, and Sarah, etc., and ask students to do gussing game by using the sentence pattern “whos that boy/girl? He or she is .;The purpose of this game is to consolidate the usage of the sentence pattern. Activity 2: Role playI will as
12、k students to do role play. I will set four roles: panda, polar bear, eagle, and kangroo which stand for China, Canada, USA and Austrialia. And I make pictures of those four animals which will be put on the head of students who play this game, and the sentence pattern “this is , nice to meet you; wh
13、ere are you from ? I am from”will be employed in the game. The goal of this game is to let students know how to introduce themselves and the others in English and show them the representive animals of the four country.3. Vocabulary revisionActivity 1: ChantI will ask students to listen to the chant
14、shown in “Listen and chant” part of recycle 1 and sing after it. The purpose of which is to arouse students interest and review the words “ little, small, fat, thin, tall and fat”. Activity 2: Go to the zooAnd then I will show students pictures of elephent, bird, pig and monkey on the blackboard and
15、 divide them into 6 groups. Students can write them down as quickly as possible about who they are and what they look like by using the words “elephent, bird, pig and monkey, little, small, fat, thin, tall and fat”. I will give the winner a praise to encourage them to love learning English. The aim
16、of this activity is to identify whether the students have acquired the key word that they have learned in the former units and cultivate their cooperative sense.Activity 3: Find themI will show students two pictures for several seconds: picture in P12-P13 and picture in P34 of Book 2, PEP. And then
17、I will keep picture in P34 on screen and make dialogue with students like “who is that man/woman/boy? Hes /shes Sarahs .” Finally, I will show students those two pictures agin and lead them to find who is not here. The objective of this activty is to lead students review the expression of family mem
18、bers, such as: grandpa, grandma, father and mother. Activity4: find and circleI will guide students to read the picture in P35 of Book 2, and students can circle the word according to the picture as soon as possible. Finally, I will give the winna a big star. The aim of this activity is to practice
19、students ability of recognize the words they have learned.4. Consolidation Dubbing showI will show students a puppet show in which elephant bring three new friends to cat who are bird, pig and monkey. The students who dub the show will employ the sentence pattern “who is that? He or she is ; Nice to
20、 meet you! I am from; you are tall/fat/ thin/small. The goal of this activity is to review what the students have practiced in this class and check whether they can employ what they have learned in practice. 5. HomeworkI will ask Ss to make another dialogue using the sentences they have reviewed in
21、the class and perform the dialogue in the next class.Blackboard layout is present here. As we can see, a tall boy and short girl are greeting with each other. The sentence patterns of greeting and introductions are listed in the middle of the blackboard. Adjectives to describe the appearance of the boy and girl are presented around the boy and the girl.
