Goodmorning,mydearjudges,IamNO.2.It’sagreathonorformetobeheretotalkaboutmyteachingideaswithyou.Mypresentationwillincludethefollowingaspects:theanalysisofteachingmaterial,theanalysisofstudents,theanalysisofteachingproceduresandsoon.
Part1:theanalysisofteachingmaterial
Firstofall,I’dliketotalkaboutmyunderstandingoftheteachingmaterial.ThislessonistakenfromUnit5ofOxfordEnglishbook5A.Thisisawritingclass,themaincontentistheuseofthesentencestructureIlike....Afterleaning,studentscanwritesomesimplesentencestodescribetheirbestfriends.
Part2:theanalysisofstudents
Aftertheanalysisofteachingmaterial,nowletmeanalyzethestudents.Withthegrowthofage,thestudentsingrade4havethesubtlementalchange,fromtheactivetoquiet,dislikeprojectingthemselves.TheyhavelearnedEnglishforoneyear,havegetintouchwithsomewordsandcanexpressthethingstheycando,whichprovidethefoundationforthislesson.
Part3:theanalysisofteachingobjectives
(1)Knowledgeobjective:Studentswillbeabletobefamiliarwiththetopictoday,andmasterthesentencestructure“Ilike...”.
(2)Abilityobjective:Bypracticing,studentswillbeabletousethesentencetodescribetheirfriends.
(3)Emotionalobjective:Bydoingvariousactivities,students’interestoflearningEnglishwillbefostered.
Part4:theanalysisofteachingkey&difficultpoints
Keypoint:theunderstandingandtherememberofthesentencestructure.
Difficultpoint:howtousethesentencestructuretodescribeaperson.
Part5:theanalysisofteachingmethods
Correspondingly,Thestudentswilltakepartintheactivitiesandfinishthetaskscooperativelyinpairsandingroups.Theywillusethelanguageinarelax,democracy,andharmoniousatmosphere.
Part6:theanalysisofteachingprocedures
Atthebeginningoftheclass,aftergreetingmystudents,Iwillsingasongnamedfindfriendstogethertomystudents,atthesametime,dosomeactions.Itislikethis...Thissongiscloselyrelatedtotoday'stopic,sointhiswayIcanleadinthelessontoday.Atthesametime,anicelearningatmospherewillbecreated.
Herearetwoactivitiesinall.
Activity1:StudentsareaskedtointroducetheirbestfriendsusingsomesimpleEnglishtheyhavelearnedbefore.
Activity2:thenstudentswillbedividedintoseveralgroups,fourpeopleinagroupanddoasurveyabouttheirfriendsbyfinishingthechartonthebook.Oneoftheteammemberscanbetheinterviewer,hecandothesurveybyaskingthefollowingquestions“Whoisyourgoodfriend?Areyouinthesameclass?...”andtherestoftheteammemberscananswerthequestionslike“...ismygoodfriend.Yes,wearebothinclassA...”thenseveralminuteslater,theyhavetoshowtheirsurveytous.
Thisstepismainlytohelpthemputthewordsandsentencepatternstheyhavelearnedintouse.Sohereisawritingtaskforthem.
Aftertalkingabouttheirgoodfriends,theyhavetowritedownsomesentencestodescribetheirfriendsbyfollowingthesentencestructures“..ismygoodfriend.Webothlike...Ilike...shelikes...”whenfinished,theycanchangetheirwritingwiththeirdeskmatesandcorrectsomesentences.
Attheendoftheclass,Iwillasksomeonetosummarizewhatwehavelearnedtoday,andIgivethemsomesupplements.Meanwhile,Iwillremindthemtocherishfriendshipinlifeandtrytobeagoodfriend.
Finally,asforhomework,studentshavetomakeapostcardtotheirbestfriendsandsaythankyoutothem.Sharewithusnextclass.
Throughthesetwotasks,studentswillhaveafurtherunderstandingoftheteachingcontenttoday.
Part7:theanalysisofblackboarddesign
Lastly，Iwouldliketotalkaboutmyblackboarddesign.Asyoucansee,Itisveryclearandlogical,studentscaneasilymasterwhatwehavelearnedintheclass.
