Good morning/afternoon, my dear judges. I'm the first competitor. It's my great honor for me to stand here to have this opportunity to talk about my teaching ideas. Today my topic is “Module 6 Unit 1 You can play football well.” I’ll begin interpreting my teaching design from the following aspects. My presentation consists of the following aspects.
I Analysis of teaching materials
The unit is from Foreign Language Teaching and Researching press English book, the first semester of grade 5. The topic of this unit is about talking about some sports. Students will learn some words which are used to describe sports and the target language and know how to use it in their daily life. For example, students will learn to use the sentence pattern: “Can you run fast? You are very good at basketball.And you can catch the ball very” to ask other people about their sports activities. If students can learn it well, it will lay a solid foundation for their further study.
II Analysis of students
Students in Grade 5 are active, curious and interested in new things. After learning English for 2 year, they have accumulated some basic English knowledge, but they are too shy to say English in their daily life, and the words and the sentences are not enough for them to talk about their favorite sports activities. As the teacher, I will provide them more chances to learn English quickly and practice more.
III Analysis of teaching aims
By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, students are under the stage of growing and developing, they are unique and independent. So I set the following teaching aims:
(1) Knowledge aims:
Students will learn some new words such as run, pass,fantastic and so on.
Students can listen and speak the sentences: Can you run fast? You are very good at basketball. And you can catch the ball very.
(2) Ability aims:
Students can ask and answer some questions about sports by using the sentence structures.
Students can learn some listening tips to enhance their ability of acquiring and processing information by grasping key words.
(3) Emotional aims:
Students can cooperate with other group mates actively, and complete the tasks together.
Students can foster the interest and desire of learning English, and are fond of taking part in different kinds of class activities.
IV Analysis of teaching key points and difficult points
The key points are to master the meaning and the pronunciation of the words such as " run, pass and fantastic ".
Target language: “Can you run fast? You are very good at basketball.And you can catch the ball very.”
How to apply these words and sentence patterns their daily life to ask and answer questions about sports with others.
V Analysis of teaching methods and learning methods
Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Language Teaching Method, and Task-based Teaching Method will be adopted in this lesson. Based on the learning condition of my students, I arranged some activities to make the learning process more attractive. I will ask students to make competition in groups, which can help them foster a good sense of cooperation.
VI Analysis of teaching aids
I’d like to talk about the teaching aids. In order to catch students’ attention, a tape recorder and multimedia will be used in this class.
VII Analysis of teaching procedures
Step 1 Warm-up
Firstly, I will greet students as usual. Then Show students some pictures about basketball, football. And ask students do you like sports? Just like this: Good morning, boys and girls. Welcome to my class. While, how are you today? I’m fine, too. Thank you! Here’s some pictures for you. Boys and girls do you like sports? Oh you like sports, very good. Ok, let’s begin our new class.
The two sports pictures are loved by all students, so it can form a better English learning surrounding for the students and lay a foundation for the next step of the new lesson.
Step 2 Pre-listening
In this part, I’ll explain my students some words by body language and the synonym and let students guess what are them. Then draw them on the blackboard to teach students these new words, run, pass and fantastic. I think they can master these new words because it is so related to the students’ real life experience.
The purpose of this step is to clear the obstacles of the new words, and lay a solid foundation for the listening part.
Step 3 While-listening
Then it comes to the listening activities. When they listen to the tape for the first time I will leave them the following questions: “Can Lingling run fast?” and then listen again then answer “Can Lingling pass the ball well? What sports are Lingling good at?”. Then listen to the tape for the third time, and they are required to read after the tape and imitate the sound of it.
This activity can give students some listening strategies, such as when you want to find the answer quickly, you can get the key words in the questions and in the text. Besides, these questions include the target language, and can make it easy for students to learn them. Students listening and speaking abilities will be improved.
Step 4 Post-listening
In this step, I will let students work in a group of five, each group need to do a survey about favorite sports and finish the chart on the blackboard. Then some representatives will be invited to make a report. They would be given 5 minutes to do it. During their discussion, I’ll walk around the classroom and offer them some help.
Task-based teaching method and communicative language teaching method are adopted in this activity. By doing this, students’ abilities of communication and cooperation can be developed.
Step 5 Summary and homework
Invite one of the students to act as an assistant teacher to review what we have learned and others make a supplement together.
Homework: Ask students to take part in an sports activity and show their feelings next class.
This can make the most students have chance to join the class, and find their weakness, then help them consolidate today’s learning.
VIII Analysis of blackboard design