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Unit 5 It must belong to Carla(Section A)Good morning/ afternoon, dear judges! I'm very glad to be here to present my classtoday. I'm number X candidate applying for the English teacher of the secondary school.And my topic today is Unit 5 It must belong to Carla. To get a better understanding of my instructional designing, 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. Part One: Analysis of the Teaching MaterialThe first and foremost is the analysis of the teaching materials. Today's lesson is the Unit 5, Section A of Go For It, Grade 9, published by People's Education Press. Its main theme is about making inferences, which is closely related to students' daily life. Everyday students ofter express inferences, so they are quite familiar with this topic andwould like to learn more about it.Based on the New Curriculum Standard，today's teaching objectives are as follows:1. Knowledge objectivesKnowledge objective is to master the usage of new words "belong, belong to, plate,author, toy, picnic". 2. Ability objectivesAbility objective is to grasp how to use "must, might, could and can't" to make inferences based on the related information. 3. Emotional objectivesEmotional objective is to understand the importance of items' belonging.Given the teaching materials and the students' characteristics, I suppose the teaching key points are the usage new words, and difficult points will be focused on how to make inferences in real situations.Part Two: Analysis of the studentsOK, let's turn to the analysis of students. Students of Grade 9 have studied English for at least 6 years and grasped a certain amount of basic English knowledge. They are
active, eager to show and learn; their abstract thinking is developing rapidly, they can cooperate with their classmates to finish tasks, they can make their own judgments based on their life experience. On the other hand, students of Grade 9 cannot use English freely; they make mistakes now and then, and their attention span is limited. Therefore, I should take into account all of these factors in my teaching.Part Three: The Teaching MethodsAccording to the analysis of teaching materials and students, I'm going to arrange my lesson by mainly using the the Audio-lingual Method. Part Four: The Learning MethodsThe learning Methods of this lesson will be focused on cooperative and researched methods. Students will learn the language points better by finishing a series of activities.Teaching AidsDuring the teaching process, recorder, CAI and computer will be needed. Part Five: Teaching ProceduresOK, so much for the teaching and learning methods. And the next one is the most important part of today, the teaching procedures, which will be demonstrated in the following steps: Step 1.Leading-inIn this step, students will be told to look carefully at the picture in the book. I will explain them the example:" Plate is used in the kitchen, so it shall be put in the kitchen things". Then I'd like the students to think about the chart in page 34 accordingly. The answer will be checked later.ClothingFun thingsKitchen thingshatvolleyballplateBy doing so, students will get a general idea of today's lesson and their interest willbe raised as well.Step 2. Presentation 1. Listening Comprehension
In order to get the students to be more familiar with today's topic, I' d like them to listen to the tape 1b. Then students will match a person with a thing and a reason. If theyfind it hard to do so, they can work in pairs.2. Vocabulary FocusAfter the listening, I will introduce the key vocabulary of today. Firstly, I will writethe new words on the blackboard, read them one by one and ask students to repeat several times until they can speak out them fluently and accurately.Secondly, I'll invite some students to explain in their own words the meanings of the new vocabulary " belong to, author and picnic". The possible answer may be:Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.3. Discussion Students' attention will be focused on the picture again. I'd like students to point to each item and say its name, and they will be encouraged to explain the meanings of the column heads. Then students will look at the picture and write the things in the correct columns in the chart. Students can discuss their answers with their classmate. As they discuss, I'll move around the classroom, checking their progress and answering any questions they may have. Then I will show the correct answers on the screen and check with students.4. Role-play Students will read the conversation in page 34 , then they will be divided into 5 groups to practice the conversation. Each group shall finish one and write it on the blackboard. After that, they shall act the conversation out.Step 3. Practice and Consolidation In order to consolidate what they have learned today, I'm going to provide a series of tasks for students to finish.(1) Listening comprehension Students will hear the recording about a backpack that Bob and Anna found. Then they will write down the things in the backpack.
