Good morning, dear judges! I’m very glad to be here to present my class today. I’m number 1 candidate applying for middle school English teacher. And my topic today is Unit 2 I think that mooncakes are delicious! In order to make my presentation much clearer, I’m going to divide it into 6 sections, that is, the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.
一、说教材
First of all, I will give a brief analysis of the teaching material. The topic of this unit is “I think that mooncakes are delicious!”, which is the unit 2 of Grade 9, published by the People’s Education Press. Students can master the basic structure of a letter and get more information about Chinese festivals. The topic of this unit is closely related to our daily life and many students know some basic expressions about festivals but not enough. In view of this, this lesson of Unit 2 is very important for eliciting more about Chinese festivals.
Teaching Objectives
Given the analysis of teaching materials, the teaching objectives are designed as follows:
1. Students can master the basic structure of a letter and get more information about Chinese festivals.
2. Students can improve their writing and speaking abilities and express their opinions about their favorite Chinese festivals in daily life.
3. Students can foster the interest and desire of learning English, and are fond of taking part in class activities.
4. Students can get the awareness of loving and protecting Chinese festivals and cultures.
Teaching Key and Difficult Points
Based on the objectives, I make the teaching key points and difficult points as follows:
Teaching key point is that students can get to know how to write a letter to introduce their favorite Chinese festival.
While the teaching difficult point is that students can know the importance of loving and protecting Chinese festivals and cultures.
二、说学情
After the analysis of teaching material, now let me analyze the students. Students in grade 9 are around age of 15 or 16. With the increase of their age, students’ cognitive capacity has been improved significantly. The abstract thinking ability of students is developing quite obviously, compared with grade 8. They can control themselves much better and can be more focused on language study. They have contained some basic knowledge of this topic “Chinese festivals”, for example, they know how to express the names and the days of some festivals. Whereas students’ ability of communicating in English still needs to be improved. Students can learn more words and sentences to improve their language ability through self-study and cooperative study. Meanwhile, the importance of Chinese festivals and cultures can be taught through this topic.
三、说教学方法
Teaching Method
Based on the analysis of the teaching material and students, I will choose task-based language teaching approach for this lesson.
Learning Method
According to teaching objectives and students’ characteristics, in this class, I will mainly employ task-based language teaching approach, and students will work in groups to grasp the ideas, structure and writing skills.
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
For this step, first, I will present some pictures about Chinese and foreign festivals and then I will lead students to review some familiar words and phrases.
The purpose of this step is that the pictures are more intuitive and can attract students’ attention. At the same time, reviewing the learned words and phrases can pave the way for the next writing.
Step 2: Pre-writing
In this step, I will lead students to work in groups to talk about their favorite Chinese festivals and make some notes. They can discuss the five questions in 3a.
The purpose of this step is that group discussion can strengthen their cooperative spirit and they can get the logic to introduce a festival.
Step 3: While-writing
For this step, I will lead students to analyze the structure of the composition first. Then students need to write a letter to a pen pal according to the expressions in 3b, and they have five minutes to finish their first draft. While they write, I can give some instructions.
The purpose of this step is that students will cultivate their ability to write a letter within certain minutes and their good habits of writing will be formed as well.
Step 4: Post-writing
In this step, I designed 2 tasks.
Task 1: Students can check their draft by themselves and then exchange with group members to do peer editing.
Task 2: Students can choose some good ones to put on the display area.
The purpose of this step is that editing can provide perfect writing for students, meanwhile the comments will help students learn more from others and improve their writing ability promptly.
Step 5: Summary
For the summary of this lesson, firstly, students summarize what they have learned in this class. Secondly, the teacher makes supplements. Thirdly, the teacher reminds them of the importance of Chinese festivals and cultures.
The purpose of this step is that students can have a review of the important points of this lesson and achieve cultural awareness objective.
Step 6: Homework
For the final part of this lesson, I will ask their parents what their favorite Chinese festival is and write it down. Then share it with classmates next time.
By doing the homework, students can consolidate the important language points.
五、说板书设计
After finishing the part of teaching procedures, I will come to the last section: design of the blackboard. As you can see, I have shown the structure of the composition and some useful expressions so that students will understand the format of a letter better and introduce more about Chinese festivals in real life.
