Good morning, distinguished Judges and teachers.It’s my great honor to be here to share our teaching ideas with all of you.And the lesson I’m going to talk about today is Grade 3 Volume 2 unit four----What's your favourite food?. This class is about Period 3 and  our presentation will mainly focused on the new English curriculum standards 2022 version. Here are some key words：English Subject Core Competencies, Unit Overall Teaching, English Learning Activity Approach, Integration of Teaching, Learning and Assessment.
Part 1,Theoretical Foundation

理念科学化，严格遵循课标发展素养

At first,I want to say something about the Theoretical Foundation.According to the new English Curriculum,we English teachers should foster students’ virtues through education,and cultivate students’ subject core competencies through English learning. We English teacher should help students learn from their experiences, apply what they learned in class , and create from knowledge transfer.
Part 2 Situation Teaching Method

教学情景化，成功激发学生学习兴趣

The teacher created a funny situation for students. That is the teacher and students are preparing for a birthday party for the teacher. This birthday song instantly brings students to the birthday party scene. In this part, we used Situation Teaching Method to catch students’ attention and stimulate their interests.

Part 3,Unit Overall Teaching

单元整体化，系统设计单元主题活动

Next,let me introduce the framework of the unit.The guiding principle is new curriculum standard. It aims to develop students' core competences.Students are going to transfer and apply the knowledge in a creative way through a series of practical related activities.

The theme of this unit is Man and Self. The topic is to ask someone’s favourite food and make a shopping list, then buy them.

Based on the whole unit, as you can see from the picture, in period 1, our students are able to read some words about food and ask someone’s favourite food . In period 2, they can talk about their favorite food and do some easy listening exercises . In Period 3, students can make a shopping list and buy the food themselves. Students learn to save food.
Part 4, Practical course

课堂实践化，运用知识实践生活场景

We designed two different tasks. First one is making a shopping list with their partners,students are allowed to create their own list which is to catch students’ interests and cultivate students’ creativity. The second one is buying the food on the shopping list. Students can apply what they have learned through this task.

（In this part,we used Tasked-based Teaching methods to develop students’ thinking and Inductive Teaching approach to enhance students’ learning enthusiasm and develop their collaboration and innovation. Cooperative Teaching Methods are to help students build a sense of teamwork.）
Part 5,Integration of Teaching, Learning and Assessment

教学评一体化，以评促学，以评促教

In the teaching process, we paid attention to develop students' subjective initiative and guide them to become designers, participants, and collaborators of various evaluation activities.

Part 6, Efficient homework

作业高效化，落实减负增效

She designed three exercises before the class to know the foundation of students vocabulary and to help them review the words and sentences. She also created two tasks during the class. The first one is making a shopping list with their partners,students are allowed to create their own list which is to catch students’ interests and cultivate students’ creativity. The second one is buying the food on the shopping list. Students can apply what they have learned through this task.All the homework and tasks comply with the double reduction policy. She encourages children to complete oral homework and task to review the key words and

important sentences. Students can improve their oral English through this kind of tasks. More importantly, homework is optional which can take care of students with different foundations.

Part 7,Teaching reflections

教学反思

Here comes the last part -- teaching reflections. As you can see, based on the whole unit overall teaching ,the whole teaching are steps by steps.

They are very clear. They helped students to achieve the objectives.

But how to involve all the students and help each one to achieve their full potential is still a difficult and valuable question for us to think about.

As William Butler Yeats said: education is not  filling  a pail but the lightening of  a fire. The future is not somewhere we are going but where we are creating. So let’s light the fire and face the future. Thank you!