(2) Grammar Focus The key grammar of this period is the usage of "must, might, could and can't" . Traditionally, grammar rules will be taught to students first and they will try to do a lot of exercises to consolidate the rules. Actually, memorizing the rules only cannot bring about a good effect. So, I'd like students to the tape of 2b and try to experience the usingof grammar through examples. Then they can read the grammar summary in 2b. Step 4.SummarySummary can be used to test the learning effect of students. So, students will finishthe 2c. This exercise will deepen students' understanding about the usage of "must, might, could and can't". Then they will try to sum up the language points today. Step 5.Homework Homework is important for the further development of students' language ability. To get a further understanding of the target language, I'd students to make up a similar dialogue by modeling the 1c . Part Six: Design of the blackboardLast but not the least is the blackboard design. As you can see, I have written the new words and expressions on the blackboard so that students will grasp them better and use them in the actual life.Unit 5 It must belong to Carla. Section A The First Period1. Key vocabulary: belong v. belong to plate n. author n. toy n. picnic n.2. Target language: Whose book is this? It must be Mary's. Wanda Wilbur is her favourite author.OK, so much for my presentation, thanks for your listening.
active, eager to show and learn; their abstract thinking is developing rapidly, they can cooperate with their classmates to finish tasks, they can make their own judgments based on their life experience. On the other hand, students of Grade 9 cannot use English freely; they make mistakes now and then, and their attention span is limited. Therefore, I should take into account all of these factors in my teaching.Part Three: The Teaching MethodsAccording to the analysis of teaching materials and students, I'm going to arrange my lesson by mainly using the the Audio-lingual Method. Part Four: The Learning MethodsThe learning Methods of this lesson will be focused on cooperative and researched methods. Students will learn the language points better by finishing a series of activities.Teaching AidsDuring the teaching process, recorder, CAI and computer will be needed. Part Five: Teaching ProceduresOK, so much for the teaching and learning methods. And the next one is the most important part of today, the teaching procedures, which will be demonstrated in the following steps: Step 1.Leading-inIn this step, students will be told to look carefully at the picture in the book. I will explain them the example:" Plate is used in the kitchen, so it shall be put in the kitchen things". Then I'd like the students to think about the chart in page 34 accordingly. The answer will be checked later.ClothingFun thingsKitchen thingshatvolleyballplateBy doing so, students will get a general idea of today's lesson and their interest willbe raised as well.Step 2. Presentation 1. Listening Comprehension
In order to get the students to be more familiar with today's topic, I' d like them to listen to the tape 1b. Then students will match a person with a thing and a reason. If theyfind it hard to do so, they can work in pairs.2. Vocabulary FocusAfter the listening, I will introduce the key vocabulary of today. Firstly, I will writethe new words on the blackboard, read them one by one and ask students to repeat several times until they can speak out them fluently and accurately.Secondly, I'll invite some students to explain in their own words the meanings of the new vocabulary " belong to, author and picnic". The possible answer may be:Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.3. Discussion Students' attention will be focused on the picture again. I'd like students to point to each item and say its name, and they will be encouraged to explain the meanings of the column heads. Then students will look at the picture and write the things in the correct columns in the chart. Students can discuss their answers with their classmate. As they discuss, I'll move around the classroom, checking their progress and answering any questions they may have. Then I will show the correct answers on the screen and check with students.4. Role-play Students will read the conversation in page 34 , then they will be divided into 5 groups to practice the conversation. Each group shall finish one and write it on the blackboard. After that, they shall act the conversation out.Step 3. Practice and Consolidation In order to consolidate what they have learned today, I'm going to provide a series of tasks for students to finish.(1) Listening comprehension Students will hear the recording about a backpack that Bob and Anna found. Then they will write down the things in the backpack.
(2) Grammar Focus The key grammar of this period is the usage of "must, might, could and can't" . Traditionally, grammar rules will be taught to students first and they will try to do a lot of exercises to consolidate the rules. Actually, memorizing the rules only cannot bring about a good effect. So, I'd like students to the tape of 2b and try to experience the usingof grammar through examples. Then they can read the grammar summary in 2b. Step 4.SummarySummary can be used to test the learning effect of students. So, students will finishthe 2c. This exercise will deepen students' understanding about the usage of "must, might, could and can't". Then they will try to sum up the language points today. Step 5.Homework Homework is important for the further development of students' language ability. To get a further understanding of the target language, I'd students to make up a similar dialogue by modeling the 1c . Part Six: Design of the blackboardLast but not the least is the blackboard design. As you can see, I have written the new words and expressions on the blackboard so that students will grasp them better and use them in the actual life.Unit 5 It must belong to Carla. Section A The First Period1. Key vocabulary: belong v. belong to plate n. author n. toy n. picnic n.2. Target language: Whose book is this? It must be Mary's. Wanda Wilbur is her favourite author.OK, so much for my presentation, thanks for your listening.
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