Good morning, dear judges. I’m candidate No.6. Today my topic is Cinderella. It is my great honor to be here to present my lesson. In order to make it clear, I will express my thoughts from the following 5 parts, which are the analysis of the teaching material, analysis of students, teaching methods and learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.

一、说教材

Firstly, I will introduce the first part—analysis of teaching material.

Today’s lesson is from section A of unit 1, published by Yilin Press, book 6 and it includes two parts. Its main theme is about the story of Cinderella. This lesson is familiar to students. Through reading this story, students can experience the beauty of fairytales. Meanwhile, students can know better the structure of time-line story and they can learn to be kind to others. So, it is useful for improving students’ reading and writing skills and enhancing students’ performance ability.

Given the analysis of teaching material, the teaching objectives are designed as follows:

1. Students are able to read and understand the story.

2. Students are able to understand and use the new phrases “put on” and “take off”.

3. Students are able to develop the ability of speaking and performing by role play.

4. Students are able to realize the value of kindness and believe in themselves.

Based on the objectives, I make the teaching key points and difficult points as follows:

The teaching key point is how to help students understand the story and figure out the main characters and time line. The teaching difficult points are how to encourage students to speak English and show themselves bravely and how to make them understand the value of kindness.

二、说学情

After the above analysis of teaching material, now let me analyze the students.

The students in Grade 5 have more than two years’ English-learning experience, they have had certain knowledge and skill in English. They can read and understand short stories with the help of pictures. At their age, they are interested in fairytales and are eager to learn more about fairytales. After reading fairytales, they are eager to become the characters in fairytales and eager to show their performance. But they can’t keep attention for a long time. So, I will adopt interesting activities and create performance opportunities for students to attract their attention and interact their learning interests.

三、说教学方法

Based on the analysis of teaching material and students, I will choose task-based language teaching and communicative approach to improve the students’ enthusiasms and make students learn to play and play to learn.

Accordingly, to make the class more active and improve learning efficiency, students will learn by individual work and cooperative learning with these methods.

四、说教学过程

According to the above analysis, teaching procedures—the most important part are designed as follows:

Step 1. Lead-in

At the beginning of class, I will show some pictures about fairytales, such as Snow White, The Mermaid, The Emperor’s New Clothes, The Frog Prince, etc. Ask students several questions. For example,

Do you love these fairytales?

What is your favorite fairytale?

The purpose of such a lead in aims to arouse students’ interest in learning English and they can get into the topic easily.

Step 2. Pre-reading

Before reading I will play a piece of video clip of the movie Cinderella for students. Ask students whether they have seen this movie and whether they know the name of this fairytale. Then talk about the characters they know in this fairytale with students and make predictions about today’s passage. Students will be encouraged to guess and discuss the answers, then I will invite someone to share his prediction. With these processes, they will get the basic idea of this story.

Step 3. While-reading

Skimming

For the while-reading part, I will first ask students to open their books and look through this passage quickly and check their prediction. Ask students to conclude the main idea of this short story.

Scanning

Then, I will lead students to read this story paragraph by paragraph and try to figure out the following questions one by one. For the first paragraph, I will read together with the students. For the second and third paragraphs, students read by themselves. For the last two paragraphs, students read and solve the problems within groups. During the process of reading, I will explain the phrases “put on” and “take off” with pictures.

Questions:

Where’s the party?

Who can’t go to the party?

Who helps Cinderella?

When does Cinderella have to come back?

Whose shoes do the girls try on?

After students have got a full understanding of this story, I will ask students to finish a matching on PPT. Then, I will invite some students to share their answers.

Careful reading

After students almost know all the information of this passage, they are expected to read it carefully again. Connect this passage with the story they know about Cinderella. Work in groups to think, why can’t Cinderella go to the party? Why she doesn’t stand out to get her shoe back from the prince? How should we treat others in our life?

Then, I will show students some pictures about people in need of help in real life. Ask students what they will do if they see these people.

Through these three times of reading, students can understand the passage and get some detailed information. Meanwhile, for the third time of reading, I design some questions related to students’ daily life, which can permeate the emotional objectives of this lesson.

Step 4. Post-reading

For post-reading, students are asked to perform this story with the members in groups. I will invite some groups to perform in the front of the classroom and make some comments.

Using the task-based language teaching method to encourage students to show themselves and activate their initiatives in participating class activities.

Step 5. Summary

Before the end of the class, students will make a summary about what they have learned in this class, and I will make supplements timely. What’s more, I will lead students to be aware of the importance of being kind to others.

Step 6. Homework

After this class, students are expected to tell the story to their friends and partners.

五、说板书设计

Last but not the least, the finial part is my blackboard design. Please look at here. I write the key phrases and the time line of the story on the blackboard to help students to understand the passage. This can show vividly the development of the story.

That’s all for my presentation. Thank you for your listening.