Good morning dear judges, it is a great honor for me standing here to share my teaching ideas
with you. And I am going to explain it according to the following aspects: the analysis of the
teaching material, the students, teaching aims, the key and difficult points, teaching methods,
teaching procedure and my blackboard design.
Firstly, please allow me to talk about the analysis of teaching material.The main topic of this
lesson is whose cake is this. After learning this unit, students will be able to know some useful
words in daily life like: English, music, pig and so on. At the same time, they also can understand
the expression whoso... is this. Therefore, this lesson plays an important role in their studying. If
the students can learn it well, it will be helpful to their further study.
After analysis of teaching material, let’s move on to the next step: analysis of students.
Students of this period have just begun to learn English, so they do not acquire enough
background knowledge. But they are active and have interest in new things, thus, I can use
different methods to create comfortable atmosphere to learn English happily.
According to the new curriculum standard, the teaching materials and the students’ present
situation. I set the aims as follows:
Knowledge objectives:
1. Students can master the following words and expressions: English, fish, him, music, pig.
2. Students can grasp and use the following sentence patterns:
Whose … is this?
Let’s …
Ability objectives:
1. Students can improve their listening ability by listening to the words.
2. Students can improve the speaking ability by reading the jingle and can communicate “whose
something is this” in English.
Emotional objectives:
Through this class, students can know some words in English and like to express daily dialogue in
English.
Based on the above analysis of teaching material, background of students, and set up
ofteaching aims, the key point and difficult point in this class are as follows:
Teaching key point:
How to help studentsmaster the new words, expressions and the usage of the sentence patterns?
Teaching difficult points:
How to make students master the words and expressions andimprove their speaking and listening
skills?
According to the new curriculum standard, and after studying the teaching aims and the
students, I’ll mainly use “Task-based teaching method” “Communicative language teaching
method” and “TPR teaching method” as teaching methods. As for the study methods, I will lead
them to discuss in groups, and learn to communicate with people so as to become the real host of
the class.
As we all know teaching aids are very important for my class, so I will mainly use multi-media,
tape recorder and real objects like toy-animals.
Now, Let’s come to the most important parts of my teaching plan—teaching procedures. It is
made up of following steps. They are warming up and lead-in, listening and practice, pair work
and practice, summary and homework. Now let’s go to the first step:
Step 1 Warming up and lead-in(5minutes)
The teacher greets the students and asks them a question. The question is “Do you like eating
fish?”. Then the teacher tells the students that the cat likes eating fish and asks them to listen to the
tape of the words.
Step 2 Listening and practice (15 minutes)
The teacher asks students to listen to the tape for the first time. After that, asks some students
to try to read the words and corrects their pronunciation. Then asks the students to listen to the
tape for second time and read the words following the tape. After the reading, the teacher explains
every word to the students and lets them repeat.
(Justification: This step can get students to have a further understanding of the words.)
Step 3 Pair work and practice (20 minutes)
1. Practice the sentence patterns (10 minutes)
The teacher selects an example in the jingle, points out the sentence pattern and then makes
students to make their own sentences according to the examples.
Sentence Pattern1—Whose … is this?
Sentence Pattern2—Let’s …
Examples: (1) —Whose cake is this? —It’s my cake.
(2) Let’s eat it by the lake.
(Justification: This step can get students to master the sentence patterns.)
2. Working in pairs (10 minutes)
The teacher asks two students in pair.They can choose anything they like to replace the “cake”
in the jingle and make dialogue like “—Whose apple is this? —It’s my apple. —Let’s eat it
besides the table.”.
(Justification: Students act out the dialogue in their own way, which helps to consolidate
what they learned in this period.)
Step 4Summary and Homework(5 minutes)
Summary: The teacher asks one student to summarize what he / she has learned in this class.
Homework: The teacher asks students to do exercises of this part on the exercise book.
(Justification: Students can review and consolidate what they learned in class.)
The last part is the analysis of the blackboard design. I design it like this:...
